6. luokan Math vahvistaa matemaattisia käsitteitä ja esitellään taitoja, jotka ovat välttämättömiä kaikille opiskelijoille. Käsitteet, menettelyjä, ja sanastoa, että opiskelijat tarvitsevat voidakseen menestyä ylemmän tason algebran ja geometrian kurssit otetaan käyttöön ja jatkuvasti harjoiteltu. Opiskelijat aluksi yleisen tarkastelun neljä perustoiminnot. Hän tutustuu eksponenttien, geometrinen kaavoja, algebrallinen käsitteet, suhteet, prosentit, ja lisäämällä, vähentämällä, kertomalla ja jakamalla allekirjoitettu numerot. 6. luokan Math opiskelijat työskentelevät laajasti jakeet, sekaluvut, desimaaleja, ja arvioimalla. Ongelmanratkaisu strategiat ovat myös olennainen osa opetussuunnitelmaa.
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Kids learn 6th Grade lessons playing on their own, with friends, or with other kids around the world. Parents can view their child’s scores as well as the time they’ve spent playing. Se selittää myös, miten sinä tai lapsi voi saada ilmaiseksi live ohjaajien tai miten sinun tai lapsi voi liittää verkkotuutorit nyt. Tämä sovellus tarjoaa myös yli 16 miljoonaa opetusresurssien (videot ja verkkosivut), joiden avulla voit tai lapsesi jokaisen oppiaineena kuten matematiikkaa, Science, Social Studies, Kielet Arts, Arts & Humanities, Tech and Engineering ja paljon muuta. Lapset oppivat 6th Grade oppitunteja pelaa omasta, ystävien tai muiden lasten ympäri maailmaa. Vanhemmat voivat tarkastella lapsen tulokset sekä aika he käytetty pelaa. Tämä sovellus voi Arvioi ja arvostele Arviointi: 4,1 / 5 Imagine Learning® harnesses the power of technology to teach language and literacy to students around the world through engaging roulette wheel game, interactive instruction. This mobile app is a companion to the Imagine Learning server and allows students and teachers to have flexible access to the extensive curriculum activities. Imagine Learning lessons and activities are designed for Pre-K through 6th grade students. A personalized learning path differentiates instruction and boosts student achievement for English language learners, struggling readers, early childhood students, and students with disabilities. Imagine Learning includes thousands of fun, interactive, research-based activities, so students have fun while learning! Build a crazy monster while learning the alphabet. Play basketball while learning to spell. Free aliens by identifying the correct letter. Learn to read over 70 different books. Children encounter activities in four main areas: letters, phonological awareness, reading, and vocabulary. Instruction is offered in a variety of literacy skills including letter recognition starburst x starlight, reading comprehension, idiom comprehension, vocabulary development, phonic rules, spelling online casino pictures, rhyming parhaat bonukset casino heist, and phoneme segmentation. The Action Areas™ tool allows educators to measure student improvement, identify specific areas students are struggling with, create skill-specific intervention groups, and access supporting activities to use for reinforcing concepts. Please note this app will not work without an installed Imagine Learning server, which is sold separately. Versions of this App are available for iPads, Android-based tablets, Chromebooks (w/ Intel processors) and as a browser app for Windows PCs and Macs. Julkaisija: Kiitos. Arvostelusi julkaistaan pian. Windows 10, Windows 8.1 Innokas-verkostoa ja innovatiivisen koulun mallia esiteltiin USA:ssa Minneapolisissa elokuussa järjestetyssä Cradle to Career -konferenssissa Minnesotan yliopistossa (University of Minnesota, the Carlson School of Management). Konferenssi oli osa FinnFest 2014 –tapahtumaa. Innokas-verkoston johtajan Tiina Korhosen ja Innokas-koordinaattori Minna Kukkosen esityksessä heräteltiin ajatuksia kysymyksien What is Learning in 2020? ja What does Innovative School look like? kautta. Innovatiivisen koulun mallissa kiteytetään koulukulttuurin kokonaisvaltainen kehittäminen pääsektoreihin oppiminen, opettajuus, johtajuus sekä koulun, kodin, lähiyhteisöjen ja yritysten yhteistyö. Kaikkia näitä lähestytään luovuuden ja innovatiivisuuden näkökulmista teknologiaa monipuolisesti hyödyntäen. Tulevaisuuden taitojen (21st century skills) oppimista ja teknologian hyödyntämistä käsiteltiin käytännönläheisin esimerkein. At Helsingin Suomalainen Yhteiskoulu (SYK) 26 pupils from the 5th grade have worked on a theme BRIDGE. In our class the theme is seen as a mental construction – we are building a bridge to Old People’s Home and to our partner school Janesville. Syksyn aikana siirrymme ipadien käytössä uuteen vaiheeseen. Pelit