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Designing a Reflective Practice Teacher Support Group
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Supporting and retaining new teachers and developing the ability of new teachers ... More

Supporting and retaining new teachers and developing the ability of new teachers to reflect critically on their practice are important issues in education today. Teacher education programs are beginning to play a more active role in meeting the needs of their new teacher alumni. This article describes monthly Reflective Practice Teacher Support (RPTSG) groups for new teachers as they begin their careers. Project goals and steps in designing a RPTSG are outlined; key issues and daily dilemmas of new teacher group participants are identified; and actual changes in classroom teaching practices and professional behaviors due to participation in the groups are shared. Less

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Readings
Teaching and Learning Strategies
Provider:
The Associated Colleges of Illinois
Provider Set:
The Associated Colleges of Illinois
Author:
Therese Wehman, Diana Brannon, Judy Fiene, Lisa Burke, Mary Jo Young, Daniel Jares
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Wits School of Education & Gauteng Department of Education Maths 4 Teachers Vol.1, Issue 1. May 2008
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The Data-Informed Practice Improvement Project (DIPIP) aims to improve teaching and learning ... More

The Data-Informed Practice Improvement Project (DIPIP) aims to improve teaching and learning in mathematics. One way of communicating with teachers has been through a newsletter.This issue deals with learner misconceptions, learner errors in the ICAS tests, teaching with errors and misconceptions, ratio, rate, ratio and proportional reasoning at grades 8, 7 and 9 respectively. Less

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Subject:
Ratios and Proportions
Material Type:
Teaching and Learning Strategies
Provider:
Wits School of Education; Gauteng Department of Education
Provider Set:
OER Africa
Author:
Brodie, Karin
Manson, Lynne
Sanni, Rasheed
Sapire, Ingrid
Shalem, Yael
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Wits School of Education and Gauteng Department of Education Maths 4 Teachers. Vol.2 Issue 1A January 2009
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In this edition of the DIPIP Newsletter we have chosen to discuss ... More

In this edition of the DIPIP Newsletter we have chosen to discuss a section of algebra that confuses many of our learners -- that of solving number sentences and equations, which falls into the National Curriculum Statement Learning Outcome 2 (LO2): Patterns, functions and algebra. Less

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Material Type:
Teaching and Learning Strategies
Provider:
Wits School of Education; Gauteng Department of Education
Provider Set:
OER Africa
Author:
Brodie, Karin
Manson, Lynne
Sannie Rasheed
Sapire, Ingrid
Shalem, Yael
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Wits School of Education and Gauteng Department of Education Maths 4 Teachers. Volume 2 Issue 3a July 2009
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In our third issue of the 2009 newsletter we have chosen to ... More

In our third issue of the 2009 newsletter we have chosen to talk about how learners work with problems based on space, shape and measurement. We will focus on solving problems in which learners have to work with what they know about areas and perimeters of basic shapes to calculate areas and perimeters of the complex shapes. Less

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Material Type:
Teaching and Learning Strategies
Provider:
Wits Department of Education; Gauteng Department of Education
Provider Set:
OER Africa
Author:
Brodie, Karin
Manson, Lynne
Sannie Rasheed
Sapire, Ingrid
Shalem, Yael
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Wits School of Education and Gauteng Department of Education Maths for Teachers. Volume 2 Issue 3b July 2009
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This newsletter continues the discussion of the previous newsletter of learners' spatial ... More

This newsletter continues the discussion of the previous newsletter of learners' spatial reasoning, and how to support the development of spatial reasoning in learners. Less

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Material Type:
Teaching and Learning Strategies
Provider:
Wits School of Education; Gauteng Department of Education
Provider Set:
OER Africa
Author:
Brodie, Karin
Manson, Lynne
Sannie Rasheed
Sapire, Ingrid
Shalem, Yael
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Wits School of Education and Gauteng Department of Education. Volume 2 Issue 1B January 2009
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In this second part of Volume 2 we focus on the meaning ... More

In this second part of Volume 2 we focus on the meaning of the word 'misconceptions'and compare it to the general understanding of the meaning of 'errors' and 'mistakes'. These different words have different concepts associated with them. We tend to use the word 'misconception' indiscriminately when talking to colleagues, and more often than not, we are talking about learner errors or mistakes rather than misconceptions. Less

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Material Type:
Teaching and Learning Strategies
Provider:
Wits School of Education; Gauteng Department of Education
Provider Set:
OER Africa
Author:
Brodie, Karin
Manson, Lynne
Sannie Rasheed
Sapire, Ingrid
Shalem, Yael
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.)310.1( tcejbus ngised enotspac eht dna )150.1 ,140.1 ,130.1( stcejbus ngised aera ... More

.)310.1( tcejbus ngised enotspac eht dna )150.1 ,140.1 ,130.1( stcejbus ngised aera ytlaiceps tneuqesbus eht ni desu si hcihw decudortni si esac ngised egral A .naps efil detcepxe dna ,srotcaf laicos dna cimonoce ,tnemnorivne larutan ,tnemnorivne tliub gnitsixe eht fo noitaredisnoc sa llew sa sehcaorppa lacinhcet snrecnoc ylticilpxe ngised tcejorP .)sdaor dna segdirb ,sgnidliub ,.g.e( seitilicaf tliub no sisahpme na htiw ,sesac ngised lareves sedulcnI .gnireenigne livic ni secitcarp dna seussi ngised sa llew sa ,gnivlos-melborp evitaerc dna ngised gnireenigne fo seuqinhcet dna ,sloot ,yroeht eht ot stneduts secudortnI Less

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