A presentation kindly offered by Dr Martti Hellstrom, teacher trainer and advisor, who informed us about the Finnish education system as part of our Erasmus+ KA1 project during our visit to Finland
Learning in the nature - Integrating outdoor adventure education into the cur...Maarit Marttila
Oral presentation: Nordisk konferens i anpassad fysisk aktivitet och handikappidrott – Nordic Conference in APA and Disability Sport,19.–21.8.15, Liikuntakeskus Pajulahti
Group 1 nature_and_purpose_of_curriculumJohn Ervin
The document discusses various concepts of curriculum including traditional, emerging, and progressive perspectives. Under the traditional concept, curriculum is viewed as a program of subjects to be taught with the teacher at the center. An example is provided of the Philippines' Basic Education Curriculum from 2002 which follows this model. The emerging concept sees curriculum as evolving based on students' interests and needs, with more flexibility and collaboration. Key features include being non-linear, cyclical, and responsive. Progressive views define curriculum as the total experiences and learning of the individual, not just courses. Thinkers like Dewey, Caswell, and Tyler provided definitions and models that emphasized experience and reflective thinking over rigid subject listings.
WEBINAR SERIES – 1 TEACHER EDUCATION,Department of Education, Manonmaniam Sundaranar University, Tirunelveli.
TEACHING AS PROFESSION on 12-05-2020 presented by J Vinotha Jeyakuamari, Med Scholar, Department of Education, Manonmaniam Sundaranar University, Tirunelveli.
This document discusses key concepts in didactics, which is the study of teaching methods. It defines didactics as a discipline focused on the stages of learning. It identifies five components of the teaching situation: the learner, teacher, objectives, subjects, and methods. It also outlines the stages of the learning process and roles of teachers and students. The objectives, divisions, and general principles of didactics are presented. Teaching planning is identified as an important tool to systematically organize educational practice.
The Institute of Education and Research (IER) at the University of Dhaka is Bangladesh's leading institution for education. It was established in 1959 through collaboration between the University of Dhaka, Pakistan's government, and USAID to provide teaching programs, research, and extension services in education. IER offers bachelor's, master's and PhD programs in education. It has 10 departments covering topics like early childhood education, languages, social sciences, education policy and more. IER conducts research on education issues in Bangladesh through theses and dissertations. One researcher profiled studies teachers' preparedness for inclusive education.
An effective teacher is passionate about their subject, students, and possibilities in the classroom. They act professionally, communicate well, and serve as a role model. The teacher listens to students, has a positive influence, displays student work, and treats students as individuals while embracing diversity. Lesson plans incorporate different learning styles and the teacher provides feedback to keep students engaged through technology and varied assessments. The teacher facilitates learning, communicates well, maintains organized records, and strives to improve their effectiveness.
Classroom management involves establishing clear roles for teachers and students to create an organized and productive learning environment. It is important for teachers to be flexible in their lesson plans, take a personal interest in students, treat all students fairly, exhibit enthusiasm, and maintain discipline through consistent rules that are communicated to students and parents. Effective classroom management enhances student behavior and engagement.
Learning in the nature - Integrating outdoor adventure education into the cur...Maarit Marttila
Oral presentation: Nordisk konferens i anpassad fysisk aktivitet och handikappidrott – Nordic Conference in APA and Disability Sport,19.–21.8.15, Liikuntakeskus Pajulahti
Group 1 nature_and_purpose_of_curriculumJohn Ervin
The document discusses various concepts of curriculum including traditional, emerging, and progressive perspectives. Under the traditional concept, curriculum is viewed as a program of subjects to be taught with the teacher at the center. An example is provided of the Philippines' Basic Education Curriculum from 2002 which follows this model. The emerging concept sees curriculum as evolving based on students' interests and needs, with more flexibility and collaboration. Key features include being non-linear, cyclical, and responsive. Progressive views define curriculum as the total experiences and learning of the individual, not just courses. Thinkers like Dewey, Caswell, and Tyler provided definitions and models that emphasized experience and reflective thinking over rigid subject listings.
WEBINAR SERIES – 1 TEACHER EDUCATION,Department of Education, Manonmaniam Sundaranar University, Tirunelveli.
