Every child has the right to say what they think in all matters affecting them, and to have their views taken seriously
|
|
- Gloria Beasley
- 5 years ago
- Views:
Transcription
1 PUPIL VOICE TOOLKIT
2 The basis for pupil participation is found in article 12 of the United Nations Convention on the Rights of the Child (UNCRC: UNICEF UK, 1990). It sets out the rights of children and young people to express an opinion and to have that opinion taken into account on any matter that affects them: Every child has the right to say what they think in all matters affecting them, and to have their views taken seriously 1
3 Version to be used between September June 2019 PUPIL VOICE TOOLKIT This document provides illustrative examples of how teachers can engage with the views of students about issues that affect their learning during lessons. These activities, which were developed in the five schools of the project countries, are specifically tailored for use in primary schools. With relevant modifications, some of the activities could be used in other contexts, such as secondary schools and early years settings. The activities described can be used in two ways: a. Teachers can use them with the whole class to facilitate dialogues with their students. b. In some cases, student researchers might use them after they receive training (please, see Training Student Researchers Guidance Manual) to gather the views of their classmates, which they will then analyse. The key questions when using all of these activities are: How do students view learning and teaching in their school? How can their ideas be used to make lessons more inclusive? In addition to the activities included here, teachers are encouraged to develop other ways of engaging with the views of their children. Schools can also use a range of other approaches that we developed for an earlier project that is linked to this new one. These activities can be found on the website in five languages (English, Spanish, Portuguese, French and German), under Publications see The Guide (Section 3: Students Voices Toolkit). 2
4 With the suort of the Activity 1 Age / Educational stage Suitable for all ages The frozen picture Developed in Austria Length minutes Purpose To reflect and talk about some aspect of teaching and learning (The approach was used as part of a social learning lesson about friendship. However, it can be adapted for use with other lesson topics) Description of the activity. The teacher writes the topic on the board (for example, friendship ). The students then get into groups of 3-4 and think about a scene that comes to their mind when hearing the word friendship. After discussion, each group demonstrates their idea, with or without speaking. After each performance, the audience (their classmates) say what they think they saw, and then the performers describe what their idea was. After the activity, the children should be asked about how they liked working in this way; e.g. Did it help you to take part? Did you learn anything new? How might we improve this way of working in our class? 3
5 Adaptations Time Resources The word in question will change depending on the age of the pupils For young people you can, for example, only do movements or a frozen picture (i.e. children stay like a statue and show their idea - see photos below) Older students can also include a dialogue, a speech, facts they already know, etc minutes A board/ a flipchart/ a laptop to write down the word Outcomes Where the class has not done anything like this before, it will probably need some time before the students get used to performing. If it s not working at the beginning, don t worry. The children have to get used to performing, to be creative and to show their thoughts through acting. This activity can be used as the starting point for a topic, to see how the students relate to it. It can also be used at the end of a topic, to see what the children have earned and what is important for them. Teacher comment: I did it in my class for the topic friendship in social learning. After finishing this project, I invited all children to think of all the things we had discussed about and to show us the most important facts about friendship for them. Here are some photographs that illustrate what happened: 4
6 FRIENDSHIP IS. loving each other 5
7 r.being nice to each other 6
8 ..staying together, no matter what happens 7
9 exploring new things together 8
10 .sharing things helping each other 9
11 Your dream school Developed in Austria Activity 2 Age / Educational stage Suitable for all ages, although for some children the writing parts could be left out Purpose Length About 2 lessons To reflect and talk about a certain topic; to think about own dislikes and likes; to state an opinion of a subject; and the learn that others may have other dreams or opinions, to learn to make compromises in groups. It can be used as part of a social learning lesson Description of the activity. The teacher writes the topic on the board (in this example, My dream school ). There is then an initial discussion groups in the class: What is school for?, Why do children go to school? In small groups, the children then discuss their ideas of how a dream school would be. After stating some initial ideas, the children should be reminded again, that a school is there for them to learn. So, they should keep this in mind as they develop their thoughts about a dream school. Every child now gets time to think alone of his/her dream school: how it should look, what activities you can do there, where you can learn. They then write their ideas down (in some cases, individual words or drawings might be appropriate) In couples or in groups of up to four people, they discuss their ideas together. They then write a text, or some words, about their dream school, which builds on all of their suggestions. If they are used to working in groups, a group of four is appropriate. However, if they are not so used to it, it might be wise to start with groups of two for this kind of activity. 10
