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This document summarizes best practices and frameworks for effective professional development (PD). It notes that while mentoring, peer coaching, hands-on activities, and other strategies show promise, the field has not agreed on what makes PD truly effective. The document discusses frameworks like TPACK that emphasize teachers understanding content, pedagogy and technology, and knowing when each is appropriate. It also contrasts linear one-time PD with cyclical PD that incorporates reflection, collaboration, observation and ongoing evaluation. Finally, it questions how to ensure high fidelity of PD implementation and encourage adoption of innovations.
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Etpd articles
The document discusses various strategies for professional development (PD), but notes that it is difficult to determine the most effective approach as the field has not agreed on standardized measures. It advocates for PD practices that are tailored to individual needs, integrating multiple strategies like mentoring, peer coaching, and hands-on activities. Effective PD requires clear goals, defined methods, and consideration of teachers' technological, pedagogical, and content knowledge.
The dynamic instructional design model
The document outlines a six step dynamic instructional design model: 1) Know the learner, 2) State objectives, 3) Establish the learning environment, 4) Identify teaching and learning strategies, 5) Identify and select technologies, 6) Perform a summative evaluation. It emphasizes understanding learner variations in abilities, culture, skills and individual characteristics. The objectives must specify what students will be able to do. Teaching strategies and appropriate technologies should be selected to help students achieve the objectives. Continuous evaluation and appropriate revisions are important to improve the design and ensure successful results.
Ch. 8 developing an instructional strategy
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
Part 2 biggs constructive alignment theory and moving and handling
A short presentation that will assist you in picking your training organisation. Some questions for your consider asking your training provider. If the do not know what you are talking about look elsewhere.
Guiding Change Impacting Quality: Understanding Coaching and TA
Guiding Change, Impacting Quality: Understanding Coaching/Technical Assistance designed around the Massachusetts’ Department of Early Education and Care’s newly developed Technical Assistance competencies, strengthens and enhances the early childhood professional's TA and coaching practices through foundational coaching skills, practical hands-on experiences, peer networking, reflection, and self-awareness.
Module 5: TA Processes
Module 6: The Role of Evaluation in the TA Process
Teaching strategies
The document discusses various teaching strategies that faculty can use to engage students and improve learning, including the lecture method, case method, discussion method, active learning, cooperative learning, integrating technology, and distance learning. It provides brief descriptions of each strategy and considerations for effective implementation. The overall message is that there is no single best approach and faculty should thoughtfully incorporate multiple strategies to maximize student comprehension and preparation for future roles.
Peer coaching for collaboration
This is a presentation I made in 2008 proposing a peer coaching project to improve collaboration between teachers delivering Vocational Training Opportunities Schemes to adults in County Wicklow.
On Constructive Alignment - what & how?
This short presentation introduces the concept of Constructive Alignment. The idea underpins the design of assessment, learning and teaching to ensure they work in balance.
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Etpd articles
The document discusses various strategies for professional development (PD), but notes that it is difficult to determine the most effective approach as the field has not agreed on standardized measures. It advocates for PD practices that are tailored to individual needs, integrating multiple strategies like mentoring, peer coaching, and hands-on activities. Effective PD requires clear goals, defined methods, and consideration of teachers' technological, pedagogical, and content knowledge.
The dynamic instructional design model
The document outlines a six step dynamic instructional design model: 1) Know the learner, 2) State objectives, 3) Establish the learning environment, 4) Identify teaching and learning strategies, 5) Identify and select technologies, 6) Perform a summative evaluation. It emphasizes understanding learner variations in abilities, culture, skills and individual characteristics. The objectives must specify what students will be able to do. Teaching strategies and appropriate technologies should be selected to help students achieve the objectives. Continuous evaluation and appropriate revisions are important to improve the design and ensure successful results.
Ch. 8 developing an instructional strategy
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
Part 2 biggs constructive alignment theory and moving and handling
A short presentation that will assist you in picking your training organisation. Some questions for your consider asking your training provider. If the do not know what you are talking about look elsewhere.
Guiding Change Impacting Quality: Understanding Coaching and TA
Guiding Change, Impacting Quality: Understanding Coaching/Technical Assistance designed around the Massachusetts’ Department of Early Education and Care’s newly developed Technical Assistance competencies, strengthens and enhances the early childhood professional's TA and coaching practices through foundational coaching skills, practical hands-on experiences, peer networking, reflection, and self-awareness.
Module 5: TA Processes
Module 6: The Role of Evaluation in the TA Process
Teaching strategies
The document discusses various teaching strategies that faculty can use to engage students and improve learning, including the lecture method, case method, discussion method, active learning, cooperative learning, integrating technology, and distance learning. It provides brief descriptions of each strategy and considerations for effective implementation. The overall message is that there is no single best approach and faculty should thoughtfully incorporate multiple strategies to maximize student comprehension and preparation for future roles.