TEACHING AS PROFESSION on 12-05-2020 presented by J Vinotha Jeyakuamari, Med Scholar, Department of Education, Manonmaniam Sundaranar University, Tirunelveli.
This document discusses key concepts in didactics, which is the study of teaching methods. It defines didactics as a discipline focused on the stages of learning. It identifies five components of the teaching situation: the learner, teacher, objectives, subjects, and methods. It also outlines the stages of the learning process and roles of teachers and students. The objectives, divisions, and general principles of didactics are presented. Teaching planning is identified as an important tool to systematically organize educational practice.
The Institute of Education and Research (IER) at the University of Dhaka is Bangladesh's leading institution for education. It was established in 1959 through collaboration between the University of Dhaka, Pakistan's government, and USAID to provide teaching programs, research, and extension services in education. IER offers bachelor's, master's and PhD programs in education. It has 10 departments covering topics like early childhood education, languages, social sciences, education policy and more. IER conducts research on education issues in Bangladesh through theses and dissertations. One researcher profiled studies teachers' preparedness for inclusive education.
An effective teacher is passionate about their subject, students, and possibilities in the classroom. They act professionally, communicate well, and serve as a role model. The teacher listens to students, has a positive influence, displays student work, and treats students as individuals while embracing diversity. Lesson plans incorporate different learning styles and the teacher provides feedback to keep students engaged through technology and varied assessments. The teacher facilitates learning, communicates well, maintains organized records, and strives to improve their effectiveness.
Classroom management involves establishing clear roles for teachers and students to create an organized and productive learning environment. It is important for teachers to be flexible in their lesson plans, take a personal interest in students, treat all students fairly, exhibit enthusiasm, and maintain discipline through consistent rules that are communicated to students and parents. Effective classroom management enhances student behavior and engagement.
The document discusses Lee Schulman's contributions to teacher education, including popularizing the term "pedagogical content knowledge" and emphasizing the importance of both subject knowledge and pedagogical knowledge for teachers. It also summarizes Schulman's view that teacher education programs should combine both of these knowledge fields. Additionally, the document outlines different models of teacher education, such as behavioristic, competency-based, and inquiry-oriented models. It provides characteristics and examples of competency-based teacher education.
School for Life is a non-formal educational program in Ghana that started in 1994 to provide education for out-of-school children ages 8-15 in the rural Northern Region. It uses a flexible curriculum taught in local languages by community members to develop literacy, numeracy, and life skills over 9 months. The program aims to empower communities and promote gender equality through participatory learning methods inspired by theorists like Dewey, Piaget, Vygotsky, and Freire. While strengths include community empowerment and adapting to local needs, weaknesses include a lack of subject diversity and teacher training. The program has increased literacy and reduced social issues like early marriage.
This document discusses the formulation of curriculum and outlines key considerations in developing curriculum, including philosophical, psychological, social, and economic factors. It provides definitions of curriculum and discusses how the Malaysian curriculum is influenced by the country's National Philosophy of Education and National Science Education Philosophy. It also examines how theories of learning and child development (psychological factors) influence curriculum development. Additionally, it explores how social needs around national identity and culture must be considered. Finally, it addresses how the curriculum must align with the needs of the workforce and economy.
Project Aspire involves teachers Sharyn, Andrew, Johari, Key Ying, Fauzan, and Zhong Ning collaborating to help underachieving math students through sharing teaching experiences and approaches. The project aims to harness different pedagogies to help students attain more success in math. It focuses on four elements: making students remember, like, and use the correct math language while reducing misconceptions. The teachers will implement lessons on rate and speed, with Sharyn's lesson being observed by cluster teachers on April 9th.
The document discusses the concept of curriculum and its development. It defines curriculum as the sum total of experiences a student receives through school activities. The functions of a science curriculum are outlined as providing continuous and sequential experiences, approaching concepts conceptually rather than factually, and familiarizing students with scientific processes. Principles for curriculum development include being child-centered, community-centered, activity-centered, integrated, and forward-looking. Types of curricula discussed are subject-centered, activity-centered, integrated, and hidden curricula.
