The penrice experience 7
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Using playing cards to randomly assign students to groups allows teachers to prevent students from always working with the same partners and promotes varied group dynamics. Teachers can use the cards to differentiate instruction by assigning different tasks to each suit or mixing student abilities within each group. Designating roles like setting higher-order "helper" roles for more able students based on their card provides additional challenge.
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The penrice experience 8
Help envelopes or cards provide additional information, exemplars, or markschemes for students struggling with a problem. While the help is available if needed, teachers should encourage students to try multiple approaches before using the help to build resilience. The help available can be differentiated based on the level of support. Additionally, more able students could be challenged to create the help resources for other students.
The penrice experience 3
Students write down what they learned on a post-it note at the end of a lesson. This allows the teacher to quickly assess student understanding and identify misunderstandings. Teachers can use this information to plan future lessons, such as asking more able students questions about commonly misunderstood topics at the start of the next class. Exit assessments provide differentiated challenges by asking varying levels of questions so students can answer up to their ability.
Welcome to Your Overcome Obstacles Training Course
This course teaches strategies to help students overcome obstacles and achieve their goals. It covers techniques for dealing with setbacks, finding solutions to challenges, maintaining self-belief and motivation. The course contains 20 lessons teaching proven methods for overcoming fears, failures, hopeless situations and more. Students will learn how to persevere until completing their goals and write their own success story.
Welcome to Your Overcome Obstacles Training Course
This course teaches strategies for developing grit, mental toughness, persistence, and overcoming obstacles through 20 lessons. The first module provides tips for dealing with setbacks like fears, failures, and hopeless situations using creativity and self-belief. Subsequent modules address maintaining motivation and persevering until goals are reached. The course helps students effectively handle challenges, find fast solutions, draw on creativity, use failure positively, and stay motivated to complete their goals and write their own success story.
Top 10 Study Skills
A guide to the 10 most effective things students can do to improve the way they study and learn.
This based on 'Visible Learning' by John Hattie which is the most significant study to date into what does and does not work when learning.
Crash course in instruction
The document discusses instructional strategies for diverse learners. It recommends that instruction be explicit, research-based, engaging, informed, and prepared to address challenges. Some key strategies include explicit instruction using modeling, guided and independent practice. Strategy instruction teaches students specific approaches for tasks like reading, writing, and test-taking using mnemonics. Formative assessment through techniques like response cards and choral responding helps keep students engaged and informs instruction. Planning for different learners and what may not go as expected is also important. The overall goal is to clearly teach students what to do, make learning fun and check for understanding.
Bus 271 - Lance Diaz & Learning Style
Visual, auditory, and hands-on are three common learning styles. Knowing your individual learning style can help you study more efficiently and get better grades on tests. The best times to study are generally between 10am-2pm or 4pm-10pm according to research. Taking a learning styles quiz can help students identify their preferred style and apply it to improve their education and career potential.
Training as an Art and a Science
This document provides tips for facilitating effective training sessions that engage participants and help them learn and retain information. Some key tips include: preparing well by getting familiar with the material and creating an agenda; using questions to involve participants and check understanding; incorporating repetition, assessments, and different activities like team projects to reinforce learning; and being flexible to adjust the training based on participant needs and feedback. The overall goal is to create a positive learning environment where participants are actively engaged.
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The penrice experience 8
Help envelopes or cards provide additional information, exemplars, or markschemes for students struggling with a problem. While the help is available if needed, teachers should encourage students to try multiple approaches before using the help to build resilience. The help available can be differentiated based on the level of support. Additionally, more able students could be challenged to create the help resources for other students.
The penrice experience 3
Students write down what they learned on a post-it note at the end of a lesson. This allows the teacher to quickly assess student understanding and identify misunderstandings. Teachers can use this information to plan future lessons, such as asking more able students questions about commonly misunderstood topics at the start of the next class. Exit assessments provide differentiated challenges by asking varying levels of questions so students can answer up to their ability.
Welcome to Your Overcome Obstacles Training Course
This course teaches strategies to help students overcome obstacles and achieve their goals. It covers techniques for dealing with setbacks, finding solutions to challenges, maintaining self-belief and motivation. The course contains 20 lessons teaching proven methods for overcoming fears, failures, hopeless situations and more. Students will learn how to persevere until completing their goals and write their own success story.
Welcome to Your Overcome Obstacles Training Course
This course teaches strategies for developing grit, mental toughness, persistence, and overcoming obstacles through 20 lessons. The first module provides tips for dealing with setbacks like fears, failures, and hopeless situations using creativity and self-belief. Subsequent modules address maintaining motivation and persevering until goals are reached. The course helps students effectively handle challenges, find fast solutions, draw on creativity, use failure positively, and stay motivated to complete their goals and write their own success story.
Top 10 Study Skills
A guide to the 10 most effective things students can do to improve the way they study and learn.
This based on 'Visible Learning' by John Hattie which is the most significant study to date into what does and does not work when learning.
