Topic 3b: Creating a Community of Learners
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This document discusses various topics related to teaching including creating a positive classroom environment, classroom management strategies, and ensuring teachers have strong subject matter knowledge. It also reflects on how school and discipline have changed over time with various scenarios from the 1970s compared to modern day. Classroom rules, seating arrangements, and prescription drug use are some of the classroom management ideas addressed.
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Sept 21 25 Newsletter
This newsletter provides information on the upcoming week's assignments in Mrs. Roussell's classroom from September 21st to 25th. Students will be working on reading comprehension, continuing their personal narratives in writing, learning new spelling words, and studying line plots in math. In social studies, they will be wrapping up their unit on Missouri regions with study guides, a speaker, review games, and a test on Friday. The newsletter also provides assignment due dates and reminds parents to check the classroom blog and assignment books. It recognizes three students for demonstrating good manners and classroom participation.
Creating a Positive Classroom Environment
Creating a positive classroom environment requires three steps: arranging the classroom in a way that promotes safety and positivity, establishing clear expectations for respectful behavior, and recognizing students for following the rules with praise and rewards.
Creating a Positive Classroom Environment
The document discusses how to create a positive classroom environment through structuring the physical and emotional aspects of the classroom. It recommends arranging desks in small groups or a U-shape to facilitate discussion and collaboration. It also stresses the importance of the teacher-student bond and using strategies like greeting students personally and acknowledging positive behavior to build students' self-esteem. While self-esteem is important, research shows that achievement, not self-esteem, leads to improved performance and that students need to believe they can succeed through effort rather than innate ability.
Psm behavior tier 2 8212
Ms. Smith
- Trained in curriculum
- Consistent schedule
- Communicate with teacher
Teacher: Mr. Jones
- Reinforce skills in classroom
- Provide feedback to assistant
Parent: Mrs. Johnson
- Reinforce skills at home
- Communicate with teacher/assistant
Student: John Doe
- Participate in lessons
- Generalize skills
- Self-monitor progress
- Evaluate effectiveness regularly
- Adjust groups as needed
- Fade out as skills are mastered
- Celebrate success!
- Maintain communication
- Monitor data
- Provide feedback to improve
- Sustain effective practices
- Adapt/
Web 2.0 Classroom Management Ideas
The document provides 10 ideas for classroom management techniques:
1. "Give me five" is used to get students' attention by calling out and holding up fingers to signal being quiet, eyes on speaker, hands free, still, and listening.
2. Attention grabbers use call-and-response phrases to engage students.
3. A behavior chart allows students to move clips up for positive behavior and down for poor choices, with prizes for reaching outstanding.
Positive discipline in the inclusive learning friendly classroom
This document provides guidance for teachers on using positive discipline techniques in inclusive classrooms. It begins by outlining the challenges teachers face in managing diverse classrooms and behaviors effectively. It defines an inclusive, learning-friendly classroom as one that welcomes and educates all children, regardless of their differences, in a supportive environment. The document aims to help teachers eliminate punishment and violence in schools by providing concrete alternatives for disciplining students in a positive manner. It contains information on understanding student behavior, building relationships, creating supportive classroom environments, and using encouragement and appropriate consequences to guide students.
Recommended
Sept 21 25 Newsletter
This newsletter provides information on the upcoming week's assignments in Mrs. Roussell's classroom from September 21st to 25th. Students will be working on reading comprehension, continuing their personal narratives in writing, learning new spelling words, and studying line plots in math. In social studies, they will be wrapping up their unit on Missouri regions with study guides, a speaker, review games, and a test on Friday. The newsletter also provides assignment due dates and reminds parents to check the classroom blog and assignment books. It recognizes three students for demonstrating good manners and classroom participation.
Creating a Positive Classroom Environment
Creating a positive classroom environment requires three steps: arranging the classroom in a way that promotes safety and positivity, establishing clear expectations for respectful behavior, and recognizing students for following the rules with praise and rewards.
Creating a Positive Classroom Environment
The document discusses how to create a positive classroom environment through structuring the physical and emotional aspects of the classroom. It recommends arranging desks in small groups or a U-shape to facilitate discussion and collaboration. It also stresses the importance of the teacher-student bond and using strategies like greeting students personally and acknowledging positive behavior to build students' self-esteem. While self-esteem is important, research shows that achievement, not self-esteem, leads to improved performance and that students need to believe they can succeed through effort rather than innate ability.