Pedagogical content knowledge is a form of knowledge that combines both content knowledge and pedagogical knowledge. It was introduced by Lee Shulman and refers to the blending of a teacher's understanding of their subject matter with the best methods of teaching that content. It involves understanding how to structure content for teaching, common misconceptions students have, and strategies for addressing student needs. Developing strong pedagogical content knowledge requires both formal education and experience teaching diverse students.
the relevance of taba and tyler models in multicultural societies like Botswana,South Africa...indigenous factors leading to the failures of such models
This document discusses principles of social science curriculum construction and new trends in social science curriculum. It outlines 15 principles of social science curriculum construction including child-centeredness, community-centeredness, integration, being forward-looking, and preparation for life. It then describes four new trends: the spiral approach, topical approach, unit approach, and chronological approach. It concludes that the curriculum is the means of achieving educational goals and is intimately related to all aspects of education, providing goal-oriented direction to the learning process.
This document discusses co-curricular activities in science. It defines co-curricular activities as activities that supplement the main curriculum by developing students' skills and abilities outside of academics. Some examples of science-related co-curricular activities mentioned include science clubs, science fairs, field trips, and educational tours to science museums. The objectives of these activities are to encourage creativity, critical thinking, and applying scientific knowledge to real-life situations. Organizing various co-curricular activities in schools helps students learn beyond the classroom and develop important skills.
This document provides an introduction to different types of curriculum. It defines curriculum as anything that teaches a lesson, whether planned or unplanned. It then outlines and describes several types of curriculum, including core curriculum which focuses on fundamental knowledge, integrated curriculum which combines subjects, learner-centered curriculum tailored to students' interests, and teacher-centered curriculum led by lectures. It also discusses hidden curriculum which conveys unintended values and null curriculum comprising topics not taught. Other curriculums covered are activity-based, spiral, explicit, electronic, and rhetorical. Examples are given for some types.
The document discusses curriculum and instructional design. It provides definitions of curriculum, including macro and micro curriculum. It also discusses objectives and characteristics of different curriculum models used in the Philippines like the Secondary Education Development Plan curriculum, New Secondary Education Curriculum, Basic Education Curriculum, and Revised Basic Education Curriculum. Instructional design models and theories are also covered, including Gagné's nine events of instruction and the ADDIE model of analyze, design, develop, implement, and evaluate. Learning domains and outcomes based on behaviorism, cognitivism, and constructivism are summarized as well.
The document discusses the knowledge base needed for English as a foreign language (EFL) teacher education programs. It examines various frameworks that describe the types of knowledge teachers need, including content knowledge, pedagogical knowledge, and knowledge of learners. The knowledge base of EFL teachers specifically requires language proficiency, cultural understanding, and second language acquisition expertise. The document also analyzes models of teacher learning and reviews studies on the Colombian EFL teacher knowledge base, calling for a more contextualized approach that incorporates local knowledge.
This document discusses curriculum integration and thematic teaching in basic education. It defines an integrated curriculum as combining multiple disciplines into a single course of study. Thematic teaching uses themes to organize learning across disciplines. Makabayan, the fifth learning area in the Philippine basic education curriculum, lends itself well to integration due to its interdisciplinary nature. The document outlines various approaches to integrated and thematic instruction, including content-based instruction, inquiry-based learning, and multidisciplinary and interdisciplinary thematic units.
General and Special Education Teachers' Perceptions of InclusionDonna Tortu
This dissertation examined general and special education teachers' perceptions of inclusion. The author administered a survey to teachers to assess their perceptions in areas like professional development, support for inclusion, use of inclusive practices, and beliefs about inclusion. The results showed no differences between general and special educators' perceptions of professional development, support, and the effects of inclusion. However, significant differences were found in their levels of using inclusive practices and beliefs about inclusion. The findings provide insight into better implementing inclusion based on teacher perceptions.
The document discusses medical surgical nursing curriculum presented by Mrs. Shalini. It begins with defining curriculum and the curriculum development process. It then outlines various concepts of curriculum including subject-based, teacher-centered, learner-centered, integrated, core, activity-based, board field, hidden curriculum and more. Examples of each type are provided.
