Creating self directed learners
•Download as PPTX, PDF•
0 likes•119 views
This document discusses creating self-directed learners. It outlines 4 types of learners and instructors: dependent learner-authority expert, interested learner-motivator, involved learner-facilitator, and self-directed learner-consultant. The session overview discusses determining background knowledge, key concepts, how it works, and a question and answer period. It then provides more details on the characteristics of each learner-instructor pairing, with the goal of transitioning students from dependent to self-directed learners over multiple courses.
Report
Share
Report
Share
Recommended
Learning & Teaching - All you need to know in half a day!
A presentation delivered by Garry Cameron at the 'Learning & Teaching - All you need to know in half a day' workshop delivered at College Development Network on 25/10/16.
Description of the event:
"This half-day event will focus on the five main learning and teaching approaches and how they translate into practice. The event will revisit and reinforce key features and elements of the learning process – tried and tested methods and some of the things that were not known 10 years ago! Attend this event if you wish to ‘power up' learning and teaching approaches that evidence some of the ‘buzz' concepts in the sector. There will be a very short pre-entry task before attendance at the event that connects to the content. The content will be a mix of input, cooperative learning, and dialogue."
NTLT 2013 - Johanna Rhodes - Learning is not a spectator sport
The document provides tips for effective lecturing and engaging students. It recommends 8 strategies for connecting with students including making large classes feel small, encouraging questions, learning students' names, relating material to students' experiences, and giving personalized feedback. It also discusses planning group activities by considering learning styles, materials, and evaluation. The document is authored by Johanna Rhodes, a nursing educator.
Instructional strategy for learners presentation
Desiree Serrano created a curriculum as an instructional coach. She used the ADDIE model of analysis, design, development, implementation, and evaluation. Her training for teachers would aid them in planning instruction by giving guidance on how to meet the TEKS standards. She described direct instruction strategies like determining outcomes, explaining lessons, and organizing students. Her curriculum design covered content, outcomes, delivery, and assessment and addressed several InTASC teaching standards.
Chris Farrell: Mentoring as the Foundation for Effective Teacher Development
This document discusses the importance of mentoring for effective teacher development. It outlines some of the roles of mentors, including language teacher, trainer, facilitator, and counselor. It also notes some potential pitfalls for mentors, such as not realizing the extent of their own ignorance or falling into the trap of thinking they know everything. The document examines evidence on current mentoring practices and finds a lack of clarity around mentor roles and little systematic support or training for mentors. It proposes some next steps, such as admitting problems, defining the desired type of teacher, and providing systematic support through a mentoring scheme to foster a culture change in teaching approach.
Book Club Presentation
This document discusses various topics related to understanding learners, including learning styles, thinking styles, multiple intelligences, assessment strategies, and portfolios. It provides information on learning style models from Dunn & Dunn and Kolb. It also discusses pre-assessment, formative assessment tools, reflection strategies, and considerations for grading. The goal is to help teachers understand individual learners' needs and effectively assess student progress.
Teaching with questioning and answering method
Outline:
Categories of Questions
Uses of Questions
Types of Questions According to Purpose
Types of Questions According to Level
Characteristics of Good Questions
Questioning Skills and Conduct of Good Questioning
Handling Student’s Response & Handling Student’s Questions
Sequence of Questions
Path of incito training
This document outlines a customized training program with three phases: pre-training, in-class training, and post-training. The pre-training phase involves identifying key issues, designing the program, and conducting a pre-training questionnaire and interviews. The in-class training uses experiential learning methods like role plays and discussions over 3-4 hours. Evaluation includes reaction forms and pre/post-tests. The post-training phase consists of follow up coaching, a post-training report, and a next discussion class.
Teaching as Inquiry
This document provides 5 tips for improving professional practice as a teacher or leader:
1. Be ready and able to inquire into your own practice through preparation and positioning yourself and others for growth.
2. Use action research with a systematic process of collecting and analyzing data, researching best practices, planning actions, and reflecting on results to gain evidence to support changes or affirm existing practices.
3. Implement structures like clear expectations, professional staff meetings, in-class support, and appraisal goals to support teacher/leader inquiry.
4. Seek evidence of learning and effectiveness such as improved achievement and reaction to student/staff voice to determine if goals were achieved.
5. Take action by implementing changes
Recommended
Learning & Teaching - All you need to know in half a day!
A presentation delivered by Garry Cameron at the 'Learning & Teaching - All you need to know in half a day' workshop delivered at College Development Network on 25/10/16.
