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# The Sleepe Framework ( Project )

Project - Stanford University

by

Tweet## Sara Rodríguez Arias

on 26 March 2013#### Transcript of The Sleepe Framework ( Project )

THE SLEEPE FRAMEWORK WHAT IS SLEEPE Sleepe is an original & educational method SLEEPE IS... MULTILINGUAL! Students from kindergarten onwards study French, and Spanish thanks to: Sara Rodríguez Arias The same contents for children in both languages. Children between 3 til 10 years onwards, though Sara will focus mainly in these ages because there is lot of material to develop. dynamic and enjoyable classes guaranteed! KEY LEARNING AREAS IN FRENCH AND SPANISH FOR STAN AND STELLA & MARTHA AND PETER AGE 3 - STORYTELLING.

- CALIGRAPHY.

- READING.

- LEARNING THE NUMBERS.

- CUT AND PASTE ACTIVITIES. ABECEDARY.

- THE DAYS OF THE WEEK & MONTHS.

- WRITING THEIR NAMES. AGE 4 - CALIGRAPHY.

- READING.

- DEVELOP.

- NUMBERS.

- PAINTING.

-LEARNING VOCABULARY.

-DEVELOP CREATIVITY. THROUGH GAMES. AGE 5

LEARNING THE ANIMALS

LEARNING THE NAME OF FRUITS

LEARNING THE MONTHS

LEARNING TO PRESENT THEMSELVES IN BOTH LANGUAGES

LEARNING SIMPLE SENTENCES AGE 6 LEARNING THE PARTS OF A HOUSE

LEARNING THE NAME OF THE COUNTRIES

LEARNING PRESENT SIMPLE

LEARNING THE MAIN VERBS

TESTING WHAT THEY HEAR THANKS TO AUDIOFILES AGE 7 THE PAST SIMPLE

THE VERB TO BE /LE VERBE ÊTRE, AVOIR ET FAIRE CREATING SENTENCES WRITE STORYTELLING LEARNING MATERIAL THAT IS USED AT SCHOOL AUDIOFILES PRACTICE CONVERSATIONS AGE 8 AUDIOFILES

PRACTISING CONVERSATIONS WITH STUDENTS LEARNING THE COLOURS LEARNING CLOTHES LEARNING FOOD READING AGE 9 / AGE 10 READING COTIDIAN CONVERSATIONS AUDIOFILES THE WEATHER FORECAST THE PRESENT SIMPLE, PAST SIMPLE, VERB TO BE, THE PAST IN ALL ITS FORMS, AND CONDITIONAL LEARNING PROFESSIONS START TO WRITE COMPLEX SENTENCES FILMS- VIDEOS SPEAKING KEY AREAS IN FRENCH AND SPANISH: Thanks to Spanish and French, Sara is going to develop with Stan and Stella, Martha and Peter the following competences.... LANGUAGE COMPETENCE VOCABULARY LOGIC COMPETENCE CONVERSATIONS IN CLASS VISIO- SPATIAL COMPETENCE ACTIVITIES OF CUTTING AND PASTE, AND GAMES GRAMMATICAL COMPETENCE VERBS IN ALL ITS TENSES, CREATING PHRASES, AND COMPOSITIONS, ANALYZING EVERY PART OF A SENTENCE MOTOR- COORDINATION SPEAKING IN BOTH LANGUAGES IN ORDER TO RELATE SOME WORDS WHICH ARE SIMILAR IN BOTH LANGUAGES ANALYSING/ CRITICAL SKILLS CONVERSATIONS

DISCUSSIONS AND DEBATES IN CLASS COMPHRENSION &UNDERSTANDING READING AND AUDIOFILES CULTURAL KNOWLEDGE OF BOTH COUNTRIES MAPS, GEOGRAPHICAL AREAS, AND COUNTRIES COUNTRIES MAPS QUESTIONS TO ASSESS COMPETENCE IN THE LEARNING AREAS FOR EACH GRADE IT IS VERY IMPORTANT TO ASSESS QUESTIONS IN ORDER TO SEE IF CHILDREN ARE LEARNING THE MOST IMPORTANT TOPICS IN BOTH LANGUAGES: FRENCH AND SPANISH AGE 3 & 4 AGE 5 AGE 6 AGE 7 AGE 8 AGE 9 AGE 10 -Crossword puzzle -Songs - Painting pictures and reading what is below the picture in English. Associate the picture with the word itself so that it can be easy. - Storytelling for children,in their language, and including some words in the language they are learning FRENCH & SPANISH - PLAYING SCRABBLE SO THAT IT CAN BE EASY TO CREATE NEW WORDS, AND LEARN NEW ONES - PLAYING THE HANGMAN IN BLACKBOARD - CREATE STORYTELLING THANKS TO COMIC PUPPETS, AND PLUSH -INTERACTING WITH NEW TECHNOLOGIES: GAMES IN COMPUTER IN ORDER TO LEARN THIS NEW LANGUAGE. ESPECIALLY FOR GRAMMAR, BECAUSE IT IS A LITTLE BORING - ACTIVITIES OF FILLING IN SPACE -ACTIVITIES OF TRUE OR FALSE? - ACTIVITIES WHERE YOU HAVE A PICTURE AND YOU SHOULD KNOW WHAT THAT PICTURE IS, AND TRY TO DESCRIBE IT -ACTIVITIES OF YES/NO QUESTIONS EXERCISES OF GRAMMAR IN COMPUTER, AND CLASS THANKS TO THE CONSTRUCTION OF COMPOSITIONS OF SIMPLE/ COMPLEX SENTENCES A DEEP ANALYSIS TO STORYTELLING WHERE I BEGIN A SENTENCE, AND STUDENTS GOES ON WITH THE STORY. (EVERY STUDENT SHOULD BUILD A SENTENCE OR TWO) THEN WE WILL READ A FUNNY STORY WRITTEN BY ALL OF US. - FORUM DEBATE IN COMPUTER ABOUT DIFFERENT ISSUES EVERY WEEK - LEARNING A LANGUAGE IN A CHAT. CHATTING IS A GOOD TOOL IN ORDER TO LEARN NEW LANGUAGES - LISTENING TO BBC NEWS,OR AN OTHER KIND OF NEW SO THAT THEY CAN KNOW A LITTLE MORE OF WHAT HAPPENS IN THE REAL WORLD - VIDEO CONFERENCE THANKS TO SKYPE OR AN OTHER KIND OF PLATFORM WHICH ALLOWS TO MAKE A MEET- UP FACE- TO-FACE SO THAT YOU CAN HAVE NEW FRIENDS, AND DEVELOP YOUR CULTURAL BACKGROUND AS WELL AS INTEREST FOR LANGUAGES - SPEAKING IN CLASS, EVERY WEEK A SPECIAL TOPIC WE HAVE DEALT WITH. TRYING TO USE THE VOCABULARY LEARNT THAT SPECIFIC WEEK -COMPOSITIONS FROM JOURNALS, ARTICLES, OR A STORY -HAVING A JOURNAL WITH THEM SO THEY CAN WRITE IN THAT LANGUAGE WHATEVER THEY LIKE -LISTENING AUDIOFILES: MUSIC, STORIES, NEWS - RECORDING THEMSELVES, THEIR VOICE WHEN SPEAKING A LANGUAGE SO THAT THEY CAN CHECK THEIR PRONUNCIATION -WATCHING VIDEO FILES RELATED TO THE ISSUES WE ARE SEEING IN CLASS.FOR EXAMPLE, IF WE ARE DEALING WITH ANIMALS, BRING A DOCUMENTARY THAT HAD THOSE SPECIFIC ANIMALS - CREATING STORIES USING THE VOCABULARY OF THE WEEK SO THAT THEY CAN LEARN THE SPECIFIC VOCABULARY - TRY TO ASSOCIATE THE VOCABULARY IN BOTH LANGUAGES, SIMILAR VOCABULARY SO THAT THEY CAN LEARN MORE WORDS IN LESS TIME USING WHATSUPP IN THEIR DAILY LIVES FOR PRACTISING WITH THEIR FRIENDS IN ENGLISH OR LANGUAGE SLEEPE IS ... PERSONALIZED FOR STAN /STELLA, MARHA & PETER! The SLEEPE Framework is a new approach to purposeful education that places students at the center of the Education ecosystem and constantly re-aligns itself around their interests, aspirations and aptitude. The goal of the framework is to help children become global experts in their professions, and happy citizens driving noble social prosperity.

For understandable historical reasons, students have had to adapt to the learning environments, but today's connected world opens up several possibilities to flip the arrangement. The 'gift' of the 'present'

Recent advances in affordable technologies now make it possible to connect the key stakeholders of the child's success in life and profession. Lifting them out of their silos, SLEEPE enables Parents, Teachers, Employers, Education Experts to help students maximize the returns of their time, energy and monetary investment in education. Retaining the good, discarding the bad, re-engineering the ugly

SLEEPE is a blended framework that uses both offline and online processes for effective and efficient learning filled with learnable moments for the children. It is designed ground up to be continuously relevant and sustainable.

A proof-of-concept of the idea has been operational at www.gloschol.com, and SLEEPE seeks to enhance its reach to global levels leveraging low cost technologies IF YOU WANT TO KNOW MORE ABOUT SLEEPE CONTINUE CLICKING! Design goal #1: Self-sustain from the beginning, build to last.

The real world implementation of SLEEPE is planned as an economically sustainable organization that leverages experts around the globe. Funding for the initiative will be through small, low-risk, private investments of select education enthusiasts drawn from the pool of interested parents, education experts and others who believe in the idea.

A healthy, non-greedy, revenue goal is emphasized to ensure decent returns to inspire funding for other sustainable causes and so that the organization can support several under-served educational needs without having to rely on outside charity or donations. Grounds for implementation

The following institutions and individuals have graciously agreed to be sandboxes to validate scenarios for the real-world implementation of SLEEPE:

•Indian Public School, Bangalore Rural District

•Indian Academy College, Bangalore Urban District

•A great Teacher Trainer, reputed school, upmarket Mumbai

We are in the process of partnering with a very large NGO to validate the viability of SLEEPE for the economically and socially under-served student communities. VIDEO ANIMATION ABOUT SLEEPE PROJECT DELIVERABLES

Tina interface - 1: How SLEEPE enables Stella and Stan in India become better in French and espanol through Sarah in Spain Stan-Stella + Martha-Peter interface: Curriculum framework for children - French / Spanish

Final deliverable video Animation video

Schema

The creation of this final Prezi (Pictures....) Project Deliverables:

- From Kindergarten (age 3) onwards, list key learning areas in French / Spanish for each year until grade 10.

- Create sample questions to assess competence in the learning areas for each grade JYOTHI Stan-Stella + Martha-Peter interface: Curriculum framework for children - English

Tina interface - 2: Measuring teacher effectiveness and creating teacher audit report Project Deliverables:

- From Kindergarten (age 3) onwards, list key learning areas in English for each year until grade 10.

- Create sample questions to assess competence in the learning areas for each grade

- Sample audit templates and reports to measure teacher effectiveness

Stan-Stella + Martha-Peter interface: Curriculum framework for children - Science

Project Deliverables:

- From Kindergarten (age 3) onwards, list key learning areas in Science for each year until grade 10.

