The penrice experience 8
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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 creating mixed-ability groups. Designating roles like setting one card as group helpers allows for challenging extensions and support for all students.
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Classroom management
Mrs. Sepulveda had issues with disruptive students talking and playing with objects during class discussions. Possible solutions include establishing a deep relationship with students so they respect the teacher, doing creative activities in class like using objects students brought from home to engage them, and creating group cohesion through activities that involve everyone. The teacher should get to know students on a human level to understand their behaviors and feelings.
Numeracy Team Parents Information
This document provides guidance for parents on supporting their child's numeracy and math skills. It recommends encouraging play with games and puzzles to develop number sense. When helping with homework, parents should remove distractions, set regular times, have high expectations, and speak to teachers if homework is too difficult. The document emphasizes developing a growth mindset in which children believe their math abilities can grow with effort over time rather than being fixed.
How to teach Drama to Middle School Student
To successfully teach drama to middle school students, one must balance fun games with more serious scene study and improvisation. It is important to have a final project for students to work towards over the term. Lessons should be structured to regularly work on the final project while also covering various drama topics like movement, voice, and improv. The start of each class should include warm-up exercises in movement and vocals. Students should be exposed to different concepts but not allowed class to become solely long improv sessions without learning objectives. Figuring out what engages each group of students is key to effective classes.
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The document advertises the Seriously Addictive Maths (S.A.M.) program for teaching Singapore Math to children ages 4 to 12. It claims that Singapore Math has been ranked highly in international studies and that S.A.M. effectively delivers the program through creative teaching and over 30,000 pages of worksheets. The S.A.M. approach is described as the only program needed to excel in Singapore Math.
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 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.
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Classroom management
Mrs. Sepulveda had issues with disruptive students talking and playing with objects during class discussions. Possible solutions include establishing a deep relationship with students so they respect the teacher, doing creative activities in class like using objects students brought from home to engage them, and creating group cohesion through activities that involve everyone. The teacher should get to know students on a human level to understand their behaviors and feelings.
Numeracy Team Parents Information
This document provides guidance for parents on supporting their child's numeracy and math skills. It recommends encouraging play with games and puzzles to develop number sense. When helping with homework, parents should remove distractions, set regular times, have high expectations, and speak to teachers if homework is too difficult. The document emphasizes developing a growth mindset in which children believe their math abilities can grow with effort over time rather than being fixed.
How to teach Drama to Middle School Student
To successfully teach drama to middle school students, one must balance fun games with more serious scene study and improvisation. It is important to have a final project for students to work towards over the term. Lessons should be structured to regularly work on the final project while also covering various drama topics like movement, voice, and improv. The start of each class should include warm-up exercises in movement and vocals. Students should be exposed to different concepts but not allowed class to become solely long improv sessions without learning objectives. Figuring out what engages each group of students is key to effective classes.
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Standardized testing season getting you down? Find some fun ideas for encouraging your students to try their hardest come testing day.
Learning difficulties and academic backwardness - Intervention,remediation,im...
Dealing with children, who are facing learning difficulties, and academic backwardness.
Reshmi P Ravi
CMLD student and LD Professional
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The document advertises the Seriously Addictive Maths (S.A.M.) program for teaching Singapore Math to children ages 4 to 12. It claims that Singapore Math has been ranked highly in international studies and that S.A.M. effectively delivers the program through creative teaching and over 30,000 pages of worksheets. The S.A.M. approach is described as the only program needed to excel in Singapore Math.
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 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 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.
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.
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 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 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 7
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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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.
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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.
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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Creating An Atmosphere Of Achievement[1]
Cooperative learning is a teaching method where students work in groups on structured learning activities. It provides opportunities for students to practice language and content through group interaction. Benefits include additional practice with academic English, incorporating prior knowledge, and allowing students to become more independent learners. The jigsaw technique is a specific cooperative learning strategy where students are assigned different pieces of information and must collaborate to combine their knowledge.
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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.
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.
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.
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.
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.
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.
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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.
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.
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 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 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 7
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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Vision trumps all other senses. We have better recall for visual information. Pictures beat text - recognition soars with pictures. Exercise boosts brain power. We don't pay attention to boring things and attention steadily drops after 10 minutes, so presenters should change gears every 10 minutes.
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Similar to The penrice experience 8
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.
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.
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.
Mindmapping as basic teacher's skill
Teachers in basic education in developing countries are faced by extreme resource limitations. Thus for both pre-service and in-service training, here is a tool that enables them to engage their learners for faster, deeper learning and lifelong learning.
The 6 c’s of motivation
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.
Creating An Atmosphere Of Achievement[1]
Cooperative learning is a teaching method where students work in groups on structured learning activities. It provides opportunities for students to practice language and content through group interaction. Benefits include additional practice with academic English, incorporating prior knowledge, and allowing students to become more independent learners. The jigsaw technique is a specific cooperative learning strategy where students are assigned different pieces of information and must collaborate to combine their knowledge.
MATH TEACHING APPROACHES.pptx
This document discusses approaches for teaching mathematics at the elementary level. It includes 13 approaches: discovery approach, inquiry teaching, demonstration approach, math-lab approach, practical work approach, individualized instruction using modules, brainstorming, problem-solving, cooperative learning, integrative technique, looking for clues and key words, making a chart or table, and finding a pattern. The document also provides examples and explanations of techniques for teaching mathematics like using dramatizations, children's bodies, play, toys, stories, natural creativity, problem-solving abilities, technology, and assessments. [END SUMMARY]
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.
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.
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.
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.
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.
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.
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.
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.
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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.
FINAL Student Engagement - ALL 3 - Been through BDA, QA, Lizzie, Ossa, and Li...
FINAL Student Engagement - ALL 3 - Been through BDA, QA, Lizzie, Ossa, and Li...Kelsey Barrett, LPC Associate
This document provides tips for increasing student engagement and reading motivation for different grade levels. For upper elementary (3rd-5th grade), it recommends encouraging student ownership through co-creation activities like a thought board or building stories together. It also suggests utilizing technology like Istation to monitor progress and apps like ClassDojo to encourage digital storytelling. Interactive activities are recommended like vocabulary hunts and discussions to make connections to personal experiences. Student autonomy is emphasized by letting them select books as rewards for finishing work early. Reflective activities at the beginning and end of class aim to increase focus.Similar to The penrice experience 8 (20)
Differentiated instruction ten common questions and answers
Differentiated instruction ten common questions and answers
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- 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.
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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 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 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 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 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 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 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 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.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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The penrice experience 8
- 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 8