Leon Kittrell has over 25 years of experience in education. He holds a PhD in Educational Leadership, Masters in Education, and Bachelors in Secondary Education. His experience includes roles as a principal, teacher, dean, guidance counselor, and associate professor. Currently, he works as a substitute teacher in Indianapolis. Kittrell has a strong record of success in working with multicultural, special needs, and at-risk students.
The document discusses the value of integrating curriculum across subject areas. It provides definitions of integration and describes how integrated curriculum combines subjects, emphasizes projects, uses diverse sources beyond textbooks, and shows relationships between concepts. Integrated curriculum benefits students by promoting real-world problem solving, collaboration, and motivation. Challenges to implementing integrated curriculum include the time needed for planning, scheduling between teachers, and adapting to changes in curriculum structure. The document provides examples of how to address these challenges and implement integration successfully.
Does the national curriculum influence teaching ESERA 2015Svava Pétursdóttir
Svava Pétursdóttir, Allyson Macdonald and Gunnhildur Óskarsdóttir Does the national curriculum influence teaching? The 11th Conference of the European Science Education Research Association (ESERA) 31.8.-4.9.2015 Helsinki
http://www.esera2015.org/ http://www.esera2015.org/media/ESERA_CONFERENCE_BOOK_web_Revisions.pdf
Finnish teacher education focuses on developing teachers' research skills and pedagogical thinking. Student teachers complete practice periods where they teach under supervision and reflect on their lessons individually and in group discussions. The goal is for teachers to be able to both conduct research and apply research findings in their own teaching, making data-driven decisions. Research skills and reflection are emphasized throughout teacher education.
The document discusses Lee Schulman's contributions to teacher education, including popularizing the term "pedagogical content knowledge" and emphasizing the importance of both subject knowledge and pedagogical knowledge for teachers. It also summarizes Schulman's view that teacher education programs should combine both of these knowledge fields. Additionally, the document outlines different models of teacher education, such as behavioristic, competency-based, and inquiry-oriented models. It provides characteristics and examples of competency-based teacher education.
School for Life is a non-formal educational program in Ghana that started in 1994 to provide education for out-of-school children ages 8-15 in the rural Northern Region. It uses a flexible curriculum taught in local languages by community members to develop literacy, numeracy, and life skills over 9 months. The program aims to empower communities and promote gender equality through participatory learning methods inspired by theorists like Dewey, Piaget, Vygotsky, and Freire. While strengths include community empowerment and adapting to local needs, weaknesses include a lack of subject diversity and teacher training. The program has increased literacy and reduced social issues like early marriage.
This document discusses the formulation of curriculum and outlines key considerations in developing curriculum, including philosophical, psychological, social, and economic factors. It provides definitions of curriculum and discusses how the Malaysian curriculum is influenced by the country's National Philosophy of Education and National Science Education Philosophy. It also examines how theories of learning and child development (psychological factors) influence curriculum development. Additionally, it explores how social needs around national identity and culture must be considered. Finally, it addresses how the curriculum must align with the needs of the workforce and economy.
Project Aspire involves teachers Sharyn, Andrew, Johari, Key Ying, Fauzan, and Zhong Ning collaborating to help underachieving math students through sharing teaching experiences and approaches. The project aims to harness different pedagogies to help students attain more success in math. It focuses on four elements: making students remember, like, and use the correct math language while reducing misconceptions. The teachers will implement lessons on rate and speed, with Sharyn's lesson being observed by cluster teachers on April 9th.
The document discusses the concept of curriculum and its development. It defines curriculum as the sum total of experiences a student receives through school activities. The functions of a science curriculum are outlined as providing continuous and sequential experiences, approaching concepts conceptually rather than factually, and familiarizing students with scientific processes. Principles for curriculum development include being child-centered, community-centered, activity-centered, integrated, and forward-looking. Types of curricula discussed are subject-centered, activity-centered, integrated, and hidden curricula.
