The four-part lesson plan consists of four parts: 1) Connection (Do Now), 2) Activation, 3) Demonstration, and 4) Consolidation. Each part builds upon the next to help students master the learning objectives. In the Connection phase, a Do Now activity recalls prior knowledge and connects it to the lesson. The Activation phase presents new information actively without being passive or a lecture. In the Demonstration phase, students apply their understanding and take ownership of their learning. Finally, the Consolidation phase allows students to reflect on and consolidate their learning to ensure mastery of the objectives.
This document provides an overview of flipping a course and outlines an agenda for a workshop on designing a flipped classroom session. The workshop aims to guide participants through designing a 1-3 hour flipped class by first conducting a mini needs assessment of the material and objectives. It then walks through designing the key components of a flipped lesson, including preparing pre-class materials to introduce concepts and skills, as well as planning classroom activities to practice and reinforce the skills. The document discusses considerations for each component and prompts participants to make design decisions for their flipped session. The goal is for participants to leave the workshop having completed a formal lesson plan for their selected flipped class.
The document discusses the importance of lesson planning for effective teaching. It argues that teaching without a lesson plan is not as effective as teaching with one. It then outlines the key components of an effective lesson plan, including objectives, content, learning activities, assessment, and timing. The document provides steps for preparing a lesson plan, including identifying objectives and sequencing learning activities. It also describes the parts of a detailed lesson plan such as objectives, content, procedures, and assessment. Overall, the document emphasizes that well-prepared and well-planned lessons through the use of lesson plans are fundamental to ensuring quality teaching and learning.
The document discusses the importance of lesson planning for effective teaching. It argues that teaching without a lesson plan is not as effective as teaching with one. It then outlines the key components of an effective lesson plan, including objectives, content, learning activities, assessment, and timing. The document provides steps for preparing a lesson plan, including identifying objectives and sequencing learning activities. It also describes the parts of a detailed lesson plan such as objectives, content, procedures, and assessment. Overall, the document emphasizes that well-prepared and well-planned lessons through the use of lesson plans are fundamental to ensuring quality teaching and learning.
This document provides an overview and agenda for a "Train the Trainer" course. The course aims to help participants become effective teachers using adult learning principles. It covers fundamental teaching techniques, communication skills, engaging learners, leading activities, and classroom management. The 3-day agenda includes introductions, teaching techniques from experienced trainers, discussions of adult learning theory, activities to practice skills, and a wrap-up session. Participants are asked to identify a personal learning objective to focus their participation.
This document outlines a 5 part lesson structure to develop coherent planning across a school:
1) A starter sets the scene for the lesson in 5 minutes or less.
2) Modelling shows students skills in 10 minutes through questioning.
3) Group work has students practice skills in 15 minutes with teacher support.
4) Independent learning has 20 minutes of individual practice.
5) Review and reflection spends 10-15 minutes linking back to objectives and assessing learning.
This document discusses increasing student accountability and engagement in the learning process. It provides examples of effective feedback practices that involve students assessing their own learning and progress. These include having students self-assess against clear learning objectives and providing actionable next steps. The feedback cycle should ensure students can apply the feedback to make improvements. Teachers can then reassess understanding and provide additional support or extension where needed. Overall, the document advocates for feedback practices that position students as active partners in the assessment of their own learning.
Ev682 planning to teach and facilitate learning wb 29.9.14MikeHayler
This document provides guidance on effective lesson planning. It discusses key elements that should be included in a lesson plan such as learning objectives, activities, assessment strategies, and evaluation. The document also includes a sample lesson plan template that breaks the plan down into sections like context, objectives, activities, assessment, and evaluation. Overall, the document emphasizes that thorough planning is important for facilitating successful learning, selecting appropriate teaching strategies, and reflecting on areas for improvement.
CPD on showing progress in lessons and over timeMrsMcGinty
The document provides examples of formative (AfL) and summative assessment. It discusses showing progress during lessons and over time through formative assessment strategies like using success criteria, tracking boards, and marking work to provide feedback and track improvement. Some specific ideas mentioned include using colored post-it notes to show progress in a lesson, a "tiers of progress" board to move between novice, apprentice, and expert levels, and marking a sample of student work to identify issues and give verbal feedback. The key is that formative assessment, such as these strategies, should be used to monitor progress and guide instruction, not just collect data.
