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There is no need to explain why teachers should have the same benefit of differentiated learning as students do. Fundamentally, most people agree with the idea, but for some reason the differentiated professional development experience seems more the exception than the rule. Here are three juicy options to give teachers what they’re craving. Appetizer: Pick Strategically, Not Randomly
E n g l i s h Z o n e – H a g i t L a h a v BA בוגרת לימודי פסיכולוגיה סוציולוגיה וקרימינולוגיה תואר ראשון. אונ' בר אילן ר"ג, לימודי ניתוח התנהגות יישומי ABA, אונ' ת"א, בוגרת תוכנית הסבת אקדמאים להוראת אנגלית, סמינר הקיבוצים ת"א. בעלת תעודה הוראה- מורה בכיר מוסמך לאנגלית לכל הגילאים, מורה מומחית להוראה מתקנת באנגלית (ניצ"ן). מל מדת ב בי"ס לאמנויות, קמפוס אריסון בתל אביב . מלמדת אנגלית את כל הכיתות (א-יב) ומכל המגזרים (חינוך רגיל ומיוחד).
This course has been designed for practicing language teachers and trainers who want to build on their IT* skills to enhance their teaching and understand how to use technology in a pedagogically effective way. Taking this course should help you to develop your confidence and technical ability when employing technology, but also give you a much better understanding of the potential of technology to support your own personal and professional development as well as that of your students. *IT=Information Technology Course content During the course we will be exploring a number of areas together including: Socialisation online Digital skills and literacies Creating a virtual learning space Exploiting web based video Creating digital assignments Exploiting images and info graphics Creating your digital library Developing speaking and listening online Delivering synchronous online learning Developing your ICT trainer skills
One piece of advice that I've seen in numerous books about teaching is to always phrase classroom rules positively. Instead of phrasing a rule as "no talking," for instance, teachers should phrase it as "talk in turn."
Peer observation Submitted by Anonymous on 27 January, 2010 - 07:36 All academic institutions have to demonstrate their commitment to providing effective teaching. Peer observation has an important part to play in this process.
Have you forgotten the way to my hut? Each evening, I wait for the sound of your footsteps But they are never there. I heard this haiku translation (or something close to it) in Berlin several years ago during a workshop on Big Words, Small Grammar by Scott Thornbury . I am not sure why, but I fell in love with this short poem then, and was fascinated by the sheer volume of study content embodied therein: present perfect simple; question formation; possessive pronouns; time referencing; present simple; prepositional phrases; coordinating conjunctions; negation; determiners; irregular verb forms; the article system, transivity, countability, plurality…
Bloom's Taxonomy has been hailed as a template for best practice in course design. It has been a part of the bedrock of teacher education courses for over half a century, and is a model just about every learning professional is aware of, and has used at some point in their teaching career. Bloom's Cognitive Taxonomy is probably the best known and most used, and is organised into six levels of learning rising from simple to complex. These are often represented as a pyramid with the most complex category at the apex. Benjamin Bloom and his colleagues identified three distinct domains of learning, namely the Cognitive (thinking - knowing, reasoning), Affective (feeling - emotions, attitudes) and Psychomotor (doing - physical skills, practice) domains. Both the Cognitive domain and Affective domain were published as edited volumes, in 1956 and 1964 respectively.
In an age of digital media, where learners create, remix and share their own content, an overhaul of Bloom's Cognitive Taxonomy was long overdue. Yesterday I posted a critique of Bloom's Cognitive Taxonomy and argued that it is outmoded in the digital age. Unfortunately, Lorin Anderson's revised model (2001 in conjunction with Krathwohl) of the taxonomy is not as great an improvement on the original model as its adherents might claim. Supposedly upgraded to take into consideration new ways of learning using digital tools, the revised model remains firmly rooted in the old behaviourist paradigm, and is just as reliant on the production of observable (and therefore) measurable behaviour as the original model.
Background/Context The study is being undertaken by a consortium led by University of Essex. It aims to address the question of improving effective practice by increasing our understanding of the models, tools and methods that inform the good design and evaluation of current and future e-learning activities in the HE, FE and ACL sectors. In achieving its aim it will draw upon the current literature, and through critical analysis identify the gaps that need to be addressed specifically by the JISC programme or by the research community at large. The deliverables will help define effective practice and specify tools to ensure its effective implementation and evaluation. The approach will be an iterative one, with opportunities for relevant stakeholders (teachers/lecturers/tutors, developers, professional bodies) to formatively shape its development and to ensure that it contributes to both government strategies and the JISC programme objectives.
A well-known way of describing experiential learning takes the form of a circle. Experiential learning (after Lewin and Kolb) The process begins with a person carrying out an action and then seeing the effect of the action on and in the situation. Following this, a second step is to understand these effects in the situation .
The 'College Study Habits' infographic is a look at how the opinions and work tendencies of students compare to how professors feel they should be. As professors are 46 percent of students' university mentors, they are incredibly influential on their studies, but how does this compare with study habits? Unsurprisingly, a majority of professors agree that starting an assignment the day it's assigned is the best bet, and only 17 percent of students heed this advice. However, it's not too bad that an approximate 46 percent of students are starting a couple weeks before the turn-in date, and only 5 percent the night before. What students and professors do seem to agree on fully is studying times on a nightly basis; both prefer an approximate 1-2 hours. <p style="text-align:right;color:#A8A8A8"></p>
To open this classroom management series, I wanted to frame my thoughts in categories that really helped me in my quest to be an increasingly effective teacher: knowledge, skills, and mindset. So often teachers at their wits end do a search for “classroom management” or “behavior management,” and inevitably they retrieve list upon list of techniques or quick tips that promise results the next day. A pivotal aspect of effective classroom management is often completely overlooked – having the right mindset . I would categorize these quick tips as skills or background knowledge that can definitely work, but to build a classroom with positive culture, respectful citizens, and real relationships, teachers cannot rely on stand-alone strategies. Thus, before I offer anything skills or knowledge related, here are 4 things that can help educators cultivate happier kids, happier selves, and happier classrooms!
I’m currently teaching a B1 Intermediate class, 20 hours a week. As you may have experienced, students at intermediate level have sometimes lost their focus when it comes to learning English: they know that they can get by with the language they have, and it can be difficult to find the motivation to continue studying. My group asked me if we could look at some more meaty discussion topics this week, and while I was searching for some prompts, I came across the excellent Talking Points series of worksheets from tefl.net . One of them was about ‘ Learner Motivation ‘ and it seemed like exactly the kind of thing I was looking for. At the same time, I remembered a talk from TED.com by Matt Cutts, called ‘ Try Something New for 30 Days ‘, which is helpfully available with subtitles.
Studies in Ed Tech 4/1/2008 By: Andrew Churches from Educators' eZine Introduction and Background: Bloom's Taxonomy
Teacher professional development