Pedagogical content knowledge is a form of knowledge that combines both content knowledge and pedagogical knowledge. It was introduced by Lee Shulman and refers to the blending of a teacher's understanding of their subject matter with the best methods of teaching that content. It involves understanding how to structure content for teaching, common misconceptions students have, and strategies for addressing student needs. Developing strong pedagogical content knowledge requires both formal education and experience teaching diverse students.
the relevance of taba and tyler models in multicultural societies like Botswana,South Africa...indigenous factors leading to the failures of such models
This document discusses principles of social science curriculum construction and new trends in social science curriculum. It outlines 15 principles of social science curriculum construction including child-centeredness, community-centeredness, integration, being forward-looking, and preparation for life. It then describes four new trends: the spiral approach, topical approach, unit approach, and chronological approach. It concludes that the curriculum is the means of achieving educational goals and is intimately related to all aspects of education, providing goal-oriented direction to the learning process.
This document discusses co-curricular activities in science. It defines co-curricular activities as activities that supplement the main curriculum by developing students' skills and abilities outside of academics. Some examples of science-related co-curricular activities mentioned include science clubs, science fairs, field trips, and educational tours to science museums. The objectives of these activities are to encourage creativity, critical thinking, and applying scientific knowledge to real-life situations. Organizing various co-curricular activities in schools helps students learn beyond the classroom and develop important skills.
This document provides an introduction to different types of curriculum. It defines curriculum as anything that teaches a lesson, whether planned or unplanned. It then outlines and describes several types of curriculum, including core curriculum which focuses on fundamental knowledge, integrated curriculum which combines subjects, learner-centered curriculum tailored to students' interests, and teacher-centered curriculum led by lectures. It also discusses hidden curriculum which conveys unintended values and null curriculum comprising topics not taught. Other curriculums covered are activity-based, spiral, explicit, electronic, and rhetorical. Examples are given for some types.
The document discusses curriculum and instructional design. It provides definitions of curriculum, including macro and micro curriculum. It also discusses objectives and characteristics of different curriculum models used in the Philippines like the Secondary Education Development Plan curriculum, New Secondary Education Curriculum, Basic Education Curriculum, and Revised Basic Education Curriculum. Instructional design models and theories are also covered, including Gagné's nine events of instruction and the ADDIE model of analyze, design, develop, implement, and evaluate. Learning domains and outcomes based on behaviorism, cognitivism, and constructivism are summarized as well.
The document discusses the knowledge base needed for English as a foreign language (EFL) teacher education programs. It examines various frameworks that describe the types of knowledge teachers need, including content knowledge, pedagogical knowledge, and knowledge of learners. The knowledge base of EFL teachers specifically requires language proficiency, cultural understanding, and second language acquisition expertise. The document also analyzes models of teacher learning and reviews studies on the Colombian EFL teacher knowledge base, calling for a more contextualized approach that incorporates local knowledge.
This document discusses curriculum integration and thematic teaching in basic education. It defines an integrated curriculum as combining multiple disciplines into a single course of study. Thematic teaching uses themes to organize learning across disciplines. Makabayan, the fifth learning area in the Philippine basic education curriculum, lends itself well to integration due to its interdisciplinary nature. The document outlines various approaches to integrated and thematic instruction, including content-based instruction, inquiry-based learning, and multidisciplinary and interdisciplinary thematic units.
General and Special Education Teachers' Perceptions of InclusionDonna Tortu
This dissertation examined general and special education teachers' perceptions of inclusion. The author administered a survey to teachers to assess their perceptions in areas like professional development, support for inclusion, use of inclusive practices, and beliefs about inclusion. The results showed no differences between general and special educators' perceptions of professional development, support, and the effects of inclusion. However, significant differences were found in their levels of using inclusive practices and beliefs about inclusion. The findings provide insight into better implementing inclusion based on teacher perceptions.
The document discusses medical surgical nursing curriculum presented by Mrs. Shalini. It begins with defining curriculum and the curriculum development process. It then outlines various concepts of curriculum including subject-based, teacher-centered, learner-centered, integrated, core, activity-based, board field, hidden curriculum and more. Examples of each type are provided.
