Aims of ptlls
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This training program aims to increase confidence in training students and understanding the principles of effective training. Participants will learn how to assess trainee skill levels, plan training sessions based on effectiveness principles, conduct effective training sessions, evaluate student learning with feedback, and self-evaluate training performance.
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This document provides an overview of an instructional design course titled EDIT6100. It discusses the instructional design framework, which involves asking questions throughout the process, making decisions, developing prototypes and materials, and conducting reviews. It then covers the instructional design process steps of analyzing needs, establishing goals and objectives, designing instructional strategies and formats, developing materials, implementing training, and evaluating outcomes. Finally, it discusses different learning theories including behaviorism, cognitivism, and constructivism and their application to instructional approaches and learner activities.
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The document provides guidance on designing training courses by outlining steps to define training needs, develop content, and structure courses. It recommends mapping learning objectives to teaching tools that address different learning styles. Content should identify universal versus customizable portions. Stakeholder input helps ensure relevance. Courses are designed in modular format with rotation of knowledge and skills while addressing different learning styles.
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Revision strategies include visual aids like diagrams and posters, mnemonics developed with partners to remember key information, and loci where landmarks are associated with content to improve recall. Teachers can implement these in class through activities such as creating visuals, developing mnemonics in pairs, writing practice mark schemes, or generating questions for peers to answer.
E Learning Objectives
The document discusses e-learning guidelines for instructional design. It defines e-learning and describes its benefits and development process using the ADDIE model. It also defines instructional design and its process. Additionally, it discusses writing effective learning objectives, including their components, Bloom's taxonomy, and tips for writing goals and objectives.
Assessment 5
Use a question matrix to encourage students to ask different types of questions about topics they have studied. Students can create questions at different levels to self-test or quiz each other. A template in their books allows students to plan progressively deeper thinking questions as they move through a unit of work or project.
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This document provides an overview of an instructional design course titled EDIT6100. It discusses the instructional design framework, which involves asking questions throughout the process, making decisions, developing prototypes and materials, and conducting reviews. It then covers the instructional design process steps of analyzing needs, establishing goals and objectives, designing instructional strategies and formats, developing materials, implementing training, and evaluating outcomes. Finally, it discusses different learning theories including behaviorism, cognitivism, and constructivism and their application to instructional approaches and learner activities.
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The document provides guidance on designing training courses by outlining steps to define training needs, develop content, and structure courses. It recommends mapping learning objectives to teaching tools that address different learning styles. Content should identify universal versus customizable portions. Stakeholder input helps ensure relevance. Courses are designed in modular format with rotation of knowledge and skills while addressing different learning styles.
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Use a question matrix to encourage students to ask different types of questions about topics they have studied. Students can create questions at different levels to self-test or quiz each other. A template in their books allows students to plan progressively deeper thinking questions as they move through a unit of work or project.
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7 09-2020 lesson planning
A lesson plan is the instructor’s road map
of what students need to learn and how
it will be done effectively during the class time.
Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning.
2 R Great Kabob Backward Planning
The document discusses using a backward planning format for developing lesson plans. Objectives and assessments should be determined upfront to guide the design of specific lesson activities and ensure students are explicitly taught and able to demonstrate mastery of the targeted skills. Without clear upfront assessments, objectives and activities may not be aligned and the teacher could assess students on untaught skills.
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3 5
Skilled writers engage in an extensive multidimensional writing process that involves planning, composing, revising and evaluating. They devote significant time to planning and revising to improve their work. Struggling writers lack knowledge of effective writing processes and strategies. They have limited planning, generate little content and make few meaningful revisions. Explicit strategy instruction can help struggling writers learn planning, revising, and other writing strategies.
Differentiation 4
Differentiation is the focus for half term three. Teachers should identify and clarify key words for students by ensuring they understand what the words mean and how they can be used. This can be done through matching activities that revisit keywords each lesson or by having students maintain a word bank or key word wheel in their books to develop vocabulary.
Assessment 4
This document discusses five ways to give effective feedback to students as actions: 1) have students re-draft or re-do an assignment, 2) rehearse or repeat an activity through practice, 3) revisit and respond to feedback, 4) re-learn and re-test an area, and 5) research and record information to address feedback. The goal is for feedback to lead to specific, concrete improvements in a student's learning. These five approaches are presented as ways to structure feedback so students know exactly how to apply it.
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This document provides ideas for classroom activities and reflections for communicating the goals of Module 1 to students. It suggests having students brainstorm ways to showcase their work under the main headers of the graduate profile. It also recommends having students self-assess which skills they have demonstrated and identify specific characteristics from the profile they want to focus on showing mastery of. Additional ideas include written reflections and working in groups to describe the graduate profile to new students.
Lesson planning original
This document outlines the objectives and agenda for a workshop on designing successful workshops. The workshop will cover setting goals and objectives using Bloom's Taxonomy, creating a lesson plan template, and providing a closing activity and feedback. Participants will learn a systematic approach to planning workshops, including describing the goals and rewriting objectives, and will create a workshop lesson plan using the provided template. The document models the planning process and provides resources for further developing workshop design skills.