Description of the event:
"This half-day event will focus on the five main learning and teaching approaches and how they translate into practice. The event will revisit and reinforce key features and elements of the learning process – tried and tested methods and some of the things that were not known 10 years ago! Attend this event if you wish to ‘power up' learning and teaching approaches that evidence some of the ‘buzz' concepts in the sector. There will be a very short pre-entry task before attendance at the event that connects to the content. The content will be a mix of input, cooperative learning, and dialogue."
NTLT 2013 - Johanna Rhodes - Learning is not a spectator sport
The document provides tips for effective lecturing and engaging students. It recommends 8 strategies for connecting with students including making large classes feel small, encouraging questions, learning students' names, relating material to students' experiences, and giving personalized feedback. It also discusses planning group activities by considering learning styles, materials, and evaluation. The document is authored by Johanna Rhodes, a nursing educator.
Instructional strategy for learners presentation
Desiree Serrano created a curriculum as an instructional coach. She used the ADDIE model of analysis, design, development, implementation, and evaluation. Her training for teachers would aid them in planning instruction by giving guidance on how to meet the TEKS standards. She described direct instruction strategies like determining outcomes, explaining lessons, and organizing students. Her curriculum design covered content, outcomes, delivery, and assessment and addressed several InTASC teaching standards.
Chris Farrell: Mentoring as the Foundation for Effective Teacher Development
This document discusses the importance of mentoring for effective teacher development. It outlines some of the roles of mentors, including language teacher, trainer, facilitator, and counselor. It also notes some potential pitfalls for mentors, such as not realizing the extent of their own ignorance or falling into the trap of thinking they know everything. The document examines evidence on current mentoring practices and finds a lack of clarity around mentor roles and little systematic support or training for mentors. It proposes some next steps, such as admitting problems, defining the desired type of teacher, and providing systematic support through a mentoring scheme to foster a culture change in teaching approach.
Book Club Presentation
This document discusses various topics related to understanding learners, including learning styles, thinking styles, multiple intelligences, assessment strategies, and portfolios. It provides information on learning style models from Dunn & Dunn and Kolb. It also discusses pre-assessment, formative assessment tools, reflection strategies, and considerations for grading. The goal is to help teachers understand individual learners' needs and effectively assess student progress.
Teaching with questioning and answering method
Outline:
Categories of Questions
Uses of Questions
Types of Questions According to Purpose
Types of Questions According to Level
Characteristics of Good Questions
Questioning Skills and Conduct of Good Questioning
Handling Student’s Response & Handling Student’s Questions
Sequence of Questions
Path of incito training
This document outlines a customized training program with three phases: pre-training, in-class training, and post-training. The pre-training phase involves identifying key issues, designing the program, and conducting a pre-training questionnaire and interviews. The in-class training uses experiential learning methods like role plays and discussions over 3-4 hours. Evaluation includes reaction forms and pre/post-tests. The post-training phase consists of follow up coaching, a post-training report, and a next discussion class.
Teaching as Inquiry
This document provides 5 tips for improving professional practice as a teacher or leader:
1. Be ready and able to inquire into your own practice through preparation and positioning yourself and others for growth.
2. Use action research with a systematic process of collecting and analyzing data, researching best practices, planning actions, and reflecting on results to gain evidence to support changes or affirm existing practices.
3. Implement structures like clear expectations, professional staff meetings, in-class support, and appraisal goals to support teacher/leader inquiry.
4. Seek evidence of learning and effectiveness such as improved achievement and reaction to student/staff voice to determine if goals were achieved.
5. Take action by implementing changes
Protocols for Professional Learning Conversations
This document provides an overview of protocols for professional conversations and their benefits:
1) Protocols are structured discussion formats that can help deepen understanding of teaching and learning by providing clarity of purpose, safety, equity and opportunities for reflection.
2) Common protocols examined include the Microlab Protocol, Tuning Protocol and Consultancy Protocol. Protocols allocate time for essential conversations and scaffold collaborative analysis.
3) While protocols require practice, they can enhance professional conversations by making the purpose explicit, creating clear expectations, and encouraging participation and learning over problem-solving.