Crash course in instruction
The document discusses instructional strategies for diverse learners. It recommends that instruction be explicit, research-based, engaging, informed, and prepared to address challenges. Some key strategies include explicit instruction using modeling, guided and independent practice. Strategy instruction teaches students specific approaches for tasks like reading, writing, and test-taking using mnemonics. Formative assessment through techniques like response cards and choral responding helps keep students engaged and informs instruction. Planning for different learners and what may not go as expected is also important. The overall goal is to clearly teach students what to do, make learning fun and check for understanding.
Bus 271 - Lance Diaz & Learning Style
Visual, auditory, and hands-on are three common learning styles. Knowing your individual learning style can help you study more efficiently and get better grades on tests. The best times to study are generally between 10am-2pm or 4pm-10pm according to research. Taking a learning styles quiz can help students identify their preferred style and apply it to improve their education and career potential.
Training as an Art and a Science
This document provides tips for facilitating effective training sessions that engage participants and help them learn and retain information. Some key tips include: preparing well by getting familiar with the material and creating an agenda; using questions to involve participants and check understanding; incorporating repetition, assessments, and different activities like team projects to reinforce learning; and being flexible to adjust the training based on participant needs and feedback. The overall goal is to create a positive learning environment where participants are actively engaged.
Jerc article unlock ideas
Students know more than they think they actually do and even in the cases that they don’t know enough concerning a subject matter, they have the tools to acquire the necessary information so when students are unwillingly to use their cognitive potentials maximally, teachers should find numerous interesting ways to ensure students open their idea bank.
mathematics
The document provides guidance on how to plan an effective lesson for teaching mathematics to preschool students. It recommends 1) choosing an appropriate topic, 2) writing a measurable objective stating what students will be able to do, 3) listing required materials, 4) outlining lesson steps, 5) planning an assessment to evaluate understanding, 6) explaining how the lesson transitions to the next, and 7) leaving space to reflect on the lesson's effectiveness. The goal is to create a well-structured lesson that helps preschoolers learn mathematical concepts.
Strategies supplement attachment
This document outlines various teaching strategies:
1. Buzz groups, concept mapping, graffiti, and U-shaped seating arrangements encourage student discussion and debate on topics.
2. Question generation, one minute papers, and 3-2-1 activities assess student understanding and identify areas of confusion.
3. Additional strategies like learning partners, sending problems around the room, paper slams, and mock press conferences engage students and promote collaboration.
Exit cards and beyond
Exit cards are short written responses students complete at the end of a class to provide teachers feedback on learning. Teachers review the exit cards which takes only a few minutes to assess student understanding and plan differentiated instruction. Exit cards are a formative assessment strategy that helps teachers meet the diverse needs of learners.
Study Skills
This document provides study strategies for maximizing class value, preparing for tests, and evaluating performance. It recommends pre-reading if practice problems will be covered, sitting at the front of the class, and reviewing notes after each lecture. For tests, it advises prioritizing exams based on weight, tailoring approach to subject matter, and redoing missed questions. Technical classes require practicing processes while memorization classes involve summarizing textbooks. Students should simulate test conditions when practicing with past exams. After a test, strategies should be evaluated and adjusted based on performance. Relaxation and healthy eating are also emphasized.
Tips to get good marks in 12th board exams
The document provides guidance to students on how to study effectively and get good results in exams. It recommends students arrange their priorities with study as the top priority. A schedule is provided that allocates time for studying different subjects based on the total time available until board exams. Tips are given such as revising topics daily, maintaining focus without distractions, and practicing self-evaluation. The importance of regular practice exams is emphasized to improve performance and get accustomed to the exam environment and time limits.
Top ten formative assessment strategies cards
This document lists and describes 10 formative assessment strategies: Quiz, Quiz, Trade; Whiteboards; Exit/Entrance Slip; Thumbs-Up; Response Journal; Four Corners; Think-Pair-Share; Snowball Fight; Sequencing; and Fist-to-Five. Each strategy is explained in 1-3 steps and is intended to check student understanding of concepts being taught and provide opportunities for students to respond to questions. The strategies allow teachers to quickly gauge comprehension levels through verbal, written, or physical responses from individual students or small groups.
Reflecting you learning style
This document contains a learning style assessment for a student to complete. It instructs the student to rate how often certain learning factors, like visual aids, verbal instructions, physical activities, lighting, temperature, and environmental noises, affected their ability to understand material in the past. Based on their responses, the student determined they are always aware of their learning preferences and environmental factors that impact their learning. They concluded they are always aware of their surroundings and search for what helps them learn best.
Understanding stakeholders sapna sankhla
The document discusses effective tools for formative assessment that teachers can use to evaluate student learning and provide feedback. It provides examples of various assessment tools including observations, questioning, exit/admit slips, visual representations, graphic organizers, peer and self-assessments, kinesthetic assessments, and laundry day. The tools are meant to give teachers insights into students' understanding beyond typical tests and provide opportunities for students to reflect on their own learning.
Progress Powerpoint
This document provides several strategies for teachers to assess student progress during a lesson in order to demonstrate progress to observers, including lesson observations. Some strategies described are having students self-assess their understanding at the beginning and end of class using tools like confidence scales, RAG ratings, facial expressions, and exit tickets. Other strategies involve questioning students about what they have learned over the course of the lesson. The goal of these strategies is to make student progress during the lesson explicit for short lesson observations.
