This document discusses the importance of excellence in both teaching and research. It argues that teaching is a skill that requires training and practice to develop expertise. Several approaches to improving teaching skills through deliberate practice, receiving feedback, and pushing outside of one's comfort zone are presented. The discussion portion asks participants to share their processes for developing their teaching practice and how they assess their own growth as educators.
1) The document discusses academics' use of iPads at the University of Houston (UoH). It presents data on iPad users' demographics, skills, and support needs.
2) It finds that iPad users range in skills from basic to power users, and require varying levels of support. The most popular iPad apps for academics are GoodReader, Notes, and Notability.
3) The document concludes that iPads are a new technology rather than just lightweight laptops, and that digital literacy skills are more important than the device itself.
To iTeach or not to iTeach (ALT-Conference 2013 presentation)Olaojo Aiyegbayo
The document discusses the pros and cons of using iPads in teaching, or "iTeaching". It provides contact information for the author Olaojo Aiyegbayo and links to his blog and Twitter account. It also provides references and links for all images used.
The document describes various ways that students are using technology in their learning. It mentions that students use programs like Timeliner, word processing, and PageMaker to organize information and create reports on topics like explorers, composition assignments, and brochures. It also describes students using tools like video/internet resources, PowerPoint, Excel and drawing programs for multimedia reports, presentations, data charts and illustrating stories. Overall, the document shows students applying different technologies across subjects for research, project creation and practice in skills like keyboarding and math facts.
1) The document discusses academics' use of iPads at the University of Houston (UoH). It presents data on iPad users' demographics, skills, and support needs.
2) It finds that iPad users range in skills from basic to power users, and require varying levels of support. The most popular iPad apps for academics are GoodReader, Notes, and Notability.
3) The document concludes that iPads are a new technology rather than just lightweight laptops, and that digital literacy skills are more important than the device itself.
To iTeach or not to iTeach (ALT-Conference 2013 presentation)Olaojo Aiyegbayo
The document discusses the pros and cons of using iPads in teaching, or "iTeaching". It provides contact information for the author Olaojo Aiyegbayo and links to his blog and Twitter account. It also provides references and links for all images used.
The document describes various ways that students are using technology in their learning. It mentions that students use programs like Timeliner, word processing, and PageMaker to organize information and create reports on topics like explorers, composition assignments, and brochures. It also describes students using tools like video/internet resources, PowerPoint, Excel and drawing programs for multimedia reports, presentations, data charts and illustrating stories. Overall, the document shows students applying different technologies across subjects for research, project creation and practice in skills like keyboarding and math facts.
Classroom management involves organizing and controlling student behavior to create an effective learning environment. It aims to encourage desired student behavior, build teacher-student relationships, maximize learning time, and reduce disciplinary issues. Key elements of classroom management include the physical classroom space, the teacher's role in organizing the space and students, and fostering student independence and engagement. Effective classroom management creates a positive atmosphere where students feel respected and actively participate in the learning process.
The document discusses the key elements of an effective learning environment, including individual discovery and reflection, team experiences, learning circles, conferences and seminars, mentoring, and virtual spaces. The learning environment helps people develop competencies and change behaviors through shared responsibilities on teams, gaining knowledge from peers in learning circles, networking at conferences, understanding oneself through mentoring, and connecting various elements through online forums and blogs.
The document discusses developing a teaching identity among librarians. It argues that cultivating a teaching identity can combat burnout, improve classroom effectiveness, and facilitate collaboration. Some obstacles to developing a teaching identity include lack of time, reluctance to learn from others, and lack of support. The document provides suggestions for how librarians can cultivate a teaching identity, such as forming teaching-focused communities, conducting peer observations, developing teaching philosophies, and engaging in reflective practices. The goal of this work is to increase librarians' confidence, improve teaching, and foster stronger teaching communities.
