The document describes Esmeralda Adame's culminating project for a class on global leadership. The project involves creating a PowerPoint presentation that will introduce manufacturing students to the 10 key behaviors of global leaders through group case studies and reflection papers. The presentation will explain the global leadership model and provide sample activities to implement in the classroom to help students develop skills like cultural awareness, relationship building, and critical thinking. The goal is to help prepare students for future careers that require global competencies by exposing them to different perspectives and encouraging leadership among their peers.
This document summarizes an observation of a Year 8 drama class focusing on key concepts of offering, blocking, accepting and extending. The summary is:
The drama teacher introduced the key concepts and drew out students' prior knowledge. Students then explored the concepts through various activities, like role playing scenarios where they had to respond to offers. Students demonstrated understanding through their performances and discussions. The lesson engaged students and encouraged higher-order thinking as they applied the concepts.
Pigs might fly: changing the assessment narrative through TESTATansy Jessop
This document summarizes a presentation about taking a program-wide approach to assessment called TESTA (Transforming the Experience of Students Through Assessment). The presentation discusses issues with current assessment approaches like high summative workloads and disconnected feedback. It then describes the TESTA program, which aims to address these issues through conducting program audits, using student questionnaires, and holding focus groups. Key goals of TESTA include increasing formative assessment and improving feedback cycles. The presentation provides case studies of programs that have successfully implemented TESTA and shares lessons about facilitating educational change.
This resource provides 10 drama-based activities for teachers to use active learning methodologies in their CSPE classroom, including exercises such as creating word poems, developing characters, freeze frames, thought tracking, debates, and role playing to explore citizenship topics in an engaging way. The document outlines the purpose and instructions for implementing each activity.
Slides from my talk at Interaction16's Education Summit about redesigning General Assembly's part time User Experience Design curriculum to increase the likelihood of student and instructor success.
Organization Development Network of Western New York.
Learning and Performance through Peer Coaching
By: Philip LeNir, President CoachingOurselves
http://odofwny.com/
Sally Harris evaluated the effectiveness of her microteaching session on the difference between customer experience and customer service. She began with a strong presence and checked learners' well-being and engagement. Harris introduced her aims and objectives clearly using various resources like video and role-playing. Feedback indicated making the emotions task less open-ended and allowing more time. Her development path includes short-term adjustments based on feedback and long-term focus on context and key areas to better embed knowledge.
Peer coaching in circles - going beyond cognitive feedbackFlavio Fabiani
Coaching Circle and U approach and SPT are published with the permission of the Presencing Institute (www.presencing.com/permissions)
Intervision Group approach is published with the permission of IMO International
(info@het-imo.net)
A peer-to-peer process structured as a container where the same group of people come together cyclically to reflect about critical points at work and dialogue around the steps taken to address those points.
A key practice in Organizational Development in complex systems
This document summarizes an observation of a Year 8 drama class focusing on key concepts of offering, blocking, accepting and extending. The summary is:
The drama teacher introduced the key concepts and drew out students' prior knowledge. Students then explored the concepts through various activities, like role playing scenarios where they had to respond to offers. Students demonstrated understanding through their performances and discussions. The lesson engaged students and encouraged higher-order thinking as they applied the concepts.
Pigs might fly: changing the assessment narrative through TESTATansy Jessop
This document summarizes a presentation about taking a program-wide approach to assessment called TESTA (Transforming the Experience of Students Through Assessment). The presentation discusses issues with current assessment approaches like high summative workloads and disconnected feedback. It then describes the TESTA program, which aims to address these issues through conducting program audits, using student questionnaires, and holding focus groups. Key goals of TESTA include increasing formative assessment and improving feedback cycles. The presentation provides case studies of programs that have successfully implemented TESTA and shares lessons about facilitating educational change.
This resource provides 10 drama-based activities for teachers to use active learning methodologies in their CSPE classroom, including exercises such as creating word poems, developing characters, freeze frames, thought tracking, debates, and role playing to explore citizenship topics in an engaging way. The document outlines the purpose and instructions for implementing each activity.
Slides from my talk at Interaction16's Education Summit about redesigning General Assembly's part time User Experience Design curriculum to increase the likelihood of student and instructor success.
Organization Development Network of Western New York.
Learning and Performance through Peer Coaching
By: Philip LeNir, President CoachingOurselves
http://odofwny.com/
Sally Harris evaluated the effectiveness of her microteaching session on the difference between customer experience and customer service. She began with a strong presence and checked learners' well-being and engagement. Harris introduced her aims and objectives clearly using various resources like video and role-playing. Feedback indicated making the emotions task less open-ended and allowing more time. Her development path includes short-term adjustments based on feedback and long-term focus on context and key areas to better embed knowledge.
Peer coaching in circles - going beyond cognitive feedbackFlavio Fabiani
Coaching Circle and U approach and SPT are published with the permission of the Presencing Institute (www.presencing.com/permissions)
Intervision Group approach is published with the permission of IMO International
(info@het-imo.net)
A peer-to-peer process structured as a container where the same group of people come together cyclically to reflect about critical points at work and dialogue around the steps taken to address those points.
A key practice in Organizational Development in complex systems
Cooperative learning involves students working in teams to accomplish a common goal. It requires positive interdependence, where all members must cooperate to complete the task, and individual accountability, where each member is responsible for the final outcome. Problem-based learning is a student-centered approach where students work to understand and resolve problems. It uses problems as the focus for stimulating learning. When developing models, it is important to keep them simple when possible, validate models before using them, and recognize that models have limitations and are not a replacement for human decision makers.
