This document discusses collaborative teaching, where two teachers work together to teach material. In collaborative teaching, teachers exchange ideas and theories with students rather than doing a solo lecture. For example, one teacher may teach about the digestive system, while the other develops a model of it. Students then make their own model and explain it to both teachers. The document provides activities for teachers to brainstorm collaborative lessons, share an example lesson, discuss assessing the impact, and preparing to implement collaborative teaching along with its advantages and challenges.
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
Learner centered teaching and active learning strategiesNoura Al-Budeiwi
Active learning is best demonstrated in a learner-centered approach. This short article explores few active learning strategies and the use of technology in class. Feel free to comment in the comments section.
Instructional Strategies was a presentation given during "What Administrators Want Teachers to Know." Inservice teachers participated discussing which strategies work well and those that they wanted to try. They noticed how others were experts with different strategies but collaboration was necessary to build teacher capacity.
The aims and objectives of this presentation is to identify different learning styles
To explore how interactive teaching strategies support all learners
To share practical ideas for whole class teaching
Collaboration and Co-Teaching WorkshopStephen Best
This presentation is a part of the Collaboration and Co-Teaching: A Workshop for Mathematics and Special Educators materials from the Mathematics Improvement Toolkit. The materials were developed by the Educational Development Center for the National Forum to Accelerate Middle Grades Reform
Think-Pair-Share
Collaborative, active learning strategy, in which students work on a problem posed by instructor, first individually (Think), then in pairs or groups (Pair), and finally together with the entire class (Share).
Learner centered teaching and active learning strategiesNoura Al-Budeiwi
Active learning is best demonstrated in a learner-centered approach. This short article explores few active learning strategies and the use of technology in class. Feel free to comment in the comments section.
Instructional Strategies was a presentation given during "What Administrators Want Teachers to Know." Inservice teachers participated discussing which strategies work well and those that they wanted to try. They noticed how others were experts with different strategies but collaboration was necessary to build teacher capacity.
The aims and objectives of this presentation is to identify different learning styles
To explore how interactive teaching strategies support all learners
To share practical ideas for whole class teaching
Collaboration and Co-Teaching WorkshopStephen Best
This presentation is a part of the Collaboration and Co-Teaching: A Workshop for Mathematics and Special Educators materials from the Mathematics Improvement Toolkit. The materials were developed by the Educational Development Center for the National Forum to Accelerate Middle Grades Reform
Think-Pair-Share
Collaborative, active learning strategy, in which students work on a problem posed by instructor, first individually (Think), then in pairs or groups (Pair), and finally together with the entire class (Share).
Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning 🌅🌅 a good 👍👍👍 a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
strategi pembelajaran kooperatif dalam kualitas permbelajaranSmpBaitulqurannganju
Adanya kecenderungan sekolah-sekolah membentuk kelas-kelas unggulan atas dasar prestasi akademik dewasa ini patut dikaji ulang. Apakah kecenderungan itu didasari atas pertimbangan yang sejalan dengan tujuan pendidikan kita ataukah karena pertimbangan lain sesuai dengan permintaan pasar yang bersifat sesaat?
Terlepas dari mana yang benar, fenomena yang muncul dalam sistem persekolahan yang ada sekarang ini cenderung memperlakukan siswa secara kurang adil dan kurang humanistis. Siswa pandai diberi label unggul dengan segala fasilitas yang diberikannya, sementara siswa yang di kelas tak unggul memperoleh label kurang dan predikat negatif yang lain. Siswa pada kelompok unggul berkompetisi secara keras dan cenderung individualistik. Sementara siswa di kelas tidak unggul merasa tidak mampu, frustasi dan selanjutnya menerima keadaan itu.
Persoalan lain yang menunjukan aspek kompetitif dan individualistik dalam pendidikan kita adalah model pembelajaran langsung (model pembelajaran konvensional). Pada pembelajaran konvensional, guru menjadi pusat pembelajaran, berperan mentransfer dan meneruskan (transmit) informasi sehingga siswa tidak perlu mengkonstruksi ide-idenya. Tingkat partisipasi siswa sangat terbatas karena arus interaksi didominasi oleh guru. Bentuk penugasan dalam pembelajaran ini bersifat individual. Sebagai konsekuensinya, evaluasi yang diterapkan dikelaspun juga individual.
