Exhibition teacher's orientation
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The document outlines the roles and process for the Grade 4 PYP exhibition at MIS, which has students work under the theme "Sharing the Planet" to synthesize essential PYP elements and share their learning with the school community. Teachers act as mentors to guide students through stages including orientation, developing lines of inquiry, research, and completing a written or presentation outcome. A schedule provides the timeline for mentor meetings and lessons to support students through the exhibition process.
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1) The document summarizes research being conducted by the Lesson Study Research Group at the University of Leicester to evaluate the quality of learning opportunities and explore student perspectives in "research lesson seminars" using a lesson study approach.
2) Lesson study is being used as a collaborative tool to understand and extend student learning on an MA International Education course. It involves teaching research lessons, observing students, and conducting student interviews and evaluation meetings to continuously refine pedagogy.
3) Initial insights from two projects exploring international student learning and the role of study skills indicate benefits of lesson study in breaking down "pedagogic solitude" and issues of literacy, technology, and developing an academic community.Exhibition power point mark twain 2012
Exhibition power point mark twain 2012azamhicks
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The document outlines the exhibition process at Mark Twain Elementary School. In the 5th grade, students culminate their IB Primary Years Programme experience by independently researching and taking action on an issue of personal passion related to that year's exhibition theme. Throughout the process, teachers and mentors provide guidance and support as students develop their understanding, collaborate with others, and present their findings and a related community action project. Assessment focuses on demonstrating knowledge, skills, concepts, attitudes and action developed through the students' exhibition work.Bulkley valley.jan.2014.general
Bulkley valley.jan.2014.generalFaye Brownlie
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The document outlines strategies for effective literacy instruction across grades and subjects, including the principles of universal design for learning, formative assessment, feedback, developing a growth mindset in students, guided reading practices, and incorporating literacy instruction into the library period. Examples of lesson plans and activities are provided to illustrate how these strategies can be implemented in the classroom to support all learners.A Study Of Reflective Diary Of B.Ed Student -Teachers
A Study Of Reflective Diary Of B.Ed Student -TeachersLori Moore
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The document summarizes a study on the reflective diaries of B.Ed student teachers in India. It provides background on the importance of reflective teaching. The study aimed to analyze student teachers' reflective thinking before, during, and after classroom lessons through an analysis of their diaries. Key findings included that before lessons, students thought about lesson planning and materials, while during lessons many struggled with content delivery and classroom management. The study concluded reflective practice is important for teacher training programs to improve student teacher instruction.Exhibition evening
Exhibition eveningMrAndrew69
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The document provides information about the PYP Exhibition for parents and students at AIS. It states that the Exhibition Evening will be held on March 4th, 2014 at AIS, after which students will have the opportunity to showcase their work at the Asker Library. It describes the Exhibition as a culminating project and collaborative inquiry for PYP students that requires them to apply their learning and demonstrate how they can take action. It provides guidance on topics, the research and presentation process, timeline, roles of teachers, parents and students, and emphasizes that the process is more important than the product.惡惘 悋惠 悋惡悋悄 悋惶 悋惆惘悋愕悸 悋悋惡惠惆悋悧悸 悋惺
惡惘 悋惠 悋惡悋悄 悋惶 悋惆惘悋愕悸 悋悋惡惠惆悋悧悸 悋惺IEFE
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This document discusses formative assessment in primary science classrooms. It begins by defining formative assessment as a process used by teachers and students to notice, recognize, and respond to learning with the goal of enhancing that learning. The document then provides examples of formative assessment practices from New Zealand primary science classrooms, including using multiple sources of evidence of learning, planning formative assessments, creating a safe classroom, and engaging families. It concludes by sharing teacher insights on ensuring assessment supports valued learning outcomes and the importance of planning and collaboration for changing practices.Mod 4.3- Consolidating your learning
Mod 4.3- Consolidating your learningmelissaGH
