Sandra Jaquette outlines her teaching philosophy which encompasses three main areas: 1) providing students opportunities to acquire, practice, and receive reinforcement of fundamental knowledge and skills, 2) encouraging students to think critically by questioning, analyzing, and testing new knowledge, and 3) designing instruction that motivates students and makes real-world connections. She believes in differentiated instruction, inquiry-based learning, and maintaining a safe classroom where students feel comfortable exploring ideas. Jaquette also stresses the importance of being a lifelong learner to stay current in science education and continually improve her teaching skills.
Top 20 Psychological Principles for Teaching & LearningPhung Huy
This presentation is adapted from the APA-published report on “Top 20 Principles of Psychology” to facilitate the discussion among English educators in Vietnam participating the roundtable hosted by the American Center in Hanoi, Vietnam. Always use the original report for future reference.
Heuristic Method, Introduction of Heuristic method, Principles of Heuristic Method, Techniques to adopt in heuristic method, Role of teacher, Merits, Limitation, suggestions, conclusion
Topic: Educational Psychology Definition, Need & Scope
Student Name: Mazhar Hussain
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Top 20 Psychological Principles for Teaching & LearningPhung Huy
This presentation is adapted from the APA-published report on “Top 20 Principles of Psychology” to facilitate the discussion among English educators in Vietnam participating the roundtable hosted by the American Center in Hanoi, Vietnam. Always use the original report for future reference.
Heuristic Method, Introduction of Heuristic method, Principles of Heuristic Method, Techniques to adopt in heuristic method, Role of teacher, Merits, Limitation, suggestions, conclusion
Topic: Educational Psychology Definition, Need & Scope
Student Name: Mazhar Hussain
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Research In Science Education Utilizes The Full Range Of Investigative Methodsnoblex1
While our understanding of the process of teaching, learning, and schooling has improved recently, more must be accomplished. Rapid societal changes are necessitating that we construct a new image of the process of schooling in general, and the process of teaching and learning science in particular.
An interdisciplinary cadre of researchers and educators is building an infrastructure from which new themes for research in science education are emerging.
Our research agenda must embrace collaboration and relevancy around a vision that celebrates not what is, but what can be!
A new image of the role of the teacher is emerging as well. In addition to possessing discipline specific knowledge and knowledge about effective pedagogy, teachers must be afforded the time to share ideas with colleagues, participate in professional development, and inquire about teaching and learning. Teachers must be active, reflective practitioners who engage in constructing a curriculum to enhance the development of all students. Similarly, science education research ought to be relevant and should inform the practice of science teaching. Research on teaching and learning should contribute new insights for both practice and future research.
Fundamentally, we believe that research should guide and inform policy formation and decision-making regarding science teaching, preschool through college. We wish to clarify the breadth of research and to identify key issues. Moreover, we wish to warn against policies and decisions governed by marketing concerns rather than by systematic study or reasoned analysis or information important to teachers.
A realistic view of the scientific enterprise is paramount both to the success of research on science teaching and as a goal for students studying science. For example, traditional science experiences often result in students constructing a distorted view of the scientific enterprise. Students believe that: (a) science is a collection of facts to be memorized, (b) all the information in the science textbook is true, (c) the sum total of scientific knowledge is known, (d) science is a quantitative, value-free, empirical discipline. Moreover, students often fail to understand that: (a) science proceeds by fits and starts, (b) ideas based on evidence are still fallible, (c) scientific ideas are enhanced through a process of sharing, negotiation, and consensus building, and (d) continual inquiry is a fundamental attribute of the scientific enterprise. Today's science is more accurately portrayed as a value-laden discipline in which there are moral and ethical dimensions. The changing nature and ethos of science has led to the acceptance of more diverse investigative methods.
Research in science education utilizes the full range of investigative methods, embracing quantitative research.
Source: https://ebookschoice.com/research-in-science-education-utilizes-the-full-range-of-investigative-methods/
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. Philosophy of Education
Sandra Jaquette
My goal as a science or biology teacher is to effectively teach all my students and instill in them a
love of science. As a future educator, I have developed beliefs on what the ideal education is, and
how I will deliver that experience to my students. My teaching philosophy encompasses three areas.
First of all, an effective teacher must provide students with the opportunity to acquire, practice, and
receive reinforcement of fundamental knowledge and skills. Secondly, a good teacher encourages
students to think, by teaching them not to accept information passively, but to question, analyze, and
test newly acquired knowledge. Third, an effective teacher will design instruction which motivates
students and provides them with both real world connections to the content and opportunities for
success.
Students need to build fundamental knowledge of the unifying concepts in science. As a teacher, I will
communicate knowledge by taking into account diverse learning styles and multiple intelligences.
This will be accomplished by presenting concepts in different ways such as lecture, multi-media
presentations, problem solving, and cooperative grouping. In addition, because each student is
unique and learns in different ways, lessons will be differentiated by including scaffolding, and
adapting whole group lessons for diverse learners. Students will know that my classroom is a safe
place to learn, where differences are accepted, and there are high expectations for behavior and
learning. I will strive to maintain a classroom where students will feel comfortable to explore ideas,
make mistakes, ask questions and take part in discussions.
A priority for science or biology teachers should be for students to leave the classroom understanding
how to be critical of science, analyze science, and relate new science knowledge to their daily lives. I
believe that guided inquiry based instruction and collaborative learning are very effective ways to
teach these skills. Inquiry helps students practice problem solving and critical thinking skills and by
applying these higher-order thinking skills, students can process knowledge that enables them to
become independent learners. Equally important, students will use these skills throughout their lives,
either in a science career, or in other rapidly changing areas such as technology and medicine.
As a scientist, a teacher should inspire curiosity in students. Capturing students’ interest in science is
crucial not only to improving science learning, but to promote science literacy in order to prepare
students for a society that is very science and technologically driven. Motivation is a critical criterion in
the learning process. Teacher attitude and enthusiasm toward the subject plays an important role in
engaging students. My students will see that I am engaged and interested in the subject of science
and they will be inspired to learn. Students are also motivated by active learning; therefore, I want my
classroom to be student-centered. Techniques such as think-pair-share, student choice for lesson
process and produce, and group discussions are ways to motivate students to learn, and help them
take control of their own learning process.
Finally, due to the ever changing realm of science and education in the 21 st Century, I believe that it is
critical to be a lifelong learner. This will allow me to always be on the cutting edge of new
developments in science education so that I can be the best teacher possible for my students. I will
continually be learning through research, classroom experience, and interaction with my peers. In
addition, I will continue to improve my teaching skills by engaging in reflection, allowing me to think
critically about what is working and what is not. This will enable me to adapt my teaching to better
meet the needs of my students.