Professional Development: helping teachers and students learnBruna Caltabiano
This document discusses the importance of professional development for language teachers. It defines professional development as continuing to develop one's skills throughout their career, as simply gaining experience through years of teaching does not necessarily lead to improvement. The document outlines several important areas of professional development, including obtaining language certificates, teaching certificates, engaging in reflection on one's lessons, attending conferences, and staying informed by reading literature in the field. It also discusses the benefits of activities like keeping a teaching journal, participating in peer observations, and getting involved in teacher associations. Overall, the document emphasizes that professional development is vital for maintaining enthusiasm and engagement in teaching to avoid burnout.
This syllabus outlines a course on iterative design and women in architecture. The class will introduce iterative design methods and have students complete small-scale design projects based on typologies from female architects. Formats will include lectures, demonstrations, assignments, and critiques. Students will be evaluated based on homework, a final project, sketchbook work, and participation. The goal is for students to learn new working methods and represent architectural ideas through iteration and critical engagement.
Situational qualities exhibited by exceptional presentersPatrick Lowenthal
Bad presentations are commonplace, but rather than focus on what is wrong with bad presentations, the authors looked at what makes an exceptional presentation. They referenced recent work on the aesthetic qualities of learning experiences by Patrick Parrish and others, which describe aesthetic learning experiences as those that involve learners in the right level of challenge and heightened engagement. Aesthetic learning experiences are memorable and often transformative, leaving learners with enhanced confidence and capabilities—the very definition of exceptional. By attending to the situational qualities of aesthetic learning experiences, presenters are more likely to create exceptional presentations that establish relevance and engagement—and, therefore, have a better chance at achieving specific learning objectives and outcomes. To do this, the authors identified the most viewed presentations on the TED website as the sample for their study. They created a matrix based on the situational qualities of aesthetic learning experiences and analyzed the top six “most viewed” presentations (as of July 15, 2011).
Day 12 presentation on cooperative learning classAMPARO Ortega
This material is very important, because is a propouse by Dr. Spencer Kagan, in which one treat about how important is work with the student in group, but in this group, je put more enphasis in all memeber have to work for to get the same goal in his group.
The document summarizes a peer coaching pilot program that took place in 2012. It provided teachers opportunities to observe and give feedback to other teachers through a structured peer coaching process. The program involved 3 days of training, in-between tasks and coaching in schools. It aimed to provide job-embedded professional development and support teachers in applying ideas from training. Schools participating in the pilot would receive $5000 in funding and teacher release time to support peer coaching activities.
2016 #DAPP162 Reflection, UK PSF, Observations >>> week 1Chrissi Nerantzi
This document discusses reflection and observations of teaching. It begins with an introduction to reflection, including definitions and models of reflection. It emphasizes the importance of reflection being a collegial activity. It then discusses conducting observations of teaching, including checklists and providing feedback. It stresses using reflection to improve based on observations. The intended learning outcomes are also summarized.
The document discusses different models for online discussion, including the Q&A model, 1+ model, and dialogue intensive model. It argues that the dialogue intensive model, which features in-depth instructor-student and student-student interaction, leads to richer learning experiences than the other models. Student feedback showed more positive responses to the dialogue intensive model compared to the other models. The document provides tips for instructors on how to structure discussions using the dialogue intensive approach, such as framing expectations, encouraging active engagement, and addressing issues like superficial comments.
This document discusses professional development for teachers. It covers several topics:
- The importance of professional development in helping teachers develop new skills and prevent burnout.
- How a teacher's stage in their career and personality traits can influence their approach to professional development. Teachers may be at stages of survival, consolidation, renewal or maturity. Personality is influenced by traits like novelty seeking, harm avoidance, and reward dependence.
- Mentoring is proposed as a professional development tool that can adapt to individual teacher needs and variables like schedule or personal rhythm. Online mentoring using Google Sites is suggested.
El diálogo de saberes en educación popular e investigación comunitaria se ha
comprendido como principio, enfoque, referente metodológico y como un tipo
acción caracterizada por el reconocimiento de los sujetos participantes en
procesos formativos o de construcción grupal de conocimientos. La aproximación
que se hace al diálogo de saberes, en este texto, apunta a entenderlo como un
tipo de “hermeneutica colectiva” donde la interacción, caracterizada por lo
dialógico, recontextualiza y resignifica los “dispositivos” pedagógicos e
investigativos que facilitan la reflexividad y la configuración de sentidos en los
procesos, acciones, saberes, historias y territorialidades.
En el apunte, se pretende ampliar la perspectiva hasta ahora asumida, intentando
un acercamiento al diálogo de saberes como eje estructurante de las prácticas
investigativas comunitarias y de educación popular, destacando los tránsitos y las
huellas que dejan las tensiones entre globalización/diversidad, entre
ataduras/articulaciones. Interesa, también, recrear y compartir, de una manera
sencilla, aspectos de la reflexión metodológica desarrollada, buscando dar cuenta
de un asunto: “las raíces hermeneuticas del diálogo de saberes”.
