T&L Newsletter #21 Sept 26 - Y6 Focus
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Kristen's Year 6 math lesson focused on investigative questioning to guide student learning of angles rather than direct instruction. Students determined their own success criteria, measured angles in shapes they chose, and selected challenge levels to work at independently. Kristen used various formative assessment strategies like seating plans, show me boards, and thumbs up/down to track student understanding throughout the lesson and encourage student responsibility and choice in their learning.
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Lecture 14 Why do I Need a Teacher When I have got Google by Prof. bhawani
1) The document discusses different approaches to teaching and their impact on students. It notes that traditionally teaching has focused on the teacher's performance and preparation rather than ensuring students learn.
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3) The document advocates for a growth mindset and praising student effort rather than innate ability. It also promotes active, hands-on "kinesthetic learning" over traditional teaching that stresses the teacher's role and performance. A good teacher facilitates learning rather than being the "hero"
课堂管理的小妙招
1. Effective classroom management requires teachers to be confident, consistent, kind, supportive and flexible. Teachers should establish clear rules and review them frequently with students.
2. It is important to be consistently kind while maintaining rules. Teachers should get to know students and choose the right way to provide kindness based on each student's personality.
3. Support can come from collaborating with other teachers and letting students know the teacher is there to help. While discipline may not always work, caring, love and support often do.
4. To be both consistent and flexible, teachers should find rules that work for all classes and periods but also reflect on other strategies and adjust their approach based on student age and level.
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This document discusses classroom management strategies. It defines classroom management as organizing students, resources, and helpers to allow for efficient and safe teaching and learning. A well-managed classroom has characteristics like student engagement, clear expectations, effective time management, a positive work environment, and firm discipline. Techniques for better classroom control include focusing attention on the entire class, using a softer voice, and clearly directing instruction. The document contrasts the beliefs and approaches of an ineffective teacher with those of an effective teacher. It provides examples of rituals teachers can use to start class and get students' attention, such as using lights, countdowns, or warm-up activities.
Students Assessment, Achievement and Behavior
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Ycasiano week6 seating
Classroom seating arrangements can impact student learning and behavior. Research has found that row seating had fewer behavior issues and increased student participation compared to other arrangements like groups or semi-circles. However, each class is different and teachers should consider student learning preferences when deciding seating. Grouping students with different learning styles together can also promote learning from peers and attention to tasks. The optimal arrangement depends on the individual class and catering seating to meet student needs.
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- Relate subjects to real-world examples and take risks in teaching methods to give students different experiences. Build relationships with students so they will strive to learn.
- Provide timely feedback on assessments and ensure students believe in themselves as the teacher believes in them. Speak with colleagues daily to share best practices.
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Classroom arrangement
This document discusses how teachers can arrange their physical classroom environment and manage student activities to best support learning. It emphasizes that the classroom arrangement should be safe, attractive, comfortable and well-designed to engage students in instructional activities and support the teacher's goals. Specific recommendations include dividing the classroom into interest areas like blocks, art, and reading; establishing clear traffic patterns; placing quiet and loud areas strategically; and organizing furniture and materials to define activity spaces and involve students in caring for the classroom. The teacher should also consider grade level, subject, activities, needed resources, and safety codes when arranging their room.
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Lecture 14 Why do I Need a Teacher When I have got Google by Prof. bhawani
1) The document discusses different approaches to teaching and their impact on students. It notes that traditionally teaching has focused on the teacher's performance and preparation rather than ensuring students learn.
2) An experiment found that simply asking students to identify their gender or race before a test can negatively impact performance by subconsciously reinforcing stereotypes. However, reframing ability as mutable rather than fixed improved test scores by 50%.
3) The document advocates for a growth mindset and praising student effort rather than innate ability. It also promotes active, hands-on "kinesthetic learning" over traditional teaching that stresses the teacher's role and performance. A good teacher facilitates learning rather than being the "hero"
课堂管理的小妙招
1. Effective classroom management requires teachers to be confident, consistent, kind, supportive and flexible. Teachers should establish clear rules and review them frequently with students.