Psm behavior tier 2 8212
Ms. Smith
- Trained in curriculum
- Consistent schedule
- Communicate with teacher
Teacher: Mr. Jones
- Reinforce skills in classroom
- Provide feedback to assistant
Parent: Mrs. Johnson
- Reinforce skills at home
- Communicate with teacher/assistant
Student: John Doe
- Participate in lessons
- Generalize skills
- Self-monitor progress
- Evaluate effectiveness regularly
- Adjust groups as needed
- Fade out as skills are mastered
- Celebrate success!
- Maintain communication
- Monitor data
- Provide feedback to improve
- Sustain effective practices
- Adapt/
Web 2.0 Classroom Management Ideas
The document provides 10 ideas for classroom management techniques:
1. "Give me five" is used to get students' attention by calling out and holding up fingers to signal being quiet, eyes on speaker, hands free, still, and listening.
2. Attention grabbers use call-and-response phrases to engage students.
3. A behavior chart allows students to move clips up for positive behavior and down for poor choices, with prizes for reaching outstanding.
Positive discipline in the inclusive learning friendly classroom
This document provides guidance for teachers on using positive discipline techniques in inclusive classrooms. It begins by outlining the challenges teachers face in managing diverse classrooms and behaviors effectively. It defines an inclusive, learning-friendly classroom as one that welcomes and educates all children, regardless of their differences, in a supportive environment. The document aims to help teachers eliminate punishment and violence in schools by providing concrete alternatives for disciplining students in a positive manner. It contains information on understanding student behavior, building relationships, creating supportive classroom environments, and using encouragement and appropriate consequences to guide students.
Morales classroom management
This document discusses classroom management strategies. It defines classroom management as the process of creating and maintaining appropriate student behavior in classroom settings. It emphasizes using positive discipline approaches and understanding child development. Some tips discussed include setting long-term goals for students to become caring, capable adults; providing warmth and structure; recognizing individual differences; and using conflicts as learning opportunities. Effective classroom management is important because it allows for proper instruction, teaching, assessment, and meeting professional responsibilities.
Primary vs Secondary Resources
Primary sources are original, unaltered documents like diaries, speeches, artifacts, or creative works. Secondary sources analyze and interpret primary sources, such as textbooks, articles, or commentaries. Secondary sources would not exist without primary sources, as secondary sources use primary sources to study, analyze, and create new knowledge.
Discipline in the Classroom
The document discusses different approaches to discipline in the classroom. It describes a principal's new approach of rewarding good behavior by having teachers send well-behaved students to his office instead of only sending misbehaving students. It also discusses the issues with zero tolerance policies that mandate extreme punishments without consideration of context. Finally, it presents an alternative approach called School-wide Positive Behavior Support that focuses on prevention, multi-tiered support systems, and data-driven decision making to improve school climate and decrease behavior problems.
TIS responsive classroom powerpoint
The document summarizes key strategies from the Responsive Classroom approach, including establishing rules and routines collaboratively with students, extensively modeling and role playing expectations, using energizers and morning meetings to structure the day, and employing intentional teacher language to promote community and self-discipline. Specific strategies mentioned are establishing hopes and dreams, creating and posting basic rules, modeling procedures, providing structured transitions between activities, leading energizing activities, and conducting daily morning meetings.
Authoritarian classroom management
The document discusses different behavior modification models including Skinner's model of reinforcement, Jones' positive classroom discipline approach, and Canter's assertive discipline approach. It outlines the key aspects of each model including using rewards and punishments to shape behavior. The document also covers the strengths and weaknesses of different assertive tactics like ignoring bad behavior, praising good behavior, and using repetition to enforce commands. It concludes with a discussion of applying these approaches in a local ESL classroom.
Models of classroom discipline
The document discusses two models of classroom discipline: Kounin's model and the Skinner's model. Kounin's model focuses on the teacher being aware of what is happening in the classroom at all times through "with-it-ness." It also emphasizes smooth transitions between activities. The Skinner's model is based on behaviorism and uses reinforcement to shape student behavior. It focuses on systematically rewarding desired behaviors. Both models aim to improve classroom management but they differ in their approaches, with Kounin's being more preventative and Skinner's relying more on consequences to modify behavior.