Bronco Time is a new period within the school day that gives students time for extra help, homework, studying, and attending clubs and sports meetings. It takes place on Tuesdays, Wednesdays, and Fridays before 4th hour and lasts 24 minutes on Tuesdays and Fridays and 38 minutes on Wednesdays. Students with Ds or Fs in any class will be required to attend mandatory tutoring in those subjects until their grade improves to 70% or higher. Bronco Time is intended to increase academic achievement, self-advocacy, and student responsibility.
Final tle ia consumer electronics grades 11-12 12.20.201395005
This document outlines the curriculum for an Industrial Arts course in Consumer Electronics Servicing. The course is divided into Grades 11 and 12. In Grade 11, students learn to maintain and repair audio-video products and systems, preparing tools and equipment, diagnosing defects, and performing repairs. Grade 12 focuses on servicing and repairing cellular phones, from preparing to diagnose and repair low-end phones, then high-end phones, and installing additional features. The course aims to teach skills aligned with TESDA qualification standards for a National Certificate Level II in Consumer Electronics Servicing.
Este documento describe los diferentes tipos de subdrenajes utilizados para controlar el agua subterránea y estabilizar los deslizamientos de tierra. Explica que los subdrenajes consisten en una red de tuberías o ranuras para recolectar el agua subterránea. Luego describe ocho tipos de subdrenajes comunes, incluidos los subdrenajes para pavimentos, subdrenajes profundos, cortinas impermeables subterráneas, subdrenajes de zanja, colchones de drenaje, subdrenajes interceptores,
Abdel Halim Hafez was an Egyptian singer born in 1929 in Cairo. He lived part of his childhood in Lebanon and was one of the most beloved Arabic singers, known for his soulful voice and patriotic songs. He passed away in 1977.
Leadership in manufacturing technology studentse2014lama
This document outlines a culminating project for a global leadership class that will expose manufacturing technology students to key behaviors of global leadership. It will integrate group case studies and individual reflection activities to motivate students. The case studies will focus on solving workplace safety problems, while reflections will assess group dynamics and learning. The goal is to help students develop skills for effective global leadership.
The document lists the main cocoa producing regions as Central America including Mexico, parts of South America such as Venezuela, Colombia, Ecuador and Brazil, and several African nations including Nigeria, Ghana, Congo and Cameroon. It then lists 4 types of chocolate: chocolate without sugar, chocolate milk, dark chocolate, and white chocolate. Finally, it mentions events where chocolate has progressed.
Este documento describe los diferentes tipos de subdrenajes utilizados para controlar el agua subterránea y estabilizar carreteras y taludes. Explica subdrenajes para pavimentos, subdrenes profundos, cortinas impermeables subterráneas, subdrenes de zanja, colchones de drenaje, subdrenes interceptores y subdrenes de penetración. Cada tipo se utiliza para un propósito específico como drenar agua, evitar pasos de agua o abatir niveles freáticos. El document
15 Steps For Brands To Best Use Celebrities & Social Media For Consumer Engag...HollywoodBranded
Partnering with a celebrity is one of the best ways for a brand to reach an already engaged and targeted audience, and a strategy that highly influences future purchase decisions based on that association.
Today, social media provides brands a cost-effective and quickly activated celebrity campaign platform that results in major marketing impact.
This overview will provide a guide to 15 steps brand marketers can take to successfully strategize, select, and procure a celebrity advocate for social media.
Cooperative learning involves students working in teams to accomplish a common goal. It requires positive interdependence, where all members must cooperate to complete the task, and individual accountability, where each member is responsible for the final outcome. Problem-based learning is a student-centered approach where students work to understand and resolve problems. It uses problems as the focus for stimulating learning. When developing models, it is important to keep them simple when possible, validate models before using them, and recognize that models have limitations and are not a replacement for human decision makers.
Professional Development: helping teachers and students learnBruna Caltabiano
This document discusses the importance of professional development for language teachers. It defines professional development as continuing to develop one's skills throughout their career, as simply gaining experience through years of teaching does not necessarily lead to improvement. The document outlines several important areas of professional development, including obtaining language certificates, teaching certificates, engaging in reflection on one's lessons, attending conferences, and staying informed by reading literature in the field. It also discusses the benefits of activities like keeping a teaching journal, participating in peer observations, and getting involved in teacher associations. Overall, the document emphasizes that professional development is vital for maintaining enthusiasm and engagement in teaching to avoid burnout.
This syllabus outlines a course on iterative design and women in architecture. The class will introduce iterative design methods and have students complete small-scale design projects based on typologies from female architects. Formats will include lectures, demonstrations, assignments, and critiques. Students will be evaluated based on homework, a final project, sketchbook work, and participation. The goal is for students to learn new working methods and represent architectural ideas through iteration and critical engagement.
Situational qualities exhibited by exceptional presentersPatrick Lowenthal
Bad presentations are commonplace, but rather than focus on what is wrong with bad presentations, the authors looked at what makes an exceptional presentation. They referenced recent work on the aesthetic qualities of learning experiences by Patrick Parrish and others, which describe aesthetic learning experiences as those that involve learners in the right level of challenge and heightened engagement. Aesthetic learning experiences are memorable and often transformative, leaving learners with enhanced confidence and capabilities—the very definition of exceptional. By attending to the situational qualities of aesthetic learning experiences, presenters are more likely to create exceptional presentations that establish relevance and engagement—and, therefore, have a better chance at achieving specific learning objectives and outcomes. To do this, the authors identified the most viewed presentations on the TED website as the sample for their study. They created a matrix based on the situational qualities of aesthetic learning experiences and analyzed the top six “most viewed” presentations (as of July 15, 2011).