Peer coaching for collaboration
This is a presentation I made in 2008 proposing a peer coaching project to improve collaboration between teachers delivering Vocational Training Opportunities Schemes to adults in County Wicklow.
On Constructive Alignment - what & how?
This short presentation introduces the concept of Constructive Alignment. The idea underpins the design of assessment, learning and teaching to ensure they work in balance.
Planning for instructional implementation
This document discusses key factors to consider when planning for the implementation of an instructional project. It describes planned change and the diffusion process of communicating an innovation to potential users. When developing an implementation plan, it is important to analyze the innovation's advantages and compatibility, complexity level, ability to be tested, and observability of results. The plan should also account for communication channels, the timeline of adoption, and social relationships. The CLER model provides a framework to evaluate configurations, linkages, environment, and resources in order to facilitate adoption of the innovation.
Professional action learning plan and portfolio
The document outlines an accountability framework and professional learning model used by Chaffey Secondary College. It links staff professional development plans to the school improvement plan and includes targets for student learning, engagement, and transitions. The professional learning model incorporates cycles of inquiry, knowledge building, and assessment standards to guide teachers' professional practice and identify areas for growth. Staff create an individual action plan and portfolio to document their learning and reflect on impacts on students.
Peer coaching guide
The document provides guidance on peer coaching within AIESEC. It discusses:
1) What peer coaching is and its benefits, including increasing coaching skills, building networks, and supporting relationships.
2) How to structure peer coaching sessions, including setting up agreements, using a three-stage framework of insight, innovation and impact, and employing effective listening skills.
3) How to bring peer coaching to an end respectfully when goals are achieved or circumstances change.
Dynamic Instructional Design Model
The Dynamic Instructional Design (DID) model is a 6-step iterative process for instructional design based on continual feedback. The 6 steps are: 1) Know the Learners, 2) Articulate Objectives, 3) Establish the Learning Environment, 4) Identify Teaching and Learning Strategies, 5) Select Technologies, and 6) Evaluate and Revise the Design. Each step contains opportunities for feedback and revision within the step and across the entire process. The goal is to continually improve the design based on assessment of student learning and reflection on the design process.
The Constructive Alignment Theory
The Constructive Alignment Theory proposes that teaching and learning will be more effective for Robert if the module outcomes are better aligned. This means clearly stating learning outcomes, ensuring exams assess those outcomes, and choosing teaching activities that help students develop the skills outlined in the outcomes. With constructive alignment, students will be encouraged to follow the teacher's intentions and learning outcomes because they will know what to expect for the exam.
Part one picking your training provider
A good course will set out with the delegates what the aims and objectives are on the course. A creative course will be able to allow the delegates in the course to contribute to setting the course aims and objectives. A few tips and hits when picking a good quality training provider
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
The document discusses two essential design principles for curriculum development: thinking big and planning backward. It provides practices for implementing each principle, such as formulating a curriculum philosophy, mapping the curriculum scope and sequence, organizing content into big ideas and questions, and developing multi-year phased plans when thinking big. When planning backward, practices include setting SMART goals, identifying learning outcomes, developing aligned assessments, and creating learning activities. The overall message is that incorporating these principles into the design process can help educators work smarter on curriculum development projects.
ChartTSTSE
This document outlines a 4-stage process for involving students in evaluating their own work. In stage 1, students help define the criteria that will be used to evaluate an assignment called "The Next Best Thing." Stage 2 teaches students how to apply the criteria to their own work by providing examples. In stage 3, students get feedback on their self-evaluations from teachers, peers, and themselves to help calibrate their understanding. Finally, stage 4 supports students in setting productive goals and action plans based on their self-evaluative feedback.
Graphic organizers
Graphic/advance organizers are visual tools that help organize information to facilitate learning. They appeal to multiple learning styles and can provoke more interest than text alone. Research shows that graphic organizers are effective when used appropriately at different stages of instruction across subject areas. Key factors in their effectiveness include grade level, instructional context, ease of use, and point of implementation in the learning process. When used correctly, graphic organizers provide benefits to both students and teachers in organizing and assessing understanding of concepts.
Instructional design
The document discusses key aspects of instructional design including:
1. It outlines various instructional design models such as ADDIE, Dick and Carey, and Understanding by Design that provide frameworks for developing effective instruction.
2. Core components of instructional design models are identified as needs analysis, defining objectives, designing instructional strategies, and evaluating outcomes.
3. Effective instructional design considers learner characteristics, ties content to learner experiences, and builds positive expectations for success.
+ PL Needs Assmt and Prof Learning Topics KATHY GLASS
This document outlines a process for determining customized professional learning opportunities for schools. It involves completing a needs assessment to identify specific areas of focus, then reviewing topics that address the identified needs. Professional learning services can then be selected and combined to comprehensively support increasing student achievement. Example topics covered include unit design, lesson planning, reading and writing instruction, and speaking/listening. The goal is to move professional capacity forward through a collaborative process of determining needs, selecting relevant topics, and choosing appropriate services.
