Employee Reflection Form
•
1 like•656 views
The document is an employee reflection form that asks employees questions about their preferred learning styles and needs. It aims to help develop the most effective training methods for individual employees. The questions cover topics such as whether employees are auditory, visual, or kinesthetic learners; if they prefer individual or group learning; what motivates them to learn; potential challenges to learning; preferred instruction and testing methods; how to reinforce new knowledge; and frequency of refresher lessons. The goal is to gather employee input to tailor training approaches to different learning preferences and needs.
Report
Share
Report
Share
Download to read offline
Recommended
Angela peterson mastery learning final project
Mastery learning is an instructional strategy that aims for all students to achieve lesson objectives with appropriate instruction and time. It combines tutoring and individualized instruction in a group format. The concept was introduced by John Carroll and fully developed by Benjamin Bloom, who found that nearly all students are capable of learning the same material to the same level of difficulty given sufficient time and quality instruction. Mastery learning involves formative assessments, individualized instruction, and ensuring students master basic material before moving to new topics through a cycle of review, instruction, practice, and feedback.
Adult Learning Theory
1. The document discusses adult learning theory and how it differs from pedagogy. It outlines four key principles of adult learning: adults need to know why they are learning, they learn best through experience, they approach learning as problem-solving, and learning is most effective when it is immediately relevant.
2. The four principles are then exemplified through scenarios relating to motivational, experiential, problem-based, and immediately useful learning. Strategies are suggested for applying the principles in practice, such as setting clear objectives, posing problems to induce learning, and providing real-life examples and feedback.
Adult learning
This document provides an overview of learning theories and models related to adult learning. It discusses several key concepts:
- Constructivism theory holds that individuals construct new knowledge from their experiences through processes of accommodation and assimilation. Learning is an active process.
- Background, culture, motivation, and responsibility of the learner impact how adults learn. Adult learners need direct, concrete experiences and relevance to their work and lives.
- Models like Kolb's learning styles and Felder-Silverman learning styles break down learning preferences into dichotomies like active/reflective, sensing/intuitive, visual/verbal, and sequential/global. These provide guidance on teaching methods that align with different learner preferences.
Ventilatory management in obstructive airway diseases
Presentation on ventilatory management in COPD & Asthma
Updated information till 26/5/16
For powerpoint format, contact dr.vitrag@gmail.com
http://www.medicalgeek.com/presentation/36441-ventilatory-management-obstructive-airway-diseases-presentation.html
Pelatihan KNOWLEDGE MANAGEMENT, bagi para Karyawan PT. Indosat, Tbk
Pelatihan Knowledge Management ini bertujuan untuk meningkatkan keunggulan bersaing perusahaan dengan mengelola pengetahuan. Pelatihan ini akan mengajarkan cara meningkatkan nilai perusahaan dengan mengelola aset tak berwujud seperti modal intelektual dan menumbuhkan budaya berbagi pengetahuan. Pelatihan ini diselenggarakan untuk karyawan PT Indosat Tbk selama 2 hari di Hotel Grand Sovia Bandung.
objective structured clinical examination
This topic focuses on objective structured clinical examination.Brief idea may clarify all the doubts about the topic.
Difference between Problem Based Learning PBL and Case Based Learning CBL
This document compares Problem Based Learning (PBL) and Case Based Learning (CBL). PBL uses open inquiry with no pre-reading, while CBL provides pre-reading material and has the facilitator take a more active role. A study was conducted shifting two medical schools from PBL to CBL over 2-3 years. Students and faculty largely preferred CBL as it kept learning relevant and enhanced clinical skills with less busy work, though some faculty felt PBL better enhanced problem solving and self-directed learning.
Principle of adult learning
The document outlines principles of adult learning, including characteristics of adult learners and assumptions about how adults learn best. It describes key principles such as motivation, primacy, feedback, active learning, and exercise. Adults learn best when material is relevant, learning is interactive and involves multiple senses, and concepts are practiced and repeated. The document cautions against treating adults like children and notes adults learn best when their experience is valued and the environment is informal.