Day 12 presentation on cooperative learning classAMPARO Ortega
This material is very important, because is a propouse by Dr. Spencer Kagan, in which one treat about how important is work with the student in group, but in this group, je put more enphasis in all memeber have to work for to get the same goal in his group.
The document summarizes a peer coaching pilot program that took place in 2012. It provided teachers opportunities to observe and give feedback to other teachers through a structured peer coaching process. The program involved 3 days of training, in-between tasks and coaching in schools. It aimed to provide job-embedded professional development and support teachers in applying ideas from training. Schools participating in the pilot would receive $5000 in funding and teacher release time to support peer coaching activities.
2016 #DAPP162 Reflection, UK PSF, Observations >>> week 1Chrissi Nerantzi
This document discusses reflection and observations of teaching. It begins with an introduction to reflection, including definitions and models of reflection. It emphasizes the importance of reflection being a collegial activity. It then discusses conducting observations of teaching, including checklists and providing feedback. It stresses using reflection to improve based on observations. The intended learning outcomes are also summarized.
The document discusses different models for online discussion, including the Q&A model, 1+ model, and dialogue intensive model. It argues that the dialogue intensive model, which features in-depth instructor-student and student-student interaction, leads to richer learning experiences than the other models. Student feedback showed more positive responses to the dialogue intensive model compared to the other models. The document provides tips for instructors on how to structure discussions using the dialogue intensive approach, such as framing expectations, encouraging active engagement, and addressing issues like superficial comments.
This document discusses professional development for teachers. It covers several topics:
- The importance of professional development in helping teachers develop new skills and prevent burnout.
- How a teacher's stage in their career and personality traits can influence their approach to professional development. Teachers may be at stages of survival, consolidation, renewal or maturity. Personality is influenced by traits like novelty seeking, harm avoidance, and reward dependence.
- Mentoring is proposed as a professional development tool that can adapt to individual teacher needs and variables like schedule or personal rhythm. Online mentoring using Google Sites is suggested.
El diálogo de saberes en educación popular e investigación comunitaria se ha
comprendido como principio, enfoque, referente metodológico y como un tipo
acción caracterizada por el reconocimiento de los sujetos participantes en
procesos formativos o de construcción grupal de conocimientos. La aproximación
que se hace al diálogo de saberes, en este texto, apunta a entenderlo como un
tipo de “hermeneutica colectiva” donde la interacción, caracterizada por lo
dialógico, recontextualiza y resignifica los “dispositivos” pedagógicos e
investigativos que facilitan la reflexividad y la configuración de sentidos en los
procesos, acciones, saberes, historias y territorialidades.
En el apunte, se pretende ampliar la perspectiva hasta ahora asumida, intentando
un acercamiento al diálogo de saberes como eje estructurante de las prácticas
investigativas comunitarias y de educación popular, destacando los tránsitos y las
huellas que dejan las tensiones entre globalización/diversidad, entre
ataduras/articulaciones. Interesa, también, recrear y compartir, de una manera
sencilla, aspectos de la reflexión metodológica desarrollada, buscando dar cuenta
de un asunto: “las raíces hermeneuticas del diálogo de saberes”.
Bronco Time is a new period within the school day that gives students time for extra help, homework, studying, and attending clubs and sports meetings. It takes place on Tuesdays, Wednesdays, and Fridays before 4th hour and lasts 24 minutes on Tuesdays and Fridays and 38 minutes on Wednesdays. Students with Ds or Fs in any class will be required to attend mandatory tutoring in those subjects until their grade improves to 70% or higher. Bronco Time is intended to increase academic achievement, self-advocacy, and student responsibility.
Final tle ia consumer electronics grades 11-12 12.20.201395005
This document outlines the curriculum for an Industrial Arts course in Consumer Electronics Servicing. The course is divided into Grades 11 and 12. In Grade 11, students learn to maintain and repair audio-video products and systems, preparing tools and equipment, diagnosing defects, and performing repairs. Grade 12 focuses on servicing and repairing cellular phones, from preparing to diagnose and repair low-end phones, then high-end phones, and installing additional features. The course aims to teach skills aligned with TESDA qualification standards for a National Certificate Level II in Consumer Electronics Servicing.
Este documento describe los diferentes tipos de subdrenajes utilizados para controlar el agua subterránea y estabilizar los deslizamientos de tierra. Explica que los subdrenajes consisten en una red de tuberías o ranuras para recolectar el agua subterránea. Luego describe ocho tipos de subdrenajes comunes, incluidos los subdrenajes para pavimentos, subdrenajes profundos, cortinas impermeables subterráneas, subdrenajes de zanja, colchones de drenaje, subdrenajes interceptores,
Abdel Halim Hafez was an Egyptian singer born in 1929 in Cairo. He lived part of his childhood in Lebanon and was one of the most beloved Arabic singers, known for his soulful voice and patriotic songs. He passed away in 1977.
Leadership in manufacturing technology studentse2014lama
This document outlines a culminating project for a global leadership class that will expose manufacturing technology students to key behaviors of global leadership. It will integrate group case studies and individual reflection activities to motivate students. The case studies will focus on solving workplace safety problems, while reflections will assess group dynamics and learning. The goal is to help students develop skills for effective global leadership.
