This document discusses building student agency and learning mindsets among academically at-risk students. It introduces the Bounce Back program, an online student success toolkit designed to develop student agency, learning readiness, and resilience. Bounce Back is based on research from cognitive psychology and neuroscience on growth mindsets, learning strategies, and building student confidence and motivation. It incorporates gamification elements to engage students in developing skills like asking for help and using learning resources to promote success.
This accredited Teaching Assistant course is designed to provide learners with the skills to support the learning process and fast track their career as a teaching professional by preparing them for the role.
This accredited Teaching Assistant course is designed to provide learners with the skills to support the learning process and fast track their career as a teaching professional by preparing them for the role.
motivation skills for teachers. it will help to the young teachers for success in the field of education and training. it gives the student engagement,motivation for good learning environment.
Rewarding young learners is one of the most effective methods that can make them active to exert a lot of effort to achieve fruitful results in the educational environment.
So You’re a New Teacher??
How to Survive the First Years
“Every teacher must understand the importance of promoting a positive class atmosphere. Each school is a microcosm of our society with its positives and negatives, and the importance
of respect, kindness and
honesty among students
should NOT be minimized”
- Lindberg and Swick, 2005
motivation skills for teachers. it will help to the young teachers for success in the field of education and training. it gives the student engagement,motivation for good learning environment.
Rewarding young learners is one of the most effective methods that can make them active to exert a lot of effort to achieve fruitful results in the educational environment.
So You’re a New Teacher??
How to Survive the First Years
“Every teacher must understand the importance of promoting a positive class atmosphere. Each school is a microcosm of our society with its positives and negatives, and the importance
of respect, kindness and
honesty among students
should NOT be minimized”
- Lindberg and Swick, 2005
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
How to train students to think critically? In this PPT, the ways of training students to think critically are mentioned in details and the importance of critical thinking.
Formative assessment: an important teaching tool for any subject billhutchison
Formative assessment, or assessment for learning, is the art and science of using questions, assessments and feedback to empower learners. This deck, from www.obrussa.com, gives a non-technical overview for teachers and parents.
Formative assessment: an important teaching tool for any subject billhutchison
Formative assessment, or assessment for learning, is the use of questions, tests, reviews and feedback to encourage learners and allow them to take control. This is a practical guide from www.obrussa.com for teachers and parents.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
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!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
2. 2016/17 Bounce Back Team
Krislynn McKinlay Jessica Robertson
With acknowledgement to the many other people who have supported, helped develop, and promoted the program.
David Nguyen Catharine Ozols Paul Kemp
3. Learning Outcomes
Participants in this workshop will investigate ways to:
• build student agency, learning readiness, and resilience
• influence students' learning & growth mindsets
• promote evidenced-based learning strategies & routines
• build students' willingness to ask for help & access learning
resources
• use educational technology and gamification to engage students
and promote student success
4. Bounce Back (Student Success Toolkit)
• Continuous intake, online student success toolkit designed to
build student agency, learning readiness, and resilience among
academically-at-risk students*
• Built on key cognitive and educational psychology and
neurosciences research and proven learning strategies
• Incorporates gamification, reward elements, and supplementary
face-to-face workshop activities
*Promote with Advice, Probation, Compulsory Withdrawal, Early Alert
5.
6. Student Agency
The capacity and propensity to
take purposeful initiative and
intentional action
Adequate cognitive functioning
and knowledge base
Physiological needs
Learning Readiness
13. Dweck (1988) and Learning Mindsets
Growth Mindset, Belonging, Relevance and Meaning
14. Growth Mindset
What is it?
Do you have one?
Have you thought about: Why? Needs? Can it change?
15.
16. Growth Mindset
• 30 years of research
• Adaptive belief that intelligence
can be developed
• We get smarter through:
• hard work
• the use of effective strategies, and
• help from others when needed
17. Why Growth Mindsets are so Important
• What is a Growth Mindset
• How Growth Mindset Leads to Higher Achievement
• Mindsets Can Change
20. Learning Strategies and Habits
Practice Testing, Spaced Repetition, Interleaving + Habits/Routines
21. Learning Strategies
Improving Student Learning With Effective Learning Techniques:
Researchers analyzed more than 700 research studies and identified
the ten most common study strategies used by students.
What did they find out?
Actually, some of the most popular study strategies used by students
don’t help as much as you’d think.
22. 10 Most Common Strategies
Work with your group to:
- Review study strategies and
definitions
- Predict the effectiveness
(efficacy)
- Sort the strategies from most
to least effective
23.
