45. group presentations
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IECPThis document provides an agenda and schedule for an academic interactions class. It outlines the following: - Groups for an in-class activity and the students in each group. - The weekly schedule, including group video viewing, listening comprehension practice, a test, and individual presentation preparation time. - An upcoming task where students will watch group presentations, provide feedback using a rubric, and later leave audio comments on Voicethread evaluating presentations.
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2) A newspaper quiz where students take turns memorizing sections of the newspaper and relaying the information to their group
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1) The document introduces upcoming individual presentations where students will present on their previous academic experiences, future plans, and a current topic in their field.
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4) Homework assignments are also noted.
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This document provides an agenda for an IECP class. It includes discussing an upcoming test, vocabulary practice, and a propaganda role playing activity. Students are instructed to study vocabulary terms and comprehension questions from previous listening exercises. They will also practice note-taking skills. The activity involves students using propaganda techniques to persuade each other to buy a assigned product.
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3) A vocabulary race where groups compete to write down the most words from a word bank that are correctly relayed by group members
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1) The document introduces upcoming individual presentations where students will present on their previous academic experiences, future plans, and a current topic in their field.
2) It provides guidelines for the presentation components and content.
3) Additionally, it covers pronunciation lessons on /p/ vs /b/, /p/ vs /f/, and stress in two-syllable words through discussion and exercises.
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The document outlines 5 groups of students working on vocabulary. Each group has 4 students fulfilling different expert roles - academic usage, general usage, trends, and origin and examples. The groups and student roles are listed. An additional group of 2 students is also listed at the bottom.
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This document outlines the agenda for an Academic Interactions class. It includes an update on an exam, conversation starters for students to practice speaking, information on an upcoming persuasive speech assignment, an example of a problem/solution presentation for students to watch and take notes on, and pronunciation practice on stress for two-syllable words. Students are also assigned to comment on interviews and reminded that their group presentation is due.
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A brief one hour workshop to get folks thinking about blended course redesign. Presented at Western Technical, La Crosse, WI.
NTLT 2013 - Johanna Rhodes - Learning is not a spectator sport
The document provides tips for effective lecturing and engaging students. It recommends 8 strategies for connecting with students including making large classes feel small, encouraging questions, learning students' names, relating material to students' experiences, and giving personalized feedback. It also discusses planning group activities by considering learning styles, materials, and evaluation. The document is authored by Johanna Rhodes, a nursing educator.
Feedback workout for the Faculty of Education, 4 September 2014
- The document discusses feedback and assessment practices. It outlines a 3-part plan to reflect on current feedback practices, share ideas, and identify opportunities for improvement.
- Feedback should facilitate self-assessment, encourage dialogue, clarify expectations, and help close gaps in performance. Regular, high-quality feedback provides information to students and teachers.
- The document discusses various feedback types, tools, strategies, and considers feedback from different perspectives like private vs openly shared, formative vs summative, and more. It encourages developing feedback plans and guidelines.
5 in-5 presentation
This presentation discusses a clinical supervision model for student teaching that involves modeling, lesson observation, data collection, and post-teaching conferences. It also examines the roles of university supervisors, cooperating teachers, and student teaching coordinators. Additionally, it explores reflection models for student teachers, including post-teaching analysis, journaling, video recording, and using data to critically reflect on lessons. Finally, it considers tools for reflection, such as asking self-evaluative questions, determining goals, and using technology like video recording apps to analyze teaching skills and critical elements.
Introduction to the peer observation
This document discusses peer observation of teaching as an important process for evaluating and improving teaching quality. It outlines the benefits of peer observation, including gaining critical feedback, disseminating best practices, and engaging in reflective practice. The suggested process involves a pre-observation meeting to establish goals, the observation itself, and a post-observation meeting for feedback. Multiple lenses should be used for evaluation, including self-reflection, student feedback, literature, and peer observation. The overall purpose is to foster teaching and learning excellence.
