Feedback in Soundbites: A sound approach in Nursing Education?
•Download as PPTX, PDF•
1 like•226 views
Anne Kirwan and Clare Gormley describe individual and generic audio feedback approaches employed at the School of Nursing & Human Sciences, Dublin City University.
Report
Share
Report
Share
Recommended
Improving Your Virtual Presentation Skills
Tips on delivering an effective webinar. Complete recording available at http://www.youtube.com/watch?feature=player_embedded&v=zEJ9Bd0vlz0 More presentations and resources at www.joemcveigh.org
Creative teaching presentation
The document provides information and instructions for a workshop on creative teaching techniques. It includes objectives like introducing the topic, watching a lesson, and discussing alternatives. It also covers defining creativity in teaching, using authentic materials from stories to videos, and presenting various classroom activities centered around pictures books, interviews, YouTube clips and comics. Literature and website references are listed for further resources. The overall aim is to reflect on creative practices and encourage students' creative abilities.
The cone of Experience
This document summarizes Edgar Dale's Cone of Experience, which illustrates that learners retain more information through hands-on experience compared to passive learning methods. At the bottom of the cone is direct purposeful experience, where learners retain 90% of information. Moving up the cone, retention rates decrease for methods like demonstrations (70%), exhibits (50%), and verbal symbols (10%) which provide the least engagement. The cone is a tool to help instructors choose activities that maximize learner retention by incorporating multiple senses and keeping learners close to real-world experiences.
Flipped Learning
This document discusses flipped learning and the flipped classroom model. It defines blended learning and flipped learning. It provides examples of how two teachers, Crystal Kirch and Todd Nesloney, structure their flipped classrooms. Kirch focuses class time on higher-order thinking through discussion, practice, and peer support. Nesloney has students watch short videos as homework and complete worksheets to discuss in class. The document also provides examples of in-class activities on eclipses and the color wheel that have students apply and demonstrate their learning. It concludes with additional flipped learning resources and examples from other teachers.
Make thinking visible in action
You will need to download this to benefit from the links. It is a personal look at Ron Ritchhart's visible thinking criteria.
Project Approach Presentation TAIS
This document provides an overview of the Project Approach, an educational philosophy focused on student-driven, in-depth investigations into topics of interest. It is presented by three JK teachers passionate about this approach. The Project Approach is described as truly student-driven, centered around their environment, involving in-depth investigation through research and collaboration. Examples of phases of a project are presented, from developing initial questions, conducting student-led research like field visits and expert guests, to representing their new knowledge through a culminating event. Teachers guide students to find their own interests and make connections between ideas. Resources are abundant and collaboration is key. The document aims to illustrate what the Project Approach is and is not, and provides exercises to help conceptualize a
The Power of Film, Video and TV in the Classroom (EDTech)
This document discusses the power and educational potential of film, video, and television in the classroom. It notes that visual media can transmit a wide range of audiovisual content and bring real-world experiences into the classroom. While these tools can be highly engaging and impactful, they also have limitations like encouraging passivity in students and small screen sizes. The document provides basic guidance for teachers on how to effectively incorporate these media into lessons, such as preparing the classroom environment, engaging students before and after viewing, and linking the content to past lessons.
Harmonious And Challenging Voices
1) The document discusses using audio technologies like podcasting to enhance a journalism module by situating learning in an authentic context that reflects real-world practices.
2) Students engaged with tutor, peer, and external voices through various audio activities and provided feedback that audio facilitated reflection, variety, collaboration and a sense of audience.
3) The use of diverse audio tools transformed the learning environment into one that was accessible, asynchronous, responsive and blended.
Recommended
Improving Your Virtual Presentation Skills
Tips on delivering an effective webinar. Complete recording available at http://www.youtube.com/watch?feature=player_embedded&v=zEJ9Bd0vlz0 More presentations and resources at www.joemcveigh.org
Creative teaching presentation
The document provides information and instructions for a workshop on creative teaching techniques. It includes objectives like introducing the topic, watching a lesson, and discussing alternatives. It also covers defining creativity in teaching, using authentic materials from stories to videos, and presenting various classroom activities centered around pictures books, interviews, YouTube clips and comics. Literature and website references are listed for further resources. The overall aim is to reflect on creative practices and encourage students' creative abilities.
The cone of Experience
This document summarizes Edgar Dale's Cone of Experience, which illustrates that learners retain more information through hands-on experience compared to passive learning methods. At the bottom of the cone is direct purposeful experience, where learners retain 90% of information. Moving up the cone, retention rates decrease for methods like demonstrations (70%), exhibits (50%), and verbal symbols (10%) which provide the least engagement. The cone is a tool to help instructors choose activities that maximize learner retention by incorporating multiple senses and keeping learners close to real-world experiences.
