Action plan
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This document outlines an action plan template for a subject mentor observation. The template includes sections for planning and preparing the lesson, what occurred during the lesson, essential skills, communication skills of the teacher, classroom management, subject teaching strategy, enthusiasm, and teaching style. For each section, the mentor is asked to provide a minimum of 3 action points based on their own observation of the lesson and feedback from the subject mentor. The completed action plan is to be signed by both the candidate and mentor.
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![ACTION PLAN
SUBJECT MENTOR OBSERVATION
Please outline a minimum of 3 action points under each heading using your own
observation of the lesson and the feedback from your subject mentor.
Planning and Preparing
[Was the lesson plan usable and did you clearly specify learning outcomes? Where resources suitably
prepared and all occurrences accounted for, including risk?]
During the Lesson
[Did you open and close the lesson satisfactorily? Did you outline learning outcomes in a manner that
was meaningful to the students? Did you manage learning at the subject level? Did you show teacher
movement and progression? Did you review learning using student feedback?]
Essential Skills
[How successful was the trial? Did the resource need tested further? What changes would you make to
advance essential skills? How will you promote deeper learning in this area? What strategy will you take
to engage further with colleagues in the promotion of essential skills within your vocational area? If an
essential skills tutor, how will you work to embed essential skills into a vocational area?]
Communication Skills of the Teacher
• Explaining topics
• Demonstration through example or activity
• Questioning openly
• Use of language
• Use of gestures
• Valuing individuals
• Presentation of resources](https://image.slidesharecdn.com/actionplan-130227151247-phpapp01/85/Action-plan-1-320.jpg)
![• Use of visual aids
• Feeding back
• Probing for learning
Classroom Management
[ Did you manage the learning stages? Did you monitor and lead students? Did you address all learner
needs?]
Subject Teaching Strategy
[Did you show an understanding of how to teach your subject? What methods might you further explore
to develop the subject matter with your students?]
Enthusiasm
[Did you show a passion for your subject? How did you inspire and how will you further project this
confidence and passion for your subject in the future?]
Teaching Style
[How did you lead and how might you delegate and challenge learners to become more cooperative or
independent in the future?]
Signature:____________________ Candidate_____________________ Mentor_________________
Date of Agreement:____________ Candidate_____________________ Mentor_________________](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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El documento presenta un marco de buen desempeño docente que incluye cuatro dominios y sus respectivas competencias. Los dominios son: 1) Preparación para el aprendizaje de los estudiantes, 2) Enseñanza para el aprendizaje de los estudiantes, 3) Participación en la gestión de la escuela articulada a la comunidad, y 4) Desarrollo de la profesionalidad y la identidad docente. Cada dominio describe 2 o 3 competencias clave relacionadas con ese ámbito del desempeño docente.
Mentoring 101
This document provides information and guidelines for mentors working with student-athletes at the University of Texas at Austin. It outlines the responsibilities of mentors, which include helping students develop organization, time management, and study skills. Mentors must maintain professionalism, protect student information, know NCAA rules, and report any violations or concerns.
Intensidad campo electrico
El documento habla sobre el campo eléctrico. Explica que una carga crea un campo eléctrico en todo el espacio que ejerce fuerzas sobre otras cargas. Define el campo eléctrico como la fuerza por unidad de carga ejercida sobre una pequeña carga puntual en un punto dado del espacio. También presenta fórmulas para calcular el campo eléctrico creado por una y varias cargas puntuales.
4. las palabras en la oracion
1. El documento habla sobre las palabras en las oraciones, la estructura de las oraciones y los sintagmas. 2. Explica los diferentes tipos de sintagmas como nominales, verbales y preposicionales. 3. Describe las funciones sintácticas de las palabras y los elementos que componen los sintagmas nominales.
A project report on effectiveness of mentoring system in ongc
This document summarizes the history and profile of Oil and Natural Gas Corporation Limited (ONGC), India's largest crude oil and natural gas company. It discusses how ONGC was established in 1956 by the government to develop the country's oil and gas resources and has since played a pivotal role in developing India's petroleum industry. The document also outlines ONGC's major discoveries and contributions in establishing new oil and gas reserves both onshore and offshore in India. It notes that ONGC was converted to a limited company in 1994 and partially privatized through share offerings while still remaining majority owned by the Indian government.