Creating a positive learning environment
This document discusses creating a positive learning environment through structuring the physical and emotional climate of the classroom. It addresses desk arrangements, student placement, classroom decoration, and the role of music. It also covers five basic emotional needs for students: psychological safety, positive self-image, a sense of belonging, purposeful behavior, and personal competence. Specific strategies are provided for creating a positive emotional climate, managing teacher expectations, and characteristics of effective teachers.
Learning environment
The document discusses the learning environment and its key components. It states that the learning environment refers to the whole range of components and activities where learning takes place. It includes the physical classroom space as well as instructional features, tools, resources, and interactions that facilitate learning. An ideal learning environment is constructivist in nature, engages learners through hands-on activities, and provides scaffolds and support to help students problem solve.
Creating supportive learning environment ppt
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical space, establishing clear expectations and building relationships on the first day of school. It also stresses creating a positive classroom climate through motivation, diversity and recognizing students' multiple intelligences. Building self-esteem and developing consistent discipline policies are also identified as important for a supportive environment.
Our Happy Classroom Staff Training
This presentation discusses creating powerful interactions with children in the classroom to facilitate growth and development. It describes the three steps of powerful interactions as: 1) be present by preparing and checking your own mindset and temperament, 2) connect with children by learning about them and personalizing interactions, and 3) extend learning through strategies like inspiring imaginative play and problem solving. Specific techniques are provided for each step, like slowing down, listening, asking questions, and using rich vocabulary. The benefits of powerful interactions for teachers include more intentional and individualized instructions and an improved classroom climate.
Class Management And Discipline
The document discusses several approaches to classroom management and discipline, including the assertive approach, business management approach, behavior modification approach, group managerial approach, and group guidance approach. The assertive approach specifies rules and consequences, while the business management approach emphasizes task organization and keeping students focused. The behavior modification approach uses reinforcement and punishment to shape behavior. The group managerial approach responds quickly to issues to prevent problems, and the group guidance approach manipulates surface behaviors and understands group needs and interests.
ADHD Powerpoint Presentation
This document discusses educational strategies for teachers to help students with ADHD. It identifies some key behaviors of ADHD like difficulty paying attention, hyperactivity, and impulsiveness. The document recommends a three-pronged strategy for teachers: identifying student needs, using effective instructional practices, and consulting other educators as needed. It provides examples of teaching practices, organizational skills, behavioral interventions, and classroom accommodations that can help students with ADHD succeed academically.
Reaching the Peak: Pathways to Passion
This document discusses student-centered approaches to learning including constructivism, project-based learning, inquiry learning, problem-based learning, service learning, self-directed learning, personalized learning, differentiated instruction, inclusion, and balanced assessment. It also mentions tools like Google Classroom and PowerSchool as well as curriculum redesign, understanding by design, universal design for learning, and competency-based teaching and learning. The focus is on interdisciplinary learning, student engagement, empowerment, developing cross-curricular competencies, and giving students more voice and choice.
EDUC 250 pilot project - BEDPAC Meeting
The document summarizes changes to education programs at Red Deer College and the University of Alberta from 2003-2015. It notes the cancellation of a popular teaching orientation course in 2003 and discussions beginning in 2012 to improve programs with a focus on more practical experience. A field experience pilot project was launched in 2014 with local school divisions, providing students additional observation hours. Evaluation of the pilot was positive, finding value in early real-world experience, and it was expanded in 2015 with additional schools and a flexible observation schedule. The document concludes by posing ideas for further enhancing field experience components in education programs.
Topic 11: Game-based Learning and Gamification in the Classroom
If stranded on a desert island with students, simulations like being castaways could teach through interactive experiences. Games are effective classroom tools that keep students engaged through movement, fun, and participation. Research shows students learn best not when bored, but through strategies like cooperative learning, simulations, and student-centered project-based learning with feedback. Teachers can facilitate learning through Web 2.0 tools and games like board games, memory games, and active movement games.
