1 Day Training Package
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- This document outlines a 1 day training package for teachers to learn how to use Notesmaster, an online educational resource. - The training runs from 9:30am to 3:30pm and covers registering on Notesmaster, its main features, creating and sharing content, and inserting images. - By the end of the training, teachers will feel comfortable introducing Notesmaster to their peers and students, and incorporating it into classroom lessons. - Sustainable objectives include teachers creating class groups on Notesmaster to post materials for students to read ahead and comment on, and to assign and collect homework assignments privately.
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The document discusses strategies for dealing with students who do not do their homework. It notes that while homework can help students learn, some students find it annoying. The document then presents three approaches to address this problem: 1) Make homework fun and engaging for students by varying tasks and including some lighthearted assignments. 2) Have teachers respect the importance of homework by properly collecting, grading, and returning assignments. 3) Ensure homework is productive by providing feedback and having students correct each other's work to learn collaboratively.
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Whatifstudentsdon’tdohomework(word2003)
The document discusses strategies for dealing with students who do not do their homework. It notes that while homework can help students learn, some students find it annoying. The document then presents three approaches to address this problem: 1) Make homework fun and engaging for students by varying tasks and including some lighthearted assignments; 2) Have teachers respect the importance of homework by promptly collecting, grading, and returning assignments; 3) Ensure homework is productive by providing feedback and having students correct each other's work in a supportive way, while also rewarding students for completing their homework.
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Community college learners are a varied and unpredictable group. Research revealed that students from diverse cultural and ethnic backgrounds learn materials better through group-based, active, and collaborative learning pedagogies. With the adoption of team teaching approaches, the students were exposed to other team members within the same group in learning of the core computing concepts. Besides, the team teaching came out to be an inclusive pedagogy, which also addressed the issues relating to Culturally Responsive Teaching (CRT). The team teaching pedagogies adopted were particularly suitable in teaching of the core computing courses at a community college setting where a majority of the in-coming freshmen have absolutely null to very little background of the fundamental knowledge in computing. The reason for adopting group-based active learning approaches in teaching of the community college computing courses was discussed elaborately. Then, beginning within an introduction to varied group-based active learning approaches targeted to computing courses, the benefits rendered through each one of the seven different group learning pedagogies were discussed in detail.
16 tarek18
Community college learners are a varied and unpredictable group. Research revealed that students from diverse cultural and ethnic backgrounds learn materials better through group-based, active, and collaborative learning pedagogies. With the adoption of team teaching approaches, the students were exposed to other team members within the same group in learning of the core computing concepts. Besides, the team teaching came out to be an inclusive pedagogy, which also addressed the issues relating to Culturally Responsive Teaching (CRT). The team teaching pedagogies adopted were particularly suitable in teaching of the core computing courses at a community college setting where a majority of the in-coming freshmen have absolutely null to very little background of the fundamental knowledge in computing. The reason for adopting group-based active learning approaches in teaching of the community college computing courses was discussed elaborately. Then, beginning within an introduction to varied group-based active learning approaches targeted to computing courses, the benefits rendered through each one of the seven different group learning pedagogies were discussed in detail.
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This document discusses collaborative teaching or co-teaching models. It identifies six common co-teaching models: one teach, one observe; one teach, one assist; parallel teaching; station teaching; alternative teaching; and team teaching. For each model, it provides a description of how the model works and advantages and disadvantages. It also discusses how co-teaching aligns with NC professional teaching standards and provides examples of using different models in the classroom.
Module one presentation
This document discusses collaborative teaching or co-teaching models. It identifies six common co-teaching models: one teach, one observe; one teach, one assist; parallel teaching; station teaching; alternative teaching; and team teaching. For each model, it provides a brief description of how the model works and some advantages and disadvantages. It also discusses how co-teaching aligns with professional teaching standards and provides examples of how teachers could implement different models in the classroom.
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The document discusses strategies for dealing with students who do not do their homework. It notes that while homework can help students learn, some students find it annoying. The document then presents three approaches to address this problem: 1) Make homework fun and engaging for students by varying tasks and including some lighthearted assignments; 2) Have teachers respect the importance of homework by properly assigning, collecting and returning it; 3) Ensure homework is productive by providing feedback and having students correct each other's work in a supportive way. The goal is to encourage students' interest in learning through positive reinforcement of homework.
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The document discusses strategies for dealing with students who do not do their homework. It notes that while homework can help students learn, some students find it annoying. The document then presents three approaches to address this problem: 1) Make homework fun and engaging for students by varying tasks and including some lighthearted assignments; 2) Have teachers respect homework by promptly grading and returning assignments to students; 3) Ensure homework is productive by providing feedback and having students correct each other's work to learn collaboratively.
Menampilkan Power Point
The document discusses strategies for dealing with students who do not do their homework. It notes that while homework can help students learn, some students find it annoying. The document then presents three approaches to address this problem: 1) Make homework fun and engaging for students by varying tasks and including some lighthearted assignments; 2) Have teachers respect the importance of homework by promptly collecting, grading, and returning assignments; 3) Ensure homework is productive by providing feedback and having students correct each other's work in a supportive way, while also rewarding students for completing their homework.