EGGER Structure 27 Brochure
With the contemporary, yet classic feel becoming increasingly popular we have created ST27. A deep natural texture designed to replicate this bespoke and timeless look for a fraction of the effort and cost. The need for longevity within interior and commercial design has seen an increase in demand for classic and contemporary painted finishes. Solid wood or veneered panels, painted in muted tones with a heritage feel, create elegant and timeless environments.
Medios y Materiales Educativos
Este documento describe los medios y materiales educativos, su importancia en el proceso de enseñanza-aprendizaje y sus características. Explica que los medios son canales de comunicación mientras que los materiales son recursos que motivan al alumno. También analiza tipos de materiales educativos y cómo apoyan el proceso educativo al inducir la construcción del aprendizaje y desarrollo de habilidades.
resume 2
1) Pranav Joshi is applying for a job and provides his personal and educational details such as name, address, phone number, email, education qualifications and work experience.
2) He received a B.com in foreign trade from P.M.B GUJRATHI COMMERCE COLLEGE, INDORE in 2014 and a PGDBO from NIIT in 1990.
3) His current role is a customer service officer at ICICI Bank since August 2015 where he manages cash transactions and processes payments.
1 compact rf cmos modelling
This summary provides the key details from the document in 3 sentences:
The document presents a compact RF CMOS model that incorporates an improved thermal noise model. The model accounts for short-channel effects, substrate potential fluctuations, and parasitic resistance-induced noises through analytical formulas. Simulation results using the new noise model show good agreement with measurements for 65nm and 80nm nMOSFETs, accurately predicting drain and gate current noise spectra over frequencies up to 18GHz.
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Actividad 3 modulo iii marco del buen desempeño docente y las 9 competencias
Actividad 3 modulo iii marco del buen desempeño docente y las 9 competencias
A project report on effectiveness of mentoring system in ongc
A project report on effectiveness of mentoring system in ongc
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Facilitation skills
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
Training Methods.pptx
The document provides an outline for a training on teaching methods for TVET trainers. It discusses key terms like training, teaching, learning, and professional development. It also covers learning theories including behavioral, cognitive, social, and constructivist approaches. A variety of training methods are presented such as lectures, role plays, and group discussions. The importance of selecting appropriate training methods and materials based on learning objectives, styles, and other criteria is emphasized. Effective session planning is also discussed, including defining objectives, content, methods, and evaluation.
CU.-7-Developing-Teaching-Plan-v3.1.pdf
The document outlines a teaching plan for developing behavioral objectives for students. It discusses expected cognitive, affective, and psychomotor outcomes for students, including demonstrating the ability to write objectives and explain appropriate instructional methods. It also defines key terms like goals, objectives, and Bloom's Taxonomy. The document provides guidance on formulating clear and measurable objectives, including the importance of objectives and common mistakes to avoid. It describes the components of an effective teaching plan, including purpose, goals, content, methods, resources, and evaluation.
ICS Teacher Mentor Training
The document outlines the goals and structure of a mentoring program for new teachers. The goals are to identify effective mentor qualities and roles, examine mentoring research and skills, and provide observation and coaching opportunities. The program covers topics like learning styles, the phases of new teachers' attitudes, the benefits of mentoring and induction programs, and effective coaching techniques.
Cd3
Curriculum development and course design involve 5 major tasks: 1) assessing learner needs, 2) deciding objectives, 3) selecting learning experiences, 4) determining appropriate methodologies/resources, and 5) evaluating effectiveness. Key aspects of the process include determining measurable objectives, using a variety of instructional methods to achieve objectives, and evaluating learner behavior changes over time through methods like tests and observations. The overall goal is to design a curriculum and courses that meet learner needs through clear objectives and engaging learning experiences.
Cd3
Curriculum development and course design involve 5 major tasks: 1) assessing learner needs, 2) deciding objectives, 3) selecting learning experiences, 4) determining appropriate methodologies/resources, and 5) evaluating effectiveness. Key aspects of the process include determining measurable objectives, using a variety of instructional methods to achieve objectives, and evaluating learner behavior changes over time through methods like tests and observations. The overall goal is to design a curriculum and courses that meet learner needs through clear objectives and engaging learning experiences.
Slides for a fantastic Train the Trainer Program by Dr. John Persico Jr.
If you want a great program for training the trainers in your organization, here it is. I also have the trainee workbooks in Word if you are interested. Send me an email and let me know if you would also to receive the trainee and facilitator workbooks for a small fee. persico.john@gmail.com or call me at 612-310-3803 for a custom made program for your organization.