Topic 10: Stimulating Simulations
You have survived a plane crash on the northwest British Columbia coastline as the sole survivor. The plane is sinking into the heavy swells smashing it against the rocks. You manage to collect some items before it sinks below the surface. A storm is approaching with wind and rain. Your task is to individually list each salvaged item from the plane in order of importance to survival, with #1 being the most important and #15 being the least important. It will be dark soon, so you must work quickly.
EDUC 250: Field Experience Pilot Project
The document summarizes changes over time to the education program at Red Deer College relating to field experience and practicum opportunities for students. It outlines the cancellation of a course with observations in 2003, student requests in 2014 for more practical experience, the creation of a field experience pilot project with local schools in 2014, and evaluations and adjustments made to the project in subsequent years. The goal has been to increase opportunities for students to observe and interact in classroom settings.
EDUC250: Field Experience Pilot Project
The document outlines changes over time to the education program at Red Deer College relating to field experience and observations. It discusses the cancellation of a course with observations in 2003. In 2014, a field experience pilot project was launched with local schools in response to student requests for more practical experience. Evaluation of the pilot was positive, with suggestions to offer observations earlier and provide more interaction time. The college explored ways to address challenges in offering the observation component, including empowering students to arrange their own placements and setting up observation days.
EDUC 250: Field Experience Pilot Project
The document outlines changes over time to the education program at Red Deer College relating to field experience and practicum opportunities for students. It discusses the replacement of EDFX 203 with EDUC 250 in 2003 and changes made to the third year practicum. Student feedback in 2014 called for more practical and experiential learning. This led to the creation of a field experience pilot project in 2014-2015 with local school divisions, including redesigned courses with additional in-class and independent observation hours. Evaluation found students and teachers appreciated the real-world experience and suggested expanding the program.
Topic 9: Academic Controversy
This document outlines the agenda for a class focusing on collaborative learning strategies. On Monday, students will participate in a jigsaw activity to analyze articles on grading and provide arguments. They will also use de Bono's six thinking hats to analyze proposed fixes to broken grades from multiple perspectives. On Wednesday, students will engage in a four corners activity on group grades and a horseshoe debate on re-tests before reflecting individually. They will also exchange cheers with other teams. The following Monday will include a formal debate on whether middle schools should use grades to measure learning.
Topic 8: The Power of Movement, Fun and Collaboration
This document discusses cooperative learning and its benefits. It begins by asking some inquiry questions about why cooperative learning is an effective strategy and what brain research says about the value of movement, fun, and participation in learning. It then discusses implementing cooperative learning using different "structures". The document outlines some of the key elements of cooperative learning, including positive interdependence, face-to-face interaction, individual accountability, and interpersonal skills. It also provides some examples of cooperative learning structures and tools that can be used. Overall, the document promotes cooperative learning as an instructional strategy that has many benefits according to research, such as higher achievement, greater use of higher-level thinking, and more positive relationships among peers.
Topic 2B: Foundations of Education - Schools of Today
The document discusses realities confronting today's schools, including factors that put students "at risk" of leaving school without being able to continue learning. It notes several issues that can place students at risk, such as gender, racism, sexual orientation, family stress, substance abuse, violence, teen pregnancy, suicide, cyberbullying, and being a high school dropout. The document emphasizes that teaching is all about the student and that the purpose of the 3Rs (reading, writing, arithmetic) needs to expand to include 7Cs (critical thinking, communication, collaboration, creativity, cross-cultural understanding, computers and career skills) for 21st century learning. It concludes by suggesting referring to at-risk students as "at promise"
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This document discusses classroom management strategies. It defines classroom management as the process of creating and maintaining appropriate student behavior in classroom settings. It emphasizes using positive discipline approaches and understanding child development. Some tips discussed include setting long-term goals for students to become caring, capable adults; providing warmth and structure; recognizing individual differences; and using conflicts as learning opportunities. Effective classroom management is important because it allows for proper instruction, teaching, assessment, and meeting professional responsibilities.
Primary vs Secondary Resources
Primary sources are original, unaltered documents like diaries, speeches, artifacts, or creative works. Secondary sources analyze and interpret primary sources, such as textbooks, articles, or commentaries. Secondary sources would not exist without primary sources, as secondary sources use primary sources to study, analyze, and create new knowledge.
