Active learning(jigsaw method)1 mergedshaziazamir1
state the meaning of active learning
explain the need for active learning
discuss Principles of active learning
define characteristics of active learning
Active learning(jigsaw method)1 mergedshaziazamir1
state the meaning of active learning
explain the need for active learning
discuss Principles of active learning
define characteristics of active learning
The 5 core competencies of an effective instructor (todd cherches nyu)douglaslyon
Todd Cherches is the CEO and cofounder of BigBlueGumball, a NYC-based consulting firm specializing in leadership development, public speaking, and executive coaching. He is also a three-time award-winning Adjunct Professor of leadership in the Human Capital Management master's program at NYU, and a Lecturer on leadership at Columbia University. Todd is also a TEDx speaker (“The Power of Visual Thinking”), and the author of
"VisuaLeadership: Leveraging the Power of Visual Thinking in Leadership and in Life" (Post Hill Press/Simon & Schuster, 2020).
The 5 core competencies of an effective instructor (todd cherches nyu)douglaslyon
Todd Cherches is the CEO and cofounder of BigBlueGumball, a NYC-based consulting firm specializing in leadership development, public speaking, and executive coaching. He is also a three-time award-winning Adjunct Professor of leadership in the Human Capital Management master's program at NYU, and a Lecturer on leadership at Columbia University. Todd is also a TEDx speaker (“The Power of Visual Thinking”), and the author of
"VisuaLeadership: Leveraging the Power of Visual Thinking in Leadership and in Life" (Post Hill Press/Simon & Schuster, 2020).
SYNERGY Induction to Pedagogy Programme - Training of Peers (ENGLISH)Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Training of Peers’ and provides content which provides an introduction to the characteristics of peer educators, instructional design theory and some common models used, and a brief overview of adult learning styles.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Improving Teachers’ Learning and Classroom Practices Workshop
Who is David PEDDER?
Professor David Pedder is Professor of Education and Director of Research at the University of Leicester, School of Education. Between 2000 and 2010 he was a Research Associate, Senior Research Associate, Lecturer and later Senior Lecturer at the University of Cambridge Faculty of Education. His teaching and research interests are concerned with understanding processes, practices, perspectives and conditions that support improvement in the quality of teaching and learning in classrooms, schools and networks.
About the workshop
Understanding the effectiveness of teachers’ professional development hasbeen an important focus for researchers and policy-makers because of its potential for contributing to improvements in school development and the quality of teachers’ support for enhancing students’ learning experiences. The focus and purpose of this exclusive workshop was to critically consider different professional learning approaches to improve the quality of teachers’ and students’ learning in the classroom. We explored and analysed the patterns of professional learning orientation among teachers in the schools of England and compared different practical strategies for increasing the effectiveness of professional learning for improving the quality of student’s classroom learning.
This presentation discusses the following topics:
Teaching: definition and meaning
Characteristics of good teaching
Views of great thinkers and philosophers on teaching
Becoming a reflective teacher and his characteristics
My goals as a teacher
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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.
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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
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!
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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?
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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 review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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
"Protectable subject matters, Protection in biotechnology, Protection of othe...
APP PGR workshop 1 2017-18
1. APP PGR: Workshop 1
Course introduction,
Reflective Practice,
Research and Teaching
and Teaching Philosophy
2. Find someone who……
• Help yourself to tea and coffee, and find somewhere to
sit.
• Write your name in bold on a large post-it note.
• Activity: Use the sheet on your table to start a
conversation with others in the room, by finding
someone who fits each criteria. Write their name in the
box (try to find a different person for each box).
3.
4.
5. What do PGR teachers do?
• Seminar teaching
• Lab demonstrating
• Tutorial support
• Assignment marking and feedback
• Designing problem sheets
• Lecture support
• Office hours
• Session planning
• Exam coaching
• Workshop support
• Resource creation
• Online support/tutoring
• Lecturing
6. Recent WATE evidence
“His careful selection
of resources goes beyond what is
delivered by the academics in
charge of the specific questions.
His understanding of the role of
mathematics within the bigger
degree program is clearly based on
his own experiences as a
student…”
“I only wish I had many
more of him to support
our teaching
program.”
“He is amazing! My
favourite seminar tutor in
university life thus far,
every seminar was
engaging and fun. Please
make sure all your
seminar tutors are like
him!”
“She has been invaluable
to me, in helping me to
understand the skills sets
undergraduates have
moving into the third
year.”
“I dread the next coming
academic year when inevitably he will
graduate as a PhD and move on with
his life. I fear his
ability to make what appears very
complex to me, understandable to
virtually all undergraduates is
going to be very hard to replace.”
7. Student and tutor ‘pledge’
• To get to know you and
support you on the
course.
• To model good practice in
teaching and learning.