12 After writing, or also possibly, in parallel to the writing process, the children could draw their dream school (see pictures below). Presentation: Each group presents their dream school to the others. Questions to each group: You thing it would be possible to learn a lot in your dream school? If yes, why? How did the group work go? Was something difficult? Are you ok with the result of your dream school? After the activity, the children should be asked about how they liked working in this way; e.g. Did it help you to take part? Did you learn anything new? How might we improve this way of working in our class? Adaptations Necessary time Resources For younger pupils, the writing part can be left out. The same kind of lesson can be done with other topics (for example, My/Our dream weekend, My/our dream holiday, My/Our perfect school day, About 2 lessons Big sheets of paper Coloured pens or crayons Outcomes The pupils learn to cooperate and work together with others on a certain topic. They learn how to express what they think about the topic and how to make compromises. It is also a good method to improve the social climate in the class. Note: If the class has never done group work like this before, it could be a little bit difficult for them to find a solution, where both or all four of them are happy with. However, after doing group work like this more often it gets easier for the pupils. 11
13 12
14 The big word factory Developed in Austria Activity 3 Age / Educational stage Length 5-12 At least one lesson Purpose To encourage children to think about the words they use. Description Here a teacher describes the activity and how it was used with the particular class: I started by explaining to the children that we love to work with picture books. The name of this book in German is "Die große Wörterfabrik". It is originally in French but I think it s translated in every language. The book explains how, in a peculiar land where people must buy and swallow the words they want to speak, a poor boy named Paul cannot afford to tell a girl named Marie that he loves her. Paul is up against a boy whose family s wealth affords him the ability to use as many words as he likes. In the end, Paul s mere three words cherry, dust and chair are enough to make Marie notice. The sweet and simple story, based on the traditional book Phileas is Fortune (2010), is greatly enhanced by elegant animation and interaction. Deep reds highlight Marie and Paul s story against the grey gloom of an industrial word factory that towers over their town. Words are cannily deployed as hidden extras. As the story opens, categories of words for sale, including Obsolete Words (dungarees, brume) and Funny Words (gewgaw, drizzle and of course, gobsmacked), float down as little slips of paper. We started the lesson, without the book, with a question: Can you imagine a land where you need to buy words? Would you like to live there? 13
15 After that we presented the book to the pupils. A nice detail in the book is that swear words are in the garbage. Nobody wants to be someone who needs to look into the garbage for something useful. The important highlight of the book is that a poor boy has only three words: chair, cherry and dust. With these three words, he tries to tell his girlfriend that he loves her. You can imagine that this is difficult. The final class discussion starts with the questions: What three words would you chose for your life? Which words do you think are the most important? The children then work in groups, discussing which words are really helpful - like thanks, please, help, stop, etc After the activity, the children should be asked about how they liked working in this way; e.g. Did it help you to take part? Did you learn anything new? How might we improve this way of working in our class? Adaptations Necessary time for its realisation Resources It could involve painting a picture At least one lesson The book, The word factory Outcomes The teacher reflected: It was amazing how disciplined the pupils were and how serious they took this exercise. Isn t it great that we can say what we want freedom of speech still we can hurt people with words. Do we always have to say what comes to our mind? First think than talk. 14
16 15
17 Activity 4 Voting Developed in Denmark Age / Educational stage Length Suitable for all ages One lesson Purpose To get students to vote for their preferred learning activity and form of classroom organization Description of the activity The teachers present the activity with pictures showing different forms of classroom organisation and various approaches to children s involvement in learning. Each student has a post-it-note and places it on a picture of their own choice see photograph below. They vote for their preferred classroom organization: tables in groups, table 2 and 2, tables in a horseshoe, or table in rows. They then vote for how to learn best: Teacher talking, group work, working in pairs, or workshops. The students are then given cards with statements related to learning (e.g. Learning should be fun, I learn best by doing, Pupils should choose what they want to learn ). The students then work in groups to choose a number of cards that they feel are most important and put them in a diamond shape (see pictures below). At the top of the diamond they are asked to place the one they think is most important and at the bottom the one they feel is least important. After the activity they talk about any advice they would give to their teachers. After the activity, the children should be asked about how they liked working in this way; e.g. Did it help you to take part? Did you learn anything new? How might we improve this way of working in our class? 16
18 Adaptations Necessary time for its realisation Resources The pictures could be different and the choices could be more complicated if the students were older. No adaptions for younger students minutes Post-it-notes, pictures of classroom organization and learning activities, space on the wall, teachers to support Outcomes The teachers commented: Our students are used to saying their opinion and do different kind of learning activity and classroom organization. We were surprised by the result the students didn t vote for workshops as we thought they would. The students voted for tables in pair for classroom organization and work in pairs. 17
19 18
20 You learn best, when you have to cooperate 2 and 2, or sometimes more peoples. You learn best, when we got feature week like Indian theme You learn best, when you work alone with a assignment You learn best, when you have to choose between more assignments, like in the ugeskema You learn best, when the teacher speak and you are quiet and listening You learn best, when you are active e.g. when you playing a game, or jumping words or numbers in the school yard 19
