This is a presentation that we had to do in groups of three for Practice II. Each group had to summarize the chapter they were assigned and explain it to the rest of the class. Here is ours! (Ramiro, Florencia and I)
Effective Teaching & Learning Process in the ClassroomAjay Kumar
Classroom teaching is always the most important as well challenging part of the education system. We need to cater all kind of learners and need to finish the syllabus in the best way. I just tried to add some points based on my experience.
This is a presentation that we had to do in groups of three for Practice II. Each group had to summarize the chapter they were assigned and explain it to the rest of the class. Here is ours! (Ramiro, Florencia and I)
Effective Teaching & Learning Process in the ClassroomAjay Kumar
Classroom teaching is always the most important as well challenging part of the education system. We need to cater all kind of learners and need to finish the syllabus in the best way. I just tried to add some points based on my experience.
Classroom management : Part 12
****2 Generation Curriculum & Teaching PPU Speaking Lesson***
**Mr Samir Bounab **
===========================================
**To teach “Speaking Lesson (grammar) “ we need PPU frame work:
-->What is PPU? Or 3 PPPs ?
(P) = Presentation
(P) = Practice
(U) = Use “produce”
--> NB: "Use" has wider usage *in and outside* the class than
**Produce** which can occur just in class.
1) Pre stage : This can be "an ice- breaker, warmer or lead in".
2) Presentation :
A/ The teacher : **[decides on the teaching aids to be used]**
Conveys the meaning of new material / language to students (inductively or deductively)
Gives them the chance to interact with it and to indicate in some way (not necessarily by producing the language) that they have understood.
Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.
Try to involve each student in every speaking activity; for this aim, practice different ways of student participation..........
2.During Stage : ** PRACTICE **: {engage the students in an interchange of communication using what they have been learning}
3. Post Stage : **USE** = **Produce** = feed back
For further reading please download the PFD copy
Module 3.2 EESDP Webinar series
This is the 13th in a series of 15 webinar modules reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines
The Appropriate Use Of The Lecture And Alternative Teaching Methodsnoblex1
The selection of teaching methods and strategies must be based, to some extent, on your own teaching preferences and unique style. Remember, however, that students learn in many different ways, and some research suggests that their learning preferences are substantively different from those of the faculty. For example, some students learn best when they have an opportunity for give-and-take with the teacher; others prefer to learn primarily through reading and lectures; and some students learn best on their own, by performing tasks related to the course material. There are many learning preferences and combinations of preferences, and the best teachers apply a variety of methods to tap the learning potential of a wide range of students. You can vary your class routine period by period, lecturing one day, holding discussions the next, showing a film the next, and so on, but varying methods within a class period is a better technique because it promotes greater interest and excitement.
There are many books on college teaching that provide detailed advice on a wide variety of teaching techniques. In this survey we will focus on the methods most widely used in higher education - lecture and discussion - and outline several other methods that you can explore on your own.
The traditional fifty-minute college lecture in which the teacher does all the talking is an ancient teaching method, but its survival attests more to its ease of use - and low expense -than to its effectiveness as a teaching tool. When they are done well, lectures can be informative and even inspirational, but when they are done poorly, confusion and boredom result. Since it is likely that the lecture will remain the dominant teaching method in higher education for the forseeable future, you should be aware of its advantages and limitations.
The traditional lecture format suffers from a variety of handicaps. First, higher-level objectives such as analysis or critical thinking, cannot be taught in a lecture. Students cannot learn these skills unless they have an opportunity to practice them; listening to a lecture about critical thinking or problem-solving is simply not sufficient.
Second, the average attention span of a passive listener is about fifteen minutes, so if you talk uninterruptedly for longer than fifteen minutes it is unlikely that your students will stay "tuned in." The only sure way to overcome this problem is to switch to some kind of activity in which students are directly involved.
Third, in the aural learning process students gradually transfer bits of information from short-term into long-term memory, a process that takes time and usually requires repetition of the material.
Source: https://ebookschoice.com/the-appropriate-use-of-the-lecture-and-alternative-teaching-methods/
NOTES/101 Tips-1.pdf
Interactive Techniques
Adapted in part from:
Thomas A. Angelo/K. Patricia Cross, Classroom Assessment Techniques.
2nd Edition. Jossey-Bass: San Francisco, 1993.
Alison Morrison-Shetlar/Mary Marwitz, Teaching Creatively: Ideas in
Action. Outernet: Eden Prairie, 2001.
Silberman, Mel. Active Learning: 101 Strategies to Teach Any Subject.
Allyn and Bacon: Boston, 1996.
VanGundy, Arthur. 101 Activities for Teaching Creativity and Problem
Solving. Pfeiffer: San Francisco, 2005.