Leon Kittrell has over 25 years of experience in education. He holds a PhD in Educational Leadership, Masters in Education, and Bachelors in Secondary Education. His experience includes roles as a principal, teacher, dean, guidance counselor, and associate professor. Currently, he works as a substitute teacher in Indianapolis. Kittrell has a strong record of success in working with multicultural, special needs, and at-risk students.
The document discusses the value of integrating curriculum across subject areas. It provides definitions of integration and describes how integrated curriculum combines subjects, emphasizes projects, uses diverse sources beyond textbooks, and shows relationships between concepts. Integrated curriculum benefits students by promoting real-world problem solving, collaboration, and motivation. Challenges to implementing integrated curriculum include the time needed for planning, scheduling between teachers, and adapting to changes in curriculum structure. The document provides examples of how to address these challenges and implement integration successfully.
Does the national curriculum influence teaching ESERA 2015Svava Pétursdóttir
Svava Pétursdóttir, Allyson Macdonald and Gunnhildur Óskarsdóttir Does the national curriculum influence teaching? The 11th Conference of the European Science Education Research Association (ESERA) 31.8.-4.9.2015 Helsinki
http://www.esera2015.org/ http://www.esera2015.org/media/ESERA_CONFERENCE_BOOK_web_Revisions.pdf
Finnish teacher education focuses on developing teachers' research skills and pedagogical thinking. Student teachers complete practice periods where they teach under supervision and reflect on their lessons individually and in group discussions. The goal is for teachers to be able to both conduct research and apply research findings in their own teaching, making data-driven decisions. Research skills and reflection are emphasized throughout teacher education.
This document discusses a study on the uses of pedagogical content knowledge (PCK) by social science teachers in classroom instruction at the elementary level in India. The study examined 30 social science teachers, 15 with a D.EL.Ed qualification and 15 with a B.Ed qualification. Data was collected through classroom observations using a schedule to assess teachers' use of general pedagogy, content knowledge, knowledge of student context and learners. The study found that while most teachers frequently used teaching strategies suited to student mental development, few used play-based techniques or analyzed student mistakes. It was also found that qualification level impacted some uses of PCK, with B.Ed teachers using some strategies more frequently. The study concluded
Using PMRI and PISA for Improving Research and Learning on Mathematics Literacy of Indonesian Students
The document discusses Indonesia's poor performance on PISA assessments in mathematics literacy and the development of PMRI (Pendidikan Matematika Realistik Indonesia) to address this issue. PMRI is based on Realistic Mathematics Education and uses contextual problems, models, and interactive instruction to make mathematics more meaningful for students. The author outlines the implementation of PMRI through workshops, research, and international collaborations. Design research is used to develop new teaching materials and improve the PMRI process based on analysis of classroom experiences.
Education Curriculum in finland and indonesiaarinihs
This document compares education curriculums in Finland and Indonesia. The Finnish curriculum is considered the best in the world because it takes a humanistic approach, has well-paid and strictly selected teachers, emphasizes early childhood education and consistent application of its curriculum. It also has minimal testing, no student rankings, education costs covered by the state, and smaller class sizes with more support for slow learners. In contrast, Indonesia has changed its curriculum frequently and past curriculums have focused on different goals like character building, daily life skills, and developing active learners. The document recommends that Indonesia focus on teacher quality rather than money, thoroughly evaluate past curriculums before creating new ones, and emphasize humanism to develop students
Gifted:Surviving and Thriving in the Primary Years Programmetalentwhisperer
Presentation given at the Asia Pacific Conference on Giftedness in Sydney July 2010 by Suzanne Plume Gifted Education Coordinator, Sydney, Australia. Making a gifted programme work in a PYP school - adaptations and research underpinning.
Didactica del ingles por Jessica MontaguanoJessylokita
This document discusses key concepts in didactics and the teaching and learning process. It defines didactics as the scientific study of teaching methods, and identifies five components of the teaching situation: the student, teacher, objectives, content, and teaching methods. It describes stages of learning as initial confusion, analysis, and synthesis. Signs that students are learning include note-taking, organizing, discussing, and comparing. The roles of the teacher are to guide learning, encourage students, and take into account their abilities. Didactics aims to make teaching and learning more effective.
