Topic: Reporting to Stakeholders
Student Name: Siraj ul-Haque
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Purpose, Principle, Scope of Test and Evaluation
Student Name: Sawera Khan
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
Topic: Reporting to Stakeholders
Student Name: Siraj ul-Haque
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Purpose, Principle, Scope of Test and Evaluation
Student Name: Sawera Khan
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
Chapter 3Philosophy of NursingPhilosophy• Inve.docxketurahhazelhurst
Chapter 3
Philosophy of Nursing
Philosophy
• Investigation of the nature, causes, or
principles of reality, knowledge, or values,
based on logical reasoning
• A system of thought based on such inquiry
• Critical analysis of fundamental assumptions
or beliefs
• A set of ideas or beliefs relating to a particular
field or activity; an underlying theory
Perspectives of Truth
• Classical
philosophers
• Theocratics
• Empiricists
• Rationalists
• Idealists
• Positivists
• Early existentialists
• Pragmatists
• Relativists
• Phenomenologists
• Existentialists
• Poststructuralists/
postmodernists
Continuum of Realism and Idealism
Realism
• The world is static
• Seeing is believing
• The social world is a
given
• Reality is physical and
independent
• Logical thinking is
superior
Idealism
• The world is evolving
• There is more than
meets the eye
• The social world is
created
• Reality is a conception
perceived in the mind
• Thinking is dynamic and
constructive
Beliefs
• Three categories of
beliefs:
– Existential beliefs
– Evaluative beliefs
– Prescriptive/proscri
ptive beliefs
• What are your beliefs
about the major
concepts in nursing?
– Person
– Environment
– Health
– Nursing
Assertions Related to Values
• Each person has a few
• All humans possess the same values
• People organize values into systems
• Values are developed in response to culture,
society, and personality
• Behaviors are manifestations or consequences
of values
Values
• Process of valuing involves 3 steps:
– Choosing values
– Prizing values
– Acting on values
Acquiring Values
• Must be chosen freely
• Must be selected from a list of alternatives
• Must have thoughtful consideration of each of
the outcomes of the alternatives
• Must be prized and cherished
• Must involve a willingness to make values
known to others
• Must precipitate action
• Must be integrated into lifestyle
Values Clarification
• Helps us to understand who we are
• Helps us to understand what is important to us
• Helps us to be more open to accepting others’
choice of values
Guide for Developing a Personal
Philosophy of Nursing (1 of 3)
• Introduction
– Who are you?
– Where do you practice nursing?
• Define nursing
– What is nursing?
– Why does nursing exist?
– Why do you practice nursing?
Guide for Developing a Personal
Philosophy of Nursing (2 of 3)
• What are your assumptions or underlying
beliefs about nurses, patients, other
healthcare providers, and communities?
• Define the major domains of nursing:
– Person
– Health
– Environment
Guide for Developing a Personal
Philosophy of Nursing (3 of 3)
• How are the domains connected?
• What is your vision of nursing for the
future?
• What are the challenges that you will face
as a nurse?
• What are your goals for professional
development?
2
RUNNING Header: Training Design Proposal
Training Design ...
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.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
Modern Trends in Evaluation
Unit 5
Syllabus of Unit 5-
5.2.1- Continuous Comprehensive Evaluation
5.2.2 -Modern Trends in Evaluation
5.2.3 -Constructivist Assessment
5.2.4 -Examination Reforms and Question Bank
5.2.5 -Areas of Research in Evaluation
Continuous Comprehensive Evaluation-
Continuous Comprehensive Evaluation (CCE) is an educational assessment strategy that goes beyond traditional examination-oriented assessments.
It aims to evaluate a student's performance in a holistic manner, considering various aspects of their learning and development throughout the academic year.
CCE has been introduced to shift the focus from rote learning and exam scores to a more comprehensive understanding of a student's capabilities.
It is a shift towards a more student-centric and holistic approach to education.
CCE implemented effectively, can contribute to a more comprehensive understanding of a student's abilities and encourage a broader range of skills and competencies beyond academic achievements.
CCE Meaning-
CCE is a process of evaluating the child’s development in all the school-related activities.
This proposal was directed under the Right to Education Act in 2009 by the Central Board of Secondary Education of India and the state governments in India.
Using CCE, teachers can diagnose learners' deficiencies using a variety of assessment activities.
After completing the assessment activities, learners are given valuable feedback.
The teacher guides and supports them to identify the problems.