The document lists the main cocoa producing regions as Central America including Mexico, parts of South America such as Venezuela, Colombia, Ecuador and Brazil, and several African nations including Nigeria, Ghana, Congo and Cameroon. It then lists 4 types of chocolate: chocolate without sugar, chocolate milk, dark chocolate, and white chocolate. Finally, it mentions events where chocolate has progressed.
Este documento describe los diferentes tipos de subdrenajes utilizados para controlar el agua subterránea y estabilizar carreteras y taludes. Explica subdrenajes para pavimentos, subdrenes profundos, cortinas impermeables subterráneas, subdrenes de zanja, colchones de drenaje, subdrenes interceptores y subdrenes de penetración. Cada tipo se utiliza para un propósito específico como drenar agua, evitar pasos de agua o abatir niveles freáticos. El document
15 Steps For Brands To Best Use Celebrities & Social Media For Consumer Engag...HollywoodBranded
Partnering with a celebrity is one of the best ways for a brand to reach an already engaged and targeted audience, and a strategy that highly influences future purchase decisions based on that association.
Today, social media provides brands a cost-effective and quickly activated celebrity campaign platform that results in major marketing impact.
This overview will provide a guide to 15 steps brand marketers can take to successfully strategize, select, and procure a celebrity advocate for social media.
Dokumen tersebut membahas prosedur darurat di kapal, termasuk organisasi darurat, isyarat bahaya, rencana evakuasi, nomor kontak darurat, dan manfaat rencana penanggulangan darurat."
Facilitation skills, making things easierOmar Sultan
Facilitation is about designing an environment where a group can communicate, think of new ideas, develop skills, and share experiences. The facilitator acts as an environment designer, guide, and listener to help participants discover things for themselves. The ADDIE model is used for training design: assess needs, design objectives and content, develop materials, implement training, and evaluate impact. Key facilitator skills include understanding adult learners, making participants comfortable, clarifying objectives, managing discussions, and handling difficult personalities.
The Project Based Learning (PjBL) Toolkit: Integrating digital and social med...Sue Beckingham
Projects may be carried out by both individuals and within groups. The outputs might include a report, presentation, poster, artefact or prototype (physical or digital). Project based learning is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.” (BIE 2015).
When undertaking a project, seven distinct stages have been identified that the project owner(s) go through. These are: the question, plan, research, produce, improve, present and evaluate. At each stage students may engage in a variety of activities. This multifaceted form of learning presents opportunities to participate in authentic and meaningful problems and to develop a range of skills along the journey. Reflecting upon these experiences, can encourage students to reconstruct what they have learned, and go on to confidently articulate the skills they have developed (or have yet to develop), and how they can apply these in other situations. Learning how to self-reflect on these experiences and developing a habit of doing so, can have a profound impact on learning. However for some this does not come easily and is often undervalued.
In my talk I will share the Project Based Learning (PjBL) Toolkit and how resources within this can be used to scaffold effective and meaningful multimedia reflective practice, develop confident communication skills and digital capabilities.
Reflective Piece Final assignment portfoliormg6449
This document is a coursework accountability statement completed by Rose Gordon for the Foundations of Reflective Practice course at the University of the West Indies. Gordon signs the statement to certify that the attached coursework is her original work and has not been plagiarized from other sources. She acknowledges understanding the university's policies on plagiarism and pledges that her submission follows these guidelines. The statement is signed and dated by Gordon at the end.
Leadership in manufacturing technology studentse2014lama
This document outlines a culminating project for a class on global leadership. It includes a description of integrating group case studies into the classroom and individual reflection activities. The project aims to expose students to 10 key behaviors of global leadership, such as cultural self-awareness and developing future leaders. It also provides examples of case studies and reflection questions that could be used to help students learn and apply the behaviors.
This document provides an overview of flipping a course and outlines an agenda for a workshop on designing a flipped classroom session. The workshop aims to guide participants through designing a 1-3 hour flipped class by first conducting a mini needs assessment of the material and objectives. It then walks through designing the key components of a flipped lesson, including preparing pre-class materials to introduce concepts and skills, as well as planning classroom activities to practice and reinforce the skills. The document discusses considerations for each component and prompts participants to make design decisions for their flipped session. The goal is for participants to leave the workshop having completed a formal lesson plan for their selected flipped class.
1) The document proposes ideas for developing interpersonal skills among students at the Creative Studio through cooperative learning activities.
2) Recommendations include assigning roles in group discussions to promote accountability, using icebreakers to build trust, and coaching sessions to increase engagement.
3) Additional suggestions involve changing seating arrangements, implementing reflection prompts and feedback sessions, and using a time management technique to increase productivity. The overall goal is to strengthen skills like communication, leadership, and teamwork.
Workshop notes case studies in continuing professional developmenteaquals
This document summarizes discussions from a workshop on continuing professional development (CPD). Key points include:
1) Dimensions of CPD include autonomous activities, writing materials, classroom investigations, reading literature, webinars, keeping a reflective journal, and writing articles. Visibility of these activities and whether they should be voluntary or obligatory was debated.
2) Case studies highlighted the benefits of teacher-led CPD initiatives like reading groups and conferences. Facilitating sharing and an environment for CPD was emphasized over top-down requirements.
