This document discusses the role and responsibilities of an academic counselor in IGNOU's open learning program. It explains that counselors provide advice and guidance to students about their academic program and courses. Counselors must have knowledge about the program structure, self-learning materials, assignments, and examinations. They facilitate learning through counseling sessions and help students with doubts, discussions, and skills development. Counselors evaluate assignments, provide feedback through comments, and ensure two-way communication with isolated distance learning students.
Effective teaching is more than a good lecture. In fact, it may be NO lecture at all. This presentation suggests dozens of effective structures. While many are not fully explained here, they are easily found in many locations on the internet and in the woks of Gardner, Tomlinson, Marzano, Sternberg, Costa, Solomon and others.
Effective teaching is more than a good lecture. In fact, it may be NO lecture at all. This presentation suggests dozens of effective structures. While many are not fully explained here, they are easily found in many locations on the internet and in the woks of Gardner, Tomlinson, Marzano, Sternberg, Costa, Solomon and others.
Guidance and Counselling: Assessment and InterventionAri Sudan Tiwari
The document explains various methods of assessment used in the process of guidance and counselling. The methods discussed in detail are: Intake interview, case study, mental status examination, psychological assessment tools; such as, cognitive and personality assessment. The document further elaborates some intervention techniques; such as, relaxation training, assertion training, bio-feedback, systematic desensitisation, A-B-C model of cognitive behaviour approach, rational-emotive therapy, etc. employed in guidance and counselling.
Blended learning is a mix of learning strategies, approaches, models, etc. E-Learning offers technology-enabled Blended learning environment to help organizations deliver effective learning solutions.
RESPONDING SKILLS IN GUIDANCE AND COUNSELLINGAnto Henry
THERE ARE MANY SKILLS IN GUIDANCE AND COUNSELLING LIKE ATTENDING SKILLS, RESPONDING SKILLS, PERSONALIZING SKILLS AND INITIATING SKILLS. IN THIS POWER POINT PRESENTATION I CLEARLY DISCUSS ABOUT THE RESPONDING SKILLS ALONE. SO PLEASE USE THIS POWER POINT FOR YOUR REFERENCE.
Guidance and Counselling: Assessment and InterventionAri Sudan Tiwari
The document explains various methods of assessment used in the process of guidance and counselling. The methods discussed in detail are: Intake interview, case study, mental status examination, psychological assessment tools; such as, cognitive and personality assessment. The document further elaborates some intervention techniques; such as, relaxation training, assertion training, bio-feedback, systematic desensitisation, A-B-C model of cognitive behaviour approach, rational-emotive therapy, etc. employed in guidance and counselling.
Blended learning is a mix of learning strategies, approaches, models, etc. E-Learning offers technology-enabled Blended learning environment to help organizations deliver effective learning solutions.
RESPONDING SKILLS IN GUIDANCE AND COUNSELLINGAnto Henry
THERE ARE MANY SKILLS IN GUIDANCE AND COUNSELLING LIKE ATTENDING SKILLS, RESPONDING SKILLS, PERSONALIZING SKILLS AND INITIATING SKILLS. IN THIS POWER POINT PRESENTATION I CLEARLY DISCUSS ABOUT THE RESPONDING SKILLS ALONE. SO PLEASE USE THIS POWER POINT FOR YOUR REFERENCE.
This presentation deals with mentoring and caring for students in an academic institution. It prescribes different steps for introducing a mentoring programme in an educational institution and also shares a case study.
In Transit Conquering Linguistic And Cultural Changes In Education_Emma Durha...Hazel Owen
This is a presentation that Emma Durham and I gave at the Thai TESOL conference in Khon Kaen, Thailand in 2008.
Please cite as: Durham, E., & Owen, H. (2008, January 24-26). In transit: Conquering linguistic and cultural changes in education. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.
Alternative Assessments
Brown and Hudson ( 1988) noted that to speak of alternatives assessment is counterproductive because the term implies some thing new and different that may be exempt from the requirements of responsible test construction.
Assessment procedures that are not like traditional tests with respect to format, performance or implementation
Traditional vs Alternative
What should alternative assessments do?
Ask Ss to perform, create, produce or do something
Tap higher level thinking skills
Use tasks that are meaningful
Invoke real world applications
People, not machines, do the scoring
Require new instructional and assessment roles for teachers
The alternatives in assessment must be:
Open ended in their time orientation and format
Contextualized to a curriculum
Referenced to the criteria ( objectives) of that curriculum and
Likely to build intrinsic motivation.
'Understanding teachers as learning professionals: research perspective.' (Na...GTC Scotland
'Understanding teachers as learning professionals: research perspective.'
University of Strathclyde, Workshop 6, GTC Scotland National Education Conference, 28 May 2009.