The document discusses innovations in education and the 2002 Basic Education Curriculum implemented in the Philippines. It describes how innovations are necessary to keep pace with societal changes. The 2002 BEC aims to raise quality and functional literacy through five learning areas: English, Math, Science, Filipino and Makabayan. It emphasizes integrative teaching methods like thematic teaching, content-based instruction, focusing inquiry and generic competency models to provide a holistic education.
The document discusses innovations in education and the 2002 Basic Education Curriculum implemented in the Philippines. It describes how innovations are necessary to keep pace with societal changes. The 2002 BEC aims to raise quality and accessibility of education through a restructured curriculum focusing on five learning areas. It emphasizes interactive, collaborative and innovative teaching approaches like thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies across subjects.
This document discusses key aspects of elementary and middle school teaching. It covers 4 common aspects: the teacher, learner, content, and school environment. The teacher must be expertly organized, inspire students, and continually improve their skills. Learners have diverse backgrounds and develop through social interaction. Content includes the intended curriculum and managing risks. The school environment involves different classroom structures and maintaining a positive academic culture.
The document discusses breaking down subject boundaries through interdisciplinary teaching at an international school. It outlines the background of moving from a traditional subject-focused model to a more holistic interdisciplinary approach. Key steps included surveying teachers, defining interdisciplinary learning, collaboratively planning cross-subject units, and addressing staffing and timetabling to better support the new approach. Initial interdisciplinary units integrated subjects like English and performing arts, science and technology, and maths and visual art. The changes aim to improve student understanding through purposeful, integrated learning across disciplines.
If you want an explanation on video, click this link https://www.youtube.com/playlist?list=PLBlR54Ev2P3-PUKvRQ5DGCgV-gm6-y8U-
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
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This document provides an overview of teacher preparation. It begins with definitions of key terms like teacher education, teacher educators, and teachers. It then outlines the purposes and guidelines of teacher preparation, including imparting subject knowledge, developing pedagogical skills, understanding child psychology, and developing proper attitudes. It discusses the components and types of teacher education programs. It also addresses the teaching methods used in teacher preparation like lesson planning, PowerPoint presentations, demonstrations, and discussions. Finally, it considers the roles and challenges of teacher education in India.
Curricular Designs - Planning, Instruction and AssessmentJacqueline Samuels
A look at curriculum design frameworks and tips for planning, instruction, and assessment in each design.
Designs: Student Centred, Problem Centred and Subject Centred
This document provides an overview of BC's revised curriculum from 30,000 feet. It discusses the Ministry of Education's guiding principles for personalizing learning and developing core competencies. It notes that teachers and educational experts developed the new K-9 curriculum framework in various subject areas. The framework includes learning standards (content), curricular competencies (skills), and big ideas (understandings). It outlines the curriculum implementation plan, including pilots and roll-out between 2015-2017. It emphasizes the importance of collaboration between teachers, districts, and the province to develop a curriculum that prepares students for their futures.
I do not actually have experiences as a student or observations of changes in student needs over time. As an AI assistant, I was created by Anthropic to be helpful, harmless, and honest. I don't have personal experiences to draw from. However, based on what I've read, some ways student needs may be changing include:
- Increased needs around social-emotional learning and mental health support due to more screen time and connectivity
- Different career preparation needs due to changing job markets and automation
- Growing diversity of student backgrounds and identities
- New skills around technology, media literacy and digital citizenship
- Continued needs around core subjects plus civic engagement and real-world problem solving
Meeting basic human needs is important for
The document outlines the key principles and foundations of curriculum in Bangladesh over time. It discusses how curriculum principles are determined by personal values, religion, location and other factors. It also summarizes the major education commissions in Bangladesh that have shaped national education policies and transitioned the education system. The commissions introduced reforms like free primary education, changes to the education structure, and a focus on quality and use of technology in teaching. The document traces how curriculum design and education policies in Bangladesh have evolved from British rule to the present.
Στόχος του προγράμματος ήταν η προώθηση της φιλαναγνωσίας των μαθητών με τη βοήθεια της σχολικής βιβλιοθήκης και η σύνδεση της σχολικής βιβλιοθήκης με το μάθημα Κειμένων Νεοελληνικής Λογοτεχνίας της Β΄ Γυμνασίου.
