Die hier gesammelten Tiere kann man in vielen
Zoos der Welt besuchen. Schöner ist es jedoch
selbstverständlich, sie in ihrer natürlichen Umgebung zu beobachten.
Der gemeinnützige Verein BIMS e.V. engagiert sich für offenen Zugang zur Bildung und für freie (offene) Bildungsressourcen.
2013 CC BY BIMS e.V. | http://bimsev.de - alle Fotos von pixabay.com (CC0)
http://creativecommons.org/licenses/by/3.0/de/
Learn German with this course from the Foreign Services Institute. Download the full course (with audio) at http://www.101languages.net/german/free-german-course-2
The document discusses the history of chocolate production in Europe and the Americas. It details how chocolate was first cultivated and used by Mesoamerican cultures before being introduced to Europe in the 16th century. Cacao beans then became a popular commodity traded between European colonial powers and their colonies in a variety of forms including drinking chocolate, chocolate bars, and other confections.
Tarsia is a software program that allows users to create matching puzzles by entering two items to match up across various subjects from math to foreign languages. The program outputs the puzzle pieces which can be printed, and once completed the puzzle pieces fit together to show the matched pairs in a solution table.
This document describes how to conduct reading races, an activity where students compete to find answers to questions or phrases in a text. Key points:
- Students are given a text and teacher has hidden list of phrases/questions to find in the text. Students race to find the answers and bring them to the teacher.
- The activity continues until someone finds all the phrases. It encourages engagement with challenging texts by forcing analysis.
- Rules include writing the question accurately before getting answers checked, working individually or in pairs, and not changing answers while waiting in line.
- Considerations include student groupings, difficulty of phrases, allowing discussion after, and positioning in the room. The goal is to make it
Die hier gesammelten Tiere kann man in vielen
Zoos der Welt besuchen. Schöner ist es jedoch
selbstverständlich, sie in ihrer natürlichen Umgebung zu beobachten.
Der gemeinnützige Verein BIMS e.V. engagiert sich für offenen Zugang zur Bildung und für freie (offene) Bildungsressourcen.
2013 CC BY BIMS e.V. | http://bimsev.de - alle Fotos von pixabay.com (CC0)
http://creativecommons.org/licenses/by/3.0/de/
Learn German with this course from the Foreign Services Institute. Download the full course (with audio) at http://www.101languages.net/german/free-german-course-2
The document discusses the history of chocolate production in Europe and the Americas. It details how chocolate was first cultivated and used by Mesoamerican cultures before being introduced to Europe in the 16th century. Cacao beans then became a popular commodity traded between European colonial powers and their colonies in a variety of forms including drinking chocolate, chocolate bars, and other confections.
Tarsia is a software program that allows users to create matching puzzles by entering two items to match up across various subjects from math to foreign languages. The program outputs the puzzle pieces which can be printed, and once completed the puzzle pieces fit together to show the matched pairs in a solution table.
This document describes how to conduct reading races, an activity where students compete to find answers to questions or phrases in a text. Key points:
- Students are given a text and teacher has hidden list of phrases/questions to find in the text. Students race to find the answers and bring them to the teacher.
- The activity continues until someone finds all the phrases. It encourages engagement with challenging texts by forcing analysis.
- Rules include writing the question accurately before getting answers checked, working individually or in pairs, and not changing answers while waiting in line.
- Considerations include student groupings, difficulty of phrases, allowing discussion after, and positioning in the room. The goal is to make it
This document discusses the "Pose Pause Pounce Bounce" teaching strategy. The strategy involves posing a question to students, pausing to allow thinking time, pouncing to call on a random student to answer, and bouncing to ask another student to improve or critique the answer. Using this strategy allows for more in-depth discussion, improves engagement, and helps identify misconceptions. However, it could be time consuming so the teacher needs to keep the discussion disciplined. Not all students may get called on, so an open call for comments at the end helps ensure participation.
This document outlines an assignment for year 12 pupils to create an academic poster explaining how carbon dioxide is transported around the body. The goals are to promote independent learning, encourage scientific writing, and provide insight into the work of scientists and communicating science. The poster should include an introduction, summary of main findings, background information, and be presented in an interesting style based on research into academic poster formats. The completed posters would then be presented and discussed in a conference style format.
Students used colored trays (red, amber, green) to self-assess how they felt about their school work. Red meant they lacked confidence, amber meant they were okay but saw room for improvement, and green meant they felt confident. This system allowed teachers to quickly identify students who may need extra support based on their self-assessment. However, it did not provide insight into why students felt a certain way and one student may always lack confidence. Additional feedback and assessment was still needed.
Students are instructed to draw an outline of Africa on their whiteboards and use play dough to represent key physical features like deserts, rivers, mountains, and rainforests. They then identify and locate examples of Africa's physical geography, such as lakes and waterfalls, earning bronze, silver, or gold levels based on the amount of detail provided for each landform, including its location and climate. The document also provides revision techniques involving terminology and differentiation support using definition cards.
The document summarizes various teaching strategies and techniques that will be demonstrated by staff members at an upcoming training. It provides details on 11 different strategies including R/A/G marking trays, quiz/quiz/trade, reading races, contribution cards, play dough for revision, secret student, pose/pause/pounce/bounce questioning, whiteboards as a diagnostic tool, tarsia puzzles, and Storybird. The training will give the staff members an opportunity to learn new approaches to engage students and help them assess understanding.
The document discusses revisiting feedback practices. It provides data showing 70% of students found feedback to have a positive impact on their work, but only 50% acted on the feedback. It then discusses how to make feedback more effective by having it be selective, refer to previous work, link to learning objectives, and specify improvements without criticism. Students said feedback is most helpful when it makes them think, helps improve marks, and allows them to improve for next time. For feedback to be acted on, teachers must insist it is completed, give time to discuss it, and provide criteria in advance and after assignments.
Raising student achievement provides individual and societal benefits. The most important skill is the ability to learn and adapt to new situations. Teacher quality has the greatest impact on student learning - the most effective teachers help students learn more in less time. Formative assessment involves clarifying learning goals, eliciting evidence of student understanding, and providing feedback to help students improve. It is important to use evidence of student learning to adapt teaching to meet student needs.
The document discusses principles of student progress, differentiation, and assessment for learning (AfL) at Hanley Castle High School. It emphasizes that lessons and activities should engage all students at an appropriate level of challenge, through clear objectives, progressive tasks, and different levels of support. Examples are provided of math sequence activities that include scaffolding questions, optional extension challenges to motivate higher-performing students, and a discussion of implementing formative mini-assessments. The overarching goal is for all students to make continued progress through lessons tailored to their needs.
The document provides guidance for teachers on the new Ofsted lesson observation criteria. It includes objectives around understanding the criteria, evaluating the guidance, and applying the criteria during a lesson observation. Teachers view video clips of lessons and use the criteria to provide feedback, comparing their feedback to that of Ofsted inspectors. The document outlines a plan for teachers to research an area of teaching to develop greater expertise, including sharing initial findings, peer observation, experimenting with new strategies, and potentially leading workshops for other teachers.