This workshop will showcase research findings about teachers as learners in the context of their continuing professional development (CPD) from projects conducted by AERS Learners, Learning and Teaching Network and related studies.
It will highlight: the importance of taking into account the different personal, social and occupational influences on teachers' learning; the extent to which teachers feel they have ownership of their CPD and the extent to which CPD transforms practice; the potential importance of both formal and informal settings and both planned and unplanned opportunities for professional learning, especially in collaborative contexts.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
Summary of key messages from the HMIE Aspect Report on Computing provision in Scotland's Colleges 2009
Presented to Heads of Computing Conference, Glasgow 4th Dec 2009
Poorna Pushkala Samedha Sri Ponpadapor Satha Temple, Agobalapuram,Tiruchendur Taluk,Tuticorin Dt.,Tamilnadu,India
-Devotional songs written in Tamil by Dr.V.Syamaladevi Kishore
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. D R . S . K I S H O R E
I G N O U
Open Learning
ACADEMIC COUNSELLING
2. Counselling
Counselling means ADVICE
Academic Counselling refers to advice and guidance
about academic and non-academic matters
3. Knowledge of Counsellors
Programme Structure and courses
Credits and study work Load
Self-learning materials and its format
Difference between teaching and Counselling
Organising Counselling
Assignments and Evaluation
Writing Comments for two-way communication
Facing term-end examination
4. Programme Structure
KNOWLEDGE ABOUT
Programme
Courses
Credits – one credit -30 study hours
Credits to be completed for programme
Theory courses
Practical Courses
Project Courses ,if any
5. Purpose of Self-learning Material
Counsellor to have knowledge about SLM
SLM Allows Learning – Thinking+ doing + practice
+ Recall+ Reinforcement
SLM Output - Learning + Retention +Recall
6. Self –Learning materials
SLM different from text books
Structure of SLM
Blocks and Units
Learning Outcomes
Instructional design
Learning tools
7. Structure of SLM
Content presentation
Content ordering
Content Analysis
Self- explanatory
Forms of Learner activities like self-assessment
questions
Devices for Motivation
Learning outcome
References
9. Sessions details
For 4 Credit - Five 2 ½ hr session
For 8 Credit - Ten 2 ½ hr session
10. What is Counselling
Information
Advice
Help
Guidance
Motivation
Support
Listening
11. Requirements of Counsellor
Good Knowledge about subject
Human relation link
Genuine interest towards learners
Ability to listen
Ability to observe and respond
Treat learners individually as per the individual
needs
Ability to create dialogue
12. Academic Counselling activities
Clarification of doubts
Discussion
Interaction
Active participation of Learners
Group work
Help
Enhance self-confidence of learners
Linking subject with life/work experience
13. Use of ICT in Counselling
Use of VCD
Radio
Gyan Darshan
Gyan Vani
Teleconferencing
ICT intervention help in better understanding review
and retention of subject knowledge
14. Tips during counselling
Improving communication skills
Study skills Tips
Time to be allotted for self-study per week
Tips for writing assignment responses
15. Tutor-marked assignments
Role of Academic Counsellor
1. Go through the responses
2. Award marks /grades
3. Write comments about responses for Two-way
communication and giving Feedback
16. Why Tutor Comments
Learner in open learning is isolated
Independent learner
No regular contact with institution
Absence of peer group interaction
Comments are for guidance and motivation
Comments for knowing about performance
Future improvement
17. Tutor Comments
Margin Comments written in the margin of every
page
Global comments –overall performance with
justification of grades/marks awarded
18. What to look for in assignment responses
Content
Presentation
Organisation of response
Clarity
Accuracy Coverage
Logical sequencing
Summary
19. Types of Tutor Comments
Positive Comments
Constructive Comments
Global Comments
Personal comments for motivation
21. Grading System in IGNOU
IGNOU follows five point grading system
Grade Grade Point
A 5
B 4
C 3
D 2
E 1
22. Features of Global Comments
Two-way communication
Feedback
Suggestions for Future improvement
Constructively conveying to include additional
information/content/any modification etc.
Justifying the grade/marks awarded
23. Additional role of Counsellor
Tips for writing examination
Informing learner to contact by e-mail for doubts
Informing learner to contact by mobile phone for
getting any help
24. Counselling for Practical Courses
Organising
Informing Methodology
Facilitating Practical skills
Hands-on experience of learners
Improving analytical skills
Improving problem solving skills
Help in arriving Results and its inference
Report writing/record presentation
Evaluation and awarding marks
25. Other than Counsellor role
Informing learner to maintain a file for written
communication submitted to university
Informing about the last dates for submission of
assignment responses
Reminding learner about the date for payment of re-
registartion fee for subsequent registration
Reminding about the payment of examination form
and fee
