Betrouwbare leraar
Deze leraar antwoordt snel. Dit getuigt van een goede dienstverlening naar haar of zijn leerlingen toe.
Sinds april 2021
Leraar sinds april 2021
Mentoring and business administration of pedagogic teaching
Van 32.23 $ /h
During my profesionnal experiences in pedagogic management and business administration, I have my approach of projects in teaching in order to perform the technical skills and softt skills of the students.
I have some pedagogic projects of entrepreneuship for students in order to improve their ability to solve some probelematics by computing science
Modelling and live modelling
As the expert, the teacher will demonstrate - or ”model” - what they expect the student’s work to look like. This might involve using pre-prepared examples to dissect with the class, as well as “live modelling” (completing a task in front of the class, perhaps using a visualiser). When live modelling, the teacher may also model the thinking process behind the task, and take input from the students.
Prepared models could be examples of student work that the teacher has chosen. This could be something that the teacher uses in the middle of a lesson, as a student produces it, or from a previous lesson.
Low-stakes quizzing
”Low-stakes quizzes” are a type of informal assessment that is conducted frequently, and has no bearing on the students’ final assessed mark for a unit or course. Students’ responses will instead be used to inform teaching. Questions are usually multiple-choice or closed-answer.
Scaffolding
Scaffolding involves offering targeted support to help students complete independent work. This might take the form of sentence prompts, mind maps, essay plans or teacher-led explanations of the thought processes behind an idea. Types of scaffolds vary depending on the phase or focus of the class.
Questioning
Questioning occurs in both teacher-centred and child-centred approaches, but the types of questions may differ. With a teacher-led approach, questioning may be used primarily to monitor students’ understanding and correct misconceptions. Types of questioning technique might include: cold-call questioning, dialogic questioning, oral-drill questions, open questions, closed questions and questioning using the Bloom’s Taxonomy of remembering, applying and evaluating.
I have some pedagogic projects of entrepreneuship for students in order to improve their ability to solve some probelematics by computing science
Modelling and live modelling
As the expert, the teacher will demonstrate - or ”model” - what they expect the student’s work to look like. This might involve using pre-prepared examples to dissect with the class, as well as “live modelling” (completing a task in front of the class, perhaps using a visualiser). When live modelling, the teacher may also model the thinking process behind the task, and take input from the students.
Prepared models could be examples of student work that the teacher has chosen. This could be something that the teacher uses in the middle of a lesson, as a student produces it, or from a previous lesson.
Low-stakes quizzing
”Low-stakes quizzes” are a type of informal assessment that is conducted frequently, and has no bearing on the students’ final assessed mark for a unit or course. Students’ responses will instead be used to inform teaching. Questions are usually multiple-choice or closed-answer.
Scaffolding
Scaffolding involves offering targeted support to help students complete independent work. This might take the form of sentence prompts, mind maps, essay plans or teacher-led explanations of the thought processes behind an idea. Types of scaffolds vary depending on the phase or focus of the class.
Questioning
Questioning occurs in both teacher-centred and child-centred approaches, but the types of questions may differ. With a teacher-led approach, questioning may be used primarily to monitor students’ understanding and correct misconceptions. Types of questioning technique might include: cold-call questioning, dialogic questioning, oral-drill questions, open questions, closed questions and questioning using the Bloom’s Taxonomy of remembering, applying and evaluating.
Extra informatie
project business
Locatie
Plaats gekozen door de student :
- In de omgeving van Casablanca, Marokko
Leeftijd
Kinderen (7-12 jaar oud)
Tieners (13-17 jaar oud)
Volwassenen (18-64 jaar oud)
Senioren (65+ jaar oud)
Niveau van de leerling
Beginner
Gemiddeld
Gevorderden
Duur
60 minuten
120 minuten
De les wordt gegeven in
Frans
Engels
Vaardigheden
Beschikbaarheid typische week
(GMT -05:00)
New York
Bij de student thuis
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
Skilled and experienced, I am a science and life sciences tutor and have taught for 3 years. Are you having difficulty with your biology and life sciences classes and want to improve your grades and pass your national exams?
Rigorous methodology, mastery of scientific knowledge, interpretation of documents and time management in exams are my strong points to keep your results satisfactory.
Rigorous methodology, mastery of scientific knowledge, interpretation of documents and time management in exams are my strong points to keep your results satisfactory.
Contacteer Fatna
1e les wordt ondersteund
door onze Good-fit Leraar Garantie
door onze Good-fit Leraar Garantie
Good-fit Leraar Garantie
Contacteer Fatna