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Lebone II College of the Royal Bafokeng - CPD Cells

Lebone II College of the Royal Bafokeng - CPD Cells. Monday, 16 September 2013. Visualisation and engaging behaviour for Setswana FAL learners. We discussed how folk tales (being a verbal way of learning) require a large amount of visualisation. We spoke about how this may be difficult for students. This might explain why some students were able to give the definitions (the ones who were able to visualise) while others weren’t (the ones who found visualisation more difficult). It allowed students to have...

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Lebone II College of the Royal Bafokeng - CPD Cells | lebonecpd.blogspot.com Reviews

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Lebone II College of the Royal Bafokeng - CPD Cells. Monday, 16 September 2013. Visualisation and engaging behaviour for Setswana FAL learners. We discussed how folk tales (being a verbal way of learning) require a large amount of visualisation. We spoke about how this may be difficult for students. This might explain why some students were able to give the definitions (the ones who were able to visualise) while others weren’t (the ones who found visualisation more difficult). It allowed students to have...

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Lebone II College of the Royal Bafokeng - CPD Cells | lebonecpd.blogspot.com Reviews

https://lebonecpd.blogspot.com

Lebone II College of the Royal Bafokeng - CPD Cells. Monday, 16 September 2013. Visualisation and engaging behaviour for Setswana FAL learners. We discussed how folk tales (being a verbal way of learning) require a large amount of visualisation. We spoke about how this may be difficult for students. This might explain why some students were able to give the definitions (the ones who were able to visualise) while others weren’t (the ones who found visualisation more difficult). It allowed students to have...

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lebonecpd.blogspot.com

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Lebone II College of the Royal Bafokeng - CPD Cells: 2013-02-17

http://lebonecpd.blogspot.com/2013_02_17_archive.html

Lebone II College of the Royal Bafokeng - CPD Cells. Tuesday, 19 February 2013. CAME in the IP: spotting Piagetian levels. The IP Mathematics programme includes 24 Shayer. Lessons to promote cognitive acceleration. We aim to focus on spotting the Piagetian levels. Teacher Development @ Royal Bafokeng. Monday, 18 February 2013. FP: agreeing on the details of our mentoring programme. Various segments of what is soon to be our own Lebone Mentorship Action Plan. Teacher Development @ Royal Bafokeng. Although...

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Lebone II College of the Royal Bafokeng - CPD Cells: Foundation Phase - Shayer Lesson Reflection from a UNW Potchefstroom Newly Qualified Teacher

http://lebonecpd.blogspot.com/2013/08/foundation-phase-shayer-lesson.html

Lebone II College of the Royal Bafokeng - CPD Cells. Thursday, 22 August 2013. Foundation Phase - Shayer Lesson Reflection from a UNW Potchefstroom Newly Qualified Teacher. Mentee's own lesson reflection. The lesson went well however there are a few things that stood out for me:. Their concentration and cooperation was not a hundred percent which is one of the things that had an impact on their learning. The state that the student's are in plays a role:. Me giving a Shayer lesson for the first time:.

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Lebone II College of the Royal Bafokeng - CPD Cells: Visualisation and engaging behaviour for Setswana FAL learners

http://lebonecpd.blogspot.com/2013/09/visualisation-and-engaging-behaviour.html

Lebone II College of the Royal Bafokeng - CPD Cells. Monday, 16 September 2013. Visualisation and engaging behaviour for Setswana FAL learners. We discussed how folk tales (being a verbal way of learning) require a large amount of visualisation. We spoke about how this may be difficult for students. This might explain why some students were able to give the definitions (the ones who were able to visualise) while others weren’t (the ones who found visualisation more difficult). It allowed students to have...

4

Lebone II College of the Royal Bafokeng - CPD Cells: 2013-02-10

http://lebonecpd.blogspot.com/2013_02_10_archive.html

Lebone II College of the Royal Bafokeng - CPD Cells. Monday, 11 February 2013. Sciences make microscopic things visible. The fun factor increased the learning in this lesson. All students were very engaged. The theme of making microscopic things visible. Made it more real and understandable for the students. Students were talking. About the work during the activity, which also helped to slow down the lesson and gave students the opportunity to cement the concepts. Teacher Development @ Royal Bafokeng.

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Lebone II College of the Royal Bafokeng - CPD Cells: 2013-02-03

http://lebonecpd.blogspot.com/2013_02_03_archive.html

Lebone II College of the Royal Bafokeng - CPD Cells. Monday, 4 February 2013. The focus of this cell is “learning talk”. Through collaborative planning per grade we use Shayer. For example, can you explain it a bit more to help me understand? Each lesson is divided into 3 episodes with episode 3 as the extension for differentiation. At present our lessons are about the Number System. We start off each episode with whole class instruction. Followed by concrete preparation. Teaching reading in the IP.

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Lebone - College of the Royal Bafokeng

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Lebone College of the Royal Bafokeng. End of Term 2 Newsletter. ACADEMICS Excellence is our standard. Click here to download the 2013 Grade 9 Subject Choice Booklet. At Lebone II, we are instrumental in shaping young people with great potential into human beings who will effect change in our immediate surrounds. They will do this through their extraordinary humanitarian focus that is established, in part, by pursuing a broad curriculum of service to others. Engineering, Graphics and Design. Staff CPD Blo...

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Lebone II College of the Royal Bafokeng - CPD Cells

Lebone II College of the Royal Bafokeng - CPD Cells. Monday, 16 September 2013. Visualisation and engaging behaviour for Setswana FAL learners. We discussed how folk tales (being a verbal way of learning) require a large amount of visualisation. We spoke about how this may be difficult for students. This might explain why some students were able to give the definitions (the ones who were able to visualise) while others weren’t (the ones who found visualisation more difficult). It allowed students to have...

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