1) The document discusses strategies for improving teacher effectiveness and raising student achievement. It focuses on developing strategic teachers who have a repertoire of research-based instructional strategies, can apply strategies appropriately to classroom situations, and collaborate with other teachers.
2) A case study is described where a teacher leadership model was used across 10 districts to train over 2,000 teachers in using instructional guides to build their strategy expertise through learning clubs. Participating districts saw gains in state accountability measures that exceeded state averages.
3) Feedback from education leaders praised the initiative's positive impact on teacher professional growth and ability to close achievement gaps. The document advocates developing strategic teachers as key to improving instruction and student outcomes.
1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching relies on teacher education and professional development to incorporate research findings and advance teaching skills over time. Research can help improve the quality of teaching.
The document discusses strategies for active engagement during whole group instruction. It defines active engagement as involving motivation, conceptual knowledge, cognitive strategies, and social interactions during literacy activities. Some key active engagement strategies discussed include: using cognitive strategies like activating prior knowledge and self-questioning; promoting social interaction and sharing of ideas; and ensuring multiple student-teacher interactions through feedback and support. Effective instruction requires classroom management routines, knowledge of student assessment, consistent routines, a focus on objectives, and anticipating difficulties.
This document provides information on strategies for actively engaging students in whole group instruction. It defines active engagement as involving motivation, conceptual knowledge, cognitive strategies, and social interactions. Some key strategies discussed include:
- Using cognitive strategies like activating prior knowledge, self-questioning, monitoring comprehension, and summarizing.
- Promoting social interaction and sharing of reading and writing.
- Ensuring an optimal level of challenge, feedback, and support to intrinsically motivate students.
- Directly teaching classroom management routines and instructional routines to facilitate engagement.
The roles of stakeholders in curriculum implementationChoc Nat
The roles of stakeholders in curriculum implementation are discussed. Stakeholders include learners, teachers, curriculum managers/administrators, parents, community members, and others. Learners are central to the curriculum. Teachers are curriculum developers and implementers. Curriculum managers oversee implementation. Parents support the curriculum financially and through involvement. Community members provide resources. The document also discusses curriculum pilot testing, monitoring, and evaluation.
Here are some suggestions for Teacher Carla to improve her monitoring of learner performance:
1. Track individual learner progress over time. The DLL and ECR show data by competency/subject but don't show each learner's performance from one grading period to the next. Adding a column to track individual learners' scores/levels over quarters would help monitor progress.
2. Note reasons for low scores/performance. Noting why learners didn't meet targets (e.g. absenteeism, lack of understanding, behavior) helps design appropriate interventions.
3. Categorize learners needing additional support. Grouping learners by level of need (e.g. remedial, enrichment) facilitates targeted interventions like
This document outlines a Title I school improvement plan. The plan may be modified over time based on progress. Key elements include instructional strategies like differentiated instruction, additional instructional time for students, and ensuring all teachers are highly qualified. Goals include decreasing the percentage of students not meeting reading standards and increasing the percentage exceeding math standards. Strategies to support lower-performing students and increase parental involvement are described. Teachers were included in decision-making and will take on leadership roles such as the leadership team, student support team, and departmental chairs to strategically plan and implement best practices.
How do i motivate my students white paperquelita1962
According to expectancy-value theory, student motivation is jointly determined by a student's expectancy for success and the value they place on a task. The document provides strategies for instructors to motivate students, including using varied teaching methods, giving students options, designing appropriately challenging assignments, and making lessons relevant. It also emphasizes that an instructor's enthusiasm, expectations of student success, and constructive feedback can positively impact student motivation.
1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching relies on teacher education and professional development to incorporate research findings and advance teaching skills over time. Research can help improve the quality of teaching.
The document discusses strategies for active engagement during whole group instruction. It defines active engagement as involving motivation, conceptual knowledge, cognitive strategies, and social interactions during literacy activities. Some key active engagement strategies discussed include: using cognitive strategies like activating prior knowledge and self-questioning; promoting social interaction and sharing of ideas; and ensuring multiple student-teacher interactions through feedback and support. Effective instruction requires classroom management routines, knowledge of student assessment, consistent routines, a focus on objectives, and anticipating difficulties.
This document provides information on strategies for actively engaging students in whole group instruction. It defines active engagement as involving motivation, conceptual knowledge, cognitive strategies, and social interactions. Some key strategies discussed include:
- Using cognitive strategies like activating prior knowledge, self-questioning, monitoring comprehension, and summarizing.
- Promoting social interaction and sharing of reading and writing.
- Ensuring an optimal level of challenge, feedback, and support to intrinsically motivate students.
- Directly teaching classroom management routines and instructional routines to facilitate engagement.
