Topic 4b: The Science of Teaching - Instruction
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The document discusses the science of teaching and effective instruction. It identifies four essential ingredients for teaching: planning, effective instruction, assessment and evaluation, and technology integration. It also lists several teaching standards related to understanding subject disciplines, translating curriculum into meaningful activities, gathering student information, and engaging partnerships. The document asks teachers to describe powerful learning experiences and discusses research on how students learn best. It provides examples of instructional strategies and has teachers plan a learning activity by identifying the grade, subject, outcome, objective, strategy, and activity.
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The document discusses the frameworks underlying media development in the 2013 curriculum. It explains that Curriculum 2013 aims to produce students who are productive, creative, innovative, and have strong character through strengthening attitudes, skills, and integrated knowledge. It provides examples of how the CEFR and Curriculum 2013 levels are applied differently in Indonesia and Europe but also have similarities like using communicative activities based on language competencies and focusing on developing autonomous learners.
Principles of Teaching 2:Developing a lesson
The document discusses instructional planning, defining it as visualizing classroom events, providing guidance through a roadmap, and managing time and events. It outlines the instructional planning sequence, which includes assessing learner needs, mapping the plan, giving instructions, and evaluating. Finally, it describes the different levels of instructional planning from yearly to daily and the components that make up an effective lesson plan.
THE FIELD OF CURRICULUM (1). hgvhuv guhf
This document outlines the National Competency Based Teacher Standards (NCBTS) framework used in the Philippines. It describes the 7 domains of effective teaching: 1) Social Regard for Learning 2) Learning Environment 3) Diversity of Learners 4) Curriculum 5) Planning, Assessing and Reporting 6) Community Linkages 7) Personal Growth and Professional Development. Each domain contains key questions and performance indicators to guide teachers' practice. The framework provides an integrated approach to define and assess qualities of good teaching.
TeacherSymposium.SessionCatalog.vFINAL
This document provides information about the Teacher Symposium taking place on May 7, 2016 at Abraham Lincoln High School. It includes the schedule, location details, and instructions for registering for sessions through SchoolNet. The symposium will consist of teacher-led professional development sessions across various subject areas and topics. Teachers must register and sign in/out of sessions to receive compensation and Act 48 credits.
S4U 2012-feb2
The document describes Science4Us.com, an online science curriculum for grades K-2 that aims to engage students in learning science and increase teacher comfort with teaching the subject. It provides a comprehensive, standards-based digital curriculum using an inquiry-based model. After using it for one month, a second grade teacher reported that their students discovered and learned the basic science curriculum. The curriculum covers physical science, life science, earth and space science, and inquiry across 36 modules designed to be completed over two weeks each. It provides student and teacher resources including videos, games, assessments and lesson plans.
Chapter 9_Programme Teaching and Learning Strategies.pptx
This document discusses strategies for curriculum design and program teaching and learning. It covers aligning teaching, learning, and assessment; encouraging creativity and innovation; internalizing the curriculum; and increasing blended and online learning. For aligning teaching and learning, it emphasizes ensuring coherence between objectives, assessments, and activities. For creativity, it suggests cultivating curiosity and relevance. Internalizing curriculum discusses active learning, multiculturalism, equity, and incorporating student choice. Increasing online learning reviews synchronous, asynchronous, and blended models, noting benefits like flexibility but also challenges like digital gaps.
Ea210 curriculum development and management syllabus
This document outlines the course description, objectives, outline and references for an EA 210 graduate course on Curriculum Development and Assessment offered at Bukidnon State University. The 3-credit, 54-hour course discusses theories and practices for developing, delivering and managing instructional programs. It encourages students to design curricula exemplifying principles discussed and to conduct an action research project on curriculum innovations. The course aims to develop students' critical thinking and provide advanced training in scientific inquiry and independent research for sustainable development and social change. It covers topics such as curriculum models, design, implementation, evaluation, trends/innovations and compares educational systems.
Lesson Planning and TEKS.pdf
Learn to create lessons and assessments that are aligned through backward design. Become an expert about the structure of TEKS. See examples of how to unpack the standards.