21 My ideal classroom Developed in Portugal Activity 5 Age / Educational stage Length 6 to 8 years olds / 1st and 2nd school grades The activity can be developed over several days. Purpose To learn how to listen to students' opinions about the organization of the classroom. Description of the activity The activity involved the following steps: 1. The students drew a picture individually as they how would like their classroom to be. (see pictures below). 2. They then shared their proposals with rest of the class. 3. One class selected one of the proposals by voting. The other two classes tried out all the proposals presented, considering only the layout/organization of the desks. 4. At the end of the process, the students selected the option that they thought was most functional. After the activity, the children should be asked about how they liked working in this way; e.g. Did it help you to take part? Did you learn anything new? How might we improve this way of working in our class? 20
22 Adaptations Necessary time for its realisation Resources If students of a higher age range (9/10 years) would develop the activity, classroom models The activity was developed over A3 sheet of paper and coloured pencils. could be made from the drawings. several days. Learning Outcomes The activity encourages students to express their opinion about classrooms organization and to consider the opinions of their classmates. 21
23 22
24 What helps me to learn? Developed in Portugal Activity 6 Age / Educational stage Length 6/8 years/1st and 2nd grades One lesson Purpose To learn students' opinions about how they prefer to work, how they learn best and what hinders them from learning. Description of the activity The activity involved the following steps: 1. The research students prepared questions to be asked in the classes, together with the trio of teachers; 2. Each pair of research students conducted the investigation in a class other than his/her own, using observations and group discussions; 3. The results were analyzed and shared with the class. After the activity, the children should be asked about how they liked working in this way; e.g. Did it help you to take part? Did you learn anything new? How might we improve this way of working in our class? Adaptations Necessary time for its realisation Resources 23
25 A questionnaire might also be used to get pupil views Registration sheets for research students. 50 minutes Outcomes Better understanding of the views of pupils about teaching and learning 24
26 25
27 Activity 7 Age / Educational stage 3-12 / Pre-primary and Primary The peacemakers Purpose Developed in Spain Length In this particular school it is a permanent activity every year. Aspects of the approach could be adapted for use in other schools. - To solve conflict - To determine school rules, students rights and duties - To explore how pupils can participate in school decision making Description The peacemakers are representatives of the students, elected by their class. Peacemakers act in case of conflict between equals, collect from their classmates proposals for improvement or raise complaints of situations that should be resolved to the teachers or principal of the school Each class designates one or two peacemakers for a period of between one and three months (the children decide), in rotating shifts so that all children have the opportunity to take on this role. When a problem arises, they try to solve it by listening to those involved and reach agreements, always through dialogue. Peacemakers write in their diaries the important things they want to talk about with the group, teachers or peacemakers council. Once a month there is a meeting of all peacemakers with the school principal to discuss the interventions or conflicts that have had to be resolved in that period and collect the proposals or complaints raised by classmates to improve the school. They also present activities for the students, propose changes, analyze general problems or evaluate previous activities and the progress of the agreements taken in the past meetings. The peacemakers inform their classmates about the topics discussed in the meeting. 26
28 The school director facilitates the minutes of the meeting so that the commitments and agreements taken until the following month are visible to all classes. Adaptations Necessary time for its realisation Resources Pupil representatives could be appointed to a school council that debates how teaching and learning within the school could be made more inclusive. Part of their role would be to take the views of their classmates. In this particular school, peacemakers meet once a month for an hour. Peacemaker s card. Reflective vests. The talking stone (or a different object) / in preschool a chair with a mouth and a chair with an ear. Peacemaker s diary. Tranquillity/ anger corners. Minutes of the monthly meetings Outcomes Pupils commented: We can solve the problems by ourselves, just listening and talking We are not sneaks, we protect those who can suffer abuses, we can help our friends We speak with confidence with the teachers to present our ideas Our opinions and suggestions are important for the school. 27
29 They solve conflicts Minutes and to do list Make proposals and analyse the activities Teachers, families and children: New games 28
30 29
31 Statement voting Developed in England Activity 8 Age / Educational stage This was completed with ages 7-11 but would also be appropriate in younger year groups Length Within one lesson Main Objective/ Learning Objectives To find out some ways that children in the class would most like to learn Description of the activity Before the lesson, student researchers discuss and think of a range of ideas of how to learn e.g. group work, pair work, independent, silence. These can then be written as statements on to large sheets of paper and shared with their classmates in the lesson. The children are then given time to chat to their friends and suggest extra ideas to be added to blank sheets of paper which can then also be displayed in the room. Some of the ideas raised in the year 5 class were: to be allowed to have your own choice, working outside, allowed to have extra breaks, allowed to have snacks on each table, being able to sit with whichever partner you want. All children then use stickers or cubes to vote for their favourite options. They each have 5 cubes and can use them to vote as they wish, e.g. 1 cube for 5 different ideas, 2 on one and 3 on another or 5 cubes on 1 idea if they really loved that particular idea. Finally, the top three ideas can be used to plan a lesson that will engage all learners. Adaptations Necessary time for its realisation Resources 30
32 Photos of the activities could be provided to help children imagine the different learning approaches, e.g. children working together minutes Stickers or cubes, large sheets of paper, pens, some pre-written statements Outcomes Increased awareness of pupils preferences in relation to teaching and learning. 31
IN THIS UNIT YOU LEARN HOW TO: SPEAKING 1 Work in pairs. Discuss the questions. 2 Work with a new partner. Discuss the questions.
