The document outlines a facilitator training program for educators to learn about project/problem-based learning. It will train administrators, teachers, and academic coaches from elementary, middle, and high schools. The training program goals are to develop skilled project managers, build facilitation capacity, create deeper learning experiences, and become exemplary PBL facilitators. Trainees will create a PBL unit and their success will be measured by the quality of the units produced and student learning gains on state tests. The training will focus on developing key facilitator skills like communication, time management, feedback, and assessment to support distance learning. Learning theories around industrialization of teaching, interaction/communication, and engagement will guide the training design.
Assessment of Feedback Given by Cooperating Teachers to Student-TeachersPremier Publishers
Effective feedback from cooperating teachers is of paramount importance in promoting student- teachers’ professional development. Taking this into consideration, the current teachers training program requires cooperating teachers to take part in practicum and provide written and oral feedback to student-teachers assigned to them. The current study, therefore, tried to investigate the nature and effectiveness of feedback given by cooperating teachers to student teachers. A questionnaire and interview were used to gather the necessary data. The findings of the study suggest that most of the subjects were satisfied by the practice teaching. The other outcome of the study is that most cooperating teachers observed their student-teachers’ classes very infrequently and gave them insufficient feedback. In addition, the feedback was given mainly orally and its focus was limited to few aspects of teaching. On the basis of these findings, the paper concludes that the feedback given by cooperating teachers is not as supportive and varied as it should be.
Assessment of Feedback Given by Cooperating Teachers to Student-TeachersPremier Publishers
Effective feedback from cooperating teachers is of paramount importance in promoting student- teachers’ professional development. Taking this into consideration, the current teachers training program requires cooperating teachers to take part in practicum and provide written and oral feedback to student-teachers assigned to them. The current study, therefore, tried to investigate the nature and effectiveness of feedback given by cooperating teachers to student teachers. A questionnaire and interview were used to gather the necessary data. The findings of the study suggest that most of the subjects were satisfied by the practice teaching. The other outcome of the study is that most cooperating teachers observed their student-teachers’ classes very infrequently and gave them insufficient feedback. In addition, the feedback was given mainly orally and its focus was limited to few aspects of teaching. On the basis of these findings, the paper concludes that the feedback given by cooperating teachers is not as supportive and varied as it should be.
Coaching and mentoring model based on teachers’ professional development for ...Manit Asanok
The study aims to develop coaching and mentoring model, study the usage findings in the model and to evaluate the activity management in the model by surveying 100 participant teachers’ opinion, under jurisdiction of the office of Mah Sarakham Primary Educational Service Area 1, Thailand. The model consisted of 3 steps and 4 phases including planning, process for development consisted of 4 phases including: training for coaching and mentoring (C&M), sharing and learning together, coaching and mentoring. In Phase 1, half of the teachers obtained comprehensive content, while in Phase 2, the teachers still lacked confidence in constructing the C&M system as well as professional learning community (PLC). They had anxiety in constructing the video and wanted to develop this skill. In phase 3 after follow up, the teachers had higher confidence. They had good attitude towards the construction for PLC, and were able to make plan in applying the C&M system in the classroom. In addition, they were train on how to use the program. The teachers shared their teaching experience as well as showed group leadership skills and shared value and vision in developing their teaching competency. Phase 4 found that there was propriety in teachers’ teaching competency in all of 4 dimensions including the classroom management, the knowledge, the teaching method, and the diagnosis.
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
FULL TEXT freely available at http://doc.rero.ch/record/210109
Technologies are changing the world around us, and education is not immune from its influence: the field of teaching and learning supported by the use of Information and Communication Technologies (ICTs), also known as Technology Enhanced Learning (TEL), has witnessed a huge expansion in recent years.
This wide adoption happened thanks to the massive diffusion of broadband connections and to the pervasive needs for education, highly connected to the evolution in sciences and technologies.
Therefore, it has pushed up the usage of online education (distance and blended methodologies for educational experiences) to, even in lately years, unexpected rates.
Alongside with the well known potentialities, digital-based educational tools come with a number of downsides, such as possible disengagement on the part of the learner, absence of the social pressures that normally exist in a classroom environment, difficulty or even inability from the learners to self-regulate and, last but not least, depletion of the stimulus to actively participate and cooperate with lectures and peers.
These difficulties impact the teaching process and the outcomes of the educational experience (i.e. learning process), being a serious limit and questioning the broader applicability of TEL solutions.