Assessing learning in Instructional Design
The document discusses assessment and evaluation in instructional design. It defines assessment as collecting data about learners and evaluation as analyzing that data. Assessment plays a role in measuring, diagnosing, and instructing learners. Evaluations should be both reliable, producing consistent results, and valid, accurately measuring the intended objectives. Instructional designers should match the type of assessment, such as cognitive tests or performance tests, to the learning objectives and collect data using appropriate methods. A successful learner evaluation provides data on learner progress, determines if objectives were met, and identifies the overall success of the evaluation.
An overview of integrative learning
Integrative learning involves problem solving, exploring and using information effectively, and applying ideas and experiences to new situations both inside and outside the classroom. It develops intellectual and practical skills that are important for students to become lifelong learners. Student learning should provide opportunities for them to develop problem-solving, inquiry, and integrative skills in a technology-rich environment. Integrative learning also helps students develop good thinking patterns, solve problems critically, and integrate skills across a broad range, which are key aspects of lifelong learning and can help students with critical thinking.
PEER COACHING GUIDE
The document outlines a peer coaching guide for teachers. It defines peer coaching as a process where teachers observe each other and provide feedback to improve instruction. The purposes are to develop a collaborative approach to teaching, acquire new skills, and enhance student achievement. Characteristics include voluntary participation and confidential, non-evaluative feedback. An Instructional Facilitator coordinates the program. Coaches are experienced teachers committed to assisting colleagues. Reasons for teachers to participate include improving instruction and gaining guidance. The coaching process involves pre-observation conferences, classroom observations, and post-observation feedback sessions. Research shows that peer coaching is an effective professional development model that improves teacher skills and benefits students.
Competency Based Curriculum as a Means for Linking the Outcomes of Higher Edu...
The issue addressed here is the missing link between the outcomes of university education and the current needs of local, regional, and global job markets. Competency-based curriculum is proposed as a means for creating such link.
Instructional approaches-handout-v1.0
Instructional Approaches: An Overview, Traditional Instructional Approaches, modern Instructional Approaches, Internal Training Vs External Training.
Curriculum leadership chapter 12 powerpoint
The document discusses curriculum evaluation, including its purpose and key models. It aims to determine if planned curriculum and programs achieve desired results and how they can be improved. Models described include Tyler's objectives-centered model, Stufflebeam's CIPP model, and Eisner's connoisseurship model. An eclectic approach uses aspects of different models. Challenges to evaluation include demonstrating measurable benefits and quality leadership supporting the process.
Instr design
Robert Gagne's approach to instructional design involves organizing external events to support internal learning processes. It focuses on arranging what teachers and learners do in a way that influences learning. The critical aspects are determining the learning objectives, organizing instructional events in a sequence, and including appropriate activities within each event. Gagne's model of instruction involves gaining attention, informing learners of objectives, stimulating recall of prior knowledge, presenting content, providing guidance, eliciting performance, giving feedback, and enhancing retention and transfer.
Importance of Instructional Design for Teachers
This document discusses the importance of instructional design for teachers. It defines instructional design as the process of analyzing learning needs and systematically developing instructional materials to improve learning. The document notes that effective instructional design can help teachers create dynamic lessons that engage students and promote lifelong learning. It also introduces the ADDIE model as a systematic instructional design process consisting of analysis, design, development, implementation, and evaluation.
Questionnaire
From feedback from a questionnaire, the respondent's target audience is most interested in pop and rock music. They chose to focus on pop since it was the most popular genre indicated. Most participants were between 17-21 years old, so the music video will target teenagers around the same age. People view music videos weekly or daily with television and the internet being the most common ways. The story told through lyrics is the most enjoyed part. The artist and story are the most important aspects. Most prefer a narrative music video. The respondent aims to make their video relatable and different to stand out.
Presentation2
This document summarizes and analyzes the album covers of three albums:
1) As Cruel as School Children by Gym Class Heroes - The cover depicts a school bullying scene to represent the album's theme of high school. It takes an unconventional approach by not featuring the artist.
2) Graduation by Kanye West - The cover was designed by Japanese artist Takashi Murakami and depicts cartoon-like graduation caps to represent the album's theme of student life. It also does not feature the artist.
3) Lungs by Florence and the Machine - The cover features the artist in an unusual, projected form among flowers and trees to represent the album's themes of nature and the title "Lungs".
Ppt0000074
From feedback from a questionnaire, the assistant learned:
1) Their target audience is most interested in pop and rock music, and they chose to focus on pop.
2) Most participants were between 17-21 years old, so the music video will target teenagers around that age.
3) People view music videos weekly or daily, with all participants viewing them whenever possible.
4) The most preferred ways to view music videos are television and the internet, rather than mobile phones.
5) Participants most look for the story told through the lyrics in music videos.