- Create sample questions to assess competence in the learning areas for each grade

- - Best practices for teaching Science in a more effective and fun way through SLEEPE HEMA

Stan-Stella + Martha-Peter interface: Curriculum framework for children - Math

Project Deliverables:

- From Kindergarten (age 3) onwards, list key learning areas in Science for each year until grade 10.

- Create sample questions to assess competence in the learning areas for each grade

- Best practices for teaching Math in a more effective and fun way through SLEEPE RUCHI

Professional Development Module

Project Deliverables:

- Evaluation Questionnaires for assessing the following: Communication Skills, Team Work, Conflict Resolution, Decision Making, Time Management, Leadership, Project Management.

- Sample reports and gap analysis

- Resources (SLEEPE / External) to help students improve in the professional skills. ALL GROUP DELIVERABLE. SARA RODRÍGUEZ SLEEPE Architecture: The open architecture presentation of the SLEEPE Learning Environment

Economic Sustainablity Model: How learning environments built using the SLEEPE Framework can self-sustain

External validations, best practices and lessons learned: Summary document

Technology platform: Mock up of a learning environment powered by SLEEPE .

Creation of the SLEEPE Logo: a dancer (t features a student dancing (gracefully, enjoying, stress-less,...) Sudarshan said: "towards happiness in profession and life. Like ripples in still water, the SLEEPE Framework centers itself around each new step of the student and connects the steps to other parts of the education ecosystem". SUDARSHAN External Consultant / New Member (Ananth's deliverables)

-Emily Interface: How SLEEPE interfaces with Employer as stakeholder of the learning environment.

- Emily will have the ability to select her human resource requirements through SLEEPE •Students can see all the opportunities and the corresponding skill requirements. They can choose courses through SLEEPE to build specific competencies. •Educational institutions or certifying agencies can evaluate students against the required competencies and issue graded certificates •Emily can select candidates that best fit her needs Project Deliverables:

- Comprehensive list of employment sectors (Automobile, Healthcare, Banking, etc.)

- Take 1 or 2 high demand sectors and name personnel roles in them

- Evaluation scenario of students fitting into requirements of Emily SARAH

RADOSEVICH ECONOMIC SUSTANAINABILITY OF THE SLEEPE FRAMEWORK Sustainability is a very important design specification of the project. It is the only way to ensure that this idea will be alive and healthy for a loooong time, without having to constantly solicit donations or funds. This thread will describe different ways of how sustainability will be built into the project. For instance, there is a part of the framework that leverages experts. It is the Global Education Hub. As an example, Sara's expertise in Spanish can be leveraged to benefit students, and at the same time generate her some income. It won't be writing a book, but the effort will be approximately that of writing a 300-page book. The templates for this will be provided by the framework. Similarly, experts in other subjects can plugin their expertise. But no "free" work. The Hub WILL send them income, but if they don't want to keep it, they can donate it to any cause of their choice. Anybody with expertise in any field which is relevant to specific predefined learning NEEDS can leverage the Hub this way. As a proof of concept, the Hub will be implemented with a few such learning areas. The idea is that when there is good flow of income, more experts will be motivated to contribute their expertise for a longer time and with commitment. With a "free" service, I have seen that it doesn't sustain for long. It was a real lesson learned in my learning lab. One of the goals is to help teachers as a token of gratitude for being in the noble profession and helping students become even more prosperous than themselves. Some class teachers from primary school are already part of GLASS. It works very well. The SLEEPE Framework will take it to global scales. There will be other ways for generating revenue to ensure economic sustainability of the initiative. Every component of the framework will have economic sustainability as a design principle. One of the purposes for education is to help children stand on their own feet and be happy and prosperous when they are older. For that to happen, even the learning environment should be able to stand on its feet and be prosperous and happy. Economic sustainability will also inspire other Edupreneurs to invest in the idea if they like it, and reap dividends that can help them fund other initiatives. It will ensure a happy win-win for all those involved. The organizational model eventually supported by The SLEEPE Framework will be "hybrid". Economic sustainability will be a key goal in the real-world implementation of this project. The SLEEPE Framework will be used to create several products and offerings by experts around the globe, and each of these will be viable. The challenge for the organization will be to constantly monitor the pulse of the community needs and roll out offerings that are high value for money. The organization will also be a channel for activities of genuine social responsibility. Proceeds from the offerings will be used to support such activities, instead of relying on the philanthropy of donors. The economic sustainability goal will be realized by structuring a lean, cost-conscious and nature-friendly organization. The organization will adapt itself well to the changing needs of the community, by responding to the demand through a range of relevant offerings. FEATURES OF OUR PROJECT This is a project around Purposeful Education. Purposeful Education means viewing Education not as a herd instinct to follow in an entrenched system, but approaching it with specific purpose aligned with specific goals. There are no well-known tools currently available to assist with this. SLEEPE is a fun, global effort by education-enthusiasts to demonstrate a comprehensive platform for enabling purposeful education by interconnecting constituents, species and eco-systems. SLEEPE stands for Smart Learning Environment Enabling Purposeful Education. Each part of the acronym is significant. Its real world implementation will be self-sustaining, supported by different stakeholders who see value for money in the offerings. The economic sustainability will also help fund initiatives to include students who are unable to participate in the education system. The key constituents in the learning environment relevant to this project are students (Stella and Stan), parents (Martha and Peter), employers (Emily), education experts (Tina) and leaders of education institutions (Collin). The SLEEPE Framework is centered around the student. Today's reality is that the different constituents operate in different silos, concerned primarily about the ecosystem or species they represent. The most important stakeholder in the education process - the student - is ignored and left behind in the process. As we get into the Design, we will encounter components (such as Futuris.2c, Global Education Hub, Smart Competence Engine, etc.) each of which will need needs analysis of its own. There are other great DNLE projects that complement our effort. The architecture of The SLEEPE Framework will facilitate symbiotic plug-in of compatible project ideas. The SLEEPE Framework will evolve beyond its academic scope and be a real-world solution for the challenges it addresses. Team members are welcome to join hands and participate in that effort, part time or full time, if they are interested. Even others who see the relevance of this idea are welcome to join this effort after reviewing the final presentation.

Please note that economic self-sustainability is a major goal. The framework will be used to create innovative, first-of-their-kind offerings that will deliver high value for money to the users. The proceeds will be used to fund further enhancements to the idea and also support its social causes. What happens after the project? pinterest.com STATISTICS / INTERESTING INFORMATION Source : pinterest.com EDUCATIONAL GAMES SOURCE: pinterest.com ---> You can click the image and move it with your mouse in order to see the all image in a more detailed way. ---> You can click the image and move it with your mouse in order to see the all image in a more detailed way. Apart from Spanish and French, students will also learn Maths: THANKS TO RUCHI! FACTOR THAT PLAY ROLE IN BASIC MATH LEARNING 1) Sequencing

a) Number series

b) Word problems

2) Motor Co-ordination

a) Fine motor

b) Gross motor

3) Perception

a)Figure-ground

b)Form constancy

c)Right- left discrimination

d)Visio-Spatial

e)Shape size discrimination 4)Attention

a)Sustained

b)Alternating 5)Memory

a)Short term

b)Long term

c)Working memory 6)Language

a)Verbal

b)Symbol

c)Relation HOW TO OVERCOME THE DIFFICULTIES FACED BY STUDENTS IN MATHS?

Problem 1:

a)Weaker short term memory will impact the pupil’s ablity just to keep us with the lesson in general b)It will also be a challenge for the students to remember the question while doing calculations mentally. SHORT TERM MEMORIES Solution :

a) Teacher should avoid giving lengthy instructions to the students . Big numbers should be broken down into smaller bits eg : 712 563 449.

b) Repeat the questions , or put key numbers on the board. Problem 2: A pupil leaves lot

of questions unanswered Solution:

a)This could be due to lack of confidence, anxiety or attitude problem or difficulty level of sums. The questions should be framed in easy language as the purpose is to test concepts. Provide hints and clues on the next slide to motivate the children to solve the sums Problem 3: The pupil has difficulty in reading and interpreting word problem Solution : Sleepe framework provides access to online dictionary that enables children to simplify terms . It teaches students the SQ3R method ie Survey, question, read , review, respond. This gives them a direction to approach the sums. Problem 4: Sequencing skills

a) Problem: number sequence for 2 beyond 10 Solution : Progress from known to unknown concepts. Start with numbers they know ie 2, 4, 6, 8. Use that as a base and teach them patterns 12, 14, 16, 18……….22, 24 Problem 5: Long term memory

a)Students find it difficult to

recall concepts during exams Solution : Drill exercises provide enough

practice of sums of different levels of difficulty to

equip the child to beat the exam anxiety.

Best practices for teaching Math

in a more effective and fun

way through SLEEPE The worksheets provided are well spaced out to avoid confusion with appropriate font size. The framework offers analysis of the learning style and recognition of pattern in the errors

Sleepe framework motivates the children by providing a progress chart which illustrates student’s progress towards established goals. Students are rewarded with points and other incentives for their success.

It makes learning fun by using innovative methods such as a)Mix and match: The problem is written on

a card of one color and the answer on the card

of another color. The child picks the correct card

for the question which tests the child’s concepts.

b)Memory or Concentration: Memory games

c)Bingo 48 + 3 – 7 = __________ and... the children selects the correct answer :-) BINGO! ( Ioana could not make her deliverable because she did not uploaded the last assignment. For this reason, the group decided to co-operate in group to do this part ) LEADER THE MAIN GOAL OF PRESCHOOL MATH The main goal of preschool math is to develop understanding and insight into the patterns of Maths

through concrete materials. The activities of matching , sorting and categorizing help the children to organize the objects

according to the properties and attributes. It develops logical and language skills as the children

notice and describe small details in the materials that they are sorting and classifying. Logical thinking is the language of Maths. A guiding principle for Math curriculum : Let’s see in how many different ways can Math creep

into my classroom. Our imagination is the limit and the children will be the beneficiaries of it. CURRICULUM FRAMEWORK Age 2.5 to 3 (nursery) : Pre math concepts, introduction to numbers using sand

paper patterns . Concepts of shape, size and number are taught. They learn how to

sort, match, order, sequence, count and recognise numerals a) Shapes Identify circles, squares, rectangles, triangles , cubes, pyramids b)Counting Count dots, shapes, objects and representation of numbers upto 20 c)Positions Inside and outside

Left and right

Left, middle and right

Above and below

Top and bottom d)Classify Same

Different

Same and different

Classify by colour e)Size Long and short

Tall and short

Light and heavy

Holds more or less

Compare height, mass and capacity

Wide and narrow 3) Senior.kindergarten( Age 4.5 to 5 ) a)Numbers and counting up to 3 Represent numbers - up to 3

Count by typing - up to 3

Count up and down b)Numbers and counting up to 20 Represent numbers - up to 20

Count up and down - with pictures and numbers

Number lines - up to 20

Before, after and between - up to 20

Count forward and backward - up to 20

Names of numbers - up to 20

Complete a sequence - up to 20 c) Skip-counting Skip-count by twos, fives and tens d)Comparing Concept of few, equal and more by grouping , using charts. e)Patterns Similar and growing patterns