To overcome these issues, there is a need of tools to support the learning process.
In the literature, one of the known approach to improve the situation is to rely on a user profile, that collects data during the use of the eLearning platforms or tool. The created profile can be used to adapt the behaviour and the contents proposed to the learner. On top of this model, some researches stressed the positive effects stimulated by the disclosure of the model itself for inspection purposes by the learner. This disclosed model is known as Open Learner Model (OLM).
The idea of opening learners' profile and eventually integrate them with external on-line resources is not new and it has the ultimate goal of creating global and long-run indicators of the learner's profile.
Also the representation aspect of the learner model plays a role, moving from the more traditional approach based on the textual and analytic/extensive representation to the graphical indicators that are able to summarise and to present one or more of the model characteristics in a way that is considered more effective and natural for the user consumption.
Relying on the same learner models, and stressing the different aggregation and representation capabilities, it is possible to either support self-reflection of the learner or to foster the tutoring process to allow proper supervision by the tutor/teacher. Both the objectives can be reached through the graphical representation of the relevant information, presented in different ways.
... CONTINUES ...
Design and Implementation of In-Service Teacher TrainingPeter Beech
This presentation begins by outlining the distinctions between pre-service and in-service training, and between initial in-service training and on-going development.
While initial INSET (IN-SErvice Training) includes some of the same elements as pre-service training, such as guided lesson planning, lesson observation and feedback, and workshops linking theory and practice, it should also support the induction of the novice teachers into the profession, and lay the foundations for their long-term development.
The design of the initial INSET programme will take into account both the aims of the individual participants and those of the institution and other stakeholders. It should consider the participants’ pre-service training in order to meet their various needs appropriately, and the methodology of the training programme should also reflect the methodologies employed by the school.
Short-term goals may be centred on effective classroom practice for new teachers, whereas in the longer term emphasis will be placed on individual development, institutional development, and the sharing of best practice. At this stage, teachers may be encouraged to conduct classroom research, examine their own teaching, explore ideas of best practice in their own context and share their experience with peers.
The programme may be facilitated by experienced teachers within the institution, by expert teacher trainers or a combination of both; it may take the form of occasional intensive input from trainers with on-going part-time support from DOS. In any case, the course should be integrated into the ongoing process of teacher development.
Support for educators and trainers Bucharest 2014private practice
Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
Running head TECHNOLOGY IN EDUCATION 1TECHNOLOGY IN EDUCATIO.docxtodd521
Running head: TECHNOLOGY IN EDUCATION 1
TECHNOLOGY IN EDUCATION 8
Technology In Education
Lauren Klevis
Strayer University
EDU 533
Dr. Manuel B Johnican, Sr
February 15, 2020
Introduction
In the current world, schools have embraced technology in many ways that have eased the processes, delivery, and propagation of knowledge; technology has assisted institutions and made communication efficient and effective. I firmly believe that implementation of technology in schools and classrooms will improve the quality of education and makes learning more attractive to students, technology is not static and implementing it in education sector makes students get to know the current and develop skills to cope with new ones that he or she might meet in the job market, the objective of this paper is to focus on use of technology in schools and classrooms and its benefits it can accrue when fully implemented (Clark,2015). This is an essential objective since technology forms a significant part of our daily lives, and it is necessary for the students to have positive attitudes towards it early. This will enable them to adapt better in their lives outside school and consequently become more productive individuals in society.
Three Learning instructional strategies
Instructional strategies require that teachers require some experience and at least know the student's way of learning, his or her interest, this is quite necessary since it makes them know leaner development levels, making this such decision requires student assessment which is linked to the learning goals and the processes of learning. This kind of strategy can be categorized into five, which relate to each other.
Direct instruction strategy is commonly used and is mainly based on the direct engagement of the teacher and the student. This method may include plain teaching where teachers engaged student directly, and it is also include lecturing, drilling, and demonstrations, this method is effective and good enough to provide sufficient information as well as developing skills step by step hence help students construct knowledge, applying technology with his strategy can help the teacher to introduced other teaching methods, effective direct instructional strategy is more complicated than it appears. The use of technology in this would make it a bit dull to use.
Instructional strategies appropriate for the project
Indirect Instructional strategy unlike to direct instructional strategy indirect instructional is significantly student-centered, in this method, it majorly involve in decision making and problem-solving, indirect instruction may be used effectively with the proper application of technology in situations of attitudes and values of students are desired and also when ego involvement and intrinsic motivation are and when long-lasting learning ability is desired. Indirect instruction tends to acquire a high degree standard of participation in making proper investigation, ob.