Lesson planning original
This document outlines the objectives and agenda for a workshop on designing a successful workshop. The workshop will cover setting goals and objectives using Bloom's taxonomy, creating a lesson plan template, and providing a systematic approach to planning a workshop. Participants will learn how to rewrite objectives using Bloom's taxonomy, create a workshop lesson plan using a provided template, and describe the systematic method for planning a workshop. The agenda includes icebreakers, setting ground rules, objectives and activities, breaks, the workshop planning template, and closing feedback.
Key stage three 1
Using retrieval practice grids encourages students in Key Stage Three to recall and retain previous learning. Teachers can use grids to set point-based challenges for students to test their recall at the beginning or end of a unit. Students can also create their own grids to demonstrate their understanding and retention of key skills and knowledge.
Revision strategies 6
Students have found the following revision strategies helpful: putting post-it notes with details in unusual places around the home to visually remember them; creating rhymes to remember specifics from a unit; using mnemonics to remember keywords, techniques and events. Working with friends in a group where each member teaches the others as an "expert" in their assigned area of a unit can also help with revision. It is important when revising to ask teachers for any missing resources, study in a tidy quiet space, take breaks, stay hydrated, well-rested, well-fed, and to exercise.
Assessment 3
Quizzing students regularly is an effective formative assessment technique that allows teachers to evaluate student understanding and adjust lessons accordingly. Short quizzes at the beginning of each lesson, based on homework readings, or at the end of units can help teachers identify material students have mastered or still need more support on. Formative quizzes should be low-stakes to encourage students to take risks and learn from any mistakes without stress. Teachers are encouraged to use tools like Show My Homework or Quizlet to conveniently create and assign review quizzes.
Differentiation 5
Differentiation strategies for exam preparation include providing model exam responses at different mark levels and having students analyze and order them, as well as giving a model response above a student's target grade for them to identify strengths and apply those to improving their own answers.
Slope Lesson Plan
The document provides a lesson plan format and instructions for student teachers to teach a lesson in their classroom. They must arrange the lesson with their cooperating teacher, write a lesson plan following the specified format, have the teacher approve the content, and fill out a reflection form after teaching. The sample lesson plan title provided is "Rate of Change and Slope" for a 9th grade math class. It includes sections for standards, learning objectives, materials, duration, anticipatory set, procedures, independent practice, and assessment. Student teachers are asked to identify any exceptional learners in their class and how their needs will be addressed.
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PTLLS
This document provides information about the Chartered Institute of Environmental Health Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS). It introduces the course tutor, Lloyd Dean, and outlines expectations for both parties. The course structure and assessments are described. Students will complete assignments including planning and delivering a micro-teach session, and writing summaries addressing teaching roles and responsibilities. Topics that will be covered include roles and responsibilities, learning styles, teaching planning skills, teaching styles/communication, and assessment. Students must pass all assignments to receive the PTLLS qualification.
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The document provides an overview of the 2-year part-time PGCE/Certificate in Education course for post-compulsory education. It describes the spiral curriculum approach with eight units covered over two years, including six taught modules and two practice-based modules. It outlines the requirements for observed teaching practice, assessment approaches, and the content covered in some of the first year units.
Adult Learning Barriers
Adult learners face barriers when returning to school or participating in workplace training including lack of time due to responsibilities of work and family, lack of confidence in abilities after being away from education for years, and financial constraints of taking time away from full-time employment to attend classes and study.
Week 1 2011_cc
slides for week one of the new 16 wk PTLLS where trainees discuss the importance of ground rules in relation to roles and responsibilities
Roles & responsibilities
Halah Mahmood is an instructor and trainer who teaches various subjects, collects feedback from students through methods like colored paper, and uses that feedback to improve her lessons by reflecting on the relationships between basics, analyzing those relationships, and considering student output and questions. She plans her lessons to cover the basics of the subject, how those basics connect, and allows time to analyze and reflect on student understanding.
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7 09-2020 lesson planning
A lesson plan is the instructor’s road map
of what students need to learn and how
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Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning.
2 R Great Kabob Backward Planning
The document discusses using a backward planning format for developing lesson plans. Objectives and assessments should be determined upfront to guide the design of specific lesson activities and ensure students are explicitly taught and able to demonstrate mastery of the targeted skills. Without clear upfront assessments, objectives and activities may not be aligned and the teacher could assess students on untaught skills.
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3 5
Skilled writers engage in an extensive multidimensional writing process that involves planning, composing, revising and evaluating. They devote significant time to planning and revising to improve their work. Struggling writers lack knowledge of effective writing processes and strategies. They have limited planning, generate little content and make few meaningful revisions. Explicit strategy instruction can help struggling writers learn planning, revising, and other writing strategies.
Differentiation 4
Differentiation is the focus for half term three. Teachers should identify and clarify key words for students by ensuring they understand what the words mean and how they can be used. This can be done through matching activities that revisit keywords each lesson or by having students maintain a word bank or key word wheel in their books to develop vocabulary.