This document provides an overview of flipping a course and outlines an agenda for a workshop on designing a flipped classroom session. The workshop aims to guide participants through designing a 1-3 hour flipped class by first conducting a mini needs assessment of the material and objectives. It then walks through designing the key components of a flipped lesson, including preparing pre-class materials to introduce concepts and skills, as well as planning classroom activities to practice and reinforce the skills. The document discusses considerations for each component and prompts participants to make design decisions for their flipped session. The goal is for participants to leave the workshop having completed a formal lesson plan for their selected flipped class.
The document discusses the importance of lesson planning for effective teaching. It argues that teaching without a lesson plan is not as effective as teaching with one. It then outlines the key components of an effective lesson plan, including objectives, content, learning activities, assessment, and timing. The document provides steps for preparing a lesson plan, including identifying objectives and sequencing learning activities. It also describes the parts of a detailed lesson plan such as objectives, content, procedures, and assessment. Overall, the document emphasizes that well-prepared and well-planned lessons through the use of lesson plans are fundamental to ensuring quality teaching and learning.
The document discusses the importance of lesson planning for effective teaching. It argues that teaching without a lesson plan is not as effective as teaching with one. It then outlines the key components of an effective lesson plan, including objectives, content, learning activities, assessment, and timing. The document provides steps for preparing a lesson plan, including identifying objectives and sequencing learning activities. It also describes the parts of a detailed lesson plan such as objectives, content, procedures, and assessment. Overall, the document emphasizes that well-prepared and well-planned lessons through the use of lesson plans are fundamental to ensuring quality teaching and learning.
This document provides an overview and agenda for a "Train the Trainer" course. The course aims to help participants become effective teachers using adult learning principles. It covers fundamental teaching techniques, communication skills, engaging learners, leading activities, and classroom management. The 3-day agenda includes introductions, teaching techniques from experienced trainers, discussions of adult learning theory, activities to practice skills, and a wrap-up session. Participants are asked to identify a personal learning objective to focus their participation.
This document outlines a 5 part lesson structure to develop coherent planning across a school:
1) A starter sets the scene for the lesson in 5 minutes or less.
2) Modelling shows students skills in 10 minutes through questioning.
3) Group work has students practice skills in 15 minutes with teacher support.
4) Independent learning has 20 minutes of individual practice.
5) Review and reflection spends 10-15 minutes linking back to objectives and assessing learning.
This document discusses increasing student accountability and engagement in the learning process. It provides examples of effective feedback practices that involve students assessing their own learning and progress. These include having students self-assess against clear learning objectives and providing actionable next steps. The feedback cycle should ensure students can apply the feedback to make improvements. Teachers can then reassess understanding and provide additional support or extension where needed. Overall, the document advocates for feedback practices that position students as active partners in the assessment of their own learning.
Ev682 planning to teach and facilitate learning wb 29.9.14MikeHayler
This document provides guidance on effective lesson planning. It discusses key elements that should be included in a lesson plan such as learning objectives, activities, assessment strategies, and evaluation. The document also includes a sample lesson plan template that breaks the plan down into sections like context, objectives, activities, assessment, and evaluation. Overall, the document emphasizes that thorough planning is important for facilitating successful learning, selecting appropriate teaching strategies, and reflecting on areas for improvement.
CPD on showing progress in lessons and over timeMrsMcGinty
The document provides examples of formative (AfL) and summative assessment. It discusses showing progress during lessons and over time through formative assessment strategies like using success criteria, tracking boards, and marking work to provide feedback and track improvement. Some specific ideas mentioned include using colored post-it notes to show progress in a lesson, a "tiers of progress" board to move between novice, apprentice, and expert levels, and marking a sample of student work to identify issues and give verbal feedback. The key is that formative assessment, such as these strategies, should be used to monitor progress and guide instruction, not just collect data.
If you have questions about the presentation or would like to receive more supplementary materials, please contact the Program Assistant, Katie kbeckman@lcnv.org. This presentation is used within the teacher training instruction. To register for the next LCNV teacher training or to refer a friend, contact the Director of Volunteers Belle at volunteers@lcnv.org
Anexo 14. Where to begin when writing a lesson plan. Madeleine Hunters..pdfLorenaIsabelMC
This document summarizes Madeline Hunter's research on effective teaching methods and lesson planning. It discusses the eight elements she identified that maximize student learning: 1) anticipatory set, 2) objective and purpose, 3) input, 4) modeling, 5) checking for understanding, 6) guided practice, 7) independent practice, and 8) closure. While these elements provide a useful framework, they were not intended as a rigid formula and not all elements are needed in every lesson. The elements allow teachers to make informed decisions based on their students' needs and the content being taught.