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The PYP focuses on developing the whole child through relevant and engaging inquiry-based learning. It has 4 pillars: promoting international-mindedness, inquiry-based learning, constructivism, and transdisciplinarity. Students strive to develop attributes of the IB learner profile. The PYP emphasizes big concepts, interactive learning, student-initiated assessment, and group work over traditional skills-based, textbook-driven instruction with an emphasis on correct answers and individual work. The 5 essential elements are developing lifelong learners through concept-based and action-oriented learning focused on understanding. Units of inquiry explore concepts across transdisciplinary themes to develop understanding of ourselves, our world, and how to take responsible action.Vasquezguidedreadinginitiative
Vasquezguidedreadinginitiativetdelacruz
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Guided reading should be implemented in prekindergarten through first grade classrooms to provide differentiated instruction and allow students to read at their instructional level. It gives teachers opportunities to scaffold, prompt strategies, and assess students. Guided reading supports curriculum goals and helps students develop reading skills. A professional development plan is outlined to address teacher needs through classroom support, study sessions, and monthly meetings to ensure successful guided reading implementation.Vasquezguidedreadinginitiative
Vasquezguidedreadinginitiativetdelacruz
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This document provides a proposal for implementing guided reading in prekindergarten through first grade classrooms. It begins by explaining the benefits of guided reading, such as allowing differentiated instruction and scaffolding to support students' reading development. It then outlines a professional development plan including study sessions, classroom support, and monthly meetings to help teachers learn about and effectively implement guided reading. The goal is to provide teachers with research-based knowledge and materials to improve literacy outcomes for students.Iste1in32016 poth
Iste1in32016 pothRachelle Berquist Poth
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(1) The document discusses how flipped classrooms can change learning spaces and roles by having students complete work outside of class and engage in more interactive learning and peer teaching during class.
(2) It describes experiments where students took on asynchronous learning at their own pace and became leaders by designing their own lessons to teach peers using tools like Nearpod.
(3) The results showed that students were highly engaged when leading their own learning, designing interactive lessons and projects for peers, and taking on new roles as advocates, leaders and creators both in and outside the classroom.Sunshine Coast.int.sec.reading.may2014
Sunshine Coast.int.sec.reading.may2014Faye Brownlie
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The document provides details about evidence-based reading practices being implemented by teachers in collaboration at various schools. It describes how teachers work together to create focused plans, conduct quick checks of student understanding daily, and divide classes in half to provide more individual support during inquiry projects where students research topics of their choosing and share their learning. Collaboration allows teachers to better meet student needs through smaller grouping and shared planning, preparation and learning.DLL - Grades 7 week 4.doc.........................................
DLL - Grades 7 week 4.doc.........................................MelanieRafaelaLorono
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DLL - Grades 7 week 4.doc
DLL - Grades 7 wEEK 2.doc in Technology and livelihood education..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................A Review of Teaching English as a Foreign Language
A Review of Teaching English as a Foreign LanguageGholamabbass Shahheidaripour
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This document discusses language teaching and learning in the 21st century. It addresses the need for a national language strategy to improve language skills. 21st century skills like digital literacy, inventive thinking, and effective communication are emphasized. Factors driving changes in language teaching include broadening goals to include cultural understanding, shifting focus to learners, and opportunities created by technology. The document also discusses different theories of teaching, including science/research, theory/philosophy, and art/craft conceptions. It advocates for a post-method era with learner-focused strategies and content-based instruction.2014 09 25 Dhaka: Institute of Education and Research: dissemination workshop
2014 09 25 Dhaka: Institute of Education and Research: dissemination workshopTom Power
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A presentation for faculty and post-graduate research students at the Institute of Educational Research, Dhaka. The students had conducted the fieldwork for the EIA classroom practice study published this year. The purpose of the workshop was to discuss the methodology and findings, and to situate this in relation to the current body of evidence on teacher education and international development.Lesson 2 - The Teacher as a Curricularist -.pptx
Lesson 2 - The Teacher as a Curricularist -.pptxJinkyElaine
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The teacher plays many roles as a curricularist, including as a knower, writer, planner, initiator, innovator, implementor, and evaluator of curriculum. As a knower, the teacher gains knowledge about curriculum through formal education and informal learning. As a writer, the teacher creates instructional materials. As a planner, the teacher analyzes factors like learners and context to create lesson plans. The teacher initiates new curriculum and innovates curriculum through creative strategies and activities. The teacher brings the planned curriculum to life through effective implementation and determines its effectiveness through evaluation.Martin Portfolio