Information literary & information skills instruction
The document summarizes chapters 4, 5, 7, and 9 from a book on information literacy and skills instruction. Chapter 4 outlines a 9-step process for information literacy instruction, including defining tasks, finding and selecting resources, organizing notes, and assessing progress. Chapter 5 discusses constructivist learning theories and the librarian's role in providing structure, opportunities, and feedback to support student learning. Chapter 7 lists 5 strategies for building student information competence, such as giving freedom of expression, making students feel supported, focusing on meaningful activities, relatable lessons, and opportunities for unique demonstration of learning.
RETSD.MY.2018
Looking back and forward at our class review/profile process and refining it to better meet the needs of all students. How do we work together to focus on strengths and stretches for the class or team of students, and use these to set goals and make a plan?
Program orientation CBE
This document provides an orientation for a Canadian Business English program at York University's English Language Institute. It outlines the program objectives, including developing skills in listening, reading, note-taking, academic writing, discussions, presentations, research, and critical thinking. It aims to enhance language proficiency for success in Human Resources Management studies. A typical day involves classes, assignments, and tests. Major assignments include student-led seminars, a research paper, and a group research presentation. Minor assignments, homework, and tests are also required. Students are evaluated based on assignments, tests, class performance, and attendance. The orientation details attendance policies, expectations, and binder information.
Cameron Giving Students Feedback
The document provides guidance on giving effective oral feedback to students. It recommends 1) giving individual feedback privately to address each student's unique qualities and needs, 2) providing quick feedback during the lesson about student processes, and 3) conducting planned in-class conferences to discuss student work and thinking in more depth. It also suggests giving group feedback to summarize lessons and set purposes for learning.
Education zoo ppt
This document summarizes a presentation about improving student performance and competence in East Asia. It outlines some common problems in the region such as an over-reliance on entrance exams. The team then proposes two solutions: 1) making entrance exams more flexible and inclusive of other skills and 2) changing national curriculums to include more experiential learning opportunities beyond textbooks, such as discussions via Skype with foreign students, project-based learning competitions, and student-led teaching. The overall goal is to develop more well-rounded, globally-minded future leaders in East Asia.
Teacher as a Counselor
This document discusses the role of teachers as counselors. It defines key characteristics of good teachers such as teaching, encouraging, appreciating, complimenting, and being humble and energetic. It also discusses the 4 C's of good teaching: competence, creativity, collaboration, and caring. The document provides examples of counseling skills needed by teachers, such as communication, questioning, rapport building and active listening. It also discusses types of questions teachers can use in the classroom and common teaching mistakes to avoid. Finally, it lists characteristics of great teachers, such as respecting students, setting high expectations, and maintaining professionalism.
Goal-Setting, AAPT Facilitators Workshop
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.
Syd Uni - Assessment lecture 2021
Slides for my presentation to 2nd-year Masters of Teaching students at University of Sydney, March 2021.
Self assessment by students
This document discusses the author's experience with using rubrics for student self-assessment. The key points are:
1. The author was motivated to emphasize deep learning and empower students by having them assess their own work using rubrics.
2. Students completed a timed assignment on national income determination and then used a rubric to assess their discussion question response and justify their assessment.
3. The author found advantages like quicker teacher feedback, deeper student understanding, and students becoming more metacognitive and taking ownership of their learning. Challenges included ensuring transparency of rubrics and the time required for lesson preparation.
4. vocabulary power 1, intoduce newspaper discussion
This document outlines an agenda for an English reading class. It includes assignments for vocabulary groups to research idioms and practice presenting summaries of newspaper articles. Students are divided into groups and each member is assigned a role related to researching the meaning and use of vocabulary words. The document describes upcoming assignments where students will read a newspaper article, prepare an oral summary, develop discussion questions, and lead a discussion with their group.
Self and Peer Assessment
The document discusses strategies for promoting self and peer assessment in the classroom. It provides examples of using self and peer assessment for a dinosaur drawing activity, including marking criteria and reflection questions. The benefits of self and peer assessment are outlined, such as improving student achievement, understanding, and developing lifelong learning skills. Effective implementation requires training students over time, explaining learning objectives, and guiding reflection.
Action research presentation
This document discusses establishing challenging learning goals for students. It provides context about the school and outlines the author's process of setting learning goals in various classes, collecting data on student engagement, and what they learned. Specifically, the author learned that setting personalized yet challenging goals during the design process leads to students taking pride in their work and increased positive engagement, especially when the goals are revisited throughout the project. Timing and flexibility in goal setting is also important.
