Pedagogy. Pedagogy is the core function of all positions in the bargaining unit, and all members are professionally responsible to ensure the work of the College is accomplished through shared cooperation and collaboration between faculty members and administration. The distinguishing criteria for each classification are as follows:
Pedagogy. Positive aspects of the relationship were realised through a strong teaching partnership that included teaching visits, commitment to a particular style of pedagogy and mentoring. This partnership was supported through processes of tutor selection and by the monitoring and moderation of teaching practices. Academics at the Australian end of the operation believed that the quality of the information technology programme was assured without face-to-face teaching. They stated that the programme could function appropriately as „distance‟ education. The international coordinator remarked: “We regard teaching skills as not really essential to the model we do”. There was a shared conviction that quality was preserved through onshore control over the curriculum, the nature of assessment, examination marking and final grading. However, the onshore academics welcomed their partner‟s provision of “full-time teaching support” manifested by local Mandarin-speaking tutors teaching classes of students undertaking courses in the programme. They routinely described the use of tutors in face-to-face teaching as “value-adding” to the programme. Their idea of value-adding was facilitation of cultural and educational adjustment. The role of the tutors was to help students “accustomed to a rote learning environment” to acclimatise to the demands imposed by a programme built to “western” educational requirements. Specific examples of „value-adding‟ included “fostering critical thinking skills” and “encouraging discussion of content”. This view of face-to-face as cultural and educational initiation was shared by the offshore tutors. Chinese local tutors described what they referred to as “the Chinese way of teaching” as the “feeding duck” method, whereby teachers gave the students the facts they needed to know and the students listened in preparation for examination. They also said that essay writing and academic referencing were not familiar to Chinese students and part of the teaching task was to train students in these “western” practices. Onshore academics viewed teaching visits to the Chinese university partly as opportunities to instruct tutors in „western‟ pedagogical approaches and model the kind of teaching delivery the visiting academics thought suitable for their programme. A goal was “to get our western style into their teaching culture”. The Chinese tutors said that the Australian teaching visits helped them understand the context of the courses they were teaching an...
Pedagogy. 1. Provide evidence of effective pedagogy to meet stated course learning outcomes and objectives. ⮚ Describe examples of teaching techniques, materials used or developed, including new techniques, specific activities aimed at retention and completion, and BEDI practices in pedagogy. ⮚ May refer to student feedback data.
Pedagogy. Explicit teaching of Tier 1, 2 and 3 Vocabulary SA TfEL Framework • A resource for developing quality teaching and learning Curriculum Coordinator • Focus on Reading Comprehension, Spelling, Writing, Staff Professional Development and Resourcing Oxford Word Lists ASSESSMENT • Oxford Word Lists Assessment for Learning • Clear learning intentions, differentiated success criteria and use of formative and summative assessment Daily 5 • Read to Self, Read to Others, Listen to Reading, Word Work and Work on Writing Fountas and Xxxxxxx • R-7 with short term improvement targets for students below benchmark. Comprehension of 75%+ and Fluency target of 95%+ Individual Termly English Goals • R-7 short term improvement targets, based off individual goal setting, assessed each term NAPLAN • Years 3, 5 and 7 PAT Reading and Grammar • PAT-R Comprehension Years 1-7 Phonological Awareness • R-2 students Phonological Awareness Skill Mapping. All Receptions and new students screened • 3-7 Phonological Awareness Screening Test. All Year 3s and new students screened Promoting Literacy Development • Students in Year 3-7 with end of term assessments Literacy Guarantee Unit Scope and Sequence • Reception to Year 2 - Letters and Sounds Assessment on a term basis Top 5 for Writing and Reading R-7 • Displayed at the start of each maths unit for teacher/student referral with specific XXXX & XXXX lesson referral for students • Years R-2 • Shared on SeeSaw at the beginning of a new unit • Students use traffic light stamp to reflect on their completion of tasks according to the XXXX: green – achieved, orange – with support, red – not achieved • YEARS 3-4 • Shared on SeeSaw at the beginning of a new unit • Students reflect on their understanding and achievement at the unit using 1- Not Yet, 2 – Do this with help, 3 – Do this on my own, 4 – I can teach this to someone • Students to reflect regularly on their understanding and achievement of Top 5 focus throughout topic using traffic light colours • Years 5-7 • Shared on SeeSaw at the beginning of a new unit • Students reflect on their understanding and achievement at the end of each lesson and the end of the unit, identifying achievement as: with support, independently or in new contexts COMMUNITY ENGAGEMENT TARGET PROGRAMS • Students to reflect regularly on their understanding and achievement of Top 5 focus throughout topic using traffic light colours • Individual Student Goals sent home each term informing parents and caregivers of thei...