Flipped Learning
This document discusses flipped learning and the flipped classroom model. It defines blended learning and flipped learning. It provides examples of how two teachers, Crystal Kirch and Todd Nesloney, structure their flipped classrooms. Kirch focuses class time on higher-order thinking through discussion, practice, and peer support. Nesloney has students watch short videos as homework and complete worksheets to discuss in class. The document also provides examples of in-class activities on eclipses and the color wheel that have students apply and demonstrate their learning. It concludes with additional flipped learning resources and examples from other teachers.
Make thinking visible in action
You will need to download this to benefit from the links. It is a personal look at Ron Ritchhart's visible thinking criteria.
Project Approach Presentation TAIS
This document provides an overview of the Project Approach, an educational philosophy focused on student-driven, in-depth investigations into topics of interest. It is presented by three JK teachers passionate about this approach. The Project Approach is described as truly student-driven, centered around their environment, involving in-depth investigation through research and collaboration. Examples of phases of a project are presented, from developing initial questions, conducting student-led research like field visits and expert guests, to representing their new knowledge through a culminating event. Teachers guide students to find their own interests and make connections between ideas. Resources are abundant and collaboration is key. The document aims to illustrate what the Project Approach is and is not, and provides exercises to help conceptualize a
The Power of Film, Video and TV in the Classroom (EDTech)
This document discusses the power and educational potential of film, video, and television in the classroom. It notes that visual media can transmit a wide range of audiovisual content and bring real-world experiences into the classroom. While these tools can be highly engaging and impactful, they also have limitations like encouraging passivity in students and small screen sizes. The document provides basic guidance for teachers on how to effectively incorporate these media into lessons, such as preparing the classroom environment, engaging students before and after viewing, and linking the content to past lessons.
Harmonious And Challenging Voices
1) The document discusses using audio technologies like podcasting to enhance a journalism module by situating learning in an authentic context that reflects real-world practices.
2) Students engaged with tutor, peer, and external voices through various audio activities and provided feedback that audio facilitated reflection, variety, collaboration and a sense of audience.
3) The use of diverse audio tools transformed the learning environment into one that was accessible, asynchronous, responsive and blended.
Edgar Dale's Cone of Experience
The document discusses Edgar Dale's Cone of Experience, which is a model that depicts how information is presented in instruction and the resulting learner outcomes. It moves from more concrete experiences like direct experiences at the bottom to more abstract experiences like symbols at the top. The document provides examples of instructional methods and materials that correspond to each level of the cone, such as demonstrations, exhibits, educational videos. It aims to help teachers select appropriate instructional methods and media based on the cone. The cone is intended as a framework rather than a strict progression, and common misconceptions about it are addressed.
Facilitating active learning in the lecture theatre
Can we move beyond lecturing while still retaining the inspirational and entertaining aspects of traditional lecturing?
Flipping the classroom: Shatin College HK - Digital Education Show Asia 2013
Paul Drew, Head of Physics at Shatin College, Hong Kong, presents at the Digital Education Show Asia 2013 [27-28 May, Hilton Kuala Lumpur]. Find out more about "Flipping the classroom: Encouraging students to learn anywhere and anytime".
Developing Leadership Skills in ELT
In today’s world of ELT, more and more teachers are moving up in their schools and joining the ranks of managers and principals. How can aspiring teachers and managers become leaders at their institutions? In this presentation, we will explore some of the skills that teachers need to develop in order to take on leadership roles and become more effective in their work. We will begin with a broad look at qualities of effective leaders in a variety of settings. Then, we will look more closely at some key questions: Is there a difference between management and leadership? What are some of the challenges of supervising others and how can we solve them? How can we mentor, encourage, and motivate others? What are some key communication skills for managers and leaders? Finally, we will look at how leaders can encourage innovation and help guide change in their schools.
Fostering Children's Thinking
This presentations provides a working definition of fostering children's thinking skills. In addition, it gives examples and strategies for how teachers can foster children's thinking skills in the classroom. This presentation also connects fostering children's thinking skills to the Early Learning Framework. The Power Point also provides suggestions for teachers on how to improve their ability to foster children's thinking skills. Unfortunately, video clips are not included in the presentation.
Department of Nursing Science: Writing Week January 2022
Our Faculty have three writing weeks each year, when we focus on our writing. In our department, we facilitate the week with a mix of writing slots, expert sessions and a daily short writing sprint, based on the work of Peter Elbow on freewriting. This presentation has the daily writing 'sprint' tasks - please feel free to re-use and share - just credit where appropriate (all credits at end of slidedeck)
@Teacher tweaks pedagoolondon2014
This document discusses strategies for engaging students at different levels in the classroom. It begins by outlining topics to be covered, including identifying learning problems, strategies for addressing issues, modeling, scaffolding, and setting expectations for excellence. It then discusses creating a "comfort zone", "stretch zone", and "panic zone" for students and how to recognize when students fall into each zone. The document provides sample questions teachers can ask and resources they can suggest to students operating in the comfort or panic zones. It emphasizes the importance of modeling, using scaffolding appropriately, and setting examples of excellent work.