Discipline in the Classroom
The document discusses different approaches to discipline in the classroom. It describes a principal's new approach of rewarding good behavior by having teachers send well-behaved students to his office instead of only sending misbehaving students. It also discusses the issues with zero tolerance policies that mandate extreme punishments without consideration of context. Finally, it presents an alternative approach called School-wide Positive Behavior Support that focuses on prevention, multi-tiered support systems, and data-driven decision making to improve school climate and decrease behavior problems.
TIS responsive classroom powerpoint
The document summarizes key strategies from the Responsive Classroom approach, including establishing rules and routines collaboratively with students, extensively modeling and role playing expectations, using energizers and morning meetings to structure the day, and employing intentional teacher language to promote community and self-discipline. Specific strategies mentioned are establishing hopes and dreams, creating and posting basic rules, modeling procedures, providing structured transitions between activities, leading energizing activities, and conducting daily morning meetings.
Authoritarian classroom management
The document discusses different behavior modification models including Skinner's model of reinforcement, Jones' positive classroom discipline approach, and Canter's assertive discipline approach. It outlines the key aspects of each model including using rewards and punishments to shape behavior. The document also covers the strengths and weaknesses of different assertive tactics like ignoring bad behavior, praising good behavior, and using repetition to enforce commands. It concludes with a discussion of applying these approaches in a local ESL classroom.
Models of classroom discipline
The document discusses two models of classroom discipline: Kounin's model and the Skinner's model. Kounin's model focuses on the teacher being aware of what is happening in the classroom at all times through "with-it-ness." It also emphasizes smooth transitions between activities. The Skinner's model is based on behaviorism and uses reinforcement to shape student behavior. It focuses on systematically rewarding desired behaviors. Both models aim to improve classroom management but they differ in their approaches, with Kounin's being more preventative and Skinner's relying more on consequences to modify behavior.
Creating a positive learning environment
This document discusses creating a positive learning environment through structuring the physical and emotional climate of the classroom. It addresses desk arrangements, student placement, classroom decoration, and the role of music. It also covers five basic emotional needs for students: psychological safety, positive self-image, a sense of belonging, purposeful behavior, and personal competence. Specific strategies are provided for creating a positive emotional climate, managing teacher expectations, and characteristics of effective teachers.
Learning environment
The document discusses the learning environment and its key components. It states that the learning environment refers to the whole range of components and activities where learning takes place. It includes the physical classroom space as well as instructional features, tools, resources, and interactions that facilitate learning. An ideal learning environment is constructivist in nature, engages learners through hands-on activities, and provides scaffolds and support to help students problem solve.
Creating supportive learning environment ppt
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical space, establishing clear expectations and building relationships on the first day of school. It also stresses creating a positive classroom climate through motivation, diversity and recognizing students' multiple intelligences. Building self-esteem and developing consistent discipline policies are also identified as important for a supportive environment.
Our Happy Classroom Staff Training
This presentation discusses creating powerful interactions with children in the classroom to facilitate growth and development. It describes the three steps of powerful interactions as: 1) be present by preparing and checking your own mindset and temperament, 2) connect with children by learning about them and personalizing interactions, and 3) extend learning through strategies like inspiring imaginative play and problem solving. Specific techniques are provided for each step, like slowing down, listening, asking questions, and using rich vocabulary. The benefits of powerful interactions for teachers include more intentional and individualized instructions and an improved classroom climate.
Class Management And Discipline
The document discusses several approaches to classroom management and discipline, including the assertive approach, business management approach, behavior modification approach, group managerial approach, and group guidance approach. The assertive approach specifies rules and consequences, while the business management approach emphasizes task organization and keeping students focused. The behavior modification approach uses reinforcement and punishment to shape behavior. The group managerial approach responds quickly to issues to prevent problems, and the group guidance approach manipulates surface behaviors and understands group needs and interests.
ADHD Powerpoint Presentation
This document discusses educational strategies for teachers to help students with ADHD. It identifies some key behaviors of ADHD like difficulty paying attention, hyperactivity, and impulsiveness. The document recommends a three-pronged strategy for teachers: identifying student needs, using effective instructional practices, and consulting other educators as needed. It provides examples of teaching practices, organizational skills, behavioral interventions, and classroom accommodations that can help students with ADHD succeed academically.