Pedagogy. 6) Where do students do most of their studying home (or any other place outside school)
Pedagogy. Learning site(s) Where do students do most of their studying? (Host school? Home? Other?) The Wereldschool student community undertakes learning at various sites; students and their families choose the model which best meets their own needs. The majority of students following only a few subjects (mostly Dutch) study at home so that the can easily combine the self-study with other (home) work. Most of the students following the complete curriculum are looking for a more social environment. Sometimes they work on their programmes at a host school in order that they can participate in subjects such as gymnastics or art-classes. Other full-time students study together with fellow home-school students - perhaps in a library or at home. Where do staff do most of their teaching? (School? Home?) Most Wereldschool teaching staff work primarily from home. As noted above, most teachers combine a part-time teaching job at a Dutch school with teaching students from the Wereldschool. There are also some teachers living and working overseas. Learning method(s) What is the main teaching method? (Fully online? Blended? Defining characteristics/qualiti es?) Students use hard-copy learning materials and are supported by online tutors Students enrol in teaching programmes specifically for their school level (primary school or three secondary school levels) or a specific course such as IB Dutch and language courses. Students are supplied with a comprehensive manual and package of learning materials – books, CD-ROMs etc. The manuals contain a lesson planner and all lesson materials. For primary students the manual is written for the parents whilst for secondary students the manual is written for the students. The students work independently with these materials and use Skype and e-mail to contact their teachers for support. It is planned for these materials to be replaced with online resources and to include multimedia content such as video. Parents of primary school children are expected to work with their children. Secondary school students are expected to work independently but their parents are encouraged to mentor their children. How is teaching articulated (by subject, cross subject through project work, both) Teaching is articulated by subject. Wereldschool students often combine their distance education with education at a local school and choose only a few subjects. As such, it is difficult to organise cross subject projects. E Are students grouped into classes? Or are...
Pedagogy. The curriculum was developed around essential components to sexual and reproductive health in complex humanitarian emergencies. This includes knowledge on sexual and reproductive health policies, frameworks, and key players in CHEs, the ability discerns the quality and appropriateness of data sources to measure sexual and reproductive health and population issues, the capacity to develop and implement a SRH programs and strategies responsive to the diverse cultural values and traditions of the community being served. The SRH curriculum utilize experiential learning techniques geared towards adult audiences. These are methodologies tested and are core pedagogical approaches used across the capacity building programs at the center for Humanitarian Emergencies at Emory University. The class will be capped at 25 students, with preference for Global Health students enrolled in the CHE certificate. Non-certificate Xxxxxxx and nursing students may also apply to enroll. Students must have a clear professional interest in SRH and complete all the prerequisites for the class (GH 510, GH 512, MISP online certification) required by the SRH in CHEs course to be allowed to attend the training. Three days class will engage the students with the course curriculum in innovative ways that allow for higher levels of information retention. The SRH in CHE’s class will include approximately four hours of online training on the Minimum Initial Service Package (MISP), lectures, and discussions on the course materials content mentioned above. Students will be expected to complete readings before each class, and then be tested on the readings material each morning. Lectures will be given by subject matter experts from key humanitarian organizations from UN, NGOs and government agencies working in SHR in emergencies. Lectures will be interactive, introducing the students to the topic area, allowing students, instructors, and guest to share experiences from the field. Students will also interact with humanitarian agency partners who are surveying the class through lunchtime Q&A sessions. The students will also have hands-on learning through the three days of group work as described above. Through the partnership between the Emergency Response and Recovery Branch at the CDC and the Xxxxxxx School of Public Health, the SRH in CHEs course will be piloted using the current 2017 cohort and the incoming (yet to be identified) 2018 cohort of MPH students. It is scheduled for the Winter 2018...
Pedagogy. A. Regardless of the final schedule chosen by the District, there will be no requirement to teach live and remote cohorts simultaneously. Teachers may elect to teach remote and in-person students simultaneously during hybrid learning. The only exception shall be Unit Members who may be asked to take attendance and introduce lessons to remote learning students briefly at the beginning of class before they devote their full attention to in-class students.
Pedagogy