The flipped classroom
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
Lesson Observation for Quality Control and Continuous Professional Developmen...
This document discusses strategies for effective lesson observation and continuous professional development. It suggests starting with softer observation approaches like using online video examples for self-reflection. Peer observation and mentorship programs are recommended where teachers observe each other and provide feedback. Video recording lessons allows for deeper self-reflection and more authentic peer observations without disrupting class flow. The goal is to help teachers see observation as beneficial for improving teaching quality and student learning outcomes.
Looking In, Looking Out: Learning from Ourselves and Others
In this talk we examine ourselves and our professional learning in two ways: first we look inward, to see what we can learn from within ourselves and ourselves in relation to others; and secondly we look outward to see what we as English language teaching professionals can learn from those outside our field. As English language teachers we naturally turn to others in our profession to help us learn about new developments in the field. Today, we turn our glance first inward, to see what our own reflective practice can teach us. Then we shift our gaze to see how those who are engaged in professions that are entirely different from our own can influence our behaviors in the school and classroom. Our ultimate goal is to connect and engage with our students in such a way that their success comes from our commitment to them with our hearts, as well as our heads.
Make It Stick 1 – Introduction
Introduction to the science of successful learning as found in the book Make It Stick (Brown, et al, 2014)
edtech 1 lesson 12
This document discusses the power and effective use of film, video, and TV in the classroom. It notes that these audiovisual tools can transmit a wide range of materials, bring models of excellence, bring the real world into the classroom, allow students to witness events as they happen, and make content understandable to diverse audiences. However, it also acknowledges limitations like passive viewing and small screen sizes. The document then provides basic procedures for effectively using these tools which include preparing the classroom, pre-viewing activities, viewing, and post-viewing discussions and assessment of learning. The goal is to actively engage students and apply lessons from the audiovisual content.
Flipped classroom
This document discusses the use of flipped classroom in foreign language teaching. It defines flipped classroom as activities traditionally done in class, such as lectures, being moved outside of class, while activities traditionally done as homework, such as problem-solving, are moved into the classroom. This allows class time to be used for active learning activities like discussions and working on difficult concepts. The document outlines how to implement flipped classroom, including creating pre-recorded videos and integrating online tools. It also discusses common approaches and steps for an effective flipped classroom model. Research has shown students have mostly positive attitudes towards flipped classroom. Benefits include personalized learning, increased motivation, and a continuous connection between teachers and students.
Flipped classrom
The document summarizes a presentation on the flipped classroom model. It introduces the presenters and asks participants to introduce themselves. It then explains that the flipped classroom allows students to receive direct instruction through video lectures at home, while using class time for practice and problem-solving with teacher guidance. The document provides examples of classroom activities using an "explore, explain, apply" model and polling questions. It also addresses concerns about implementing the flipped model and engaging parents.
Report prof ed
This document outlines guidelines for effectively using television, film, and video in the classroom. It discusses the educational benefits of audiovisual media, including exposing students to events and ideas they otherwise couldn't experience. It provides procedures for classroom preparation and viewing, such as darkening the room and positioning students within line of sight of the screen. Post-viewing activities are also described, like engaging students in discussion about the content and what they learned. While audiovisual media have advantages, the document notes they also have limitations, such as being passive and potentially replacing creative thinking with excessive viewing.
Why flip?
This document discusses flipping the lecture, which involves students watching lecture recordings outside of class and using class time for active learning activities. It provides evidence that active learning improves student performance. It describes how introductory lectures can be flipped by having students watch last year's lecture recording before class. During class, the instructor leads interactive activities to engage students in applying the concepts. The document also discusses techniques for structuring questions during a flipped class, such as having students submit and answer questions.
Lecture Capture – is more always better?
This document summarizes research on the impact of recorded lectures (RLs) on student outcomes. Key findings include:
- RLs can reduce student stress but may also increase workload if overused. They support flexible learning but could enable passive learning.
- RLs help some students consolidate learning through reiteration, but may limit focus if relied on exclusively without other study methods.
- Students are more engaged in live lectures without RLs, but feel less stressed with them as a safety net. Overall impacts are mixed depending on how students use RLs.