Complete missing parts of patterns f) Addition Addition with pictures and numbers - sums up to 10 g) Subtraction Subtract with pictures - numbers up to 10

Subtraction sentences - numbers up to 10 h)Positions Inside and outside

Left, middle, right, top, bottom

Above and below

Location in a three-by-three grid i)Time Match clocks and times

Read time of everyday events

Match analog and digital clocks

Seasons

A.M. and P.M. j)Sorting, ordering and classifying Same and different

Classification by colour

Put numbers up to 10 in order (ascending) k)Measurement Long and short

Tall and short

Light and heavy

More or less l)Geometry Identify shapes and figures

Count and compare sides and corners

Geometry of everyday objects

m)Vocabulary: sum and difference 3) Grade 1( Age 6 to 7 ) a)Counting and number patterns Counting tens and ones - up to 99

Counting by twos, fives and tens - up to 100

Number lines

Identifying even and odd numbers

Before or after concept

Skip-counting patterns - with tables, pictures

Sequences - count up and down by 1, 2, 3, 5 and 10

Ordinal numbers

Writing numbers in words b)Addition Addition with pictures, sentences, word problems - sums to 10

Word problems - adding three numbers

Applying related addition facts to real life situations. c)Subtraction Subtraction with pictures, word problems, sentences - numbers up to 10

Subtracting zero and all

Subtracting doubles d)Comparing Comparing numbers up to 100 Comparison word problems e)Estimating Estimate to the nearest ten 4) Grade 2 ( Age 7 to 8 ) a)Fractions Halves, thirds

and fourths

Equal parts

Simple fractions: parts of a group

Fractions - word problems

Compare fractions

Simple fractions: which shape matches the fraction? b)Geometry Identify two and three dimensional shapes

Area and Perimeter - word problems

Compare sides, vertices, edges and faces c)Spatial sense Left, middle, right, above, below, top, bottom

Location in a three-by-three grid d)Data and graphs Pictographs

Reading and interpreting line and bar graphs. Loading...e)Measurement Long and short

Tall and short

Light and heavy

Holds more or less

Compare size, mass and capacity f)Money Compare money amounts h)Mixed operations Addition and subtraction of terms and solving word problems i) Probability and statistics More, less and equally likely

Certain, probable, unlikely and impossible j)Sorting, ordering and classifying Put numbers in order (ascending and descending ) k)Time Days of the week

Months of the year

Reading clocks

Seasons of the year

Read a calendar l)Counting and number patterns Skip-counting sequences with stories and puzzles

Counting patterns and number lines - up to 100

Hundreds chart

Even or odd numbers, before and after concept m)Comparing and ordering Inequalities with addition and subtraction - up to 100

Comparing and arranging numbers up to 1,000 n)Names of numbers Ordinal numbers up to 100th

Writing numbers up to 1,000 in words

Distinguishing ordinal and cardinal numbers

Roman numerals I, V, X, L o)Addition - three digits I.1 Add multiples of 100

I.2 Add two three-digit numbers

I.3 Addition input/output tables - up to three digits

I.4 Addition word problems - up to three digits

I.5 Complete the addition sentence - up to three digits

I.6 Write the addition sentence - up to three digits

I.7 Balance addition equations - up to three digits p)Subtraction - three digits J.1 Subtract multiples of 100

J.2 Subtract three-digit numbers

J.3 Subtraction input/output tables - up to three digits

J.4 Subtraction word problems - up to three digits

J.5 Complete the subtraction sentence - up to three digits

J.6 Write the subtraction sentence - up to three digits

J.7 Balance subtraction equations - up to three digits q)Properties Addition, subtraction, multiplication and division facts

Solve inequalities using addition and subtraction shortcut r)Place values Place value models - up to thousands

Regrouping tens and ones II

Convert to/from a number - up to thousands

Convert between place values - up to thousands

Convert from expanded form - up to thousands

Identify the digit in the ones, tens, hundreds or thousands place s)Estimation and rounding Round to the nearest ten, hundred or thousand

Estimate sums t)Logical reasoning Guess the number u)Measurement Long and short

Tall and short

Light and heavy

Holds more or less

Compare size, mass and capacity

Read a thermometer

Compare and convert metric units of length, mass, volume

Choose the appropriate measuring tool v)Mixed operations Addition and subtraction word problems - up to 100

Addition and subtraction - balance equations - up to 100

Input/output tables - write the rule - up to 100

Which sign (+ or -) makes the number sentence true? w)Multiplication and Division Multiplication sentences

Multiplication tables up to 10

Divisors and quotients up to 10 5) Grade 3 (Age 8 to 9) a)Numbers and comparing Write numbers in words

Ordinal numbers to 100th

Roman numerals I, V, X, L, C, D, M

Even and odd II

Skip-counting puzzles

Number sequences

Put numbers in order

Which number is greatest/least?

Comparing - with addition and subtraction

Multi-step inequalities b)Place values Place value names

Value of a digit

Identify the digit with a particular place value

Convert to/from a number

Convert between place values

Convert from expanded form

Convert between standard and expanded form

Place value word problems c)Addition Add two numbers with four or more digits Loading... Addition input/output tables - four or more digits

Add two numbers with four or more digits - word problems

Complete the addition sentence - four or more digits

Balance equations - four or more digits

Add three or more numbers with four or more digits - word problems

Addition: fill in the missing digits d)Subtraction Subtraction patterns over increasing place values

Subtract numbers with four or more digits

Subtraction input/output tables - four or more digits

Subtraction: fill in the missing digits e)Multiplication Multiplication word problems - facts to 12

Missing factors - facts to 12

Missing factors - facts to 12 - word problems

Multiplication patterns over increasing place values

Multiply numbers ending in zeroes

Multiply a one-digit number by a larger number - word problems

Multiply three or more numbers

Multiplication input/output tables f)Multiplication - skill builders Multiplication tables till 12 g)Division Division facts to 12

Division patterns over increasing place values

Divide numbers ending in zeroes

Divide larger numbers

Divide larger numbers - word problems

Divisibility rules for 2, 5 and 10

Division input/output tables h)Division - skill builders Division till 12 i)Mixed operations Addition, subtraction, multiplication and division facts

Complete the addition, subtraction, multiplication or division sentence

Addition, subtraction, multiplication and division word problems Loading... Interpret data in tables

Multi-step word problems

Missing operators j)Properties Addition, subtraction, multiplication and division terms

Solve using properties of addition, multiplication, division k)Equations and variables Identify equations

Solve for the variable

Write variable equations to represent word problems l)Estimation and rounding Round money amounts

Rounding puzzles

Solve inequalities using estimation

Estimate sums , products , quotients

m)Logical reasoning Guess the number

Largest/smallest number possible

Find the order

Age puzzles

Guess two numbers based on sum, difference, product and quotient n)Money Count coins and bills

Which picture shows more?

Making change

Inequalities with money

Put money amounts in order

Add money amounts - word problems

Price lists o)Time Read clocks and write times

Elapsed time

Read a calendar

Relate time units

Time patterns

Convert between hours and fractions of hours

Reading schedules - 24-hour time Loading... Time lines p)Graphs Interpret pictographs

Create pictographs

Interpret line graphs

q)Measurement Read a thermometer

Compare and convert metric units of length, mass, volume

Conversion tables r)Geometry Count and compare sides, edges, faces and vertices

Reflection, rotation and translation

Area and perimeter

Angles: greater than, less than or equal to a right angle

Lines, line segments and rays

Polygons

Triangles: equilateral, isosceles and scalene, acute, right, obtuse s)Fractions Fractions on number lines

Compare fractions

Equivalent fractions

Reducing fractions to simplest form

Put fractions in order

Fractions of a number - word problems t)Decimals T.2 Conversion of decimals into fractions and viceversa

T.3 Understanding decimals expressed in words

T.4 Number sequences involving decimals

T.6 Arrangement of decimal numbers in ascending or descending order

T.8 Add and subtract decimals - word problems 6) Grade 4 ( Age 9 to 10 ) a)Number sense Place values

Convert between place values

Word names for numbers

Roman numerals Loading... Prime and composite numbers

Rounding up of values

Even and odd

Inequalities with number lines

Compare numbers up to five digits b)Addition Add numbers up to five digits: word problems

Addition: fill in the missing digits

Properties of addition

Add three or more numbers up to five digits each

Addition patterns over increasing place values

Choose numbers with a particular sum

Estimate sums: word problems c)Subtraction Subtract numbers up to five digits: word problems

Subtraction: fill in the missing digits

Subtraction patterns over increasing place values

Choose numbers with a particular difference

Estimate differences: word problems d)Multiplication Multiplication facts to 10

Choose the multiples of a given number up to 12

Multiply one-digit numbers by larger numbers

Multiplication patterns over increasing place values

Properties of multiplication

Estimate products: word problems

Choose numbers with a particular product

Multiply numbers ending in zeroes: sums and word problems

Multiply three numbers

Inequalities with multiplication e)Division Division facts to 10: sums

and word problems

Properties of division

Divide larger numbers: sums and word problems

Complete the division table

Interpret remainders

Choose numbers with a particular quotient

Divide numbers ending in zeroes

Estimate quotients: sums and word problems

Divisibility rules Division patterns over increasing place values

Inequalities with division Loading...f)Mixed operations Add, subtract, multiply and divide

Addition, subtraction, multiplication and division word problems

Estimate sums, differences, products and quotients: word problems

Multi-step word problems

Word problems with extra or missing information

Choose numbers with a particular sum, difference, product or quotient

Mentally add and subtract numbers ending in zeroes

Inequalities involving addition, subtraction, multiplication and division g)Algebra G.2 Write variable expressions: sums and word problems

G.3 Evaluate variable expressions

G.4 Write variable equations to represent word problems

G.5 Solve variable equations h)Functions Input/output tables with addition, subtraction, multiplication and division

Function tables

Write linear functions

Graph linear functions i)Logical reasoning Guess two numbers based on sum, difference, product and quotient

Find the order j)Patterns Geometric growth patterns

Increasing growth patterns

Numeric patterns: word problems

Mixed patterns review k)Data, charts and graphs Read a table

Interpret line and bar graphs

Interpret pictographs

Create bar graphs

Circle graphs l)Money Compare and rounding up money amounts

Add and subtract money amounts

m)Measurement Choose the appropriate metric unit of measure

Compare and convert metric units of length, mass, volume n)Time Convert time units

Add and subtract mixed time units

Fractions of time units

Find start and end times: multi-step word problems

Convert between 12-hour and 24-hour time

Time zones - 24-hour time

Transportation schedules - 24-hour time

Time patterns o)Geometry Identify planar and solid figures

Types of triangles

Open and closed shapes and qualities of polygons

Acute, right, obtuse, reflex and straight angles

Area and perimeter

Lines of symmetry

Rotational symmetry

Lines, line segments and rays

Parallel lines

Perpendicular bisector p)Fractions Equivalent fractions

Reduce fractions to simplest form

Compare fractions q)Decimals Understanding decimals expressed in words

Place values in decimal numbers

Equivalent decimals

Convert fractions to decimals

Convert decimals to fractions

Compare decimals and fractions

Round decimals

Compare decimal numbers

Put decimal numbers in order

Number sequences involving decimals

Solve decimal problems using diagrams r) Addition and Substract of Decimals Add and subtract decimals: sums and word problems