Coaching and mentoring model based on teachers’ professional development for ...Manit Asanok
The study aims to develop coaching and mentoring model, study the usage findings in the model and to evaluate the activity management in the model by surveying 100 participant teachers’ opinion, under jurisdiction of the office of Mah Sarakham Primary Educational Service Area 1, Thailand. The model consisted of 3 steps and 4 phases including planning, process for development consisted of 4 phases including: training for coaching and mentoring (C&M), sharing and learning together, coaching and mentoring. In Phase 1, half of the teachers obtained comprehensive content, while in Phase 2, the teachers still lacked confidence in constructing the C&M system as well as professional learning community (PLC). They had anxiety in constructing the video and wanted to develop this skill. In phase 3 after follow up, the teachers had higher confidence. They had good attitude towards the construction for PLC, and were able to make plan in applying the C&M system in the classroom. In addition, they were train on how to use the program. The teachers shared their teaching experience as well as showed group leadership skills and shared value and vision in developing their teaching competency. Phase 4 found that there was propriety in teachers’ teaching competency in all of 4 dimensions including the classroom management, the knowledge, the teaching method, and the diagnosis.
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
FULL TEXT freely available at http://doc.rero.ch/record/210109
Technologies are changing the world around us, and education is not immune from its influence: the field of teaching and learning supported by the use of Information and Communication Technologies (ICTs), also known as Technology Enhanced Learning (TEL), has witnessed a huge expansion in recent years.
This wide adoption happened thanks to the massive diffusion of broadband connections and to the pervasive needs for education, highly connected to the evolution in sciences and technologies.
Therefore, it has pushed up the usage of online education (distance and blended methodologies for educational experiences) to, even in lately years, unexpected rates.
Alongside with the well known potentialities, digital-based educational tools come with a number of downsides, such as possible disengagement on the part of the learner, absence of the social pressures that normally exist in a classroom environment, difficulty or even inability from the learners to self-regulate and, last but not least, depletion of the stimulus to actively participate and cooperate with lectures and peers.
These difficulties impact the teaching process and the outcomes of the educational experience (i.e. learning process), being a serious limit and questioning the broader applicability of TEL solutions.
To overcome these issues, there is a need of tools to support the learning process.
In the literature, one of the known approach to improve the situation is to rely on a user profile, that collects data during the use of the eLearning platforms or tool. The created profile can be used to adapt the behaviour and the contents proposed to the learner. On top of this model, some researches stressed the positive effects stimulated by the disclosure of the model itself for inspection purposes by the learner. This disclosed model is known as Open Learner Model (OLM).
The idea of opening learners' profile and eventually integrate them with external on-line resources is not new and it has the ultimate goal of creating global and long-run indicators of the learner's profile.
Also the representation aspect of the learner model plays a role, moving from the more traditional approach based on the textual and analytic/extensive representation to the graphical indicators that are able to summarise and to present one or more of the model characteristics in a way that is considered more effective and natural for the user consumption.
Relying on the same learner models, and stressing the different aggregation and representation capabilities, it is possible to either support self-reflection of the learner or to foster the tutoring process to allow proper supervision by the tutor/teacher. Both the objectives can be reached through the graphical representation of the relevant information, presented in different ways.
... CONTINUES ...
Design and Implementation of In-Service Teacher TrainingPeter Beech
This presentation begins by outlining the distinctions between pre-service and in-service training, and between initial in-service training and on-going development.
While initial INSET (IN-SErvice Training) includes some of the same elements as pre-service training, such as guided lesson planning, lesson observation and feedback, and workshops linking theory and practice, it should also support the induction of the novice teachers into the profession, and lay the foundations for their long-term development.
The design of the initial INSET programme will take into account both the aims of the individual participants and those of the institution and other stakeholders. It should consider the participants’ pre-service training in order to meet their various needs appropriately, and the methodology of the training programme should also reflect the methodologies employed by the school.
Short-term goals may be centred on effective classroom practice for new teachers, whereas in the longer term emphasis will be placed on individual development, institutional development, and the sharing of best practice. At this stage, teachers may be encouraged to conduct classroom research, examine their own teaching, explore ideas of best practice in their own context and share their experience with peers.
