The document discusses strategies for managing a classroom of students achieving below grade level. It emphasizes the importance of continually reinforcing rules and procedures throughout the year to help struggling students succeed. Specific situations described include dealing with a disruptive student and preparing a student with autism for changes in routine. The best approaches focus on supporting students' individual needs through clear expectations, positive reinforcement, and addressing behaviors promptly and respectfully.
This file tackles the definition of remedial instruction and the need for the subject. Also, content and distribution of topics have been included for reference purposes.
This file tackles the definition of remedial instruction and the need for the subject. Also, content and distribution of topics have been included for reference purposes.
Who are slow learners? Who are weak students? Why do we call slow learners? How can we identify weak students in the classroom? Does weak student really exist in the classroom? We need to understand the nature of learner. Why do learners become weak in academic?
Minute observation of weak students and proper monitoring of academically weak student can bring magical result. We need to work on weak student. Academically weak child is not the result of his physical and mental deficiency but the poor parental and system failure.
Rajeev Ranjan
www.rajeevelt.com
The workshop will provide middle level mathematics teachers with ideas for engaging students in the understanding of math concepts and the creative aspects of mathematics topics in the 6-8 curriculum. The workshop will be hands-on and based upon a constructivist approach to learning and teaching. Handouts will be provided.
Presenter(s): Shirley Disseler
The purpose of conducting the webinar was to provide participants ideas on devising various interesting games for teaching children basic operations of Mathematics at the primary level
Presentation ( Mathematics) teacher only dayGavin Clark
This presentation was created by Annie Leitch our lead teacher of Mathematics at Pekerau School. It certainly challenge our thinking on Mathematics teaching and learning.
THIS PRESENTATION WAS PATTERNED AND BASED TO THE PRESENTATION OF
Ma. Asuncion Christine V. Dequilla, Ph.D.
Professor
Director, Centre for Teaching Excellence
College of Education, WVSU
SHE WAS OUR SPEAKER DURING THE REGIONAL SEMINAR WORKSHOP ABOUT THE SAID TOPIC LAST OCTOBER 2018.
Who are slow learners? Who are weak students? Why do we call slow learners? How can we identify weak students in the classroom? Does weak student really exist in the classroom? We need to understand the nature of learner. Why do learners become weak in academic?
Minute observation of weak students and proper monitoring of academically weak student can bring magical result. We need to work on weak student. Academically weak child is not the result of his physical and mental deficiency but the poor parental and system failure.
Rajeev Ranjan
www.rajeevelt.com
The workshop will provide middle level mathematics teachers with ideas for engaging students in the understanding of math concepts and the creative aspects of mathematics topics in the 6-8 curriculum. The workshop will be hands-on and based upon a constructivist approach to learning and teaching. Handouts will be provided.
Presenter(s): Shirley Disseler
The purpose of conducting the webinar was to provide participants ideas on devising various interesting games for teaching children basic operations of Mathematics at the primary level
Presentation ( Mathematics) teacher only dayGavin Clark
This presentation was created by Annie Leitch our lead teacher of Mathematics at Pekerau School. It certainly challenge our thinking on Mathematics teaching and learning.
THIS PRESENTATION WAS PATTERNED AND BASED TO THE PRESENTATION OF
Ma. Asuncion Christine V. Dequilla, Ph.D.
Professor
Director, Centre for Teaching Excellence
College of Education, WVSU
SHE WAS OUR SPEAKER DURING THE REGIONAL SEMINAR WORKSHOP ABOUT THE SAID TOPIC LAST OCTOBER 2018.
3 Ways to Ramp Up Your Science Instruction! [WORKSHOP]Gary Abud Jr
This is a half-day workshop on implementing student-centered practices in the secondary science classroom. The topics include inquiry-based instructional design, visible thinking routines, and talk moves for productive classroom discussion.
Modeling evolution in the classroom: The case of Fukushima’s mutant butterfliesAmyLark
Science education in the United States is evolving. New standards and reform recommendations spanning grades K-16 focus on a limited set of key scientific concepts from each discipline that all students should know but emphasize integrating these with science practices so that students learn not only the “what” of science but also the “how” and “why”. In line with this approach, we present an exercise that models the integration of fundamental evolutionary concepts with science practices. Students use Avida-ED digital evolution software to test claims from a study on mutated butterflies in the vicinity of the compromised Fukushima Daiichi Nuclear Power Plant complex subsequent to the Great East Japan Earthquake of 2011 (Hiyama et al., Scientific Reports 2 Article 570, 2012) to determine the effects of mutation rate on the genomes of individual organisms. This exercise is appropriate for use in both high school and undergraduate biology classrooms.
