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This document outlines a session on reflective teaching. It discusses defining reflective teaching as exploring beliefs, self-observation, and collecting information on one's own teaching and students' behaviors. The purposes of reflective teaching are to expand understanding of teaching/learning, enhance skills, and improve student learning. Teachers are encouraged to use tools like lesson notes, diaries, peer observations, and student feedback to engage in reflection. Specific diary suggestions include reflecting on lesson objectives, materials, student engagement, classroom management, and plans for future lessons. Activities guide teachers in reflection through small group analysis and brainstorming, as well as collecting student feedback. The conclusion emphasizes questions teachers should ask themselves about their lessons and students.
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This document provides guidance on effective classroom management during guided reading lessons. It discusses establishing routines and procedures to keep students engaged in meaningful tasks while the teacher works with small reading groups. Specific recommendations include: planning lessons in advance, setting up the physical classroom to support literacy activities, informing students of expectations, implementing consistent procedures for centers and movement, and using a "help chart" to address student needs without interrupting instruction. The goal is to train students to work independently through modeled and practiced procedures so the teacher can focus on small group reading without disruptions.
Evaluation
This is the 9th chapter of the book "Curriculum Development in Language Teaching" by Jack C Richards.
8 principles of effective teaching and assessment
This document discusses principles of effective teaching and assessment. It covers several key areas including teaching models, assessment, reflection, and developing an understanding of effective teaching. Some specific topics covered include diverse learning contexts, instructional models, formative and summative assessment, lesson planning, and microteaching. The document also addresses the importance of reflection on teaching experiences and becoming an informed decision maker.
Improving behaviour through explicit teaching - the FAST approach (ResearchEd...
Behaviour is learned, so needs to be taught. This presentation from ResearchEd 2021 (London) shows how a large comprehensive adopted the principles of Tom Bennet's and Doug Lemov's work and created a whole-school behaviour approach based on the explicit teaching and practising of four core routines through a dedicated registration programme and lessons. It also covers the validation process used to evidence how this approach addresses the academic and pastoral impact of recent disruptions to education. It finally outlines steps towards a behaviour curriculum which eventually will sit alongside the academic.
Improving behaviour through explicit teaching - the FAST approach
Behaviour is learned, so needs to be taught. This session shows how a large comprehensive adopted the principles of Tom Bennet's and Doug Lemov's work and created a whole-school behaviour approach based on the explicit teaching and practising of four core routines through a dedicated registration programme and lessons. It also covers the validation process used to evidence how this approach addresses the academic and pastoral impact of recent disruptions to education. It finally outlines steps towards a behaviour curriculum which eventually will sit alongside the academic.
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Hea workshop session 2 he project initial insights
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Abhay Bhutada, the Managing Director of Poonawalla Fincorp Limited, is an accomplished leader with over 15 years of experience in commercial and retail lending. A Qualified Chartered Accountant, he has been pivotal in leveraging technology to enhance financial services. Starting his career at Bank of India, he later founded TAB Capital Limited and co-founded Poonawalla Finance Private Limited, emphasizing digital lending. Under his leadership, Poonawalla Fincorp achieved a 'AAA' credit rating, integrating acquisitions and emphasizing corporate governance. Actively involved in industry forums and CSR initiatives, Abhay has been recognized with awards like "Young Entrepreneur of India 2017" and "40 under 40 Most Influential Leader for 2020-21." Personally, he values mindfulness, enjoys gardening, yoga, and sees every day as an opportunity for growth and improvement.
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In this presentation, we will explore the rise of generative AI in finance and its potential to reshape the industry. We will discuss how generative AI can be used to develop new products, combat fraud, and revolutionize risk management. Finally, we will address some of the ethical considerations and challenges associated with this powerful technology.
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Well-crafted financial reports serve as vital tools for decision-making and transparency within an organization. By following the undermentioned tips, you can create standardized financial reports that effectively communicate your company's financial health and performance to stakeholders.