3) Tensions between individual vs. institutional perspectives on CPD, and making frameworks aid development rather than be checklists, were discussed. Keeping CPD
This performance task involves students collaboratively designing, building, and testing a slide prototype. The goal is to move an object a specified distance down the slide. Students work in groups to develop a slide plan, seek funding to build a prototype, test and refine the prototype, and present their learning process to the community. The task addresses standards in social studies, math, science, and language arts. Students self-assess and reflect throughout as they engage in problem-solving, effective communication, and incorporating feedback to improve their design. The open-ended, collaborative nature of the task promotes differentiation and engagement for all learners.
The document discusses developing shared norms for a new K-12 school formed from the merger of elementary and secondary campuses. Staff will investigate established school models, visit each other's campuses, and use the Engage domain of E5 to establish shared norms for positive teaching strategies. Activities include thinking individually about classroom routines, discussing ideas in pairs, and grouping to share and list the most important routines for consistency across grades and campuses. The goal is to create a shared norms document to prepare for the full school merger the following year.
This document discusses models of curriculum innovation. It describes four main models: the Research, Development and Diffusion model; the Social Interaction model; the Problem-Solving model; and the Teaching Presentation Software Skills model. Each model is summarized, including key steps and strategies used. Examples of presentation software like Google Slides, Microsoft PowerPoint, Visme and Prezi are also provided, along with tips for how teachers can effectively create and present lessons using digital tools.
Action research presentation posters 280618shaikh1111
The researchers investigated techniques to embed independent learning in students. They experimented with several strategies including setting assignments on Google Classroom with success criteria and timelines. Students had to complete video feedback and attitude tests. In history classes, students were given essay questions that allowed for variety to encourage independent research. The goal was to test if engagement and marks would improve with less teacher input. One approach involved setting a biology assignment on Google Classroom with targets and assessments. Students provided video feedback on their progress weekly. Attitude tests were given before and after. The researchers aimed to determine if their students could work independently and if it promoted success. They also considered what effective independent learning looks like.
Here are the key elements of hybrid learning according to the passage:
- A significant amount of course learning activity has been moved online, reducing the amount of time spent in the classroom.
- Traditional face-to-face instruction is reduced but not eliminated.
- It combines traditional face-to-face classroom methods with computer-mediated activities.
- Technology plays a more important role than just a supporting role to face-to-face instruction.
The passage defines hybrid learning, also known as blended learning, as combining both traditional in-person classroom instruction as well as online computer-mediated learning activities. This allows for a reduction in classroom time while still incorporating face-to-face elements.
This document outlines a capstone project for a geometry class that uses differentiated instruction to help students better retain foundational concepts. The teacher plans to group students based on their needs and have each group teach a topic to their peers using multiple methods. The goals are to engage students, promote collaboration and higher-order thinking, and determine if differentiated instruction improves retention based on assessments. Students will be provided various resources and technology to research and present their topics.
Assessment is a common aspect of each and every classroom. In tVinaOconner450
Assessment is a common aspect of each and every classroom. In the twenty-first century classroom, assessment for learning is essential to ensure that students are mastering key skills. The video,
Assessment for Learning (Links to an external site.)Links to an external site.
, points out key strategies that can be employed in the classroom in order to ensure student success. After watching the video, share your thoughts on the structures and strategies a teacher needs to put into place in order to ensure that an effective classroom environment is created to foster twenty first century learning.
Choose one of the following digital tools to enhance your written response (
Smore (Links to an external site.)Links to an external site.
,
Prezi (Links to an external site.)Links to an external site.
,
PowToon (Links to an external site.)Links to an external site.
,
Sliderocket (Links to an external site.)Links to an external site.
,
Screencast-O-matic (Links to an external site.)Links to an external site.
, or other presentation software). Utilizing technology in this discussion will further prepare you for the Final Project in Week 6.
Address and include the following:
Key strategies from the video
Your own ideas about both formative and summative assessments
How both sets of ideas could be implemented to create an effective classroom environment
Be sure to include examples to illustrate and support your ideas.
Professor: We speak a great deal about assessment and accountability and how each has an integral role in student achievement. Yet, many are still left with the feeling our current level of testing is too rigid, too demanding, not differentiated.........basically a whole bunch of phrases which leaves many with the feeling the current assessments used in schools do not provide the "whole picture". The Partnership for 21st Century Skills (2007) suggests, "While the current assessment landscape is replete with assessments that measure knowledge of core content areas such as language arts, mathematics, science and social studies, there are a comparative lack of assessments and analyses focused on 21st century skills" (p. 1).
Using either the article or your own thoughts and reflections, how should teachers assess 21st Century Learning Skills?
21st Century Skills Assessment (Links to an external site.)Links to an external site.
Reference:
Partnership for 21st Century Skills. (2007). 21st century skills assessment. Retrieved by http://www.p21.org/storage/documents/21st_Century_Skills_Assessment_e-paper.pdf
Designing effective lessons
Without question, one of the key points that make a class successful is having lessons that are engaging and effective. Creating these types of lessons does not happen overnight; planning requires time, focus and a careful eye to ensuring that the needs of each student are met. So, how does a teacher create a rigorous curriculum plan that leads to improved student perfo ...
1) The document describes a classroom strategy where students work in groups to create posters explaining key course topics. On the day of presentations, the class is divided with half the students staying by their posters to explain and answer questions while the other half circulates to view other posters.