The programme may be facilitated by experienced teachers within the institution, by expert teacher trainers or a combination of both; it may take the form of occasional intensive input from trainers with on-going part-time support from DOS. In any case, the course should be integrated into the ongoing process of teacher development.
Support for educators and trainers Bucharest 2014private practice
Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
Running head TECHNOLOGY IN EDUCATION 1TECHNOLOGY IN EDUCATIO.docxtodd521
Running head: TECHNOLOGY IN EDUCATION 1
TECHNOLOGY IN EDUCATION 8
Technology In Education
Lauren Klevis
Strayer University
EDU 533
Dr. Manuel B Johnican, Sr
February 15, 2020
Introduction
In the current world, schools have embraced technology in many ways that have eased the processes, delivery, and propagation of knowledge; technology has assisted institutions and made communication efficient and effective. I firmly believe that implementation of technology in schools and classrooms will improve the quality of education and makes learning more attractive to students, technology is not static and implementing it in education sector makes students get to know the current and develop skills to cope with new ones that he or she might meet in the job market, the objective of this paper is to focus on use of technology in schools and classrooms and its benefits it can accrue when fully implemented (Clark,2015). This is an essential objective since technology forms a significant part of our daily lives, and it is necessary for the students to have positive attitudes towards it early. This will enable them to adapt better in their lives outside school and consequently become more productive individuals in society.
Three Learning instructional strategies
Instructional strategies require that teachers require some experience and at least know the student's way of learning, his or her interest, this is quite necessary since it makes them know leaner development levels, making this such decision requires student assessment which is linked to the learning goals and the processes of learning. This kind of strategy can be categorized into five, which relate to each other.
Direct instruction strategy is commonly used and is mainly based on the direct engagement of the teacher and the student. This method may include plain teaching where teachers engaged student directly, and it is also include lecturing, drilling, and demonstrations, this method is effective and good enough to provide sufficient information as well as developing skills step by step hence help students construct knowledge, applying technology with his strategy can help the teacher to introduced other teaching methods, effective direct instructional strategy is more complicated than it appears. The use of technology in this would make it a bit dull to use.
Instructional strategies appropriate for the project
Indirect Instructional strategy unlike to direct instructional strategy indirect instructional is significantly student-centered, in this method, it majorly involve in decision making and problem-solving, indirect instruction may be used effectively with the proper application of technology in situations of attitudes and values of students are desired and also when ego involvement and intrinsic motivation are and when long-lasting learning ability is desired. Indirect instruction tends to acquire a high degree standard of participation in making proper investigation, ob.
Running head TECHNOLOGY IN EDUCATION 1TECHNOLOGY IN EDUCATIO.docxjeanettehully
Running head: TECHNOLOGY IN EDUCATION 1
TECHNOLOGY IN EDUCATION 8
Technology In Education
Lauren Klevis
Strayer University
EDU 533
Dr. Manuel B Johnican, Sr
February 15, 2020
Introduction
In the current world, schools have embraced technology in many ways that have eased the processes, delivery, and propagation of knowledge; technology has assisted institutions and made communication efficient and effective. I firmly believe that implementation of technology in schools and classrooms will improve the quality of education and makes learning more attractive to students, technology is not static and implementing it in education sector makes students get to know the current and develop skills to cope with new ones that he or she might meet in the job market, the objective of this paper is to focus on use of technology in schools and classrooms and its benefits it can accrue when fully implemented (Clark,2015). This is an essential objective since technology forms a significant part of our daily lives, and it is necessary for the students to have positive attitudes towards it early. This will enable them to adapt better in their lives outside school and consequently become more productive individuals in society.
Three Learning instructional strategies
Instructional strategies require that teachers require some experience and at least know the student's way of learning, his or her interest, this is quite necessary since it makes them know leaner development levels, making this such decision requires student assessment which is linked to the learning goals and the processes of learning. This kind of strategy can be categorized into five, which relate to each other.
Direct instruction strategy is commonly used and is mainly based on the direct engagement of the teacher and the student. This method may include plain teaching where teachers engaged student directly, and it is also include lecturing, drilling, and demonstrations, this method is effective and good enough to provide sufficient information as well as developing skills step by step hence help students construct knowledge, applying technology with his strategy can help the teacher to introduced other teaching methods, effective direct instructional strategy is more complicated than it appears. The use of technology in this would make it a bit dull to use.