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Planning for instructional implementation
This document discusses key factors to consider when planning for the implementation of an instructional project. It describes planned change and the diffusion process of communicating an innovation to potential users. When developing an implementation plan, it is important to analyze the innovation's advantages and compatibility, complexity level, ability to be tested, and observability of results. The plan should also account for communication channels, the timeline of adoption, and social relationships. The CLER model provides a framework to evaluate configurations, linkages, environment, and resources in order to facilitate adoption of the innovation.
Professional action learning plan and portfolio
The document outlines an accountability framework and professional learning model used by Chaffey Secondary College. It links staff professional development plans to the school improvement plan and includes targets for student learning, engagement, and transitions. The professional learning model incorporates cycles of inquiry, knowledge building, and assessment standards to guide teachers' professional practice and identify areas for growth. Staff create an individual action plan and portfolio to document their learning and reflect on impacts on students.
Peer coaching guide
The document provides guidance on peer coaching within AIESEC. It discusses:
1) What peer coaching is and its benefits, including increasing coaching skills, building networks, and supporting relationships.
2) How to structure peer coaching sessions, including setting up agreements, using a three-stage framework of insight, innovation and impact, and employing effective listening skills.
3) How to bring peer coaching to an end respectfully when goals are achieved or circumstances change.
Dynamic Instructional Design Model
The Dynamic Instructional Design (DID) model is a 6-step iterative process for instructional design based on continual feedback. The 6 steps are: 1) Know the Learners, 2) Articulate Objectives, 3) Establish the Learning Environment, 4) Identify Teaching and Learning Strategies, 5) Select Technologies, and 6) Evaluate and Revise the Design. Each step contains opportunities for feedback and revision within the step and across the entire process. The goal is to continually improve the design based on assessment of student learning and reflection on the design process.
The Constructive Alignment Theory
The Constructive Alignment Theory proposes that teaching and learning will be more effective for Robert if the module outcomes are better aligned. This means clearly stating learning outcomes, ensuring exams assess those outcomes, and choosing teaching activities that help students develop the skills outlined in the outcomes. With constructive alignment, students will be encouraged to follow the teacher's intentions and learning outcomes because they will know what to expect for the exam.
Part one picking your training provider
A good course will set out with the delegates what the aims and objectives are on the course. A creative course will be able to allow the delegates in the course to contribute to setting the course aims and objectives. A few tips and hits when picking a good quality training provider
Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
The document discusses two essential design principles for curriculum development: thinking big and planning backward. It provides practices for implementing each principle, such as formulating a curriculum philosophy, mapping the curriculum scope and sequence, organizing content into big ideas and questions, and developing multi-year phased plans when thinking big. When planning backward, practices include setting SMART goals, identifying learning outcomes, developing aligned assessments, and creating learning activities. The overall message is that incorporating these principles into the design process can help educators work smarter on curriculum development projects.
ChartTSTSE
This document outlines a 4-stage process for involving students in evaluating their own work. In stage 1, students help define the criteria that will be used to evaluate an assignment called "The Next Best Thing." Stage 2 teaches students how to apply the criteria to their own work by providing examples. In stage 3, students get feedback on their self-evaluations from teachers, peers, and themselves to help calibrate their understanding. Finally, stage 4 supports students in setting productive goals and action plans based on their self-evaluative feedback.
Graphic organizers
Graphic/advance organizers are visual tools that help organize information to facilitate learning. They appeal to multiple learning styles and can provoke more interest than text alone. Research shows that graphic organizers are effective when used appropriately at different stages of instruction across subject areas. Key factors in their effectiveness include grade level, instructional context, ease of use, and point of implementation in the learning process. When used correctly, graphic organizers provide benefits to both students and teachers in organizing and assessing understanding of concepts.
Instructional design
The document discusses key aspects of instructional design including:
1. It outlines various instructional design models such as ADDIE, Dick and Carey, and Understanding by Design that provide frameworks for developing effective instruction.
2. Core components of instructional design models are identified as needs analysis, defining objectives, designing instructional strategies, and evaluating outcomes.
3. Effective instructional design considers learner characteristics, ties content to learner experiences, and builds positive expectations for success.
+ PL Needs Assmt and Prof Learning Topics KATHY GLASS
This document outlines a process for determining customized professional learning opportunities for schools. It involves completing a needs assessment to identify specific areas of focus, then reviewing topics that address the identified needs. Professional learning services can then be selected and combined to comprehensively support increasing student achievement. Example topics covered include unit design, lesson planning, reading and writing instruction, and speaking/listening. The goal is to move professional capacity forward through a collaborative process of determining needs, selecting relevant topics, and choosing appropriate services.
