Copei congress aug 2015
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This document contains information about a presentation titled "Experiencing Technology in Early Childhood Learning". It includes details about the presenter such as her professional background in teaching English to learners ages 2 to 75 years old. The abstract indicates that for the past 3 years, she has been teaching English to children ages 2 to 5 and discovering that they are native technology users who learn through experience. The presentation will be a 1.5 hour workshop on using technology in early education and whether it can help young children learn language.
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Shahidu Muhindoh Tahakaba is a 34-year-old teacher from Uganda. He has over 10 years of teaching experience in secondary schools in Uganda. He has taught subjects such as history, English, literature, and languages. Tahakaba believes in experiential learning and helping students discover knowledge for themselves. He has a bachelor's and diploma in education from Kyambogo University in Uganda. Tahakaba is proficient in computer skills and communication. He is passionate about enhancing student learning and achievement.
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This document outlines an English course for primary education students. It discusses developing students' ability to use English for personal and social communication as well as cultural understanding. The course aims to prepare future teachers to incorporate English in their own teaching. It covers three contexts of English use: personal, community, and professional. Generic competences include critical thinking and self-regulation. Professional competences involve using subject knowledge in teaching and assessment. Subject competences include cultural understanding and communication. The course is structured around the three contexts and evaluates students through continuous and exam assessments across speaking, writing, listening, reading, and grammar skills.
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This document discusses connecting critical reflection and group development in online adult education classrooms. It summarizes that critical reflection, using Brookfield's Critical Incident Questionnaire, can uncover reactions to the online environment and provide a framework for assessing group development based on Tuckman's model of forming, storming, norming, performing, and adjourning. The study explored this connection in two online graduate courses and found evidence that supported relating critical reflection to group development and its benefits for adult learning in online environments. Critical reflection is valuable for gaining instructor and learner feedback to improve instructional effectiveness.
Critically reflectiveteaching
Brookfield argues that critically reflective teaching requires focusing on a specific incident to uncover assumptions. He suggests using lenses to gain different perspectives, including: 1) reviewing one's experiences as a learner and teacher to see practice from students' views; 2) seeing oneself through students' eyes, which can reveal surprises but requires listening to feedback; 3) fostering critical conversations with colleagues to break isolation and find diversity of experiences; and 4) using theoretical literature to describe practice from multiple perspectives and understand links between personal and political aspects of teaching. These lenses help teachers adopt unfamiliar angles to re-examine practice.
Critically reflective teaching
This document discusses the importance of critical reflection in teaching. It begins by explaining that teaching innocently, without reflecting on assumptions and impact, can lead to frustration and feelings of incompetence when the intended effects are not achieved. Critical reflection helps teachers avoid blaming themselves for issues outside their control. The document then discusses different types of assumptions (paradigmatic, prescriptive, causal) and provides examples of commonly held assumptions in teaching and alternative perspectives that call those assumptions into question. It argues that reflection only becomes critical when it questions how power dynamics influence educational processes and challenges assumptions that may seem to benefit teachers but actually work against student interests over the long term.
Critical teaching reflection
This document summarizes trends and issues related to teaching critical reflection to adults. It discusses differing definitions of reflection and critical reflection. Engaging in critical reflection can be challenging and unsettling for learners as it involves questioning assumptions. Teachers must support learners through this process. The document also provides references on topics like fostering critical reflection, developing critically reflective practitioners, and engaging practitioners in critical analysis.
Ciq
The document is a classroom critical incident questionnaire that asks students to anonymously reflect on a class weekend in 5 questions. It asks them to identify the moment they felt most engaged and distanced, the most affirming and puzzling actions, and anything surprising about their reactions or the class events. The questionnaire aims to get student feedback to help make the class more responsive to their concerns.
Brookfield summary
Stephen Brookfield suggests that critically reflective teachers continually improve their practice through reflection on their experiences from four lenses: autobiographical reflection, student feedback, peer assessment, and scholarly literature. Reflecting on one's teaching experiences and student feedback allows teachers to identify habits that may need adjustment. Peer assessment helps teachers gain confidence by realizing their challenges are shared. Engaging with scholarly literature supports teachers in understanding the broader political context of their work. The most important aspect of critical reflection is going beyond collecting feedback to changing teaching methods and goals based on insights gained, documenting progress, and becoming a more student-centered, flexible, and innovative teacher.
