Examples of professional development 1
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This document lists various professional development opportunities attended by an educator, including workshops on effective teaching methods and assessment, legal obligations, interactive whiteboards, and curriculum topics. Conferences covered the national curriculum, teaching techniques, and ICT in the classroom. Other events focused on setting the classroom tone, industrial rights, resume writing, and classroom management. A education expo featured sessions on health, whole brain learning, language programs, global connections, and history activities.
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This training aims to improve student learning and teacher effectiveness by teaching language teachers how to use the video editing program ULead Video Studio. It will allow teachers to take online videos and audio and edit them into formats suitable for classroom use. The training will cover skills like adding music, titles, effects and displaying multiple images. Evaluations will include a project applying the objectives and surveys to determine if the goals of improving teaching and student learning through expanded access to media were achieved.
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The document discusses the importance of professional development and creating a career development plan. It defines professional development as acquiring new knowledge and skills related to one's profession or job responsibilities. A career development plan involves proactively planning steps toward career goals to transform lives and increase productivity. The document provides resources for professional development training including court seminars, the Federal Judiciary Center, JNet, the Judiciary Online University, and Michigan State University courses. It emphasizes that continuous learning, seeking new challenges, and getting out of one's comfort zone can lead to promotions and add value to both individual careers and the court.
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Guidance for designing_blended_courses
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This document discusses John Distler's teaching philosophy and experience with online education. It focuses on creating online learning communities, transitioning faculty to online teaching, and using problem-based learning for teaching advanced physical assessment. Key points include emphasizing student engagement, collaboration, and facilitating student-centered learning both online and in hybrid environments. Research results showed that problem-based learning led to increased information-seeking and critical thinking skills but students wanted more guidance and found it difficult to understand required content. Recommendations include starting with a hybrid approach and offering more guidance and structure when implementing problem-based learning.
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Second language learning
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Factors affecting engagement
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An example
Mr. Bettridge created a safe learning environment in his classroom by getting to know each of his students individually and celebrating their successes. He subtly helped students feel confident and respected, encouraging good behavior. He also fostered strong peer relationships by designing collaborative projects with rewards that unified the class, and established clear rules that he consistently enforced with praise, rewards or consequences depending on the situation. Overall, Mr. Bettridge exemplified a teacher who built trust and positive learning through his attention to students and consistent approach.
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My experience
1) The author struggled to balance being friendly with students and maintaining authority, originally allowing disruptions.
2) Observing a strict teacher whose students behaved well and learned a lot inspired the author to be more authoritative.
3) The author started enforcing consequences for talking during lessons, taking time from students who disrupted, which improved the learning environment while maintaining good relationships.
Pedagogical methods
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2. Discussion allows students to consider different ideas and perspectives through questioning and arguing. It enhances knowledge and skills but may stray off topic if not properly structured and facilitated by the teacher.
3. Small group work allows students to collaborate in solving problems or examining topics. It enhances social and communication skills but the workload must be evenly distributed to avoid some students dominating or not participating.
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During their first practicum, the author was asked to write a test using the teacher's manual but failed to consider what the students had actually been taught. As a result, most students gave up on the test because it contained vocabulary and knowledge they were never exposed to. Neither the author nor their mentor realized this issue until after the entire class had started to lose confidence. The summary emphasizes that assessments must reflect what has been taught to students and it is important to thoroughly review tests before administration to boost students' confidence in their abilities.
Reasons for learning french
Learning French has several benefits. It is one of the most widely spoken languages internationally and can open doors to employment opportunities. Understanding French can also help with English literacy and provide cultural insights. Mastering French may aid participation in international organizations and joint commercial ventures between countries like France and Australia.
A critical moment during practicum
This document discusses appropriate task development and classroom management for independent learners. It summarizes an observation of a Year 7 Social World class where tasks were well-designed to promote independent learning. The tasks required students to research different religions in groups and present their findings, engaging higher-order thinking skills. The document also discusses how clear expectations and consistent enforcement of rules are necessary for an effective learning environment and student motivation. Overall, it argues that task design and classroom management are interrelated - tasks must be appropriately challenging, and management is needed to allow tasks to be successfully completed.
Lesson reflection final
Nancy Valley reflects on her lesson plans and teaching experiences during her practicum. She found that more time was spent organizing lessons than executing them, and that her estimations for time usage and activities were often inaccurate. However, she showed improvement over time in areas like choosing appropriate content, providing clear instructions, engaging different learning styles, and balancing practice time. Overall, she identified many skills that she needs to continue developing but felt she made progress in self-reflecting on her teaching and identifying deficiencies compared to best practices.
Learning styles and activities
There are many theories about learning styles and intelligences. Howard Gardner's Theory of Multiple Intelligences suggests that people have different types of intelligences such as musical, bodily, nature, logical, linguistic, interpersonal, intrapersonal, and visual intelligences. Teachers can use knowledge of students' intelligences to plan lessons incorporating engaging activities like listening, roleplaying, experiments, analysis, reading, group work, independent work, and visual activities.
Build a positive learning environment action plan
The document outlines steps to build and maintain a positive learning environment. It recommends that teachers get to know their students' interests, strengths, and weaknesses. It also stresses the importance of building positive peer relations by encouraging respect for different perspectives. The document then describes privately speaking to individuals about respecting others or the impact of their actions. Students who harm classroom relations will be excluded from activities and work independently until choosing to contribute positively. Further issues would involve notifying coordinators and considering proportionate consequences. The overall approach focuses on an inclusive classroom built on respect rather than fear of punishment.
My learning syle
The document discusses the author's learning style based on various learning theories. It finds that the author learns best visually but requires reading and writing for more complex tasks. For higher-order learning, the author fits the "theorist" style from Honey and Mumford, enjoying analyzing structured theories. Experientially outside of school, the author follows Kolb's model, creating new linguistic rules from experiences. The conclusion is that learning style depends on the context, so universal categorization is flawed and teaching methods should vary based on student needs.
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