Edwf 5100 Teaching Strategies Presentation Fall 2015 Baumle
Entrance and exit tickets are teaching strategies that provide teachers written feedback from students on their understanding of the day's lesson. Entrance tickets are completed at the start of class to assess students' prior knowledge, while exit tickets are finished at the end to gauge comprehension of the materials. Teachers can use the tickets to identify misconceptions, group students for instruction, determine if re-teaching is needed, and get a sense of student attitudes. Potential benefits include checking understanding, guiding instruction, holding students accountable, and allowing self-assessment, while drawbacks include wasted time if not linked to objectives or creating non-recyclable paper waste.
Polya problem solving cycle
This document outlines George Polya's four-step problem-solving cycle: 1) Understand the problem by clarifying terms, concepts, and requirements; 2) Devise a plan by considering strategies like working backwards or looking for patterns; 3) Carry out the plan by persisting through calculations or experiments; 4) Look back by checking results, evaluating what worked and didn't, and determining if the problem was solved. The document provides examples of applying this cycle in subjects like math, science experiments, and essays. It encourages readers to consider how Polya's approach could work in their own disciplines.
DMI Session 2
This document provides an agenda and instructions for Session 2 of a teacher training program called DMI. It includes prompts for reflection, goals to focus on content and building community, and activities for teachers to analyze student work and thinking. Table groups will read case studies, model students' mathematical thinking, and discuss strategies seen in a video clip. The session aims to help teachers understand how risk-taking can improve learning and recognize the role of confusion and discomfort in the learning process.
Assignment 4.1
This SlideShare shows how I would incorporate Smart Board work into a lesson plan that I could on SMART Exchange. This is a lesson plan I would use for a kindergarten class that is working on addition, subtraction and graphing.
How to learn entrepreneurship for students
This presentation will give you some tips about learning in general, and also how to learn entrepreneurship specifically for students.
Learning to study
- You are responsible for your own learning through hard work and discipline, though teachers can provide tools and opportunities.
- Studying is an important skill that improves with practice and the use of effective strategies like creating a weekly study plan, study aids, finding a quiet place to study, chunking materials, using a study partner, and attending tutorials.
- Implementing key study strategies such as creating a schedule, highlighting important materials, making flashcards, and separating content into small chunks can help students better learn and retain information.
How the brain_learns
The document discusses how the brain learns and retains new information over the course of a learning episode. It shows that retention is highest at the beginning (prime-time-1) and end (prime-time-2) of the learning period, but lowest in the middle. An activity demonstrates this primacy-recency effect, where participants recall the first and last items best but struggle with middle items. The implications are that new material should be introduced at the start of class, practice and review occur during the middle downtime, and lessons conclude by consolidating learning. Strategies help maximize retention by accounting for how attention and memory function over time.
Teaching alliance 2016 student leadership
This document discusses student leadership initiatives to improve learning at a school. It summarizes that students observe lessons to provide feedback, lead assemblies on attitudes to learning, and brief staff. Students are encouraged to fully participate in class, come prepared, stay focused, and try answering questions instead of saying "I don't know." Applying these ideas will make students more employable, better citizens, and better educated. Teachers are asked to start lessons with engaging questions, allow student feedback, and discourage students from saying "I don't know." The goal is to improve student attitudes and preparation to help them succeed in and after school.
Why do we teach?
This document discusses reasons for teaching and strategies for effective teaching. It provides 10 reasons for teaching, including to enthuse students, give them needed information, cover the syllabus, and help them learn. It suggests methods like putting yourself in students' shoes, mixing information with other materials, getting students to reflect and revise, and stopping class for discussions. The document also covers instructional design, the zone of proximal development, scaffolding, and results of a short pop quiz on teaching techniques.
James Appleby 15 5 15
This document provides guidance for lesson planning and structure. It recommends that teachers:
1. Explain the learning intentions and success criteria to students at the beginning of the lesson and refer to them throughout and at the end of the lesson.
2. Discuss the level of thinking required for lesson activities and relate it to the achievement standards (gathering, processing, applying levels).
3. Structure lessons to allow time for providing quality feedback to students.
4. Ensure lessons have a clear beginning, middle, and end, including setting expectations, the main lesson activities, and reviewing what was learned.
The penrice experience 6
Students complete a self-assessment of their skills based on criteria from GCSE or A-Level qualifications to identify their strengths and weaknesses. They then select a task to develop their weakest skill or focus on improving their weakest skill in their next assessment. This allows each student to personalize their targets. The criteria list can also contain gradated levels so the most able students can target developing top-level skills.
The penrice experience 9
Every teacher should aim to speak individually with each student in every lesson to understand their level of understanding, address any concerns privately, and identify students who need further challenge. Speaking with each student allows the teacher to differentiate instruction based on gaining a real sense of each student's grasp of topics and issues, while also recognizing students who have excelled and require more difficult material.
