Bpe ws6
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This document contains MBTI profiles and plans to improve for 4 students - Vũ Trung Hiếu, Tạ Ngọc Anh, Lê Ngọc Tú, and Trần Thùy Nhung. It provides each student's MBTI type and 2-4 goals with objectives and methods for improving their skills when working with their current team and future teams.
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1 Board Writing
2 What is the importance of the writing board in our teaching?
3 What are the various purposes for which we use the board?
4 What is lesson summary?
5 Why do we need to have the lesson summary on the board?
6 What essential points you should bear in mind while writing the lesson summary?
7 In addition to the main points of the lesson summary, what other things constitute as part of the board summary?
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The document discusses the objectives, methods, timescales, and monitoring/review plans of four individuals - Đàm Quang, Nguyễn Đức Trung, Nguyễn Như Quỳnh, and Nguyễn Ngân Giang - for both their current teamwork and future teams. Their current objectives include improving communication skills, problem-solving skills, organizing study areas, and enhancing academic knowledge. Their future objectives involve improving leadership skills, adaptability, observational skills, overcoming impatience, flexibility, handling unconventional situations, punctuality, and being less judgmental. They provide specific methods and metrics for achieving and evaluating their progress on these objectives
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The document provides tips for helping students effectively complete textbook assignments. It states that the purpose of textbook assignments is to introduce students to class content and hold them accountable for learning the material, not as "busy work." Some effective practices include stating the purpose and goals of the assignment, making it meaningful, and providing helpful reading hints like paying attention to headings, vocabulary, and re-reading as needed. Following these strategies can improve students' reading effectiveness, learning, and attitude toward assignments.
Effective textbookassignment
The document provides effective practices for helping students complete textbook assignments, including stating the purpose and goals of the assignment, making it meaningful, and providing helpful hints. It notes that assignments are intended to introduce students to class content and concepts, and are not "busy work." Suggested hints include paying attention to headings, carefully reading the entire chapter, re-reading sections as needed, including all answers from lists, and looking up unfamiliar vocabulary. The benefits of this strategy are improving reading effectiveness, learning, and student attitude.
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Midterm Prep seminar for the Study Skills Seminars at The Academic Advising & Career Centre, University of Toronto Scarborough.
Board writing techniques
0 (In the name of Allah who is the most merciful and the most kind)
1 Board Writing
2 What is the importance of the writing board in our teaching?
3 What are the various purposes for which we use the board?
4 What is lesson summary?
5 Why do we need to have the lesson summary on the board?
6 What essential points you should bear in mind while writing the lesson summary?
7 In addition to the main points of the lesson summary, what other things constitute as part of the board summary?
8 Do we need to do some more writing on the board in addition to the lesson summary?
9 SPECIMEN LESSON SUMMARY
10 Conclusion
11 THE END
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The author argues that new teachers need help developing coping strategies to deal with problems, which should happen while they are still in training. Beginners have limited experience solving issues but can learn to create temporary solutions, or "satisfice", which allows them to survive the early years. The paper concludes satisficing enables teachers to get through difficult periods as experience grows. Interviews with student teachers and experienced practitioners provided comparisons and evidence to support this.
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Formative assessment is an important part of the teaching and learning process. It allows students to better understand what they are learning and why, and helps ensure they are more successful. Developing effective formative assessment takes work from teachers, who must understand student needs, provide regular feedback, and create a comfortable learning environment. Teachers should clearly outline learning targets, give examples to help students understand lessons, and focus instruction daily to monitor progress without high-stakes exams that cause unnecessary stress.
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This document provides guidance to students on expectations for success in a course. It outlines that students must be committed to hard work, neatness, and completeness. Students are instructed to be organized, manage their time wisely, engage actively in class, and treat others with respect. Assignments will be graded based on a points system, and students are expected to turn work in on time to receive full credit. Homework completion is required to prepare for in-class activities and help students develop independent learning skills.
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The document discusses different types of assessment methods, including traditional assessments like multiple choice questions as well as alternative assessments like portfolios, presentations, and reflections. It emphasizes that the purpose of assessment should be to cultivate lifelong learners and that different students have different strengths, so a variety of assessment formats is important. The author realizes they should design assessments for their future students that focus more on performance and participation rather than exclusively on exam scores.
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The document provides study tips for students. It recommends avoiding distractions while studying at home or school and having a set daily study time. When studying, students should focus only on their work, review materials within 24 hours, take practice tests, and keep an organized notebook. During holidays, students should get organized, prepare their family for assistance, study in the morning, and take breaks to enjoy themselves. Before exams, students should avoid cramming, organize their materials, allow more time for difficult topics, study in chunks, get enough sleep, and take practice exams. Students are advised to avoid distractions like phones and movies and not overprepare materials beyond the syllabus.