Whatifstudentsdon’tdohomework(word2003)
The document discusses strategies for dealing with students who do not do their homework. It notes that while homework can help students learn, some students find it annoying. The document then presents three approaches to address this problem: 1) Make homework fun and engaging for students by varying tasks and including some lighthearted assignments; 2) Have teachers respect the importance of homework by properly collecting, grading, and returning assignments; 3) Ensure homework is productive by providing feedback and having students correct each other's work in a supportive way, while also rewarding students for completing their homework.
Whatifstudentsdon’tdohomework(word2003)
The document discusses strategies for dealing with students who do not do their homework. It notes that while homework can help students learn, some students find it annoying. The document then presents three approaches to address this problem: 1) Make homework fun and engaging for students by varying tasks and including some lighthearted assignments. 2) Have teachers respect the importance of homework by properly collecting, grading, and returning assignments. 3) Ensure homework is productive by providing feedback and having students correct each other's work to learn collaboratively.
Whatifstudentsdon’tdohomework(word2003)
The document discusses strategies for dealing with students who do not do their homework. It notes that while homework can help students learn, some students find it annoying. The document then presents three approaches to address this problem: 1) Make homework fun and engaging for students by varying tasks and including some lighthearted assignments; 2) Have teachers respect the importance of homework by promptly collecting, grading, and returning assignments; 3) Ensure homework is productive by providing feedback and having students correct each other's work in a supportive way, while also rewarding students for completing their homework.
Whatifstudentsdon’tdohomework(word2003)
The document discusses strategies for dealing with students who do not do their homework. It notes that while homework can help students learn, some students find it annoying. The document then presents three approaches to address this problem: 1) Make homework fun and engaging for students by varying tasks and including some lighthearted assignments. 2) Have teachers respect the importance of homework by properly collecting, grading, and returning assignments. 3) Ensure homework is productive by providing feedback and having students correct each other's work to learn collaboratively.
Whatifstudentsdon’tdohomework(word2003)
The document discusses strategies for dealing with students who do not do their homework. It notes that while homework can help students learn, some students find it annoying. The document then presents three approaches to address this problem: 1) Make homework fun and engaging for students by varying tasks and including some lighthearted assignments. 2) Have teachers respect the importance of homework by properly collecting, grading, and returning assignments. 3) Ensure homework is productive by providing feedback and having students correct each other's work to learn collaboratively.
Whatifstudentsdon’tdohomework(word2003)
The document discusses strategies for dealing with students who do not do their homework. It notes that while homework can help students learn, some students find it annoying. The document then presents three approaches to address this problem: 1) Make homework fun and engaging for students by varying tasks and including some lighthearted assignments; 2) Have teachers respect the importance of homework by promptly collecting, grading, and returning assignments; 3) Ensure homework is productive by providing feedback and having students correct each other's work in a supportive way, while also rewarding students for completing their homework.
Whatifstudentsdon’tdohomework(word2003)
The document discusses strategies for dealing with students who do not do their homework. It notes that while homework can help students learn, some students find it annoying. The document then presents three approaches to address this problem: 1) Make homework fun and engaging for students by varying tasks and including some lighthearted assignments; 2) Have teachers respect the importance of homework by promptly collecting, grading, and returning assignments; 3) Ensure homework is productive by providing feedback and having students correct each other's work in a supportive way, while also rewarding students for completing their homework.
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This document discusses collaborative teaching or co-teaching models. It identifies six common co-teaching models: one teach, one observe; one teach, one assist; parallel teaching; station teaching; alternative teaching; and team teaching. For each model, it provides a brief description of how the model works and some advantages and disadvantages. It also discusses how co-teaching aligns with professional teaching standards and provides examples of how teachers could implement different models in the classroom.
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Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning 🌅🌅 a good 👍👍👍 a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
Notesmaster Webinar flyer
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Webinar Flyer
1. The document outlines training packages for instructing teachers on how to use the Notesmaster platform, including a 1 day in-person training and a 2 hour webinar option.
2. The training would cover registering on Notesmaster, using the platform features like the editor and groups, finding and sharing open educational resources, and creating class groups.
3. The goals are for teachers to feel comfortable using Notesmaster themselves, teaching their peers how to use it, and introducing it to their students to facilitate blended learning through better utilization of information technology initiatives in the Caribbean.
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Instructional Plan For Cognitive Lesson Yarelli
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Day 3_modified
This lesson plan is for a Spanish 1 class of 18 students ages 11-14, including 2 males with ADHD. The students will have limited Spanish knowledge. The plan involves students working in groups to research and present on a Spanish-speaking country holiday using a podcast, webquest, and virtual world. Students will identify 5 discussed holidays and describe 3 celebration aspects. The teacher will evaluate students on their 100-point presentation and 25-point webquest. Students will also evaluate the lesson effectiveness and methods. The teacher will consider student performance and feedback to revise future lessons.
Team teaching
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
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