Instructional strategies appropriate for the project
Indirect Instructional strategy unlike to direct instructional strategy indirect instructional is significantly student-centered, in this method, it majorly involve in decision making and problem-solving, indirect instruction may be used effectively with the proper application of technology in situations of attitudes and values of students are desired and also when ego involvement and intrinsic motivation are and when long-lasting learning ability is desired. Indirect instruction tends to acquire a high degree standard of participation in making proper investigation, ob ...
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
Initial IdentificationWhen you hear the word college, you mighsamirapdcosden
Initial Identification
When you hear the word "college," you might picture students hanging out in their dorm rooms or packing into large lecture halls for their studies. However, when more and more learning methods are made possible by technology, that representation is dated more and more. Indeed, the popularity of online and distant learning among college students has consistently grown, but does that indicate it's a good fit for you? To help you respond to that question, spend some time contrasting traditional versus online schooling. Since both traditional and online learning have benefits and drawbacks, students should be prepared before entering the classroom (or logging in). This head-to-head comparison concentrated on three crucial components that affect a student's experience. We'll also examine the advantages of "mixed learning" in more detail.
The project encourages Macomb Community College to increase the number of classes it provides to students, both in the physical classrooms and online. College is a time for self-discovery, and there is no better way to figure out one's capabilities and areas of interest than by enrolling in a wide array of subjects during your time there. Macomb analyses data on student learning to pinpoint areas that could benefit from altered rules and procedures. In order to improve the college's Academic Mobility Policy, data on student success is used. This policy establishes a procedure for ensuring that students are enrolled in the proper classes. The set course prerequisites must be met by all students enrolling in English composition, mathematics, reading, and English for Academic Purposes (EAPP) courses. The college has a "mobility period" in place to make sure that students are adequately positioned for success in these foundational courses. Math and English are the subjects where mobility happens the most frequently. As a student, I have participated in a diverse range of classes, and I never stop being astonished by the extent to which the topics overlap.
The Center for Teaching and Learning used the assessment results to provide additional opportunities and resources to support faculty initiatives to integrate communication-based teaching methods into their lessons. On the Macomb Community College Portal, a page titled "Using Assessment Results" was made with resources highlighting communication strategies faculty members can use. Workshops highlighting methods for assisting students in becoming successful researchers, thinkers, and writers in the disciplines were available as professional development opportunities. A book discussion on John C. Bean's book Engaging Ideas - The Professor's Guide to Integrating Writing, Critical-Thinking, and Active Learning in the Classroom was also provided by the Center for Teaching and Learning (2011). The focus of the faculty discussion was developing stimulating writing and critical thinking exercises and approaches.
For instance, completing classes in hi ...
it is about teacher training. What was the traditional method of teaching and formerly the role of teacher. But nowadays when the resources are available ,new technologies are introduced, new methods are being used.We the teachers ponder over our teaching methods and try to modify it to get better learning.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. FacilitatorTrainingProgram
Part I- Vital Information in the Facilitator Training
Audience
The participants in this training program will include a multitude of educators from across the school
system. We have been hired to train these educators on Project/Problem Based Learning. There will be
one administrator, one academic coach, and one teacher from every grade level from each ofthe
elementary schools in the district. Each middle and high school will send one representative from each
grade and/or subjectmatter taught. It is at the discretion ofthe administration to decide who will represent
their school. All teachers that participate in the Mentoring Teachers program, that are first year teachers,
will also be asked to attend.
The assumed current skill setvaries, due to the wide range ofteachers we will serve and their diverse
backgrounds in education. The current experiences ofour teachers are diverse in number ofyears taught,
gender, race, subjectmatter taught, age group taught and population they currently serve. Knowledge for
this group is also diversified, as teachers range from novice to master.
Training Program Goals
The Training Program Goals are to develop skilled projectmanagers outofeducators, build their capacity
for being a facilitator, create deeper learning experiences and become an exemplary PBL facilitator.
Learning Objectives:
1. Creatinga ProblemBasedLearningunitthatposesachallengingproblemorquestion,while
engagingthem.
2. Creatinga ProblemBasedLearningunitthattapsintostudents’keyknowledge,whilehelping
studentsunderstandthe informationpresented.
3. FacilitatorTrainingProgram
3. Improve studentlearneroutcomesbycreatingaProblemBasedLearningunitthatallowsfor
creativity,fromboththe teacherandstudents.