ovat mukava tapa vahvistaa opittua ja esimerkiksi matematiikan opiskelussa saada aikaan lukujen ja laskujen automaatiota. Päätin kuitenkin ”puhdistaa” padit peleistä elokuussa ja jättää niihin vain kirjoittamiseen ja kuvan muokkaamiseen tarvittavia sovelluksia. Pelejä lisäämme niihin myöhemmin personoidusti tarpeen mukaan. Tarkoituksena on monipuolistaa välineen käyttöä ja opetella eri sovellusten eli ”appsien” yhdistämistä. A typical day for the 6th graders at Koulumestari starts at 8:15 with some greetings said by the class in unison, both in Finnish and English, followed by a run-down of the day’s schedule. Then they have two 45-minute classes, followed by a 30-minute break during which they go outside to run around and expend extra energy. Students then return for two more 45-minute lessons. Next is a 20-minute lunch and another 30-minute recess outside. The afternoon schedule varies, with classes usually ending at 2:00 (3:00 on Tuesday). Bridges konferenssin Chogqingin osuuden viimeiset kaksi päivää työskenneltiin työpajoissa. Projektioppimisen pajassa tehtiin ohjatusti oppimiskokonaisuus. Tehtävänantona oli tehdä ohje kävelykierrokselle jollekin monesta Chongqingin sillasta. Ajatuksena oli antaa osallistujille kokemus tällaisesta työskentelymallista. Arvioinnintyöpajassa puolestaan tutustuttiin yhteen työskentelyn arviointimenetelmään. Pienryhmissä harjoiteltiin arvioimaan olemassa olevia projekteja menetelmän mukaisesti. Miten luku hajoaa? Montako täyttä kymmentä siinä on? Montako ykköstä kymmenien yli? Mitä tapahtuu yhteenlaskussa? Best, Kati, Janne ja Paavo One example of integrating the arts into the overall curriculum was evident in an Innokas project students are doing on two endangered animals. One is the giant panda, and the other is the Saimaannorppa (Saimaa ringed seal) mobiili kasino bonus hours, a seal that only exists in Lake Saimaa in Finland. You can read more about their project in the blog post below this one. In 2014 we started the research collaboration with the FabLab@School. The research’s focus is to identify students’ skills to cope in everyday situations that require technology. FabLab@schools have started the research in the United States (1000 pupils) and now Finnish and Danish students are participating also.
We started on working on our drama lessons by thinking somebody’s circle of life. What could have happened in person’s life when she/he was a child, a young person paras online casino offers, an adult, an old person? Afterwards pupils made up 10 questions they would ask when we visited Old People’s Home. My colleagues and I had an opportunity to participate in Bridges-project last spring. The project was organized by international Network called Global Educational Community (GEC). Particopants comes from China, United States, Singapore, Australia and Finland. The network’s main goal is to develop learning, teaching and leading at the school level. In each of the participating countries teachers and pupils carried out a bridge themed project during the spring 2014. The process was documented and shared regularly online (http://www.ibridgelearn.net/show.php?id=70 ). We introduced our project in GEC/Bridges conference in July 2014 in Chongqing, China. We have started a China-project in our school with our sixth grade students. We are studying Asia’s geography and religions and the history of China in February (before our one weeks winter holiday starts:). We are doing a big poster of China all together. Innokas-coordinator Kati from Finland We have a very special animal – called the Saimaa ringed seal – in Finland. There are only 310 ones in the world. And they are living in the lake called Saimaa in the eastern part of Finland. http://www.sll.fi/mita-me-teemme/lajit/saimaannorppa/ringed-seal Suunnittelutyö erimaalaisten opettajien kanssa oli sekä haastavaa että samalla antoisaa. Kielimuuri sekä erilaiset oppimiskulttuurit hidastivat työskentelyä paljon. Me kaikki koimme erityisen antoisana tiibetiläisen rehtorin ja kahden hänen koulunsa oppilaan mukanaolon projektissa. Heidän asuinalueellaan jättiläispandat elävät vielä luonnonvaraisina ja koulu ympäristöineen poikkeaa aika lailla siitä, mihin me olemme tottuneet. It was a pleasure to meet many wonderful persons and share many enthusiastic ideas. Networking is great! It´s a great to be part of GEC and to build it together with you. The next step is to build strong partnerships with schools, teachers and students to make global education a part of everyday school life. We’ll have our next meetings next summer in China (summer conference) and a GEC Finland meeting in September.