Aim Of Continuous And Comprehensive Evaluation (CCE)-
Evaluate and guide the students in all aspects of education
Improve learning outcomes by focusing on skills and cognitive abilities of students
Encourage regular assessment and constructive criticism
Reduce stress and pressure on students
Enable the instructors with prolific teaching
Functions Of Continuous And Comprehensive Evaluation (CCE)-
Helps in the development of new and effective teaching strategies
Aids regular assessment to understand student’s progress
Helps to understand the weaknesses and strengths of students
Enables the teacher to understand problems faced by students and make changes in teaching techniques
Encourages self-assessment among the students
Helps students to develop good habits, work on their weaknesses and correct the errors
It gives an idea about the change in student’s attitudes and values
It gives reports about student’s progress over a period of time
Reduced Exam Stress
Encourages Participation
Identifies Learning Gaps
Challenges in Implementing CCE and Role of Teacher-
Challenges:
Implementation Issues: CCE may face challenges in terms of effective implementation and standardization across different educational institutions.
Assessment Load: Managing continuous assessments can be demanding for both teachers and students.
Teacher's Role:
Facilitator of Learning: Teachers play a crucial role in creating an environment that promotes learning and development.
Regular F
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2. What do we need?
A critical thinker needs
Observation; curiosity; objectivity; analytical skills; …???
A Reflective Practitioner needs
Introspection; self analysis; unbiased approach …???
3. Some useful tools and techniques
To promote critical thinking and reflective practice
here are some useful tools and techniques
Mind Mapping
Portfolio Development
Assessment Schedules
Mentoring and Peer Support
4. Mind mapping
Mind Map is a powerful graphic technique which
provides a universal key to unlock the potential of
the brain.
It harnesses the full range of cortical skills – word,
image, number, logic, rhythm, colour and spatial
awareness – in a single, uniquely powerful manner.
Originated in the late 1960s by Tony Buzan, “Mind
Mapping is a graphical technique for visualizing
connections between several ideas or pieces of
information.”
5. How to make mind maps?
Mind Mapping is the easiest way to put information
into your brain and to take information out of your
brain - it's a creative and effective means of note-
taking that literally 'maps out' your thoughts. And it
is so simple.
According to Michael Michalko, a Mind Map:
activates your whole brain
clears your mind of mental clutter
allows you to focus on the subject
6. e.g. Which factors affect student behavior?
Home Environment Classroom Environment
Personality traits Teaching
Student
Behavior
7. What are the sources of each factor?
• Teacher
qualification
• Brought up
• Size of class
and physical
• Socio-
econo
mic
Home Classroom
teaching
personality
9. Principles of Mind Mapping
The brain works in different ways. Different people
think in different ways.
There are certain “programs” loaded in your
consciousness. These programs are your “natural
thinking software”. You get them included with your
mind when you enter this world.
The brain works according to certain basic
principles, and you can use mind maps to take
advantage of them to improve your creativity and
memory.
10. Techniques to use
Brain Storming: The map itself is quite similar to what
is going on in your head. It’s all one big mish-mash of
information and nothing seems to be structured.
The Flow: This is a somewhat different type of mind
map, extremely useful when you need to see the
continuity in a system, the step-by-step plan. It’s easy to
get an overview of the chain of events that you have to
follow, the so called step by-step plan, when you use a
mind map.
The Big Picture: This is a very interesting and effective
mind mapping technique, which also happens to be my
personal favorite. Actually, this technique is very
personal. The Big Picture is all about – to be able to
combine all the techniques for best effect.
11. Portfolio Development
The portfolio is intended to encourage the individuals to
become actively involved in monitoring and reflecting on their
own development
The contents of the portfolio reflect both academic and field
experiences that demonstrate the person’s application of
knowledge and skills.
The portfolio allows you to demonstrate mastery of the
competencies of the program.
It provides a more complete picture of the interests, abilities
and accomplishments in tangible evidences.
It encourages the one’s organizational skills, self-assessment
of growth, and awareness of continuing educational needs.
It is expected that practitioners will continue to develop their
portfolios and as they reflect on their profession and their
learning.
12. The Working Portfolio
The working portfolio is a purposeful collection of
student work in progress.
The collection is assembled based on clear objectives and
guidelines given by the teacher.
All portfolios begin as working collections, since it is
from these collections that final selections are made for
presentation.
The advantage of the working collection is that it allows
students to take a second look at what they do, and to
think about how they could improve future work.
It is a departure from the traditional practice where a
first draft of an assignment was considered as a final
product.
13. The Development Portfolio
The developmental portfolio represents a completed selection
of student work.
It contains work that shows the student’s progress towards
mastery of set objectives for a topic, theme, or course of work,
and provides evidence of his/her achievement over a period of
time.
This type of portfolio enhances learning through the process
of reviewing, revising, and evaluating the final product.
Diagnosis may be one use for these portfolios since the
feedback obtained at intervals can shape further instruction
and learning for the student.
This type of portfolio clearly demonstrates the integration
among instruction, learning, and assessment.
14. The Showcase Portfolio
The showcase portfolio shows the student’s best
work and is used to support and document
accomplishment in a course/subject area or any
learning activity.
This requires the student to be able to make a
selection from a range of work (working portfolio)
using specific criteria.
These criteria may be determined by an external
examining body, by the teacher, or may be developed
by the student in collaboration with the teacher.