6 1 IN THIS UNIT YOU LEARN HOW TO: ask and answer common questions about jobs talk about what you re doing at work at the moment talk about arrangements and appointments recognise and use collocations
More informationSight Word Assessment
Make, Take & Teach Sight Word Assessment Assessment and Progress Monitoring for the Dolch 220 Sight Words What are sight words? Sight words are words that are used frequently in reading and writing. Because
More informationPART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS
PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to
More informationKelli Allen. Vicki Nieter. Jeanna Scheve. Foreword by Gregory J. Kaiser
Kelli Allen Jeanna Scheve Vicki Nieter Foreword by Gregory J. Kaiser Table of Contents Foreword........................................... 7 Introduction........................................ 9 Learning
More informationMission Statement Workshop 2010
Mission Statement Workshop 2010 Goals: 1. Create a group mission statement to guide the work and allocations of the Teen Foundation for the year. 2. Explore funding topics and areas of interest through
More informationExperience Corps. Mentor Toolkit
Experience Corps Mentor Toolkit 2 AARP Foundation Experience Corps Mentor Toolkit June 2015 Christian Rummell Ed. D., Senior Researcher, AIR 3 4 Contents Introduction and Overview...6 Tool 1: Definitions...8
More information"Be who you are and say what you feel, because those who mind don't matter and
Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and
More informationPRD Online
1 PRD Online 2011-12 SBC PRD Online What is it? PRD Online, part of CPD Online, will keep track of the PRD process for you, allowing you to concentrate on the quality of the professional dialogue. What
More informationHelping at Home ~ Supporting your child s learning!
Helping at Home ~ Supporting your child s learning! Halcombe School 2014 HELPING AT HOME At Halcombe School, we think teaching your child at school is like coaching your child in a sports team. When your
More informationAirplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.
Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical
More informationBackstage preparation Igniting passion Awareness of learning Directing & planning Reflection on learning
Part II - Youthpass tools and methods Backstage preparation Igniting passion Awareness of learning Directing & planning Reflection on learning Learning interview An interview to help people talk about
More informationPREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL
1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,
More informationSMARTboard: The SMART Way To Engage Students
SMARTboard: The SMART Way To Engage Students Emily Goettler 2nd Grade Gray s Woods Elementary School State College Area School District esg5016@psu.edu Penn State Professional Development School Intern
More informationP-4: Differentiate your plans to fit your students
Putting It All Together: Middle School Examples 7 th Grade Math 7 th Grade Science SAM REHEARD, DC 99 7th Grade Math DIFFERENTATION AROUND THE WORLD My first teaching experience was actually not as a Teach
More informationThe Werewolf Knight Drama. School Drama TM
The Werewolf Knight Drama School Drama TM This series of learning experiences were designed by, Education Manager at the Sydney Theatre Company Year level: Appropriate for Year 3 to 5 Text: THE WEREWOLF
More informationStimulation for Interaction. 1. Is your character old or young? He/She is old/young/in-between OR a child/a teenager/a grown-up/an old person
Appendices for Sample Assessment Tasks (Part A) Appendi 1 Stimulation for Interaction Tell me about an interesting character in your book: 1. Is your character old or young? He/She is old/young/in-between
More informationIntroduction to Communication Essentials
Communication Essentials a Modular Workshop Introduction to Communication Essentials Welcome to Communication Essentials a Modular Workshop! The purpose of this resource is to provide facilitators with
More informationParticipatory Learning and Action
Participatory Learning and Action Produced by the PPAZ/GRZ Community-Based Distribution Project in Eastern Province, Zambia with funding from DFID Introduction CBD agents work with groups in three ways,
More informationActivities for School
Activities for School Label the School Label the school in the target language and then do a hide-n-seek activity using the directions in the target language. Label the Classroom I label my room (these
More informationbabysign 7 Answers to 7 frequently asked questions about how babysign can help you.
babysign 7 Answers to 7 frequently asked questions about how babysign can help you. www.babysign.co.uk Questions We Answer 1. If I sign with my baby before she learns to speak won t it delay her ability
More informationResource Package. Community Action Day
Community Action Day Resource Package This Resource Pack is a guide for you and your community to plan and coordinate your event for Community Action Day. It offers step-by-step instructions for creating
More informationSouthwood Design Proposal. Eric Berry, Carolyn Monke, & Marie Zimmerman
Southwood Design Proposal Eric Berry, Carolyn Monke, & Marie Zimmerman This project was supported by the Resilient Communities Project (RCP), a program at the University of Minnesota that convenes the
More informationStd: III rd. Subject: Morals cw.