10 independent learning for class
The document discusses strategies for independent learning. It covers areas like gaining information, storing information, and expressing information. It also discusses self-awareness, self-advocacy, learning strategies, and teaching strategies. Specific strategies are provided for areas like word identification, reading comprehension, listening, note-taking, writing, problem solving, and time management. It concludes by explaining how students can use self-instruction, self-monitoring, and self-questioning to independently apply learning strategies.
get it 1 what info
This document discusses Bloom's revised taxonomy of educational objectives and provides guidance on identifying learning needs, strategies, and assessments. It explains the taxonomy's cognitive domains from remembering to creating, and suggests pairing strategies and assessments with domains. The document also touches on setting goals and knowing what information and ideas are needed for a given topic.
Four quadrants and jigsaw presentation
The document describes two reading strategies: Jigsaw and Four Quadrants. Jigsaw involves dividing a text into sections and assigning each section to a group to read and summarize. Groups then teach their section to a new group. This exposes students to all parts of the text through discussion. Four Quadrants has students fill out an organizer during and after reading to connect information to their own lives and assess understanding by asking questions. Both strategies actively engage students in the reading through discussion and application.
Anna's Individualized Education Plan
Anna is a 6th grade student with ADD and a reading impairment. Her strengths include responding well to incentives and being respectful, while her challenges are comprehension, vocabulary, and getting distracted. She is undecided on her plans after high school. In her group language arts and reading class, Anna is shy and skips words, and has trouble focusing during social interactions, but performs better individually where she is more relaxed and confident while staying on task. Overall, her initiative has improved and she has become a more involved learner. Strategies used in her IEP include eliminating known information to focus on unknowns, using graphic organizers, and breaking lessons into smaller chunks.
Anna's IEP
Anna is a 6th grade student with ADD and a reading impairment. Her strengths include responding well to incentives and being respectful, while her challenges are comprehension, vocabulary, and getting distracted. The document discusses Anna's performance in both group and individual language arts and reading sessions. In group sessions, Anna is shy, skips words, and has trouble focusing due to social interactions, but in individual sessions she is more relaxed, confident, and stays on task. Overall, her initiative has improved and she has become a more involved learner. The document recommends strategies for Anna such as eliminating known information to focus on unknowns, using graphic organizers, and breaking lessons into smaller chunks.
Lesson plan(6)
This lesson plan is for a 6th grade boys class about human organs and systems. The lesson will introduce the major organs of the body, where they are located, and their main functions. Students will learn the scientific names for some organs. A variety of teaching methods and resources will be used, including a textbook, workbook, PowerPoint, worksheets, and video. Formative assessment strategies include targeted questioning, showing answers, traffic lights, thumbs up signals, and exit cards. The homework will involve further study of organs and systems.
TEAM BASED LEARNING in Medical Education .pptx
Team-based learning (TBL) is an instructional strategy that provides students opportunities to apply conceptual knowledge through individual work, teamwork, and feedback. It involves carefully formed student teams, frequent feedback, and engaging in problem-solving activities using course concepts. TBL differs from other methods through its emphasis on student accountability, application of knowledge to specific problems worked on simultaneously by teams, and development of team skills. Critical factors for successful TBL include institutional support, faculty training, student buy-in, and appropriate learning spaces.
Types of assessment updated
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including summative, formative, and diagnostic assessments. Formative assessment identifies student needs and guides ongoing instruction, while summative assessment evaluates learning at the end of a unit. The key steps in assessment are determining where students are headed learning-wise, where they are currently, and how to help them progress. Formative assessment and feedback are emphasized as having strong positive effects on student learning.
Types of assessment
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
More Related Content
What's hot
Protocols for Professional Learning Conversations
This document provides an overview of protocols for professional conversations and their benefits:
1) Protocols are structured discussion formats that can help deepen understanding of teaching and learning by providing clarity of purpose, safety, equity and opportunities for reflection.
2) Common protocols examined include the Microlab Protocol, Tuning Protocol and Consultancy Protocol. Protocols allocate time for essential conversations and scaffold collaborative analysis.
3) While protocols require practice, they can enhance professional conversations by making the purpose explicit, creating clear expectations, and encouraging participation and learning over problem-solving.
Information literary & information skills instruction
The document summarizes chapters 4, 5, 7, and 9 from a book on information literacy and skills instruction. Chapter 4 outlines a 9-step process for information literacy instruction, including defining tasks, finding and selecting resources, organizing notes, and assessing progress. Chapter 5 discusses constructivist learning theories and the librarian's role in providing structure, opportunities, and feedback to support student learning. Chapter 7 lists 5 strategies for building student information competence, such as giving freedom of expression, making students feel supported, focusing on meaningful activities, relatable lessons, and opportunities for unique demonstration of learning.
