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Martin Burrett

Planning Flow - 4 views

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    "An editable planning template with question prompts. Use to ensure your planning includes everything and replace the default with your answers to the questions to make a quick lesson plan."
Martin Burrett

50 Teaching and Learning Mission Cards by @MrsHumanities - @UKEdResources - UKEdChat.com - 3 views

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    "50 cards each with a different teaching and learning mission to encourage and promote creativity within lesson planning. Add some fun to CPD."
Martin Burrett

Plandamonium! by @mrlockyer - 3 views

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    I've always felt that I teach for free, but get paid to plan and mark (don't tell my Head that). They both seem so time-consuming and arduous, and yet with a little thought and organisation, you can produce marking and planning which is rich and highly beneficial, all in the same amount of time that you would normally spend! So, here's the set-up; I find I work best after school, undisturbed and at a class desk, but whatever works for you...
Martin Burrett

UKEdChat Session 319: Planning and Resources - 3 views

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    Join the #UKEdChat discussion on Twitter at 8pm(UK) to discuss planning and teaching resources.
C CC

The White Room by @te4chl3arn - 1 views

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    Just you, your class and your brain power
Mark Gillingham

CLASSROOM15: Unit and Lesson Planning Template - 15 views

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    This lesson plan template includes Junior Grade Books and might be useful for trainers to pass onto teachers to modify for their own use.
Vicki Davis

Sports Slogans - 0 views

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    If you have to order tshirts or come up with theme ideas, I love this website. It has more than sports slogans but slogans for just about anything. People vote them up. Very cool site for organizers of anything and principals. Enjoy!
Duane Sharrock

Metacognition: An Overview - 7 views

  • Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature.
  • "Metacognition" is often simply defined as "thinking about thinking."
  • While there are some distinctions between definitions (see Van Zile-Tamsen, 1994, 1996 for a full discussion), all emphasize the role of executive processes in the overseeing and regulation of cognitive processes.
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  • Most definitions of metacognition include both knowledge and strategy components
  • These processes help to regulate and oversee learning, and consist of planning and monitoring cognitive activities, as well as checking the outcomes of those activities.
  • According to Flavell (1979, 1987), metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables.
  • What is the difference between a cognitive and a metacognitive strategy?
  • Cognitive strategies are used to help an individual achieve a particular goal (e.g., understanding a text) while metacognitive strategies are used to ensure that the goal has been reached (e.g., quizzing oneself to evaluate one's understanding of that text).
  • Metacognitive and cognitive strategies may overlap in that the same strategy, such as questioning, could be regarded as either a cognitive or a metacognitive strategy depending on what the purpose for using that strategy may be.
  • Metacognition, or the ability to control one's cognitive processes (self-regulation) has been linked to intelligence
  • Knowledge is considered to be metacognitive if it is actively used in a strategic manner to ensure that a goal is met.
  • Sternberg refers to these executive processes as "metacomponents" in his triarchic theory of intelligence (Sternberg, 1984, 1986a, 1986b). Metacomponents are executive processes that control other cognitive components as well as receive feedback from these components. According to Sternberg, metacomponents are responsible for "figuring out how to do a particular task or set of tasks, and then making sure that the task or set of tasks are done correctly" (Sternberg, 1986b, p. 24). These executive processes involve planning, evaluating and monitoring problem-solving activities. Sternberg maintains that the ability to appropriately allocate cognitive resources, such as deciding how and when a given task should be accomplished, is central to intelligence.
  • Cognitive Strategy Instruction
  • Cognitive Strategy Instruction
  • Those with greater metacognitive abilities tend to be more successful in their cognitive endeavors.
  • CSI) is an instructional approach which emphasizes the development of thinking skills and processes as a means to enhance learning. The objective of CSI is to enable all students to become more strategic, self-reliant, flexible, and productive in their learning endeavors (Scheid, 1993)
  • Metacognition enables students to benefit from instruction (Carr, Kurtz, Schneider, Turner & Borkowski, 1989; Van Zile-Tamsen, 1996) and influences the use and maintenance of cognitive strategies
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    "According to Flavell (1979, 1987), metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables."
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    Sternberg defined intelligence as mental activity central to one's life in real-world environments; individuals "succeed" in life when they use mental skills to adapt to, select, and shape external environments. Correspondingly, in the late 1990s, Sternberg changed the name of the theory to the Theory of Successful Intelligence. As per its original name, the theory comprises three types of intelligence: analytical (also referred to as componential); practical (also referred to as contextual) and creative (also referred to as experiential).
Vicki Davis

50 ideas for meeting your new class - Resources - TES - 8 views

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    I've downloaded this free book with 50 ideas to "meet" your new students. If you don't feel you started well last year or are looking for ideas, this is a book with lots of ideas. Targeted to younger classes but you could get some ideas for older kids.
Kelly Faulkner

Introduction » NZQA - 5 views

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    finally, 1/2 year into new NCEA requirements, comes a resource kit for teachers.
Ted Sakshaug

TimeGlider: Web-based Timeline Software - 10 views

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    web-based timeline software for creating and sharing history and project planning
David Wetzel

Tips and Tricks for Podcasting - Part 2 - 8 views

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    This is the second part of a three part series focusing on tips and tricks for podcasting.
Kelly Faulkner

Teachit.co.uk - Resources - 11 views

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    uk site with heaps of resources, including media studies
Ruth Howard

Damon Rich Maps Misery at Queens Museum - NYTimes.com - 0 views

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    A physical representation of where the foreclosures are most apparent and therefore revealing the deliberate path of the subprime lenders.
Jeff Johnson

27 Things To Do Before a Conference (chrisbrogan.com) - 0 views

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    If you're attending events over the next several months, you might give some thought to a quick checklist that might help you better accomplish your goals. As
Vicki Davis

» Web Presence. On Purpose. Bud the Teacher - 0 views

  • We’ll spend the weekend thinking through the identity of our respective organizations and what we can do online to both reflect and support that identity and the good work that all of us are trying to do in our various locations around writing and teaching and learning.
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    Excellent overview by Bud the Teacher on what is happening at the National Writing project events this weekend and reflections on the areas he is wanting to learn more about.
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