Next Generation Science Standards and STEM DataNWEA
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The Next Generation Science Standards and STEM Data
Roy Beven, Carolyn Frost, and Velma Itamura, Science Content Specialists, NWEA
Fusion 2012, the NWEA summer conference in Portland, Oregon
The expectations for student learning in K-12 science and engineering are about to drastically change. A majority of states are leading the development of the Next Generation Science Standards (NGSS) in partnership with Achieve, Inc. This presentation highlights some of the major changes and the data needed to monitor student understanding of the NGSS in the years to come.
Learning outcome:
- Review the draft Next Generation Science Standards focusing upon the major changes.
- Develop an understanding of student discourse during the practice of science and engineering.
- Make recommendations for future MAP Science assessments to gather STEM data
Audience:
- New data user
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
SRI Research Study on Project-Based Inquiry Science Curriculum (June 2014)IT'S ABOUT TIME®
New NSF-backed, Independent Research Study Shows Project-Based Inquiry Curriculum Materials Has a Positive Effect on How Students Learn Science and on Leveling the STEM Playing Field.
NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science™ published by IT’S ABOUT TIME®.
The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum — from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level.
The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science™ (“PBIS”), published by IT’S ABOUT TIME® (“IAT”), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earth’s surface) and physical science (energy).
3 Big Takeaways
1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials.
2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys.
3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.
High school science education has evolved in recent years to embrace not only natural and life sciences but also technology and engineering courses that represent careers of the future. Is it time to adapt Massachusetts public university admissions standards to mirror this expanded view of science education? Presented at a meeting of the Massachusetts Board of Higher Education on December 6, 2011.
How to Motivate Your Students and Get Them to Listen to You: Part 2Rachel Wise
Part 2 of a four part series - This presentation gives 39 effective strategies for classroom management. Created by Rachel Wise: Licensed Behavior Specialist, Certified School Psychologist, and founder of educationandbehavior.com.
this is some tips for you who's gonna teaching. not only a teacher. but everybody can teach each other.
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Jl. Raya Panglegur KM 3,5 pamekasan
Come join us..
this help you to improve your knowledge in mathematics. you download this and edit and use for your presentation. if this is useful for you then you share this to friends
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HOW TO: Problem-Solving on Your Feet
As teachers, we know possibly better than anyone else that when things go wrong, they can really go wrong.
Being able to solve problems on your feet is one of the most valuable skills a teacher can have. There are so many variables as to what can go awry in a classroom that generally luck would have it, many things tend to go wrong at the same time. Face problems head on with these tips, and you will be able to handle the worst of classroom disasters!
Teaching remedial classes and special needs students game
1. Classroom Management You are teaching a remedial class. The characteristics of your students are that they are usually achieving two or more grade levels below the average students in that grade. They often feel discouraged and may choose to believe that school is not important to them. These students may often be late or tardy for class because they are not doing well in school, of course the absences only make this worse causing them to fall further behind and continuing this cycle. This isn’t to say that all the students are the same and there will usually be a wide range of achievement levels, learning disabilities, goals, other talents, and family background. Move to slide 2.
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4. Students seem to be adjusting well to your rules and procedures. When you often monitor behavior by scanning the room students are generally on task. Good Job. Move to slide 6
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11. Some Students are upset that you contacted their parents. Go back to start.
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17. The student becomes discouraged about being singled out or separated from his peers. Go back to the beginning.
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21. With some crucial modifications it is possible for students who are deaf or hard-of-hearing to function in the regular classroom. On a sheet of paper please list your ideas for ways to help insure the success of these students. Move to slide 22. You can write directly on this page if you want. Lights Simple Sign Language ASL Interpreter Continually face the student-Important for lip-reading Speak clearly
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24. I know that it is common to have these kind of reactions to NCLB but they need to remain internal thoughts. Go Back To Start.
25. After the initial resistance the student begins to develop a good relationship with the content mastery teacher and begins to have better performance in class. Move to slide 18.
26. The student with an emotional disorder is having more success in not having outbursts. Move to slide 19