Course Mapping.pptx
Course mapping creates a visual representation of a course that ensures alignment between learning objectives, assessments, and learning activities. It encourages backward design, where instructors first identify the desired learning outcomes and then design assessments and lessons to achieve those outcomes. The key steps in course mapping are to establish course and module objectives, create assessments to measure if objectives are met, and design learning activities to actively engage students in meeting the objectives. Course mapping is an ongoing process that helps instructors develop a cohesive course structure aligned with intended learning goals.
Deliberate Practice Growth Targets
This document provides guidance on using deliberate practice growth targets (DPGT) to improve professional performance. It discusses how DPGT is connected to the Instructional Performance Evaluation and Growth System (IPEGS) standards and involves setting specific, measurable goals and developing plans of action to meet those goals. The document guides educators through collaborative activities to understand the DPGT process, which includes collecting data, identifying an area of focus, creating a growth target, developing a plan of action, and reflecting on outcomes to improve professional practice.
Self Reflection and Professional Growth Planning.pptx
This document provides guidance on the educator self-reflection and professional growth planning process. It outlines that self-reflection involves educators assessing their own effectiveness and identifying areas for growth. This leads to developing a professional growth plan focused on improving practice and aligned to standards. The plan is created using various data sources and in consultation with evaluators. The document then gives examples of reflection topics, the goal setting process, and considerations for growth planning. It emphasizes that reflection and planning should be ongoing as educators work to continually improve.
Defining the objective of the training program
The document discusses key aspects of designing an effective training and development program. It emphasizes the importance of defining clear objectives that specify what is to be accomplished by the training. Other important considerations include deciding whether to use an internal or external trainer, selecting appropriate training methods based on the goals and audience, and developing lesson plans and materials. Effective trainers require both subject matter expertise as well as interpersonal skills. Sequencing and scheduling models like topical vs. spiral sequencing and Gagne and Briggs theory provide guidance on organizing training content and activities. The output of the training design process should include identifying factors to facilitate learning transfer and evaluating training objectives.
EV682 planning to teach and facilitate learning
This document provides guidance on effective lesson planning to help students prepare for teaching and learning. It discusses the key elements of good lesson plans, including objectives, structure, activities, assessment strategies and evaluation. A lesson plan template is also included that covers planning learning objectives, differentiation, resources, timing, teaching strategies and assessing pupil progress. The goal is to help teachers plan thoroughly beforehand to consider all learners and facilitate opportunities for learning.
Instructional Approaches.pptx
- Internal training utilizes a company's own resources and expertise to develop and deliver training, making it cost-effective and allowing employees to easily understand trainers due to workplace familiarity. Methods include on-the-job training, mentoring, coaching, and internal seminars/sessions.
- External training exposes employees to new ideas and forces them out of their comfort zone by learning from outside industry experts, providing a fresh perspective but at a higher cost compared to internal training. Both methods have benefits for employee learning and skill development.
Teaching Methodology
This document summarizes teaching methodology and provides guidance on effective teaching. It begins by defining teaching as a process of encouraging behavioral change in students. It then distinguishes teaching from training, noting that teaching focuses on imparting knowledge while training develops abilities. The document outlines the purpose and process of teaching, including common teaching methods. It provides qualities of good teaching and guidance on how to teach, including introducing topics, organizing lessons, and assessing students. Overall, the document serves as a guide for educators to understand different aspects of teaching methodology.
Developing Instructional Materials
This document discusses instructional materials and their development. It begins by outlining the objectives of discussing types of instructional materials, the designer's role, components of instructional packages, and criteria categories. It then defines instructional materials and lists examples like technology, textbooks, and worksheets. It describes the designer's roles as a facilitator, active agent, and instructor. An instructional package contains materials, assessments, and a course management system. Criteria categories include goal-centered, learner-centered, learning-centered, and context-centered tests. Media selection considers the level of teacher assistance, material access, and presentation of content. In summary, the document emphasizes that instructional material development considers delivery methods and criteria
Using coaching skills to improve the use of learning technologies
This document outlines a workshop on using coaching skills to support engagement with learning technologies. The workshop objectives are to help participants identify challenges, reflect on their coaching skills, learn coaching techniques like questioning and listening, and consider how to apply these skills in their roles. Various activities are described to help participants practice coaching, including setting goals, considering options, and planning next steps. Key coaching models like GROW and techniques for effective questioning and listening are also covered.