The roles of stakeholders in curriculum implementationChoc Nat
The roles of stakeholders in curriculum implementation are discussed. Stakeholders include learners, teachers, curriculum managers/administrators, parents, community members, and others. Learners are central to the curriculum. Teachers are curriculum developers and implementers. Curriculum managers oversee implementation. Parents support the curriculum financially and through involvement. Community members provide resources. The document also discusses curriculum pilot testing, monitoring, and evaluation.
Here are some suggestions for Teacher Carla to improve her monitoring of learner performance:
1. Track individual learner progress over time. The DLL and ECR show data by competency/subject but don't show each learner's performance from one grading period to the next. Adding a column to track individual learners' scores/levels over quarters would help monitor progress.
2. Note reasons for low scores/performance. Noting why learners didn't meet targets (e.g. absenteeism, lack of understanding, behavior) helps design appropriate interventions.
3. Categorize learners needing additional support. Grouping learners by level of need (e.g. remedial, enrichment) facilitates targeted interventions like
This document outlines a Title I school improvement plan. The plan may be modified over time based on progress. Key elements include instructional strategies like differentiated instruction, additional instructional time for students, and ensuring all teachers are highly qualified. Goals include decreasing the percentage of students not meeting reading standards and increasing the percentage exceeding math standards. Strategies to support lower-performing students and increase parental involvement are described. Teachers were included in decision-making and will take on leadership roles such as the leadership team, student support team, and departmental chairs to strategically plan and implement best practices.
How do i motivate my students white paperquelita1962
According to expectancy-value theory, student motivation is jointly determined by a student's expectancy for success and the value they place on a task. The document provides strategies for instructors to motivate students, including using varied teaching methods, giving students options, designing appropriately challenging assignments, and making lessons relevant. It also emphasizes that an instructor's enthusiasm, expectations of student success, and constructive feedback can positively impact student motivation.
The document provides an agenda for a meeting to discuss initiatives to improve student learning and achievement at Yelm Community Schools. Key topics include the mission and vision of YCS, the role of the Office of Teaching and Learning, professional learning communities (PLCs), and using a strategic planning process including gap analysis to set and monitor student performance targets.
This document discusses maximizing student impact in the classroom. It begins by establishing the learning intentions of identifying high-impact teaching practices, reflecting on the teacher's role, and using technology. It then asks teachers to consider where the greatest factors influencing student achievement are located - at home, with the teacher, at school, or with the student. Research is presented showing the top ten factors, with collective teacher efficacy and feedback having the largest effect sizes. Teachers are asked to reflect on their own practices and research new high-impact strategies to improve teaching. The conclusion emphasizes that teaching practices should be focused on maximizing, rather than just enhancing, student achievement.
Ch. 8 developing an instructional strategyEzraGray1
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
methodological issues of research in teacher educationDr. Sushma N Jogan
This document outlines a webinar presentation on methodological issues in teacher education research. The presentation discusses key topics like teacher education, research methodology, and research ethics. It notes several methodological challenges in research on teacher education in India, such as economic and political realities, bias, lack of innovative methods, and weak qualitative research. The objectives are to learn about the research scenario in teacher education, key research problems, methodology issues, and ethics. The presentation covers these topics and provides examples of ethical principles and how teachers can apply ethical research practices.
M.Ed Teacher Education's Topic-Steps to enhance Teacher effectivenessfatima roshan
The document provides guidance on effective teaching practices. It recommends that teachers 1) acquire knowledge about students to inform course design, 2) align learning objectives, assessments and instructional activities, and 3) articulate explicit expectations. Additional recommendations include prioritizing content, overcoming expert blind spots, adopting appropriate teaching roles, and continually refining courses based on reflection and feedback.
21ST Century Education: Classroom Management beyond Perspectiveijtsrd
Classroom management is one of the crucial factors that influence teaching and learning. This research has focused on a variety of the best strategies and practices of classroom management in a global approach. The findings of this study showed that good classroom management practices enable teachers and learners to meet on the prescribe desirable behavior of the learners. Further, different indicators have emerged as significant predictor of good classroom management practices. These include modeling appropriate behavior, offering praise to the learners, behavior management and establishing clear goals. These indicators elevate learners positive behavior and engagement in the learning process. It also boosts learners confidence and engagement in their learning. The finding of this study also showed that teachers with a different approach for classroom management will likely promote an effective learning environment that promotes globally competitive individuals. Marjorie A. Nellas | Marita C. Pacaldo | Ma. Gina C. Estorgio | Judith C. Lopez | Julie Ann A. Lauronal "21ST Century Education: Classroom Management beyond Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29755.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29755/21st-century-education-classroom-management-beyond-perspective/marjorie-a-nellas
This document discusses a plan called the STAR Reading Initiative (SRI) implemented at Dr. Lewis Dolphin Stallworth Sr. Charter School to improve student and teacher performance. The SRI had seven targeted areas to motivate students and improve teacher instructional strategies over six weeks. It assessed student abilities initially and weekly to monitor progress. Teachers used data to refine lessons and partnered with students. While the full 26-point gain on STAR exams was not achieved, 52% of students improved, showing the initiative had a positive impact. Teachers also gained insight into using data and student-centered instruction.