15. Stages of Portfolio Development
Goal Identification Identifying a vision that will guide the portfolio development.
Collecting Gathering artifacts that demonstrate the student's professional development. Some of these
artifacts will ultimately become the portfolio entries.
Selecting Reflecting and identifying artifacts that are most relevant and meaningful to the student's
purpose, beliefs and philosophy. These become the portfolio entries.
Categorizing Identifying the developing themes of the portfolio.
Connecting Making a linkage between the items selected and the goal of the portfolio. This is the thinking -
through stage that formulates the reflections.
Reflecting Making each entry relevant and meaningful by writing about why the entry is included in the
portfolio. This reflection ties the individual entry to the overall portfolio document
Sharing Presenting and discussing the portfolio to program faculty
16. ASSESSMENT SCHEDULES
Assessment remains a major concern in developing
programs to enhance students’ critical thinking
skills.
Until a concept can be defined and assessed,
adequate models for teaching are difficult to develop.
Despite the lack of a comprehensive theory of critical
thinking, varied efforts have been made to develop
assessment tools.
Assessment schedules for periodic review and
reflection can be useful way for improvement
17.
18. 1.Commercially available standardized tests
Instead of using teachers made test a better approach is
considered to be the application of standardized tests
These instruments have been carefully developed and
tested for reliability and validity, and all have been
widely used as measures for testing people’s ability to
think critically.
These standardized, commercially available essay test of
general ability provide several advantages over multiple
choice tests or instructor-developed essay tests, including
student-generated responses, carefully established
validity and reliability, and recognition.
19. Researcher or instructor designed assessments
Researchers have provided examples and criteria for
instructors interested in developing assessment techniques
for such purposes as testing domain-specific critical thinking,
testing for transfer, evaluating a critical thinking program,
formative evaluations, or determining grades.
While teacher made tests can and should be used within the
classroom to assess critical thinking, their use in educational
research projects examining the effectiveness of various
methods or models to teach for critical thinking has important
limitations.
Instruments designed for a specific experimental method or
model for critical thinking may best capture its strengths, but
the resulting variety of instruments and assessment
techniques has led to difficulties comparing the results of
educational studies.
20. Teaching students to assess their own thinking
Perhaps the most appropriate way to assess students’ critical
thinking abilities is to teach them to assess their own thinking.
Paul has written extensively on teaching students to assess
their own work, and he has argued that to the extent that
students need feedback from instructors, they have not
achieved a high level of critical thinking (Foundation for
Critical Thinking, 1996).
Angelo and Cross (1993) have also emphasized the
importance of student self-assessment techniques.
While highly appropriated for classroom use, however, it
requires a deep understanding of critical thinking and a
tremendous commitment from both the instructor and the
students.
Further, this method of assessment, for many obvious
reasons, does not meet the requirements of rigorous
educational research.
21. METNORING AND PEER SUPPORT
Last but not the least, mentoring is much useful in
developing critical thinking and reflective practices
Mentoring is a relationship between two individuals
based on a mutual desire for development towards
career goals and objectives.
In a mentoring relationship, the two individuals are
referred to as the “mentor” and the “mentee” (the
individual being mentored).
Mentoring provides development opportunities for both
partners.
In mentoring, there is no reporting relationship between
the mentor and the mentee (i.e., a manager would not
mentor a direct report).
22. Benefits of Mentoring
A mentoring relationship can provide a mentee with:
greater clarity on life and career choices and their own career goals
new insight on the organizational culture different perspectives and
values
the opportunity to develop new networks of contacts
access to new resources
greater career satisfaction and increased likelihood of career
success development in areas not typically address through training
or on the job
Through the mentoring process mentors have the opportunity to
enhance their leadership skills and expand their perspectives by:
seeing the business world through different eyes being challenged
on perceived wisdom
increasing their awareness of issues at other levels of the
organization
meeting new members of the organization
23. Types of Mentoring
Formal
Structured programs frequently match
mentors and trainee focused on
specific goals
Provides accountability based on
formal contracts between mentor and
trainee
Natural
Initiated by mentor – one person
reaching out to another
Implicit – usually people with much in
common
Peer
Individuals in similar positions (e. g.,
have small children) providing
support, empathy, and advice
Individuals in similar stage of career
mentoring on options and career goals
Situational
Mentoring for a specific purpose/skill
Generally short-term
Common at all stages of the career
Supervisory
Not all supervisors are comfortable
also being a mentor
Possibility of conflict of interest
Trainee initiated
Begins with an interaction with a
chosen mentor – it may develop into a
mentoring relationship: build bridges
24. Phases of Mentoring
Building Rapport- Sharing
perspectives
Scaffolding for professional growth
and providing consultation
Resolving and removing support
for independent growth
25. There are many other tools and techniques that you
can easily find online.
You can design and devise your own methods.
Keep exploring!!!