RETSD.MY.2018
Looking back and forward at our class review/profile process and refining it to better meet the needs of all students. How do we work together to focus on strengths and stretches for the class or team of students, and use these to set goals and make a plan?
Program orientation CBE
This document provides an orientation for a Canadian Business English program at York University's English Language Institute. It outlines the program objectives, including developing skills in listening, reading, note-taking, academic writing, discussions, presentations, research, and critical thinking. It aims to enhance language proficiency for success in Human Resources Management studies. A typical day involves classes, assignments, and tests. Major assignments include student-led seminars, a research paper, and a group research presentation. Minor assignments, homework, and tests are also required. Students are evaluated based on assignments, tests, class performance, and attendance. The orientation details attendance policies, expectations, and binder information.
Cameron Giving Students Feedback
The document provides guidance on giving effective oral feedback to students. It recommends 1) giving individual feedback privately to address each student's unique qualities and needs, 2) providing quick feedback during the lesson about student processes, and 3) conducting planned in-class conferences to discuss student work and thinking in more depth. It also suggests giving group feedback to summarize lessons and set purposes for learning.
Education zoo ppt
This document summarizes a presentation about improving student performance and competence in East Asia. It outlines some common problems in the region such as an over-reliance on entrance exams. The team then proposes two solutions: 1) making entrance exams more flexible and inclusive of other skills and 2) changing national curriculums to include more experiential learning opportunities beyond textbooks, such as discussions via Skype with foreign students, project-based learning competitions, and student-led teaching. The overall goal is to develop more well-rounded, globally-minded future leaders in East Asia.
Teacher as a Counselor
This document discusses the role of teachers as counselors. It defines key characteristics of good teachers such as teaching, encouraging, appreciating, complimenting, and being humble and energetic. It also discusses the 4 C's of good teaching: competence, creativity, collaboration, and caring. The document provides examples of counseling skills needed by teachers, such as communication, questioning, rapport building and active listening. It also discusses types of questions teachers can use in the classroom and common teaching mistakes to avoid. Finally, it lists characteristics of great teachers, such as respecting students, setting high expectations, and maintaining professionalism.
Goal-Setting, AAPT Facilitators Workshop
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.
Syd Uni - Assessment lecture 2021
Slides for my presentation to 2nd-year Masters of Teaching students at University of Sydney, March 2021.
Self assessment by students
This document discusses the author's experience with using rubrics for student self-assessment. The key points are:
1. The author was motivated to emphasize deep learning and empower students by having them assess their own work using rubrics.
2. Students completed a timed assignment on national income determination and then used a rubric to assess their discussion question response and justify their assessment.
3. The author found advantages like quicker teacher feedback, deeper student understanding, and students becoming more metacognitive and taking ownership of their learning. Challenges included ensuring transparency of rubrics and the time required for lesson preparation.
4. vocabulary power 1, intoduce newspaper discussion
This document outlines an agenda for an English reading class. It includes assignments for vocabulary groups to research idioms and practice presenting summaries of newspaper articles. Students are divided into groups and each member is assigned a role related to researching the meaning and use of vocabulary words. The document describes upcoming assignments where students will read a newspaper article, prepare an oral summary, develop discussion questions, and lead a discussion with their group.
Self and Peer Assessment
The document discusses strategies for promoting self and peer assessment in the classroom. It provides examples of using self and peer assessment for a dinosaur drawing activity, including marking criteria and reflection questions. The benefits of self and peer assessment are outlined, such as improving student achievement, understanding, and developing lifelong learning skills. Effective implementation requires training students over time, explaining learning objectives, and guiding reflection.
Action research presentation
This document discusses establishing challenging learning goals for students. It provides context about the school and outlines the author's process of setting learning goals in various classes, collecting data on student engagement, and what they learned. Specifically, the author learned that setting personalized yet challenging goals during the design process leads to students taking pride in their work and increased positive engagement, especially when the goals are revisited throughout the project. Timing and flexibility in goal setting is also important.