2) Creating effective posters requires engaging classmates in discussion through visual elements and being free of errors. It shows concepts graphically rather than just describing them.
3) Best practices for this strategy include planning the poster theme, format, and due dates in advance and setting small group goals to stay on schedule.
Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docxjeffevans62972
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
Project work allows students to study independently or in groups under a teacher's guidance. It involves activities that apply students' skills and knowledge to real-life situations. Project work improves various skills like collaboration, communication, and independent learning. Teachers play an important role in motivating students and guiding them through the different stages of a project. Project work is most commonly implemented in later school years once students have developed sufficient skills and knowledge.
This document discusses the importance of creativity in education and how technology can foster creativity. It notes that creativity is as important as literacy and numeracy. While people understand creativity is important, they don't always understand what it is. The document outlines how digital tools can encourage production skills and creativity in instructional environments. It also discusses using failure and diverse instructors to promote creativity. Courses at Seton Hall University focus on innovative student-created projects and encourage risk-taking without fear of failure to develop creativity.
Take Your Library Instruction Online! The Design for Learning ProgramArden Kirkland
This document provides an overview of the 7-step Design for Learning program which teaches library workers how to design online instruction. The program is a free self-guided online course consisting of 7 modules that guide participants through needs assessment, learning outcomes, instructional strategies, and assessment. Participants work at their own pace to develop an instructional design plan and content for their own online module, applying principles of universal design for learning.
Take Your Library Instruction Online! The Design for Learning Program
Assignment week 5 e adame 2
1. Esmeralda Adame EDUD 6303 Fall 2014 Week 5 Assignment
Week Five Assignment – Culminating Project
My culminating project is in the form of a power point presentation in which I review the
10 key behaviors of great global leaders as addressed by Gundling, Hogan, & Cvitovich, (2011).
The integration of a group based case study is covered and an example case study is provided.
The global leadership reflection cycle is also provided and will be explained. The presentation
also provides an example of what a reflection paper will be about. The benefits of the project
will be reviewed followed by a summary of the 10 key behaviors of global leaders and how our
manufacturing students will be exposed to them by using this project.
I would like to expose my students in the classroom and the rest of the students from our
Manufacturing Technology department to global leadership. The majority of them enter the
technology programs to obtain a certificate and or associate degree and most of them lack the
motivation and encouragement to strive for more. There are a few that do display leadership
skills however they tend to hold back and don't want to demonstrate those qualities for fear or
just not wanting to reveal such skills in front of their classmates. I would like to assist in
developing future leaders and expose them to the diversity of challenges in a global setting.
Gundling, Hogan, & Cvitovich (2011) list this key factor as one of the ten behaviors of great
global leaders. As a faculty I would like to equip my students the best way possible so they can
be open to new ideas, willing to be ethical and dedicated.
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2. Esmeralda Adame EDUD 6303 Fall 2014 Week 5 Assignment
The power point presentation will explain the 10 key behaviors of great global leaders
along with sample activities to implement and incorporate in the classroom or to be used as a
workshop for our manufacturing students. The integrated case studies are to be discussed and be
completed as a group in order to encourage students to interact with classmates. Reflection
papers will be incorporated to each case study in order to have students reflect and demonstrate
the experience and knowledge gain from the exercise. The purpose of the activities will be to
engage and motivate students while empowering them to lead and learn from one another. Pace
(2012) in her article, Preparing Today's Youth for Tomorrow's Workplace, mentions how Ernst
& Young LLP provide many workshops with such focus as leadership and communication.
They see the need to prepare the youth for the future by developing global awareness with such
seminars.
When our Professor first talked about our project I really had no idea how I would
incorporate the 10 key global behaviors anywhere. However as I continued to read the assigned
chapters and resources I realized that a lot of those principals can be applied in our local
everyday job. It was then that I realized that I would want to expose my students to such skills.
I know that they would really profit from this type of global leadership exposure. Therefore I
decided that for my culminating global leadership project I would create something to benefit my
students.
I really enjoyed doing this project especially because I would like to implement it in the
classroom with my current students. Everything went smooth after I chose the topic since I tried
to do a bit everyday so that I would not be doing everything at the last minute. I brainstormed
for a while until I realized that case studies and reflection papers would be idea method to
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3. Esmeralda Adame EDUD 6303 Fall 2014 Week 5 Assignment
incorporate into my project. I would use these techniques in the classroom and or in a
workshop. The brainstorming and research into what kind of project would be used took about a
week. However once I knew that the best way to present the 10 key global behaviors would be a
group based case study, I decided that the best method to address my assignment would be a
power point presentation. After this was defined the rest of the tasks followed smoothly. The
timeline I set for myself worked fine and kept me on schedule into what to accomplish each
week. I tried to do each task on the assigned week so that the project could be completed on
time.
Around week 3 I posted my ideas of the project on my group discussion and I received
good feedback on the format and the case study activities. The positive feedback obtained
reinforced my thoughts of providing such activities to my students and how this project will
definitely benefit them in the future. I like my culminating project topic as well as the format I
chose to present and apply it. If I would of had more time for this project I would not change a
thing. However I would have liked to implement this activities in the classroom to show results
as part of my conclusions.