The document discusses the Marzano Teacher Evaluation Model, which is based on research into best teaching practices. It identifies 60 elements of effective teaching organized into 4 domains to help teachers improve and develop expertise. The model focuses on Domain 1, which contains classroom strategies and behaviors shown to most directly impact student achievement. Teachers can use the model for self-development or collaborate in professional learning communities to study design questions and improve instructional skills.
The document discusses various teaching strategies that faculty can use to engage students and improve learning, including the lecture method, case method, discussion method, active learning, cooperative learning, integrating technology, and distance learning. It provides brief descriptions of each strategy and considerations for effective implementation. The overall message is that there is no single best approach and faculty should thoughtfully incorporate multiple strategies to maximize student comprehension and preparation for future roles.
Teacher Development & Engagement FrameworkBimal Raturi
Teacher Development & Engagement Framework is designed with context to the Indian education system. This is not a research paper this is the compiled version of many research articles and ppts.
The document provides an introduction to a teacher resource package focused on the Philippine Professional Standards for Teachers (PPST). It explains that the package contains 12 modules that correspond to the 12 indicators of the PPST and are intended to support teachers' professional development. Each module will define key concepts, provide illustrations of teaching practices, and help teachers reflect on and plan their professional development related to the given indicator.
The document discusses teaching organization and lesson planning. It provides guidance on developing effective lesson plans in three stages: pre-lesson preparation including setting goals and understanding student entry levels, lesson planning and implementation including objectives and instructional procedures, and post-lesson activities such as evaluating lessons. The document emphasizes that lesson plans provide organization for managing classroom time and instruction, while allowing flexibility for teacher innovation. Precise preparation must allow for adaptive delivery.
The document discusses various aspects of teaching including:
1. It defines teaching as a process that prepares students for learning and provides structure to enable productive learning.
2. It outlines the key roles of teachers as subject matter experts, pedagogical experts, excellent communicators, student-centered mentors, and assessors.
3. It discusses characteristics of quality teaching including a focus on student achievement, effective links between school and context, and pedagogy that promotes self-regulation and discourse.
Developing an instructional strategy ch 8 TiekaWilkins
This document outlines how to develop an effective instructional strategy. It discusses sequencing content, considering learners' abilities and grouping students. The nine events of instruction are described based on Gagne's conditions of learning, including gaining attention and providing feedback. Constructivism and designing constructive learning environments are also covered. The document concludes by discussing media selection and delivery systems to accomplish instructional goals and objectives.
1) The document outlines Marianne McFadden's teaching philosophy, which emphasizes educators obtaining strong subject matter knowledge and acting as role models for students. It also stresses encouraging students' intellectual independence and adaptability.
2) The philosophy sees the teacher's role as setting clear expectations, maintaining consistency while showing compassion, and being open to growth through self-evaluation and new teaching methods.
3) When discussing teaching mathematics, the philosophy advocates a back-to-basics approach through hands-on activities and creative questioning to help students master analytical skills and view challenges positively.
This document discusses guidelines for implementing a performance-based grading system. It explains that the system aims to make assessment integral to the teaching-learning process and use results to improve instruction. Key points include:
- Grades of 65% and below will be recorded but 75% is the lowest passing grade on report cards.
- Tests should include 60% basic, 30% advanced, and 10% for distinguishing honors students.
- A student's grade consists of test and non-test factors like projects, participation, assignments weighted differently by subject.
- Rubrics should be used to rate non-test factors like performances, outputs, and open-ended responses.
This document provides guidelines for daily lesson preparation in the Philippine Department of Education's K to 12 Basic Education Program. It outlines the importance of instructional planning and lesson preparation for ensuring effective teaching and learning. Teachers are required to complete either a Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) on a daily/weekly basis. New teachers and those teaching new content must complete a DLP. The DLL and DLP templates include objectives, content, resources, procedures, assessment, and reflection sections. Thorough lesson preparation is considered essential for teachers to facilitate learning, deliver quality education, and effectively manage instruction.