31 6-earthsoft-instructional coaching
"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
Group Instructional Feedback Technique
This document describes the Group Instructional Feedback Technique (GIFT), which is used to gather anonymous feedback from students on the strengths and areas for improvement of a class. The 8-step process involves dividing students into small groups, having them discuss what is working/not working and how to improve, then reporting results to identify top priorities. The feedback is intended to help instructors improve their teaching and management styles through open communication and addressing issues before they become problems. The technique works best with 25-100 students and uses a facilitator to ensure honesty and confidentiality in the feedback process.
Train the trainer program contents
The "Train the Trainer Program" is a 3-day training program from 9:30am to 5:30pm designed to help participants become effective trainers. The program covers how to plan professional presentations, develop communication skills, inspire and engage learners, and coach participants. Day 1 focuses on presentation fundamentals and self-assessment. Day 2 covers audience analysis, structuring presentations, and adult learning principles. Day 3 helps participants facilitate open discussions, handle tough questions, and practice training skills. The goal is for participants to leave with tools and techniques to improve their training delivery and participant outcomes.
IPDC TRAINING - High Impact Presentation Skills
Organizations depend on communication for success. Their people communicate through presentations to large and small groups, inside and outside the organization. Effective presenters are the leaders in the organization; they are first in line for promotions and raises; they are successful and trusted managers and executives. Leadership requires excellent presentation skills.
Similar to 45. group presentations (20)
Session 14 Powerpoint creating a positive learning environment
Session 14 Powerpoint creating a positive learning environment
Patrick Creed: Staff Training and Development - Begin From Within
Patrick Creed: Staff Training and Development - Begin From Within
UNPACKING THE COMMON CORE FOR CHESTNUT MIDDLE SCHOOL TEACHERS
UNPACKING THE COMMON CORE FOR CHESTNUT MIDDLE SCHOOL TEACHERS
NTLT 2013 - Johanna Rhodes - Learning is not a spectator sport
NTLT 2013 - Johanna Rhodes - Learning is not a spectator sport
Feedback workout for the Faculty of Education, 4 September 2014
Feedback workout for the Faculty of Education, 4 September 2014
More from IECP
PPT FINAL_WISE 2024 PSU: Intercultural Connections
The document summarizes a workshop on promoting intercultural connections and learning through virtual exchange. It discusses the COIL/EDGE model of collaborative online international learning and experiential digital global engagement. It provides examples of icebreaker activities used in COIL projects and outlines challenges and strategies for communication in virtual exchange, emphasizing the role of global English as a tool for intercultural communication.
23. introduction to pathways 6
This document summarizes an academic interaction between Nikki and Yingxue. It was divided into groups for discussion. The agenda included catching up from spring break, discussing a chapter on literature and humanities, poetry analysis, and comparing different versions of fairy tales like Cinderella from various cultures. Students analyzed poems, created their own haikus, discussed vocabulary, and compared similarities and differences in fairy tales from around the world.
23. introduction to pathways 6
This document outlines an academic meeting agenda between Nikki and Yingxue that includes catching up on spring break, discussing literature and poetry, and comparing different versions of fairy tales like Cinderella from various cultures. It provides context and vocabulary for analyzing different written genres like poetry, fiction, and non-fiction. Students are guided through activities like creating Haiku poems, analyzing poems, and comparing features of fairy tales from Korea, Egypt, China, and other regions to find similarities and differences in the stories. Biographies of poets like Basho, Li Bai, and Al-Mutanabbi are also presented.
21. interview preparation
This document provides an agenda for an academic class. It includes conversation starters for students, returning tests, discussing interview examples, and pathways. It discusses watching interview examples and taking notes to prepare for student interviews. Students analyze 3 example interviews that vary in formality. They discuss body language, questions, and differences. The goal is to help international students prepare for interviews with their assigned PSU student. Students will set up and conduct their interview for a class project.
20. interview introduction, genome synthesis, vt commenting
This document contains the agenda and notes from an Academic Interactions class. The agenda includes discussing genome groups, presenting on an interview project, and completing genome paragraphs. Students are asked to comment on peer presentations using Voicethread. Notes provide discussion topics on 3D printing, Barbie dolls, immigrant parenting, studying abroad, using electronics, and preparing for a student interview project.