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Jerc article unlock ideas
Students know more than they think they actually do and even in the cases that they don’t know enough concerning a subject matter, they have the tools to acquire the necessary information so when students are unwillingly to use their cognitive potentials maximally, teachers should find numerous interesting ways to ensure students open their idea bank.
mathematics
The document provides guidance on how to plan an effective lesson for teaching mathematics to preschool students. It recommends 1) choosing an appropriate topic, 2) writing a measurable objective stating what students will be able to do, 3) listing required materials, 4) outlining lesson steps, 5) planning an assessment to evaluate understanding, 6) explaining how the lesson transitions to the next, and 7) leaving space to reflect on the lesson's effectiveness. The goal is to create a well-structured lesson that helps preschoolers learn mathematical concepts.
Strategies supplement attachment
This document outlines various teaching strategies:
1. Buzz groups, concept mapping, graffiti, and U-shaped seating arrangements encourage student discussion and debate on topics.
2. Question generation, one minute papers, and 3-2-1 activities assess student understanding and identify areas of confusion.
3. Additional strategies like learning partners, sending problems around the room, paper slams, and mock press conferences engage students and promote collaboration.
Exit cards and beyond
Exit cards are short written responses students complete at the end of a class to provide teachers feedback on learning. Teachers review the exit cards which takes only a few minutes to assess student understanding and plan differentiated instruction. Exit cards are a formative assessment strategy that helps teachers meet the diverse needs of learners.
Study Skills
This document provides study strategies for maximizing class value, preparing for tests, and evaluating performance. It recommends pre-reading if practice problems will be covered, sitting at the front of the class, and reviewing notes after each lecture. For tests, it advises prioritizing exams based on weight, tailoring approach to subject matter, and redoing missed questions. Technical classes require practicing processes while memorization classes involve summarizing textbooks. Students should simulate test conditions when practicing with past exams. After a test, strategies should be evaluated and adjusted based on performance. Relaxation and healthy eating are also emphasized.
Tips to get good marks in 12th board exams
The document provides guidance to students on how to study effectively and get good results in exams. It recommends students arrange their priorities with study as the top priority. A schedule is provided that allocates time for studying different subjects based on the total time available until board exams. Tips are given such as revising topics daily, maintaining focus without distractions, and practicing self-evaluation. The importance of regular practice exams is emphasized to improve performance and get accustomed to the exam environment and time limits.
Top ten formative assessment strategies cards
This document lists and describes 10 formative assessment strategies: Quiz, Quiz, Trade; Whiteboards; Exit/Entrance Slip; Thumbs-Up; Response Journal; Four Corners; Think-Pair-Share; Snowball Fight; Sequencing; and Fist-to-Five. Each strategy is explained in 1-3 steps and is intended to check student understanding of concepts being taught and provide opportunities for students to respond to questions. The strategies allow teachers to quickly gauge comprehension levels through verbal, written, or physical responses from individual students or small groups.
Reflecting you learning style
This document contains a learning style assessment for a student to complete. It instructs the student to rate how often certain learning factors, like visual aids, verbal instructions, physical activities, lighting, temperature, and environmental noises, affected their ability to understand material in the past. Based on their responses, the student determined they are always aware of their learning preferences and environmental factors that impact their learning. They concluded they are always aware of their surroundings and search for what helps them learn best.
Understanding stakeholders sapna sankhla
The document discusses effective tools for formative assessment that teachers can use to evaluate student learning and provide feedback. It provides examples of various assessment tools including observations, questioning, exit/admit slips, visual representations, graphic organizers, peer and self-assessments, kinesthetic assessments, and laundry day. The tools are meant to give teachers insights into students' understanding beyond typical tests and provide opportunities for students to reflect on their own learning.
Progress Powerpoint
This document provides several strategies for teachers to assess student progress during a lesson in order to demonstrate progress to observers, including lesson observations. Some strategies described are having students self-assess their understanding at the beginning and end of class using tools like confidence scales, RAG ratings, facial expressions, and exit tickets. Other strategies involve questioning students about what they have learned over the course of the lesson. The goal of these strategies is to make student progress during the lesson explicit for short lesson observations.
Edwf 5100 Teaching Strategies Presentation Fall 2015 Baumle
Entrance and exit tickets are teaching strategies that provide teachers written feedback from students on their understanding of the day's lesson. Entrance tickets are completed at the start of class to assess students' prior knowledge, while exit tickets are finished at the end to gauge comprehension of the materials. Teachers can use the tickets to identify misconceptions, group students for instruction, determine if re-teaching is needed, and get a sense of student attitudes. Potential benefits include checking understanding, guiding instruction, holding students accountable, and allowing self-assessment, while drawbacks include wasted time if not linked to objectives or creating non-recyclable paper waste.
Polya problem solving cycle
This document outlines George Polya's four-step problem-solving cycle: 1) Understand the problem by clarifying terms, concepts, and requirements; 2) Devise a plan by considering strategies like working backwards or looking for patterns; 3) Carry out the plan by persisting through calculations or experiments; 4) Look back by checking results, evaluating what worked and didn't, and determining if the problem was solved. The document provides examples of applying this cycle in subjects like math, science experiments, and essays. It encourages readers to consider how Polya's approach could work in their own disciplines.
DMI Session 2
This document provides an agenda and instructions for Session 2 of a teacher training program called DMI. It includes prompts for reflection, goals to focus on content and building community, and activities for teachers to analyze student work and thinking. Table groups will read case studies, model students' mathematical thinking, and discuss strategies seen in a video clip. The session aims to help teachers understand how risk-taking can improve learning and recognize the role of confusion and discomfort in the learning process.