Assessing learning in Instructional Design
The document discusses assessment and evaluation in instructional design. It defines assessment as collecting data about learners and evaluation as analyzing that data. Assessment plays a role in measuring, diagnosing, and instructing learners. Evaluations should be both reliable, producing consistent results, and valid, accurately measuring the intended objectives. Instructional designers should match the type of assessment, such as cognitive tests or performance tests, to the learning objectives and collect data using appropriate methods. A successful learner evaluation provides data on learner progress, determines if objectives were met, and identifies the overall success of the evaluation.
An overview of integrative learning
Integrative learning involves problem solving, exploring and using information effectively, and applying ideas and experiences to new situations both inside and outside the classroom. It develops intellectual and practical skills that are important for students to become lifelong learners. Student learning should provide opportunities for them to develop problem-solving, inquiry, and integrative skills in a technology-rich environment. Integrative learning also helps students develop good thinking patterns, solve problems critically, and integrate skills across a broad range, which are key aspects of lifelong learning and can help students with critical thinking.
PEER COACHING GUIDE
The document outlines a peer coaching guide for teachers. It defines peer coaching as a process where teachers observe each other and provide feedback to improve instruction. The purposes are to develop a collaborative approach to teaching, acquire new skills, and enhance student achievement. Characteristics include voluntary participation and confidential, non-evaluative feedback. An Instructional Facilitator coordinates the program. Coaches are experienced teachers committed to assisting colleagues. Reasons for teachers to participate include improving instruction and gaining guidance. The coaching process involves pre-observation conferences, classroom observations, and post-observation feedback sessions. Research shows that peer coaching is an effective professional development model that improves teacher skills and benefits students.
Competency Based Curriculum as a Means for Linking the Outcomes of Higher Edu...
The issue addressed here is the missing link between the outcomes of university education and the current needs of local, regional, and global job markets. Competency-based curriculum is proposed as a means for creating such link.
Instructional approaches-handout-v1.0
Instructional Approaches: An Overview, Traditional Instructional Approaches, modern Instructional Approaches, Internal Training Vs External Training.
Curriculum leadership chapter 12 powerpoint
The document discusses curriculum evaluation, including its purpose and key models. It aims to determine if planned curriculum and programs achieve desired results and how they can be improved. Models described include Tyler's objectives-centered model, Stufflebeam's CIPP model, and Eisner's connoisseurship model. An eclectic approach uses aspects of different models. Challenges to evaluation include demonstrating measurable benefits and quality leadership supporting the process.
Instr design
Robert Gagne's approach to instructional design involves organizing external events to support internal learning processes. It focuses on arranging what teachers and learners do in a way that influences learning. The critical aspects are determining the learning objectives, organizing instructional events in a sequence, and including appropriate activities within each event. Gagne's model of instruction involves gaining attention, informing learners of objectives, stimulating recall of prior knowledge, presenting content, providing guidance, eliciting performance, giving feedback, and enhancing retention and transfer.
Importance of Instructional Design for Teachers
This document discusses the importance of instructional design for teachers. It defines instructional design as the process of analyzing learning needs and systematically developing instructional materials to improve learning. The document notes that effective instructional design can help teachers create dynamic lessons that engage students and promote lifelong learning. It also introduces the ADDIE model as a systematic instructional design process consisting of analysis, design, development, implementation, and evaluation.
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Think Big, Plan Backward: Two Design Principles for Sound Curriculum Development
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Competency Based Curriculum as a Means for Linking the Outcomes of Higher Edu...
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Questionnaire
From feedback from a questionnaire, the respondent's target audience is most interested in pop and rock music. They chose to focus on pop since it was the most popular genre indicated. Most participants were between 17-21 years old, so the music video will target teenagers around the same age. People view music videos weekly or daily with television and the internet being the most common ways. The story told through lyrics is the most enjoyed part. The artist and story are the most important aspects. Most prefer a narrative music video. The respondent aims to make their video relatable and different to stand out.
Presentation2
This document summarizes and analyzes the album covers of three albums:
1) As Cruel as School Children by Gym Class Heroes - The cover depicts a school bullying scene to represent the album's theme of high school. It takes an unconventional approach by not featuring the artist.
2) Graduation by Kanye West - The cover was designed by Japanese artist Takashi Murakami and depicts cartoon-like graduation caps to represent the album's theme of student life. It also does not feature the artist.
3) Lungs by Florence and the Machine - The cover features the artist in an unusual, projected form among flowers and trees to represent the album's themes of nature and the title "Lungs".
Ppt0000074
From feedback from a questionnaire, the assistant learned:
1) Their target audience is most interested in pop and rock music, and they chose to focus on pop.
2) Most participants were between 17-21 years old, so the music video will target teenagers around that age.
3) People view music videos weekly or daily, with all participants viewing them whenever possible.
4) The most preferred ways to view music videos are television and the internet, rather than mobile phones.
5) Participants most look for the story told through the lyrics in music videos.