2. It is important to be consistently kind while maintaining rules. Teachers should get to know students and choose the right way to provide kindness based on each student's personality.
3. Support can come from collaborating with other teachers and letting students know the teacher is there to help. While discipline may not always work, caring, love and support often do.
4. To be both consistent and flexible, teachers should find rules that work for all classes and periods but also reflect on other strategies and adjust their approach based on student age and level.
Classroom management
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This journal entry discusses the author's reflections on their four remaining weeks of student teaching. It explores how student assessments, achievements, and behavior impact the author's development as a teacher. The author finds student test scores and behavior motivational, but acknowledges two months is not enough time to see changes in behavior. The author hopes being affected by students encourages further growth into a capable educator.
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Teachers provide summaries of strategies they use to engage students and promote learning:
- Plan lessons carefully with questions to challenge students and check understanding. Establish consistent routines and discipline policies to create a positive learning environment.
- Relate subjects to real-world examples and take risks in teaching methods to give students different experiences. Build relationships with students so they will strive to learn.
- Provide timely feedback on assessments and ensure students believe in themselves as the teacher believes in them. Speak with colleagues daily to share best practices.
- Maintain discipline respectfully with humor and by not holding grudges while also motivating students with recognition displays.
Developing standart for classroom behaviour and methods for maximazing on-tas...
The document provides information on developing standards for classroom behavior and maximizing on-task student behavior. It includes a table of contents and sections on developing rules and procedures, literature reviews on effective classroom management strategies, examples of teaching procedures, and skills for instructional management. The goal is to establish an organized classroom that facilitates learning through clear expectations and maximizes time spent on academic tasks.
Classroom arrangement
This document discusses how teachers can arrange their physical classroom environment and manage student activities to best support learning. It emphasizes that the classroom arrangement should be safe, attractive, comfortable and well-designed to engage students in instructional activities and support the teacher's goals. Specific recommendations include dividing the classroom into interest areas like blocks, art, and reading; establishing clear traffic patterns; placing quiet and loud areas strategically; and organizing furniture and materials to define activity spaces and involve students in caring for the classroom. The teacher should also consider grade level, subject, activities, needed resources, and safety codes when arranging their room.
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3) This new system celebrates the progress of all students and identifies those below expectations to provide intervention. It has increased challenge but response has been positive with a focus on growth mindset.
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Classroom management
Classroom management involves establishing procedures, routines, and discipline strategies to create an effective learning environment. Key aspects of classroom management include establishing clear expectations and consequences for student behavior, developing well-structured lessons that minimize downtime, and building positive relationships with students. Effective classroom managers demonstrate care for students, command respect, are organized and fair, and engage students through active instruction.
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Parallel teaching has both teachers delivering the same lesson to divided students. It allows small groups and shared ownership, but requires synchronization and can be noisy.
Station teaching rotates students through learning stations led by teachers, engaging students and covering more material efficiently, but requires extensive planning and timing.
Alternative teaching separates students by ability level, allowing differentiation, but risks perceived differences in student groups.
Team teaching uses two teachers equally managing lessons and behavior
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2. Assignments should be posted in the same location each day so students learn to check there without asking.
3. Daily and consistent posting of assignments before class starts helps students take responsibility for their work.
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- Supporters argue homework fosters qualities like persistence and responsibility that help learning, and allows students to review material and practice skills. It also informs parents of classroom content.
- Critics argue homework can strain families, impede social/creative activities, and cause frustration if students don't understand concepts. It may also be completed by others instead of students. There is also debate around the empirical evidence that homework improves academic performance.
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Mrs. Sepulveda had issues with disruptive students talking and playing with objects during class discussions. Possible solutions include establishing a deep relationship with students so they respect the teacher, doing creative activities in class like using objects students brought from home to engage them, and creating group cohesion through activities that involve everyone. The teacher should get to know students on a human level to understand their behaviors and feelings.