Assignment 4.1
This SlideShare shows how I would incorporate Smart Board work into a lesson plan that I could on SMART Exchange. This is a lesson plan I would use for a kindergarten class that is working on addition, subtraction and graphing.
How to learn entrepreneurship for students
This presentation will give you some tips about learning in general, and also how to learn entrepreneurship specifically for students.
Learning to study
- You are responsible for your own learning through hard work and discipline, though teachers can provide tools and opportunities.
- Studying is an important skill that improves with practice and the use of effective strategies like creating a weekly study plan, study aids, finding a quiet place to study, chunking materials, using a study partner, and attending tutorials.
- Implementing key study strategies such as creating a schedule, highlighting important materials, making flashcards, and separating content into small chunks can help students better learn and retain information.
How the brain_learns
The document discusses how the brain learns and retains new information over the course of a learning episode. It shows that retention is highest at the beginning (prime-time-1) and end (prime-time-2) of the learning period, but lowest in the middle. An activity demonstrates this primacy-recency effect, where participants recall the first and last items best but struggle with middle items. The implications are that new material should be introduced at the start of class, practice and review occur during the middle downtime, and lessons conclude by consolidating learning. Strategies help maximize retention by accounting for how attention and memory function over time.
Teaching alliance 2016 student leadership
This document discusses student leadership initiatives to improve learning at a school. It summarizes that students observe lessons to provide feedback, lead assemblies on attitudes to learning, and brief staff. Students are encouraged to fully participate in class, come prepared, stay focused, and try answering questions instead of saying "I don't know." Applying these ideas will make students more employable, better citizens, and better educated. Teachers are asked to start lessons with engaging questions, allow student feedback, and discourage students from saying "I don't know." The goal is to improve student attitudes and preparation to help them succeed in and after school.
Why do we teach?
This document discusses reasons for teaching and strategies for effective teaching. It provides 10 reasons for teaching, including to enthuse students, give them needed information, cover the syllabus, and help them learn. It suggests methods like putting yourself in students' shoes, mixing information with other materials, getting students to reflect and revise, and stopping class for discussions. The document also covers instructional design, the zone of proximal development, scaffolding, and results of a short pop quiz on teaching techniques.
James Appleby 15 5 15
This document provides guidance for lesson planning and structure. It recommends that teachers:
1. Explain the learning intentions and success criteria to students at the beginning of the lesson and refer to them throughout and at the end of the lesson.
2. Discuss the level of thinking required for lesson activities and relate it to the achievement standards (gathering, processing, applying levels).
3. Structure lessons to allow time for providing quality feedback to students.
4. Ensure lessons have a clear beginning, middle, and end, including setting expectations, the main lesson activities, and reviewing what was learned.
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Edwf 5100 Teaching Strategies Presentation Fall 2015 Baumle
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The penrice experience 6
Students complete a self-assessment of their skills based on criteria from GCSE or A-Level qualifications to identify their strengths and weaknesses. They then select a task to develop their weakest skill or focus on improving their weakest skill in their next assessment. This allows each student to personalize their targets. The criteria list can also contain gradated levels so the most able students can target developing top-level skills.
The penrice experience 9
Every teacher should aim to speak individually with each student in every lesson to understand their level of understanding, address any concerns privately, and identify students who need further challenge. Speaking with each student allows the teacher to differentiate instruction based on gaining a real sense of each student's grasp of topics and issues, while also recognizing students who have excelled and require more difficult material.
The penrice experience 11
This document provides strategies for teachers to use objectives in engaging ways with students: word shuffle rearranges an objective's words, word delete removes some words, word excess adds unnecessary words to remove, word focus underlines the most important word for a student sentence, and red herrings provides three objectives but only one is real.
The penrice experience 13
Students stage a talk show where one student hosts and interviews other students posing as characters from fiction, history, or other disciplines. The host interviews guest students who take on roles of different characters. This activity allows students to demonstrate their understanding of characters and topics through an engaging question and answer format.
The penrice experience 15
Students are instructed to interview each other about the topic they are studying to determine what they already know about the material. They can generate their own questions or use ones provided by the teacher. Interviewing their partner helps students learn from each other as they move to completing the day's work or are just beginning a new lesson.
The penrice experience 18
Chain Making is an educational game where students take turns naming objects related to a topic that start with each subsequent letter of the alphabet. One student begins with an "A" object, the next says that and adds a "B" object, and the game progresses letter-by-letter until someone can't think of the next item or the alphabet is complete. The document discusses using Chain Making as a teaching strategy.
The penrice experience 14
This document discusses setting up a quiz bowl tournament for students involving quick questions and answers. It suggests varying the level of difficulty of questions, rules of play, scoring methods, and incentives to add interest to the tournament. The tournament aims to engage as many students as possible through a game of questions and answers.
The penrice experience 17
This document describes a game called Twenty Questions where one person thinks of an answer and writes it down. Students then take turns asking yes or no questions to try and guess the answer, with the goal being to guess it in the fewest number of questions. The document provides instructions for playing the game and tracking how many questions it takes for students to correctly guess the answer.