- Further investigation is needed to understand impacts in different academic ability groups and on outcomes like attendance and achievement. Managing potential negatives requires guidance on study skills and ensuring
More effective use of teaching time and space
This document summarizes a presentation on flipping lectures to promote active learning. It discusses using screencasts and student-created "vignettes" to move content delivery outside of class. Class time is then used for interactive learning activities like peer instruction. Evaluation findings suggest students found the flipped approach more engaging and that it improved their understanding and preparation. The presentation argues for reducing content and prioritizing interaction, as well as empowering students to generate questions and content.
A Realist's Guide: Flipping the Classroom
In this beginner's guide to Flipping the Classroom, learn the tips and tricks you can use to start flipping your classroom today.
What the flip?
This document discusses flipping lectures from traditional lectures to more interactive learning. It begins by defining key terms like screencasts, vignettes, and lecture flipping. It discusses barriers to flipping like preparation resources and student attitudes. Examples are given of screencasts, student-created vignettes, and implementing flipping. Student feedback on vignettes and flipping is provided. The document advocates for more interaction and facilitating thought over content delivery. It concludes by thanking several people for their contributions.
My reflections on webinars in mmvc16
The document summarizes several educational webinars that were presented on various dates from May 8th to June 8th. It provides details on each webinar such as the title, presenter, and brief description. It also identifies some problems or ideas that were discussed during each webinar. Finally, it shares some common answers to questions that were posed, focusing on reflections on participating in online webinars and the role of certain tools in improving education.
Video Conferencing PAGES
The King's School in Ottery St Mary, Devon began using video conferencing to provide post-16 sociology and psychology courses via an external provider after their only sociology teacher would be absent for over a month. They found it worked well, with students achieving or improving predicted grades. Over time they expanded offerings and support. Students said it required self-discipline but provided advantages like smaller classes and more flexibility. The school aims to further expand offerings jointly with other institutions once they obtain broadband. They will also provide more support for students using this independent learning style.
More Related Content
What's hot
Edgar Dale's Cone of Experience
The document discusses Edgar Dale's Cone of Experience, which is a model that depicts how information is presented in instruction and the resulting learner outcomes. It moves from more concrete experiences like direct experiences at the bottom to more abstract experiences like symbols at the top. The document provides examples of instructional methods and materials that correspond to each level of the cone, such as demonstrations, exhibits, educational videos. It aims to help teachers select appropriate instructional methods and media based on the cone. The cone is intended as a framework rather than a strict progression, and common misconceptions about it are addressed.
Facilitating active learning in the lecture theatre
Can we move beyond lecturing while still retaining the inspirational and entertaining aspects of traditional lecturing?
Flipping the classroom: Shatin College HK - Digital Education Show Asia 2013
Paul Drew, Head of Physics at Shatin College, Hong Kong, presents at the Digital Education Show Asia 2013 [27-28 May, Hilton Kuala Lumpur]. Find out more about "Flipping the classroom: Encouraging students to learn anywhere and anytime".
Developing Leadership Skills in ELT
In today’s world of ELT, more and more teachers are moving up in their schools and joining the ranks of managers and principals. How can aspiring teachers and managers become leaders at their institutions? In this presentation, we will explore some of the skills that teachers need to develop in order to take on leadership roles and become more effective in their work. We will begin with a broad look at qualities of effective leaders in a variety of settings. Then, we will look more closely at some key questions: Is there a difference between management and leadership? What are some of the challenges of supervising others and how can we solve them? How can we mentor, encourage, and motivate others? What are some key communication skills for managers and leaders? Finally, we will look at how leaders can encourage innovation and help guide change in their schools.
Fostering Children's Thinking
This presentations provides a working definition of fostering children's thinking skills. In addition, it gives examples and strategies for how teachers can foster children's thinking skills in the classroom. This presentation also connects fostering children's thinking skills to the Early Learning Framework. The Power Point also provides suggestions for teachers on how to improve their ability to foster children's thinking skills. Unfortunately, video clips are not included in the presentation.
Department of Nursing Science: Writing Week January 2022
Our Faculty have three writing weeks each year, when we focus on our writing. In our department, we facilitate the week with a mix of writing slots, expert sessions and a daily short writing sprint, based on the work of Peter Elbow on freewriting. This presentation has the daily writing 'sprint' tasks - please feel free to re-use and share - just credit where appropriate (all credits at end of slidedeck)
@Teacher tweaks pedagoolondon2014
This document discusses strategies for engaging students at different levels in the classroom. It begins by outlining topics to be covered, including identifying learning problems, strategies for addressing issues, modeling, scaffolding, and setting expectations for excellence. It then discusses creating a "comfort zone", "stretch zone", and "panic zone" for students and how to recognize when students fall into each zone. The document provides sample questions teachers can ask and resources they can suggest to students operating in the comfort or panic zones. It emphasizes the importance of modeling, using scaffolding appropriately, and setting examples of excellent work.
The flipped classroom
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
Lesson Observation for Quality Control and Continuous Professional Developmen...