This document discusses applying a range of teaching strategies to develop critical and creative thinking skills, as well as higher-order thinking skills. It introduces the key concepts of teaching strategies, creative thinking skills, critical thinking skills, and higher-order thinking skills. The document provides illustrations of practice using strategies like problem-based learning, effective questioning, visualization, PMI (Plus, Minus, Interesting), and RAFT to develop these skills. It aims to help teachers reflect on their own practices and identify areas for professional development to better achieve this standard."
this paper will help to understand the concept of supervision along with it the reader also will be able to differentiate between just supervision and supervising a practice lesson. It describe the characteristics of a good supervisor, role of the supervisor etc. It is work of Ghulam Ghaus-student of M.Ed. (2015-17) Department of Educational Studies, Jmaia MIllia Islamia, New Delhi.
Noora Saeed outlines her teaching philosophy which focuses on using technology and modern methods to enhance learning. She believes education empowers students by developing critical thinking skills and that teachers should deliver lessons in an engaging way using various resources and group activities. Her teaching practice has improved over four years through better lesson planning incorporating different resources, self-directed tasks, and building relationships with students and mentors. Going forward, she aims to further integrate technology into all aspects of teaching and use various assessment tools to measure understanding.
This is a study to know the most suitable instructional strategy and media for student learning styles in middle schools. Learning styles has been choosen in this study due to it’s big effect for developmenting instructional strategy and media. Knowing student learning styles useful not only for the teachers in addition to design instructional with excellent quality, but also for the students to more understanding their strength for learning optimally. The result of the study would help teachers selecting the instructional strategy and media based on the real student needs.
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
The document provides an agenda for a meeting to discuss initiatives to improve student learning and achievement at Yelm Community Schools. Key topics include the mission and vision of YCS, the role of the Office of Teaching and Learning, professional learning communities (PLCs), and using a strategic planning process including gap analysis to set and monitor student performance targets.
This document discusses maximizing student impact in the classroom. It begins by establishing the learning intentions of identifying high-impact teaching practices, reflecting on the teacher's role, and using technology. It then asks teachers to consider where the greatest factors influencing student achievement are located - at home, with the teacher, at school, or with the student. Research is presented showing the top ten factors, with collective teacher efficacy and feedback having the largest effect sizes. Teachers are asked to reflect on their own practices and research new high-impact strategies to improve teaching. The conclusion emphasizes that teaching practices should be focused on maximizing, rather than just enhancing, student achievement.
Ch. 8 developing an instructional strategyEzraGray1
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
methodological issues of research in teacher educationDr. Sushma N Jogan
This document outlines a webinar presentation on methodological issues in teacher education research. The presentation discusses key topics like teacher education, research methodology, and research ethics. It notes several methodological challenges in research on teacher education in India, such as economic and political realities, bias, lack of innovative methods, and weak qualitative research. The objectives are to learn about the research scenario in teacher education, key research problems, methodology issues, and ethics. The presentation covers these topics and provides examples of ethical principles and how teachers can apply ethical research practices.
M.Ed Teacher Education's Topic-Steps to enhance Teacher effectivenessfatima roshan
The document provides guidance on effective teaching practices. It recommends that teachers 1) acquire knowledge about students to inform course design, 2) align learning objectives, assessments and instructional activities, and 3) articulate explicit expectations. Additional recommendations include prioritizing content, overcoming expert blind spots, adopting appropriate teaching roles, and continually refining courses based on reflection and feedback.
21ST Century Education: Classroom Management beyond Perspectiveijtsrd
Classroom management is one of the crucial factors that influence teaching and learning. This research has focused on a variety of the best strategies and practices of classroom management in a global approach. The findings of this study showed that good classroom management practices enable teachers and learners to meet on the prescribe desirable behavior of the learners. Further, different indicators have emerged as significant predictor of good classroom management practices. These include modeling appropriate behavior, offering praise to the learners, behavior management and establishing clear goals. These indicators elevate learners positive behavior and engagement in the learning process. It also boosts learners confidence and engagement in their learning. The finding of this study also showed that teachers with a different approach for classroom management will likely promote an effective learning environment that promotes globally competitive individuals. Marjorie A. Nellas | Marita C. Pacaldo | Ma. Gina C. Estorgio | Judith C. Lopez | Julie Ann A. Lauronal "21ST Century Education: Classroom Management beyond Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29755.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29755/21st-century-education-classroom-management-beyond-perspective/marjorie-a-nellas
This document discusses a plan called the STAR Reading Initiative (SRI) implemented at Dr. Lewis Dolphin Stallworth Sr. Charter School to improve student and teacher performance. The SRI had seven targeted areas to motivate students and improve teacher instructional strategies over six weeks. It assessed student abilities initially and weekly to monitor progress. Teachers used data to refine lessons and partnered with students. While the full 26-point gain on STAR exams was not achieved, 52% of students improved, showing the initiative had a positive impact. Teachers also gained insight into using data and student-centered instruction.