Effective plenary sessions are characterized by carefully reviewing and consolidating learning objectives, addressing misconceptions, assessing student understanding, and linking new learning to past or future lessons. Plenaries provide opportunities for students to recall, summarize, evaluate, and connect their new knowledge. Well-planned plenaries incorporate questioning to reinforce objectives and diagnose misunderstandings. In contrast, weak plenaries focus more on student activities than learning objectives.
The document discusses various aspects of lesson planning and student motivation. It defines motivation and explores goal orientation and how goals can improve performance. It then examines goal setting, planning, and strategies for motivating students such as behavior tracking charts and challenge activities. The document also provides examples of lesson planning models including the 3Ps, 3-stage, 5E, ITB, and ESA models and recommends including objectives, methodology, presentation, practice, and production stages.
To help you explore ways of developing more powerful learnin.docxjuliennehar
This document provides guidance on developing active learning experiences for students. It discusses three key components: rich learning experiences, in-depth reflective dialogue, and providing information and ideas outside of class. For rich learning experiences, it recommends activities like debates, simulations, and service learning that allow students to learn in multiple ways simultaneously. It also suggests giving students time for reflective dialogue, such as writing journals or discussions, to make meaning of their learning. Finally, it states that instructors should explore ways to introduce content outside of class, such as assigning readings or using online materials, to free up class time for active learning.
This document discusses various teaching methods and learning techniques that can be used in the classroom, including lecture, demonstration, discussion, role-playing, mind mapping, projects, case studies, visualization, stories, and energizers. It provides details on how to effectively implement each technique, with the overall goal of engaging students in active learning and helping them to retain the material. The key is for educators to use a variety of methods appropriate for the content and learners.
This document discusses the Instructional Learning Cycle (ILC), which is a repeatable process for planning and improving instruction. The ILC involves setting learning targets, planning instructional strategies, implementing lessons, analyzing student performance data, and making adjustments to improve effectiveness. Completing this course will make users familiar with the ILC phases and able to implement them in a collaborative team to continuously improve instruction aligned to standards and better meet student needs.
The document outlines the key components of an effective lesson plan: objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It discusses each component in detail, emphasizing the importance of objectives that address different learning domains, modeling concepts for students, checking for understanding using Bloom's Taxonomy, providing guided practice and feedback, and conducting assessments to improve teaching. The overall message is that effective planning and teaching incorporates all these elements to help students learn.
This document outlines a training module for team leads on developing short, impactful training sessions. It discusses key principles of adult learning, such as applying prior knowledge and motivating learners by explaining relevance. Trainees are guided to create a 10-minute training on an ISM (important sales method) using a structured approach: state the rationale, set objectives, design engaging activities, and evaluate learning. The document models this process and provides worksheets for trainees to develop their own lesson plans to present.
This document provides guidance on planning effective training programs. It discusses assessing needs, designing objectives and outcomes, developing content and activities, implementing engagement strategies, and evaluating impact. Key points include:
- Training objectives should be specific, measurable, achievable, realistic and time-bound (SMART) to clearly define expected outcomes.
- Needs assessment identifies gaps in knowledge and skills to address. Pre- and post-training evaluations measure effectiveness.
- Lesson plans map the design, including introduction, activities, and assessment of learning objectives.
- Engaging learners through interaction, examples, and questioning helps apply material in a job context. Feedback further improves training quality.
EV682 planning to teach and facilitate learningMikeHayler
This document provides guidance on effective lesson planning to help students prepare for teaching and learning. It discusses the key elements of good lesson plans, including objectives, structure, activities, assessment strategies and evaluation. A lesson plan template is also included that covers planning learning objectives, differentiation, resources, timing, teaching strategies and assessing pupil progress. The goal is to help teachers plan thoroughly beforehand to consider all learners and facilitate opportunities for learning.