This document discusses strategies for effective lesson observation and continuous professional development. It suggests starting with softer observation approaches like using online video examples for self-reflection. Peer observation and mentorship programs are recommended where teachers observe each other and provide feedback. Video recording lessons allows for deeper self-reflection and more authentic peer observations without disrupting class flow. The goal is to help teachers see observation as beneficial for improving teaching quality and student learning outcomes.
Looking In, Looking Out: Learning from Ourselves and Others
In this talk we examine ourselves and our professional learning in two ways: first we look inward, to see what we can learn from within ourselves and ourselves in relation to others; and secondly we look outward to see what we as English language teaching professionals can learn from those outside our field. As English language teachers we naturally turn to others in our profession to help us learn about new developments in the field. Today, we turn our glance first inward, to see what our own reflective practice can teach us. Then we shift our gaze to see how those who are engaged in professions that are entirely different from our own can influence our behaviors in the school and classroom. Our ultimate goal is to connect and engage with our students in such a way that their success comes from our commitment to them with our hearts, as well as our heads.
Make It Stick 1 – Introduction
Introduction to the science of successful learning as found in the book Make It Stick (Brown, et al, 2014)
edtech 1 lesson 12
This document discusses the power and effective use of film, video, and TV in the classroom. It notes that these audiovisual tools can transmit a wide range of materials, bring models of excellence, bring the real world into the classroom, allow students to witness events as they happen, and make content understandable to diverse audiences. However, it also acknowledges limitations like passive viewing and small screen sizes. The document then provides basic procedures for effectively using these tools which include preparing the classroom, pre-viewing activities, viewing, and post-viewing discussions and assessment of learning. The goal is to actively engage students and apply lessons from the audiovisual content.
Flipped classroom
This document discusses the use of flipped classroom in foreign language teaching. It defines flipped classroom as activities traditionally done in class, such as lectures, being moved outside of class, while activities traditionally done as homework, such as problem-solving, are moved into the classroom. This allows class time to be used for active learning activities like discussions and working on difficult concepts. The document outlines how to implement flipped classroom, including creating pre-recorded videos and integrating online tools. It also discusses common approaches and steps for an effective flipped classroom model. Research has shown students have mostly positive attitudes towards flipped classroom. Benefits include personalized learning, increased motivation, and a continuous connection between teachers and students.
Flipped classrom
The document summarizes a presentation on the flipped classroom model. It introduces the presenters and asks participants to introduce themselves. It then explains that the flipped classroom allows students to receive direct instruction through video lectures at home, while using class time for practice and problem-solving with teacher guidance. The document provides examples of classroom activities using an "explore, explain, apply" model and polling questions. It also addresses concerns about implementing the flipped model and engaging parents.
Report prof ed
This document outlines guidelines for effectively using television, film, and video in the classroom. It discusses the educational benefits of audiovisual media, including exposing students to events and ideas they otherwise couldn't experience. It provides procedures for classroom preparation and viewing, such as darkening the room and positioning students within line of sight of the screen. Post-viewing activities are also described, like engaging students in discussion about the content and what they learned. While audiovisual media have advantages, the document notes they also have limitations, such as being passive and potentially replacing creative thinking with excessive viewing.
Why flip?
This document discusses flipping the lecture, which involves students watching lecture recordings outside of class and using class time for active learning activities. It provides evidence that active learning improves student performance. It describes how introductory lectures can be flipped by having students watch last year's lecture recording before class. During class, the instructor leads interactive activities to engage students in applying the concepts. The document also discusses techniques for structuring questions during a flipped class, such as having students submit and answer questions.
Lecture Capture – is more always better?
This document summarizes research on the impact of recorded lectures (RLs) on student outcomes. Key findings include:
- RLs can reduce student stress but may also increase workload if overused. They support flexible learning but could enable passive learning.
- RLs help some students consolidate learning through reiteration, but may limit focus if relied on exclusively without other study methods.
- Students are more engaged in live lectures without RLs, but feel less stressed with them as a safety net. Overall impacts are mixed depending on how students use RLs.
- Further investigation is needed to understand impacts in different academic ability groups and on outcomes like attendance and achievement. Managing potential negatives requires guidance on study skills and ensuring
More effective use of teaching time and space
This document summarizes a presentation on flipping lectures to promote active learning. It discusses using screencasts and student-created "vignettes" to move content delivery outside of class. Class time is then used for interactive learning activities like peer instruction. Evaluation findings suggest students found the flipped approach more engaging and that it improved their understanding and preparation. The presentation argues for reducing content and prioritizing interaction, as well as empowering students to generate questions and content.
A Realist's Guide: Flipping the Classroom
In this beginner's guide to Flipping the Classroom, learn the tips and tricks you can use to start flipping your classroom today.
What the flip?
