Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.
“The University is a community of scholars engaged in the task of seeking truth”. Karl Jaspers, 1923
“I find the three major administrative problems on campus are sex for the students, athletics for the alumni and car parking for the faculty”.
Clark Kerr President,
University of California, 1958
1.4 Engaging with student feedback on feedback: A staff-student co-design app...Ellen Lessner
Change Agents' Network conference presentation April 2018 - University of Surrey: Dr. Naomi Winstone, Emily Papps, Roger Rees, Dr Medland, Irina Neculescu, Jasmine Law, Simran Nagpal, A Garncarek
This presentation formed part of the HEA-funded workshop 'Critical thinking in action: developing analytical skills in Criminology students. An experiential learning approach'
The workshop presented research and facilitated discussion on developing critical thinking skills in criminology students. Discussion of research results and use of a case study approach to teaching and learning highlighted how student views/concerns about their failure in developing critical thinking skills can be addressed via new directions in teaching.
This presentation forms part of a blog post which can be accessed via:
For further details of HEA Social Sciences work relating to active and experiential learning please see: http://www.heacademy.ac.uk/resources/detail/disciplines/Soc_Sci/Strategic_2013/ActiveandExperiential
A set of slides on backwards design (Wiggins & McTighe, 2005) and multiple learning goals for significant learning (Fink, 2013), for the American Association of Philosophy Teachers' workshop for facilitators of the AAPT Teaching & Learning Workshops--training to facilitate those workshops.
Best Practices in Higher Education - Role of Commerce & Management Teachersgpsudhakaar
Workshop on Best Practices in Higher Education - Role of Commerce & Management Teachers for the Commerce and Teachers Association of the Women's University Vijayapura
Role of the academic guide in the MBA dissertation or Projectgpsudhakaar
A short presentation on the role of the academic guide in the MBA project/dissertation. This is obviously different from the role of the corporate/industry guide
Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.
“The University is a community of scholars engaged in the task of seeking truth”. Karl Jaspers, 1923
“I find the three major administrative problems on campus are sex for the students, athletics for the alumni and car parking for the faculty”.
Clark Kerr President,
University of California, 1958
1.4 Engaging with student feedback on feedback: A staff-student co-design app...Ellen Lessner
Change Agents' Network conference presentation April 2018 - University of Surrey: Dr. Naomi Winstone, Emily Papps, Roger Rees, Dr Medland, Irina Neculescu, Jasmine Law, Simran Nagpal, A Garncarek
This presentation formed part of the HEA-funded workshop 'Critical thinking in action: developing analytical skills in Criminology students. An experiential learning approach'
The workshop presented research and facilitated discussion on developing critical thinking skills in criminology students. Discussion of research results and use of a case study approach to teaching and learning highlighted how student views/concerns about their failure in developing critical thinking skills can be addressed via new directions in teaching.
This presentation forms part of a blog post which can be accessed via:
For further details of HEA Social Sciences work relating to active and experiential learning please see: http://www.heacademy.ac.uk/resources/detail/disciplines/Soc_Sci/Strategic_2013/ActiveandExperiential
A set of slides on backwards design (Wiggins & McTighe, 2005) and multiple learning goals for significant learning (Fink, 2013), for the American Association of Philosophy Teachers' workshop for facilitators of the AAPT Teaching & Learning Workshops--training to facilitate those workshops.
Best Practices in Higher Education - Role of Commerce & Management Teachersgpsudhakaar
Workshop on Best Practices in Higher Education - Role of Commerce & Management Teachers for the Commerce and Teachers Association of the Women's University Vijayapura
Role of the academic guide in the MBA dissertation or Projectgpsudhakaar
A short presentation on the role of the academic guide in the MBA project/dissertation. This is obviously different from the role of the corporate/industry guide
A presentation from the joint CILIP Information Literacy Group and Library and Information Research Group's Writing Research Proposals and Publication event.
Delivered at Librarians as Researcher event at York St John University 25th January 2013, hosted by Academic and Research Libraries Group Yorkshire & humberside division.
Supervision training for volunteers and novis supervisorsImke WoodT&C
Mostly visual backdrop to define best practise Clinical Supervision for novises in the filed, peer supervision, new supervisees, rethinking best practise in clinical supervision. This applied tyraining in a youth charity.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
Part of the 'Apocalypse Now' conference theme, which requires the presenter to imagine their own future world scenario.