Etpd articles1
This document discusses professional development (PD) practices and strategies. It notes that there is no single most effective PD method and that practices are interrelated and must be integrated. It outlines best practices like mentoring, peer coaching, hands-on activities, and setting goals. It also discusses frameworks for evaluating PD, including KASAB, TPACK, and comparing linear vs. cyclical models. Key points are that teachers need time to explore new strategies, PD must be tailored to audience needs, and ongoing evaluation and reflection are important for effective implementation and improvement.
Etpd articles
This document discusses professional development (PD) practices and strategies. It notes that there is no single most effective PD method and that practices are interrelated and must be integrated. It outlines best practices like mentoring, peer coaching, hands-on activities, and setting goals. It also discusses frameworks for evaluating PD, including KASAB, TPACK, and comparing linear vs. cyclical models. Key points are that teachers need time to explore new strategies, PD must be tailored to audience needs, and ongoing evaluation and reflection are important for effective implementation and improvement.
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Textual analysis
Mariah Carey and Ne-Yo collaborated on the music video for their song "Angels Cry". The video featured both artists performing the emotional love ballad together on stage. In under 3 sentences, the document provides a brief overview of the music video collaboration between Mariah Carey and Ne-Yo for their song "Angels Cry".
Digital A R T
Digital art is a broad term that refers to any art created using digital tools and technology. This includes works produced exclusively with hardware and software like digital paintings, drawings, animated films, websites, and interactive installations. Artists working in digital media use programs like Photoshop, Illustrator, and 3D modeling software to produce their works and explore new possibilities in visual art that were not possible with traditional media alone.
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Nutrition is important for managing nausea and vomiting during pregnancy. Nausea affects 50-90% of pregnancies and is known as NVP. More severe cases are called hyperemesis gravidarum which is associated with weight loss. Treatment focuses on dietary changes like eating small, frequent meals and staying hydrated. For moderate NVP, medications like Vitamin B6, ginger, and antihistamines are recommended. Severe cases may require IV fluids and nutrition. While NVP usually improves by 18 weeks, it can negatively impact the mother and fetus if inadequately treated. Nutrition and medical intervention are essential for supporting the health of the mother and baby.
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Ringkasan dokumen tersebut adalah:
Mitra Bestari adalah peer reviewer yang memberikan masukan untuk menilai artikel apakah layak untuk dipublikasi dan bagaimana artikel dapat diperbaiki. Mereka memberikan saran kepada editor mengenai artikel mana yang baik untuk dipilih berdasarkan kualitasnya tanpa dibebani untuk mereview secara detail. Fungsi Mitra Bestari adalah untuk meningkatkan kualitas artikel sebelum dipublikasi.
Cédulas 11 ago-2015
Este documento proporciona un inventario de personas ordenadas alfabéticamente por nombre y apellido. Incluye información como el número de identificación, los nombres completos, la localización y el número de teléfono de cada persona. El inventario contiene cientos de entradas individuales con datos personales.
Cedulas agosto
Este documento proporciona un inventario de personas ordenado alfabéticamente por nombre y apellido. Incluye información como el número de identificación, los nombres completos, la localización y el número de teléfono de cada persona. El inventario contiene miles de registros de individuos.
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This module focuses on the indicator "4.4.2 Participate in collegial discussions that use teacher and learner feedback to enrich teaching practice." It introduces key concepts related to professional collaboration such as collegial discussion, feedback, and participating in activities that promote shared responsibility for enhancing teaching practices. The module guides teachers to reflect on their own knowledge, skills, and attitudes regarding professional collaboration using self-reflection. It also provides illustrations of collegial discussions through peer discussions, professional learning communities, coaching sessions, and learning walks that can be adopted to strengthen collaboration among teachers and school leaders.
Module8.ppst4.4.2
This module focuses on the indicator "4.4.2 Participate in collegial discussions that use teacher and learner feedback to enrich teaching practice." It introduces key concepts related to professional collaboration such as collegial discussion, feedback, and professional collaboration. It prompts the teacher to reflect on their own knowledge, skills, and attitudes regarding professional collaboration using the framework of what they know, do, and feel as a proficient teacher. The support group then provides suggestions to improve the teacher's current practice through probing questions and recommendations.
Contemporary perspectives on continuing professional development
This document discusses contemporary perspectives on continuing professional development (CPD) for teachers. It makes three key points:
1. CPD is important for improving teacher quality and student outcomes. Effective CPD addresses the needs of individual teachers, schools, and most importantly, students. It involves collaborative learning opportunities like lesson studies.
2. Contemporary views see CPD as an ongoing process that gives teachers ownership, is grounded in the classroom context, and involves reflection and collaboration. Options include action research, reading groups, and communities of practice.