13. hedging and test 2 prep
This document contains the agenda and notes for a class on hedging in academic language. It discusses what hedging is, provides examples of hedging words and phrases, and has exercises for students to practice modifying claims and arguments using hedging. The instructor reviews how hedging makes arguments stronger or weaker and emphasizes its importance in academic writing. Students are given examples like "word of mouth advertising influences purchases" versus "word of mouth advertising could influence purchases" and asked to hedge additional sentences about topics like studying habits.
18. oral citation and genomic sequencing presentations
This document provides guidance on oral citations and examples. It discusses why oral citations are important, when to use them, and what they should look like. Examples are given for direct quotes and paraphrasing from periodicals, websites, and during group presentations. Students are assigned activities to practice paraphrasing sources using opening phrases and preparing a written statement after group presentations.
17. genomic sequencing
This document outlines an academic interaction session. It divides students into groups and assigns each group an article on genomic sequencing to read, discuss, and present on. The agenda includes conversation starters on various topics, watching an Amy McGuire TED talk on genomic sequencing, and preparing for a group presentation on their assigned article. Students are asked to volunteer for practice presentations and complete homework including meeting with a learning community partner and posting a conversation starter response.
10. noun clauses
This document contains an agenda for a grammar class covering noun clauses, listening exercises, and collocations. The class includes activities where students individually complete sentences and then work together to combine their sentences on a whiteboard, listening to and revising a debate recording in pairs, and a discussion on whether vs if clauses. There is no homework assigned.
14. deextinction debate
This document outlines the agenda and order for a student debate about cloning extinct animals. It lists four student positions - two in support of cloning for environmental/economic benefits and advancements, and two against for concerns about welfare and morality. It reminds students to be respectful and listen closely during the debate. As homework, it assigns an English Central goal and observation presentation.
8. check psu classes, presentation examples
This document provides an agenda and materials for an academic interactions class. It includes conversation starters on topics like education systems and technology use. It discusses checking students' chosen PSU classes and observing them. Examples of observation videos are linked. Students are encouraged to take comprehensive notes on the videos for extra credit. Presentation tips and things to avoid are discussed. Homework includes setting up a class observation and completing an English Central goal.
5. test 1 review
This document outlines the agenda and content for a grammar class. It includes:
1. A review scheduled for an upcoming test on verb tenses, modal verbs, and inclusive language.
2. Examples and exercises practicing simple present, past, and future verb tenses.
3. A modal verb exercise to complete sentences using words like "required" and "forbidden."
4. Discussion of inclusive language and examples of rewriting sentences to be more inclusive.
5. An activity where students review collocation pairs from their study sheet in groups.
7. cs, target debate, and psu observations
This document summarizes an academic interactions class at Penn State University in Spring 2016. It includes an agenda with conversation starters on various topics for students to debate. It then outlines instructions for students to observe a PSU class of their choice, prepare a 7-10 minute presentation on their observation, and submit a video of their presentation. The document provides guidance on choosing a class to observe, getting professor permission, etiquette for observing, and developing their presentation. It concludes with announcing homework due dates and allowing time in class for students to choose which PSU class they will observe.
4. modal verbs, inclusive language, verb identification
This document outlines the agenda and content covered in a grammar class. The topics discussed include modal verbs, inclusive language, indefinite pronouns, and gender-neutral language. Examples are provided for different grammar structures like expressing rules and expectations. Students complete activities to practice these concepts, such as filling out a chart comparing rules and expectations in their own country and creating sentences using indefinite pronouns.
6. gender and society and target debate
This document outlines the agenda for an academic interactions class. It includes conversation starters for students to discuss, a video and discussion on gender and society, more vocabulary work, and preparation for a debate on gender-based classifications in toys and marketing. Students will be split into groups to research and present perspectives for or against gender-based classifications. The next class will involve the student groups giving speeches to present their positions, followed by a question and answer period and a final decision by the "mayor". Homework involves posting a conversation starter on a google document using vocabulary from the lesson.
5. english central
This document provides an agenda for an introduction to the English Central language learning application. It includes an introduction to English Central, watching an introductory video, accessing the class through the app in a computer lab, and exploring and utilizing the English Central program and various video topics. Students are instructed on how to enroll in the class and change settings to fully interact with the speaking activities in the videos. There is no homework assigned.
