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The Cambridge English Teaching Framework was designed to encapsulate the key knowledge and skills needed for effective teaching at different levels and in different contexts, and to show how Cambridge English Teaching Courses, Qualifications and professional development resources map to this core syllabus of competencies.
The model may not reflect the changes in the market instigated by online technologies. For example, it does not reflect the recent focus on informal learning. [5] The 70:20:10 model is not prescriptive. Author and learning and development professional Andy Jefferson asserts it "is neither a scientific fact nor a recipe for how best to develop ...
Professional development credits are named differently from state to state. For example, teachers in Indiana are required to earn 90 Continuing Renewal Units (CRUs) per year; [8] in Massachusetts, teachers need 150 Professional Development Points (PDPs); [9] and in Georgia, teachers must earn 10 Professional Learning Units (PLUs). [10]
A growing research base suggests that to be most effective, continuing professional development activities should: be spread over time, be collaborative, use active learning, be delivered to groups of teachers, include periods of practice, coaching, and follow-up, promote reflective practice, [29] encourage experimentation, and; respond to ...
5.7 Evaluation of the teaching/learning process; 5.8 Professional development responsibilities; 5.9 Professional development support systems. Topic 5 is assessed through teaching practice (planning and teaching) and a written assignment focused on classroom teaching and the identification of action points: ‘Lessons from the classroom’. [17]
Better schemes of work map out clearly how resources (e.g. books, equipment, time) and class activities (e.g. teacher-talk, group work, practicals, discussions) and assessment strategies (e.g. tests, quizzes, Q&A, homework) will be used to teach each topic and assess students' progress in learning the material associated with each topic, unit ...
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Team-based learning (TBL) is a collaborative learning and teaching strategy [1] that enables people to follow a structured process to enhance student engagement and the quality of student or trainee learning. [2]
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