1 instructional-planning- 1st
Instructional planning involves preparing goals, objectives, and methodology for teaching and learning. It includes systematically developing, evaluating, and managing the instructional process based on learning principles. Planning makes learning purposeful, reduces disruptions, saves time, guides substitutes, and helps measure learner success. Key aspects of planning include identifying instructional goals and objectives, planning activities, developing assessments, choosing media, and revising instruction based on assessment data.
ADV LESSON PLANNING FOR TEACHERS OF 21ST CENTURY
This document outlines the key elements of effective lesson plans, including the six main parts: objectives, requirements, materials, procedure, assessment, and reflection. It discusses each part in detail, such as explaining that objectives should be specific, measurable, attainable, relevant and time-based. The lesson procedure explains how to structure a lesson from introduction to assessment. Formative and summative assessments are defined. Reflection is emphasized as important for improving lessons. Sample lesson plans and activities are provided to illustrate the concepts.
HRD TRAINING(4).ppt
This document provides guidance on planning effective training programs. It discusses assessing needs, designing objectives and outcomes, developing content and activities, implementing engagement strategies, and evaluating impact. Key points include:
- Training objectives should be specific, measurable, achievable, realistic and time-bound (SMART) to clearly define expected outcomes.
- Needs assessment identifies gaps in knowledge and skills to address. Pre- and post-training evaluations measure effectiveness.
- Lesson plans map the design, including introduction, activities, and assessment of learning objectives.
- Engaging learners through interaction, examples, and questioning helps apply material in a job context. Feedback further improves training quality.
Intended curriculum Vs Implemented curriculum Vs Achieved curriculum.pptx
This document discusses three types of curriculum: intended, implemented, and achieved. The intended curriculum refers to the initial objectives and goals set for a curriculum. The implemented curriculum involves the learning activities and lessons used to achieve those objectives. The achieved curriculum measures the actual learning outcomes based on student performance. The purpose of curriculum assessment is to evaluate these three areas by gathering feedback on what students have learned and using it to guide future instructional decisions.
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Slides for a fantastic Train the Trainer Program by Dr. John Persico Jr.
Slides for a fantastic Train the Trainer Program by Dr. John Persico Jr.
Self Reflection and Professional Growth Planning.pptx
Self Reflection and Professional Growth Planning.pptx
Using coaching skills to improve the use of learning technologies
Using coaching skills to improve the use of learning technologies
Intended curriculum Vs Implemented curriculum Vs Achieved curriculum.pptx
Intended curriculum Vs Implemented curriculum Vs Achieved curriculum.pptx
Action plan
- 1. ACTION PLAN SUBJECT MENTOR OBSERVATION Please outline a minimum of 3 action points under each heading using your own observation of the lesson and the feedback from your subject mentor. Planning and Preparing [Was the lesson plan usable and did you clearly specify learning outcomes? Where resources suitably prepared and all occurrences accounted for, including risk?] During the Lesson [Did you open and close the lesson satisfactorily? Did you outline learning outcomes in a manner that was meaningful to the students? Did you manage learning at the subject level? Did you show teacher movement and progression? Did you review learning using student feedback?] Essential Skills [How successful was the trial? Did the resource need tested further? What changes would you make to advance essential skills? How will you promote deeper learning in this area? What strategy will you take to engage further with colleagues in the promotion of essential skills within your vocational area? If an essential skills tutor, how will you work to embed essential skills into a vocational area?] Communication Skills of the Teacher • Explaining topics • Demonstration through example or activity • Questioning openly • Use of language • Use of gestures • Valuing individuals • Presentation of resources
- 2. • Use of visual aids • Feeding back • Probing for learning Classroom Management [ Did you manage the learning stages? Did you monitor and lead students? Did you address all learner needs?] Subject Teaching Strategy [Did you show an understanding of how to teach your subject? What methods might you further explore to develop the subject matter with your students?] Enthusiasm [Did you show a passion for your subject? How did you inspire and how will you further project this confidence and passion for your subject in the future?] Teaching Style [How did you lead and how might you delegate and challenge learners to become more cooperative or independent in the future?] Signature:____________________ Candidate_____________________ Mentor_________________ Date of Agreement:____________ Candidate_____________________ Mentor_________________