24. Work Smarter … and Harder:
1. Retrieval Practice or Practice
Testing
2. Spaced Repetition or Distributed
Practice
3. Interleaving
25. Practice Testing
• New concept for most students
• Boosts long term memory
• Helps students make better
decisions about what to study
• Faculty play important role with:
• Informing
• Applying
• Modelling
37. • 51 minutes and 19 seconds is the average time spent on content*
*Skewed left since a lot of students have not done much content on Bounce Back, Might be inaccurate if
people idle after visiting a page
47
34
29
10
3
0
5
10
15
20
25
30
35
40
45
50
Total Initial Survey Visited 1st
Content
Earned at least
1 badge
Earned 12
Summer 2017
# of students
38. Growth Mindset Reflection
I have learned quite a bit about a growth mindset. I never knew that an individual could have both a fixed
and a growth mindset. It was important for myself that I understood that challenges are always a learning
experience and that mistakes are something to be happy about. Prior to learning about the different
ways of thinking, I would always get discouraged about making a mistake, as I was always looking at how
someone else did their work. Now, in a school setting, by learning to use my growth mindset, I can learn
to overcome the fear of making a lot of mistakes, and take on challenges with a smile because I know
that whatever the outcome may be, I will take it as a chance to grow.
Lastly, a growth mindset would be beneficial in a work environment because I would have to learn new
skills that I may not have known were there. Also, if I was falling behind in work (May it be with school or
a career), criticism and feedback from professors and employers are very beneficial. Criticism and
feedback are a major part of growing as it is a way to increase skills or change the old habits into
something better. Overall, I would say that it is better to be in a growth mindset instead of a fixed as
there are more positive learning outcomes.
39. Learning Strategies Reflections
• I learned about the three learning strategies, retrieval practice,
spaced repetition and interleaving learning. I will implement the
spaced repetition one for my studies in the future
• I explored ways to help me study and retain more information by
retrieval practice, spacing and interleaving. Effective way of
studying is to test oneself by answering questions will strengthen
memory. Active learning makes us more likely to recall information
we are learning.
40. Key College Resources Reflections
• I learned about the math support, writing center, peer tutors, the blog from one of the
student advisers, etc. I find that it is good to know that these are in existence at the college
because some students may want to ask how to write an essay properly or for the solution
to that one tricky math question. All of these support resources are the key to any students
success.
As for myself, I believe that I would end up using the peer tutors for any accounting
difficulties as I have trust in these selected professional students. I also know that if I had any
questions, I would find the program coordinator because they have been in the working
force longer than any of the peer tutors and other students. These resources are what make
the school connected and allows students that struggle to get services for free. I do plan on
using one of these resources in the upcoming semesters.
• What I've learned is that you are not alone. There is always someone there to help you
wether that be with school or with personal problems you are having, they want to see you
succeed and achieve the goals. So when you need help just ask for it, I know it’s harder said
than done especially for me because I'm always afraid that I'm being judged, but you just
have to get over it and slowly you will see the abundance of help the college has to offer.
41. Moving Forward
For overall student success, but especially in 1st Semester:
Teaching students how to learn is as important as
teaching them content
Coaching students to adopt new strategies can be
done without sacrificing too much class time
42. Moving Forward
• Transition to College Intervention
• Embed in a 1st semester course
• Faculty PD
• Rapid Prototyping / Testing
• Belonging
• Growth Mindset
• Learning Strategies / Habits
• Asking for Help
43. Growth Mindset
• 30 years of research
• Adaptive belief that intelligence
can be developed
• We get smarter through:
• hard work
• the use of effective strategies, and
• help from others when needed
Student Agency
The capacity and propensity to take purposeful initiative and intentional action (disposition for learning)
Influenced by student’s
learning mindset
toolkit of self-directed learning skills, abilities, and habits
Learning Readiness
Student Agency
Disposition for learning
Adequate study skills
Adequate cognitive functioning and knowledge base
Physiological needs
Learning Techniques
Distributed practice = practice over several sessions across time
Straight forward
Easy to use
Learning feels harder
BUT is essential for obtaining knowledge in manner that will be maintained (or easily re-learned) over longer, educationally relevant periods of time
Learning to learn the content
Teaching students how to learn is as important as teaching them content
Coach students to use these strategies without sacrificing too much class time
The following strategies can be used by any student
Each strategy promotes a different kind of learning