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Helen Timperley om professionellt lärande - Del 1

Helen Timperley om professionellt lärande - Del 1
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The Global Classroom Project: 2012-13 - Mystery skype The Global Classroom Project, Hello Little World Skypers, and the Global Virtual Classroom have teamed up to create a Mystery Skype contact list! Our combined efforts will give you many contacts throughout the world. These contacts are dedicated teachers who strive to connect their students globally and provide a rich learning experience.Mystery Skype provides an engaging way for classrooms to introduce themselves to each other. Project Goals: Students will use map skills to find the location of the mystery classroomStudents will use communication and critical thinking skills to ask questions to help them find the mystery location.Classes communicate with other classrooms via Skype or Google+ Hangouts.Students will learn to respect and appreciate the cultures and customs of others.Students will be able to see the differences and similarities between themselves and others around the world. How it works: Possible Mystery Skype Questions: 1. Secret Skyping Teaching Geography with Mystery Skype

Learning Oriented Assessment What is Learning Oriented Assessment (LOA)? The term Learning Oriented Assessment is one of several which have been used in recent years with a similar purpose in mind: to carve out a place for a form of assessment with different priorities and values from those of traditional assessment, with its focus on reliability and validity. Like the classroom-based assessment movement in the US, or the Assessment Reform Group’s promotion of formative assessment or Assessment for Learning in the UK, LOA proposes a form of assessment whose primary purpose is to promote learning. Cambridge English Language Assessment approaches LOA from an assessment specialist perspective, taking a systemic view where assessment operates on multiple levels and takes many forms. Our conception of LOA reflects an intention to change the traditional relationship of assessment to learning. Cambridge English Empower takes learning-oriented approach Find out more about Cambridge English Empower Find out more about LOA

appar Cliche Finder Have you been searching for just the right cliché to use? Are you searching for a cliché using the word "cat" or "day" but haven't been able to come up with one? Just enter any words in the form below, and this search engine will return any clichés which use that phrase... Over 3,300 clichés indexed! What exactly is a cliche?See my definition Do you know of any clichés not listed here? This is Morgan, creator of the Cliche Finder. Or, you might like my crazy passion project: Spanish for Nerds: Learning Spanish via Etymologies! Back to cliches... if you would like to see some other Web sites about clichés? © S. Special thanks to Damien LeriAnd to Mike Senter Morgan's Web page

Reciprocal Teaching Before Reciprocal Teaching can be used successfully by your students, they need to have been taught and had time to practice the four strategies that are used in reciprocal teaching (summarizing, questioning, predicting, clarifying). One way to get students prepared to use reciprocal teaching: (from Donna Dyer of the North West Regional Education Service Agency in North Carolina) Put students in groups of four. Distribute one note card to each member of the group identifying each person's unique role: Summarizer Questioner Clarifier Predictor Have students read a few paragraphs of the assigned text selection. Encourage them to use note-taking strategies such as selective underlining or sticky-notes to help them better prepare for their role in the discussion. For more information, see the article Reciprocal Teaching for the Primary Grades: "We Can Do It, Too!". Download blank templates

Names in a Hat Åh, vad jag älskar dessa appar! Fick igår tips av Viveca (som i sin tur fått det av Andreas) om en liten app (billig) som heter Names in a Hat. Det är en enkel app som ger nya möjligheter till lottning. I mitt fall tänker jag som första steg använda den för placering i klassrummet. Man "shake, shake, shake" lite och så kommer det ett namn upp och vips så har man placeringen klar i klassrummet - inga tråkiga lottlappar här inte. Något annat som också är bra är ju att den banar väg för metoden No Hands Up inom BFL-metodiken. Enkelt och smidigt!

British Slang If you’re planning on visiting London in the future, you might just want to familiarise yourself with some British Slang expressions that are very commonly used by the British. They will be very useful particularly if you’re likely to be socialising with Londoners. 1. “Mind The Gap” This famous expression is always used on trains and the London Underground (Tube). 2. “Mate” is British Slang used to refer to men. 3. If something is “naff”, it is very uncool. 4. This British Slang word is not to be confused with the film of the same title where the main characters removed all their clothes for a striptease act. 5. The literal meaning is larva, but it is also another word for food. 6. “I love Pringle Crisps. 7. When the English don’t like something, but don’t want to be rude they will say: ” I’m afraid that going to nightclubs is not my cup of tea”. 8. This is another British slang word for the UK currency, the pound. 9. 10. This basically means ‘thank you’. Ciao for now. Shanthi