The document provides guidance on planning a training session by outlining the key elements that should be included. It discusses assessing needs, setting learning objectives and outcomes, selecting learning experiences and materials, implementing engaging training, providing feedback, and evaluating the training. Elements like objectives, structure, activities, resources, and assessment should be included in a training plan. Formative and summative evaluation allows training to be improved and effectiveness to be measured.
The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
This document outlines an assessment for learning (AFL) model being implemented at the school. It includes:
- A plan to have video lessons and triadic discussions on teaching capabilities each term, with support from lead teachers.
- An overview of the four terms, focusing on clarity, active reflection, promoting further learning, and goal setting.
- A diagram showing the archway of teaching capabilities at the center of the AFL model, including shared clarity, active reflection, learning conversations, and building relationships.
- Sections providing more details on shared clarity about what is to be learnt, including learning intentions, relevance, exemplars, success criteria, and alignment.
This document outlines a three-phase process for designing adult education instruction. Phase 1 focuses on self-assessment, acquiring content knowledge on the topic, and learning about adult learners. Phase 2 is developing learning goals, objectives, activities, and evaluations. Phase 3 involves reflective writing on the entire process. The document provides guidelines for each phase, including developing goals and objectives, choosing appropriate learning activities, and designing assessments and evaluations. Learners will develop, present, and submit a full curriculum following this three-phase process.
Direct Instruction: Methods for Closure and Evaluationmlegan31
The document discusses closure and assessment in direct instruction lessons. It defines closure as wrapping up a lesson by reviewing what was learned. Effective closure involves students summarizing the lesson and reflecting on its importance. Formative assessment occurs during lessons to check understanding and guide instruction, while summative assessment evaluates learning after a unit. Balancing formative and summative assessments provides a clear picture of student progress toward standards.
The document discusses key concepts related to learning environments and organizational learning. It covers learning definitions and outcomes, learning styles, Gagne's and Bloom's taxonomies of learning, the ADDIE model of instructional design, and characteristics of learning organizations. It also outlines some common challenges to becoming a learning organization, such as employee resistance to change, lack of leadership training, short-term focus, and high turnover.
If you have questions about the presentation or would like to receive more supplementary materials, please contact the Program Assistant, Katie kbeckman@lcnv.org. This presentation is used within the teacher training instruction. To register for the next LCNV teacher training or to refer a friend, contact the Director of Volunteers Belle at volunteers@lcnv.org
Anexo 14. Where to begin when writing a lesson plan. Madeleine Hunters..pdfLorenaIsabelMC
This document summarizes Madeline Hunter's research on effective teaching methods and lesson planning. It discusses the eight elements she identified that maximize student learning: 1) anticipatory set, 2) objective and purpose, 3) input, 4) modeling, 5) checking for understanding, 6) guided practice, 7) independent practice, and 8) closure. While these elements provide a useful framework, they were not intended as a rigid formula and not all elements are needed in every lesson. The elements allow teachers to make informed decisions based on their students' needs and the content being taught.
Effective plenary sessions are characterized by carefully reviewing and consolidating learning objectives, addressing misconceptions, assessing student understanding, and linking new learning to past or future lessons. Plenaries provide opportunities for students to recall, summarize, evaluate, and connect their new knowledge. Well-planned plenaries incorporate questioning to reinforce objectives and diagnose misunderstandings. In contrast, weak plenaries focus more on student activities than learning objectives.
The document discusses various aspects of lesson planning and student motivation. It defines motivation and explores goal orientation and how goals can improve performance. It then examines goal setting, planning, and strategies for motivating students such as behavior tracking charts and challenge activities. The document also provides examples of lesson planning models including the 3Ps, 3-stage, 5E, ITB, and ESA models and recommends including objectives, methodology, presentation, practice, and production stages.
To help you explore ways of developing more powerful learnin.docxjuliennehar
This document provides guidance on developing active learning experiences for students. It discusses three key components: rich learning experiences, in-depth reflective dialogue, and providing information and ideas outside of class. For rich learning experiences, it recommends activities like debates, simulations, and service learning that allow students to learn in multiple ways simultaneously. It also suggests giving students time for reflective dialogue, such as writing journals or discussions, to make meaning of their learning. Finally, it states that instructors should explore ways to introduce content outside of class, such as assigning readings or using online materials, to free up class time for active learning.