Recommended
Angela peterson mastery learning final project
Mastery learning is an instructional strategy that aims for all students to achieve lesson objectives with appropriate instruction and time. It combines tutoring and individualized instruction in a group format. The concept was introduced by John Carroll and fully developed by Benjamin Bloom, who found that nearly all students are capable of learning the same material to the same level of difficulty given sufficient time and quality instruction. Mastery learning involves formative assessments, individualized instruction, and ensuring students master basic material before moving to new topics through a cycle of review, instruction, practice, and feedback.
Adult Learning Theory
1. The document discusses adult learning theory and how it differs from pedagogy. It outlines four key principles of adult learning: adults need to know why they are learning, they learn best through experience, they approach learning as problem-solving, and learning is most effective when it is immediately relevant.
2. The four principles are then exemplified through scenarios relating to motivational, experiential, problem-based, and immediately useful learning. Strategies are suggested for applying the principles in practice, such as setting clear objectives, posing problems to induce learning, and providing real-life examples and feedback.
Adult learning
This document provides an overview of learning theories and models related to adult learning. It discusses several key concepts:
- Constructivism theory holds that individuals construct new knowledge from their experiences through processes of accommodation and assimilation. Learning is an active process.
- Background, culture, motivation, and responsibility of the learner impact how adults learn. Adult learners need direct, concrete experiences and relevance to their work and lives.
- Models like Kolb's learning styles and Felder-Silverman learning styles break down learning preferences into dichotomies like active/reflective, sensing/intuitive, visual/verbal, and sequential/global. These provide guidance on teaching methods that align with different learner preferences.
Ventilatory management in obstructive airway diseases
Presentation on ventilatory management in COPD & Asthma
Updated information till 26/5/16
For powerpoint format, contact dr.vitrag@gmail.com
http://www.medicalgeek.com/presentation/36441-ventilatory-management-obstructive-airway-diseases-presentation.html
Pelatihan KNOWLEDGE MANAGEMENT, bagi para Karyawan PT. Indosat, Tbk
Pelatihan Knowledge Management ini bertujuan untuk meningkatkan keunggulan bersaing perusahaan dengan mengelola pengetahuan. Pelatihan ini akan mengajarkan cara meningkatkan nilai perusahaan dengan mengelola aset tak berwujud seperti modal intelektual dan menumbuhkan budaya berbagi pengetahuan. Pelatihan ini diselenggarakan untuk karyawan PT Indosat Tbk selama 2 hari di Hotel Grand Sovia Bandung.
objective structured clinical examination
This topic focuses on objective structured clinical examination.Brief idea may clarify all the doubts about the topic.
Difference between Problem Based Learning PBL and Case Based Learning CBL
This document compares Problem Based Learning (PBL) and Case Based Learning (CBL). PBL uses open inquiry with no pre-reading, while CBL provides pre-reading material and has the facilitator take a more active role. A study was conducted shifting two medical schools from PBL to CBL over 2-3 years. Students and faculty largely preferred CBL as it kept learning relevant and enhanced clinical skills with less busy work, though some faculty felt PBL better enhanced problem solving and self-directed learning.
Principle of adult learning
The document outlines principles of adult learning, including characteristics of adult learners and assumptions about how adults learn best. It describes key principles such as motivation, primacy, feedback, active learning, and exercise. Adults learn best when material is relevant, learning is interactive and involves multiple senses, and concepts are practiced and repeated. The document cautions against treating adults like children and notes adults learn best when their experience is valued and the environment is informal.
B.ed. CET
The document discusses teacher aptitude and effective teaching methods. It provides multiple choice questions and answers related to teaching. Some key points covered are:
- Teaching aptitude involves the natural ability to teach and understand student-teacher relationships.
- The most effective form of evaluation is continuous evaluation that assesses students throughout the course.
- Factors like the educational system, prior student experience, and instructional variety impact teaching effectiveness.
- Active learning methods like discussions, projects and group work optimize student participation and learning outcomes.
Reflective Teaching Terms Betting On Horses
Exposure to the outside world involves giving students opportunities to connect their language learning experiences to the real world outside the classroom through activities like field trips, exchanges, and community projects. Firsthand learning means experiencing something directly oneself rather than indirectly, allowing students to directly learn about topics they study. Guided Language Acquisition Design (GLAD) is an instructional approach that provides authentic opportunities for students to use academic language across all content areas through an emphasis on science, social studies, and literature.