The Missing Link: Librarians and Teaching IdentitySarah Cohen
The document discusses developing a teaching identity for librarians. It begins by outlining the session goals of focusing on why cultivating a teaching identity is important, how to develop one, obstacles to doing so, and the results of the work. Some key points made include that developing a teaching identity combats burnout, improves effectiveness, and facilitates collaboration. The document then discusses defining a teaching community, conducting group readings and discussions, developing teaching philosophies, doing peer observations, and using reflection to build an environment where challenges can be discussed openly. Common obstacles mentioned are lack of time, not seeing the need to improve, and lack of support. The benefits outlined are stronger teaching skills, confidence, and a stronger sense of community.
The document appears to be a presentation about teaching young learners. It discusses motivation, materials, and practice. For motivation, it talks about addressing learners' affective filters and intrinsic and extrinsic motivation. For materials, it examines coursebooks, activity books, digital tools, and online materials for students and teachers. It then discusses the importance of practice for developing fluency and having students commit to foundational language learning.
This document outlines the running order and agenda for a session on providing meaningful, manageable, and motivating feedback. It includes:
- An introduction and overview of the session aims (5 mins)
- Breakout group discussions on feedback strategies and challenges (30 mins)
- Sharing of group ideas and creation of a "top tips" page (Mickella?)
- Sharing of feedback strategies for practical subjects (Kirsty)
- Melvina to share a maths strategy
- Closing pledge and evaluation
The document also provides additional context on the goals of the session, what feedback is for, examples of effective feedback strategies like SIR marking, and a request for
This document summarizes key points from a presentation on effective teaching techniques. It discusses moving away from content-heavy, passive learning towards a more student-centered approach focused on concepts and making personal connections. Six principles of good teaching are outlined: 1) having mastery over content; 2) constructing a clear argument; 3) connecting to prior knowledge; 4) breaking up lectures; 5) creating emotional connections; and 6) getting feedback. A variety of interactive teaching methods are presented, like think-pair-share activities, reflective writing, and using visuals/multimedia to engage students.
Experiential Learning Theory (ELT) is a model of learning that involves concrete experience, reflective observation, abstract conceptualization, and active experimentation. ELT proposes that learning is best facilitated by hands-on experience, reflection on that experience, conceptualization of lessons learned, and active testing of new ideas. Kolb identified four learning styles - diverging, assimilating, converging, and accommodating - that are suited to different parts of the ELT cycle. ELT is well-suited for higher education where students can engage in experiences like group work, lectures, lab work, and field work to actively learn through a cycle of experience, reflection, conceptualization, and experimentation.
This document discusses stress management and time management for students. It makes several key points:
- Poor time management can lead to stress as students have less structured time in college compared to high school. Managing time effectively is important for success.
- Stress is the body's response to demands placed on it and can be caused by many factors, including lack of time management. Too much stress can negatively impact health, but some stress can improve performance.
- Effective time management includes planning, setting priorities and goals, avoiding procrastination, and using tools like planners and schedules. It is important to regularly evaluate time management habits.
Introduction to Learning and Learning Theory used on Oxford Brookes University's First Steps in Teaching and Learning Course http://www.brookes.ac.uk/services/ocsld/staffcourses/newlecturers/first-steps.html
The document discusses principles of teaching and learning environments. It covers several topics:
1) The importance of classroom arrangement and a clean, orderly physical environment. Furniture should be arranged to facilitate learning.
2) Classroom proceedings should have a positive tone to engage students. Interactions must consider individual differences.
3) An effective learning environment is non-threatening, respects students, and encourages openness, discovery, and cooperation. Mistakes are tolerated.
Creating memorable e-learning and conquering the forgetting curve with EncoreLearning Pool Ltd
Learning Content Development expert Deborah Limb present 'Creating memorable e-learning and conquer the forgetting curve with Encore' on the latest Learning Pool webinar.
