So much has happened in the last 30 years of literacy education, but the tools to support teachers and learners had not kept up. A new generation of learners needed a new generation of teaching tools and techniques. This led to the development of Bug Club, a new globally centred literacy programme. I will explain the development of that programme and highlight some of the key learning we have discovered along the way. We will also investigate some case studies to better understand the teaching and learning strategies that have led to proven improvements in literacy learning in UK primary schools.
In this session we will discuss the reality of technology in the classroom and how a balance of tools, both digital and analogue can be used to engage learners and manage classrooms. Through the example of Exploring Science we will look at the development and delivery of an inspiring curriculum. We will discuss the reality of technology in the classroom and strategies for dealing with limited access to both computers and mobile devices.
What are the challenges of national and international qualifications?
We always aim to offer our students the best form of education, which is why we face the dilemma of enrolling them in an educational system of either national or international standards. While national-based education focuses on important topics like local history, culture, and regional development, international-based education pays more attention to global studies and global development. Another predicament we encounter is local educators with a national-based education being forced to adapt their teaching styles to fit international curriculum standards. Choosing one over the other has proved to have both pros and cons. Therefore, is it possible to find a balance between the two focuses of education and apply international standards while preserving awareness of national culture, customs and traditions?
Schools have been subject to the pressure of walking the common core path for a few years now. In its birth place, 2015 was the year set for full common core state standards (CCSS) implementation. Globally, the story can somehow vary. Only that with SATs or ACTs now assessing students using the CCSS philosophy and expectation, most if not all schools need to include common core approaches in their curriculum and instructional models. Walking backwards from college and career readiness expectations, this session will shed a light on challenges and solutions to implementing CCSS for English Language Arts in the context of English Language Learners (ELLs).
The Next Generation Science Standards promise significant shifts in student attainment in sciences. The promise stands true if the standards are implemented in fidelity to their structure and approach. The shift to full NGSS implementation is a learning curves at all levels. Teacher professional development programs, curriculum design, unit writing, instruction and feedback, assessment and data driven planning are all steps that shape a school's NGSS quest. How will your school make the shift? How Pearson can help?
In this session, we explore what your NGSS shift could entail and how can Pearson be your partner in the journey.
Butterfly Readers Program:
A Magic Wand Butterfly Readers Program is a unique program that grants Arab students the chance to develop a positive attitude towards reading in Arabic and become readers. Reading books of different genres, students enjoy climbing up the reading ladder and progressing smoothly from one level to the other. Reaching the 26th step, they would have completed the four reading stages and planted the proficient readers’ flag at the top. Butterfly Readers Program is also teacher friendly. It provides teachers with the right resources to help their students achieve learning outcomes that align with the Arabic curricula adopted in the Arab countries. Teachers are provided with all the means to contextualize integrated language arts skills in leveled authentic texts and activities.
Math practices had been around much before their publication under the Standards for Math Practices. Teachers use them in their classes on daily basis. So what has changed? The standards for Math practices bring in an element of awareness much needed in our Math lessons and direct us to ensure that students, more than teachers, own and apply these practices. In this session, we will experience how a math practice comes to life in a classroom context from a teacher and student perspective using tools out of Envision Math.