The penrice experience 1
Students are encouraged to lead conferences with each other and their teacher to increase interest and confidence. Guidelines are provided to help students take responsibility for designing and facilitating effective conferences. When students take the lead in conferences, their engagement and ownership of the process increases.
The penrice experience 5
Students are tasked with creating a meme, which is an image accompanied by a brief phrase communicating an idea. Memes are a modern form of political cartoon that must convey a message using few words. This assignment allows students flexibility in choosing their own image and phrase, allowing ideas to be as complex or simple as the student desires. While memes can transmit complicated concepts, images can also be chosen to subtly convey meaning.
The penrice experience 4
Students are shown a simple visual or hear an audio prompt related to a topic like World War 1 trenches or rainfall graphs. They discuss in groups what they think is depicted based on prior knowledge. This allows all students to access the material while more able students can make new links between the prompt and their existing knowledge, challenging them in ways not previously considered. The technique crowdsources discussion to help students expand their individual understanding through sharing ideas.
The penrice experience 2
Students can summarize arguments or explanations as mathematical equations, starting simply and becoming more complex. This allows all students to demonstrate relationships between factors in a concise visual way. More advanced equations provide challenge by expressing subtle or prioritized relationships, helping to stretch the most able students.
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4. Forming groups in a Multi-grade classroom
The document discusses different methods for forming student groups in a multigrade classroom. It describes random groups which mix students of different abilities and ages to work on whole-group tasks. Interest groups allow students to choose topics they find most interesting. Ability groups place students in levels suited to their learning needs. The document also mentions grade groups for grade-specific work, cross-age tutoring to benefit both younger and older students, and mixed-age groups which occur naturally in multigrade classes. Friendship groups are not recommended as they may not be task-oriented or diverse.
Differentiation
The document discusses differentiation strategies that can be used to meet the varying needs of students. It describes differentiation by objectives, questioning, support, role, task, and grouping. Specific examples are provided for differentiating by role by assigning specific tasks to group members, and for differentiating tasks by using scaffolding, varying task types and timing, and incorporating both mastery and extension elements. A variety of card games are also presented as examples of tasks that can be differentiated by complexity and cognitive demand.
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The 6 C's of motivation are a framework to encourage intrinsic motivation in students by giving them more choices and control over their learning. The 6 C's are: choice, challenge, control, collaboration, constructing meaning, and consequences. Choice involves giving students freedom to choose topics or ways to complete tasks. Challenge means setting expectations just above a student's current skill level. Control means allowing students to take ownership over their work. Collaboration refers to letting students work together. Constructing meaning is helping students see the importance of assignments. Consequences are the positive results of completing work, like displaying what was learned. Using these strategies can boost motivation and classroom management by giving students more investment in their work.
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Creating An Atmosphere Of Achievement[1]
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Powerpoint Chapter 8 wiki
Here are potential responses to the questions:
Which Instructional Strategy is appropriate for the grade level you teach? Why?
Small group instruction would be appropriate for my grade level (3rd grade) because it allows me to target instruction for students who need reteaching, enrichment, or additional support. Working with students in small groups helps ensure they understand key concepts before moving on.
What are the pros and cons of Learning Contracts?
Pros: Learning contracts allow for student choice and independence. They can be personalized to students' individual needs and interests. Cons: Developing high-quality learning contracts takes significant planning time upfront. It also requires students to be self-motivated learners to stay on task without constant
Starting your lesson with talk
The document provides descriptions and outcomes of various discussion techniques that can be used to start lessons with talk. Some key techniques described include think-pair-share, which allows students to think individually and then discuss in pairs before sharing with the class, and jigsawing, where students are assigned aspects of a topic to research and then return to their groups to teach their expertise. Starting lessons with talk engages students, allows settling time, and taps into higher-order thinking from the beginning of class.
Teaching large multilevel classes
The document discusses teaching large multilevel classes. It provides 10 principles for managing such classes effectively, including using varied activities to engage different learning levels, collaboration between students, and getting to know students individually. Specific techniques are suggested, such as name games to help the teacher learn students' names, collaborative group work, and personalized assignments. The challenges of large classes are maintaining control and meeting individual needs, while benefits include rich human resources and less competition between students.
DIFFERENTIATED-INSTRUCTION-PPT.pptx
This document provides information on differentiated instruction strategies for teachers. It begins by outlining learner objectives related to differentiated instruction. It then discusses the principles of differentiating content, process, and product for academically diverse classrooms. A variety of differentiated instruction strategies are presented for different subject areas like math, science, reading, and writing. Examples of differentiated strategies include learning stations, task cards, targeted questioning, flexible grouping, and appeals to different learning styles and senses. The document emphasizes that differentiated instruction is important for meeting the diverse needs of all students.
Week 3
The document discusses four trends in differentiating instruction in math and science: learning centers, flexible grouping, discovery-based instruction, and tiered assessments. It provides details on how each trend can be implemented and potential issues to consider, such as ensuring appropriate student placement in centers and groups. Examples are given for using the trends in both math and science lessons.