Presentation to parents of Elkanah Senior Primary which showed the why and how of the school's assessment policy. 2-part presentation: Arthur Preston & Jacky Louw (7 February 2013)
Conrad Heyns: Observing the self Eaquals_Riga2017eaquals
This document discusses peer observation processes at an English language program with over 600 students and 35 staff members. It provides background on the program and outlines research and collaboration done around peer observation models. It discusses the importance of training observers to provide constructive feedback and avoid back-patting. The document proposes a process for peer observations, including having cover teachers, limiting observations to one week, and using reflective statements and feedback forms. A sample timetable and forms are included. The benefits of peer observation for staff development are highlighted, such as gaining new ideas and reflecting on one's own teaching.
This document discusses the future of education. It outlines some problems with the current education system such as low university completion rates, high costs, and lack of job preparation. It then discusses alternatives to traditional education like online learning and the Thiel fellowship. Specific topics that will be covered include accelerated learning, the flipped classroom/self-paced learning, the education landscape, arguments for and against online learning, and how data and techniques like spaced repetition can be used to improve learning.
The document discusses the differences between online and face-to-face faculty development. It notes that last year the institution certified 71 new digital professors through over 350 courses taken by more than 1,000 faculty, with about 70% of courses taught online. The document advocates for online faculty development because it allows faculty to experience learning as students do, model effective online teaching practices, create asynchronous communities of practice, and develop and test products for use in their own classes.
Presentation about the Flipped Classroom model as it applies to ELT. More readings here - http://teachers.schooloftefl.com/forum/topics/the-flipped-curriculum
1. The document discusses how to use the SOLO taxonomy to design effective learning experiences and assessments.
2. The SOLO taxonomy focuses on assessing levels of understanding rather than content, and can be used formatively to provide useful feedback and identify clear next steps for students.
3. Using the SOLO taxonomy, teachers can thoughtfully design learning intentions, success criteria, differentiated lessons, and feedback that helps students make meaningful progress in their learning.
Exploring academics' formal and informal iPad support systemsOlaojo Aiyegbayo
This document explores academics' formal and informal support systems for using iPads. It finds that over half of academics surveyed felt they needed additional institutional support for maximizing the iPad's use. Informal support systems include turning to colleagues, students, and searching online. Formal supports are provided by the school like technicians, staff development sessions, and iPad user groups. The document concludes by providing references and credits for the images used.
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Classroom management involves organizing and controlling student behavior to create an effective learning environment. It aims to encourage desired student behavior, build teacher-student relationships, maximize learning time, and reduce disciplinary issues. Key elements of classroom management include the physical classroom space, the teacher's role in organizing the space and students, and fostering student independence and engagement. Effective classroom management creates a positive atmosphere where students feel respected and actively participate in the learning process.
The document discusses the key elements of an effective learning environment, including individual discovery and reflection, team experiences, learning circles, conferences and seminars, mentoring, and virtual spaces. The learning environment helps people develop competencies and change behaviors through shared responsibilities on teams, gaining knowledge from peers in learning circles, networking at conferences, understanding oneself through mentoring, and connecting various elements through online forums and blogs.
The document discusses developing a teaching identity among librarians. It argues that cultivating a teaching identity can combat burnout, improve classroom effectiveness, and facilitate collaboration. Some obstacles to developing a teaching identity include lack of time, reluctance to learn from others, and lack of support. The document provides suggestions for how librarians can cultivate a teaching identity, such as forming teaching-focused communities, conducting peer observations, developing teaching philosophies, and engaging in reflective practices. The goal of this work is to increase librarians' confidence, improve teaching, and foster stronger teaching communities.
The Missing Link: Librarians and Teaching IdentitySarah Cohen
The document discusses developing a teaching identity for librarians. It begins by outlining the session goals of focusing on why cultivating a teaching identity is important, how to develop one, obstacles to doing so, and the results of the work. Some key points made include that developing a teaching identity combats burnout, improves effectiveness, and facilitates collaboration. The document then discusses defining a teaching community, conducting group readings and discussions, developing teaching philosophies, doing peer observations, and using reflection to build an environment where challenges can be discussed openly. Common obstacles mentioned are lack of time, not seeing the need to improve, and lack of support. The benefits outlined are stronger teaching skills, confidence, and a stronger sense of community.