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This document discusses student-centered approaches to learning including constructivism, project-based learning, inquiry learning, problem-based learning, service learning, self-directed learning, personalized learning, differentiated instruction, inclusion, and balanced assessment. It also mentions tools like Google Classroom and PowerSchool as well as curriculum redesign, understanding by design, universal design for learning, and competency-based teaching and learning. The focus is on interdisciplinary learning, student engagement, empowerment, developing cross-curricular competencies, and giving students more voice and choice.
EDUC 250 pilot project - BEDPAC Meeting
The document summarizes changes to education programs at Red Deer College and the University of Alberta from 2003-2015. It notes the cancellation of a popular teaching orientation course in 2003 and discussions beginning in 2012 to improve programs with a focus on more practical experience. A field experience pilot project was launched in 2014 with local school divisions, providing students additional observation hours. Evaluation of the pilot was positive, finding value in early real-world experience, and it was expanded in 2015 with additional schools and a flexible observation schedule. The document concludes by posing ideas for further enhancing field experience components in education programs.
Topic 11: Game-based Learning and Gamification in the Classroom
If stranded on a desert island with students, simulations like being castaways could teach through interactive experiences. Games are effective classroom tools that keep students engaged through movement, fun, and participation. Research shows students learn best not when bored, but through strategies like cooperative learning, simulations, and student-centered project-based learning with feedback. Teachers can facilitate learning through Web 2.0 tools and games like board games, memory games, and active movement games.
Topic 10: Stimulating Simulations
You have survived a plane crash on the northwest British Columbia coastline as the sole survivor. The plane is sinking into the heavy swells smashing it against the rocks. You manage to collect some items before it sinks below the surface. A storm is approaching with wind and rain. Your task is to individually list each salvaged item from the plane in order of importance to survival, with #1 being the most important and #15 being the least important. It will be dark soon, so you must work quickly.
EDUC 250: Field Experience Pilot Project
The document summarizes changes over time to the education program at Red Deer College relating to field experience and practicum opportunities for students. It outlines the cancellation of a course with observations in 2003, student requests in 2014 for more practical experience, the creation of a field experience pilot project with local schools in 2014, and evaluations and adjustments made to the project in subsequent years. The goal has been to increase opportunities for students to observe and interact in classroom settings.
EDUC250: Field Experience Pilot Project
The document outlines changes over time to the education program at Red Deer College relating to field experience and observations. It discusses the cancellation of a course with observations in 2003. In 2014, a field experience pilot project was launched with local schools in response to student requests for more practical experience. Evaluation of the pilot was positive, with suggestions to offer observations earlier and provide more interaction time. The college explored ways to address challenges in offering the observation component, including empowering students to arrange their own placements and setting up observation days.
EDUC 250: Field Experience Pilot Project
The document outlines changes over time to the education program at Red Deer College relating to field experience and practicum opportunities for students. It discusses the replacement of EDFX 203 with EDUC 250 in 2003 and changes made to the third year practicum. Student feedback in 2014 called for more practical and experiential learning. This led to the creation of a field experience pilot project in 2014-2015 with local school divisions, including redesigned courses with additional in-class and independent observation hours. Evaluation found students and teachers appreciated the real-world experience and suggested expanding the program.
Topic 9: Academic Controversy
This document outlines the agenda for a class focusing on collaborative learning strategies. On Monday, students will participate in a jigsaw activity to analyze articles on grading and provide arguments. They will also use de Bono's six thinking hats to analyze proposed fixes to broken grades from multiple perspectives. On Wednesday, students will engage in a four corners activity on group grades and a horseshoe debate on re-tests before reflecting individually. They will also exchange cheers with other teams. The following Monday will include a formal debate on whether middle schools should use grades to measure learning.
Topic 8: The Power of Movement, Fun and Collaboration
This document discusses cooperative learning and its benefits. It begins by asking some inquiry questions about why cooperative learning is an effective strategy and what brain research says about the value of movement, fun, and participation in learning. It then discusses implementing cooperative learning using different "structures". The document outlines some of the key elements of cooperative learning, including positive interdependence, face-to-face interaction, individual accountability, and interpersonal skills. It also provides some examples of cooperative learning structures and tools that can be used. Overall, the document promotes cooperative learning as an instructional strategy that has many benefits according to research, such as higher achievement, greater use of higher-level thinking, and more positive relationships among peers.