MORALS - CW Std: I rd. Subject: Morals cw. Sl. No Topic Peg No. 1. Being Brave. 2 2. Love of books. 3-4 3. Love hobby. 4 4. Love your Elders. 5 5. Kindness. 5-6 6. Love Mother India. 7 7. Nature loves
More informationCreation. Shepherd Guides. Creation 129. Tear here for easy use!
Shepherd Guides Creation Creation 129 SHEPHERD GUIDE Creation (Genesis 1 2) Lower Elementary Welcome to the story of Creation! As the caring leader of your small group of kids, you are an important part
More informationHow we look into complaints What happens when we investigate
How we look into complaints What happens when we investigate We make final decisions about complaints that have not been resolved by the NHS in England, UK government departments and some other UK public
More informationAbout this unit. Lesson one
Unit 30 Abuja Carnival About this unit This unit revises language and phonics done throughout the year. The theme of the unit is Abuja carnival. Pupils describe a happy carnival picture and read a story
More informationVirtually Anywhere Episodes 1 and 2. Teacher s Notes
Virtually Anywhere Episodes 1 and 2 Geeta and Paul are final year Archaeology students who don t get along very well. They are working together on their final piece of coursework, and while arguing over
More informationUnit Lesson Plan: Native Americans 4th grade (SS and ELA)
Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson
More informationParent Information Booklet P.5.
Parent Information Booklet P.5. BALLYCLARE PRIMARY SCHOOL WELCOME TO P5 This year the Primary 5 classes continue working on the Northern Ireland Curriculum. One of the aims is to encourage the children
More informationExclusions Policy. Policy reviewed: May 2016 Policy review date: May OAT Model Policy
Exclusions Policy Policy reviewed: May 2016 Policy review date: May 2018 OAT Model Policy 1 Contents Action to be invoked by Senior Staff in Serious Disciplinary Matters 1. When a serious incident occurs,
More informationQuiz for Teachers. by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis
Quiz for Teachers by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis Directions: Read the question and choose one response that aligns as closely to what you think you might do in that situation, and
More informationEconomics Coombe Sixth Form Compulsory Summer Work
Economics Coombe Sixth Form Compulsory Summer Work Introduction Economics is a deeply logical subject that will enable you to be aware and critical of the decisions being made each day. It is a fantastic
More informationStory Problems with. Missing Parts. s e s s i o n 1. 8 A. Story Problems with. More Story Problems with. Missing Parts
s e s s i o n 1. 8 A Math Focus Points Developing strategies for solving problems with unknown change/start Developing strategies for recording solutions to story problems Using numbers and standard notation
More informationEduroam Support Clinics What are they?
Eduroam Support Clinics What are they? Moderator: Welcome to the Jisc podcast. Eduroam allows users to seaming less and automatically connect to the internet through a single Wi Fi profile in participating
More informationASTEN Fellowship report Priscilla Gaff Program Coordinator Life Science
ASTEN Fellowship report 2012 Priscilla Gaff Program Coordinator Life Science ASTEN FELLOWSHIP REPORT 2012 In March 2012, I was fortunate to receive an ASTEN Professional Development Fellowship to visit
More informationa) analyse sentences, so you know what s going on and how to use that information to help you find the answer.
Tip Sheet I m going to show you how to deal with ten of the most typical aspects of English grammar that are tested on the CAE Use of English paper, part 4. Of course, there are many other grammar points
More informationGet a Smart Start with Youth
Toolkit work bene ts youth Get a Smart Start with Youth Y O U T H I N T R A N S I T I O N Toolkit Overview Using the Toolkit TOOLKIT OVERVIEW The core component of the Get a Smart Start & Take Charge Toolkit
More informationConsequences of Your Good Behavior Free & Frequent Praise
Statement of Purpose The aim of this classroom is to be a comfortable, respectful and friendly atmosphere in which we can learn about social studies. It is okay if you make mistakes because it is often
More informationOrange Coast College Spanish 180 T, Th Syllabus. Instructor: Jeff Brown
Orange Coast College Spanish 180 T, Th Syllabus Instructor: Jeff Brown Office: Lit. and Lang. 207 Office Hours: T, Th 2.30-4.30 pm Telephone: Voice mail (714) 432-5046 E-mail jbrown@occ.cccd.edu (I prefer
More informationMeet Modern Languages Department
Meet Modern Languages Department The languages team makes up a large and thriving department where French and German and Spanish are taught to A Level: Mr Pete Alborough, Teacher of French - Head of Modern
More informationELP in whole-school use. Case study Norway. Anita Nyberg