Anecdotal Records
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1) Levels focus on pace not depth, and different interpretations exist. Successful systems don't use levels.
2) The growth and threshold model identifies big ideas and excellence in subjects. Formative assessment focuses on feedback, and summative assessments track progress against thresholds three times per year.
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1. Students will be more likely to work if they have a clear assignment, know where to find it, and understand the purpose.
2. Assignments should be posted in the same location each day so students learn to check there without asking.
3. Daily and consistent posting of assignments before class starts helps students take responsibility for their work.
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- Critics argue homework can strain families, impede social/creative activities, and cause frustration if students don't understand concepts. It may also be completed by others instead of students. There is also debate around the empirical evidence that homework improves academic performance.
- The document outlines a teacher's homework policy including assigning amounts of homework based on grade level multiplied by 10 minutes, requiring signed agendas, and available homework help resources.
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Sneak Peak from the Tulip Computers stand on the Cebit 2007, together with Conceptronic and PaceBlade.
Caperucita rojo tal como se lo contaron a jorge.
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo. El embargo prohibiría las importaciones de petróleo ruso por mar y por oleoducto, aunque se concederían exenciones temporales a Hungría y Eslovaquia. Este embargo sería la sanción económica más dura contra Rusia hasta la fecha en respuesta a su invasión continua de Ucrania.
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Aurat sura se surayya tak shared by mertiehreer786@gmail.com
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Cognitive Apprenticeship
The document discusses the importance of effective teaching and how it impacts student achievement. It notes that students who had 3 years of very effective teachers scored much higher on achievement tests than students who had 3 years of very ineffective teachers. The document emphasizes that the knowledge and skills of teachers is the most important influence on student learning.
Developing habits for self-goals
The document provides strategies for teachers to encourage learning goals in students. It discusses encouraging traits like being well-organized, breaking large goals into smaller goals, observing one's own performance, and believing one can achieve. It emphasizes the importance of enjoyment, positive reactions to tasks, high effort and persistence, and seeking academic help. The overall strategies are meant to enhance students' self-motivation and ability to learn effectively.
Teacher Resource Guidebook - Key Resources List
This document provides guidance for teachers on using group work in the classroom. It discusses the benefits of group work in motivating learning through discussion and exchange of ideas. It provides tips for when and how to implement group work, including having a clear purpose, dividing students into groups, assigning roles, explaining the task, managing the groups, and concluding with whole-class discussion of outcomes. The overall message is that group work promotes active learning when properly planned and facilitated.
Creative assessment
1) Assessment is fundamentally important to the educational process and can be used to support student progression or demotivate learners.
2) There are various types of assessment including teacher, peer, and self-assessment that can be used formatively or summatively.
3) Effective assessments encourage students, provide meaningful feedback, and are integrated into the teaching and learning process.
Guiding and managing children’s behavior
Workshop based upon the book
"Beyond Behavior Management" by J. Bilmes
Throughout the presentation, pages will be referenced from the book. You can purchase the book online.
No More Clock Watchers
The document discusses student engagement and disengagement in learning. It describes how engaged students learn at high levels, retain information, and can transfer skills to new contexts. Disengaged students show compliance, ritual compliance, or non-compliance. Compliant students learn but superficially. Ritually compliant students learn at low levels and forget quickly. Non-compliant students do not participate and learn little. The document also discusses Csikszentmihalyi's theory of flow and provides examples of lessons that demonstrate engaged learning through challenge, skill-building, choice, collaboration, and celebration of student strengths.
Teacher Tested Strategies for Differentiated Instruction
Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.
That's why we searched the Edutopia community for tips and strategies that can help with differentiating instruction.
philosophy and educational guidelines
Maria McKinney is a child learning advocate who believes in providing a supportive educational
environment where students can reach their full potential. She believes in teaching students to be
independent learners and respect others. As an educator, she aims to be well-prepared with organized
lesson plans and activities to engage students. She emphasizes building positive relationships with students
through praise and trust to encourage learning. Her classroom management focuses on establishing clear
rules, routines, and role modeling behaviors to create an efficient learning environment.