10 independent learning for class
The document discusses strategies for independent learning. It covers areas like gaining information, storing information, and expressing information. It also discusses self-awareness, self-advocacy, learning strategies, and teaching strategies. Specific strategies are provided for areas like word identification, reading comprehension, listening, note-taking, writing, problem solving, and time management. It concludes by explaining how students can use self-instruction, self-monitoring, and self-questioning to independently apply learning strategies.
get it 1 what info
This document discusses Bloom's revised taxonomy of educational objectives and provides guidance on identifying learning needs, strategies, and assessments. It explains the taxonomy's cognitive domains from remembering to creating, and suggests pairing strategies and assessments with domains. The document also touches on setting goals and knowing what information and ideas are needed for a given topic.
Four quadrants and jigsaw presentation
The document describes two reading strategies: Jigsaw and Four Quadrants. Jigsaw involves dividing a text into sections and assigning each section to a group to read and summarize. Groups then teach their section to a new group. This exposes students to all parts of the text through discussion. Four Quadrants has students fill out an organizer during and after reading to connect information to their own lives and assess understanding by asking questions. Both strategies actively engage students in the reading through discussion and application.
Anna's Individualized Education Plan
Anna is a 6th grade student with ADD and a reading impairment. Her strengths include responding well to incentives and being respectful, while her challenges are comprehension, vocabulary, and getting distracted. She is undecided on her plans after high school. In her group language arts and reading class, Anna is shy and skips words, and has trouble focusing during social interactions, but performs better individually where she is more relaxed and confident while staying on task. Overall, her initiative has improved and she has become a more involved learner. Strategies used in her IEP include eliminating known information to focus on unknowns, using graphic organizers, and breaking lessons into smaller chunks.
Anna's IEP
Anna is a 6th grade student with ADD and a reading impairment. Her strengths include responding well to incentives and being respectful, while her challenges are comprehension, vocabulary, and getting distracted. The document discusses Anna's performance in both group and individual language arts and reading sessions. In group sessions, Anna is shy, skips words, and has trouble focusing due to social interactions, but in individual sessions she is more relaxed, confident, and stays on task. Overall, her initiative has improved and she has become a more involved learner. The document recommends strategies for Anna such as eliminating known information to focus on unknowns, using graphic organizers, and breaking lessons into smaller chunks.
Lesson plan(6)
This lesson plan is for a 6th grade boys class about human organs and systems. The lesson will introduce the major organs of the body, where they are located, and their main functions. Students will learn the scientific names for some organs. A variety of teaching methods and resources will be used, including a textbook, workbook, PowerPoint, worksheets, and video. Formative assessment strategies include targeted questioning, showing answers, traffic lights, thumbs up signals, and exit cards. The homework will involve further study of organs and systems.
What's hot (19)
Information literary & information skills instruction
Information literary & information skills instruction
4. vocabulary power 1, intoduce newspaper discussion
4. vocabulary power 1, intoduce newspaper discussion
Similar to Creating self directed learners
TEAM BASED LEARNING in Medical Education .pptx
Team-based learning (TBL) is an instructional strategy that provides students opportunities to apply conceptual knowledge through individual work, teamwork, and feedback. It involves carefully formed student teams, frequent feedback, and engaging in problem-solving activities using course concepts. TBL differs from other methods through its emphasis on student accountability, application of knowledge to specific problems worked on simultaneously by teams, and development of team skills. Critical factors for successful TBL include institutional support, faculty training, student buy-in, and appropriate learning spaces.
Types of assessment updated
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including summative, formative, and diagnostic assessments. Formative assessment identifies student needs and guides ongoing instruction, while summative assessment evaluates learning at the end of a unit. The key steps in assessment are determining where students are headed learning-wise, where they are currently, and how to help them progress. Formative assessment and feedback are emphasized as having strong positive effects on student learning.
Types of assessment
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
Motivating Students To Learn
Motivating students to learn requires professors to exercise classroom leadership and to be good role models of the success of learning.
Independent Learning Inset SH pp
The document summarizes research into student and staff attitudes towards independent learning at a school. A staff survey found that teachers want to reflect on their views of independent learning and share best practices. Students see independent learning as doing tasks assigned by teachers outside class, rather than taking responsibility for their own learning. While teachers aim to develop self-reliant students, they recognize they may instead cultivate passive dependence. The research suggests teachers must support differentiated independent learning and help students see themselves as responsible for their own success through learning beyond class topics.
Learning style workshop
Meeting student needs: accommodating learning style preferences in your training by Suzanne Griffiths and Clare Humphries, University of Cranfield.
Problem based learning
Problem based learning (or PBL) is a student-centered pedagogical theory of classroom learning where small group of students study (and discuss) complex problems, and work together to formulate suitable solutions to cases.