Inequalities with addition and subtraction

Estimate sums and differences of Decimals Three-Minute Classroom Walk-Through Understanding the rationale underlaying the walk-through and reflective practice approach The following questions might start you on your reflective thoughts: How often do you or did your supervisor walk into the classroom? How long do you or did your supervisor stay in the classroom on these walk-throughs? How frequently do you or did your supervisor provide follow-up? What was the nature of the follow-up? Reflection (Initial Reflections on Walk-throughs and Follow-up) (Write your comments) What is the Downey Walk- Through Downey Walk-Throughs involve five key ideas: 1. Short, focused, yet informal observation. It is like taking a short video clip of the moment. There is no intent to evaluate the teacher; rather it is a time to gather information about curricular and instructional teaching practices and decisions teachers are amking. To focus our time in the classroom, the walk-through includes a five-step observational structure for gathering information. If our goal isone of professional growth rather than evaluation of the individual, a short visit is all that is required to provide ample data to promote teacher growth. Possible area for Reflection. The major goal of this brief informal observation is to trigger a thought that might be useful for the teacher to consider, one that might help the teacher in his or her decision making about effective practice.Follow-up is provided to give oppertunities for reflective thought. Curriculum as well as Instructional focus. While you are in the classroom observing, you will want to gather data about the curriculum and instructional secesions being made and notice their impact on student behavior. Follow-up occurs only on occation and not after every visit While you are in the classroom, think about whether you wish to have a conversation with the teacher about any decisions the teacher is making. This needs to be done

before you move to the next classroom. Decide whether you will be providing a follow-up conversation on some teaching practice for reflection.

Informal and Collaborative There is no checklist of things to look for or judjements to be made. The approach is informal, informal, and informal! The approach is about colleagues working together to help each other think about practice. Why Walk-Throughs? Reflection (Why should Walk-Throughs be a high priority in your work?) (Write your comments) Reasons for walk-throughs The frequent sampling of a teacher’s actions gives greater validity to whatv you observe Frequent observations often lower teacher apprehension over time, making formal observations more effective The more you know about how people are functioning and making decisions, the more you know about the school’s operations. The more you observe, the more you learn – the greater the repertoire of strategies you can share with your staff You can identify common areas of decisions that might provive valuable for group staff development – entire faculty, department level, and grade level groups You can observe how effective your staff development endeavors have been in imparting teaching behavior in the classroom If parents call about a concern, you have your own observational data, in most cases, of the teacher’s intentions and practice. You are better informed. It helps you identify possible individuals who might become marginal if you do not provide assistance quickly. It helps you keep perspective about your work Ultimate Goals of the Walk-Through approach With Reflective Dialogue o Reflective, self-directed, sel-analytical, interdependent teachers who examine their own practices o Teacher who are continually willing to improve their teaching practices

o Reachers who are committed to teaching the presribed curriculum student learnings and to working for even student higher achievenment. The collaborative, reflective dialogue following classroom visits Builds on the fact that change is intrapersonal – it comes from within Focuses on the use of intrinsic motivational strategies that honour the teacher and his or her decisions versus telling the teacher what to do Recognizes the teacher’s level of experience and readiness for self-direction Engages in dialogue that moves the teacher to self-analysis Encourages collegial interactions and enables educators to learn together in an interdependent way. For those in the supervisory roles with teachers, the shift should be away from a conventional supervisory approach towards a collegial one. The shift is as follows: Collegial rather than a hierarchical relationship between teachers and supervisors Focused on teacher development rather than teacher conformity Facilitative of teachers collaborating with each other in instructional improvement efforts Supportive of teacher involvement in ongoing reflective enquiry Downey’s model had continued to evolve in several ways: The supervisor acted as a coach and mentor rather than a judge The supervisor viewed the teacher as the primary client for impacting student achievement Interaction between principal and teacher moved from extrinsicmotivators (positive praise) to intrinsic motivations focused on teacher efficacy The focused moved towards encouraging reflective inquiry by teachers on their practices and decisions and moved away from direct feedback from a supervisor. It was recognized that it is the reflective question that has the power to change what teachers believe. Conducting the Walk-Through Observation A five-Step Process Before the five steps are presented, take a momemt to think about what you do when you conduct walk-through in classrooms. The following questions might start you on your reflective thoughts: What do you pay attention to first? What do you do, for example, walk around, look at student work, talk with students, talk to the teacher? What do you observe? What do you do with the data you gather? Reflections (Write your comments) Five-Step Walk-Through observation Structure Step 1: Student Orientation to the Work – Do students appear to be attending when you first walk into the room? The goal of this step is to notice whether students appear to be oriented to the work. This step is just a cursory glance. If, however, we see nonattending behavior on numerous visits, we need to be observant as to what might be creating the off-task behavior. Attending behavior is a prerequisite to learning. Step 2: Curricular Decision Points – What objectives has the teacher chosen to teach at this time and how alligned are they to the prescribed curriculum The basic purpose of step 2 is to determine the allignment of the taught curriculum with the prescribed curriculum. Analysis of the student objectives (The 3 C’s) Content: The skill, knowledge, process, concept to be learned by the students Context: The conditions under which students will demonstrate the learning (student mode of response, materials and information given to them orally or in writing) Cognitive Type: Knowledge, comprehension, application, analysis, synthesis, evaluation Step 3: Instructional Decision Points – What instructional practices is the teacher choosing to use at this time to help students achieve the learning of the lesson objectives? Step 3 components Determine the generic instructional decisions being made. Generic practices are those that could be used regardless of student age or suject area. (feedback, using examples, non-linguistic representations etc.) Identify strategies being used (reciprocal teaching, cooperative learning etc.) Observe specific research-based, subject-specific practices, such as the use of mata-cognitive strategies, manipulatives, or mental computations in Mathematics. Step 4: “Walk-the-Walls”: Curricular and Instructional Decisions – What evidence is there of past objectives taught and/or instructional decisions used to teach the objectives that are present in the classroom – walk-the walls, portfolios, projects in the room? Step 5: Safety and Health Issues – Are there any noticeable safety or healyh issues that need to be addressed? As you enter and exit classrooms, you will note particular safety or health issues. This is not a formal inspection or situation for placing blame; it is a time for making helpful observations. Determining whether Walk-Throughs are the Right Stuff Management By Wandering Around (MBWA) Outcomes of MBWA: based on Research Enhanced teacher satisfaction as defined by higher frequency of “flow” experiences Improved teacher self-efficacy Improved teacher attitude towards professional development Improved teacher attitude towards teacher appraisal Increased perceived teacher efficacy of other teachers Improved classroom instruction Improved teacher perception of principal effectiveness Improved student discipline and student acceptance of advice and criticism Improved teacher-perceived effectiveness of the school Linking the Walk-Through Process to a Model of Teacher Growth Walk-through process is a form of differentiated professional development. The typical approach to formalized professional development today is based on the assumption that there is one set of procedures that works for all teachers. This is simply not the case. Professional development that is effective for a beginning teacher is far different from that which is effective for teachers at other points in their careers. The walk-through process lends itself to these differing needs. Thake a few minutes to reflect on the type of professional development that has been most effective for you during your career. As a beginning teacher, did you find that you needed some one to talk to about instructional practice? Who filled that role for you? How would you describe those conversations? What was your role, and what was the role of the person you were talking to? Did mutual trust and respect impact those conversations? In what way? As you gained experience in the classroom over several years, did you still seek out someone you felt comfortable with to dialogue about role as a professional educator? Did the nature of those conversations change over time? If so, how? When do you have the most meaningful conversations about practice now? With whom? What role does your school principal play in these conversations? Reflection (Reflections on how meaningful conversations about practice change over time) (Write your coments here) Walk-Throughs and the Teacher Growth Model The model is developmental because it proposes and describes an ongoing process that takes place throughout a teaching career. In the life cycle model, each of the six phases is content and task specific and exists along the continuum of excellent teaching. The strength of this model is its focus on the process of how one continues to grow and become more competent. The model is grounded in transformative learning theory. If teachers are not successful in attaining personal and professional growth via reflective activities, they enter a negative, downward spiral.

The model also connects personal and reflective development and growth to specific external factors such as reactions/responses to conflict, changing social contexts, and the impact of school cultures. The Model The life cycle of the career teacher model is based on the premise that, given the appropriate learning environment, teachers will continue to grow and develop throughout their professional lifetime. The model identifies six phases of development: Novice, Apprentice, Professional, Expert, Distinguished, and Emeriyus. Novice Teacher The novice phase begins when preservice teachers first encounter practicum experiences as part of their teacher education programme. Apprentice Teacher This phase begins for most teachers when they receive responsibility for planning and delivering instruction on their own. Typically, the apprentice phase includes the induction period and extends into the second or third year of teaching. Professional Teacher The professional phase emerges as teachers grow in their self-confidence as educators. Expert Teacher This phase symbolizes achievement of the high standards desired by ……. School/board/curriculum. The goal of this model is to assure that all teachers develop their skills to operate at this expert level. Distinguished Teacher This phase is reserved for teachers who are truly gifted in their field. They exceed current expectations for what teachers are expected to know and do. These teachers are the leaders of the profession. Emeritus Teacher Teachers at this stage are those who want to continue, after retirement, to make contributions to the field. JYOTHI'S FRAMEWORK Note: The charts from the different subjects are not in Prezi, but in Our Journal. They are practices. Here, we have the theory :-) , and how we will applied this theory to practice. The child selects the right answer. Audio and Visual aids to facilitate learning for the slow learners, visually and hearing

impaired children

Videos, Powerpoint presentation are used to make concepts more interesting.

It uses drill/ practice sessions to assess the understanding and knowledge of students.

The biggest advantage of Sleepe framework is it involves all the stakeholders in the

process of education. iii) Curriculum at Sleepe framework is build on the following Maxims of teaching Simple to Complex

Known to Unknown

Concrete to Abstract MATHS MAIN SUBJECTS OF THE SLEEPE FRAMEWORK SCIENCE FRENCH AND SPANISH THANKS TO SARA RODRÍGUEZ Subjects of the Sleepe Framework are interactive. Using different methods of teaching, and innovative ones which helps students to understand the main concepts, and do not forget them never in life because memorizing is not important, but understanding is. These methods are interactive, and are opened to people all around the world. It is sustainable because of what I explained in ' The Sleepe Framework' Even people with problem disabilities can take it, and feel integrated in our project. Students learn concepts in an efficient way. They apply those concepts to reality, and that is wonderful because we are sorrounded by mathematics everywhere we go. Thanks to Ruchi, Maths will be easy to learn. The use of methodical and practical exercises, will help students a lot. Furthermore, classes are interactive so that they will not get bored. Thanks to Ruchi Thanks so much for reading our project Thanks to Sara Rodríguez, students will learn everything in a very quickly way. Dynamics classes with video lectures, and the use of diverse media such as Facebook, Twitter... will be included in her programme. Because learning two languages at the same time have never been so easy. SCIENCE Thanks to Hema, students will learn those specific and basic lessons of science so that pupils can become good researchers, and scientists the day after tomorrow. Note: Hema's deliverables are on the Journal

Full transcript- CALIGRAPHY.