Small Classroom Management Strategies session 5.pptx
Small classroom management relies on fundamental strategies like clearly communicating expectations, consistency, creating an action plan, and building relationships. It also relies on quick interventions like keeping consequences minimal, assigning appropriate work, rehearsing transitions, and making positive phone calls home. Anticipating problems creatively and celebrating student work are also effective strategies.
Presentation ( Mathematics) teacher only day
This presentation was created by Annie Leitch our lead teacher of Mathematics at Pekerau School. It certainly challenge our thinking on Mathematics teaching and learning.
Self Assessment Essay Examples
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This document summarizes Jill Cameron's observations of classroom management strategies during her student teaching practicum. It describes the organization of the classroom including displays of student work, schedules, and learning centers. It then analyzes different approaches to classroom management, finding that positive reinforcement strategies like praise, rewards, and goal-setting were most effective, while reactive approaches like warnings or removal of students exacerbated issues. The document advocates for setting high expectations, consistent application of rules, and celebrating good behavior.
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This essay discusses the author's desire to become a teacher. The author wants to give back to their community through education, as teaching is part of their family's heritage. They believe in John Dewey's progressive teaching philosophy of incorporating different styles and making learning fun and engaging for students. The author plans to use diverse activities, projects, and experiences to keep students active and help them learn in different ways.
Ritchhart (2007) Education Quarterly Australia 1 The.docx
Ritchhart (2007) Education Quarterly Australia
1
The Seven Rʼs of a Quality Curriculum
Ron Ritchhart
Project Zero, Harvard Graduate School of Education
To teach for understanding, teachers must be able to identify the big
ideas of their subject and know what it is they truly want students to
understand. They also must engage students in understanding
performances, that is, opportunities for actively building personal
understanding, and provide meaningful feedback on learning as it
unfolds. It is at this intersection of big ideas, understanding goals,
performances, and assessment feedback that curriculum lives, in what I
call the enacted curriculum.
Over the past fifteen years I have worked with teachers exploring the
enacted curriculum of understanding. During that time I’ve had the
opportunity to reflect on the qualities that make an activity, a unit, a
curriculum something that effectively engages students in developing a
deeper understanding. Seven common criteria emerge: rigorous,
rewarding, real, requires independence, rich in thinking, revealing, and
reflective. I present these here as guidelines for the planning, enacting,
and evaluating of a curriculum focused on understanding.
Ritchhart (2007) Education Quarterly Australia
2
Rigorous
What does it mean for a curriculum itself to be rigorous? For a task or a
lesson? Rather than think of difficulty, I think in terms of affordances. A
rigorous curriculum embodies and affords students opportunities to
develop a deeper understanding and not just show what they already
know. Too often curricula state carefully defined objectives that put an
unintentional cap on students’ understanding and obscure the big ideas of
the discipline, leading to superficial coverage. A rigorous curriculum
must point the direction for learning but be open enough to extend
students’ understanding beyond a minimal outcome.
When I look at an activity a class is to do, I ask myself, “How can
students further their learning of big disciplinary ideas through this task?
How does this task launch the learning but avoid truncating it?” I also
ask myself if students can do a particular task without understanding, by
merely walking through the steps or repeating back information. If so,
that performance doesn’t offer the rigor of understanding.
Real
Disciplinary learning can be thought of as a process by which individuals
gradually increase their participation in communities of practice. As
such, a curriculum that builds understanding must look to engage
students in authentic disciplinary activities so that students’ classroom
activities mirror the real work of adults in the field. Rather than learning
about math, science, writing, history, and so on, students must become
mathematicians, scientists, authors, and historians to build true
disciplinary understanding. When a topic is assigned to a curriculum, we
need to ask: When, where, and ho.