Principles and strategies_of_teaching-prof. ed.-let
This document provides a review for a licensure examination for teachers, focusing on principles and strategies of teaching. It contains multiple choice questions testing concepts like teaching methods, Bloom's taxonomy, data presentation techniques, the importance of various teaching methods, and characteristics of effective lesson planning and classroom management. Key ideas assessed include identifying appropriate teaching methods, objectives at different levels of Bloom's taxonomy, effective ways to present analyzed data, and attributes of well-managed classrooms and lessons that engage students in accomplishing goals.
Principles and strategies of teaching part 2
This document contains a 25-item LET reviewer on principles and strategies of teaching. The items cover topics like lesson planning, classroom management, effective instruction, questioning techniques, developing higher-order thinking skills, and establishing routines. The reviewer provides multiple choice options for each item and lists the answers at the end.
Professional development
This document provides an overview of topics and activities to be covered in a professional development workshop. It discusses defining professional development and the benefits it provides. A variety of professional development types are presented along with examples of reflective questions teachers can ask themselves to evaluate lessons and improve instruction. Specific techniques for gathering student feedback are demonstrated, including developing survey questions, collecting and analyzing responses, and using the results to guide goals for improvement. Potential issues that may arise and strategies for overcoming challenges are also addressed.
Why do we teach?
This document discusses reasons for teaching and strategies for effective teaching. It provides 10 reasons for teaching, including to enthuse students, give them needed information, cover the syllabus, and help them learn. It suggests methods like putting yourself in students' shoes, mixing information with other materials, getting students to reflect and revise, and stopping class for discussions. The document also covers instructional design, the zone of proximal development, scaffolding, and results of a short pop quiz on teaching techniques.
Professional education set a
This document contains a practice exam for the Licensure Examination for Teachers (LET) in the Philippines. It includes 35 multiple choice questions covering topics like classroom management, learning theories, teaching strategies, assessment, and the history of education in the Philippines. The exam addresses both professional knowledge and skills needed for teaching.
LET Sample Exam Professional education set a
This document contains a practice test for the Licensure Examination for Teachers (LET) in the Philippines. It includes 35 multiple choice questions covering topics like classroom management, learning theories, teaching strategies, assessment, and the history of education in the Philippines. The test questions range from identifying a teacher's role or students' needs to analyzing a teaching scenario and selecting the best instructional approach.
Meeting 4 2 2013 copie 2 british council
This document appears to be a presentation given by Mr. Aziz Hamoud Ladjadj, a teacher of 14 years at Nekkag Saad Middle School. The presentation covers various topics related to assessment, including the differences between formative and summative assessment, examples of different assessment strategies, and having participants analyze and classify examples of assessments. Videos and group activities are included to encourage participation and learning.
Let reviewer 2017. updated
This document contains a 25-question licensure examination review for principles and strategies in teaching. It covers topics like teaching methods, Bloom's taxonomy, data presentation techniques, the importance of problem solving in math, keeping students informed, selecting instructional materials, and parts of a lesson. It also has a 17-question second part on learning theories including behaviorism, cognitivism, and principles of learning like readiness, observation, imitation, and transfer.
Rj Prashant's PPTs on phases of teaching
these ppts are giving youh the basic idea of Phases of teaching with practice questions.
all the rights are reserved to "Rj Prashant"
MCQ- Teacher Aptitude Test for Mock Practice Dr. Priti Sonar
This document contains a practice test for a teacher aptitude exam with 12 multiple choice questions. Each question is followed by the correct answer. The questions cover topics like the justification of teaching aids, characteristics of a successful teacher, methods of student evaluation, factors that influence character development, levels of teaching and learning, requirements for good communication, bases for institutional planning, ideal teacher behavior, responsibilities of school management, reasons for student absence, important roles of parents and teachers, and self-knowledge.
Kids in the driver's seat
Using Continuous Improvement tools, such as mission statements, plus/deltas, and the Plan, Do, Study, Act cycle, you can engage and empower students to "get in the driver's seat" and take charge of their own learning. This presentation equips you with tools that will help improve learning results and student accountability, as well as nurture a learning environment that thrives on continuous improvement.