Independent Study - College of Wooster Research (2023-2024)
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
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After this second you should be able to: Explain the main determinants of demand for any mineral product, and their relative importance; recognise and explain how demand for any product is likely to change with economic activity; recognise and explain the roles of technology and relative prices in influencing demand; be able to explain the differences between the rates of growth of demand for different products.
An Overview of the Prosocial dHEDGE Vault works
How the prosocial dHEDGE earns you money while saving the world!
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Lecture slide titled Fraud Risk Mitigation, Webinar Lecture Delivered at the Society for West African Internal Audit Practitioners (SWAIAP) on Wednesday, November 8, 2023.
What's a worker’s market? Job quality and labour market tightness
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In a tight labour market, job-seekers gain bargaining power and leverage it into greater job quality—at least, that’s the conventional wisdom.
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Independent Study - College of Wooster Research (2023-2024)
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10_session.pptx
- 1. Integrating Culture in the Language Classroom Iris Moye and Leslie Opp-Beckman University of Oregon
- 2. Topics, Session 10 •Announcements •What is Reflective Teaching? •Purposes and Benefits of RT •Activity 1: •Tools for RT •Teacher Diary Suggestions
- 3. Topics, Session 10 •Teacher Diary Suggestions •Activity 2: •Student Feedback Examples •Analyzing Your Evidence •Activity 3: •Conclusion, Q & A
- 4. Announcements •Introductions •Homework to share? We are continuing the series, starting November 2005. For information, see: http://thaiuo.uoregon.edu
- 5. What is Reflective Teaching? Three attitudes are necessary for us to become reflective teachers: 1. Open-mindedness. 2. Responsibility. 3. Wholeheartedness. (J. Dewey, A Handbook for Reflective Teaching)
- 6. What is Reflective Teaching? • Exploring underlying beliefs. • Self-observation, evaluation. • Process of observing and collecting information: -- our own behaviors -- those of our learners.
- 7. What is Reflective Teaching? • A means to institute meaningful changes and improvements in our teaching. • A beneficial form of professional development.
- 8. Purposes / Benefits • To expand our understanding of the teaching/learning process. • To enlarge our repertoire of options as language teachers. • To enhance learning opportunities for our students.
- 9. Activity #1 Small Group Task, Analysis Think about a lesson you have recently taught. Describe a part of a lesson that went well and why this was so. Describe a part of a lesson that didn’t go well. What might you do differently to make that part go better?
- 10. Tools •Lesson notes. •Teacher diary. •Peer observation. •Video or audio class recordings. •Student feedback. •Professional portfolio
- 11. Teacher Diaries Suggestions (Adapted from: BBC/British Council. (2004). Think, Writing a Teaching Diary.) Lesson objectives: Did the students understand what we did and why we did it? Was it something all learners could do? challenged the faster learners? Materials and activities: Appropriate to our goals? Appeal to the students?
- 12. Teacher Diaries Suggestions, continued: •Learners: Were they on task? If not, when and why? Which parts engaged them most? Least? How much English did they use? •Management: How was the pacing and timing? What were the interaction formats (groups, etc)? Did they work? Were my directions clear? •Overall: If I teach the lesson again, what will I do differently?
- 13. Activity #2 Small Group Task, Brainstorm It’s the middle of a course.You observe that many of the students don’t seem to be interested in the course. How could you find out what some of the problems might be?
- 14. Student Feedback Examples • Five-minute papers. • Smiley Faces for younger learners. • Stop, Start, Continue. • Other?
- 15. Analyzing Your Data / Evidence • Think. • Talk / Ask. • Read.
- 16. Activity #3 Three-minute Papers Write: What is the one thing you are most likely to remember from today’s session? Explain why you will remember it, and what its relevance is to your teaching situation. Share your response with your group.
- 17. Conclusion •What are you (and the learners) doing? •Why are you doing it? •How effective is it? •How are the students responding? •How can you do it better?
- 18. Reflective Teaching Thank you for watching