The document discusses the Marzano Teacher Evaluation Model, which is based on research into best teaching practices. It identifies 60 elements of effective teaching organized into 4 domains to help teachers improve and develop expertise. The model focuses on Domain 1, which contains classroom strategies and behaviors shown to most directly impact student achievement. Teachers can use the model for self-development or collaborate in professional learning communities to study design questions and improve instructional skills.
The document discusses various teaching strategies that faculty can use to engage students and improve learning, including the lecture method, case method, discussion method, active learning, cooperative learning, integrating technology, and distance learning. It provides brief descriptions of each strategy and considerations for effective implementation. The overall message is that there is no single best approach and faculty should thoughtfully incorporate multiple strategies to maximize student comprehension and preparation for future roles.
Teacher Development & Engagement FrameworkBimal Raturi
Teacher Development & Engagement Framework is designed with context to the Indian education system. This is not a research paper this is the compiled version of many research articles and ppts.
The document provides an introduction to a teacher resource package focused on the Philippine Professional Standards for Teachers (PPST). It explains that the package contains 12 modules that correspond to the 12 indicators of the PPST and are intended to support teachers' professional development. Each module will define key concepts, provide illustrations of teaching practices, and help teachers reflect on and plan their professional development related to the given indicator.
The document discusses teaching organization and lesson planning. It provides guidance on developing effective lesson plans in three stages: pre-lesson preparation including setting goals and understanding student entry levels, lesson planning and implementation including objectives and instructional procedures, and post-lesson activities such as evaluating lessons. The document emphasizes that lesson plans provide organization for managing classroom time and instruction, while allowing flexibility for teacher innovation. Precise preparation must allow for adaptive delivery.
The document discusses various aspects of teaching including:
1. It defines teaching as a process that prepares students for learning and provides structure to enable productive learning.
2. It outlines the key roles of teachers as subject matter experts, pedagogical experts, excellent communicators, student-centered mentors, and assessors.
3. It discusses characteristics of quality teaching including a focus on student achievement, effective links between school and context, and pedagogy that promotes self-regulation and discourse.
Developing an instructional strategy ch 8 TiekaWilkins
This document outlines how to develop an effective instructional strategy. It discusses sequencing content, considering learners' abilities and grouping students. The nine events of instruction are described based on Gagne's conditions of learning, including gaining attention and providing feedback. Constructivism and designing constructive learning environments are also covered. The document concludes by discussing media selection and delivery systems to accomplish instructional goals and objectives.
1) The document outlines Marianne McFadden's teaching philosophy, which emphasizes educators obtaining strong subject matter knowledge and acting as role models for students. It also stresses encouraging students' intellectual independence and adaptability.
2) The philosophy sees the teacher's role as setting clear expectations, maintaining consistency while showing compassion, and being open to growth through self-evaluation and new teaching methods.
3) When discussing teaching mathematics, the philosophy advocates a back-to-basics approach through hands-on activities and creative questioning to help students master analytical skills and view challenges positively.
This document discusses guidelines for implementing a performance-based grading system. It explains that the system aims to make assessment integral to the teaching-learning process and use results to improve instruction. Key points include:
- Grades of 65% and below will be recorded but 75% is the lowest passing grade on report cards.
- Tests should include 60% basic, 30% advanced, and 10% for distinguishing honors students.
- A student's grade consists of test and non-test factors like projects, participation, assignments weighted differently by subject.
- Rubrics should be used to rate non-test factors like performances, outputs, and open-ended responses.
This document provides guidelines for daily lesson preparation in the Philippine Department of Education's K to 12 Basic Education Program. It outlines the importance of instructional planning and lesson preparation for ensuring effective teaching and learning. Teachers are required to complete either a Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) on a daily/weekly basis. New teachers and those teaching new content must complete a DLP. The DLL and DLP templates include objectives, content, resources, procedures, assessment, and reflection sections. Thorough lesson preparation is considered essential for teachers to facilitate learning, deliver quality education, and effectively manage instruction.
This document discusses applying a range of teaching strategies to develop critical and creative thinking skills, as well as higher-order thinking skills. It introduces the key concepts of teaching strategies, creative thinking skills, critical thinking skills, and higher-order thinking skills. The document provides illustrations of practice using strategies like problem-based learning, effective questioning, visualization, PMI (Plus, Minus, Interesting), and RAFT to develop these skills. It aims to help teachers reflect on their own practices and identify areas for professional development to better achieve this standard."
this paper will help to understand the concept of supervision along with it the reader also will be able to differentiate between just supervision and supervising a practice lesson. It describe the characteristics of a good supervisor, role of the supervisor etc. It is work of Ghulam Ghaus-student of M.Ed. (2015-17) Department of Educational Studies, Jmaia MIllia Islamia, New Delhi.