SummativeAssessment
Thetrainees’ successwillbemeasured bythe quality of units producedbythe learners. Thelearners’ successwillbe
measuredthroughtheunit they createinitiallyand the gainsmadeonthe State- Wide testing. Theprogram success
willbe measuredbythe endof term digital survey and/orquestionnairesaccessible tolearnersvia their phones,
computersortablets.
ChallengingReal World
Problem
Key Knowledge Creativity
Audience Teachers/
Administrators
Teachers/
Administrators
Teachers/
Administrators/Students
Behavior Will be able to
appropriately select a
challenging problem
for students, in order
to create a PBL.
Will be able to align
the challenging
problem with State
Standards in order to
create a PBL.
Will be able to improve
the learners’ outcomes
by generatinga PBL that
allows for students to
complete task
creatively.
Condition By the end of the Fall
training teachers will
have created a PBL
with,that incorporates
a real world problem,
relative to their lives.
By the end of the Fall
training teachers will
have created a PBL
that incorporates Key
Knowledge,in order to
ensure students are in
compliance with the
State and District
standards.
By the end of the PBL
projected end date
(varies based on
conditions set forth by
teachers in the PBL)
teachers will have
allowed for students to
explore their creative
side.
Degree With 100 percent
accuracy.
With 100 percent
accuracy.
With a +20 percent gain
on State Testing.
4. FacilitatorTrainingProgram
Part II FacilitatorSkillsand Instructional Materials
SkillsNeeded
Therearemanyskills that a facilitatorshouldpossessto be effective in distancelearning. Someofthose skillsare
effective communication,technologyexperience,timemanagement,providingfeedbacktostudents andassessment.
Theseskillscansetthe moodfor the classfrom the start and helpto ensurethat learningtakesplace.Forstudents
participatinginadistancelearningcourse,theformat canbedifferent than that of a traditionalclassenvironmentand
for most what they thoughtthey knew aboutthe onlineworldwillbe challenged.
Skill Strategies
EffectiveCommunication- Communication skills are
vital in anyclassroom, but are pivotal for online
facilitators. Success is connected directlyto effective
communication, as it can playa part in student
retention, building the classroom community, and
sharing information (Kilgore, 2016). “For most online
students, their primarycontact with an institution is
throughtheir communication with faculty” Betts (2009).
Strategies include:
1. Identifying key reasons for communicating
with your student.
2. Ensuring your key messages are
communicated clearlyand consistently?
3. Evaluate your communication style, in an
effort to meet the needs of your audience.
TechnologyExperience-Online facilitators should be
savvy in the various technologies used within the
course.
Strategies include:
1. Practice with software or applications that will
be used.
2. Tutorials
3. Seek the advice of TechnologySupport at the
institution.
Time Management- Time is the greatest resource a
facilitator will have. Face to face classes require both
facilitators and students to be in a specific place at a
specific time, whereas the online class does not.
Facilitatorsareexpectedtomanagetheirtimewisely, in
an effort to get things done as efficientlyas possible.
Strategies include:
1. Plan and strategize.
2. Dedicateandstickwithplan you have created.
Feedback- Providing effective feedback is just as
important as leading the class. In order to confirm
learning is taking place with students multiple
assessmentsor evaluationsshouldbegiven throughout
the class. All of these assignments provide
opportunities for the facilitator to provide feedback.
Strategies include:
1. Providing it in a timelymanner.
2. Provide effective feedback that moves the
learner towards their goal.
3. Be specific with what theydid, byproviding
glows and grows.
Assessment- Assessment allows for the facilitator to
monitor student progress. There should be a circle of
learning activitythat takes place that informs the
facilitator of what theyalso need to work on.
Strategies include:
1. Allow for both summative and formative
assessment opportunities.
2. Provide a rubric to guide students.
6. FacilitatorTrainingProgram
TheoriesofDistanceLearning
In Distancelearningtherearemultiplelearningtheoriesthatcanhelpfacilitatorsunderstandthemanylayers of
DistanceEducation.
Theoriesofindustrialization ofteachingisatheory that describeshowdistancelearningwasthoughtby Dr. Otto
Peters to be“proposedthat distanceeducationcouldbeanalyzedby comparisonwiththeindustrialproductionof
goods(Simonson,Schlosser&Hanson,1999).” Thistheoryinvolves tasks that are divided for different individuals to
manageandassess.
Theoriesofinteraction and communication-EstablishedbyBorjeHolmberghebelievedthat “the coreof teaching
is interactionbetweentheteachingandlearningparties,learningpleasurecanbeachievedbyemotionalinvolvement
andmotivates students, strong student motivationfacilitateslearning,and effectivenessof teachingisdemonstrated
by students’ learningofwhat has beentaught (Simonsonand Schlosser,2006).”