The document appears to be a presentation about teaching young learners. It discusses motivation, materials, and practice. For motivation, it talks about addressing learners' affective filters and intrinsic and extrinsic motivation. For materials, it examines coursebooks, activity books, digital tools, and online materials for students and teachers. It then discusses the importance of practice for developing fluency and having students commit to foundational language learning.
This document outlines the running order and agenda for a session on providing meaningful, manageable, and motivating feedback. It includes:
- An introduction and overview of the session aims (5 mins)
- Breakout group discussions on feedback strategies and challenges (30 mins)
- Sharing of group ideas and creation of a "top tips" page (Mickella?)
- Sharing of feedback strategies for practical subjects (Kirsty)
- Melvina to share a maths strategy
- Closing pledge and evaluation
The document also provides additional context on the goals of the session, what feedback is for, examples of effective feedback strategies like SIR marking, and a request for
This document summarizes key points from a presentation on effective teaching techniques. It discusses moving away from content-heavy, passive learning towards a more student-centered approach focused on concepts and making personal connections. Six principles of good teaching are outlined: 1) having mastery over content; 2) constructing a clear argument; 3) connecting to prior knowledge; 4) breaking up lectures; 5) creating emotional connections; and 6) getting feedback. A variety of interactive teaching methods are presented, like think-pair-share activities, reflective writing, and using visuals/multimedia to engage students.
Experiential Learning Theory (ELT) is a model of learning that involves concrete experience, reflective observation, abstract conceptualization, and active experimentation. ELT proposes that learning is best facilitated by hands-on experience, reflection on that experience, conceptualization of lessons learned, and active testing of new ideas. Kolb identified four learning styles - diverging, assimilating, converging, and accommodating - that are suited to different parts of the ELT cycle. ELT is well-suited for higher education where students can engage in experiences like group work, lectures, lab work, and field work to actively learn through a cycle of experience, reflection, conceptualization, and experimentation.
This document discusses stress management and time management for students. It makes several key points:
- Poor time management can lead to stress as students have less structured time in college compared to high school. Managing time effectively is important for success.
- Stress is the body's response to demands placed on it and can be caused by many factors, including lack of time management. Too much stress can negatively impact health, but some stress can improve performance.
- Effective time management includes planning, setting priorities and goals, avoiding procrastination, and using tools like planners and schedules. It is important to regularly evaluate time management habits.
Introduction to Learning and Learning Theory used on Oxford Brookes University's First Steps in Teaching and Learning Course http://www.brookes.ac.uk/services/ocsld/staffcourses/newlecturers/first-steps.html
The document discusses principles of teaching and learning environments. It covers several topics:
1) The importance of classroom arrangement and a clean, orderly physical environment. Furniture should be arranged to facilitate learning.
2) Classroom proceedings should have a positive tone to engage students. Interactions must consider individual differences.
3) An effective learning environment is non-threatening, respects students, and encourages openness, discovery, and cooperation. Mistakes are tolerated.
Creating memorable e-learning and conquering the forgetting curve with EncoreLearning Pool Ltd
Learning Content Development expert Deborah Limb present 'Creating memorable e-learning and conquer the forgetting curve with Encore' on the latest Learning Pool webinar.
Presentation to parents of Elkanah Senior Primary which showed the why and how of the school's assessment policy. 2-part presentation: Arthur Preston & Jacky Louw (7 February 2013)
Conrad Heyns: Observing the self Eaquals_Riga2017eaquals
This document discusses peer observation processes at an English language program with over 600 students and 35 staff members. It provides background on the program and outlines research and collaboration done around peer observation models. It discusses the importance of training observers to provide constructive feedback and avoid back-patting. The document proposes a process for peer observations, including having cover teachers, limiting observations to one week, and using reflective statements and feedback forms. A sample timetable and forms are included. The benefits of peer observation for staff development are highlighted, such as gaining new ideas and reflecting on one's own teaching.