1 Differential Instruction Differentia.docx
1
Differential Instruction
Differential Instruction
EDU 381 Curriculum and Instructional Design
2
Differential Instruction
Differential Instruction
“Differentiated Instruction is the way in which a teacher anticipates and responds to
a variety of student needs in the classroom.” (Carlson, n.d.) It is a 4-level process that
enables the teacher to adjust their lesson plan to successfully engage each individual
student and help them to understand the concept that is being taught.
Theoretical or Research Background
The theoretical basis for Differential Instruction (DI) is that each student learns
differently, therefore the teacher must be able to teach a mixed group of learners with
ease. DI provides ways for a teacher to assist the students that needs little extra help than
their peers. A study was done in 2010 in Cyprus (an island in the Mediterranean Sea off
the southern coast of Turkey) on DI and its effectiveness in the classroom. Two test
groups comprised of 4th grade students spread out over 24 classrooms; 14 classrooms
were taught using the DI method, 10 classrooms were the control group and taught
traditionally. The study results show that “differentiation is feasible, effective and
necessary in order to promote quality and equity dimension of effectiveness” in a mixed-
ability classroom. (Valiande, et al., 2010, page 15)
DI is a 4-level model that allows the teacher to adjust their lesson plans to be able to
include each of their students in a mixed-ability class. Level 1 is for the general
education, “What does the teacher want the student to learn?” There teacher wants to
ensure that there will be a solid foundation for their lesson plan to be built upon. Their
plan “should include attention to respectful tasks, quality curriculum, teaching up,
flexible grouping, continual assessment and building community.” (Hansen, et al., 2015,
3
Differential Instruction
Section 2.3) The second level is the original plan itself. It is composed of the content that
is to be learned, the process that the teacher will use to teach the content, the product that
will be the end result and how engaged the teacher will predict the students to be. When
all of these factors are combined the teacher has worked towards a positive learning
environment for his/her classroom. Level 3 is where the adjustments to the original lesson
plan are made. Student characteristics the teacher should take into consideration include
readiness, interest and the individual learning profiles of each student in the class. The
fourth and final level consists of several DI strategies that can be used. For example,
“Acting Out a Problem: students can act out mathematical, scientific, or social problems
to improve their comprehension.” (Rowan, 2013)
How Does it Work
My “classroom” would consist of mostly preschool age children working on reading
and their letters. I believe that my ...
Daily five chapter 3
This document summarizes key concepts and routines for launching the Daily Five literacy framework in elementary classrooms. It discusses establishing gathering places, teaching students to select "good-fit books" using the "I PICK" strategy, creating anchor charts with students, practicing behaviors for short intervals repeatedly, using calm signals, modeling correct and incorrect behaviors, and the importance of establishing clear routines to maximize student independence and learning. The Daily Five framework structures literacy instruction around five main activities: read to self, read to someone, listen to reading, work on writing, and work with words.
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Differentiated instruction (2011)
The document discusses the need to differentiate instruction to meet the varied needs of students in modern classrooms. It notes that students learn at different rates, in different ways, and have different interests. Effective differentiation requires teachers to thoughtfully examine curriculum, instruction, and assessment and provide flexibility and options that engage all learners.
Naf quality work ppt v[1].6.08
The document discusses strategies for helping students produce quality work. It recommends that teachers focus on specific learning outcomes, collaborate with other teachers, incorporate regular writing and formative assessment. It also suggests engaging instructional strategies like setting clear objectives, providing feedback, and reinforcing student effort. Additional supports are needed for reluctant and struggling students, including an engaging curriculum with student voice, skill training with models and rubrics, and scaffolding like expert guidance.
Managing large classes.pptx
This a detailed presentation outlining the pros and cons of teaching large classes and specific strategies to deal with such class.