Toisen päivän ohjelmaan kuului erilaisia asiantuntijapuheenvuoroja Stanfordin yliopistosta sekä Kiinasta, joita mekin olimme kuuntelemassa. Puheenaiheet käsittelivät opettajan ammatillisuutta ja osaamisen jakamista, arvioinnin kehittämistä sekä opetussuunnitelman integrointia Kiinan näkövinkkelistä. Meille suomalaisille asiat olivat entuudestaan tuttuja, suomalaisessa perusopetuksessa pitkään käytössä olleita asioita kasinot suomi 1648, mutta Kiinassa ollaan oppilaslähtöisen oppimisen alkutaipaleella. Syysterveisin Pirre, Pirjo Mäkiranta Koulumestarista I am an American teacher spending four months in Finland on a Fulbright grant, and I recently had the opportunity to spend a week at the Koulumestari School. I observed several different classes, but I spent the most time with one sixth grade class. I have my own blog to keep track of my observations as I visit schools throughout Finland, and I was asked to write a guest post for the Innokas blog. Työskentelyä työpajoissa on vaikeuttanut muutama asia. Suurimpana haasteena on ollut kommunikointi. Kiinalaisista opettajista vain muutama puhuu englantia auttavasti ja hyvin harva hallitsee kielen. Toisena pulmana on ollut joiden nettipalvelujen tiukka rajaus. Meidän käytössä olevat Google, Dropbox, YouTube, Facebook jne. ovat rajoitettujen listalla. Onneksemme sähköpostit kulkevat ja saamme apuja Suomesta nopeallakin aikataululla! Innokas Network and the Innovative School Model was introduced in Minneapolis in Cradle to Career Conference at the University of Minnesota (University of Minnesota, Carlson School of Management). The conference was part of FinnFest 2014 event. Tiina Korhonen, the Head of Innokas Network and Innokas Coordinator Minna Kukkonen’s presentation aroused thoughts of questions like ‘What is learning in 2020’ and ‘How does an Innovative School look like’. To answer these questions The Innovative School model was introduced through many practical examples. The FabLab@School is a worldwide growing network of educational digital fabrications labs, especially designed for schools and children. It has been created by Prof. Paulo Blikstein at Stanford for middle and high school students (https://tltl.stanford.edu/project/fablabschool ). The work that the FabLab@School does resembles a lot what Innokas Network is doing in Finland with elementary and middle school students. Oli jälleen hienoa todeta, että suomalainen koulujärjestelmä on ainutlaatuinen ja toimiva systeemi. Olemme 2000-luvun taitojen opiskelun suhteen menossa oikeaan suuntaan ja tämä asia sai reissulla paljon vahvistusta. Both of these animals are endangered. We are going to study protection on these two different kind of animals. Our big big plan is to organize a charity Event to save the Saimaa ringed seal during this spring season. They have also a very rare animal – called the Giant Panda – in China. – Raini Sipilä
Cradle to Career; Education for the 21st Century World We are going to make animations about the panda. First we used the ipads to see what a panda looks like. Then we made small pandas from silk clay. They came out very nicely! The animation will tell different facts about the pandas. We looked for these facts from the internet. Our teacher had searched for links and put them on qr-codes which we opened with the qr-code reader. Then we wrote about the pandas to our new panda notebooks. We got to decorate them ourselves. Kati and Tiina from Innokas Network
If you are interested in joining GEC please don´t hesitate to contact us! After the opening sessions, conference participants formed global teams, with the task of starting to “model the GEC”. The idea behind the task was that each global team would get to know each other, have an opportunity to discuss the day´s topics and would start to model GEC by using Innovation Education materials and tools. The global teams were so focused in building their GEC models that they almost forgot lunch! The program of the week was based on the Innovative School Model, which emphasizes the role of school stakeholders as innovators. The Innovative School model was present throughout the week, with additional presentations on innovation, creativity and Innovation education. We had discussions also on the best project based learning practices, on 21st Century Skills, and on collaboration with nearby community. To get our hands dirty on the subject, we also run hands-on sessions on everyday technology and robotics. Cradle to