Lesson planning
The document provides a template for creating a lesson plan that includes sections for objectives, materials, learning activities, cues, assessments, and reflections. It emphasizes the importance of planning to ensure lessons are well-organized, aligned with standards, and help students actively learn. Sample objectives, learning activities, and assessments are included to demonstrate how to structure each section of the lesson plan.
PROFESSIONAL EDUCATION 7.pptx
This document contains 25 multiple choice questions about assessment in education. The questions cover topics like the differences between measurement and evaluation, types of assessments like formative vs summative, using rubrics, developing portfolios, and identifying errors in using rubrics. Sample assessment scenarios and tasks are described in some of the questions to determine the best assessment approach.
Tips practice exercises [repaired]
This document provides an outline for a review lecture on techniques for answering multiple choice questions for a licensure examination. The lecture includes a pre-test to assess current understanding, a lesson on strategies for answering multiple choice questions smarter, a post-test, additional exam passing tips, and practice exercises. The strategies focus on how to identify the correct answer by eliminating incorrect alternatives.
How To Do A Flip
This document discusses using a flipped classroom model to teach medical coding using ICD-10. It describes a flipped classroom as students watching lectures outside of class and doing activities in class. The author created audiovisual lectures for students in a health information technology program to review outside of class. In class, students would do coding activities and collaborate. The document outlines the advantages of a flipped model like increased coding proficiency but also challenges like student access to technology. It provides details on how the author set up the flipped unit in an online learning system, including learning modules, assessments, and student feedback. Based on the feedback, most students felt they learned as much or more in the flipped format and would take another flipped unit, though some found
Let review-psu-copy
This document contains an examination for field study students consisting of multiple choice questions about teaching methods, lesson planning, and classroom management. The questions cover topics like mastery learning, effective teaching, writing lesson objectives, instructional materials, classroom discipline techniques, approaches to lesson planning, reading development stages, and considering multiple intelligences in planning.
Cha lp-learning-to-do-new
- The document provides a detailed lesson plan about learning to do, which involves acquiring competence and skills.
- It discusses factors of personal competence like certified skills from training, personal dynamism, problem-solving, decision-making, innovation, and team skills.
- The lesson plan involves student activities like group discussions, presentations, and an evaluation to assess their understanding of learning to do.
More Related Content
Similar to Employee Reflection Form
B.ed. CET
The document discusses teacher aptitude and effective teaching methods. It provides multiple choice questions and answers related to teaching. Some key points covered are:
- Teaching aptitude involves the natural ability to teach and understand student-teacher relationships.
- The most effective form of evaluation is continuous evaluation that assesses students throughout the course.
- Factors like the educational system, prior student experience, and instructional variety impact teaching effectiveness.
- Active learning methods like discussions, projects and group work optimize student participation and learning outcomes.
Reflective Teaching Terms Betting On Horses
Exposure to the outside world involves giving students opportunities to connect their language learning experiences to the real world outside the classroom through activities like field trips, exchanges, and community projects. Firsthand learning means experiencing something directly oneself rather than indirectly, allowing students to directly learn about topics they study. Guided Language Acquisition Design (GLAD) is an instructional approach that provides authentic opportunities for students to use academic language across all content areas through an emphasis on science, social studies, and literature.
Principles and strategies_of_teaching-prof. ed.-let
This document provides a review for a licensure examination for teachers, focusing on principles and strategies of teaching. It contains multiple choice questions testing concepts like teaching methods, Bloom's taxonomy, data presentation techniques, the importance of various teaching methods, and characteristics of effective lesson planning and classroom management. Key ideas assessed include identifying appropriate teaching methods, objectives at different levels of Bloom's taxonomy, effective ways to present analyzed data, and attributes of well-managed classrooms and lessons that engage students in accomplishing goals.
Principles and strategies of teaching part 2
This document contains a 25-item LET reviewer on principles and strategies of teaching. The items cover topics like lesson planning, classroom management, effective instruction, questioning techniques, developing higher-order thinking skills, and establishing routines. The reviewer provides multiple choice options for each item and lists the answers at the end.
Professional development
This document provides an overview of topics and activities to be covered in a professional development workshop. It discusses defining professional development and the benefits it provides. A variety of professional development types are presented along with examples of reflective questions teachers can ask themselves to evaluate lessons and improve instruction. Specific techniques for gathering student feedback are demonstrated, including developing survey questions, collecting and analyzing responses, and using the results to guide goals for improvement. Potential issues that may arise and strategies for overcoming challenges are also addressed.