3. The scope of CPD has expanded beyond methods to include knowledge, beliefs, assessment, and self-directed learning skills. CPD should address teachers' varying competence levels
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This document provides an introduction to instructional design and the instructional design process. It defines instructional design as the systematic process of translating principles of learning into instructional plans, materials, and evaluations. The document outlines the key components of the instructional design process, including analysis, design, development, implementation, and evaluation. It also discusses different learning theories that influence instructional design such as behaviorism, cognitivism, and constructivism. The principles of instructional design including making instruction task-centered, activating prior knowledge, demonstrating concepts, applying knowledge, and integrating knowledge are also explained.
Module11.ppst5.2.2
Here is my reflection:
As a teacher, I recognize the importance of continuously monitoring my learners' progress to determine if my instructional strategies are working and to identify learners who need additional support. However, I realize I can improve in systematically collecting and analyzing learner attainment data.
While I check for understanding during lessons and provide feedback, I do not have a consistent system for recording this data. I also rely more on summative assessments like tests and quizzes to evaluate learning rather than using a variety of formative and summative strategies.
In evaluating learner achievement, I can improve in analyzing assessment results to identify learning gaps and adjust my teaching approaches accordingly. I also need to effectively communicate results to stakeholders
Module11.ppst5.2.2
Here are some suggestions for Teacher Carla to improve her monitoring of learner performance:
1. Track individual learner progress over time. The DLL and ECR show data by competency/subject but don't show each learner's performance from one grading period to the next. Adding a column to track individual learners' scores/levels over quarters would help monitor progress.
2. Note reasons for low scores/performance. Noting why learners didn't meet targets (e.g. absenteeism, lack of understanding, behavior) helps design appropriate interventions.
3. Categorize learners needing additional support. Grouping learners by level of need (e.g. remedial, enrichment) facilitates targeted interventions like
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The document discusses competency-based education (CBE) and outcome-based education (OBE) in nursing. It defines CBE as an approach where students demonstrate learned knowledge and skills to achieve specific competencies. OBE focuses on what students should be able to do upon completing their education. The document outlines several levels of competencies and purposes of CBE. It also discusses applying CBE and OBE in nursing education and their potential advantages and disadvantages.
Chapter 10 Designing and Conducting Formative Evaluations
Formative evaluation involves iterative testing of instructional materials with target learners to identify issues and improve effectiveness. It proceeds through three main stages - one-to-one testing to identify gross errors; small group testing to assess revisions; and field testing in the intended environment. Feedback is gathered at each stage through methods like interviews and assessments. The goal is to refine the materials and ensure they clearly communicate content to learners in a way that achieves the objectives. Subject matter, learning, and learner experts also review the materials to evaluate accuracy, pedagogy and appropriateness for the audience.
Silvana Richardson: Impactful professional learning for teachers – from input...
This document discusses effective approaches to continuing professional development (CPD) for teachers. It outlines that CPD requires significant investment and not all initiatives are effective, so it is important to focus on evidence-informed CPD. The key features of effective CPD according to research are that it is needs-based, differentiated for individual teachers, focused on improving student learning outcomes, and provides opportunities for teachers to apply their learning in the classroom. Effective CPD also includes sustained support from initial input through implementation, not just one-off training sessions, and allows time for teachers to learn, apply, and embed new strategies in their practice.
Session 5
Here are some key points about modifying rubrics:
- Rubrics should assess the learning goals/objectives of the specific lesson or unit. Not all criteria will always apply.
- Criteria and expectations can be modified based on grade level or experience level of students.
- Rubrics can assess process skills through observations, conferences, skill practice assignments in addition to formal lab reports.
- It's okay to pick and choose relevant criteria from multiple rubrics to best suit your needs.
- Student input when creating or modifying rubrics promotes understanding of expectations.
The goal is for rubrics to provide clear and consistent feedback on mastery of objectives. Flexibility allows rubrics to best support instruction and
Designing and conducting formative evaluations
This presentation discusses formative evaluations and how to design and conduct them. Formative evaluations are used during instructional design to improve effectiveness and identify problems. They involve subject matter experts, learning specialists, and learners. One-to-one and small group evaluations identify obvious errors. Field trials test the instruction in its intended context. Data is collected to evaluate clarity, impact, feasibility, and whether objectives are met. Concerns that influence formative evaluations include the context, learners, and outcomes. Problem solving is used to improve weak units based on evaluation data.
Assignment 6 ppt
The document discusses developing an effective instructional strategy. It outlines five key learning components: preinstructional activities, content presentation, learner participation, assessment, and follow through. The strategy should motivate learners using Keller's ARCS model and Gagne's nine events of instruction. Effective strategies use both deductive and inductive content presentation tailored for the learning objective and learner abilities. Assessment includes formative evaluation to improve instruction. The strategy transfers learning through real-world application and considers theoretical frameworks like constructivism.
Facilitator Training Program Manual
This document provides an overview and objectives for a 3-day training course for new facilitators. The goals are to educate facilitators on effective distance learning tools and techniques. The training will cover topics such as adult learning styles, engagement strategies, and skills for preparing and assessing learning programs. It also outlines the qualifications and process for a mentoring program to provide guidance to facilitators. Various theories of distance learning are discussed, as well as potential issues like cultural differences and how to address challenges in the online classroom.