Career; Education for the 21st Century World Innokas-coordinator Kati from Finland Miten luku hajoaa? Montako täyttä kymmentä siinä on? Montako ykköstä kymmenien yli? Mitä tapahtuu yhteenlaskussa? At the second part of the journey we travelled to Chengdu where we visited Panda reservation and got a possibility to care pandas. We cleaned their cages, fed them and baked panda-bread for them. We also planned Panda-project which GEC schools will start during 2015 . Wooranna Parksin koulussa käytettiin paljon ”haaste-videoita” projektien aloituksessa ja motivoinnissa. Olen muutaman kerran itsekin kokeillut niitä omassa työssäni. Sekä aikuiskoulutettavat että oppilaat ovat pitäneet tästä työtavasta paljon. Enigma Portalista löytyy lisätietojen lisäksi linkkejä näihin opetuksessa vapaasti käytettäviin videoihin . Whether students stay together or break into two groups varies based on the lesson. Before an English lesson, the special education teacher gave all the students an option to have class in a smaller group in the next room. He said that a few of the weaker students always go with the smaller group, but that any student who is feeling that he/she needs some extra review can take this option. For a math lesson, a group of the stronger students went to the other room to work on something different from the rest of the class, but the students sometimes have math all together. The second room was also used during free reading time. Some students stayed in the main room and read their library books, while another group went into the other room and curled up on the couch and bean bag chairs to listen to a story read aloud. Students previously did an art project about pandas, and this week they learned how to make seals out of clay. For the art lesson, all of the 6th graders (approximately 45 students) came together in one of the classrooms of the other 6th grade group. They gathered around a table where one of the other 6th grade teachers demonstrated the process they would be following to make seals out of clay. First she orally went over the instructions that were clearly written on the board, with key words underlined. Then she demonstrated the steps students would be following and showed a sample seal that she had made. Best, We started on working on our drama lessons by thinking somebody’s circle of life. What could have happened in person’s life when she/he was a child, a young person, an adult, an old person? Afterwards pupils made up 10 questions they would ask when we visited Old People’s Home. -Stacy Kissel As a teacher, I hope that the future learning and future school could be more like the two days’ experience we had: Full of joy without having the fear of failure even when facing new challenging things to study. In 2014 we started the research collaboration with the FabLab@School. The research’s focus is to identify students’ skills to cope in everyday situations that require technology. FabLab@schools have started the research in the United States (1000 pupils) and now Finnish and Danish students are participating also. Bridges konferenssin Chogqingin osuuden viimeiset kaksi päivää työskenneltiin työpajoissa. Projektioppimisen pajassa tehtiin ohjatusti oppimiskokonaisuus. Tehtävänantona oli tehdä ohje kävelykierrokselle jollekin monesta Chongqingin sillasta. Ajatuksena oli antaa osallistujille kokemus tällaisesta työskentelymallista. Arvioinnintyöpajassa puolestaan tutustuttiin yhteen työskentelyn arviointimenetelmään. Pienryhmissä harjoiteltiin arvioimaan olemassa olevia projekteja menetelmän mukaisesti. In September 2014 we participated in the Chinese moon festival in Finland. It was organized by the City of Espoo with its key partners. During the evening we got to know more about the collaboration between Espoo and Shanghai. We also had an opportunity to share our experiences from Bridges Conference in Chongqing, China. Class 1.A and teacher Anna-Kristiina, Innokas-coordinator Minna from Finland We’ve been really busy with the animations. We are using the movie also for a film competition here in Espoo and got really busy in the end as the competition’s deadline is on Friday the 27th of February. But we made it! You’ll see it soon but as for now. some pictures making of… I am an American teacher spending four months in Finland on a Fulbright grant ilmainen casino bonus 365, and I recently had the opportunity to spend a week at the Koulumestari School. I observed several different classes, but I