- READING.

- LEARNING THE NUMBERS.

- CUT AND PASTE ACTIVITIES. ABECEDARY.

- THE DAYS OF THE WEEK & MONTHS.

- WRITING THEIR NAMES. AGE 4 - CALIGRAPHY.

- READING.

- DEVELOP.

- NUMBERS.

- PAINTING.

-LEARNING VOCABULARY.

-DEVELOP CREATIVITY. THROUGH GAMES. AGE 5

LEARNING THE ANIMALS

LEARNING THE NAME OF FRUITS

LEARNING THE MONTHS

LEARNING TO PRESENT THEMSELVES IN BOTH LANGUAGES

LEARNING SIMPLE SENTENCES AGE 6 LEARNING THE PARTS OF A HOUSE

LEARNING THE NAME OF THE COUNTRIES

LEARNING PRESENT SIMPLE

LEARNING THE MAIN VERBS

TESTING WHAT THEY HEAR THANKS TO AUDIOFILES AGE 7 THE PAST SIMPLE

THE VERB TO BE /LE VERBE ÊTRE, AVOIR ET FAIRE CREATING SENTENCES WRITE STORYTELLING LEARNING MATERIAL THAT IS USED AT SCHOOL AUDIOFILES PRACTICE CONVERSATIONS AGE 8 AUDIOFILES

PRACTISING CONVERSATIONS WITH STUDENTS LEARNING THE COLOURS LEARNING CLOTHES LEARNING FOOD READING AGE 9 / AGE 10 READING COTIDIAN CONVERSATIONS AUDIOFILES THE WEATHER FORECAST THE PRESENT SIMPLE, PAST SIMPLE, VERB TO BE, THE PAST IN ALL ITS FORMS, AND CONDITIONAL LEARNING PROFESSIONS START TO WRITE COMPLEX SENTENCES FILMS- VIDEOS SPEAKING KEY AREAS IN FRENCH AND SPANISH: Thanks to Spanish and French, Sara is going to develop with Stan and Stella, Martha and Peter the following competences.... LANGUAGE COMPETENCE VOCABULARY LOGIC COMPETENCE CONVERSATIONS IN CLASS VISIO- SPATIAL COMPETENCE ACTIVITIES OF CUTTING AND PASTE, AND GAMES GRAMMATICAL COMPETENCE VERBS IN ALL ITS TENSES, CREATING PHRASES, AND COMPOSITIONS, ANALYZING EVERY PART OF A SENTENCE MOTOR- COORDINATION SPEAKING IN BOTH LANGUAGES IN ORDER TO RELATE SOME WORDS WHICH ARE SIMILAR IN BOTH LANGUAGES ANALYSING/ CRITICAL SKILLS CONVERSATIONS

DISCUSSIONS AND DEBATES IN CLASS COMPHRENSION &UNDERSTANDING READING AND AUDIOFILES CULTURAL KNOWLEDGE OF BOTH COUNTRIES MAPS, GEOGRAPHICAL AREAS, AND COUNTRIES COUNTRIES MAPS QUESTIONS TO ASSESS COMPETENCE IN THE LEARNING AREAS FOR EACH GRADE IT IS VERY IMPORTANT TO ASSESS QUESTIONS IN ORDER TO SEE IF CHILDREN ARE LEARNING THE MOST IMPORTANT TOPICS IN BOTH LANGUAGES: FRENCH AND SPANISH AGE 3 & 4 AGE 5 AGE 6 AGE 7 AGE 8 AGE 9 AGE 10 -Crossword puzzle -Songs - Painting pictures and reading what is below the picture in English. Associate the picture with the word itself so that it can be easy. - Storytelling for children,in their language, and including some words in the language they are learning FRENCH & SPANISH - PLAYING SCRABBLE SO THAT IT CAN BE EASY TO CREATE NEW WORDS, AND LEARN NEW ONES - PLAYING THE HANGMAN IN BLACKBOARD - CREATE STORYTELLING THANKS TO COMIC PUPPETS, AND PLUSH -INTERACTING WITH NEW TECHNOLOGIES: GAMES IN COMPUTER IN ORDER TO LEARN THIS NEW LANGUAGE. ESPECIALLY FOR GRAMMAR, BECAUSE IT IS A LITTLE BORING - ACTIVITIES OF FILLING IN SPACE -ACTIVITIES OF TRUE OR FALSE? - ACTIVITIES WHERE YOU HAVE A PICTURE AND YOU SHOULD KNOW WHAT THAT PICTURE IS, AND TRY TO DESCRIBE IT -ACTIVITIES OF YES/NO QUESTIONS EXERCISES OF GRAMMAR IN COMPUTER, AND CLASS THANKS TO THE CONSTRUCTION OF COMPOSITIONS OF SIMPLE/ COMPLEX SENTENCES A DEEP ANALYSIS TO STORYTELLING WHERE I BEGIN A SENTENCE, AND STUDENTS GOES ON WITH THE STORY. (EVERY STUDENT SHOULD BUILD A SENTENCE OR TWO) THEN WE WILL READ A FUNNY STORY WRITTEN BY ALL OF US. - FORUM DEBATE IN COMPUTER ABOUT DIFFERENT ISSUES EVERY WEEK - LEARNING A LANGUAGE IN A CHAT. CHATTING IS A GOOD TOOL IN ORDER TO LEARN NEW LANGUAGES - LISTENING TO BBC NEWS,OR AN OTHER KIND OF NEW SO THAT THEY CAN KNOW A LITTLE MORE OF WHAT HAPPENS IN THE REAL WORLD - VIDEO CONFERENCE THANKS TO SKYPE OR AN OTHER KIND OF PLATFORM WHICH ALLOWS TO MAKE A MEET- UP FACE- TO-FACE SO THAT YOU CAN HAVE NEW FRIENDS, AND DEVELOP YOUR CULTURAL BACKGROUND AS WELL AS INTEREST FOR LANGUAGES - SPEAKING IN CLASS, EVERY WEEK A SPECIAL TOPIC WE HAVE DEALT WITH. TRYING TO USE THE VOCABULARY LEARNT THAT SPECIFIC WEEK -COMPOSITIONS FROM JOURNALS, ARTICLES, OR A STORY -HAVING A JOURNAL WITH THEM SO THEY CAN WRITE IN THAT LANGUAGE WHATEVER THEY LIKE -LISTENING AUDIOFILES: MUSIC, STORIES, NEWS - RECORDING THEMSELVES, THEIR VOICE WHEN SPEAKING A LANGUAGE SO THAT THEY CAN CHECK THEIR PRONUNCIATION -WATCHING VIDEO FILES RELATED TO THE ISSUES WE ARE SEEING IN CLASS.FOR EXAMPLE, IF WE ARE DEALING WITH ANIMALS, BRING A DOCUMENTARY THAT HAD THOSE SPECIFIC ANIMALS - CREATING STORIES USING THE VOCABULARY OF THE WEEK SO THAT THEY CAN LEARN THE SPECIFIC VOCABULARY - TRY TO ASSOCIATE THE VOCABULARY IN BOTH LANGUAGES, SIMILAR VOCABULARY SO THAT THEY CAN LEARN MORE WORDS IN LESS TIME USING WHATSUPP IN THEIR DAILY LIVES FOR PRACTISING WITH THEIR FRIENDS IN ENGLISH OR LANGUAGE SLEEPE IS ... PERSONALIZED FOR STAN /STELLA, MARHA & PETER! The SLEEPE Framework is a new approach to purposeful education that places students at the center of the Education ecosystem and constantly re-aligns itself around their interests, aspirations and aptitude. The goal of the framework is to help children become global experts in their professions, and happy citizens driving noble social prosperity.

For understandable historical reasons, students have had to adapt to the learning environments, but today's connected world opens up several possibilities to flip the arrangement. The 'gift' of the 'present'

Recent advances in affordable technologies now make it possible to connect the key stakeholders of the child's success in life and profession. Lifting them out of their silos, SLEEPE enables Parents, Teachers, Employers, Education Experts to help students maximize the returns of their time, energy and monetary investment in education. Retaining the good, discarding the bad, re-engineering the ugly

SLEEPE is a blended framework that uses both offline and online processes for effective and efficient learning filled with learnable moments for the children. It is designed ground up to be continuously relevant and sustainable.

A proof-of-concept of the idea has been operational at www.gloschol.com, and SLEEPE seeks to enhance its reach to global levels leveraging low cost technologies IF YOU WANT TO KNOW MORE ABOUT SLEEPE CONTINUE CLICKING! Design goal #1: Self-sustain from the beginning, build to last.

The real world implementation of SLEEPE is planned as an economically sustainable organization that leverages experts around the globe. Funding for the initiative will be through small, low-risk, private investments of select education enthusiasts drawn from the pool of interested parents, education experts and others who believe in the idea.

A healthy, non-greedy, revenue goal is emphasized to ensure decent returns to inspire funding for other sustainable causes and so that the organization can support several under-served educational needs without having to rely on outside charity or donations. Grounds for implementation

The following institutions and individuals have graciously agreed to be sandboxes to validate scenarios for the real-world implementation of SLEEPE:

•Indian Public School, Bangalore Rural District

•Indian Academy College, Bangalore Urban District

•A great Teacher Trainer, reputed school, upmarket Mumbai

We are in the process of partnering with a very large NGO to validate the viability of SLEEPE for the economically and socially under-served student communities. VIDEO ANIMATION ABOUT SLEEPE PROJECT DELIVERABLES

Tina interface - 1: How SLEEPE enables Stella and Stan in India become better in French and espanol through Sarah in Spain Stan-Stella + Martha-Peter interface: Curriculum framework for children - French / Spanish

Final deliverable video Animation video

Schema

The creation of this final Prezi (Pictures....) Project Deliverables:

- From Kindergarten (age 3) onwards, list key learning areas in French / Spanish for each year until grade 10.

- Create sample questions to assess competence in the learning areas for each grade JYOTHI Stan-Stella + Martha-Peter interface: Curriculum framework for children - English

Tina interface - 2: Measuring teacher effectiveness and creating teacher audit report Project Deliverables:

- From Kindergarten (age 3) onwards, list key learning areas in English for each year until grade 10.

- Create sample questions to assess competence in the learning areas for each grade

- Sample audit templates and reports to measure teacher effectiveness

Stan-Stella + Martha-Peter interface: Curriculum framework for children - Science

Project Deliverables:

- From Kindergarten (age 3) onwards, list key learning areas in Science for each year until grade 10.

- Create sample questions to assess competence in the learning areas for each grade

- - Best practices for teaching Science in a more effective and fun way through SLEEPE HEMA

Stan-Stella + Martha-Peter interface: Curriculum framework for children - Math

Project Deliverables:

- From Kindergarten (age 3) onwards, list key learning areas in Science for each year until grade 10.

