Collaborative learning and cooperative learning.mineNoura Al-Budeiwi
This article describes the differences and similarities of collaborative and cooperative learning. It also discusses their usage for young learners. Please add your own ideas and thoughts in the comment section.
Teacher Leadership Analysis in Action EmilySousa10
Forming leadership groups within a school can help establish norms, set goals, and analyze what in the school could help or hinder efforts. “Fostering a sustainable learning community depends in part on the leaders’ ability to create conditions in which teachers learn to recognize and challenge the usefulness of their existing beliefs and practices in order to improve their student’s education” (Cherkowski, 2012, p. 59). This leadership action plan shows how my leadership team selected a leadership initiative and a collaborative leadership framework for facilitating our work. We laid the groundwork to successfully achieve the leadership initiative, to provide leveled math support/intervention/enrichment to assess if more students are making progress and are appropriately challenged. This analysis allowed our community of practice team to ensure students at various levels are being challenged appropriately, improve student achievement through differentiated instruction, evaluate if work stations can help students become independent/collaborative learners, and create assessments that will monitor progress and help determine where support is needed.
References
Cherkowski, S. (2012). Teacher commitment in sustainable learning communities: A new
“ancient” story of educational leadership. Canadian Journal of Education, 35(1), 56-68
Collaborative learning and cooperative learning.mineNoura Al-Budeiwi
This article describes the differences and similarities of collaborative and cooperative learning. It also discusses their usage for young learners. Please add your own ideas and thoughts in the comment section.
Teacher Leadership Analysis in Action EmilySousa10
Forming leadership groups within a school can help establish norms, set goals, and analyze what in the school could help or hinder efforts. “Fostering a sustainable learning community depends in part on the leaders’ ability to create conditions in which teachers learn to recognize and challenge the usefulness of their existing beliefs and practices in order to improve their student’s education” (Cherkowski, 2012, p. 59). This leadership action plan shows how my leadership team selected a leadership initiative and a collaborative leadership framework for facilitating our work. We laid the groundwork to successfully achieve the leadership initiative, to provide leveled math support/intervention/enrichment to assess if more students are making progress and are appropriately challenged. This analysis allowed our community of practice team to ensure students at various levels are being challenged appropriately, improve student achievement through differentiated instruction, evaluate if work stations can help students become independent/collaborative learners, and create assessments that will monitor progress and help determine where support is needed.
References
Cherkowski, S. (2012). Teacher commitment in sustainable learning communities: A new
“ancient” story of educational leadership. Canadian Journal of Education, 35(1), 56-68
What Impact Does School Environment Have on Student Achievement?noblex1
A professional learning community is more than simply a collection of teachers working in the same building. A learning community comes together around people from every part of the school working collaboratively at all levels. That collaborative work is founded in what we call reflective dialogue, meaning staff conversations about issues and problems related to students, learning, and teaching.
Professional learning communities are characterized by:
- a principal who shares leadership, power, and authority and participates collegially by encouraging staff involvement in decision making;
- a shared vision developed from staff's unswerving commitment to students' learning and consistently articulated and referenced for the staff's work;
- opportunities for teacher-to-teacher visitation and observation accompanied by feedback and assistance as needed;
- sharing of personal practice;
- sharing of success stories and celebration of achievements.
What Are the Benefits of a Professional Learning Community for Teachers?
Teachers who view their schools as professional learning communities report fewer feelings of isolation, are more likely to see themselves as "professionally renewed," and view their work as more satisfying. In addition:
- teachers are more committed to the goals and mission of the school, and they work with more vigor to strengthen the mission.
- sharing good teaching practices helps create greater knowledge and beliefs about teaching and learners.
From the perspective of staff morale, teachers report feeling energized when they have increased opportunities for professional conversations with other teachers. The existence of a professional learning community encourages risk taking and innovation by teachers, one reason improvement efforts seem to be more productive in schools of this type.
What Are the Benefits for Students?
The characteristics of a professional learning community translate into concrete benefits for students, including academic gains in mathematics, science, history, and reading. These gains tend to be greater in schools structured as professional learning communities than they are in traditional schools, and the schools tend to demonstrate smaller achievement gaps between students from different backgrounds. These schools also are reported to have lower dropout rates, fewer missed classes, and lower rates of absenteeism.