Presentation5
Formative evaluation involves collecting data during the development of instructional materials to improve their effectiveness. It has three phases: 1) one-to-one evaluations to identify errors, 2) small group evaluations to test effectiveness of changes and identify remaining problems, and 3) field trials for a full test. The goal is to evaluate clarity, impact on learning, and feasibility of the materials based on criteria like vocabulary, examples, procedures, and learner achievement. Feedback from learners helps identify weaknesses to revise the materials before a full rollout.
Presentation strategic thinking
brings together the important links between strategic thinking and planning, professional learning and the preparation of the annual School Improvement Plan
Incept Education Dialogues
This document introduces an intensive 2-day futuring program called the Incept Dialogue for education stakeholders. The Dialogue uses provocations, analytic tools, and a futuring sequence to help participants reflect on their practice, identify goals and desired outcomes, and develop interventions. Tools like IGET, IDAPT, and CLARA assess participants' views and create individual and group profiles. These inform discussions to redefine terms and goals. The outcome is a clear change plan for the school with indicators to measure success in teaching and learning.
Module5.ppst2.6.2
The document provides illustrations of practice for managing learner behavior constructively through positive and non-violent discipline. The first illustration is a transcript of a teacher-learner consultation where the teacher addresses a learner's absence in a caring manner without threats. The second illustration describes a teacher redirecting a learner who is wandering around the classroom back to their seat politely. The third illustration shows a teacher having a respectful conversation with a learner about taking their personal belongings out of class. The illustrations demonstrate positive approaches to discipline that maintain a learning-focused environment."
Module5.ppst2.6.2
This document introduces Module 5 which focuses on the indicator "Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments." It defines 3 key concepts related to this indicator:
1) Learner behavior refers to how learners conduct themselves through their actions and responses. It emphasizes the link between how learners learn and their social knowledge and behavior.
2) Positive and non-violent discipline involves constructively disciplining learners through respectful dialogue and counseling, avoiding punishment like spanking or verbal abuse.
3) A learning-focused environment is a classroom where learners feel encouraged to participate freely without disruptions
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Chapter 2
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Chapter 3
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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Etpd articles
- 1. Presentation of PD Articles Alyssa Berry Fall 2011
- 2. “… The Field of Professional Development has not yet reached a level at which we can term a particular strategy or method effective, by measuring rigor or intensity.” (Hirsch & Killion, 2009)
- 3. Best Practices › Mentoring › Peer Coaching › Hands on Activities › Learning Circles › Set clear goals prior to designing a PD › Clearly defined Methods of Evaluation › KASAB › TPACK
- 4. Comparing PD Practices I find it challenging to measure the difference between PD practices. They are interrelated. There is not one particular practice that trumps the other, rather each practice much be integrated with another to make a unique professional development tailored towards the needs of each audience.
- 5. Technical Pedagogical Content Knowledge (TPACK)
- 6. TPACK (Technology Pedagogical Content Knowledge) Teachers need to know, not only what to do to improve student achievement but also understand the how, why, and when. Professional development is not just about learning new information and implementing strategies. Learning new strategies play a major role as well as evaluating the effectiveness and using transfer to apply skills in other areas of the teaching practice.
- 7. Contextual Knowledge Teachers must Understanding when to use the knowledge or skill
- 8. Declarative Knowledge What teachers need to know. Teachers need to see the benefit of the new knowledge or skill demonstrated.
- 9. Procedural Knowledge How teachers use the knowledge of perform the skill. Ample time must be provided for teacher to explore the knew knowledge or tool with the allocated time of the PD
- 10. Two Types of ETPD Linear PD Cyclical PD 1. Reflection on needs of 1. One day of direct audience. instruction with tools 2. Inquiry based instruction and reading material provided. 3. Collaboration with peers 2. Teachers are sent out while learning to implement the new 4. Sharing with students tool or innovation. 5. PD facilitator observes 3. Test Scores are instruction of Audience Analyzed months later. member implementing 4. End of PD- Decision in context made if Innovation 6. On going Evaluation was effective. 7. Reflection of success o implementation 8. Repeat steps 1-7
- 12. ETPD Frameworks
- 13. Diffusion of Innovations Professional developers have learned that adoption of innovation is dependent of several interrelated models of change. Teachers fall into various categories that describe their comfort level and attitude towards the uncertainty of newness (innovations, typically technology)
- 14. Evaluation Strategies “… We cannot expect results from students from a staff development program that is unlikely to produce them. And we cannot expect an evaluation to produce useful results when the program being evaluated is poorly conceived and constructed…” ( Killion, 2003)
- 15. Questions and Further Research › Levels of Fidelity › Changing Attitudes towards innovations › Encouraging PD to become a cyclical process › Energy of PD facilitator