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The document discusses setting high expectations in the classroom. It outlines that students will often rise or fall to the expectations set for them, as shown in the Rosenthal-Jacobson study where classes labeled as "more able" performed significantly better despite having the same initial abilities. The document then provides examples of high expectations, such as completing homework on time and seeking help rather than accepting failure. Finally, it summarizes five ideas from "Teach Like a Champion" for raising expectations, such as not allowing students to opt-out of answering questions and only accepting fully correct answers.
Task 4.2
1) The document provides guidance for teacher trainers on conducting lesson observations of trainees, including preparing the trainees, conducting the observation, and providing feedback.
2) Key aspects of preparing for the observation include explaining the purpose of peer observation to improve teaching, agreeing on evaluation points beforehand, and taking a discreet position to observe without disrupting the class.
3) Feedback should focus on the trainee's control of the class, teaching methods, lesson explanations, assignments, and also highlight their strengths, and last 15-20 minutes. A follow-up session allows discussion of areas for improvement and motivation.
Stress Management
Stress Management Techniques to Reduce Study Pressure amongst students.
Students today are heavily stressed due to studies, peer pressure, competition, the pressure to excel academically, parental pressure etc.
This leads to severe mental as well as physical problems amongst the students.
This stress can be tackled and reduced using simple techniques. One needs to follow them as this is the only way to increase study efficiency, productivity and lead a stress free life by balancing all the activities and duties well.
The writing process
The document outlines the writing process, which consists of 5 stages: pre-writing, writing the first draft, revising, editing, and publishing. The pre-writing stage involves brainstorming ideas. In the first draft stage, writers put their ideas into sentences and paragraphs. During revising, writers refine their work by removing unnecessary words, clarifying ideas, and making changes based on feedback. In the editing stage, writers proofread for correct spelling, grammar, punctuation and word choice. Finally, publishing involves preparing a final copy of the writing to hand in or share with others. The writing process is intended to help students develop their writing skills through progressive refinement of their work.
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This document discusses lesson planning and its importance for effective teaching. It outlines the key elements of lesson planning, including preplanning, crafting the plan, and post-planning evaluation. The preplanning stage involves setting goals and objectives for the class and determining content and materials. An effective lesson plan has three main elements - an introduction to engage students, a development section for instruction and exploration, and a conclusion to summarize key points. After teaching, instructors should assess student learning to evaluate the effectiveness of the lesson plan. While plans may vary in detail, the process of planning helps teachers maximize class time and student learning.
Curriculum plan for 2015(jan)
Curriculum planning is often a negleted in most of the schools merely, because its significance is not understood by teachers & principals. To top it they are not adequately trained & guided to design it. This simple ppt may be of some help.
Assessment assignment testing
This document discusses classroom assessment strategies. It begins by outlining the purpose of assessment as monitoring and evaluating student learning. Various types of assessment are described, including formative assessment through observations and questioning, and summative assessment using exams and report cards. Examples of assignments and tests in different skill areas like speaking, writing, and grammar are provided. The role of assignments and tests in linking learning and allowing student self-assessment is explained. Specific assessment strategies are then outlined, such as using learning logs, wall posters, and exit slips to check understanding. Rubrics are also discussed as a tool for assessment of learning. The document concludes with an activity asking students to design an assessment strategy and assignments/tests for a given classroom scenario
Common lesson plan
This document provides guidance on common elements to include in elementary lesson plans. It lists key components such as contextual information, student objectives and goals, materials, procedures, and assessments. The template is meant to help teachers organize their planning to meet diverse student needs and incorporate different types of lessons and subjects. Modifications may be needed based on course instructor recommendations. An example science lesson plan format is also included to illustrate how to apply the template components.
PDP
This document discusses enhancing the personal development tutor (PDT) role through personal development profiles. Students in the child health nursing program meet with their PDT each trimester to complete a pro-forma consisting of a SWOT analysis, reflective questions, and an action plan. A 3-year evaluation found that both students and staff valued the structure, relationship building, reflection opportunities, and relevance to employability. However, it could also be time consuming, students didn't always see the importance early on, and the template was sometimes too generic. The rest of the session will use SWOT analysis, action planning, and group work to generate ideas for improving personal development planning with students.
Grows Model
The GROWS model provides a structured format for mentoring conversations between principals and instructional program personnel (IPPs). It involves discussing the Goal, Reality, Options, Way forward, and Summary. For a new principal struggling with how to discipline a well-liked teacher, the mentor uses GROWS to help the principal realize their goal is for the teacher to consistently meet performance standards. They discuss the challenges of the current situation, potential options, and deciding on a plan of action involving professional development. The summary recaps the discussion, outlines next steps, and elicits feedback to ensure the mentoring process is helpful.
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This document contains the SWOT analyses and learning goals of 4 students in Group 11 for their BPE Workshop 4. It includes:
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Bpe ws3
This document summarizes the learning profiles of four students - Trần Thùy Nhung, Lê Ngọc Tú, Tạ Ngọc Anh, and Vũ Trung Hiếu - who were part of a group presentation. It provides each student's scores on the deep approach, surface approach, and strategic approach to learning as well as identifies subscales that could be improved. It also lists each student's plans to strengthen areas of weakness in their learning approaches.