IMAGINED WORLD
A New Conservative Dynasty: Choice and Private Enterprise dominate HEA - Today’s students are the first generation to have grown up surrounded by and using computers, videogames, digital music players, video cams, cell phones and other digital media, consequentially they have a different thinking and learning style and different brain structures to previous generations (Prensky 2001). Social science academics are thus teaching in a changed world where traditional lecture/seminar pedagogical practices may no longer be applicable to the teaching and learning needs of contemporary students. This fact combined with the rise of the student as consumer has triggered a shift where private enterprise rules and students pick and choose which aspects of teaching they will engage with. This presentation’s research indicates that already techniques seen as not applicable to their needs are bypassed by students offering an explanation for attendance, participation and low engagement issues and the failure of students to develop independent problem-solving skills. This presentation provides a survival guide for social science academics by identifying the gaps between staff and student perceptions and discussing techniques for teaching the core skills needed in critical thinking and problem solving; adapting pedagogical practices to the contemporary student.
ABSTRACT
What is critical thinking and to what extent do social science students develop analytical problem solving skills through traditional social science teaching? This paper presents the results thus far of an ongoing research project which identified that law and social science students are often not learning the analytical skills that staff think they are teaching. Most social science academics doubtless consider critical thinking to be an integral and inherently embedded aspect of their pedagogical practices. Yet research suggests that contemporary students do not learn this skill through traditional teaching methods and teaching has not adapted to their specific needs.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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.
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!
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
1. Action Research
• How do we describe and explain what we are doing?
• Critical reflection on own practice
• Explaining how and why things work
• Checking things are as they should be
• Providing evidence that things are working
• Making changes and improvements where they’re not
• Practice informs theory and theory informs practice
Used by practitioners:
• to investigate own work/practice
• to create own theories of practice
• ideally to inform policy as well as own practice
2. Theoretical basis
• Not only an abstract body of knowledge ‘out there’
• Located within your own practice
• Your knowledge and expertise = your theory of practice
• Practice informs theory and theory informs practice –
they are always transforming
What makes something action research?
(rather than everyday good practice)
• Production of evidence (authenticated and validated)
• Making claims public
3. Developing and Implementing
Your Own Teaching Innovation
• Working in small groups of 2 or 3
• Identify an issue you are trying to address
• Discussion and development – today and next week
• Implementation – semester 2
• Evaluation – assessing impact
• Dissemination – written assignment
4. Questions you might ask
• What is my concern? And why am I concerned?
• What kind of evidence can I produce to show why I am
concerned?
• What can I do about it? And what will I do about it?
• What kind of evidence will I produce to show that what I
am doing is having an influence?
• How do I evaluate that influence?
• How do I make sure the judgments I make are reasonably
fair and accurate?
• How do I modify my practice in the light of my
evaluation?
5. Deciding what to investigate?
• Address the tension when values are denied in practice
• Or when personally held values and those of the
organisation or ‘system’ are at odds
Try to identify something challenging and potentially
transformative – not just an alternative way of achieving the
same outcomes
6. Who Takes Part?
• Research participants
- source of data, not objects of study
- it is about what you do, not what they do
• Collaborative colleagues
- getting others involved, working collectively
• Critical friends, validators and advisers
- a sympathetic person offering critical feedback
• Interested observers
- other students, tutors – invite comment
7. Data and evidence
• Collect a variety of types of data
• Qualitative/quantitative/both? – appropriate to research
• Records – field notes, observations, record sheets
• Interviews, questionnaires, marks, work produced
• Diagram the process and map the activity
• Think about how the work is communicated
8. Possibilities to consider:
• Opportunities for risk taking and playful exploration
• Development of new skills and techniques
• Learning from other disciplines
• Exploration of collaboration and group working
• Peer/student-led learning
• Encouragement of discussion and debate
• Reflection on feedback and assessment
• Self-appraisal and judgement
• Challenging power relationships
• Developing visual literacy and communication
• Enabling autonomous learning
What are you hoping to achieve?
9. Next week:
Next week’s Seminar will take place in room 14.12
from 10.00am
Also taking place next week is the RAUM Symposium
‘Dialogue on Design-Based Learning’
https://researchingarchitectureasurbanmethod.wordpress.com/
We will fit in opportunities during the day to join in
There is also a lecture on Thursday evening as part of the
Symposium – try to attend this