This document discusses the future of education. It outlines some problems with the current education system such as low university completion rates, high costs, and lack of job preparation. It then discusses alternatives to traditional education like online learning and the Thiel fellowship. Specific topics that will be covered include accelerated learning, the flipped classroom/self-paced learning, the education landscape, arguments for and against online learning, and how data and techniques like spaced repetition can be used to improve learning.
The document discusses the differences between online and face-to-face faculty development. It notes that last year the institution certified 71 new digital professors through over 350 courses taken by more than 1,000 faculty, with about 70% of courses taught online. The document advocates for online faculty development because it allows faculty to experience learning as students do, model effective online teaching practices, create asynchronous communities of practice, and develop and test products for use in their own classes.
Presentation about the Flipped Classroom model as it applies to ELT. More readings here - http://teachers.schooloftefl.com/forum/topics/the-flipped-curriculum
1. The document discusses how to use the SOLO taxonomy to design effective learning experiences and assessments.
2. The SOLO taxonomy focuses on assessing levels of understanding rather than content, and can be used formatively to provide useful feedback and identify clear next steps for students.
3. Using the SOLO taxonomy, teachers can thoughtfully design learning intentions, success criteria, differentiated lessons, and feedback that helps students make meaningful progress in their learning.
Similar to Exploring the price of teaching excellence (20)
Exploring academics' formal and informal iPad support systemsOlaojo Aiyegbayo
This document explores academics' formal and informal support systems for using iPads. It finds that over half of academics surveyed felt they needed additional institutional support for maximizing the iPad's use. Informal support systems include turning to colleagues, students, and searching online. Formal supports are provided by the school like technicians, staff development sessions, and iPad user groups. The document concludes by providing references and credits for the images used.
The power and limitation of leadership and organisational metaphorsOlaojo Aiyegbayo
This document discusses the power and limitations of using metaphors to describe organizations and leadership. It provides examples of common organizational metaphors like seeing an organization as a machine, organism, or culture. Leadership metaphors like a leader as a conductor, coach, doctor, or servant are also examined. While metaphors can provide insights, any single metaphor is limited and may prevent seeing the overall picture, as illustrated by the story of blind men describing an elephant based on touching different parts of it. The document advocates using multiple metaphors to gain a more comprehensive understanding of complex topics like organizations and leadership.
Evaluating Academics' use of iPads for Academic Practices (MELSIG 2013)Olaojo Aiyegbayo
This document evaluates academics' use of iPads for academic practices. It discusses how iPads have been adopted along different levels of the SAMR model, from substitution to redefinition. The document was created by Olaojo Aiyegbayo and provides references to images used under various licenses. It also includes Aiyegbayo's Twitter handle and a link to a blog about an iPad project.
This slideshow was presented at the May 2013 HEA Storyville Conference which was held at Brighton. The presentation focuses on National Teaching Fellows' metaphorical images of teaching.
Digital scholarship leveraging digital tools in the 21st centuryOlaojo Aiyegbayo
The academic landscape is changing and this is a result of the transition from a 20th century information society to a 21st century networked society (Rheingold, 2010). Many academics are adapting to these changes by maximising and leveraging multiple digital tools to communicate, create, collaborate and connect. This seminar focuses on how academics are using these digital tools to build their profile, identity and brand within and beyond their institutions. The presenter will highlight several case studies drawn from the University of Huddersfield and other HEIs. The audience will also be encouraged to share their experiences of using these digital tools to build their academic reputation
Everyone with internet access has the power to be both a creator and consumer of content. All this content contributes to the information tsunami that overwhelms us all. This presentation focuses on attention and the challenges of managing it in an information-rich world as lifelong learners and educators. Attention is explored as a scarce resource (Simon, 1971) and a digital literacy (Rheingold, 2012). The presenter will share examples of some digital tools and apps which he uses to manage the information tsunami. The audience will also be encouraged to discuss the digital tools they use to manage attention in a noisy 21st century world.
13. “Beware of the man who says he has
20 years’ experience when what he
should be saying is he has one year’s
experience repeated twenty times.”