- Create sample questions to assess competence in the learning areas for each grade

- Best practices for teaching Math in a more effective and fun way through SLEEPE RUCHI

Professional Development Module

Project Deliverables:

- Evaluation Questionnaires for assessing the following: Communication Skills, Team Work, Conflict Resolution, Decision Making, Time Management, Leadership, Project Management.

- Sample reports and gap analysis

- Resources (SLEEPE / External) to help students improve in the professional skills. ALL GROUP DELIVERABLE. SARA RODRÍGUEZ SLEEPE Architecture: The open architecture presentation of the SLEEPE Learning Environment

Economic Sustainablity Model: How learning environments built using the SLEEPE Framework can self-sustain

External validations, best practices and lessons learned: Summary document

Technology platform: Mock up of a learning environment powered by SLEEPE .

Creation of the SLEEPE Logo: a dancer (t features a student dancing (gracefully, enjoying, stress-less,...) Sudarshan said: "towards happiness in profession and life. Like ripples in still water, the SLEEPE Framework centers itself around each new step of the student and connects the steps to other parts of the education ecosystem". SUDARSHAN External Consultant / New Member (Ananth's deliverables)

-Emily Interface: How SLEEPE interfaces with Employer as stakeholder of the learning environment.

- Emily will have the ability to select her human resource requirements through SLEEPE •Students can see all the opportunities and the corresponding skill requirements. They can choose courses through SLEEPE to build specific competencies. •Educational institutions or certifying agencies can evaluate students against the required competencies and issue graded certificates •Emily can select candidates that best fit her needs Project Deliverables:

- Comprehensive list of employment sectors (Automobile, Healthcare, Banking, etc.)

- Take 1 or 2 high demand sectors and name personnel roles in them

- Evaluation scenario of students fitting into requirements of Emily SARAH

RADOSEVICH ECONOMIC SUSTANAINABILITY OF THE SLEEPE FRAMEWORK Sustainability is a very important design specification of the project. It is the only way to ensure that this idea will be alive and healthy for a loooong time, without having to constantly solicit donations or funds. This thread will describe different ways of how sustainability will be built into the project. For instance, there is a part of the framework that leverages experts. It is the Global Education Hub. As an example, Sara's expertise in Spanish can be leveraged to benefit students, and at the same time generate her some income. It won't be writing a book, but the effort will be approximately that of writing a 300-page book. The templates for this will be provided by the framework. Similarly, experts in other subjects can plugin their expertise. But no "free" work. The Hub WILL send them income, but if they don't want to keep it, they can donate it to any cause of their choice. Anybody with expertise in any field which is relevant to specific predefined learning NEEDS can leverage the Hub this way. As a proof of concept, the Hub will be implemented with a few such learning areas. The idea is that when there is good flow of income, more experts will be motivated to contribute their expertise for a longer time and with commitment. With a "free" service, I have seen that it doesn't sustain for long. It was a real lesson learned in my learning lab. One of the goals is to help teachers as a token of gratitude for being in the noble profession and helping students become even more prosperous than themselves. Some class teachers from primary school are already part of GLASS. It works very well. The SLEEPE Framework will take it to global scales. There will be other ways for generating revenue to ensure economic sustainability of the initiative. Every component of the framework will have economic sustainability as a design principle. One of the purposes for education is to help children stand on their own feet and be happy and prosperous when they are older. For that to happen, even the learning environment should be able to stand on its feet and be prosperous and happy. Economic sustainability will also inspire other Edupreneurs to invest in the idea if they like it, and reap dividends that can help them fund other initiatives. It will ensure a happy win-win for all those involved. The organizational model eventually supported by The SLEEPE Framework will be "hybrid". Economic sustainability will be a key goal in the real-world implementation of this project. The SLEEPE Framework will be used to create several products and offerings by experts around the globe, and each of these will be viable. The challenge for the organization will be to constantly monitor the pulse of the community needs and roll out offerings that are high value for money. The organization will also be a channel for activities of genuine social responsibility. Proceeds from the offerings will be used to support such activities, instead of relying on the philanthropy of donors. The economic sustainability goal will be realized by structuring a lean, cost-conscious and nature-friendly organization. The organization will adapt itself well to the changing needs of the community, by responding to the demand through a range of relevant offerings. FEATURES OF OUR PROJECT This is a project around Purposeful Education. Purposeful Education means viewing Education not as a herd instinct to follow in an entrenched system, but approaching it with specific purpose aligned with specific goals. There are no well-known tools currently available to assist with this. SLEEPE is a fun, global effort by education-enthusiasts to demonstrate a comprehensive platform for enabling purposeful education by interconnecting constituents, species and eco-systems. SLEEPE stands for Smart Learning Environment Enabling Purposeful Education. Each part of the acronym is significant. Its real world implementation will be self-sustaining, supported by different stakeholders who see value for money in the offerings. The economic sustainability will also help fund initiatives to include students who are unable to participate in the education system. The key constituents in the learning environment relevant to this project are students (Stella and Stan), parents (Martha and Peter), employers (Emily), education experts (Tina) and leaders of education institutions (Collin). The SLEEPE Framework is centered around the student. Today's reality is that the different constituents operate in different silos, concerned primarily about the ecosystem or species they represent. The most important stakeholder in the education process - the student - is ignored and left behind in the process. As we get into the Design, we will encounter components (such as Futuris.2c, Global Education Hub, Smart Competence Engine, etc.) each of which will need needs analysis of its own. There are other great DNLE projects that complement our effort. The architecture of The SLEEPE Framework will facilitate symbiotic plug-in of compatible project ideas. The SLEEPE Framework will evolve beyond its academic scope and be a real-world solution for the challenges it addresses. Team members are welcome to join hands and participate in that effort, part time or full time, if they are interested. Even others who see the relevance of this idea are welcome to join this effort after reviewing the final presentation.

Please note that economic self-sustainability is a major goal. The framework will be used to create innovative, first-of-their-kind offerings that will deliver high value for money to the users. The proceeds will be used to fund further enhancements to the idea and also support its social causes. What happens after the project? pinterest.com STATISTICS / INTERESTING INFORMATION Source : pinterest.com EDUCATIONAL GAMES SOURCE: pinterest.com ---> You can click the image and move it with your mouse in order to see the all image in a more detailed way. ---> You can click the image and move it with your mouse in order to see the all image in a more detailed way. Apart from Spanish and French, students will also learn Maths: THANKS TO RUCHI! FACTOR THAT PLAY ROLE IN BASIC MATH LEARNING 1) Sequencing

a) Number series

b) Word problems

2) Motor Co-ordination

a) Fine motor

b) Gross motor

3) Perception

a)Figure-ground

b)Form constancy

c)Right- left discrimination

d)Visio-Spatial

e)Shape size discrimination 4)Attention

a)Sustained

b)Alternating 5)Memory

a)Short term

b)Long term

c)Working memory 6)Language

a)Verbal

b)Symbol

c)Relation HOW TO OVERCOME THE DIFFICULTIES FACED BY STUDENTS IN MATHS?

Problem 1:

a)Weaker short term memory will impact the pupil’s ablity just to keep us with the lesson in general b)It will also be a challenge for the students to remember the question while doing calculations mentally. SHORT TERM MEMORIES Solution :

a) Teacher should avoid giving lengthy instructions to the students . Big numbers should be broken down into smaller bits eg : 712 563 449.

b) Repeat the questions , or put key numbers on the board. Problem 2: A pupil leaves lot

of questions unanswered Solution:

a)This could be due to lack of confidence, anxiety or attitude problem or difficulty level of sums. The questions should be framed in easy language as the purpose is to test concepts. Provide hints and clues on the next slide to motivate the children to solve the sums Problem 3: The pupil has difficulty in reading and interpreting word problem Solution : Sleepe framework provides access to online dictionary that enables children to simplify terms . It teaches students the SQ3R method ie Survey, question, read , review, respond. This gives them a direction to approach the sums. Problem 4: Sequencing skills

a) Problem: number sequence for 2 beyond 10 Solution : Progress from known to unknown concepts. Start with numbers they know ie 2, 4, 6, 8. Use that as a base and teach them patterns 12, 14, 16, 18……….22, 24 Problem 5: Long term memory

a)Students find it difficult to

recall concepts during exams Solution : Drill exercises provide enough

practice of sums of different levels of difficulty to

equip the child to beat the exam anxiety.

Best practices for teaching Math

in a more effective and fun

way through SLEEPE The worksheets provided are well spaced out to avoid confusion with appropriate font size. The framework offers analysis of the learning style and recognition of pattern in the errors

Sleepe framework motivates the children by providing a progress chart which illustrates student’s progress towards established goals. Students are rewarded with points and other incentives for their success.

It makes learning fun by using innovative methods such as a)Mix and match: The problem is written on

a card of one color and the answer on the card

of another color. The child picks the correct card

for the question which tests the child’s concepts.

b)Memory or Concentration: Memory games

c)Bingo 48 + 3 – 7 = __________ and... the children selects the correct answer :-) BINGO! ( Ioana could not make her deliverable because she did not uploaded the last assignment. For this reason, the group decided to co-operate in group to do this part ) LEADER THE MAIN GOAL OF PRESCHOOL MATH The main goal of preschool math is to develop understanding and insight into the patterns of Maths

through concrete materials. The activities of matching , sorting and categorizing help the children to organize the objects

according to the properties and attributes. It develops logical and language skills as the children

notice and describe small details in the materials that they are sorting and classifying. Logical thinking is the language of Maths. A guiding principle for Math curriculum : Let’s see in how many different ways can Math creep

into my classroom. Our imagination is the limit and the children will be the beneficiaries of it. CURRICULUM FRAMEWORK Age 2.5 to 3 (nursery) : Pre math concepts, introduction to numbers using sand

paper patterns . Concepts of shape, size and number are taught. They learn how to

sort, match, order, sequence, count and recognise numerals a) Shapes Identify circles, squares, rectangles, triangles , cubes, pyramids b)Counting Count dots, shapes, objects and representation of numbers upto 20 c)Positions Inside and outside

Left and right

Left, middle and right

Above and below

Top and bottom d)Classify Same

Different

Same and different

Classify by colour e)Size Long and short

Tall and short

Light and heavy

Holds more or less

Compare height, mass and capacity

Wide and narrow 3) Senior.kindergarten( Age 4.5 to 5 ) a)Numbers and counting up to 3 Represent numbers - up to 3

Count by typing - up to 3

Count up and down b)Numbers and counting up to 20 Represent numbers - up to 20

Count up and down - with pictures and numbers

Number lines - up to 20

Before, after and between - up to 20

Count forward and backward - up to 20

Names of numbers - up to 20

Complete a sequence - up to 20 c) Skip-counting Skip-count by twos, fives and tens d)Comparing Concept of few, equal and more by grouping , using charts. e)Patterns Similar and growing patterns

Complete missing parts of patterns f) Addition Addition with pictures and numbers - sums up to 10 g) Subtraction Subtract with pictures - numbers up to 10