How Can Principals Create Professional Learning Communities?
Leadership is essential for professional learning communities to be effective. Principals need to provide opportunities for teachers to meet and share effective practices, develop interdependent teaching roles, and grow personally and professionally.
Source: https://ebookschoice.com/what-impact-does-school-environment-have-on-student-achievement/
Again, though two replies is the basic expectation, for deeper eng.docxmilissaccm
Again, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion; this will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.
The teacher Dr. Todd
below
You are correct in recognizing the importance of communication as a basis in co-teaching. Just like in a substitute teaching situation, children will see one teacher as less than another if one of the teachers does not have authority in the classroom. So how can authority and thus "equality"in the classroom be established? This question I am addressing to you. How would you actually handle this? I will give you one idea of how I would handle it but I would like for you to come up with your own ideas. When team teaching begins each teacher will address the class and share the ground rules for behavior, for instance, Consequences will be the same despite the teacher who deals with the student. This is similar to what goes on between a husband and wife with children. The rules are the rules. One teacher does not change them when another teacher is the disciplinarian.
Dr. Todd
Tracy Kuemerle
Using an unbiased perspective of both teachers, what do you think is the cause of this conflict?
The cause of the conflict is first the person who had gotten hired as the co-teacher to the students throughout the day, did not make the impression that he/she wanted to plan and co-teach. There is even a lack of communication between him/her and the other teacher. In most cases similar to this scenario is that the teachers have not gotten a chance to meet one another and had time to develop a quick routine. The teachers should have compared his/her weaknesses and strengths so they are able to sort out which one will do what in the classroom with the students. One teacher tends to have more experience in the teaching field as to where the other teacher only had limited experience. The way I see it and probably from a supervisor’s view that there is lack of communication between the two teachers. It is all the collaboration can either go two ways, there is the way that it can go smoothly where both teachers will work together, or it could go the direction to where it leads to miscommunication or differing goals (Murawski & Spencer, 2011, p. 122). The other perspective could be that the teachers needed to collaborate before beginning the class, this way the teachers are on the same page, and one doesn’t feel like she is not doing anything to help.
In a real life situation this happened to myself when I was working at a head start center. The teacher was very OCD into everything had to go her direction and she was supposed to be teaching me the ways and paper work that we had to do. I offered my help .
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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2. Articles
We will review assigned reading articles.
Please have them ready to reference and
make comments about them throughout.
3. Co-Teaching: Getting to Know Your
Partner
by Jane Sileo
Getting Started: the
relationship building
stage.
Effective
Communication is key to
navigating professional
relationships.
Unresolved issues
interfere with efforts to
collaborate on behalf of
students –
communication is key.
4. Planning: the Co-teaching
Stage
Define who:
Plans and teaches the
lessons.
Prepares and organizes
instructional material.
Chooses co-teaching
structures that
complement the lessons
and the students’
abilities.
Grades assignments.
5. Description of Co-Teaching
Structures
One Teach, One Observe
Parallel Teaching
Station Teaching
Alternative Teaching
One Teach, One Assist
Team Teaching
6. Problem Solving the Ongoing
Relationship Stage
(See the example in the article),
Step 1: Identify the Issues
Step 2: Develop alternative courses of action.
Step 3: Analyze the risks and benefits of each
course of action.
Step 4: Choose a course of action.
Step 5: Take action.
Step 6: Evaluate results of the action
Step 7: Assume responsibility for the
consequences, correct potentially negative
consequences, or re-engage in the decision-
making process.
7. Share with a partner how you
would implement the 3 stages.
Relationship-building stage.
Co-Teaching stage.
On-going relationship stage.
What would the stages look
like for you?
9. Planning and Instruction
Set aside large blocks of time for
planning.
Adapt planning tools to suit your
needs.
Lobby for instructional materials that
support coo-teaching.
Try new models of co-teaching
Use your time strategically.
Reexamine the layout of your
classroom to be sure it continues to be
well-suited to your evolving co-
teaching practices.