Alan Fletcher
14. Noel Tichy’s 3 Zones of Learning
Comfort
Zone
Learning
Zone
Panic
Zone
15. “You can’t allow yourself to get
comfortable with what you are
comfortable with, because then that’s
all you will want to do.”
Twyla Tharp
17. Activities designed, typically by a
teacher, for the sole purpose of
effectively improving specific aspects
of an individual's performance.
Anders Ericsson
23. Discussion
What are your approaches and processes for
developing your practice?
How do you assess, measure or evaluate that you
are growing and developing as a teacher?
What do you need from your school, staff
development and institution to help you
develop and grow as a teacher?
‘Excellence’ is a loaded word which is frequently used within the higher education arena; the bulls-eye that academics are required to aim for in their teaching and research roles. Measuring/Quantification: The difference between teaching and research What is the difference between teaching and research? Research is easily quantified while teaching is not (qualitative knowledge work). Measurement of developmental goals. You can count the number of words (outputs) on a daily basis, you can set the goal to publish 2 journal articles a year? How much research funding you bring in. Easy basis for comparison. How do you measure or evaluate your teaching? Awards, Certificates, external validations and measurements and recognition.
Teaching is more than transmitting or telling information/contentTeaching is empowering or training others to become better learners: Training them to be curious, inquisitive and to ask better questions. Enthusing them to want to find out more about the subject/topic
Most academic lecturers are not trained teachers. They are either trained researchers or practitioners in their field. This is the reason why most universities demand or require new academics to do a PCPD or equivalent. You are usually left to your own devices or on your own. Use my personal example at Sunderland (2005/06 academic year). You learn from your own mistakes - trial and error learning - ingrained bad habits.
Because teaching is a skill, it needs to be developed
Watch Joshua Foer
Noel Tichy’s diagram (below) illustrates the three key zones connected to growth. The three zones are contained in three concentric circles. The inner circle is the Comfort Zone, the middle is the Learning Zone and the outer zone is the Panic Zone. He describes the Comfort Zone as the area in which we have mastery. The things you do effortlessly or the things that have become a routine for you. These are activities that you once found difficult but are now easy. This zone encourages one to become complacent and you find yourself stagnating instead of growing if you choose to stay indefinitely in this zone.The Learning Zone is the stretch zone. This is the area you should always want to be and the place where kaizen is most effective. You take on projects, tasks and assignments that take you out of your comfort zone and challenge you. This involves exposing yourself to new information and skills that expand the depth of your knowledge base and get you to experiment new things.The Panic Zone is the fail zone. A lot of people tackle projects and tasks that overwhelm them instead of stretch them and the only outcome is failure instead of growth. This is a result of trying to skip the required learning steps of whatever they’re seeking to master.~Unrealistic attempts to grow exponentially, instead of incrementally, within a short time frame will only produce stress and failure.~Tony Robbins once said that “people underestimate what they can achieve in 10 years and overestimate what they can accomplish in one year”.You enjoy the benefits of kaizen when you stay within the Learning Zone and gradually expand the zone as you grow. The Comfort Zone makes you complacent while the Panic Zone stresses you out and makes you frustrated. Which zone are you currently operating in?
I believe that university teachers need to reverse-engineer their teaching practice because this will enable them to identify what works, what doesn’t work and what needs to change in their teaching practice. They also have to be willing to learn new practices, unlearn ineffective practices and re-learn effective practices. This is the pathway to becoming a reflective practitioner."
‘Excellence’ is a loaded word which is frequently used within the higher education arena; the bulls-eye that academics are required to aim for in their teaching and research roles. Measuring/Quantification: The difference between teaching and research What is the difference between teaching and research? Research is easily quantified while teaching is not (qualitative knowledge work). Measurement of developmental goals. You can count the number of words (outputs) on a daily basis, you can set the goal to publish 2 journal articles a year? How much research funding you bring in. Easy basis for comparison. How do you measure or evaluate your teaching? Awards, Certificates, external validations and measurements and recognition.
How can you develop what you don’t measure? You don’t become excellent by accident (OBA).
Excellence takes time (clock - sand) and hard work (exercise) and it is hard