spent the most time with one sixth grade class. I have my own blog to keep track of my observations as I visit schools throughout Finland, and I was asked to write a guest post for the Innokas blog. We are going to make animations about the panda. First we used the ipads to see what a panda looks like. Then we made small pandas from silk clay. They came out very nicely! The animation will tell different facts about the pandas. We looked for these facts from the internet. Our teacher had searched for links and put them on qr-codes which we opened with the qr-code reader. Then we wrote about the pandas to our new panda notebooks. We got to decorate them ourselves. The best part of the summit was meeting the educators from all over the world. The most memorable discussion I had with Australian principal Ray Trotter. His Wooranna Parks Primary School resembled a lot our Koulumestari School from Finland. They teach in teams, some pupils tutor others and they use a lot of ICT and robotics in their lessons. Mr Trotter introduced me Dr. David Thornburg ’s ‘holodeck’ classroom, an environment that supports project-based learning. At Wooranna Parks Primary School they use videos like Enigma Portal in their projects. I have used similar kinds of videos in my lessons and with teacher-training courses as motivators. I think that this method develops problem-solving skills in many ways. Kati, Janne ja Paavo My colleagues and I had an opportunity to participate in Bridges-project last spring. The project was organized by international Network called Global Educational Community (GEC). Particopants comes from China, United States parhaat casino theatre, Singapore, Australia and Finland. The network’s main goal is to develop learning, teaching and leading at the school level. In each of the participating countries teachers and pupils carried out a bridge themed project during the spring 2014. The process was documented and shared regularly online (http://www.ibridgelearn.net/show.php?id=70 ). We introduced our project in GEC/Bridges conference in July 2014 in Chongqing, China. – Raini Sipilä The class has 24 students, and they are taught most of their subjects by a regular education teacher (called a class teacher) and a special education teacher. The teachers have the room shown below as well as an adjoining room containing a few tables, a large sofa, and some beanbag chairs for reading. Both rooms are equipped with Smart Boards, desktop computers, and document cameras. Each student has a school-issued tablet that can be taken home. We have a very special animal – called the Saimaa ringed seal – in Finland. There are only 310 ones in the world. And they are living in the lake called Saimaa in the eastern part of Finland. http://www.sll.fi/mita-me-teemme/lajit/saimaannorppa/ringed-seal In the last session, each global team finalized their models and presented them live 105 morning show, complete with accompanying stories. The models and stories about GEC highlighted the day – what a great idea and needs sharing moment it was! We agreed to share these moments with the larger GEC community. Pidimme päivän aikana kolme puheenvuoroa. Aiheinamme olivat tiimiopettajuus, projektioppiminen, oppimiskeskustoiminta sekä mobiililaitteet oppimisen tukena. Aiheet herättivät paljon kiinnostusta. Etenkin tiimiopettajuudesta ja mobiililaitteista keskusteltiin paljon esityksen jälkeen. Päivän aikana vahvistui ajatus siitä, että me olemme täällä asiantuntijoiden rooleissa. Kiinalaisissa kouluissa on vielä frontaaliopetus voimissaan netti kasino flyer, ja ryhmässä toimiminen ja opiskelu on heille uutta. Meille päivän suurimpana antina oli taas huomata, että elämme erityisen hienossa yhteiskunnassa ja suomalaislapset saavat koulussa mielettömän hyvää opetusta. The two teachers worked together seamlessly, sometimes co-teaching a lesson and other times splitting students into two groups and using the second room. I didn’t even know that one teacher was a special educator until asking, and I wonder if students are aware of the distinction. Kenties näiden muistojen takia Twitterin ladattu video on levinnyt kulovalkean tavoin ympäri internetiä. Videolla nähtävälle kuudesluokkalaiselle tytölle syksy tuli hieman liian äkkiä. Videossa kerrotaan, ettei tyttö ole ollut edes viikkoa koulussa, kun matematiikan kotiläksyt tuottavat jo uskomatonta tuskaa. Muu perhe ottaa tästä tietenkin ilon irti.
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