Education Curriculum in finland and indonesia
This document compares education curriculums in Finland and Indonesia. The Finnish curriculum is considered the best in the world because it takes a humanistic approach, has well-paid and strictly selected teachers, emphasizes early childhood education and consistent application of its curriculum. It also has minimal testing, no student rankings, education costs covered by the state, and smaller class sizes with more support for slow learners. In contrast, Indonesia has changed its curriculum frequently and past curriculums have focused on different goals like character building, daily life skills, and developing active learners. The document recommends that Indonesia focus on teacher quality rather than money, thoroughly evaluate past curriculums before creating new ones, and emphasize humanism to develop students
Nctm st.louis10272011
The document discusses six secrets of highly effective lesson design: 1) addressing students' prior knowledge, 2) having students explore and question rather than receive didactic lectures, 3) using varied activities to engage students, 4) using formative assessments to evaluate lessons, 5) providing high cognitive demand tasks for conceptual understanding, and 6) having students arrive at conclusions and evaluate knowledge through questions and exercises. The document emphasizes the importance of lesson design in ensuring equity in students' opportunities to learn mathematics.
Ncbts cont.
This document discusses national competency-based teacher standards for domains 4 through 7, which cover curriculum, planning/assessing/reporting, community linkages, and professional growth and ethics. It provides descriptions of the domains and strands within each domain, along with key questions and performance indicators for teachers. The document outlines standards for how teachers should demonstrate mastery of subjects, communicate clear learning goals, make effective use of time, select appropriate teaching methods, assess student learning, and establish links between school and community.
Designing an impact curriculum | Designing a thematic curriculum | George Fau...
Presentation from 'Key Stages' breakout session at the Whole Education 'Designing an impact curriculum' conference
2002 Basic Education Curriculum
Curriculum Innovations: Local Trends
Salient Features of 2002 Basic Education Curriculum
Integrative Teaching as a Mode of Instructional Delivery
Reference: Curriculum Development by Purita P. Bilbao Ed.D., et.al.
Similar to Topic 4b: The Science of Teaching - Instruction (20)
Chapter 9_Programme Teaching and Learning Strategies.pptx
Chapter 9_Programme Teaching and Learning Strategies.pptx
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Ea210 curriculum development and management syllabus
Ea210 curriculum development and management syllabus
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Designing an impact curriculum | Designing a thematic curriculum | George Fau...
Designing an impact curriculum | Designing a thematic curriculum | George Fau...
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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"
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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Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
โ What is event processing in MuleSoft?
โ Types of event processing models in Mule 4
โ Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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HYPERTENSION - SLIDE SHARE PRESENTATION.
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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).
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A Visual Guide to 1 Samuel | A Tale of Two Hearts
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.
Chapter 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
How to Predict Vendor Bill Product in Odoo 17
This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
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๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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Topic 4b: The Science of Teaching - Instruction
- 1. Topic #4: The Science of Teaching
- 2. โDo you remember the days of the ole schoolyard?โ Course Participation Task #6: Describe a powerful learning experience from when you were in school?
- 3. Me โ in grade 2
- 4. Me โ in grade 4
- 5. Me โ in grade 6
- 6. A Recipe for Disaster
- 7. The Science of Teaching: The Four Essential Ingredients ๏ผPlanning โข Effective Instruction โข Assessment and Evaluation โข Technology Integration
- 8. โฆIn other words 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#7: Teachers translate curriculum content and objectives into meaningful learning activities. KSA #8: The teacher will gather information to determine the needs and progress of the students KSA #9: Teachers apply a variety of technologies to meet students' learning needs. KSA #10: The teacher will engage in partnership among school, home and community
- 9. What are the ingredients for Effective Instruction? Letโs Create a Better Recipeโฆ
- 10. KSA โcโ: Teachers understand the subject disciplines they teach Grade at a Glance
- 14. Teaching Quality Standard โข KSA โgโ: The teacher will be able to translate the content of the course curriculum into meaningful learning activities for the students.
- 15. Is this Effective Instruction? Grade 4 High School Math Why or Why Not?
- 18. What does the research say about how our students learn?
- 21. Our Recipe Book of Learning Activities Published by the EDUC 250 class EDUC 250: My Learning Activity Grade____________________________ NAME__________________ Subject___________________________ Topic/Unit/Strand_________________________________________________________________ Learning Outcome________________________________________________________________ _______________________________________________________________________________ Lesson Objective_________________________________________________________________ _______________________________________________________________________________ Instructional Strategy ______________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Learning Activity _________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________
- 22. The Great Instructional Strategy Debate