EUROPEAN CENTRE FOR MODERN LANGUAGES 3rd Medium Term Programme ELP in whole-school use Case study Norway Anita Nyberg Summary Kastellet School, Oslo primary and lower secondary school (pupils aged 6 16)
More informationPlaywriting KICK- START. Sample Pages. by Lindsay Price
Playwriting KICK- START by Lindsay Price Playwriting Kick-Start Copyright 2013 Lindsay Price & Theatrefolk CAUTION: This book is fully protected under the copyright laws of Canada and all other countries
More informationSHARED LEADERSHIP. Building Student Success within a Strong School Community
SHARED LEADERSHIP Building Student Success within a Strong School Community School Community Network Core Beliefs A school community rests upon mutual respect, strong relationships, shared responsibility,
More informationMy Identity, Your Identity: Historical Landmarks/Famous Places
Project Name My Identity, Your Identity: Historical Landmarks/Famous Places Global Project Theme Grade/Age Level Length of Unit Heritage, Identity, & Tradition Grade 5-12 /Ages 10-19 5 weeks Unit Content
More informationWhite Paper. The Art of Learning
The Art of Learning Based upon years of observation of adult learners in both our face-to-face classroom courses and using our Mentored Email 1 distance learning methodology, it is fascinating to see how
More informationLEARN TO PROGRAM, SECOND EDITION (THE FACETS OF RUBY SERIES) BY CHRIS PINE
Read Online and Download Ebook LEARN TO PROGRAM, SECOND EDITION (THE FACETS OF RUBY SERIES) BY CHRIS PINE DOWNLOAD EBOOK : LEARN TO PROGRAM, SECOND EDITION (THE FACETS OF RUBY SERIES) BY CHRIS PINE PDF
More informationSynthesis Essay: The 7 Habits of a Highly Effective Teacher: What Graduate School Has Taught Me By: Kamille Samborski
Synthesis Essay: The 7 Habits of a Highly Effective Teacher: What Graduate School Has Taught Me By: Kamille Samborski When I accepted a position at my current school in August of 2012, I was introduced
More informationCAN PICTORIAL REPRESENTATIONS SUPPORT PROPORTIONAL REASONING? THE CASE OF A MIXING PAINT PROBLEM
CAN PICTORIAL REPRESENTATIONS SUPPORT PROPORTIONAL REASONING? THE CASE OF A MIXING PAINT PROBLEM Christina Misailidou and Julian Williams University of Manchester Abstract In this paper we report on the
More informationNotetaking Directions
Porter Notetaking Directions 1 Notetaking Directions Simplified Cornell-Bullet System Research indicates that hand writing notes is more beneficial to students learning than typing notes, unless there
More informationPaper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes
Centre No. Candidate No. Paper Reference 1 3 8 0 1 F Paper Reference(s) 1380/1F Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier Monday 6 June 2011 Afternoon Time: 1 hour
More informationEvidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators
Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and
More informationCase study Norway case 1
Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher
More informationContents. Foreword... 5
Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with
More informationCommunity Power Simulation
Activity Community Power Simulation Time: 30 40 min Purpose: To practice community decision-making through a simulation. Skills: Communication, Conflict resolution, Cooperation, Inquiring, Patience, Paying
More informationHow to Take Accurate Meeting Minutes
October 2012 How to Take Accurate Meeting Minutes 2011 Administrative Assistant Resource, a division of Lorman Business Center. All Rights Reserved. It is our goal to provide you with great content on
More informationStudent Handbook 2016 University of Health Sciences, Lahore
Student Handbook 2016 University of Health Sciences, Lahore 1 Welcome to the Certificate in Medical Teaching programme 2016 at the University of Health Sciences, Lahore. This programme is for teachers
More informationFaculty Meetings. From Dissemination. To Engagement. Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY
Faculty Meetings From Dissemination To Engagement Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY Presentation Overview Traditionally, faculty meetings have been forums
More informationPREVIEW LEADER S GUIDE IT S ABOUT RESPECT CONTENTS. Recognizing Harassment in a Diverse Workplace
1 IT S ABOUT RESPECT LEADER S GUIDE CONTENTS About This Program Training Materials A Brief Synopsis Preparation Presentation Tips Training Session Overview PreTest Pre-Test Key Exercises 1 Harassment in
More informationACCOUNTING FOR MANAGERS BU-5190-AU7 Syllabus
HEALTH CARE ADMINISTRATION MBA ACCOUNTING FOR MANAGERS BU-5190-AU7 Syllabus Winter 2010 P LYMOUTH S TATE U NIVERSITY, C OLLEGE OF B USINESS A DMINISTRATION 1 Page 2 PLYMOUTH STATE UNIVERSITY College of
More informationManual for teacher trainers
Inclusive Education: Manual for teacher trainers Prepared for: Prepared by: Ingrid Lewis, Ian Kaplan, Duncan Little EENET CIC October 2011 Published with the support of: République et Canton de Genève