7. FacilitatorTrainingProgram
TheoriesforEngaging DistanceLearners
Engagingstudentsis an essentialandvital part of the onlinelearningprocess.Theabilityto engagestudents helps
them to receive the information,processtheinformationathigherlevels of criticalthinkingandpromotesan
enhancedlearningexperience,thusimprovingthe chancesoflearneroutcomesbeingreached.
Productiveand inclusiveclimatetheory-Teachingandlearningisa socialandpersonableactthatrequiresthe
considerationofeveryone’s emotionsandsocialplaceintheworld,as this impactsperformanceandoveralllearning
that willtake placebythe student (Hall,1982). Facilitatorsshouldemploystrategiesthat are inclusivefor everyone.
Theycanincludeexaminingyourown assumptions,asfacilitatorsshouldberemindedthatnot everyone sharestheir
background.Establishinggroundrulesandmodelingforstudentsallowsfor inclusivenessandrespectto be
maintained.It alsoserves as a key componenttoclassroom management. Lastly, providing fairnessto studentscan
createan inclusiveclimateasit allowsfor successforstudents. An applicationofthis is whenthere is a balancein
the constructivefeedbackthatis provided to the trainees.
8. FacilitatorTrainingProgram
Transformation Learning Theory-Thistheorywas developedby JackMezirow andinvolves the thought that the
thoughtprocessandview of the worldis changedthroughexpandingthe consciousnessofthe student. Thestudent
undergoesatransformation,in that there are changestotheirunderstandingofthemselves andtheir beliefsystems.
Goingforwardthe student incorporatesthechangeintotheirthoughtprocessandlives (Christie,Carey and
Robertson,2015). Thiscanbeappliedthroughthetrainingweoffering, Problem/ProjectBasedLearning.
9. FacilitatorTrainingProgram
Learning CommunityApproach
If onethe mostimportantvariablesin a students’successisthe qualityof educationtheyreceivefrom their
instructors,facultywillneedto constantlyfind ways to improveon how andwhat they deliver (Marzano,2003; Hattie,
2009).In doingso that what callfor morecollaborationandlessisolation.Facultyhas traditionallyworkedon their
own, throughresearchandwhiletrying to establisha name,but as we move intoless faceto faceinteractionthe
needfor supportgrows. Howwe supportmatters andthis evident inthe onlinecommunityasthe communitybased
approachisstronglypushedandpromotedto students. If they holdvalue with our students, canthey holdvalue with
the faculty?
Improvinglearningfor students, supportingfacultyandimprovingteachingrequiresfacultyto engagemorewithother
faculty. TheLearningCommunityApproachcouldmirrorwhatstudentscurrentlypracticeinouronlineclasses.“The
focusis on creatingpowerfulsystemsthat promotethecontinuousimprovementofthe entire organization(Marzano,
2003;Hattie, 2009).”Facultywouldjoingroupsat the beginningofthe semesteror schoolyear, basedon theirneeds
or interdisciplinarystudy, andprocessis put in place.Thisprocesswouldallowforfacultyto exploretheir teaching
practices,trainandreflect.Thegoalwouldbeto developa sense of connection,developanonlinepresence,and
increasetheironlinepresenceandpractice(PalloffandPratt, 2011). A key conceptinAndragogyis adults are
workingpeoplethat have a lot of thingsto do, so keepingthat inmindwemust rememberfacultyare extremelybusy
peoplethat requireflexibilityinthese learningcommunities.ImplementingtheLearningCommunityApproachfor
facultyoffers manybenefits to both the students they serve andworkplacetheyapart of.
10. FacilitatorTrainingProgram
Part III-TechnologyTools
Learning Platform
Thelearningplatform thatwillbeused by the distancelearningfacultyfor facilitatingtheirclasseswillbeLMS,or
LearningManagementSystem. LearningManagementSystem,LMS, is program thathousese-learningcoursesfor
both schoolandwork.With LMSyou areableto deliver the onlinecourseortraining material,whilebeingableto
manageandorganizethe course.Thissoftwarecanalsotrackstudents’ progressandincorporatestechnologyuse.