This document discusses flipping lectures from traditional lectures to more interactive learning. It begins by defining key terms like screencasts, vignettes, and lecture flipping. It discusses barriers to flipping like preparation resources and student attitudes. Examples are given of screencasts, student-created vignettes, and implementing flipping. Student feedback on vignettes and flipping is provided. The document advocates for more interaction and facilitating thought over content delivery. It concludes by thanking several people for their contributions.
What's hot (20)
Facilitating active learning in the lecture theatre
Facilitating active learning in the lecture theatre
Flipping the classroom: Shatin College HK - Digital Education Show Asia 2013
Flipping the classroom: Shatin College HK - Digital Education Show Asia 2013
Department of Nursing Science: Writing Week January 2022
Department of Nursing Science: Writing Week January 2022
Lesson Observation for Quality Control and Continuous Professional Developmen...
Lesson Observation for Quality Control and Continuous Professional Developmen...
Looking In, Looking Out: Learning from Ourselves and Others
Looking In, Looking Out: Learning from Ourselves and Others
Similar to Feedback in Soundbites: A sound approach in Nursing Education?
My reflections on webinars in mmvc16
The document summarizes several educational webinars that were presented on various dates from May 8th to June 8th. It provides details on each webinar such as the title, presenter, and brief description. It also identifies some problems or ideas that were discussed during each webinar. Finally, it shares some common answers to questions that were posed, focusing on reflections on participating in online webinars and the role of certain tools in improving education.
Video Conferencing PAGES
The King's School in Ottery St Mary, Devon began using video conferencing to provide post-16 sociology and psychology courses via an external provider after their only sociology teacher would be absent for over a month. They found it worked well, with students achieving or improving predicted grades. Over time they expanded offerings and support. Students said it required self-discipline but provided advantages like smaller classes and more flexibility. The school aims to further expand offerings jointly with other institutions once they obtain broadband. They will also provide more support for students using this independent learning style.
4_1_22 GW Observation.pdf
This observation form summarizes Emily Bond's 3rd grade reading lesson on short and long vowel sounds. The lesson included sorting words by vowel sound, reviewing spelling patterns, reading nonsense words, and a read aloud. Students were engaged through flexible seating, whole group discussion, and individual participation. Ms. Bond effectively managed behaviors, asked higher-order questions, and gathered assessment data to plan future lessons. She maintains strong communication with students, families, and the school to best support student learning.
NTLT 2012 - Keeping pace with a changing future keeping our place in a changi...
The document discusses strategies for adapting teaching methods to engage modern students in a changing digital landscape. It describes using technology like pre-class animations, guided homework, and weekly emails to establish rapport with students and help them transition between online and classroom learning. Small adjustments to incorporate new and old technologies can be most effective. The goal is to support students' meaning-making processes and help them learn independently using a blend of human interaction and digital tools.
Cse17.3 bergmann - the flipped classroom
The article discusses the flipped classroom model where direct instruction is delivered to students via video outside of class, freeing up class time for more engaging activities and teacher-student interaction. The authors describe their experience pioneering the flipped classroom approach and share benefits like allowing differentiation, helping absent or struggling students, and improving relationships between teachers and students. Common questions about the approach are addressed, like video length, budget concerns, and the role of the teacher. The conclusion is that flipping a class can help teachers know and meet the needs of each student better.
Guided Response Respond to a minimum of two classmates. What id
Guided Response:
Respond to a minimum of two classmates. What ideas did you gather from their observations that were different from your own? Provide constructive feedback regarding the strategies they’d like to try in their own current or future setting.
Lafogaula Leafa-O'Brien
Part 1
Wessling's strategy of teaching leaned more towards trying to teach students how to think. I believe this is particularly every teacher's main goal in teaching today. Wessling talked about the four components of the instructional model, which is the "Gradual Release of Responsibilities. The main idea of this instructional model, was so that teachers can teach for the purpose of shifting the information towards the learners. Throughout her lessons, she has touched base on these four components as her strategy in teaching her students how to teach. At the end, after all the discussions, guided practices, collaboration, and finally independent practices, the students were able to stand up and present to their teacher as well as their class, what they thought of the content. They were able to own their own learning in group works as well as described how they were thinking individually, as Wessling described it in the video.
As suggested in "Of Learning and Assessment", the purpose of assessments is 1) improve teaching and learning, and 2) is to measure the student's achievement for the purpose of providing a grade. (Lefrancois, pg. 1.1, 2013). Wessling uses the instructional model and its four components to help her meet her students right where they're at plus more. She promotes critical thinking by allowing her students explore the way they think about the content that they're learning. These students learn not just by listening to their teacher lecture all day, but by working with her as well as their peers. Wessling then allows her students to present their work and participate in discussions so she can hear what they have to say and what they're thinking. I think this is a great way to assess students for learning because then the teacher truly becomes aware of what his/her students understand and don't understand.