Coaching as part of teacher evaluation process v2.0
This document outlines Dr. Richard Voltz's protocol for teacher supervision and evaluation using the Danielson Model. The objectives are to collect and analyze data related to teaching domains, and use coaching strategies to improve instruction. The protocol involves 6 steps: 1) focusing observations on relevant domains; 2) gaining teacher buy-in; 3) changing the evaluation focus to student learning; 4) increasing observations; 5) emphasizing reflection; and 6) knowing when to take on coaching, mentoring, or directive roles. Key aspects include involving teachers, focusing on improvement not ratings, observing students more than teachers, and using reflective conversations after observations to set goals. The goal is to improve teaching through meaningful evaluation processes.
Problem based learning
This document provides an overview of problem-based learning (PBL). It defines PBL as a student-centered learning strategy where students collaboratively solve problems, reflecting on their experiences. The key components of PBL include presenting real-world problems in small discussion groups, with students engaging in self-directed learning to understand and resolve the problem. PBL aims to develop students' problem-solving skills, self-directed learning, collaboration skills, and motivation to learn. The document outlines the PBL cycle and roles of students and tutors in PBL. It discusses advantages such as improved critical thinking and application of knowledge, as well as disadvantages like high costs and difficulty evaluating outcomes.
Questions to promote self directed learning
This document discusses questions to promote self-directed learning. It begins with an introduction on self-directed learners and questioning techniques. It then provides examples of basic and rewritten questions about course content and the use of questioning to support learning. The document also discusses challenges in questioning, connecting questioning to problem-based learning, and how sound questioning techniques can stimulate independent learning. It concludes by explaining how the assignment promotes self-directed learning in students.
Questions to promote self directed learning
This document discusses questions to promote self-directed learning. It begins with an introduction on self-directed learners and questioning techniques. It then provides examples of basic and rewritten questions about course content and the use of questioning to support learning. The document also discusses challenges in questioning, connecting questioning to problem-based learning, and how sound questioning techniques can stimulate independent learning. It concludes by explaining how the assignment promotes self-directed learning in students.
Perceptum Education Workshop Istanbul
Improving Teachers’ Learning and Classroom Practices Workshop
Who is David PEDDER?
Professor David Pedder is Professor of Education and Director of Research at the University of Leicester, School of Education. Between 2000 and 2010 he was a Research Associate, Senior Research Associate, Lecturer and later Senior Lecturer at the University of Cambridge Faculty of Education. His teaching and research interests are concerned with understanding processes, practices, perspectives and conditions that support improvement in the quality of teaching and learning in classrooms, schools and networks.
About the workshop
Understanding the effectiveness of teachers’ professional development hasbeen an important focus for researchers and policy-makers because of its potential for contributing to improvements in school development and the quality of teachers’ support for enhancing students’ learning experiences. The focus and purpose of this exclusive workshop was to critically consider different professional learning approaches to improve the quality of teachers’ and students’ learning in the classroom. We explored and analysed the patterns of professional learning orientation among teachers in the schools of England and compared different practical strategies for increasing the effectiveness of professional learning for improving the quality of student’s classroom learning.
LearningForwardJuly2013r
This document provides information about the professional learning communities (PLCs) at Franklin Elementary School. It discusses how the PLCs were started with support from the district and board of education. It also provides demographic information about the school. The document outlines how teachers have demonstrated commitment to PLCs by meeting regularly and collaborating. It describes the different types of PLCs, including grade-level and cross-grade-level teams. Benefits are discussed such as collaborating with colleagues, analyzing student work, and sharing best practices. Data is presented showing improved student performance on standardized tests over time that PLC proponents attribute to their work.
LSP102 Lesson Planning in Lesson Study
This document provides an overview of lesson study, a form of professional development where teachers collaboratively research, plan, teach, observe and discuss lessons. It includes:
- Information on stages of lesson study such as identifying a professional learning goal, planning lessons, conducting research lessons and post-lesson discussions.
- Examples of how lesson study is conducted around the world and adapted in different contexts such as pre-service teacher training.
- Details on tools used in lesson study such as maintaining lesson study data and documentation of meetings, lesson plans, observations and student work related to identified professional learning goals.
Resource review presentation draft version very good.compressed
This resource provides strategies for teacher professional development through self-directed and collaborative learning. It describes individual activities like self-monitoring lessons through video recording and reflective journaling. Collaborative activities include workshops, peer observation, coaching and action research. The resource demonstrates how teachers can use self-monitoring to reflect on and improve their instructional practices. While comprehensive, it lacks discussion of language teacher education theory. Used supplementary to coursework, this guide offers practical strategies to support teachers' ongoing learning and development.