Subtraction sentences - numbers up to 10 h)Positions Inside and outside

Left, middle, right, top, bottom

Above and below

Location in a three-by-three grid i)Time Match clocks and times

Read time of everyday events

Match analog and digital clocks

Seasons

A.M. and P.M. j)Sorting, ordering and classifying Same and different

Classification by colour

Put numbers up to 10 in order (ascending) k)Measurement Long and short

Tall and short

Light and heavy

More or less l)Geometry Identify shapes and figures

Count and compare sides and corners

Geometry of everyday objects

m)Vocabulary: sum and difference 3) Grade 1( Age 6 to 7 ) a)Counting and number patterns Counting tens and ones - up to 99

Counting by twos, fives and tens - up to 100

Number lines

Identifying even and odd numbers

Before or after concept

Skip-counting patterns - with tables, pictures

Sequences - count up and down by 1, 2, 3, 5 and 10

Ordinal numbers

Writing numbers in words b)Addition Addition with pictures, sentences, word problems - sums to 10

Word problems - adding three numbers

Applying related addition facts to real life situations. c)Subtraction Subtraction with pictures, word problems, sentences - numbers up to 10

Subtracting zero and all

Subtracting doubles d)Comparing Comparing numbers up to 100 Comparison word problems e)Estimating Estimate to the nearest ten 4) Grade 2 ( Age 7 to 8 ) a)Fractions Halves, thirds

and fourths

Equal parts

Simple fractions: parts of a group

Fractions - word problems

Compare fractions

Simple fractions: which shape matches the fraction? b)Geometry Identify two and three dimensional shapes

Area and Perimeter - word problems

Compare sides, vertices, edges and faces c)Spatial sense Left, middle, right, above, below, top, bottom

Location in a three-by-three grid d)Data and graphs Pictographs

Reading and interpreting line and bar graphs. Loading...e)Measurement Long and short

Tall and short

Light and heavy

Holds more or less

Compare size, mass and capacity f)Money Compare money amounts h)Mixed operations Addition and subtraction of terms and solving word problems i) Probability and statistics More, less and equally likely

Certain, probable, unlikely and impossible j)Sorting, ordering and classifying Put numbers in order (ascending and descending ) k)Time Days of the week

Months of the year

Reading clocks

Seasons of the year

Read a calendar l)Counting and number patterns Skip-counting sequences with stories and puzzles

Counting patterns and number lines - up to 100

Hundreds chart

Even or odd numbers, before and after concept m)Comparing and ordering Inequalities with addition and subtraction - up to 100

Comparing and arranging numbers up to 1,000 n)Names of numbers Ordinal numbers up to 100th

Writing numbers up to 1,000 in words

Distinguishing ordinal and cardinal numbers

Roman numerals I, V, X, L o)Addition - three digits I.1 Add multiples of 100

I.2 Add two three-digit numbers

I.3 Addition input/output tables - up to three digits

I.4 Addition word problems - up to three digits

I.5 Complete the addition sentence - up to three digits

I.6 Write the addition sentence - up to three digits

I.7 Balance addition equations - up to three digits p)Subtraction - three digits J.1 Subtract multiples of 100

J.2 Subtract three-digit numbers

J.3 Subtraction input/output tables - up to three digits

J.4 Subtraction word problems - up to three digits

J.5 Complete the subtraction sentence - up to three digits

J.6 Write the subtraction sentence - up to three digits

J.7 Balance subtraction equations - up to three digits q)Properties Addition, subtraction, multiplication and division facts

Solve inequalities using addition and subtraction shortcut r)Place values Place value models - up to thousands

Regrouping tens and ones II

Convert to/from a number - up to thousands

Convert between place values - up to thousands

Convert from expanded form - up to thousands

Identify the digit in the ones, tens, hundreds or thousands place s)Estimation and rounding Round to the nearest ten, hundred or thousand

Estimate sums t)Logical reasoning Guess the number u)Measurement Long and short

Tall and short

Light and heavy

Holds more or less

Compare size, mass and capacity

Read a thermometer

Compare and convert metric units of length, mass, volume

Choose the appropriate measuring tool v)Mixed operations Addition and subtraction word problems - up to 100

Addition and subtraction - balance equations - up to 100

Input/output tables - write the rule - up to 100

Which sign (+ or -) makes the number sentence true? w)Multiplication and Division Multiplication sentences

Multiplication tables up to 10

Divisors and quotients up to 10 5) Grade 3 (Age 8 to 9) a)Numbers and comparing Write numbers in words

Ordinal numbers to 100th

Roman numerals I, V, X, L, C, D, M

Even and odd II

Skip-counting puzzles

Number sequences

Put numbers in order

Which number is greatest/least?

Comparing - with addition and subtraction

Multi-step inequalities b)Place values Place value names

Value of a digit

Identify the digit with a particular place value

Convert to/from a number

Convert between place values

Convert from expanded form

Convert between standard and expanded form

Place value word problems c)Addition Add two numbers with four or more digits Loading... Addition input/output tables - four or more digits

Add two numbers with four or more digits - word problems

Complete the addition sentence - four or more digits

Balance equations - four or more digits

Add three or more numbers with four or more digits - word problems

Addition: fill in the missing digits d)Subtraction Subtraction patterns over increasing place values

Subtract numbers with four or more digits

Subtraction input/output tables - four or more digits

Subtraction: fill in the missing digits e)Multiplication Multiplication word problems - facts to 12

Missing factors - facts to 12

Missing factors - facts to 12 - word problems

Multiplication patterns over increasing place values

Multiply numbers ending in zeroes

Multiply a one-digit number by a larger number - word problems

Multiply three or more numbers

Multiplication input/output tables f)Multiplication - skill builders Multiplication tables till 12 g)Division Division facts to 12

Division patterns over increasing place values

Divide numbers ending in zeroes

Divide larger numbers

Divide larger numbers - word problems

Divisibility rules for 2, 5 and 10

Division input/output tables h)Division - skill builders Division till 12 i)Mixed operations Addition, subtraction, multiplication and division facts

Complete the addition, subtraction, multiplication or division sentence

Addition, subtraction, multiplication and division word problems Loading... Interpret data in tables

Multi-step word problems

Missing operators j)Properties Addition, subtraction, multiplication and division terms

Solve using properties of addition, multiplication, division k)Equations and variables Identify equations

Solve for the variable

Write variable equations to represent word problems l)Estimation and rounding Round money amounts

Rounding puzzles

Solve inequalities using estimation

Estimate sums , products , quotients

m)Logical reasoning Guess the number

Largest/smallest number possible

Find the order

Age puzzles

Guess two numbers based on sum, difference, product and quotient n)Money Count coins and bills

Which picture shows more?

Making change

Inequalities with money

Put money amounts in order

Add money amounts - word problems

Price lists o)Time Read clocks and write times

Elapsed time

Read a calendar

Relate time units

Time patterns

Convert between hours and fractions of hours

Reading schedules - 24-hour time Loading... Time lines p)Graphs Interpret pictographs

Create pictographs

Interpret line graphs

q)Measurement Read a thermometer

Compare and convert metric units of length, mass, volume

Conversion tables r)Geometry Count and compare sides, edges, faces and vertices

Reflection, rotation and translation

Area and perimeter

Angles: greater than, less than or equal to a right angle

Lines, line segments and rays

Polygons

Triangles: equilateral, isosceles and scalene, acute, right, obtuse s)Fractions Fractions on number lines

Compare fractions

Equivalent fractions

Reducing fractions to simplest form

Put fractions in order

Fractions of a number - word problems t)Decimals T.2 Conversion of decimals into fractions and viceversa

T.3 Understanding decimals expressed in words

T.4 Number sequences involving decimals

T.6 Arrangement of decimal numbers in ascending or descending order

T.8 Add and subtract decimals - word problems 6) Grade 4 ( Age 9 to 10 ) a)Number sense Place values

Convert between place values

Word names for numbers

Roman numerals Loading... Prime and composite numbers

Rounding up of values

Even and odd

Inequalities with number lines

Compare numbers up to five digits b)Addition Add numbers up to five digits: word problems

Addition: fill in the missing digits

Properties of addition

Add three or more numbers up to five digits each

Addition patterns over increasing place values

Choose numbers with a particular sum

Estimate sums: word problems c)Subtraction Subtract numbers up to five digits: word problems

Subtraction: fill in the missing digits

Subtraction patterns over increasing place values

Choose numbers with a particular difference

Estimate differences: word problems d)Multiplication Multiplication facts to 10

Choose the multiples of a given number up to 12

Multiply one-digit numbers by larger numbers

Multiplication patterns over increasing place values

Properties of multiplication

Estimate products: word problems

Choose numbers with a particular product

Multiply numbers ending in zeroes: sums and word problems

Multiply three numbers

Inequalities with multiplication e)Division Division facts to 10: sums

and word problems

Properties of division

Divide larger numbers: sums and word problems

Complete the division table

Interpret remainders

Choose numbers with a particular quotient

Divide numbers ending in zeroes

Estimate quotients: sums and word problems

Divisibility rules Division patterns over increasing place values

Inequalities with division Loading...f)Mixed operations Add, subtract, multiply and divide

Addition, subtraction, multiplication and division word problems

Estimate sums, differences, products and quotients: word problems

Multi-step word problems

Word problems with extra or missing information

Choose numbers with a particular sum, difference, product or quotient

Mentally add and subtract numbers ending in zeroes

Inequalities involving addition, subtraction, multiplication and division g)Algebra G.2 Write variable expressions: sums and word problems

G.3 Evaluate variable expressions

G.4 Write variable equations to represent word problems

G.5 Solve variable equations h)Functions Input/output tables with addition, subtraction, multiplication and division

Function tables

Write linear functions

Graph linear functions i)Logical reasoning Guess two numbers based on sum, difference, product and quotient

Find the order j)Patterns Geometric growth patterns

Increasing growth patterns

Numeric patterns: word problems

Mixed patterns review k)Data, charts and graphs Read a table

Interpret line and bar graphs

Interpret pictographs

Create bar graphs

Circle graphs l)Money Compare and rounding up money amounts

Add and subtract money amounts

m)Measurement Choose the appropriate metric unit of measure

Compare and convert metric units of length, mass, volume n)Time Convert time units

Add and subtract mixed time units

Fractions of time units

Find start and end times: multi-step word problems

Convert between 12-hour and 24-hour time

Time zones - 24-hour time

Transportation schedules - 24-hour time

Time patterns o)Geometry Identify planar and solid figures

Types of triangles

Open and closed shapes and qualities of polygons

Acute, right, obtuse, reflex and straight angles

Area and perimeter

Lines of symmetry

Rotational symmetry

Lines, line segments and rays

Parallel lines

Perpendicular bisector p)Fractions Equivalent fractions

Reduce fractions to simplest form

Compare fractions q)Decimals Understanding decimals expressed in words

Place values in decimal numbers

Equivalent decimals

Convert fractions to decimals

Convert decimals to fractions

Compare decimals and fractions

Round decimals

Compare decimal numbers

Put decimal numbers in order

Number sequences involving decimals

Solve decimal problems using diagrams r) Addition and Substract of Decimals Add and subtract decimals: sums and word problems

Inequalities with addition and subtraction

Estimate sums and differences of Decimals Three-Minute Classroom Walk-Through Understanding the rationale underlaying the walk-through and reflective practice approach The following questions might start you on your reflective thoughts: How often do you or did your supervisor walk into the classroom? How long do you or did your supervisor stay in the classroom on these walk-throughs? How frequently do you or did your supervisor provide follow-up? What was the nature of the follow-up? Reflection (Initial Reflections on Walk-throughs and Follow-up) (Write your comments) What is the Downey Walk- Through Downey Walk-Throughs involve five key ideas: 1. Short, focused, yet informal observation. It is like taking a short video clip of the moment. There is no intent to evaluate the teacher; rather it is a time to gather information about curricular and instructional teaching practices and decisions teachers are amking. To focus our time in the classroom, the walk-through includes a five-step observational structure for gathering information. If our goal isone of professional growth rather than evaluation of the individual, a short visit is all that is required to provide ample data to promote teacher growth. Possible area for Reflection. The major goal of this brief informal observation is to trigger a thought that might be useful for the teacher to consider, one that might help the teacher in his or her decision making about effective practice.Follow-up is provided to give oppertunities for reflective thought. Curriculum as well as Instructional focus. While you are in the classroom observing, you will want to gather data about the curriculum and instructional secesions being made and notice their impact on student behavior. Follow-up occurs only on occation and not after every visit While you are in the classroom, think about whether you wish to have a conversation with the teacher about any decisions the teacher is making. This needs to be done

before you move to the next classroom. Decide whether you will be providing a follow-up conversation on some teaching practice for reflection.