10. Assessment
Give and get feedback,
twice as fast.
Clarify your understanding of
each other’s grading
expectations.
Experiment with ways to share
responsibility for grading.
11. Enhancing Your Partnership
Recognize the little things that
can mean a lot.
Pay attention to parity.
Acknowledge problems early and
honestly.
Address conflicts in a manner that
is comfortable for both of you.
Learn to let it go.
12. Extending Your Reach
Attend a professional development
workshop together.
Model collaborative skills.
Volunteer to serve as mentors to new co-
teaching pairs.
16. Beginnings
Working together in teamwork probably
began around cave fires ages ago.
Over time, people have improved their
quality of life by working together.
Toddlers are expected to outgrow
egocentrism and learn how to interact
with others.
17. Teacher Isolation in the Past
In the past, teachers worked alone in their
classrooms for the most part.
In more recent times, schools have
become multidimensional centers of
activity and much more social places.
Chunking of the typical school day
insulates teachers from sources of ideas
beyond their own background of
experiences.
18. Why work together as
educators?
Consultation and collaboration helps us
achieve common goals.
Processes of sharing expertise and
challenging basic assumptions can
stimulate growth in exciting ways when
colleagues team up as productive
partners.
19. Consultation
An interactive process in which school
personnel in general education and special
education, related services and support
personnel, families of students, and the
students themselves are working together and
sharing their diversity of knowledge and
expertise in order to define needs and then
plan, implement, assess, follow through and
follow up on the ways of learning that learners
develop to their fullest potential.
20. Co-Educators
Co-educators are persons who
collaborate, consult, and work as a team
to provide appropriate learning
experiences for learners’ diverse needs.
Co-education can be school based, such
as teachers and related services or
support personnel; home based, such as
family members or caregivers for students,
and community based in support roles.
21. Teamwork
In the collaborative school environment is
the process by which a group of co-
educators work to address common
purposes and strive to achieve shared
goals for the benefit and ultimate
successes of children and youth.
22. Group work
Group 1: Describe consultation and how it
works.
Group 2: Describe collaborative co-
education and what that looks like.
Group 3: What is teamwork in an educational
setting?
All groups: list some of the things they may be
observed doing.
23. A List of Some of the Things Educators
May Be Observed Doing
Discussing students’ needs with co-educators and
planning ways of addressing those needs.
Listening to colleagues’ concerns about a
particular teaching situation.
Recommending classroom alternatives as first-to-
be-tried interventions for students with special
learning and behavior needs.
Leading or participating in professional
development activities that focus on special
needs.
Networking with other educational professionals
and agencies who can be resources for students’
needs and school improvements in general.
24. Motivation for Working
Collaboratively
Reports from school districts throughout the
U.S. identify collaboration as a key variable in
the successful implementation of inclusive
education.
Collaborators do not compromise and
cooperate as much as they confer and
concur.
Collaborators need models that provide
structure, practice, encouragement, and
positive feedback in order to perform the
sophisticated and demanding functions
called for in collaborative school consultation.
25. No Child Left Behind (NCLB)
Used high stakes testing in reading and
math
Inclusion of children with disabilities in the
testing scheme
Intensive preparation for the tests
High-profile reports of schools that made
or failed to make adequate yearly
progress (AYP)
Higher standards for teacher certification
26. Common Core Standards of
2012
Relevance to special education:
Skills to articulate a personal philosophy of
special education.
Roles of individuals with exceptional learning
needs in planning individualized programs.
Models and strategies for consultation and
collaboration.
Several other measures focusing on
assessment, communication, para-educators,
and families.
27. Technology for Working
Together Effectively
Gathering and sharing information.
Communicating with co-educators in
schools, homes, and communities.
Developing resources for curriculum and
instruction
Organizing and managing data
Networking with co-educators and
support services
28. Ethics for Working Together as
Co-Educators
An ethical climate for collaborative
school consultation and teamwork calls
for a system of values and principles in
which beliefs and actions about working
together will guide practices and inspire
excellence.
Collaborators must create environments
in which respect and caring characterize
their professional interactions.