Assessment 4
This document discusses five ways to give effective feedback to students as actions: 1) have students re-draft or re-do an assignment, 2) rehearse or repeat an activity through practice, 3) revisit and respond to feedback, 4) re-learn and re-test an area, and 5) research and record information to address feedback. The goal is for feedback to lead to specific, concrete improvements in a student's learning. These five approaches are presented as ways to structure feedback so students know exactly how to apply it.
Mod 1 classroom strategies handout
This document provides ideas for classroom activities and reflections for communicating the goals of Module 1 to students. It suggests having students brainstorm ways to showcase their work under the main headers of the graduate profile. It also recommends having students self-assess which skills they have demonstrated and identify specific characteristics from the profile they want to focus on showing mastery of. Additional ideas include written reflections and working in groups to describe the graduate profile to new students.
Lesson planning original
This document outlines the objectives and agenda for a workshop on designing successful workshops. The workshop will cover setting goals and objectives using Bloom's Taxonomy, creating a lesson plan template, and providing a closing activity and feedback. Participants will learn a systematic approach to planning workshops, including describing the goals and rewriting objectives, and will create a workshop lesson plan using the provided template. The document models the planning process and provides resources for further developing workshop design skills.
Lesson planning original
This document outlines the objectives and agenda for a workshop on designing a successful workshop. The workshop will cover setting goals and objectives using Bloom's taxonomy, creating a lesson plan template, and providing a systematic approach to planning a workshop. Participants will learn how to rewrite objectives using Bloom's taxonomy, create a workshop lesson plan using a provided template, and describe the systematic method for planning a workshop. The agenda includes icebreakers, setting ground rules, objectives and activities, breaks, the workshop planning template, and closing feedback.
Key stage three 1
Using retrieval practice grids encourages students in Key Stage Three to recall and retain previous learning. Teachers can use grids to set point-based challenges for students to test their recall at the beginning or end of a unit. Students can also create their own grids to demonstrate their understanding and retention of key skills and knowledge.
Revision strategies 6
Students have found the following revision strategies helpful: putting post-it notes with details in unusual places around the home to visually remember them; creating rhymes to remember specifics from a unit; using mnemonics to remember keywords, techniques and events. Working with friends in a group where each member teaches the others as an "expert" in their assigned area of a unit can also help with revision. It is important when revising to ask teachers for any missing resources, study in a tidy quiet space, take breaks, stay hydrated, well-rested, well-fed, and to exercise.
Assessment 3
Quizzing students regularly is an effective formative assessment technique that allows teachers to evaluate student understanding and adjust lessons accordingly. Short quizzes at the beginning of each lesson, based on homework readings, or at the end of units can help teachers identify material students have mastered or still need more support on. Formative quizzes should be low-stakes to encourage students to take risks and learn from any mistakes without stress. Teachers are encouraged to use tools like Show My Homework or Quizlet to conveniently create and assign review quizzes.
Differentiation 5
Differentiation strategies for exam preparation include providing model exam responses at different mark levels and having students analyze and order them, as well as giving a model response above a student's target grade for them to identify strengths and apply those to improving their own answers.
Slope Lesson Plan
The document provides a lesson plan format and instructions for student teachers to teach a lesson in their classroom. They must arrange the lesson with their cooperating teacher, write a lesson plan following the specified format, have the teacher approve the content, and fill out a reflection form after teaching. The sample lesson plan title provided is "Rate of Change and Slope" for a 9th grade math class. It includes sections for standards, learning objectives, materials, duration, anticipatory set, procedures, independent practice, and assessment. Student teachers are asked to identify any exceptional learners in their class and how their needs will be addressed.
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PTLLS
This document provides information about the Chartered Institute of Environmental Health Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS). It introduces the course tutor, Lloyd Dean, and outlines expectations for both parties. The course structure and assessments are described. Students will complete assignments including planning and delivering a micro-teach session, and writing summaries addressing teaching roles and responsibilities. Topics that will be covered include roles and responsibilities, learning styles, teaching planning skills, teaching styles/communication, and assessment. Students must pass all assignments to receive the PTLLS qualification.
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The document provides an overview of the 2-year part-time PGCE/Certificate in Education course for post-compulsory education. It describes the spiral curriculum approach with eight units covered over two years, including six taught modules and two practice-based modules. It outlines the requirements for observed teaching practice, assessment approaches, and the content covered in some of the first year units.
Adult Learning Barriers
Adult learners face barriers when returning to school or participating in workplace training including lack of time due to responsibilities of work and family, lack of confidence in abilities after being away from education for years, and financial constraints of taking time away from full-time employment to attend classes and study.
Week 1 2011_cc
slides for week one of the new 16 wk PTLLS where trainees discuss the importance of ground rules in relation to roles and responsibilities
Roles & responsibilities
Halah Mahmood is an instructor and trainer who teaches various subjects, collects feedback from students through methods like colored paper, and uses that feedback to improve her lessons by reflecting on the relationships between basics, analyzing those relationships, and considering student output and questions. She plans her lessons to cover the basics of the subject, how those basics connect, and allows time to analyze and reflect on student understanding.
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Effective presentation skills
For an effective presentation you need to concentrate on three key areas
such as
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Effective presentation skills
this slide share will be helpful for the students who are at the initial stages and have ambiguities that how can they give effective presentation...
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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