Noora Saeed outlines her teaching philosophy which focuses on using technology and modern methods to enhance learning. She believes education empowers students by developing critical thinking skills and that teachers should deliver lessons in an engaging way using various resources and group activities. Her teaching practice has improved over four years through better lesson planning incorporating different resources, self-directed tasks, and building relationships with students and mentors. Going forward, she aims to further integrate technology into all aspects of teaching and use various assessment tools to measure understanding.
This is a study to know the most suitable instructional strategy and media for student learning styles in middle schools. Learning styles has been choosen in this study due to it’s big effect for developmenting instructional strategy and media. Knowing student learning styles useful not only for the teachers in addition to design instructional with excellent quality, but also for the students to more understanding their strength for learning optimally. The result of the study would help teachers selecting the instructional strategy and media based on the real student needs.
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
The document discusses finding the most suitable instructional strategies and media for student learning styles in middle schools. It analyzed 307 middle school students' learning styles using the Index of Learning Styles questionnaire. Common preferred instructional strategies identified were question and answer, presentations, games and simulations. Popular media included pictures, videos, simulations, and online group learning. The study aimed to help teachers match instructional approaches and materials to students' learning styles to improve learning effectiveness.
What are the Suitable Instructional Strategy and Media for Student Learning S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman learning styles. The students were also asked with the questions to know what instructional strategy and media they like much. The results show instructional strategies that could be applicated in middle schools are; question and answer methods, student presentations, games and simulations, lectures, problem solving based learning, role playing, and panel discussions. Instructional media that could be applicated are; pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off with the combinations of student learning style to get the most suitable one.
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
The course had a significant impact on the student's teaching practice and beliefs. It taught effective teaching strategies like using clear language, concrete examples, and hands-on activities to engage students. The course also introduced new theories and best practices in education to help the student develop their understanding of teaching and learning. Additionally, the course encouraged self-reflection, which is crucial for teachers to evaluate their performance and identify areas for improvement. Through reflecting on their experiences and soliciting feedback, teachers can become more effective educators.
This document discusses data collected from a needs assessment survey of 9 new teachers at Madison Elementary School. The survey identified the teachers' greatest professional development needs. Based on the results, the top three needs were meeting the needs of diverse learners, student assessment, and student engagement. The document proposes focusing professional development on these three interconnected topics, including effective assessment strategies, using the Planning Pyramid model to meet all learners' needs, and engagement techniques informed by assessment data. Ongoing support through professional learning is recommended to continuously improve teacher skills.
A critical Review language educator as Learning Programme developers.docxpatrickwaweru11
This document discusses language educators as learning program developers from various perspectives. It analyzes how learners learn through curriculum interaction using Vygotsky's social learning theory. Different teaching strategies are examined, including critical thinking, cognitively guided instruction, scaffolding, simulation, problem-solving, discussion, and considerations for developing a 21st century curriculum. The document contains 5 questions that systematically analyze these topics from different frameworks to understand language educators' role in developing effective learning programs.
This document provides guidance on using research-based instructional strategies to increase student achievement. It discusses how teachers, principals, and support staff can use a book on instructional strategies to improve teaching practices. Teachers can set goals and get feedback on specific strategies, or work collaboratively to study strategies. Principals can support teacher professional development and monitor strategy use. Support staff can aid teachers and principals in selecting training and providing feedback. The overall goal is to encourage intentional and effective use of research-backed classroom techniques.
The document discusses effective teaching methods for adults. It emphasizes the importance of consistency when teaching adults and avoiding frequent changes, as this can confuse learners. It also stresses introducing new assessment methods to provide multiple opportunities for learners to demonstrate their knowledge in various ways through assignments, projects, and participation. The conclusion reiterates that effective teaching requires caring about learners, being patient, motivating those who lack confidence, and thinking creatively to help all learners succeed.
There are three types of variables that affect teaching and learning:
1. Independent variables - Elements that a teacher or researcher manipulates, such as using multimedia displays, to see their effect on other variables.
2. Dependent variables - Outcomes or results that are measured in response to changes in the independent variable, such as students' understanding of a concept.
3. Extraneous variables - Other variables besides the independent variable that could influence the dependent variable, like student characteristics, and need to be controlled for.
This document summarizes research on effective teaching practices and frameworks for evaluating teaching quality. It finds that while defining effective teaching is difficult, student progress is the key metric. Research identifies six components of effective teaching ordered by evidence strength: content knowledge, instruction quality, classroom climate, management, teacher beliefs, and professional behaviors. Frameworks for capturing teaching include classroom observations, value-added models, and student ratings, each with limitations. Providing feedback to teachers can improve learning if focused on student outcomes, learning-oriented, and supported by school leadership. Combining multiple measures can help address weaknesses in individual approaches to evaluation.