This document discusses various teaching methods and learning techniques that can be used in the classroom, including lecture, demonstration, discussion, role-playing, mind mapping, projects, case studies, visualization, stories, and energizers. It provides details on how to effectively implement each technique, with the overall goal of engaging students in active learning and helping them to retain the material. The key is for educators to use a variety of methods appropriate for the content and learners.
This document discusses the Instructional Learning Cycle (ILC), which is a repeatable process for planning and improving instruction. The ILC involves setting learning targets, planning instructional strategies, implementing lessons, analyzing student performance data, and making adjustments to improve effectiveness. Completing this course will make users familiar with the ILC phases and able to implement them in a collaborative team to continuously improve instruction aligned to standards and better meet student needs.
The document outlines the key components of an effective lesson plan: objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It discusses each component in detail, emphasizing the importance of objectives that address different learning domains, modeling concepts for students, checking for understanding using Bloom's Taxonomy, providing guided practice and feedback, and conducting assessments to improve teaching. The overall message is that effective planning and teaching incorporates all these elements to help students learn.
This document outlines a training module for team leads on developing short, impactful training sessions. It discusses key principles of adult learning, such as applying prior knowledge and motivating learners by explaining relevance. Trainees are guided to create a 10-minute training on an ISM (important sales method) using a structured approach: state the rationale, set objectives, design engaging activities, and evaluate learning. The document models this process and provides worksheets for trainees to develop their own lesson plans to present.
This document provides guidance on planning effective training programs. It discusses assessing needs, designing objectives and outcomes, developing content and activities, implementing engagement strategies, and evaluating impact. Key points include:
- Training objectives should be specific, measurable, achievable, realistic and time-bound (SMART) to clearly define expected outcomes.
- Needs assessment identifies gaps in knowledge and skills to address. Pre- and post-training evaluations measure effectiveness.
- Lesson plans map the design, including introduction, activities, and assessment of learning objectives.
- Engaging learners through interaction, examples, and questioning helps apply material in a job context. Feedback further improves training quality.
EV682 planning to teach and facilitate learningMikeHayler
This document provides guidance on effective lesson planning to help students prepare for teaching and learning. It discusses the key elements of good lesson plans, including objectives, structure, activities, assessment strategies and evaluation. A lesson plan template is also included that covers planning learning objectives, differentiation, resources, timing, teaching strategies and assessing pupil progress. The goal is to help teachers plan thoroughly beforehand to consider all learners and facilitate opportunities for learning.
The document provides guidance on planning a training session by outlining the key elements that should be included. It discusses assessing needs, setting learning objectives and outcomes, selecting learning experiences and materials, implementing engaging training, providing feedback, and evaluating the training. Elements like objectives, structure, activities, resources, and assessment should be included in a training plan. Formative and summative evaluation allows training to be improved and effectiveness to be measured.
The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
This document outlines an assessment for learning (AFL) model being implemented at the school. It includes:
- A plan to have video lessons and triadic discussions on teaching capabilities each term, with support from lead teachers.
- An overview of the four terms, focusing on clarity, active reflection, promoting further learning, and goal setting.
- A diagram showing the archway of teaching capabilities at the center of the AFL model, including shared clarity, active reflection, learning conversations, and building relationships.
- Sections providing more details on shared clarity about what is to be learnt, including learning intentions, relevance, exemplars, success criteria, and alignment.
This document outlines a three-phase process for designing adult education instruction. Phase 1 focuses on self-assessment, acquiring content knowledge on the topic, and learning about adult learners. Phase 2 is developing learning goals, objectives, activities, and evaluations. Phase 3 involves reflective writing on the entire process. The document provides guidelines for each phase, including developing goals and objectives, choosing appropriate learning activities, and designing assessments and evaluations. Learners will develop, present, and submit a full curriculum following this three-phase process.
Direct Instruction: Methods for Closure and Evaluationmlegan31
The document discusses closure and assessment in direct instruction lessons. It defines closure as wrapping up a lesson by reviewing what was learned. Effective closure involves students summarizing the lesson and reflecting on its importance. Formative assessment occurs during lessons to check understanding and guide instruction, while summative assessment evaluates learning after a unit. Balancing formative and summative assessments provides a clear picture of student progress toward standards.