Why do we teach?
This document discusses reasons for teaching and strategies for effective teaching. It provides 10 reasons for teaching, including to enthuse students, give them needed information, cover the syllabus, and help them learn. It suggests methods like putting yourself in students' shoes, mixing information with other materials, getting students to reflect and revise, and stopping class for discussions. The document also covers instructional design, the zone of proximal development, scaffolding, and results of a short pop quiz on teaching techniques.
Professional education set a
This document contains a practice exam for the Licensure Examination for Teachers (LET) in the Philippines. It includes 35 multiple choice questions covering topics like classroom management, learning theories, teaching strategies, assessment, and the history of education in the Philippines. The exam addresses both professional knowledge and skills needed for teaching.
LET Sample Exam Professional education set a
This document contains a practice test for the Licensure Examination for Teachers (LET) in the Philippines. It includes 35 multiple choice questions covering topics like classroom management, learning theories, teaching strategies, assessment, and the history of education in the Philippines. The test questions range from identifying a teacher's role or students' needs to analyzing a teaching scenario and selecting the best instructional approach.
Meeting 4 2 2013 copie 2 british council
This document appears to be a presentation given by Mr. Aziz Hamoud Ladjadj, a teacher of 14 years at Nekkag Saad Middle School. The presentation covers various topics related to assessment, including the differences between formative and summative assessment, examples of different assessment strategies, and having participants analyze and classify examples of assessments. Videos and group activities are included to encourage participation and learning.
Let reviewer 2017. updated
This document contains a 25-question licensure examination review for principles and strategies in teaching. It covers topics like teaching methods, Bloom's taxonomy, data presentation techniques, the importance of problem solving in math, keeping students informed, selecting instructional materials, and parts of a lesson. It also has a 17-question second part on learning theories including behaviorism, cognitivism, and principles of learning like readiness, observation, imitation, and transfer.
Rj Prashant's PPTs on phases of teaching
these ppts are giving youh the basic idea of Phases of teaching with practice questions.
all the rights are reserved to "Rj Prashant"
MCQ- Teacher Aptitude Test for Mock Practice Dr. Priti Sonar
This document contains a practice test for a teacher aptitude exam with 12 multiple choice questions. Each question is followed by the correct answer. The questions cover topics like the justification of teaching aids, characteristics of a successful teacher, methods of student evaluation, factors that influence character development, levels of teaching and learning, requirements for good communication, bases for institutional planning, ideal teacher behavior, responsibilities of school management, reasons for student absence, important roles of parents and teachers, and self-knowledge.
Kids in the driver's seat
Using Continuous Improvement tools, such as mission statements, plus/deltas, and the Plan, Do, Study, Act cycle, you can engage and empower students to "get in the driver's seat" and take charge of their own learning. This presentation equips you with tools that will help improve learning results and student accountability, as well as nurture a learning environment that thrives on continuous improvement.
Lesson planning
The document provides a template for creating a lesson plan that includes sections for objectives, materials, learning activities, cues, assessments, and reflections. It emphasizes the importance of planning to ensure lessons are well-organized, aligned with standards, and help students actively learn. Sample objectives, learning activities, and assessments are included to demonstrate how to structure each section of the lesson plan.
PROFESSIONAL EDUCATION 7.pptx
This document contains 25 multiple choice questions about assessment in education. The questions cover topics like the differences between measurement and evaluation, types of assessments like formative vs summative, using rubrics, developing portfolios, and identifying errors in using rubrics. Sample assessment scenarios and tasks are described in some of the questions to determine the best assessment approach.
Tips practice exercises [repaired]
This document provides an outline for a review lecture on techniques for answering multiple choice questions for a licensure examination. The lecture includes a pre-test to assess current understanding, a lesson on strategies for answering multiple choice questions smarter, a post-test, additional exam passing tips, and practice exercises. The strategies focus on how to identify the correct answer by eliminating incorrect alternatives.