If I had the opportunity to do this project again I would do it and use the same format and
activities. I feel that the power point presentation can be used to explain the project well to other
faculty in my department. And know and expect that both the case study and reflection
activities would be a great means to expose our students to the 10 key traits of global leadership.
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4. Esmeralda Adame EDUD 6303 Fall 2014 Week 5 Assignment
I chose a power point presentation as my format to render the global leadership
culminating project because I would like to present this to the other faculty in the department in
hopes that they would implement such activities in their classroom as well. Or at least would
like to present it to them and give details on the variety of benefits this would provide our
students with.
I will be incorporating various rubric elements into my project in order to better prepare
my students for global leadership. The seven rubrics are listed below along with a small
explanation of the integration.
-Acquiring Competencies: Random groups will be assigned to complete an interview
activity among the group to get to know each other's background and expertise during the first
week of class or in the beginning of the workshop.
-Taking Risks: This idea will be presented to the Precision Manufacturing Department
for possible adaptation to class or classes and or to create workshop for our students.
-Solving Problems: A Case Study activity will be created consisting of a situation
involving diverse cultural individuals or gender and students will be asked to come up with
possible solutions
-Embracing Contradictions: Regarding Case Study: how will this situation or possible
solutions be solved if this had happened in the country of Mexico or if the manager in charged
would be a female?
-Innovative Thinking: Case Studies will involve critical thinking and a presentation of
solutions from each group and a reflection exercise after team discussion among with group.
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5. Esmeralda Adame EDUD 6303 Fall 2014 Week 5 Assignment
-Connecting, Synthesizing, Transforming: Groups will be diverse and will work
together to come up with possible solutions making use of each member's skill sets and
expertise.
-Collaboration: Different tasks will be assigned to each person in the group for example
each team will have a time keeper, recorder, observer, presenter etc, depending on size of group.
Gundling, Hogan, & Cvitovich (2011) provide us with ten behavioral habits of great
global leaders. My goal for this project is to expose my students to such practices and equip
them for the future as best as possible. This ten key traits will be incorporated and addressed in
my project presentation.
1) Cultural Self Awareness will be addressed by having a diverse group come up with
possible solutions to case studies and contribute their ideas to the reflection statements.
2) Inviting the Unknown, this key behavior will be incorporated with the diversity of the
group. Each member of the team will bring a diversity of expertise and opinions to the table
exposing others to a variety of views and ideas.
3) Results through Relationships will be integrated into the project by having students
rotate for each activity so that everyone can get to know each other in a group setting. Therefore
creating more close relationships and ties in the classroom.
4) Frame Shifting actions will also be included by having each member of the group
change roles for the different activities. They will be advise and encouraged to adapt their
approaches during the diverse groups in order to meet goals of the activity
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6. Esmeralda Adame EDUD 6303 Fall 2014 Week 5 Assignment
5) Expanding Ownership will also be addressed by assigning a task to each group
member to keep everyone engaged and focused in the activity.
6) Developing Future Leaders will be incorporated in this project as well. It's very
important that each member of the group is given the opportunity to be a leader of a team at one
point. This will develop their leadership skills and style. And will enhance their communication
skills which is also a key component of a great leader.
7) Adapting and Adding Value, this key trait will be added to the project by having
students work in groups. Leaders and group member will need to adapt to the others'
communication styles. Everyone will have to learn to listen and share ideas in order to
accomplish the tasks. Different ideas will be exposed and every person will be adding value to
the goals of the group.
8) Core Values and Flexibility will be included by instructing everyone to respect each
others' opinions and to try to learn about and from each other in the first interview activity. As
the class progresses and the activities continue they will become more familiar with each other's
principals.
9) Influencing Across Boundaries will also be integrated by rotating activities and tasks
among groups. This will help students become familiar with the different functions and the
diversity of the group members. As the activities progress hence students can learn strategies to
become better leaders and therefore influence others in a positive way.
10) Third Way Solutions will also be a big part of this project. Everyone's opinions and
expertise will be used to generate possible solutions to the activities and case studies.
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7. Esmeralda Adame EDUD 6303 Fall 2014 Week 5 Assignment
Consequently a greater and better output of ideas and skills learned will be used to generate real
solutions as outline by Gundling, Hogan, & Cvitovich (2011).
I believe that in order for a leader to be successful in a global/international/multicultural
organization in the future he or she must possess a variety of leadership characteristics and must
be equipped with the right knowledge. Some of these key traits are being transparent, be
multicultural and global aware within their organization and their counterparts, be adaptable,
practice ethical values, and others described by Gundling, Hogan, & Cvitovich (2011).
Therefore I would like to expose my students to this information and the advantage of becoming
a global leader. I want to prepare them for the future and make them aware of the key behaviors
of global leadership if they want to flourish in a the global realm. Finn (2012) notes how leaders
should look for ways to maximize the positives in every culture. Regardless of the background
and location of each team member, leaders must be able to overcome barriers and comprehend
everyone's position.
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8. Esmeralda Adame EDUD 6303 Fall 2014 Week 5 Assignment
References
Finn, Edward W. (2012). Global leadership in a changing world. Leadership and
Organizational Management Journal, 2012(4), 18-27.
Gundling, E., Hogan, T. &Cvitovich, K. (2011). What is global leadership? 10 key behaviors that
define great global leaders. Boston, MA: Nicholas Brealy.
Pace, A. (2012). Preparing today's youth for tomorrow's workplace. T+D, P. 42-46.
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