• To share methodology
and resources.
• To reflect regularly
• To make the APP PGR as
relevant, useful and
enjoyable as possible
• To be contactable
• To listen to you
• To engage with an open
mind and willingness to
learn.
• To think about your own
subject discipline in
relation to the course.
• To try out all activities
and approaches.
• To engage with your
fellow students on the
course.
• To reflect regularly
• To read pedagogic
literature
tutor students
8. Learning outcomes: workshop 1
• To clarify the constituent parts of the APP PGR and
understand its position in the Higher Education teacher
education framework (V4)
• To familiarise yourself with the e-portfolio and assessment
requirements on the APP PGR.
• To reflect on who you are as a teacher and a researcher, and
the relationship between the two, to begin to construct a
Teaching Philosophy statement (A2, A5, K1, V1)
• To examine a range of models and examples of reflective
practice and consider its importance in the field of teaching
and learning (A5).
10. APP PGR + Postgraduate Award
To start the programme, students should have completed the
Preparing to Teach introduction and Moodle content, have
supervisor approval and 15 hours of teaching.
11. Key tenets of the course
• Core and free choice workshops for experiential learning
• Blended approach to curriculum and associated assessment
• Moodle space for course management, dialogue, resources, online
activities and groups.
• Digital badges for formative, peer assessment
• E-Portfolios for assessed pieces and reflective practice.
• Twitter hashtag for shared endeavours and announcements #apppgr
• Subject mentor for coaching and teaching observations
• Assessed pieces working towards Associate Fellowship status
• Reflective practice over the duration of the pathway
• Engagement with pedagogic literature – both generic and discipline-
specific
12. Situating the APP PGR
Departmental
/institutional
context
community
Local
community of
practice
(group/course)
E-portfolio
and reflective
practice
Workshops
and assessed
pieces
Teaching
and learning
in higher
education
and beyond
Higher
Education
Academy
Pedagogic
literature
Discipline or
field
13. The UKPSF
(Higher Education Academy)
• The UKPSF is a national
framework by which all who
work in teaching and learning in
HE can benchmark their skills,
knowledge and experiences.
• Achieving a level of HEA
fellowship is a recognised status
and ‘teaching qualification’.
• Most PGRs who teach will be
working towards Associate
Fellowship
14. UK PSF served three ways…
Serving 1: Look at the dimensions cards in your small
groups. Arrange them where they might logically fit
together or relate to one another. Bring an example to the
table if you have one. Method: mix together: 10 minutes.
Serving 2: Look at the sample portfolio statements from
PGRs who teach. Consider where their evidence relates to
the UKPSF. Method: match complementary flavours: 10
minutes
Serving 3: Where do you ‘sit’ in relation to this? Take some
time to complete a brief, initial self-assessment against the
dimensions of the framework. Write notes, draw pictures
but keep this draft document. Method: your signature
dish; put your own spin on it: 10 minutes
16. Celebrating the ‘it’
“It changed
my life..”
“This the best
thing I have
ever done!”
“I always thought I enjoyed taught
courses where you go along and take
notes etc - this course was more
interactive - learning from each other,
sharing experiences , which I really
enjoyed. It has impacted on my teaching a
lot - I stress to my students now that by
taking part in discussions, helping each
other generate ideas for written work etc
they will learn a lot more than just by
listening to me.”
‘Transformation’ in perspective and professional identity
from an Teacher Trainee at Warwick
17. Digital badges
• A recent development in distance and online learning, digital badges can
account for competences, skills and knowledge acquired on a course, as well
as being used to motivate and encourage persistence.
• They are closely linked to the concept of ‘gamification’, another
phenomenon which has been of recent interest in education.
• On APP PGR we will experiment with digital badges as a learning community
– students, tutors and course administrators can award our badges.
Activity: In small groups consider the criteria for each of our digital badges.
20. Teaching Philosophy
• One of the assessed pieces in the e-portfolio is
a Teaching Philosophy statement.
• This sets a baseline for your practice, but is
also an evolving account of yourself as a
teacher.
• Your teaching philosophy evolves from your
own experiences as a learner, experiences as
you think and teach and the influences of your
peers, institution and the literature.
21. Rich pictures to evolve thinking
Rich pictures are used for
articulating a state of
‘unknowing’, dealing with
emerging themes and
starting a process or
enquiry.
• Use little or no words
• Draw or add
meaningful images
• Capture chaos and the
‘unknown’
• Explorative, narrative,
playful
Activity: Engage in a rich picture exercise as
the basis for your teaching philosophy
statement. Work alone initially, but you will
be invited to share with a peer as part of the
exercise.
22. What is reflective practice?
Activity: Work in small groups to discuss what you understand
by reflective practice.
This could include:
• Broadly, what the term might mean.