Watkins, Ryan. 75 e-Learning Activities: Making Online Learning
Interactive. San Francisco: Pfeiffer, 2005.
These techniques have multiple benefits: the instructor can easily and quickly
assess if students have really mastered the material (and plan to dedicate more
time to it, if necessary), and the process of measuring student understanding in
many cases is also practice for the material—often students do not actually learn
the material until asked to make use of it in assessments such as these. Finally,
the very nature of these assessments drives interactivity and brings several
benefits. Students are revived from their passivity of merely listening to a lecture
and instead become attentive and engaged, two prerequisites for effective
learning. These techniques are often perceived as “fun”, yet they are frequently
more effective than lectures at enabling student learning.
Not all techniques listed here will have universal appeal, with factors such as your
teaching style and personality influencing which choices may be right for you.
Instructor Action: Lecture
1. Picture Prompt – Show students an image with no explanation, and ask them to
identify/explain it, and justify their answers. Or ask students to write about it using terms
from lecture, or to name the processes and concepts shown. Also works well as group
activity. Do not give the “answer” until they have explored all options first.
2. Think Break – Ask a rhetorical question, and then allow 20 seconds for students to
think about the problem before you go on to explain. This technique encourages students
to take part in the problem-solving process even when discussion isn't feasible. Having
students write something down (while you write an answer also) helps assure that they
will in fact work on the problem.
3. Choral Response – Ask a one-word answer to the class at large; volume of answer will
suggest degree of comprehension. Very useful to “drill” new vocabulary words into
students.
4. Instructor Storytelling – Instructor illustrates a concept, idea, or principle with a real-
life application, model, or case-study.
5. Pass the Pointer – Place a complex, intricate, or detailed image on the screen and ask
for volunteers to temporarily borrow the laser pointer to identify key features or ask
questions about items they don’t understand.
6. Empty Outlines – Distribute a partially completed outline of today’s lecture and a ...
Why activity is important in teaching?
It is equally important that each activity is meaningful, and ensures learners’ learning progress and advancement through the didactic unit or input sessions.
Activities should build on previous activities and avoid being repetitive, they should enable learners to engage with and develop their skills, knowledge and understandings in different ways.
Activities help learners to make and sustain the effort of learning. They provide practice in the basic language skills – listening, speaking, reading and writing. They encourage learners to interact and communicate.
Extensive strategies for how students are presented the information, how students make sense of the information and how students demonstrate what they have learned.
This is another motherlode of active learning strategies that someone put together from a variety of sources. It has over 130 different active learning strategies. Amazing.
Similar to 53 interesting ideas for your teaching (20)
IWBNet #schoolstechOz - Digital Literacies Workshopslargerama
Part 1 and Part 2 of workshops on Digital Literacies supported by work on https://docs.google.com/document/d/13gto_6FTpDYPHqtV2taesJ67t5NgYayVpYuZ_C2-2sI/edit#
It is time for everyone in education to really do something to address the well-known and much used comments around “kids have changed”. Because they have changed, or should I say, some of the way they live their lives have changed. We are living in a connected age and access to information; to views on any given topic, are only a click away. In the digital age, more than ever before, we need to inspire young people, fire their imaginations, immerse, excite, challenge and motivate them. The technology at the teacher’s disposal in the digital age, when mixed with the analogue, holds such potential for inspiration. Learning to teach in this age is a journey all educators must embark on regardless of the stage they think they are currently at.
This keynote will provide an in-depth overview of techniques and tools, practices and environments that will inspire educators to make changes to the way they view teaching with technology and their classroom practice.
Presentation given to students as promo for launch of Computing A/S Level in school.
Speaker notes as follows:
1) I am here to talk about a new A Level being introduced by the ICT department in school - Computing
2) People think that Computing is for geeks
3) And Freaks
4) But is it more accurate to say that it is for High ability Maths students?
5) It involves: Problem solving
6) Logical thinking
7) And a mathematical model of deductive reasoning from axioms to logical consequences.
8) It gives good ‘direction’ on to many degree courses
9) But equally into jobs as well
10) So, maybe studying Computing can lead to access to the finer things…
11) In life.
12) So back to the question:
13) Is it for geeks…...
14) And freaks?
Or is Computing something you might want to study? If so then come and see me, email me (handout leaflets to those interested)
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. OVERVIEW
Condense the whole course into one lecture to
give as a broad an overview as possible as a way
of helping students to integrate their knowledge.
Record the lecture and use extracts as “triggers”
in tutorials or other lectures
3. Team Teaching
Lecture with a colleague: not just 30 minutes
each, but taking several turns each, preferably
responding to and moving on from each other.