Reciprocal Teaching for the Primary Grades: "We Can Do It, Too!" In 1978, Durkin (1978-1979) made what continues to be an alarming observation: less than 1% of classroom reading instruction was dedicated to comprehension instruction. When comprehension instruction occurred, the focus was on asking students questions about the text-assessing comprehension, not providing instruction. More recently, Pressley, Whar ton-McDonald, Mistretta-Hampston, and Echevarria (1998) examined reading instruction in 10 fourth- and fifth-grade classrooms. They too found little comprehension instruction and an emphasis on assessing comprehension. Taylor, Peterson, Pearson, and Rodriguez (2002) had similar findings when they observed literacy instruction in 88 classrooms. The lack of documented comprehension instruction, especially in the primary grades, has contributed to a student population in which 69% of fourth graders read below the National Assessment of Educational Progress' (NAEP) proficient reading level (NAEP, 2005). Comprehension strategy instruction

Connected Learning – om skolans kompensatoriska uppdrag i en digitaliserad tid | Tankar i utbildning | Sara Mörtsell Jag har för tillfället tre böcker som jag växlar mellan att ägna min sommarläsning åt. De har många gemensamma nämnare men just nu skulle jag vilja ta upp den första inledande delen till en av dem: Connected Learning: An Agenda for Research and Design. Känns alltid bra att dela med sig av något som ligger ute som fri resurs – det är bara att hoppa på! Min tanke när jag ramlade över den här publiceringen var att jag kanske nu skulle hitta en användbar beskrivning av något som känns oerhört angeläget… Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement. (p. 4) I den inledande delen (summary + part 1) som jag läst får läsaren träffa några elever som hittat sina stora intressen och dessutom lyckats fullfölja dem med stöttning av diverse nätverk utanför klassrummets och skolans väggar.

Controversial statements: do you agree or disagree? | Teach Like A PCV What we believe, and why do we believe that? This lesson confronts advanced speakers and high school students with controversial statements which they must consider and agree or disagree. Objectives: Students will be active throughout the entire lesson.Students will lead discussion and debate.All students will present a personal opinion to the rest of the class.Students will be able to clearly state and define their personal opinions on controversial topics.Students will work in teams to establish a clear, defined presentation. Time: One 50-minute class period. Material requirements: blackboard; the list of controversial statements below. Part 1 Begin by writing a statement written on the board. Continue along this same vein. Part 2 Break the students up into groups of 3-4 and give each of them a controversial topic. Part 3 Like this: Like Loading...

Reciprocal Teaching Strategies for Reading ComprehensionReciprocal Teaching[Palincsar et al, 1984, 1986] What Is Reciprocal Teaching?The creation of Palinscar and Brown, Reciprocal Teaching is in some ways a compilation of four comprehension strategies: summarizing questioning clarifying predicting Please understand that some think the choice of "reciprocal" in the name of this strategy is slightly misleading. It conjures up the image of a student in front of the class, or of students taking turns telling each other important ideas in the text. How Does It Work? How Might I Implement Reciprocal Teaching in my Classroom? One approach to teaching reciprocal teaching might be to have students work from a four-column chart, with each column headed by the different comprehension activity involved. You might also consider implementing reciprocal teaching the way Donna Dyer of the North West Regional Education Service Agency in North Carolina recommends. Put students in groups of four. © 1998-present by Raymond C.

Att leda pedagogiska samtal – svårare än man kan tro Hur lär man sig att bli samtalshandledare? Elisabeth Åsén Nordström har tittat på hur läroprocessen ser ut för de lärare som lär sig bli pedagogiska handledare. Det hon såg var att skolan och förskolan behöver satsa på att utveckla samtalskompetens och se det som en pågående utvecklingsprocess. Varför blev du intresserad av ämnet? – Jag har arbetat regionalt med skolutveckling i Stockholms län och såg att vissa förändringsprocesser ute i förskola och skola gick väldigt bra, andra inte alls. Vad handlar avhandlingen om? – Jag ville undersöka samtalet som ett verktyg i förändringsarbete, och då har jag valt att titta på den typen av samtal som kallas pedagogisk handledning. – Fem år senare följde jag upp tio av handledarna för att se hur de utvecklat sin kompetens. Vilka är de viktigaste resultaten? – Att det finns stora möjligheter till lärande som handledningen kan bidra till men att det är svårt att vara samtalsledare. Vad överraskade dig? Vem har nytta av dina resultat? Hanna Nolin