More informationWhy Misquitoes Buzz in People s Ears (Part 1 of 3)
Name: Melissa DiVincenzo Date: 10/25/01 Content Area: Reading/Writing Unit Topic: Folktales Today s Lesson: Summarizing Grade Level: 2 nd Why Misquitoes Buzz in People s Ears (Part 1 of 3) Duration: 1
More informationHow to organise Quality Events
How to organise Quality Events Dear locals, The Quality Assurance Committee s role is to help and support the locals in organising quality events. Quality is the term frequently used in education but often
More informationSleeping Coconuts Cluster Projects
Sleeping Coconuts Cluster Projects Grades K 1 Description: A story, an indoor relay race for pre-readers and new readers to demonstrate the benefits of doing Bible translation in cluster projects, and
More informationThe Curriculum in Primary Schools
The Curriculum in Primary Schools Seminar on findings from Curriculum Implementation Evaluation, DES Inspectorate Primary Curriculum Review, Phase 1, NCCA May 11 th 2005 Planning the curriculum whole school
More informationTeam Dispersal. Some shaping ideas
Team Dispersal Some shaping ideas The storyline is how distributed teams can be a liability or an asset or anything in between. It isn t simply a case of neutralizing the down side Nick Clare, January
More informationClient Psychology and Motivation for Personal Trainers
Client Psychology and Motivation for Personal Trainers Unit 4 Communication and interpersonal skills Lesson 4 Active listening: part 2 Step 1 Lesson aims In this lesson, we will: Define and describe the
More informationExecutive Session: Brenda Edwards, Caddo Nation
The Journal Record Executive Session: Brenda Edwards, Caddo Nation by M. Scott Carter Published: July 30th, 2010 Brenda Edwards. (Photo courtesy of Oklahoma Today/John Jernigan) BINGER Brenda Edwards understands
More informationEVENT BROCHURE. Top Ranking Performers BEST IN THE WORLD 2017 GLOBAL Conference. Grange City Hotel, London th October 2017
EVENT BROCHURE Top Ranking Performers BEST IN THE WORLD 2017 GLOBAL Conference Grange City Hotel, London. 23-27 th October 2017 CONTENTS A message from our President 3 Event Overview 4 Who Should Attend
More informationDiscover how you can build students reading skills with SRA Leveled Readers!
Discover how you can build students reading skills with SRA Leveled Readers! Your comprehensive Leveled Reading Library for Grades 1 8 Including titles for science, social studies, and intervention Interest
More informationMinistry of Education, Republic of Palau Executive Summary
Ministry of Education, Republic of Palau Executive Summary Student Consultant, Jasmine Han Community Partner, Edwel Ongrung I. Background Information The Ministry of Education is one of the eight ministries
More informationStacks Teacher notes. Activity description. Suitability. Time. AMP resources. Equipment. Key mathematical language. Key processes
Stacks Teacher notes Activity description (Interactive not shown on this sheet.) Pupils start by exploring the patterns generated by moving counters between two stacks according to a fixed rule, doubling
More information2014 Free Spirit Publishing. All rights reserved.
Elizabeth Verdick Illustrated by Marieka Heinlen Text copyright 2004 by Elizabeth Verdick Illustrations copyright 2004 by Marieka Heinlen All rights reserved under International and Pan-American Copyright
More information5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels
5th Grade Unit Plan Social Studies Comparing the Colonies Created by: Kylie Daniels 1 Table of Contents Unit Overview pp. 3 7 Lesson Plan 1 pp. 8 11 Lesson Plan 2 pp. 12 15 Lesson Plan 3 pp. 16 19 Lesson
More informationHawai i Pacific University Sees Stellar Response Rates for Course Evaluations
Improvement at heart. CASE STUDY Hawai i Pacific University Sees Stellar Response Rates for Course Evaluations From my perspective, the company has been incredible. Without Blue, we wouldn t be able to
More informationEnglish Nexus Offender Learning
Working as a catering assistant Topic Vocabulary and functional language for a catering assistant s role. Level: Entry 3 / National 4 Time: 90 minutes Aim To become more familiar with the job description
More information172_Primary 4 Comprehension & Vocabulary-7th Pass 07/11/14. Practice. Practice. Study the flyer carefully and then answer questions 1 8.
omprehensi on & Vocabulary Primary Comprehensi abulary Primary Comprehension & Vocabulary Primary Comprehe y Primary Comprehension & Vocabulary Primary Comprehension & Vocabulary Primary Com Comprehension
More informationTable of Contents. Internship Requirements 3 4. Internship Checklist 5. Description of Proposed Internship Request Form 6. Student Agreement Form 7
Table of Contents Section Page Internship Requirements 3 4 Internship Checklist 5 Description of Proposed Internship Request Form 6 Student Agreement Form 7 Consent to Release Records Form 8 Internship
More informationWhy Pay Attention to Race?
Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several
More informationPre Registration is required; registration will close on Sunday, October 8, 2017 at midnight. Visit
Leaderee is a weekend, or Saturday only learning adventure for co leaders and volunteers looking for ways to enhance their Girl Scout program delivery and troop management skills! Packed with a variety
More informationAttention Getting Strategies : If You Can Hear My Voice Clap Once. By: Ann McCormick Boalsburg Elementary Intern Fourth Grade
McCormick 1 Attention Getting Strategies : If You Can Hear My Voice Clap Once By: Ann McCormick 2008 2009 Boalsburg Elementary Intern Fourth Grade adm5053@psu.edu April 25, 2009 McCormick 2 Table of Contents
More informationPeaceful School Bus Program
Peaceful School Bus Program Peaceful School Bus Program 2008 by Hazelden Foundation. All rights reserved. What are some common problems on school buses? Bullying Older students staking claim to certain
More informationPaper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER
259574_P2 5-7_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you
More informationP a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1
P a g e 1 Grade 4 Grant funded by: P a g e 2 Lesson 1: Understanding Themes Focus Standard(s): RL.4.2 Additional Standard(s): RL.4.1 Estimated Time: 1-2 days Resources and Materials: Handout 1.1: Details,
More informationBharatanatyam. Introduction. Dancing for the Gods. Instructional Time GRADE Welcome. Age Group: (US Grades: 9-12)
Introduction Welcome For high school students studying dance as an elective course or a physical education requirement, dance classes provide an enjoyable outlet for self-expression, a challenging means
More informationUsing Proportions to Solve Percentage Problems I
RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by
More informationWhat is this species called? Generation Bar Graph
Name: Date: What is this species called? Color Count Blue Green Yellow Generation Bar Graph 12 11 10 9 8 7 6 5 4 3 2 1 Blue Green Yellow Name: Date: What is this species called? Color Count Blue Green
More informationTASK 2: INSTRUCTION COMMENTARY
TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or
More informationGrade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government
The Constitution and Me This unit is based on a Social Studies Government topic. Students are introduced to the basic components of the U.S. Constitution, including the way the U.S. government was started
More informationESCOLA PORTUGUESA DE MACAU OPEN DAY
ESCOLA PORTUGUESA DE MACAU OPEN DAY OUR SCHOOL ESCOLA PORTUGUESA DE MACAU WHO ARE WE? One year before the Macau s transference from the Portuguese to the Chinese administration, EPM was founded as a fusion
More informationEnd-of-Module Assessment Task
Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,
More informationPGCE Secondary Education. Primary School Experience
- PGCE Secondary Education Primary School Experience 1. The Aims of Primary School Observation (a) that you appreciate the role and ways of working of primary school teachers and ways in which these may
More informationThis curriculum is brought to you by the National Officer Team.
This curriculum is brought to you by the 2014-2015 National Officer Team. #Speak Ag Overall goal: Participants will recognize the need to be advocates, identify why they need to be advocates, and determine
More informationTEAM-BUILDING GAMES, ACTIVITIES AND IDEAS
1. Drop the Ball Time: 10 12 minutes Purpose: Cooperation and healthy competition Participants: Small groups Materials needed: Golf balls, straws, tape Each small group receives 12 straws and 18 inches
More informationE C C. American Heart Association. Basic Life Support Instructor Course. Updated Written Exams. February 2016
E C C American Heart Association Basic Life Support Instructor Course Updated Written Exams Contents: Exam Memo Student Answer Sheet Version A Exam Version A Answer Key Version B Exam Version B Answer
More informationHow to make successful presentations in English Part 2
Young Researchers Seminar 2013 Young Researchers Seminar 2011 Lyon, France, June 5-7, 2013 DTU, Denmark, June 8-10, 2011 How to make successful presentations in English Part 2 Witold Olpiński PRESENTATION
More informationSTRETCHING AND CHALLENGING LEARNERS
STRETCHING AND CHALLENGING LEARNERS Melissa Ling JANUARY 18, 2013 OAKLANDS COLLEGE Contents Introduction... 2 Action Research... 3 Literature Review... 5 Project Hypothesis... 10 Methodology... 11 Data
More informationSOLUTION-FOCUSED (S.F.) COUNSELLING AT AN INNER CITY SCHOOL, LONDON UK Reflection, Results and Creativity
SOLUTION-FOCUSED (S.F.) COUNSELLING AT AN INNER CITY SCHOOL, LONDON UK 2012-13 Reflection, Results and Creativity 1 WHAT TO EXPECT 1. General Assumptions of S.F. 2. Embedding S.F. in education: What the
More informationAssessment and Evaluation
Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation
More informationWe endorse the aims and objectives of the primary curriculum for SPHE: To promote the personal development and well-being of the child
for Holy Family N.S., Newport Holy Family N.S. aims to provide a comprehensive SPHE programme to all children in the school. It is recognised that parents play a huge part in the delivery of such a programme
More informationCARING FOR OTHERS KINDERGARTEN. Kindness Song Activity, pp. 3-4 (10 to 15 minutes)
CARING FOR OTHERS KINDERGARTEN Objective: Students will be able to identify ways to show respect, consideration and care to others. Kindness Definition: Kindness means being friendly, generous or considerate
More information