The document discusses key concepts related to learning environments and organizational learning. It covers learning definitions and outcomes, learning styles, Gagne's and Bloom's taxonomies of learning, the ADDIE model of instructional design, and characteristics of learning organizations. It also outlines some common challenges to becoming a learning organization, such as employee resistance to change, lack of leadership training, short-term focus, and high turnover.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
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
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
2. The Four Part Lesson:
It may surprise you to hear that the
‘Four Part Lesson’ comes in four parts!
Part 1: Connection (Do now)
Part 2: Activation
Part 3: Demonstration
Part 4: Consolidation
3. Part 1 - Connection - Do Now
‘The best lessons get off to a
flying start’.
Remembering
Predicting
Recalling
Enquiring
You have been given a potential ‘Do Now’ feature.
Order yourselves into a line from the most
important aspect of a ‘Do Now’ activity to the least
important.
4. ‘The best lessons get off to a
flying start’.
Remembering
Predicting
Recalling
Enquiring
A ‘Do Now’ task should ideally take between 3-5 minutes.
To be effective it should:
• Be completed with minimal help or direction
• Require a stretch in thinking or understanding.
• Connect back to previous thinking and link to what is being studied in the lesson.
Part 1 - Connection - Do Now
5. Task:
Look at these three ‘Do Now’ tasks.
Which is the most effective and why? Discuss.
Do Now:
Copy down this definition:
‘Personification is a technique
that involves giving human
characteristics to an
inanimate object’.
Do Now:
What is Personification?
Fertile Q: How are poets masters of language
Do Now:
What is interesting about this description?
Discuss with your partner.
1. 2.
3.
Extension:
Discuss on your table an effective
‘Do now’ task that you have used
before.
6. Part 2 - Activation Phase:
Building new learning!
Constructing
Discovering
This is where new information is given.
Typical pitfalls of this phase are:
1. Students being passive (Fill my head up with information!)
2. Teacher being in lecture mode.
The Key – Give new information that allows students to
figure it out themselves whilst reducing teacher talk.
7. 8 core activation phases.
Complete the checklist to decide
what elements of an activation phase
are critical to your lesson.
What could improve them?
Task:
8. Part 3 -
Demonstration Phase:
Demonstration Phase: Key Points
A stage where students take control
of the learning from the activation
stage and take it to a new level to
show their understanding and
mastery of the lesson objectives set.
During this stage, more than others,
students show their creativity and
resilience as risk takers and are
involved in a constant process of self
monitoring, with teacher as
facilitator to ensure success.
9. Use the criteria to devise a suitable demonstration phase task
which links with the learning objectives and displays what they
have learnt in the activation and connection phase.
When you feedback you will have to:
1.) Summarise the lesson so far (Set the context)
2.) Describe and justify your choice of demonstration phase.
Task:
10. DemonstrationTask: Criteria and Ideas
Does your demonstration phase…
❑ use students prior skills, knowledge and understanding?
❑ allow students to practice knowledge, understanding and skills?
❑ encourage students to solve the lesson ‘problem’?
❑ allows students to generate spoken, written or active products?
❑ allow interactions?
❑ allow students to do something new and different with the
learning?
❑ avoid just repeating prior learning?
❑ incorporate challenge?
❑ link to original objectives?
❑ allow students to lead their own learning?
❑ demonstrate language acquisition?
❑ involve an imaginative/engaging task?
❑ promote high levels of resilience, confidence and independence?
❑ allow students to develop their own ideas and self direct studies?
❑ encourage teacher as facilitator?
❑ share criteria for success with students?
❑ develop students as ‘self-monitors’?
Could your demonstration task be…
❑ a debate?
❑ a paired discussion?
❑ a presentation?
❑ a dramatization?
❑ a news report?
❑ a ranking / prioritising exercise?
❑ an authentic project exercise?
❑ a case study?
❑ a drawing / model / sculpture?
❑ a panel discussion?
❑ A decision making exercise?
❑ A persuasive speech?
❑ A simulation?
All tasks should have:
❑ success criteria
❑ appropriate scaffolding and support
11. Part 4 -
Consolidation Task:
Use them to help you write a criteria
for an effective consolidation phase.
Consolidation needs to be a task
whereby students can effectively
reflect on everything they have learnt
in the lesson and how they have
arrived at that learning. Work should
be reviewed against key criteria.
Look at the consolidation tasks.
12. Part 4 -
Consolidation:
This should involve the students
independently drawing everything
together to organise their learning in
their own minds.
It should NOT involve the teacher
repeating the key points!