Martin PortfolioChelsey Martin
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This portfolio document provides an overview of Chelsey Martin's teaching experience and qualifications. It includes a resume, philosophy of education, summaries of an action research project and curriculum unit, and descriptions of classroom management approaches and literacy assessment case studies from her time student teaching in various elementary grade levels. The portfolio aims to demonstrate Chelsey's understanding of effective teaching practices and her ability to plan and implement standards-aligned curriculum and assessments. TWO HEADS ARE BETTER THAN ONE
TWO HEADS ARE BETTER THAN ONESRJIS
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Cooperative Learning is a very formal way of structuring activities in a learning environment that includes specific elements intended to increase the potential for rich and deep learning by the participants. Pair work is a classroom activity in which the whole class is divided into pairs. It is really a type of group work, using 'groups' of two. Because the point of pair work is to get students speaking and listening, the content of a pair work session should be mainly oral. The paper discusses the historical background of pair work. It presents a list of different Cooperative Learning Techniques using pairs along with a detailed description of the teachers and students activities for each technique. Although there are many advantages of using pair work in classrooms, it also has a few limitations. The paper attempts to help teachers overcome these limitations.Ppp classroom management 2014 matamoros style
Ppp classroom management 2014 matamoros styleCOORDINACION DE INGLES EN EDUCACION BASICA
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The document provides guidance for classroom teachers on effective classroom management strategies. It discusses managing student behavior, movement, interaction and time to maximize learning. Specific techniques are proposed for starting and ending lessons, giving instructions, using voice, seating arrangements, grouping students and using various materials to engage different learning styles. The roles and responsibilities of the teacher in establishing clear routines, creating a positive environment, using praise and addressing problematic behavior are also covered.National Learning Camp - Learning action Cell
National Learning Camp - Learning action CellAnna Lyn Molon
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The document describes Learning Action Cells (LACs) which are school-based professional development sessions for teachers in the Philippines. LACs allow teachers to collaborate, discuss pedagogy, curriculum, and solve challenges. The document outlines the objectives and history of LACs, established through various Department of Education orders since 1985. It also provides examples of weekly timetables for LAC sessions, which involve teachers meeting in subject/grade groups for activities like lesson planning, sharing feedback, and reflection. The goal of LACs is to improve teacher content knowledge, skills, and student learning through collaborative expertise.Exhibition teacher's orientation
- 2. Introduction The PYP exhibition is a significant event in the life of each Grade 4 student at MIS, synthesizing the essential elements of the PYP and sharing them with the whole school community.
- 3. Role of the teachers Facilitate and guide the Exhibition process Provide support for student inquiries, enabling students to overcome any problems encountered in the process Plan collaboratively with other teachers Communicate regularly with students, parents and other participants Assess the exhibition process ensuring all the essential elements are included Act as mentors
- 4. Students will work under the theme Sharing The Planet They will be focusing on Conflict Rights development Environment Global Engage teacher briefs will help you as mentors to guide the students. It is available on the www.ibo.org OCC, E library, PYP News, the fourth one on your right
- 5. WHEN WHO AGENDA 20th March 13 Rima Naddeh Orientation for teachers, Assigning of mentors 20 th & 21st March Rima Naddeh Orientation for Students 13 26th March 13 Rima Naddeh Orientation for parents 31st March 13 Mentors Unwrapping the theme descriptor and brainstorming with the mentors. Students essential agreements. 31st March till 4th Grade 4 teachers in UOI Concepts, related concepts, April lessons Central Idea, Lines of Inquiry, Skills, Writing journal Mentors during allocated Rubrics for self evaluation & assessment periods 7th April 11th Grade 4 teachers in UOI Research skill, interview, April lessons A clear outcome from the above Mentors during allocated Mentor and student reflections periods 14th April 18th Grade 4 teachers in UOI Students resume working on their outcomes( Model April lessons making, ppts, dance, role play etc.) Mentors during allocated Evaluation- recollect information, a written periods outcome to be done 21st April 24th Grade 4 teachers in UOI Completion of presentations April lessons Mentors during allocated Mentor assessments and reflections periods. 25th April School community Exhibition day
Editor's Notes
- #5: Students will work under the theme Sharing The Planet