Ma17 report-integrative modes of teaching
The jigsaw method is a cooperative learning strategy where students are assigned subtopics to become experts on. They then teach their subtopic to other students to form a complete understanding of the overall topic. It promotes deeper learning, collaboration, and discussion. Numbered heads together assigns students to groups and numbers. The teacher calls a number and that student from each group answers the question to promote individual and group accountability. Both strategies encourage peer teaching and support collaborative learning.
Differentiated instruction ten common questions and answers
This document discusses differentiated instruction and answers common questions about its implementation. It begins by defining differentiated instruction as customizing lessons based on student assessment data to meet individual needs. It describes how a differentiated classroom looks, with students engaged in various individual and group activities tailored to their levels while the teacher facilitates learning. The document emphasizes using assessment data before, during and after lessons to plan instruction and group students flexibly according to their needs, using strategies like reteaching, on-level work, or enrichment. It provides examples of adjusting assignments and explains that differentiated instruction personalizes learning for all students.
Teaching learning strategies
The document provides recommendations for effective teaching strategies and learning activities. It recommends that lectures be tailored to the audience, have a clear focus and outline, use examples, consider multiple perspectives, and engage the audience. It also stresses using a variety of instructional strategies to meet different learners' needs, maximizing participation, and using technology when possible. Specific teaching and learning strategies described include carousels, exit cards, gallery walks, jigsaws, mind maps, rapid writes, T-charts, think-pair-shares, thumbs up signals, and Venn diagrams.
Classroom makeover day 2
1) The document discusses differentiating instruction for gifted students through modifying the content, process, product, learning environment, and assessments. It provides examples of strategies like early bird groups, managing flexible groups, and preassessment options.
2) Teachers are encouraged to use strategies like curriculum compacting to identify what concepts students have already grasped so they can be challenged through more advanced content. Examples of replacement activities for gifted students are discussed, like independent studies, accelerated curriculum, and literature circles.
3) The document provides guidance for teachers on differentiating through grouping students and lesson planning, and recommends books on differentiation strategies.
Quizlet
Quizlet is a free online tool that allows students to create digital flashcards to study various subjects. Students can search existing flashcard decks created by others or make their own. The tool makes learning vocabulary easy and fun through interactive games like scatter where students drag matching items together. Teachers can use Quizlet by having students create flashcards for each other or develop stories using vocabulary terms. It helps students practice memorization and review materials anywhere.
Collaborative activities
This document discusses various collaborative activities and tools that can be used to build classroom community and encourage active learning. It recommends getting to know students' names, welcoming questions, and using group activities. Specific collaborative techniques described include think-pair-share, group projects, case-based learning, jigsaw activities, and checklist for creating collaborative activities. Web-based collaboration tools like Google Docs, Stixy and Popplet are also mentioned. The overall message is that collaborative learning allows students to take responsibility for learning together and has benefits for motivation, critical thinking, and knowledge development.
Strategies that grow dendrites
98. Transforming Your Science Classroom into a Brain Garden: Science Strategies that help “Grow Dendrites”
Explore the excitement of applying Marsha Tate’s strategies that do grow dendrites. Examples will include using movement, music, manipulatives and mnemonics. Application of strategies help with retention of content and vocabulary. Hand-out included.
Presenter: Matt Meckley
LINKDFINAL
The document discusses four trends for differentiating instruction: 1) choice boards, 2) tiered assignments, 3) flexible grouping, and 4) manipulatives. It then outlines potential instructional issues with using these trends for diverse learners, such as sensory impaired students struggling with choice boards or students with intellectual disabilities feeling low self-esteem in tiered assignments. Finally, it provides strategies for assisting students in using prior knowledge, such as learning about their culture, show and tell, and making connections between past and present learning.
3 samples of Kagan's
The document describes three team-building activities:
1) Fan-N-Pick is a card game where students take turns asking and answering questions and providing feedback on responses.
2) Jigsaw has students become experts on topics and teach their expertise to their groups.
3) Simultaneous RoundTable involves teams simultaneously generating responses to a prompt, passing their work around to build upon each other's ideas.
Similar to The penrice experience 7 (20)
Differentiated instruction ten common questions and answers
Differentiated instruction ten common questions and answers
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Tutor program term 2
The document outlines an 8-week tutor programme for using Knowledge Organisers effectively. Each week focuses on a different method, such as self-quizzing, redesigning the layout, creating quizzes, and writing tasks. Students are instructed to select a Knowledge Organiser and apply the weekly method to aid their learning and recall of new information. Teachers are provided instructions and examples for each method to help students make the most of the Knowledge Organisers.
Tutor program term 1
This document outlines a tutor programme to help students become familiar with using Knowledge Organisers. Each week focuses on a section of the Knowledge Organiser and teaches students self-quizzing strategies to aid memorization. Week 5 consolidates what students have learned, and weeks 6-7 focus on subject-specific Knowledge Organisers. The tutor is provided instructions and resources to guide students through the programme.
Creative i media r082 new brief
The document provides a brief for creating a digital graphic advertisement for a local magazine encouraging readers to submit photographs of the local area. It specifies the dimensions for a print advertisement and web version. The task involves investigating digital graphics, planning the advertisement by considering the client, audience and creating a work plan. It also includes generating design ideas, and addressing any legal issues. The next steps are to obtain and prepare assets, use design software to create the graphic, and review the final graphic against the brief.