Topic 2B: Foundations of Education - Schools of Today
The document discusses realities confronting today's schools, including factors that put students "at risk" of leaving school without being able to continue learning. It notes several issues that can place students at risk, such as gender, racism, sexual orientation, family stress, substance abuse, violence, teen pregnancy, suicide, cyberbullying, and being a high school dropout. The document emphasizes that teaching is all about the student and that the purpose of the 3Rs (reading, writing, arithmetic) needs to expand to include 7Cs (critical thinking, communication, collaboration, creativity, cross-cultural understanding, computers and career skills) for 21st century learning. It concludes by suggesting referring to at-risk students as "at promise"
Topic 2A: Foundations of Education - Schools of Yesterday
The document discusses the purpose of education and foundations of education in Canada. It covers topics like the purposes of public education, ideas and events that have shaped education in Canada, Canadian school governance and law, and realities confronting today's Canadian schools. It provides an overview of the history of education in Canada and how the curriculum has evolved from the 20th century to the 21st century. It poses the question "What is the purpose of education?" and includes quotes about preparing children for their future, not our future, and how creativity in handling change will be a key skill in the new millennium.
Topic 7: Brain Compatible Teaching (Part3): Differentiated Instruction
This document discusses differentiated instruction and strategies for meeting the needs of diverse learners. It provides information on learning styles and percentages of students who may be at risk depending on their dominant learning style. Some key strategies mentioned include using interactive techniques, paying attention to student successes and struggles, challenging students to think and explain their ideas, and allowing students to express themselves in unique ways. The document emphasizes that students do not all start in the same place, learn in the same way, or at the same pace, and teachers need to differentiate their instruction to help all students learn.
Planning for Redesign - 2015
This document discusses planning frameworks for 21st century learning. It outlines the shift from traditional curriculum focused on subjects like art, phys ed, science, etc. to a new curriculum centered around developing skills like digital fluency, communication, creativity, critical thinking, collaboration and lifelong learning. These skills will better prepare students for their future. The document recommends using understanding by design and project based learning frameworks that start with student interests and questions rather than predefined outcomes. Resources are provided to help plan curriculum around real-world, cross-curricular competencies to inspire education for the future.
Planning for Redesign
This document discusses planning frameworks for 21st century learning. It compares the traditional and progressive models of curriculum from the 20th century and outlines seven key competencies for 21st century learning: digital/technological fluency, communication, social/cultural/global responsibility, creativity/innovation, critical thinking, collaboration, and lifelong learning. It advocates for student-centered approaches like Understanding by Design and project-based learning to develop these real-world skills and prepare students for their future, not just our past.
Topic 6: Teaching Character Education to Middle Years Characters
This document provides information on teaching character education and social emotional learning to middle school students. It discusses 10 brain foods, virtues like trustworthiness and fairness, and activities to teach emotional literacy. It emphasizes that emotional development drives learning and quotes experts on the importance of creating a caring curriculum. The document contains mixed content without a clear overall theme.
Topic 2A: Great Educational Minds
The document discusses the historical roots of integrated and interactive curriculum. It examines several influential educational leaders from the past and present, including John Dewey, Jean Piaget, Paulo Freire, Lev Vygotsky, Reuven Feuerstein, Jerome Bruner, Elliot Eisner, and Howard Gardner. It summarizes each thinker's key beliefs and contributions to curriculum development. Students will be assigned one of these thinkers to create a digital presentation about, focusing on their philosophy and how it still influences education today.
Topic 5B: Field Trips, Festivals, Fairs and Fun
This document discusses brain compatible teaching and powerful learning experiences. It recommends using field trips, festivals, fairs, and fun activities to engage students. Some principles of the brain friendly classroom include learning through experience and using various instructional strategies like graphic organizers, movement, cooperative learning, and storytelling. The document also lists the top 10 best brain foods and includes a quote about the importance of experience for developing intelligence.