Brookfield
This document provides an overview of resources for becoming a critically reflective teacher, including:
1) Key assumptions of skillful teaching like focusing on helping students learn and constantly reflecting on teaching assumptions.
2) Exercises and techniques to promote critical reflection, such as scenario analysis, crisis simulations, and examining "heroes and villains" in the profession.
3) Guidelines for critical reflection, including modeling reflection, using peers as reflective mirrors, and focusing on specific experiences.
4) An explanation of critical debate as an exercise where participants argue for a position they may not agree with to explore new perspectives.
What we can learn from finland
Finland transformed its education system from one that was poorly ranked and inequitable in the 1970s to the top-ranked system in the world today. Key to Finland's success was investing heavily in teacher education, decentralizing control to give teachers more autonomy over curriculum, and focusing on equity and meeting student needs rather than standardized testing. Finland ensured all students have access to well-trained teachers, funding, resources, small class sizes, and a curriculum focused on developing higher-order thinking skills. This has created a highly equitable and successful education system.
Trehearne oral language_in_pre_k
The document provides information about a presentation by Miriam Trehearne on developing oral language and comprehension in preschool and kindergarten. It describes practical strategies that teachers can use to support young students' oral language development and comprehension as part of a comprehensive early literacy program. The presentation notes that oral language is the foundation of literacy learning and will share engaging activities to assess and develop vocabulary and comprehension.
Teacher rating of oral language & literacy troll
This document describes the development and use of an assessment tool called the Teacher Rating of Oral Language and Literacy (TROLL). TROLL was created to help teachers evaluate preschoolers' language and early literacy skills in key areas outlined in national speaking and listening standards. It involves teachers rating individual children in their classrooms across several dimensions of oral language and literacy. The ratings take 5-10 minutes per child and can be done periodically to track progress. Research found TROLL ratings correlated moderately well with other standardized assessments and provided useful information to inform instruction. Over a thousand children have been assessed using TROLL, showing it is a practical tool for teachers to evaluate early language and literacy development.
More from The Art of Learning (20)
Experiencing technology in early childhood learning
Experiencing technology in early childhood learning
Copei congress aug 2015
- 1. dmeneses@copol.edu.ec mgonzalez@copei.edu.ec TITLE OF PRESENTATION: Experiencing Technology in Early Childhood Learning FULL NAME: Jacqueline Ibarra PROFESSIONAL BACKGROUND I have been in the education field for about 30 years. I have experience teaching English to a diversity range of ages and cultures, learners as young as 2 years old to learners as old as 75 years old. IBO teaching Language B. Through the years I have been connecting and integrating knowledge about language acquisition to Whole Language, Constructivism, Conscious Discipline, including a Montessori Focus, Cooperative Learning, Blended Learning and Designing Learning Environments. I have been placing English language learners into levels following the CEFR, iBT TOEFL/FCE/CAE preparation, testing and scoring. Teacher Coaching and consulting. Designing English programs and planning according to National and TESOL standards. ONLINE LEARNING: Moodle, Think Central ONLINE PLANNING: Google Drive MAILING ADDRESS: jacquelinedeteran@gmail.com TELEPHONE NUMBER: 0992361171 ABSTRACT (70 WORDS APROX.) For the past 3 years I have been immersed in a new world, a world full of English learning and teaching children from 2 to 5 years old. I've discovered that children are native technology users and learn by living the experience in addition to learning by playing. ICTs in Initial Education? Is it insane? Can technology help children learn or live the experience? Will they be able to acquire the language or learn about linguistics and grammar? Type of presentation: (X)Workshop 1 hour and 30 minutes Language you’re teaching: (X)English Content Area: Please check the topic category applies to your presentation: (X ) 17. Technology in education
- 2. Audience: ( x )Pre-School Time preference for presentations: August 7th. 08h30( X) 10h40( X ) Equipment needed:** ( x) projector I was told I was going to be using the computer lab, please confirm.