Students appreciate disagreements and different
perspectives, so you don’t have to plan for
perfect coordination.
Combine classes from two courses to avoid extra
work.
4. Student Teachers
Teams of three students prepare and deliver the
lecture you would have given. Give them help in
the form of your old notes or slides.
Have a “dress rehearsal” to check they can cope
OK.
During their presentation either stay away or
keep a low profile or you may put the students
off.
5. Memory
Students take no notes at all, but listen carefully
instead. When technical details are important,
require no note taking for 10 minute sections,
each followed by a time to take notes from
memory.
Improves student attention, speeds your
lecturing, improves students’ memory of the
lecture.
6. Listening
Students shut their eyes and just listen for 10
minute periods.
This leads to either greater reflectiveness or
sleep depending on your talent!
7. Lecture Swop
Swop your lecture with that of a colleague in a
different subject area and both of you then
lecture on an unfamiliar topic.
This can lead to useful simplifications and avoid
overwhelming detail.
It can be most helpful to students when you
share your problems coping with an unfamiliar
topic and to see how experienced learners tackle
new problems.
8. Orientation
Use music, slides, posters or a video-clip to
create an atmosphere appropriate for the
lecture or to portray without words will be about
at the start.
Give students time to reflect back over the
course so far and clear their minds of their
previous class.
9. Incomplete handouts
Use handouts with gaps in them for students to
write in during the class: labels of diagrams and
axes of graphs, formulae, open ended sections
etc
Give students time to fill in these sections from
your talk or slides.
This keeps students active and allows them to
personalise their handouts whilst making less
demands than having to write their own notes.
10. Finish with quiz or test
Check what the students have learned by giving
them a short quiz or test at the end to be
“marked” by the students themselves or their
neighbours.
Warning students that a test will be given will
improve their attention, even if the test doesn’t
count for anything.
11. Last week, Next week
Start by rviewing what was covered last time:
not just the topic, but a two minute summary.
Display a summary slide whilst students are
settling down.
Finish by outlining what will come next: again
not too briefly. Display one slide which
summarises the content of your next lecture
before they start to pack up.
12. Mini-Lectures
Never lecture for more than 15 minutes at a
time. Remember that students’ attention drops
to a dismal low after about 20 minutes.
Use the rest of the time for tasks: problems, note
taking in silence, reading, discussion in pairs, or
for knocking off for a coffee.
13. Breaks
Give frequent brief breaks: 30 seconds silence to
catch up with notes, one minute to stand up and
stretch your legs, two minutes to confer with
neighbours and so on.
The longer you lecture without interruption, the
longer the break needs to be: one minute after
10, two after 20, ten after 60.
14. Buzz Groups
After 15 minutes set students a problem or
discussion question to tackle in pairs. Expecting
one or two pairs to report what they have
included ensures that they take the task
seriously.
3 minutes of lively buzz sets students up to be
able to listen to more lecturing as well as giving
them an opportunity to apply what you have
already covered.
15. Pyramid
Before working in pairs in buzz groups, students
should work alone for a minute or so. After
working in pairs they draw conclusions in fours.
You can then pool conclusions from the fours
onto a whiteboard or slide for all to see what the
other groups have been up to.
In this way it is possible to handle large group
discussions even in a large lecture theatre.
16. Quiet time
Allow periods of up to 5 minutes for quiet
reflection to develop notes, prepare questions,
review earlier sections of the course.
The only rule is that no-one speaks for any
reason whatsoever.
17. The three most important things…
5 minutes before you finish, ask students to
write down the three most important things
from the lecture: either from memory or
allowing them to look through their notes.
Write down your own three on a slide, then
show it to the class. See how many students got
all three, two, one or none.
This gives students good feedback.
18. Are there any questions?
None of us have much success with this question. By
the time students have formulated a question, you
have moved on, or they are hesitant to display their
ignorance.
Give them a minute on their own to write down the
questions that they would really like an answer to.
Then ask them to address this question to their
neighbour to try to get an answer.
Then field outstanding questions not answered!
19. Ban
Ban all use of powerpoint or a whiteboard for
while.
Try something else for a change.
20. Clothes
Wear something different and behave differently as
a result (I used to lecture with a gown on graduation day!). Cut across the
conventions which normally operate in your
lectures. If you usually wear smart suits and speak
from the lecturn, come in jeans and sit on the
corner of the front bench.
If you normally wear sloppy clothes and slouch
around chatting, come in a suit and give a snappy
lecture with smart slides and handouts.
SHOCK THE STUDENTS OCCASIONALLY!
21. Flipchart
Try using flipchart or butchers paper instead of a
whiteboard or powerpoint and display each
completed sheet on the wall so that all of your
writing is visible at once.