ALPHABET BOOK BY PSTTI STUDENT

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Highlights of PSTTI One of the top 5 Montessori & Nursery Teacher Training Institute & Early childhood care Education. Created more than 900+ eminent educators till date. First institute of its kind in India to bring in the concept of live classes in Preschool Teachers training and 24*7 access to classes. Conducted 100+ workshops and hands on training in schools & training centres across India. PSTTI team is built by best – in – class Professional Trainers with vast experiences in the field. Internationally acclaimed US & European based course curriculum. PSTTI’ans are highly acknowledge by the recruiters for their performance and most of them occupy positions of principal, Head coordinators teachers Resources person, Content develops. Preschool Association of India – An Initiation of PSTTI is actively functional and is a platform for Preschool Educators to share and gain knowledge. Education knows no bounds, be it an old person, a young adult or an infant. We give a state of art Value based Education to Women who would like to study further in alternate system of Education and Vocational Training. COURSES OFFERED ADVANCED DIPLOMA IN MONTESSORI EDUCATION(ADME) – 1 Year ADVANCED DIPLOMA IN NURSERY EDUCATION(ADNE) – 1 Year

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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