Name Chere’ DoveCourse ELM 535 Strategies for Student Enga.docxmayank272369
This document contains a learning plan template for a 5th grade math class. It includes sections on fostering student ownership, learning objectives, assessments, questioning/feedback, and references. The template provides guidance for teachers in developing instructional strategies, checking student understanding, communicating objectives, using formative/summative assessments, and promoting higher-order thinking.
Reflect on a facilitated training session you experienced that affec.docxlaurieellan
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture to use for information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowled.
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
This document outlines a 4-stage model for teaching student self-evaluation:
1) Involve students in defining evaluation criteria by negotiating a shared set of meaningful goals.
2) Teach students how to apply criteria to their own work through examples and modeling.
3) Give students feedback on their self-evaluations from teachers, peers, and themselves to help students accurately assess their work.
4) Help students develop productive goals and action plans by connecting achievement levels to strategies and effort.
This document outlines a 4-stage model for teaching student self-evaluation:
1) Involve students in defining evaluation criteria by negotiating a shared set of meaningful goals.
2) Teach students how to apply criteria to their own work through examples and modeling.
3) Give students feedback on their self-evaluations from teachers, peers, and themselves to help students accurately understand criteria.
4) Help students develop productive goals and action plans by connecting achievement levels to strategies and effort and helping students create specific plans.
Share MED 2 INTRODUCTION- Purpose of Research (Aims, Objectives, Goals).pptxShenaCanoCover
Educational research aims to generate new knowledge and test theories to improve teaching and learning outcomes. Some key goals of educational research are to identify effective teaching practices, understand student development, evaluate educational programs, and inform policy decisions. The overall goal is to improve the quality of education for all students and promote the development of knowledgeable citizens.
Similar to The strategicteacher betterinstruction (1) (20)
El documento describe las características de un maestro líder y ofrece recomendaciones para convertirse en un líder transformacional. Un maestro líder debe ser observador, empático y motivador. Además, debe comprometerse con el desarrollo profesional continuo, observar otras clases, modelar la utilidad de lo que enseña y cuidar a los estudiantes más allá del aula.
El documento describe las responsabilidades de los directores escolares en establecer estándares académicos claros, monitorear su implementación y asegurar que los maestros sigan los estándares. Los directores efectivos poseen conocimiento del currículo, pasan tiempo en las aulas para promover buenas prácticas docentes, y comparten su conocimiento con los maestros para mejorar la calidad de la enseñanza.
El documento describe el modelo de liderazgo instruccional propuesto por Paulo Volante, el cual consiste en influir intencionalmente a una comunidad educativa para mejorar las prácticas de enseñanza y el aprendizaje de los estudiantes. Estudios muestran que el liderazgo instruccional de directores, profesores está positivamente relacionado con el rendimiento y ambiente escolar. Las siete prácticas claves incluyen alinear a la comunidad en torno a una visión compartida, definir aprendizajes clave, estable
El modelo de Glickman se enfoca en el conocimiento, tareas y destrezas necesarias para dirigir una escuela eficiente. El conocimiento incluye revisar literatura sobre escuelas exitosas, entender las propias creencias y filosofía educativa, y conocer el currículo. Las tareas principales son supervisar la enseñanza, desarrollar al personal y currículo, establecer equipos, y mejorar el clima escolar y la comunidad. Las destrezas clave son la comunicación interpersonal, toma de decisiones, establecimiento
1) El documento describe las principales teorías organizacionales sobre el liderazgo, incluyendo las teorías clásicas, las teorías de las relaciones humanas y la teoría de sistemas. 2) Dentro de las teorías clásicas se encuentran la gerencia científica, la gerencia administrativa y la gerencia burocrática. 3) La teoría de las relaciones humanas surge como respuesta a las teorías clásicas y se basa en estudios como los de Hawthorne que mostraron la importancia de los factores sociales
El documento describe las responsabilidades y cualidades de un líder instruccional efectivo. Un líder instruccional administra procesos organizacionales para crear un clima de aprendizaje, trabaja con los maestros y sus currículos, y se mantiene actualizado a través de la educación continua. Un líder efectivo busca soluciones para ayudar a los maestros, escucha sus preocupaciones, y asigna recursos para apoyar los programas educativos. Comparte información sobre investigaciones y mejores prácticas a través del interc
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El documento resume diferentes teorías sobre el liderazgo en organizaciones. Inicialmente presenta las teorías de los rasgos, las cuales sugieren que los líderes nacen con ciertas características de personalidad. Luego describe las teorías del comportamiento de las universidades de Ohio, Michigan y Texas, las cuales se enfocan en los comportamientos de los líderes. Finalmente, introduce las teorías contingentes de Fiedler, Evans y House, y Hersey y Blanchard, las cuales proponen que el estilo de liderazgo depende de la situación
Este documento resume las principales teorías de liderazgo, incluyendo el enfoque de atributos, el enfoque de destrezas, el enfoque de estilo, la teoría de contingencia, la teoría de medios y fines, la teoría de intercambio líder-miembro y el liderazgo transformacional. Cada teoría se describe brevemente y se resaltan sus fortalezas y críticas. El documento provee una visión general de las diferentes perspectivas teóricas sobre el liderazgo.