Day 3 collocation set 1 130_b
This document provides an agenda and notes for a grammar class. It includes:
- Grading and next steps for a Conversation Starter assignment. Students will complete a labeling activity.
- A brief review of grammar from the previous class, including examples of common errors.
- An introduction to vocabulary used in context and collocations. Students will do a matching quiz and practice activity.
- A discussion of language used to express rules and expectations, including modal verbs. Students complete a chart as practice.
- Homework is to finish and submit the Conversation Starter activity before the next class.
Day 3 collocation set 1
This document provides an agenda and notes for a grammar class. It includes:
- Grading and next steps for a Conversation Starter assignment. Students must complete a labeling activity and turn it in.
- A review of grammar from the previous class, including examples of common errors.
- An upcoming vocabulary collocation quiz to test knowledge of common word pairs.
- An activity where students practice using collocations in meaningful sentences.
- A discussion of language for expressing rules and expectations, including modal verbs. Students complete a chart practicing these.
- Homework is to finish and turn in the Conversation Starter activity.
4. conversation starters, pathways 1
This document contains an agenda for an Academic Interactions class on gender and society. The agenda includes:
- Conversation starters on topics related to gender, such as the characteristics of effective interpreters, differences between managing various hospitality businesses, and whether women are better than men at language.
- A brief quiz reviewing terms from the previous class, including the differences between gender and sex.
- An activity where students practice note-taking skills, including listening to part of a lecture and writing down the main ideas.
- A discussion of gender roles and socialization, followed by a video and related exercises on the topic of gender and society.
- Additional vocabulary building activities.
Day 3 collocation set 1
This document provides an agenda and summary for a grammar lesson. It includes:
- A brief review of the previous week's material
- An exercise practicing vocabulary in context
- A review of grammar concepts like modal verbs and language for expressing rules and expectations
- A group activity where students take turns drawing cards with phrases and making grammatically correct sentences
More from IECP (20)
PPT FINAL_WISE 2024 PSU: Intercultural Connections
PPT FINAL_WISE 2024 PSU: Intercultural Connections
20. interview introduction, genome synthesis, vt commenting
20. interview introduction, genome synthesis, vt commenting
18. oral citation and genomic sequencing presentations
18. oral citation and genomic sequencing presentations
4. modal verbs, inclusive language, verb identification
4. modal verbs, inclusive language, verb identification
45. group presentations
- 2. Groups for Today • Ryan, Sukyeong, Hassan, Hailey, and Sung Jun • Cheng, Nauf, Rika, Hadel, and Johar • Mohammed, Rita, Abdulmalik, Adriano, and Ali • Brenda, Soo Jin, Mansour, Abdulraheem, and Jehad
- 3. Agenda • Weekly schedule overview • Group presentation viewing + peer feedback
- 4. Weekly Schedule • Monday = group video viewing • Tuesday = leap 7, listening 3 + paraphrasing practice • Wednesday = leap 7 test • Thursday = individual presentation preparation time in a computer lab (006 Sparks)
- 5. Group Presentation Viewing Goals • Be reflective about presentation skills • Learn from presentations in preparation for individual presentations • Better prepare audience for Voice Thread comments • Practice providing constructive feedback to peers
- 6. Task • Review group presentation rubric • Watch the video and take notes on areas of excellence and areas for improvement • As a group, complete a rubric for the presenters
- 7. What does constructive feedback mean? • How can we engage in this practice? • What types of language can we use?
- 8. Group Presentation Commenting Due 11/21 by midnight • Choose one group presentation that you are interested in watching. Answer the following question in a 1-2 minute audio or video comment via Voicethread: • 1) What aspects of the presentation were excellent/well done/positive? • 2) What aspects of the presentation could be improved upon? Two points of extra credit offered for each (legitimate) extra comment that you make. If you complete the extra credit, send me an email to let me know which videos you commented on.
- 9. Videos • Group 1 Video • Group 2 Video • Group 3 Video • Group 4 Video
- 10. HW • Prepare for leap 7 test: – Comprehension questions for listening 1 (Emily Carr) – Asking and responding to questions after a presentation – Paraphrasing – Vocabulary