The Developmental Assets Framework
Download a printable version of the Developmental Assets® Framework Download printable PDF versions of the Developmental Assets Framwork, available in English, Spanish and broken down by age-specific adaptations. Also available are independent translations of the Developmental Assets Framework, created by local community groups for use with the children, youth, and families they serve. These are available in Acholi, Arabic, Armenian, Bulgarian, Chinese, Farsi, French, Hmong, Japanese, Khmer, Nuer, Russian, Somali, Urdu and Vietnamese.*
Engaging with SEN – inclusive assessment approaches - TeachingEnglish Training
Adapting materials for mixed ability classes
In these cases it’s important to remember that all students will get something out of the class, but not necessarily the same things, and not necessarily what you aim to teach them! For example, the beginners may begin to get a grasp of your classroom language whilst the stronger students may begin to be able to put a new tense into use. Adapting materials for mixed ability classes can take different forms. One way to adapt materials is to rewrite reading texts and grade the language accordingly for different levels.
Activities to Promote Parent Involvement
Research shows that children are more likely to succeed academically and are less likely to engage in violent behavior if their families are involved in their education. Many parents say, however, that they feel unwelcome or uncomfortable in their children's schools. Teachers often feel under attack by parents who are highly involved. Learn how to bridge the gap. Included: A dozen activities to promote parental involvement and ten tips for involved parents. The following quote comes from Fathers' Involvement in Their Children's Schools, a report from the National Center for Education Statistics.
Total physical response - TPR
Where is it from? How can I use it in class? When should I use it? Why should I use it in the classroom?
Differentiation-Interests – Opening Paths
Differentiation | Planning | Readiness | Interests | Learning Preferences | Strategies Alignment Learner Voice and Choice is important if we want students to be engaged and have buy-in to their education. Think about how you prefer to learn new ideas. Whether it’s in a classroom or self-directed, the experiences are better if we have some input.
James Nottingham created the Learning Pit®. His inspiration had two main sources (though in truth, probably dozens of sources – as is the way with creativity). The first was his experience of Philosophy for Children (P4C) as a way to teach young people how to learn as much as what to learn. This ‘spoke’ to him in a way nothing else had.
What is retrieval practice? — Retrieval Practice
When we think about learning, we typically focus on getting information into students’ heads. Teachers might lecture, show videos, encourage note taking, and/or provide review sheets. Students often study by re-reading their textbooks, highlighting information, and/or reviewing their notes. In both of these situations, the focus is on getting information “in,” with the hope that it sticks. We’ve all had the experience of feeling like these methods work – if I cram, and re-read, and study my notes, I feel fairly confident that I know the information.
107 Good Icebreaker Questions to ask in 2020 [Updated] - IcebreakerIdeas
Icebreaker questions are some of the most popular icebreaker games. Icebreaker questions are of many different kinds and can be used for any age group. They work well to open an activity, introduce people and topics, and revive a flagging party or movie – in short in almost any and every circumstance and situation.
16 OER Sites Every Educator Should Know
Open Educational Resources | Feature 16 OER Sites Every Educator Should Know By Dian Schaffhauser07/02/14
Privilege Walk Lesson Plan
Privilege Walk Lesson Plan Introduction: Many educators and activists use privilege walks as an experiential activity to highlight how people benefit or are marginalized by systems in our society. There are many iterations of such walks with several focusing on a single issue, such as race, gender, or sexuality. This particular walk is designed with questions spanning many different areas of marginalization, because the goal of this walk is to understand intersectionality. People of one shared demographic might move together for one question but end up separating due to other questions as some move forward and others move back.
Pre-service teacher training courses typically focus on the detailed planning of a 40 minute or 60 minute lesson and don’t focus attention on how to go about planning a much longer scheme of work. This is also an important area to consider though, because most teachers are involved in teaching courses, which may typically last anywhere between 30 and 120 hours. The aim of this article is to share some of the conclusions of a recent project I was part of, with the hope that it might enable other teachers to plan a little faster too! Why do we plan our lessons?