Este documento presenta una introducción a varios conceptos básicos sobre el liderazgo. Explica la naturaleza del liderazgo, las fuentes de poder de un líder, y el liderazgo como influencia. Además, describe varios estilos de liderazgo comunes como el liderazgo autoritario, participativo, y el que delega responsabilidades. Finalmente, ofrece algunos ejemplos para ilustrar las características y ventajas/desventajas de cada estilo.
Este curso se enfoca en el liderazgo instruccional y el mejoramiento de la enseñanza. Cubre temas como teorías de liderazgo, estilos de liderazgo transformacional, factores que determinan el liderazgo instruccional como la inteligencia emocional y visión, y el liderazgo centrado en principios. El objetivo es mejorar los sistemas que apoyan el éxito académico de los estudiantes a través de un liderazgo instruccional colaborativo.
Este documento trata sobre el establecimiento de altas expectativas para estudiantes y maestros. Define qué son las expectativas y explica que estas juegan un papel importante en el rendimiento académico. También discute teorías sobre expectativas de autores como Vroom, Hofer, Tolman y Lewin. Finalmente, ofrece recomendaciones para que directores establezcan altas expectativas en la comunidad escolar a través de observaciones en el aula, retroalimentación y metas de mejora continua.
1) La escuela tradicional fue diseñada para la era industrial y no satisface las necesidades de la sociedad actual basada en el conocimiento.
2) Se propone una nueva escuela centrada en el estudiante, con enfoque interdisciplinario y uso de tecnología, que desarrolle destrezas como el pensamiento crítico.
3) Esta nueva escuela tendría metas intelectuales, morales y personales para el desarrollo del estudiante.
El documento presenta una discusión sobre la naturaleza del liderazgo. Comienza definiendo el liderazgo según varios autores y teóricos. Luego describe las cinco fuentes de poder de un líder según French y Raven. Más adelante introduce un nuevo concepto de poder propuesto por Diane Tracey, el cual involucra compartir poder con los subordinados. Finalmente, distingue entre gerentes y líderes, y describe varios modelos y estilos de liderazgo.
El documento presenta una discusión sobre diferentes enfoques y teorías del cambio individual. Brevemente describe las citas de Heráclito sobre el cambio constante. Luego presenta cuatro enfoques del cambio personal según Cameron y Green: conductual, cognitivo, psicodinámico y humanístico-psicológico. También discute el modelo de aprendizaje experiencial de Kolb y diferentes estilos de aprendizaje. Finalmente, analiza en mayor profundidad los enfoques cognitivo, conductual y psicodinámico del cambio individual
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
El documento describe el análisis de interesados (stakeholders) como una herramienta importante para gestionar el cambio. Explica que es necesario identificar a los interesados, categorizarlos según su nivel de influencia y priorizar su atención. Luego, detalla los pasos para realizar un análisis de interesados que incluye identificar quiénes se verán afectados por el cambio, quiénes son responsables y quiénes pueden influir en el proceso.
Este documento resume 10 megatendencias que están influyendo en nuestra época, incluyendo la globalización, el paso de una sociedad industrial a una basada en la información, y el cambio de una democracia representativa a una más participativa. También describe cómo estas megatendencias están llevando a una mayor descentralización del poder, opciones más diversas para los individuos, y un papel más prominente para las mujeres en la sociedad y la economía.
El documento describe el proceso de cambio en escuelas, organizaciones e individuos. Explica que el cambio es un proceso continuo que puede ser planificado y que se ve afectado por fuerzas internas y externas. Luego detalla los pasos clave en el proceso de cambio como establecer una visión, analizar la situación actual, identificar un proceso para lograr la visión, y clasificar el tipo de cambio. Finalmente, analiza diferentes teorías y estrategias para gestionar el cambio de manera efectiva.
This document summarizes a presentation on change management models and their application to an immunization eLearning initiative. It discusses several common change management models, including Kotter's 8 steps, Lewin's 3 stages of "Unfreeze-Change-Refreeze", and Prosci's 3 phases. It then reviews preparation work done by WHO and UNICEF to understand training needs and barriers to adopting an eLearning program. The presentation outlines change management strategies used, such as identifying influencers, developing communications, and providing incentives, to help achieve goals of high training participation and acceptance of online learning. It shares some promotional materials and engagement activities used and discusses pilot programs at WHO and GAVI's change management efforts.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.