Σκοπός του προγράμματος ήταν να μάθουμε πως οργανώνεται μια βιβλιοθήκη, πως γίνεται η καταλογογράφηση, η ταξινόμηση και ο δανεισμός των βιβλίων. Επιμέρους στόχοι του προγράμματος ήταν να έρθουμε σε επαφή με ποικίλες πηγές γνώσης, έντυπης και ηλεκτρονικής, να καλλιεργήσουμε μια σχέση αγάπης με το βιβλίο και να αντλήσουμε ευχαρίστηση μέσα από την οικεία ατμόσφαιρα της βιβλιοθήκης.
A presentation kindly offered by the principal of Kartanonkoski school, Mrs Tuija Tammi, during our visit at their premises a part of our Erasmus+ KA1 project.
A presentation kindly offered by the teachers and the principal of Vierumaki school in Vantaa Finland during our visit to their premises as part of our Erasmus+ KA1 project
A presentation kindly offered by Dr Mart Laanpere, Phd senior researcher, centre for educational technology, Tallinn University, during our visit to Estonia as part of our Erasmus+ KA1 project.
Tkvg how to use google apps and social media in schoolgymnasioiraklias
A presentation kindly offered by Tallin Downtown Russian Gymnasium (http://www.tkvg.ee/main/) during our visit at their premises as part of our ERASMUS+ KA1 project.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. Who am I?
Martti Hellström
Classtacher 1977
Master of philosophy 1982
PhD (Doctor of Education) 2004
Classteacher 1977- 1989
Headmaster 1989-2014 in Aurora
Elementary School
Editor in Chief at Luokanopettaja-
professional newsletter 1994-
2014
Trainer of teachers and headmasters
1980 -
8. Like a doctor or a
psychologist
- academic
- pedagogical authonomy
- ethical responsibility
- a strong union
Not a working class hero.
Teacherhood
-THE PROFESSION
5.
9. • The Idea of a
School-based
Curriculum
• The idea of school
based innovations
• The freedom to
use the
economical
resources
-School based Authonomy-
6.
10. • ”The best thing that
the teacher can
reach is a personal
way to teach".
• Matti Koskenniemi
& Antero Valtasaari
(1965)
Pedagogical
AUTHONOMY
7.
11.
12. • Also HEADMASTERS belong
to the trade union of teachers
(OAJ)
• And the leader of OAJ, dr. Olli
Luukkainen is ex-headmaster
Headmasters
-OAJ Trade Union -
8.
13. • Basic School system
1972-
• The support system for
pupils
• Free Schoolmeals
• The finanzial system
-Suistanable policy of Education -
9.
36. Carleton Washburne
Integration STEPS
2. Letś integrate different
4. Letś integrate the school
with the life of the pupils
+ Matti Koskenniemi
1. Letś integrate education
with teaching
subjects
3. Letś integrate contents
with action
37. teamteaching ( 40 %)
groupwork (40%) and individual work (20 %)
continuing planning
TEAMTEACING SYSTEM
By J.Lloyd Trump
41. Targets of Evaluation
Good Manners
NOT
Motivation
Trying…
Personality
Temperament
Progress of Learning
Working skills
42. Reports
Summative
- Numbers 8th -9th grade
- Verbal 1st-7 th grade
Forms of Evaluation
Formative
Mutual
Positive
Encouraging
NOT
Blaming
Soft
YES
Databased
Objective
- Mutual, meeting with parents
Self
Peers
Teacher
Guiding
43. The reports
At least one report in
the end of the School
Year
- verbal and mutual
- numbers latest from
the grade 8
Soft evaluation in the
beginning
44. ➤ 1. COMPETENCE ” I succeded. Yes I can! ”
➤ 2. AUTONOMY ”I was heard. I was involved!”
➤ 3. RELATEDNESS ”My teacher likes me. ”
➤ + 4. GIVING HELP. ”I helped my classmate.”
DECI & RYAN & FRANK MARTELA: THE BASIC NEEDS OF HUMAN BEINGS