Winning Ways: Strategies for Suzuki Parents : a Collection of Articles for Parents from the American Suzuki Journal and Suzuki World. (2006). United States: Suzuki Association of the Americas, Incorporated. A collection of the best American Suzuki Journal articles for parents Pg 3 Joyful Learning by Timothy Durbin I believe there is something that can define a Suzuki teacher, a belief that does set us…
Challenges for Students and teachersRosemary HipkinsNZCER Press : Wellington New Zealand Council for Educational Reseaerch 2006 ISBN: 18773981444 Introduction Pg 12 The potential scope of research activities Depending on the overall purpose for which the research is intended, the act of research can encompass: Chapter 1: Students’ experience of “researching” in a range of subjects pg 17 Why student research…
How to be Inventive When Teaching Primary MathematicsDeveloping outstanding learnersSteve Humble2015by Routledge2 Park Square, Milton Park, Abingdon, Oxon OX14 4RNISBN: 978-1-315-73101-8 (ebk) Chapter 1: Our mathematical world pg 4 Realizing that maths is not just a subject in school but is part of your everyday world gives you more ownership of that knowledge and allows you to see connections that…
Gwen Doty ISBN 9781934009291 Pg 1 Introduction Why Should We “Focus Our Assessments”? The primary reason to assess student learning should be to improve student learning and teacher effectiveness. It should be a purposeful and natural process that happens in conjunction with instruction… Pg 3 Assessments need to flow naturally from classroom instruction and involve activities that make sense to…
Valerie J Janesick ISBN 082047648 pg 4 What is Authentic Assessment Pg 5 Characteristics of Typical Tests and Authentic Tasks Typical Test Authentic Task Requires correct answer Requires quality performance or product Is disconnected from the student’s environment Is connected to the student’s world Is simplified Is complex and multilayered Is one-shot Is continuing with multiple tasks Provides one score…
Our understanding and knowledge support meaningful and purposeful connections. Connecting the curriculum learning areas does not come at the expense of explicit teaching of disciplinary knowledge within the learning areas (this does not mean teacher-directed instruction). Connecting learning areas through a context-driven lens ensures meaningful and purposeful learning experiences. Consider connecting concepts rather than contexts; a conceptual theme approach can…
Here it is important to note who is and is not participating/represented. You might ask yourself: A reminder that the voice of the majority will only serve to maintain the status quo. Minority voices and experience need to have a place, be supported, and be elevated. That is how to be a good ally. https://nzcurriculum.tki.org.nz/Principles/Community-engagement-principle At our school: …
Angie Simmons; ISBN: 9781927143506 (2011) Essential Resources Education Publishers Ltd: Auckland, NZwww.essentialresources.co.nz Pg 6 Summative assessment – assessment OF learning Summative assessment is what we do to find out if students have learnt what it is assumed they have been taught. When it is completed after the teaching and learning process, it shows us whether the student has passed or…
Roche, N. (2006). Research wise : classroom strategies that build information skills. User Friendly Resources. Pg 5 About Questions Students have to learn how to ask questions that are meaningful and that will supply the information they want. One way to get students using different question formats is to have “question starts” around the room, i.e. How do…? When does…? How come…?…
Pg 9 The Three Characteristics of an Effective Teacher pg 10 Positive Expectations Positive Expectations, sometimes called high expectations, should not be confused with high standards. Having positive expectations simply means that the teacher believes in the learner and that the learner can learn. Classroom Management Classroom management consists of practices and procedures that a teacher uses to maintain an…