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The document discusses Bloom's Revised Taxonomy (BRT) through an example of monopoly. It begins with definitions of monopoly in the "Remembering and Understanding" section. The "Applying" section gives an example of DeBeers as a monopoly that controls the diamond market through ownership of key diamond resources in South Africa. The "Analyzing" section explores reasons why monopolies can arise, such as ownership of key resources, exclusive rights from governments, and situations where a single firm can supply a market at lower cost than multiple firms (natural monopoly).
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Bpe ws6
- 1. LOGO BPE Workshop 6: MBTI- Profiles and working in teams Group 11 1. Vũ Trung Hiếu 10643553 2. Trần Thùy Nhung 10643566 3. Lê Ngọc Tú 10643583 4. Tạ Ngọc Anh 10643538
- 2. IBD@NEU Contents Vũ Trung Hiếu’s profile Tạ Ngọc Anh’s profile Lê Ngọc Tú’s profile Trần Thùy Nhung’s profile
- 3. IBD@NEU INTP – The Thinker i:51i:51 n:3 t:29 p:19
- 4. IBD@NEU Plans to improve OBJECTIVES Methods Time scale Monitor and review With current team 1.Be a good presenter by talking and discussing more! -Don’t be shy, be brave -Practice in front of your teammates or mirror. Every time before presenting You can ask your teammates or find help from your lecturer or tutor to monitor you 2.Take part in indoor and outdoor activities (related to presentation) -Ask someone who have lots of information about this objective -Arrange your time to join in these activities. 1-2 times per week. You should to do this objective by yourself (invite a friend if you feel unconfident) With future team 3.Stay confident all the time -Be positive and friendly with your new teammates at the first meeting. -Tell your team what you are like and your characters When you have new team. You’ll be happy if you can do this objective. 4. Support your team with your best enthusiasm -Do everything you think you can do well -Contribute you own ideas with your persuasion For your whole life You mates believe in you, so do not make them disappointed.
- 5. IBD@NEU ISTJ – THE LOGISTICIAN i : 13 s : 31 t : 27 j : 7
- 6. IBD@NEU Plans to improve Goals Objectives Methods Timescale Monitor & Review with current team Be open to new things and changes - Listen to new ideas - Be more imaginative and open minded During BPE module Check the result after work done Get used to working in a team - Spend more time for people brainstorming - Try to accept other’s perspective During BPE module Check through the result of teamwork with future teams Be descriptive rather than judgmental - Communicate verbally with enthusiasm Next semester Check the process regularly Be more sensitive - Consider a decision’s impact on people who carry it out - Attend more to the feelings of the others Next year Take advices of teammates and keep trying
- 7. IBD@NEU ISTJ – THE LOGISTICIAN 2 3 3 5 i : 13 s : 31 t : 27 j : 7
- 8. IBD@NEU Plans to improve Objective Method Timescale Monitor & Review Current team Become the collector of the group Collect every information and find out possible problem Create outline for every topic After lecture, tutorial Show the result for the whole group and together with them to correct and complete. Try to joint some club to improve ability of working in a team Some clubs like volunteer, presentation 3 months of summer Discuss more in the team’s meeting Sometime try to contribute idea in class Future team Always shares information, facts and material of work with team member Feel freedom while working Research more The whole career Help group’s members with researching Learn to be an optimist Always start with positive thinking Try to find out some good point of everything The whole life Help the team to recover when they feel depress Try not to be panic when facing with problems
- 9. IBD@NEU ESTP-The Doer 3 1 2 4 i : 13 s : 31 t : 27 j : 7
- 10. IBD@NEU Plans to improve OBJECTIVES Methods Time scale Monitor and review With current team 1.Try to adapt to teamwork activities - Attend positively teamwork meetings as much as possible - Discuss, give ideas, or even argument if it’s necessary with teammates 1 semester left -Ask friends about the progress - Check through the result of team activities 2. Organize and arrange teamwork equally with other learning activities - Make schedule - Read some books involving in classify and make plan skill 1 semester left -Check result based on the mark between team work and other activities -Try more if it doesn’t reach expectation With future team 1.Try to reflect more and adapt more with other types of teammates - Build in time and allow airtime for others to reflect and speak -Communicate in written 1st year at work -Check through the attitude and level of relationship with teammates -Take into account himself regularlly 2. Face to the ‘new’: explore the new idea and solve the new, sudden problems - Describe the overall goal and strategies before doing - practice more, imagine more and make mind open - calm down when meeting immediate problems and allow sufficient time for brainstorming 1,5 years -Check the process of work frequently -Sometimes may fail in solving problem. However, keep trying, reconsider the problem.
- 11. LOGO