ESLT3-Smart-Method-PPTX.pptx
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This document discusses the role of media in the communication process and objectives for a lesson on this topic. It will define communication and its components, including sources, message, channel, receiver, feedback, environment, context and interference. The lesson will help students understand how these elements connect and influence each other and how communication is influenced by media. Setting SMART objectives is important for education as it helps students and teachers set clear, specific goals to achieve learning outcomes.
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Provide long-term goal due date.
Action Plan Short-Term Goals and Steps to Achieve the Long-Term Goal
Short-Term Goal 1:
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Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
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Evidence of Success
How will the goal be measured?
Short-Term Goal 2:
(The goal should support the long-term goal, and address collaborative coaching for the gifted teacher to include research-based instructional strategies and recommendations that relate to Marcos’ disabilities, inclusive learning practices, and cultural diversity).
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Justification
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As applicable, justify content.
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Timeline
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What stakeholders will be responsible in helping to achieve the goal and how will they collaborate?
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How will the goal be measured?
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Justification
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(The goal should support the long-term goal, and address collaborative coaching for the gifted teacher to include research-based instructional strategies and recommendations that relate to Marcos’ disabilities, inclusive learning practices, and cultural diversity).
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Justification
As applicable, justify content.
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Timeline
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(This goal should support the long-term goal, and provide collaborative coaching and guidance for the paraeducator to support the gifted teacher and student.)
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Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
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What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal and how will they collaborate?
Evidence of Success
How will the goal be measured?
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(This goal should support the long-term goal, and identify communication strategies to use with the student’s parents that demonstrate elements of effective collaboration.)
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timelin ...
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[Abstract]
There is this general belief that the introduction of Information
Communication Technologies (ICT) into classrooms will foster autonomy
among English as a Second language (ESL) and English as a Foreign language
(EFL) learners and this has led to its rapid proliferation in English language
classrooms in most Asian countries. However, to what extent this claim is true
needs to be carefully investigated and the factors leading to its successful
adoption which culminates in autonomy among ESL/ EFL learners and factors
that resulted in failure in adoption need to be identified and deliberated.
There must be an awareness that that the implementation of technology is
not a “panacea for all ills” and its presence will not magically lead to a boost
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undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs
to be learned as most studies undertaken tend to explore the short-term
effects of ICT on language learning and fail to consider the long term effects.
Autonomy cannot be achieved in a short period of time. Hence there is a need
to look into the long term effects which many research studies fail to do.
According to Holec, (1981) autonomous learning has to do with a person’s
ability to take full responsibility of his or her own learning. That includes the
ability to decide what, when, how and for how long learning should take
place. This involves defining goals and objectives, selecting appropriate
materials, techniques and approaches, and finally evaluating outcomes. How
can ICT help students acquire such skills and what are the teachers’ roles in
the process? This paper will attempt to provide a balance view on the effects
of ICT on language learning and the promotion of autonomy through a review
of relevant literature and research studies. Finally, it will answer the question
posed in the title and in the process offers suggestions on how autonomy can
be successful promoted and fostered in an online environment through the use
of technology. Possible methods that can possibly contribute to the successful
promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated
learning strategies; (3) scaffolding in the form of instruction on resources to use
and guidelines on appropriate path to choose; (4) regular assessment tasks for
students to measure their own progress on an ongoing basis. In addition,
online platforms that offer opportunities for sharing of information and
undertaking of group activities or projects are also good avenues to develop
autonomy. Studies that implement such approaches well as others will be
reviewed and discussed.
Class Room Communication
This document discusses strategies for effective classroom communication. It emphasizes the importance of communication for student learning and motivation. It provides tips for preparing effective presentations and engaging students. These include practicing presentations, getting feedback, and using various techniques like mini-lectures and multimedia. The document also discusses strategies for responding to students, including evaluating communication dynamics, establishing guidelines, and using technology to enhance interaction.
Pgptp session 3
This document summarizes a professional development session for secondary science teachers. The session focused on improving literacy skills to help students comprehend science texts and concepts. Teachers experienced literacy centers using strategies like questioning, clarifying vocabulary, and summarizing. They also discussed using science notebooks to support the writing process and thinking. Teachers selected comprehension strategies to implement, and began planning lessons using a strategy implementation form. The session aimed to help teachers understand how to incorporate literacy skills into science and use data-driven instructional strategies to maximize student achievement.
Teacher Leadership Analysis in Action
Forming leadership groups within a school can help establish norms, set goals, and analyze what in the school could help or hinder efforts. “Fostering a sustainable learning community depends in part on the leaders’ ability to create conditions in which teachers learn to recognize and challenge the usefulness of their existing beliefs and practices in order to improve their student’s education” (Cherkowski, 2012, p. 59). This leadership action plan shows how my leadership team selected a leadership initiative and a collaborative leadership framework for facilitating our work. We laid the groundwork to successfully achieve the leadership initiative, to provide leveled math support/intervention/enrichment to assess if more students are making progress and are appropriately challenged. This analysis allowed our community of practice team to ensure students at various levels are being challenged appropriately, improve student achievement through differentiated instruction, evaluate if work stations can help students become independent/collaborative learners, and create assessments that will monitor progress and help determine where support is needed.
References
Cherkowski, S. (2012). Teacher commitment in sustainable learning communities: A new
“ancient” story of educational leadership. Canadian Journal of Education, 35(1), 56-68
team work
The document discusses challenges that can arise in project teams, including lack of teamwork, conflicts between team members, difficulties managing some personalities, and high turnover. It provides impacts and recommendations for addressing each challenge. For new team members, it suggests introducing them and discussing their roles and responsibilities to help socialize them into the group. Meetings should be well-planned and action items followed up to avoid wasting too much time. Effective communication and knowledge sharing are important for team success.
international leadership
Сhallenges of leading on distance
The problem of trust as a leader
Сultural influences on leadership
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- 2. Lesson 1 The Role of Media in the Communication Process
- 3. OBJECTIVES FOR THIS LESSON In this lesson you will: 1. Recognize the different components in the communication process; 2. Understand how these elements connect and influence each other; and 3. Describe how communication is influenced by media and information (MIL11/12IMIL-IIIa- 1)
- 4. Breaking Down Miscommunication: Try to recall a major miscommunication or misunderstanding that you were involved In and its consequences. Describe such situation. What do you think miscommunication. Explain your answer.
- 5. COMMUNICATION • Communication is a complex process. • The course through which imformation is sent, passed, or spread.
- 6. COMPONENTS OF COMMUNICATION 1. SOURCES 2. MESSAGE 3. CHANNEL 4. RECEIVER 5. FEEDBACK 6. ENVIRONMENT 7. CONTEXT 8. INTERFERENCE
- 7. Timely: Make sure your learning objective is something your learner will have to use in a timely fashion--like tomorrow or next week instead of next year. Don't deliver training about stuff people won't do on the job for a long time--they'll forget it before they need it on the job.
- 8. Why is smart objectives important in education? SMART goals are becoming more frequent in schools, and they help students and teachers set a clear plan to achieve goals. Rather than setting generic targets like getting better at Maths, students and teachers can be more specific about them, making it easier to form a plan.
- 9. Using the SMART method is a great way to help you check your own work when you're creating objectives. It keeps you focused on building a useful objective and works as a quick and easy "checklist" of sorts. If you haven't used SMART in the past, try it the next time you're writing objectives and see if it doesn't help.
- 10. S.M.A.R.T. objectives can help structure in-class time in at least two ways. First, they can help you determine what information you need to present and what sorts of activities you need to have your students engage in, and what to prioritize in the distribution of class time for any given meeting.