Part 2
In Ms. Wessling's class, I was able to see and observe that the students worked collaboratively with one another during their group work. Then Wessling influenced them to own up to their own learning by discussing what they thought of the subject. She mentioned that sometimes it's easier to do group works because there would be just one student doing all the work while the other doesn't. This is why she made sure she was able to hear from every student individually although it was a group work. With this, she was also able to get feedback in of what they learned in order to keep moving forward with the learning.
I was able to observe everything according to the video.
The students were able to examine their own thinking by discussing what they talked or read about. Wessling asked her students to discuss what they ...
Muller Lilia - Final Reflection - Secondary Practice
1) The document summarizes the author's secondary teaching practicum experience in 2021 where they taught English to second year students in Neuquen, Argentina.
2) It was a difficult time due to the COVID-19 pandemic which required classes to be online at first before transitioning back to in-person.
3) The author reflects that they enjoyed working with teenage students more than expected and aims to incorporate more meaningful, contextualized activities and projects in their future teaching.
Using Second Life In Education
The document discusses using the virtual world Second Life for educational purposes. It describes how the author, a professor, has used Second Life to give guest lectures and conduct simulations for communication studies and health courses. Students provided feedback about their experiences in Second Life lectures, finding them convenient, participatory, and as effective for learning as real-life lectures. However, there were also some initial technology barriers and a steep learning curve to use Second Life. The author concludes by discussing potential future uses of Second Life in courses and some risks and costs to consider.
Beyond screencasting
This document discusses flipped lectures and their strengths, weaknesses, and use of interactive tools like Prezi. It considers whether flipped lectures improve learning outcomes, address common student misconceptions, and increase engagement. Sample student comments praise flipped lectures for making material more interactive and enjoyable to revise. The document concludes that flipped lectures are an exciting blended learning approach, but not easy for staff or students. Student reaction has been very positive, though lectures will not be completely replaced.
Creating robust student engagement for online classes
Creating robust student engagement for online classes requires faculty to be responsive and personally involved through video calls, phone calls, and engaging with students in discussion posts. It is important for faculty to provide timely feedback and connect course material to current real-world topics to increase student interest and learning outcomes. Faculty can use tools like Screencast-o-Matic to create short videos and engage students through multiple modalities in online environments. Maintaining an ongoing dialogue through discussion boards and media is critical to keeping students engaged.
Tielve tpd2015-second period-journal-checked
Myriam delivered an English lesson to a 5th grade class. She had to modify her plans due to delays and interruptions. She focused on a map activity to help students learn prepositions of location. Myriam introduced a story about a new teacher and had students do a listening activity with dialogues, only getting through 3 due to time constraints.
Nerantz leicester
The document discusses an audio feedback workshop offered by the Academic Development department at the University of Sunderland. It provides findings from previous studies that show students prefer verbal or audio feedback over written feedback alone. The workshop aims to introduce audio feedback using Audacity software and discuss its usefulness compared to other feedback methods. Participants will learn how to provide audio feedback and create an action plan to apply it. The goal is to enhance the student experience through more meaningful feedback and explore innovative approaches.
Nerantz leicester
The document discusses an audio feedback workshop offered by the Academic Development department at the University of Sunderland. It provides findings from previous studies that show students prefer verbal or audio feedback over written feedback alone. The workshop aims to introduce audio feedback using tools like Audacity, discuss its usefulness compared to other feedback methods, and develop an action plan for its application and evaluation. Participants will learn how to provide audio feedback and share experiences implementing it to support a collaborative approach across institutions.
Nerantz leicester
The document discusses an audio feedback workshop offered by the Academic Development department at the University of Sunderland. It provides findings from previous studies that show students prefer verbal or audio feedback over written feedback alone. The workshop aims to introduce audio feedback using Audacity software and discuss its usefulness compared to other feedback methods. Participants will learn how to provide audio feedback and create an action plan to apply it. The goal is to enhance the student experience through more meaningful feedback and explore innovative approaches.
Push back Sisyphus! Connecting feedback to learning
This document summarizes a workshop on effective feedback given by Professor Tansy Jessop. The presentation discusses principles of feedback, why feedback often does not work for students, and ways to make feedback more effective. Specifically, it addresses how modular course structures, an over-emphasis on grades, and a lack of guidance on improvement can prevent students from properly engaging with feedback. The presentation provides suggestions like connecting feedback across assignments, increasing student self-assessment, and making feedback more growth-oriented. Overall, the workshop aimed to explore how to design feedback that students will actively use to enhance their learning.