Informal and Collaborative There is no checklist of things to look for or judjements to be made. The approach is informal, informal, and informal! The approach is about colleagues working together to help each other think about practice. Why Walk-Throughs? Reflection (Why should Walk-Throughs be a high priority in your work?) (Write your comments) Reasons for walk-throughs The frequent sampling of a teacher’s actions gives greater validity to whatv you observe Frequent observations often lower teacher apprehension over time, making formal observations more effective The more you know about how people are functioning and making decisions, the more you know about the school’s operations. The more you observe, the more you learn – the greater the repertoire of strategies you can share with your staff You can identify common areas of decisions that might provive valuable for group staff development – entire faculty, department level, and grade level groups You can observe how effective your staff development endeavors have been in imparting teaching behavior in the classroom If parents call about a concern, you have your own observational data, in most cases, of the teacher’s intentions and practice. You are better informed. It helps you identify possible individuals who might become marginal if you do not provide assistance quickly. It helps you keep perspective about your work Ultimate Goals of the Walk-Through approach With Reflective Dialogue o Reflective, self-directed, sel-analytical, interdependent teachers who examine their own practices o Teacher who are continually willing to improve their teaching practices

o Reachers who are committed to teaching the presribed curriculum student learnings and to working for even student higher achievenment. The collaborative, reflective dialogue following classroom visits Builds on the fact that change is intrapersonal – it comes from within Focuses on the use of intrinsic motivational strategies that honour the teacher and his or her decisions versus telling the teacher what to do Recognizes the teacher’s level of experience and readiness for self-direction Engages in dialogue that moves the teacher to self-analysis Encourages collegial interactions and enables educators to learn together in an interdependent way. For those in the supervisory roles with teachers, the shift should be away from a conventional supervisory approach towards a collegial one. The shift is as follows: Collegial rather than a hierarchical relationship between teachers and supervisors Focused on teacher development rather than teacher conformity Facilitative of teachers collaborating with each other in instructional improvement efforts Supportive of teacher involvement in ongoing reflective enquiry Downey’s model had continued to evolve in several ways: The supervisor acted as a coach and mentor rather than a judge The supervisor viewed the teacher as the primary client for impacting student achievement Interaction between principal and teacher moved from extrinsicmotivators (positive praise) to intrinsic motivations focused on teacher efficacy The focused moved towards encouraging reflective inquiry by teachers on their practices and decisions and moved away from direct feedback from a supervisor. It was recognized that it is the reflective question that has the power to change what teachers believe. Conducting the Walk-Through Observation A five-Step Process Before the five steps are presented, take a momemt to think about what you do when you conduct walk-through in classrooms. The following questions might start you on your reflective thoughts: What do you pay attention to first? What do you do, for example, walk around, look at student work, talk with students, talk to the teacher? What do you observe? What do you do with the data you gather? Reflections (Write your comments) Five-Step Walk-Through observation Structure Step 1: Student Orientation to the Work – Do students appear to be attending when you first walk into the room? The goal of this step is to notice whether students appear to be oriented to the work. This step is just a cursory glance. If, however, we see nonattending behavior on numerous visits, we need to be observant as to what might be creating the off-task behavior. Attending behavior is a prerequisite to learning. Step 2: Curricular Decision Points – What objectives has the teacher chosen to teach at this time and how alligned are they to the prescribed curriculum The basic purpose of step 2 is to determine the allignment of the taught curriculum with the prescribed curriculum. Analysis of the student objectives (The 3 C’s) Content: The skill, knowledge, process, concept to be learned by the students Context: The conditions under which students will demonstrate the learning (student mode of response, materials and information given to them orally or in writing) Cognitive Type: Knowledge, comprehension, application, analysis, synthesis, evaluation Step 3: Instructional Decision Points – What instructional practices is the teacher choosing to use at this time to help students achieve the learning of the lesson objectives? Step 3 components Determine the generic instructional decisions being made. Generic practices are those that could be used regardless of student age or suject area. (feedback, using examples, non-linguistic representations etc.) Identify strategies being used (reciprocal teaching, cooperative learning etc.) Observe specific research-based, subject-specific practices, such as the use of mata-cognitive strategies, manipulatives, or mental computations in Mathematics. Step 4: “Walk-the-Walls”: Curricular and Instructional Decisions – What evidence is there of past objectives taught and/or instructional decisions used to teach the objectives that are present in the classroom – walk-the walls, portfolios, projects in the room? Step 5: Safety and Health Issues – Are there any noticeable safety or healyh issues that need to be addressed? As you enter and exit classrooms, you will note particular safety or health issues. This is not a formal inspection or situation for placing blame; it is a time for making helpful observations. Determining whether Walk-Throughs are the Right Stuff Management By Wandering Around (MBWA) Outcomes of MBWA: based on Research Enhanced teacher satisfaction as defined by higher frequency of “flow” experiences Improved teacher self-efficacy Improved teacher attitude towards professional development Improved teacher attitude towards teacher appraisal Increased perceived teacher efficacy of other teachers Improved classroom instruction Improved teacher perception of principal effectiveness Improved student discipline and student acceptance of advice and criticism Improved teacher-perceived effectiveness of the school Linking the Walk-Through Process to a Model of Teacher Growth Walk-through process is a form of differentiated professional development. The typical approach to formalized professional development today is based on the assumption that there is one set of procedures that works for all teachers. This is simply not the case. Professional development that is effective for a beginning teacher is far different from that which is effective for teachers at other points in their careers. The walk-through process lends itself to these differing needs. Thake a few minutes to reflect on the type of professional development that has been most effective for you during your career. As a beginning teacher, did you find that you needed some one to talk to about instructional practice? Who filled that role for you? How would you describe those conversations? What was your role, and what was the role of the person you were talking to? Did mutual trust and respect impact those conversations? In what way? As you gained experience in the classroom over several years, did you still seek out someone you felt comfortable with to dialogue about role as a professional educator? Did the nature of those conversations change over time? If so, how? When do you have the most meaningful conversations about practice now? With whom? What role does your school principal play in these conversations? Reflection (Reflections on how meaningful conversations about practice change over time) (Write your coments here) Walk-Throughs and the Teacher Growth Model The model is developmental because it proposes and describes an ongoing process that takes place throughout a teaching career. In the life cycle model, each of the six phases is content and task specific and exists along the continuum of excellent teaching. The strength of this model is its focus on the process of how one continues to grow and become more competent. The model is grounded in transformative learning theory. If teachers are not successful in attaining personal and professional growth via reflective activities, they enter a negative, downward spiral.

The model also connects personal and reflective development and growth to specific external factors such as reactions/responses to conflict, changing social contexts, and the impact of school cultures. The Model The life cycle of the career teacher model is based on the premise that, given the appropriate learning environment, teachers will continue to grow and develop throughout their professional lifetime. The model identifies six phases of development: Novice, Apprentice, Professional, Expert, Distinguished, and Emeriyus. Novice Teacher The novice phase begins when preservice teachers first encounter practicum experiences as part of their teacher education programme. Apprentice Teacher This phase begins for most teachers when they receive responsibility for planning and delivering instruction on their own. Typically, the apprentice phase includes the induction period and extends into the second or third year of teaching. Professional Teacher The professional phase emerges as teachers grow in their self-confidence as educators. Expert Teacher This phase symbolizes achievement of the high standards desired by ……. School/board/curriculum. The goal of this model is to assure that all teachers develop their skills to operate at this expert level. Distinguished Teacher This phase is reserved for teachers who are truly gifted in their field. They exceed current expectations for what teachers are expected to know and do. These teachers are the leaders of the profession. Emeritus Teacher Teachers at this stage are those who want to continue, after retirement, to make contributions to the field. JYOTHI'S FRAMEWORK Note: The charts from the different subjects are not in Prezi, but in Our Journal. They are practices. Here, we have the theory :-) , and how we will applied this theory to practice. The child selects the right answer. Audio and Visual aids to facilitate learning for the slow learners, visually and hearing

impaired children

Videos, Powerpoint presentation are used to make concepts more interesting.

It uses drill/ practice sessions to assess the understanding and knowledge of students.

The biggest advantage of Sleepe framework is it involves all the stakeholders in the

process of education. iii) Curriculum at Sleepe framework is build on the following Maxims of teaching Simple to Complex

Known to Unknown

Concrete to Abstract MATHS MAIN SUBJECTS OF THE SLEEPE FRAMEWORK SCIENCE FRENCH AND SPANISH THANKS TO SARA RODRÍGUEZ Subjects of the Sleepe Framework are interactive. Using different methods of teaching, and innovative ones which helps students to understand the main concepts, and do not forget them never in life because memorizing is not important, but understanding is. These methods are interactive, and are opened to people all around the world. It is sustainable because of what I explained in ' The Sleepe Framework' Even people with problem disabilities can take it, and feel integrated in our project. Students learn concepts in an efficient way. They apply those concepts to reality, and that is wonderful because we are sorrounded by mathematics everywhere we go. Thanks to Ruchi, Maths will be easy to learn. The use of methodical and practical exercises, will help students a lot. Furthermore, classes are interactive so that they will not get bored. Thanks to Ruchi Thanks so much for reading our project Thanks to Sara Rodríguez, students will learn everything in a very quickly way. Dynamics classes with video lectures, and the use of diverse media such as Facebook, Twitter... will be included in her programme. Because learning two languages at the same time have never been so easy. SCIENCE Thanks to Hema, students will learn those specific and basic lessons of science so that pupils can become good researchers, and scientists the day after tomorrow. Note: Hema's deliverables are on the Journal