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Teacher Tested Strategies for Differentiated Instruction
Teacher Tested Strategies for Differentiated Instruction
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T&L Newsletter #21 Sept 26 - Y6 Focus
- 1. NEWSLETTER TEACHING & LEARNING Edition #21 26th Sept – 10th Oct 2016 LESSONS FROM THE FRONT: Y6 MATHS Investigative Questioning I didn’t see Kristen tell her students a single thing through- out the lesson. Questions like ‘How do you know? ‘What did you do next?’ ‘How many agree?’ ‘Is there another way we could do that?’ ‘Who can help make this answer even bet- ter?’ ‘What do our success criteria say?’ All guide students to investigate the topic while maintaining high expectations and encouraging independence. Instead of telling her students the rules for finding angles, Kristen asked them to do a practical activity first, then asked them what they did and how it could be improved. She asked specific students and then ticked them off on her seating plan to ensure she kept track of exactly where each student was. Students had real control over their learning in this lesson. Firstly, students determined their success criteria for finding an- gles. Kristen didn’t tell them a single step. They wrote these in their rule books. Then, they hunted for shapes around the room and chose which they wanted to measure. Thirdly, they were excited to be able to self-differentiate which activity they tackled. Miss Bauer gave them a choice of 4 levels of difficulty to start at, as long as they got their worked checked before they moved on. I could hear students excitedly discuss- ing with each other which level they would start on. Please send any contributions, tips and ideas to the Education Development Department or to athene.church@educoreservices.com. We have some wonder- ful practice going on in our classrooms, and it is very powerful when shared. Your expertise is our most valuable resource. Seating Plan— I loved how the seating plan is used in this class. Each week, Kristen prints a fresh seating plan. She uses it as a weekly progress check, writing reminders of who she’s called on, their Cambridge grades, comments on their progress and targets. These records are not only invaluable in her planning, but also a great help in end of term reports. Show Me boards— Here you can see the class holding up their responses to a progress check on their own mini whiteboards. This class is very used to using mini white- boards throughout the lesson to practice skills and do progress checks. These boards are great because they allow the teacher to see at a glance exactly where each student is. They can be used in an infinite number of ways, and enable peer assess- ment and support. If you don’t have access to these boards, there are many other ways you can either make similar, or do different instant progress checks in your les- sons. Here, Y6 shows thumbs up/ thumbs down to demonstrate their own assessment of their progress. This week marks the first in an occasional series spot- lighting the great practice going on in our classrooms. Today, we visit Kristen’s Y6 Maths class. Y6 are near the beginning of a topic on angles. STUDENT CHOICE Try to visit each other in your classrooms at least once a term—observing other’s practice has the highest impact our own. Look at these clever standing desks. In Y6’s classroom, there are not enough stools for everyone to sit down. Stu- dents have to negotiate with each other to get a standing or sitting desk. Not only is this great for health but also teaches them valuable social skills. STRAIGHT FROM THE HORSE’S MOUTH! “In Y6 I really try to encourage a high level of inde- pendence and responsibility. I like giving them some freedom in choice to challenge themselves with a higher level task. Often times my lower achieving students will go for something more difficult and because they are motivated to succeed, they do succeed. That's rewarding for me to see. I've also worked hard to incorporate regular move- ment in my class. When it's time for Maths the chil- dren know to go to their assigned partner and choose a place to work. Obviously I can intervene at any point, if necessary. I try to remember that they are only kids and can't sit for too long, so we move from the carpet to desks and back again throughout our lesson. It's chaos at first but if you enforce your expectations it will run smoothly soon enough. I even like to send them outside for a walk or jog when we shift between two lessons. It gives them a chance to talk and a little bit of fresh air. Lastly, I guess I'm always trying to find new ideas; a new way to introduce, teach, or practice a particular skill. We, as teachers, just have to be willing to get out of our box and find some new things to try. I like incorporating very short videos to introduce or teach concepts, like how to draw an angle or explain why boats float. Kids do so much today on screens and with videos that I think it really keeps their attention and mixes up the delivery.” “I see some of us are double checking our work, that’s great”