It should be for the teacher to
assess whether students have
grasped enough to enable them to
move on.
13. Consolidation: Now you know each part…
The four part lesson only works when each part is working
together towards one aim.
Each part should build up to students being able to answer the
lesson question or fulfil the lesson aim.
Part 1: Connection (Do now)
Part 2: Activation
Part 3: Demonstration
Part 4: Consolidation
14. Consolidation: Now you know each part…
The easiest way to plan for this is to work backwards.
Decide what one or two things you need students to have
mastered at the end of the lesson and then plan your four
parts around the best possible way for them to leave with
this knowledge.
This is called the GOLDEN THREAD
15. And finally: Now you know each part…
Now you have mastered the 4 Part Lesson and have an initial
understanding of each stage.
Pick a lesson topic for your subject and make it into a clear
4 Part Lesson.
Jot down some activities and timings.
16. The four-part lesson
Teaching strategies for the four phases1
Connection
Setting the scene
Activation
Active not passive
Demonstration
Applying what you’ve learnt
Consolidation
Question mark not a full stop!
• Before we start a new topic we
need to:
‒ Recall and check relevant
prior learning.
‒ Provide a structure for the
topic.
‒ Set or negotiate the goals.
‒ Motivate the learner.
• Methods to set goals:
‒ Goals by exemplar – show
students what they will be
able to do by the end of the
lesson.
‒ Goals by theatre – sell the
task!
‒ Goals by setting problems.
‒ Goals by challenge.
• During this phase we need to:
‒ Ensure the students are not
passive.
‒ Ensure the teacher is not
lecturing.
• Conventional methods to
present new material:
‒ Teacher talk and
demonstration.
‒ Watching a video /
presentation.
‒ Perfect if done with clear
goals and feedback against
these goals. Is this feedback
interactive?
• Teach by asking:
‒ Don’t provide a resource that
explains the topic and gives
away the answer.
‒ Instead ask students
questions that lead them to
what the you want them to
learn. Have students puzzle
out the answer, reasoning
from prior knowledge and
common sense.
• What tasks should I set?
‒ information gathering.
‒ analysis: atomistic (parts) or
holistic.
‒ productive thinking
‒ synthesis, creativity and
evaluation.
‒ strategic and reflective
thinking.
‒ A ladder of tasks ending in
open reasoning often works.
• How will students prepare their
response?
‒ Alone / in pairs / in groups?
‒ Try to avoid ‘passengers’.
‒ Will it be written / verbal /
practical / graphic organiser /
role play?
• What medium will they use?
‒ show practical work
‒ paper or flip chart
‒ presentation
‒ electronic media
‒ combination
• How can I check all students have
understood?
‒ In what ways does the
consolidation phase allow for
students to review their work?
‒ Are they encouraged to self-
review or review in pairs or
peer-groups?
‒ Against what criteria are
reviews conducted? Are
exemplars used?
‒ How does the consolidation
encourage long-term recall and
understanding?
‒ At what point do you connect to
the goals of the student, the
BIG picture and the outcomes
for the lesson(s) as identified in
the connection phase?
1 - Adapted from Petty, G ‘Evidence-based teaching’ (2009)
17. Entry Points:
Introduce / refer
back to FQ
Orientate the
student within
the 'big picture'
Excite &
Motivate
Assessing mastery:
How can I check all
students have met my
objectives?
How can I make the 'in-
flight' adjustments?
How can I use this phase to
inform my next lesson plan?
Synthesis/ creativity/ evaluation.
Students convey the central
understandings necessary to answer the
question. A ladder of tasks ending in open
reasoning?Think & act flexibly with the
knowledge (scaffold).
Need time to 'do‘.
Teach by asking:
Rich, open questions that
students can explore
collaboratively
Think 'with' not 'for'
Students should be
active not passive
Do I present the
learning as a problem
to be solved?
Use analogies and
varied approaches?
Circulate language
through the task?
ACTIVATION
Do I connect to?
The concepts (what)?
The processes (how)?
What students know
already / care about
CONNECTION
Do I provide precise
feedback?
Give students deep &
fingertip knowledge they
need?
Offer multiple ways of
demonstrating
understanding?
DEMONSTRATION
CONSOLIDATION
Do I structure reflection
on content and process?
Seek knowledge transfer?
Review and preview?
End with a question mark
not a full stop?