• Specifically what you might reflect on, when and why.
• How a teacher might reflect
24. Reflection in/on action
• Schon (1991) describes a model
of reflection ‘in’ and ‘on’ action.
• There are many other models of
reflective practice, which have
evolved from theories of
experiential learning (Dewey, for
example) and from professional
practice.
• Reflective practice is a
ubiquitous theme in teacher
education, but can be a
transformative tool and pivotal
to developing pedagogical
understanding.
26. Activity: considering different models
• Look over the model you have been presented with
• Make sure the model is clear to everyone in the group.
• Use the Internet to find out a little more about the
model/add some details to your understanding.
• See if you can come up with at least one example of this
model ‘in action’ (this might be based on your own
experiences or an example you find online).
• Be prepared to disseminate your findings to others.
Models of reflective practice
27. I look back at this experience confused by my attitude on entry. I entered the class
interested and open minded at the opportunity of learning some tactics. However, I
came out with a completely new philosophy towards being a teaching assistant, and
ultimately a teacher in the future. I entered attempting to find ways to simplify my job
and make it easier, but came out inspired to potentially become a teacher in HE as a
career. This motivation continued as I began to apply a new attitude and strategy in
my class room.
On entry into the workshop, my expectations were to learn strategies which
minimise: dry mouth, increased heart rate, feeling of dread, nerves about students
knowing more than me.
I left the workshop inspired to fulfill these myself, but still uncertain; it was only once
went into my first class four days later where I attempted group work for the first
time, I could see the alternative feelings of satisfaction, definitive learning from
students, student satisfaction and decreased nerves. In addition, I received voluntary
verbal feedback from several students stating that they really enjoyed my lesson.
29. Activity: Look at the examples of reflections from real
students (teacher trainees). Rank these pieces of writing in
terms of their ‘reflectiveness’.
You might like to consider:
• Use of language (which words indicate reflective practice?)
• Tone (formal, informal, professional,other?)
• Content – what they are writing about
Be prepared to share your thoughts with the whole group.
Analysing writing
30. Reflections on the course
Things you might reflect on:
• The workshops (core and free choice)
• Critical/trigger incidents in your teaching
• Departmental occurrences/meetings/decisions
• Events, conferences and other activities
• Your readings in the literature and/or sector materials,
including news items.
• The assessed pieces in your e-portfolio
• Anything else!
32. Critical closing questions
Can you identify ways in which your knowledge,
understanding or views have shifted, as a result of
attending Workshop 1?
Can you identify one (or more) teaching/learning
methods or resources that you have used today that
you could take forward into your own practice?
33. Things to do before the next
session…
• Establish a subject mentor in your department
• Set up your e-portfolio using the guidance
• Complete the first timeline of work before Workshop 2
• Use the Group forum or chat facility or take to Twitter to talk about
the first workshop. #apppgr
• Complete the post-workshop evaluation form in Moodle to
gain your first digital badge!
• Get in touch with the APP PGR team if you have any questions:
apppgr@warwick.ac.uk
Editor's Notes
09:50 warm up activity – handouts on the table
Welcome!
Quite a useful way forward on a course is to agree a ‘contract’ with students; outline your expectations – what you will offer too.
Important to note any type of study in its context – quite often students have a narrow view of their course.
The HEA PSF are a standard which ‘govern’ us
10.15 Taking stock – in groups – sharing common concerns
What teaching have you done so far?
What’s going well?
What’s challenging?
5 min + Q+A
Or you could ask tables collect questions as a group and then return to see if they’ve answered these after lunch.
Some repetition from part 1 covering these all collectively.
10.30 – (Prompts only if needed: What is small group teaching and why do we do it? How does it fit in with lectures, assessment, etc.? where does it fit in the student experience and what is your role? Also think about anything that should not be part of your role.
Can do this on flipchart and then stick on wall and share.)
10min + 10min
Importance of SGT:
Develops students understanding
Encourages students to take responsibility for their own learning
Develops analytical, organisational, communication and collaborative skills
What sort of skills can you develop through SGT?
Analytical skills
Through exposure to a variety of views, ideas and problems
Organisational skills
Preparing evidence or a case for discussion
Leading a group of students
Communication skills
Participation in discussion, preparation of debates, role play, etc.
Presenting a case to other students and listening, questioning and responding
Collaborative skills
Working together and negotiating with others
10.55
Role play about different types of students – write clear instructions and add the observer/critical friend’s role – after the role play give each of them 30seconds to reflect on how they felt
Critical friend feeds back from whole group.
5 minutes to prepare individually + 5 minutes for role play + 5/10 min discussion
Student types…
Silent
Know-it-all
No preparation
Tends to go off topic
Shy
Talkative
Model student
Belligerent
Distracting
Prejudiced
Split into small groups and assign roles using cards