Dalam hal ini, guru perlu menyusun dan melaksanakan kegiatan belajar mengajar dimana siswa dapat aktif membangun pengetahuannya sendiri. Hal ini sesuai dengan pandangan kontruktivisme yaitu keberhasilan belajar tidak hanya bergantung pada lingkungan atau kondisi belajar, tetapi juga pada pengetahuan awal siswa. Keberhasilan dalam proses pembelajaran dipengaruhi oleh dua faktor yaitu faktor internal dan faktor eksternal. Faktor internal yaitu faktor yang berkaitan dengan diri siswa, diantaranya adalah kemampuan, minat, motivasi, keaktifan belajar dan lain-lain. Sedangkan faktor eksternal adalah faktor dari luar diri siswa, diantaranya adalah model pembelajaran.
Model pembelajaran memiliki andil yang cukup besar dalam kegiatan belajar mengajar. Kemampuan menangkap pelajaran oleh siswa dapat dipengaruhi dari pemilihan model pembelajaran yang tepat, sehingga tujuan pembelajaran yang ditetapkan akan tercapai. Terdapat berbagai macam model pembelajaran yang dapat dijadikan alternatif bagi guru untuk menjadikan kegiatan pembelajaran di kelas berlangsung efektif dan optimal. Salah satunya yaitu dengan menggunakan model pembelajaran kooperatif.
Wagitan (2006) menyimpulkan bahwa pembelajaran kooperatif dapat menjadi salah satu alternatif karena banyak pendapat yang menyatakan bahwa pembelajaran aktif termasuk kooperatif mampu meningkatkan efektivitas pembelajaran. Pembelajaran kooperatif mengutamakan kerjasama antar siswa untuk mencapai tujuan pembelajaran. Menggunakan pembelajaran kooperatif dapat mengubah peran guru, dari yang berpusat pada gurunya ke pengelolaan siswa dalam ke
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. Collaborative Teaching Definition
In Collaborative Teaching, team
teachers work together to teach
the material not by the usual
monologue, but by exchanging and
discussing ideas and theories in
front of the learners.
4. Collaborative Teaching Example
In the one class, teacher1 teaches about the digestive
system, how it works, its parts (L1). In the second class,
teacher 2 develops a model of the digestive system
and practice its functioning.
• Students learn about the topic.
• Students practice with the topic.
The students then create their own model, and explain it
in each class L1, and they are evaluated in L2.
7. Activity
With one partner, brainstorm instructional
activities specifically linked to the subject or
program you plan to teach where you could use
Collaborative Teaching.
Discuss times and situations where you have used
Collaborative Teaching in the classroom.
8. Activity
As a team, share a brief lesson activity
using the Collaborative Teaching
model that you could use in your
program. (use the book). One in L1-
the other in L2.
Discuss how to assess the impact of the
Collaborative Teaching model on
students.
9. Activity
What preparation will you and
your partner teacher need to do to
implement the Collaborative
Teaching model in your sample
lesson?
10. Activity – review and reflect
Discuss the advantages, opportunities and
challenges of using the Collaborative
Teaching in our Schools
Reflecting on your integrated outcomes
and subject, when would this model be
most useful, helpful, productive?
11. Follow-up Activities
Design a lesson with the content-teacher.
Answer the reflective format after you
apply the lesson.
Video record part of the class. Post it in
you tube. Send us the link.
Collaborative Teaching is defined as an instructional model where team teachers work together in designing the course and teach the material not by the usual monologue, but rather by exchanging and discussing ideas and theories in front of the learners.
In Collaborative Teaching, “Not only do the team teachers work together, but the course itself uses group learning techniques for the learners, such as small-group work, student – led discussion and joint test taking.” (Goetz) While this model can be the most difficult for teachers to incorporate and carry out, it is often the most exciting for students.
Before you watch the video clip, click on the link for the focus questions and review the questions with your team teaching partner. Then watch the video clip, looking for the answers to the questions. Using the focus questions, identify the characteristics of Collaborative Teaching you saw demonstrated in the video.
Based on the definition you read in Karin Goetz’ article, make a list of activities where you feel this model could be used to teach in your program. Talk about times when you have used Collaborative Teaching in the past.
Together with your partner, create a classroom activity where you could use the Collaborative Teaching model. Identify what each teacher would do in the activity. Consider how you would know if you were successfully using the model, and whether it was successful in teaching your content to students.
Refer back to your list of teaching strengths and weaknesses from Section 1. Knowing your areas of strength and concern, and taking into account the content you need to teach, discuss a plan of action to implement Collaborative Teaching .
With your teaching partner or as a whole group, talk about using the Collaborative Teaching model in I-BEST. Check your understanding of the model with that of your peers. How would this model help you implement your integrated outcomes? Help students succeed? Facilitate the working of the team?
We encourage you to share your thoughts, reflections, good ideas, and concerns with your peers from the teaching community. The link will lead you to a forum where you can share your learning with your peers and talk to them about your ideas and ask for theirs. This forum is not facilitated or monitored, but will give you an avenue to help build a community of practice about team teaching.