Af l (rp5)
The document discusses reflective practice in assessment for learning in inclusive classrooms, outlining learning objectives around consolidating understanding of assessment for learning and effective feedback techniques. It provides information on using assessment for learning to promote pupil progress, examples of formative and summative assessment, and strategies for effective feedback that helps pupils understand goals and improve.
Outside class learning
This presentation explores outside class learning (OCL) among university students. It aims to understand the nature and effectiveness of OCL, as well as challenges students face. Research questions ask about challenges of OCL and its impact on academic study. OCL is defined as learning relating to academics that occurs outside formal classes. It benefits learners by making subjects more vivid and interesting, and enhancing understanding. For students surveyed, OCL involves group learning, libraries, computers, and discussing with friends. While helpful for exams, some learn outside class due to personal preference. Students face challenges like a lack of structure and motivation from the informal environment. Overall, OCL allows students to learn in diverse settings and develop skills applicable to their education.
Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)
This document provides an overview of problem-based learning (PBL). It discusses that PBL is an active learning approach where students work in small groups to solve real-world problems. It contrasts PBL with the traditional lecture approach. The roles of tutors, students, chairs, and secretaries in the PBL process are described. Steps in the PBL process like understanding the problem, learning new information, and applying the solution are outlined. Evaluation of the PBL process is also discussed.
Discussion method
This document discusses different methods for conducting classroom discussions. It defines discussion as an activity where people talk together to share information, ideas, or problems. Effective discussions require active participation from students. The document outlines various types of classroom discussions, such as small groups, think-pair-share, and jigsaw. It provides guidance on planning, organizing, and assessing discussions. Key aspects include establishing clear purposes and rules, facilitating critical thinking through questioning, and ensuring all students can contribute.
Professional Development & Accountability in Nursing
Professional development and accountability are important for teachers. It involves enhancing teachers' knowledge, skills, and practices to improve student learning. Good professional development is long-term, focused on content and skills, collaborative, and transformative by giving teachers new ideas to change their classroom practices. It is important to evaluate professional development for accountability to funders and to ensure knowledge gains are applied and improve student outcomes over time.
Similar to Creating self directed learners (20)
Coaching as part of teacher evaluation process v2.0
Coaching as part of teacher evaluation process v2.0
Resource review presentation draft version very good.compressed
Resource review presentation draft version very good.compressed
Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)
Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)
Professional Development & Accountability in Nursing
Professional Development & Accountability in Nursing
Recently uploaded
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcDigital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdChapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Recently uploaded (20)
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Creating self directed learners
- 1. Creating Self-Directed Learners BradleyA. Gangnon Takoda Institute of Higher Learning a Division ofAmerican IndianOIC Professional Development Session 6/6/2014
- 2. Session Overview • Determine Background Knowledge • Key Concepts • How ItWorks • Questions and Answers
- 3. Background Knowledge •Teacher-Directed Learning & Instructor Role •Student-Directed Learning & Instructor Role
- 4. 4Types of Learners & Instructors (Grow, 1991) 1)Dependent Learner 2)Interested Learner 3)Involved Learner 4)Self-Directed Learner 1)Authority Expert 2)Salesperson, Motivator 3)Facilitator 4)Self-Directed Learner
- 5. Authority with Dependent Learners
- 6. Dependent Learner-Authority • Lecture • Drill • Immediate Correction • Tell what is important • Repeat to memorize • Objective responses
- 8. Interested Learner-Motivator • Lecture-Discussion • Basic Applications • Praise • Good Questions flow into lecture • Students connect to past experience • Instructor applauds the learner
- 10. Involved Learner-Facilitator • Facilitated Discussion • Team Work-real problems • Critical thinking (thinking like …) • Student Problems/Interests Lead Discussion • Instructor generalizes and connects • Practical problem-solving
- 12. Self-Directed Learner-Consultant • Student-lead discussions • Discovery learning • Student as professional •Seeking peer and instructor ideas •Seeking answers to individually-driven questions •Instructor as consultant
- 13. How ItWorks! • Principles of Public Relations • Dependent Learner becomes Interested Learner • Mass Communication • Interested Learner becomes Involved Learner • Event Planning/Marketing II • Involved Learner becomes Self-Directed Learner