How To Do A Flip
This document discusses using a flipped classroom model to teach medical coding using ICD-10. It describes a flipped classroom as students watching lectures outside of class and doing activities in class. The author created audiovisual lectures for students in a health information technology program to review outside of class. In class, students would do coding activities and collaborate. The document outlines the advantages of a flipped model like increased coding proficiency but also challenges like student access to technology. It provides details on how the author set up the flipped unit in an online learning system, including learning modules, assessments, and student feedback. Based on the feedback, most students felt they learned as much or more in the flipped format and would take another flipped unit, though some found
Let review-psu-copy
This document contains an examination for field study students consisting of multiple choice questions about teaching methods, lesson planning, and classroom management. The questions cover topics like mastery learning, effective teaching, writing lesson objectives, instructional materials, classroom discipline techniques, approaches to lesson planning, reading development stages, and considering multiple intelligences in planning.
Cha lp-learning-to-do-new
- The document provides a detailed lesson plan about learning to do, which involves acquiring competence and skills.
- It discusses factors of personal competence like certified skills from training, personal dynamism, problem-solving, decision-making, innovation, and team skills.
- The lesson plan involves student activities like group discussions, presentations, and an evaluation to assess their understanding of learning to do.
Similar to Employee Reflection Form (20)
Principles and strategies_of_teaching-prof. ed.-let
Principles and strategies_of_teaching-prof. ed.-let
MCQ- Teacher Aptitude Test for Mock Practice Dr. Priti Sonar
MCQ- Teacher Aptitude Test for Mock Practice Dr. Priti Sonar
Employee Reflection Form
- 1. Employee Reflection Form Employee Name: ______________________________________ Date: ____________ Everyone learns differently and our goal is to ensure you get the most out of a training. Please answer these questions to help develop the most ideal method for everyone. There are no right or wrong answers and your responses guide the process more effectively. Your voice is what helps all of us become better! 1. What type of learner are you? a. Auditory (learn by hearing how it is done) b. Visual (learn by seeing it performed) c. Kinesthetic (learn by performing the task myself) d. Combination of A and B e. Combination of A and C f. Combination of B and C 2. How do you prefer to learn? a. By myself is the best. b. I enjoy working with a team to share knowledge. c. Open to either option depending on the task. 3. What motivates you to learn? a. The opportunity to try new things. b. The ability to support others effectively. c. The opportunity to grow in my job. d. Combination of A and B e. Combination of A and C f. Combination of B and C g. All of the above 4. What would be a challenge to learning? a. The fear of failing in the process. b. Not having a basic understanding of what is being taught. c. Feeling that the learning will not benefit me in the future. d. Questioning how I will be able to relate the skills to what I am currently doing. e. Any combination of the above answers 5. What is the best way to present learning during training? a. Lecture on the skills expected to learn with continuous follow up to ensure learning b. Present a guide of step by step procedures to learn. c. Activities to participate in the learning directly. d. Create group based activities to learn collectively. e. Provide direct instruction and allow students to learn while being monitored.
- 2. Employee Reflection Form f. Combination of A, B, and E g. Combination of A, C, and D h. Combination of B, C, and E i. Combination of A, B, and D j. All of the above 6. After instruction what do you feel is the best way to test knowledge? a. Through a quiz that defines the knowledge learned. b. Presenting my understanding of the learning to a group to demonstrate my learning. c. By performing the task in action using the skills acquired. d. Combination of A and B e. Combination of A and C f. Combination of B and C g. All of the above 7. To help the new knowledge stay current what do you prefer? a. Materials to take away for future review. b. Intermittent refreshers on the skills to keep up to date. c. Ability to contact the trainer with questions outside of the training. d. Combination of A and B e. Combination of A and C f. Combination of B and C g. All of the above 8. What do you use to remember skills after a training? a. I keep notes of everything I learn for reference. b. I collaborate with my team if I need a quick refresher on something I might have forgotten. c. I have a great memory and can easily pick things up once I start the process d. Unless I do it every day, I can forget parts or the whole of the skills learned. e. All of the above 9. As you tend to learn a lot over a period of time, how often would you like a refresher lesson? a. Annually is good for me, I have a great aptitude for remembering. b. Quarterly is the best option, just in case something changes. c. Depends on the complexity of the skills, may not need a refresher at all. d. Base the decision on my performance review.