Topic 5A: Powerful Learning Experiences
This document discusses different approaches to integrating curriculum and experiential learning. It provides examples of interdisciplinary, multidisciplinary, and integrated day designs that bring together subjects like language arts, math, social studies, and science. The most extreme example is a field-based program where students live at school and create curriculum based on their daily experiences. The document also discusses concepts like constructivism, service learning, and shifting paradigms in education from traditionalism to progressivism.
Topic 4B: Real World Learning
This document discusses key concepts related to real world learning such as integrated curriculum, constructivism, traditionalism, and progressivism. It specifically focuses on the concept of service learning, defining it as applying academic skills to solve real-life community problems. Service learning is characterized by student and teacher decision-making regarding issues to address, curriculum areas, roles, and publicity. It involves preparation, action, reflection, and demonstration and can lead to benefits such as decreased behavior problems and increased self-confidence. Examples of potential service learning projects are provided.
Topic 4B: Real World Learning
This document defines and discusses the educational philosophy of service learning. Service learning is defined as applying academic skills to solve real-world problems in the community. It has four key components: preparation, action, reflection, and demonstration. The document lists examples of programs that could qualify as service learning and provides research showing benefits such as decreased dropout rates, improved self-esteem, and greater awareness of community issues.
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Topic 2B: Foundations of Education - Schools of Today
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https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneChapter wise All Notes of First year Basic Civil Engineering.pptx
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
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Topic 3b: Creating a Community of Learners
- 1. Topic 3: The Art of Teaching Part B: Creating a Community of Learners
- 3. Building a Positive Classroom Environment
- 4. 98 Ways to Say “Very Good”
- 5. Tuesday’s Thoughts School Life: 1993 vs. 2013 Scenario: Jack goes quail hunting before school, pulls into school parking lot with shotgun in gun rack. 1977 - Vice principal comes over, looks at Jack's shotgun, goes to his car and gets his own shotgun to show Jack. 2007 - School goes into lockdown, the RCMP are called, Jack is hauled off to jail and never sees his truck or gun again. Counselors are called in to assist traumatized students and teachers. Scenario: Johnny and Mark get into a fistfight after school. 1977 - Crowd gathers. Mark wins. Johnny and Mark shake hands and end up buddies. 2007 - Police are called, SWAT team arrives and arrests Johnny and Mark. They are charged with assault and both are expelled even though Johnny started it. Scenario: Jeff won't sit still in class, disrupts other students. 1977 – Jeff is sent to the principal's office & given a good paddling. He returns to class &does not disrupt class again. 2007 – Jeff is given huge doses of Ritalin. Becomes a zombie. Tested for ADD. School gets extra provincial funding because Jeffrey has a disability. Scenario: Billy breaks a window in his neighbour's car and his Dad gives him a whipping with his belt. 1977 - Billy is more careful next time, grows up normal, goes to college, and becomes a successful businessman. 2007 - Billy's dad is arrested for child abuse. Billy is removed to foster care and joins a gang. Scenario: Mark gets a headache and takes some Aspirin to school. 1977 - Mark shares Aspirin with the school principal out on the smoking dock. 2007 - Police are called. Mark is expelled from school for drug violations. His car is searched for drugs and weapons. Scenario: Johnny takes apart leftover Canada Day firecrackers, puts them in a model airplane paint bottle and blows up an anthill. 1977 - Ants die. 2007 - Canadian Firearms Centre and the RCMP are called and Johnny is charged with domestic terrorism. CSIS investigates parents, siblings are removed from the home, computers are confiscated, and Johnny's dad goes on a terror watch list and is never allowed to fly again.
- 9. TRIED but not necessarily TRUE Ideas for Classroom Management Prescription Drugs Zero Tolerance Corporal Punishment
- 12. KSA #3: Teachers understand the subject disciplines they teach ….in five minutes or less
- 14. KSA #1: “The teacher will understand the legislated, moral, and ethical framework within which he/she teaches”. KSA #2: Teachers engage in a range of planning activities KSA#3: Teachers understand the subject disciplines they teach KSA #4: Teachers know there are many approaches to teaching and learning KSA #5: “The teacher’s application of pedagogical knowledge and abilities is based on an on-going analysis of what is happening with the students.” KSA #6: Teachers create and maintain environments that are conducive to student learning.
- 15. ….The Rest of the KSA Story