Processes
Informationinthis coursewillbe presentedina variety of ways. Theuseof GoogleSuitewillallowfor multipleways
to reachstudents. UsingGoogleSuitewillallowfor GoogleSlides,an onlineversionof PowerPoint,to be used, along
with notes for students, madeavailablevia GoogleDocs.ThecontentwillbeuploadedtoGoogleClassroom.
Classdiscussions,Conducting PrivateDiscussions,Receiving Assignments,and Providing
Feedback/Grades
Googlehasa multitudeofprogramsthat canbe used.I woulduse GoogleHangout,GoogleClassroomandGoogle
Docs.Theyall offer the abilityto collaboratevirtually. With GoogleDocs there’stheabilityto simultaneouslyworkon
a projectwitha team, onseparate computersandinseparatespaces.It’s in realtimeand lets you see what the
teammatesareworkingon.GoogleHangoutoffers the abilityto meet virtually andchat. Studentscanconductgroup
chatsand private conversations.GoogleClassroom allowsforthe upload of various assignmentsto be distributedto
students. Students canalsomessagethefacilitatorandclassmatesinthis program aswell.Facilitatorshavethe
abilityto uploadwork andset timersfor the work to be released.Theworkis alsotimestampedandcanbe sent as a
groupor individually. ProvidingfeedbackismadepossiblebyGoogleDrive files. Facilitatorshavethe capabilitiesto
provide feedbackthroughtheattachablefiles,i.e. GoogleDocs.Googlealsoallowsforself-gradingtooccurthrough
assessments,providedonline.
12. FacilitatorTrainingProgram
Technologyis oneof the best toolsto engagestudentsandconductlearning.Inthe distancelearningworldwerely
heavily on technologytohelp us communicateideas,collaborate,andteach. GoogleHangoutsarea great toolto
conductvoicecalls,videochatsandgroupchats. It requirestwo or morepeopleto initiateusage.Vimeo, YouTube
andlinks to videos on other sites are greatfor helpingtofacilitatein groupdiscussions.It offers the abilityto take a
breakfrom always reading for everything online.Canva allowsfor visuals andinfographicstobe producedbyboth
facilitatorsandstudents. Infographicsallowfora lot of informationtobe summarizedandcondensed.
14. FacilitatorTrainingProgram
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(Unknown, 2019)
ChallengingBehavior
Opportunitiesforcontroversy in the distanceeducationclassroom environmentmayincludethatof politics,biases,
stereotypes, religiousbeliefs,genderrolesandeven thoseassociatedwithtimemanagement.Theparticipation
requirementmeansovertwenty peopleareconstantlyengagingwitheachotherover a six to eightweek period.
Students are underanonymityandfeel comfortabletoexpressthemselvesin ways they wouldnot normallydoso.
Thisisevident in the way peoplebehaveon SocialMediasometimes.Sometimesissuesmayarisebecause
everyone has varying backgroundsandasanadult willstickto their own beliefsystem about topics.Online
instructorsmustanticipatethat certaintopicswillbeheatedandin doingso shouldset expectationsforrespect,no
matterthe position.Encouragementoftrainee feedbackisimportantto the FacilitatorTrainingProgram,but respect
andappropriatecommunication iskeywhendoingso. Vulgar languageandcyber-bullyinghasno placeinthe online
classroom,asa senseof professionalism shouldbemaintained. Otherstrategiesshouldincludetheabilityto be
15. FacilitatorTrainingProgram
supportive, addressconflict,andencouragecritical thinking(Kelly,2013). Onlinefacilitatorsshouldalsotakeheed
whenstudents cometothem and ask for support for issuesthat mayhave stem from previous courses,as it would
be wiseto continuewhateversupportthe previous instructorgave to the situation. Students shouldalsobe reminded
of the rules, set forth by HumanResources,asthey arestill the governingbody for how oneshouldconduct
themselves. A lackof participationorengagementshouldfirstbe metwith the facilitatorreachingoutto the student
throughthe private messageoptionoremailto remindthem ofthe classexpectations.
16. FacilitatorTrainingProgram
References
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Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theoryinto practice.
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Hall, R. (1982). The classroom climate: Achillyone for women? Washington, D.C.: Association of American
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Haythornthwaite, C., and Kazmer, M. (2002). “Bringing the Internet home: Adult distance learners and their Internet,
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Hrastinski, S. (October-December2008).“Astudy of asynchronousandsynchronouse-learningmethods discovered
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EducationalLeaders.”(2019).Retrievedfrom http://www.educationalleaders.govt.nz/Managing-your-school/Guides-
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