Creative i media r087
The document provides information about creating an interactive multimedia product to promote an adventure park called DayzOut. It outlines 4 learning outcomes that will be covered: 1) understanding interactive multimedia products, 2) planning interactive multimedia products, 3) creating interactive multimedia products, and 4) reviewing interactive multimedia products. It then describes 4 tasks that will be completed to fulfill the learning outcomes: 1) identifying different interactive multimedia products, 2) planning the product for DayzOut, 3) creating the product using various assets and tools, and 4) reviewing the final product against the original brief. The document provides details about each learning outcome and task to guide the creation and review of the promotional interactive multimedia product for DayzOut.
Creative i media r086
The document provides information about creating a digital animation to promote a new energy drink called Superfizz for 16-25 year olds. It outlines 4 learning outcomes that will be assessed through 4 tasks: 1) exploring animation types and techniques, 2) planning the animation design through storyboarding and identifying assets and legal issues, 3) creating the animation using software and testing, and 4) reviewing the animation against the original brief and identifying areas for improvement.
Creative i media r081
This document outlines the learning outcomes for understanding and creating pre-production documents for creative media projects. It describes the purpose and content of various pre-production documents like mood boards, storyboards, and scripts. It also covers planning pre-production by interpreting client requirements, conducting research, and creating work plans. Additionally, it discusses producing pre-production documents, file formats, and reviewing documents for improvement.
Creative i media r085
This document provides the tasks and learning outcomes for creating a multipage website to promote local attractions to teenagers for a tourist information board client. It outlines 4 tasks: 1) Understanding properties of multipage websites, 2) Planning the website, 3) Creating the website, and 4) Reviewing the website. The goals are to create a 5+ page website with navigation, consistent style, and multimedia promoting local attractions, while following best practices for website design, usability, and meeting client needs.
Creative i media r082
- The client, NuComputerGames, is releasing a new computer game called TIMECHASER and requires advertisements to promote it.
- The student must create two digital graphic advertisements - one for a printed magazine and one optimized for online use.
- The brief provides requirements for the advertisements such as dimensions, target audience, and formats.
- The student will investigate digital graphics, plan their advertisements, create the advertisements using image editing software, and review the final results.
The penrice experience 8
Using playing cards to randomly assign students to groups allows teachers to prevent students from always working with the same partners and promotes varied group dynamics. Teachers can use the cards to differentiate instruction by assigning different tasks to each suit or creating mixed-ability groups. Designating roles like setting one card as group helpers allows for challenging extensions and support for all students.
The penrice experience 24
Students were asked to create exam questions that could challenge their classmates on topics covered. Generating questions helps students better understand material and identify gaps in knowledge. Peer questions can enhance learning by highlighting areas needing more focus.
The penrice experience 23
Play Hangman is a traditional game where students guess letters to prevent a figure from being hung. Other versions allow students to answer short-answer questions or define terms correctly instead of guessing letters. The document discusses teaching and learning strategies for week 23.
The penrice experience 22
Students were each given a post-it note to write a question on about a new topic they wanted to learn more about, areas where they had misconceptions, or topics they wanted to further explore. These post-it notes with questions were then stuck to the board for the teacher or other students to answer, or collected and handed back at the start of the next lesson.
The penrice experience 20
This document describes a teaching strategy called a fishbowl discussion where a small group of students sit in the center to discuss questions while the rest of the class sits around them. The larger group then asks questions of the inner discussion group, and students rotate in and out of the center group. The strategy allows more students to actively participate in a classroom discussion.
The penrice experience 19
This document describes using a Bingo game to review vocabulary words. Teachers photocopy a Bingo game board and have students fill in words from a provided list. Students cover the words when the teacher calls out definitions, engaging them in reviewing vocabulary through an interactive game.
The penrice experience 5
Students can solve mysteries, puzzles and riddles to make learning fun and engage them actively. The website http://www.mysterynet.com is a good resource for mysteries, while http://kids.niehs.nih.gov/braint.htm provides brain teasers and short puzzles. These sites offer ways for teachers to incorporate problem-solving into their lessons.
All teaching strategies
The document provides a series of teaching strategies for engaging students in active learning. These strategies include having students lead conferences, write summaries of lessons, create mind maps, solve mysteries, participate in round robin activities, make flashcards, and graphically summarize new learning. The strategies are presented over 31 weekly lessons and aim to encourage student participation, collaboration, and understanding of course material.
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The penrice experience 7
- 1. The Penrice Experience Groups by cards To randomise groups and prevent students from always working with the same people, or falling into routine patterns of behaviour, use a pack of playing cards. Students can be issued a playing card on arrival, or at a point during the lesson, and this will dictate which group they work in. You can do this randomly, or pre-plan it depending on what you want to achieve. N.B for more than 4 groups, separate out the picture cards, or aces etc. Differentiated because: You can either direct students to particular tasks by card e.g. hearts = comprehension task, diamonds = analysis tasks, or you can group students so that each group has a mix of abilities. Provides challenge because: More able students with certain cards could be designated helpers for less able students, or they could themselves be directed to a more challenging task. 28/09/2016 Ideas for stretching the most able: Week 7