Flipping the classroom
This document discusses flipping the classroom, which involves students interacting with course content before class and using class time for active learning. It provides examples of how to flip a class, including putting lectures online in various formats and offering pre-class assessments and multiple learning modalities. Student feedback about flipping is positive, noting benefits like increased confidence and a stronger sense of community. The document also gives tips for accountability and resources for faculty interested in flipping their courses.
Akyazi webinar reflection
This webinar discusses techniques for encouraging creativity and critical thinking in students. It focuses on using imagination through words, music, and images. Some of the techniques discussed include having students describe people or objects beyond physical appearance, using music to stimulate thoughts and feelings, and having students create stories or sentences to accompany images. The goal is to engage students emotionally and integrate multiple skills and senses into the learning process.
Tech Talk Tues May 2010
Giving students the option to use their voice as the primary means to demonstrate their learning has educational benefits. Speaking allows for immediate feedback and clarification of ideas, which helps students better understand concepts and articulate their thinking. As technologies advance, the ability to clearly communicate ideas through speaking will become increasingly important. Research indicates that students develop knowledge and thinking through speaking before writing. For young primary students especially, encouraging oral expression over written work can better reveal their understanding.
Secondary journal
The teacher summarizes key insights from teaching a recent lesson. They realized the importance of allowing more time for activities and leaving some for homework. This helped avoid rushing students and better accommodate different paces of learning. The teacher was also pleased to see normally unengaged students actively participating, indicating the value of changing lesson dynamics. Overall, the teacher found it beneficial to review content in a new way and context to reinforce understanding.
Design and Creation of Online Courses
1. The document discusses strategies for designing and teaching online courses, including maintaining teacher presence through regular communication, using tools to encourage active learning both asynchronously and synchronously, and providing scaffolding and support for students.
2. It emphasizes creating a welcoming environment for students through icebreaker activities, establishing expectations, and using metaphors to set the "look and feel" of the course.
3. The teacher's role includes improving social presence, using humor, facilitating reflection, and addressing the gap between what students are asked to do and what they actually end up doing.
Similar to Feedback in Soundbites: A sound approach in Nursing Education? (20)
NTLT 2012 - Keeping pace with a changing future keeping our place in a changi...
NTLT 2012 - Keeping pace with a changing future keeping our place in a changi...
Guided Response Respond to a minimum of two classmates. What id
Guided Response Respond to a minimum of two classmates. What id
Muller Lilia - Final Reflection - Secondary Practice
Muller Lilia - Final Reflection - Secondary Practice
Creating robust student engagement for online classes
Creating robust student engagement for online classes
Push back Sisyphus! Connecting feedback to learning
Push back Sisyphus! Connecting feedback to learning
Recently uploaded
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaAzure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdRecently uploaded (20)
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Feedback in Soundbites: A sound approach in Nursing Education?
- 1. FEEDBACK IN SOUNDBITES A SOUND APPROACH IN NURSING EDUCATION? Presentation by Anne Kirwan and Clare Gormley, Dublin City University
- 2. HELLO! Anne Kirwan You can find me on email at anne.kirwan@dcu.ie Clare Gormley You can find me on Twitter at @clare_gormley 2
- 3. 1. SOUNDING IT OUT Let’s start at the beginning...
- 4. TUNING IN TO THE PROBLEM ▹ Large class sizes (200+) ▹ Issue with providing individual, timely feedback ▹ Believed rubrics not sufficient for 1st years, 1st semester - wanted early alert of difficulties ▹ Wanted to enhance student engagement in learning 4
- 5. TURNING IT ON AND TRYING IT OUT ▹ Welcomed ‘One Click’ simplicity of Turnitin audio functionality ▹ Used its audio feedback option in four modules that had academic writing assignments ▹ Received informal feedback that students appreciated it 5
- 6. THE LECTURER PERSPECTIVE ▹ Lecturer found it time efficient to use, enabling timely feedback ▹ Enabled nuanced feedback ▹ Enabled a dialogue with students But then...Turnitin was retired. 6
- 7. 2. SHIFTING TO SOUNDBITES A change of direction evolved… generic feedback entered the picture
- 9. ” Anne not only teaches her subject matter but makes you think about how each subject area is relevant to another. She is excellent at connecting the dots as it were. She is approachable and helpful and I enjoy her lectures very much.
- 10. BUT...GROUP-BASED AUDIO FEEDBACK GOT THE THUMBS DOWN! Lecturer posted a realistic patient care scenario as a trigger. She asked for a group audio response. Students objected, not comfortable recording responses ‘in front of each other’. 10
- 11. DIALLING IT UP FOR THE FUTURE ▹ Facility to give feedback at the individual level will be available from September via Moodle 3.5 ▹ Students will be able to give an individual response to a trigger ▹ Will allocate marks to this activity ▹ Will time assessment earlier to enable identification of muddiest points 11
- 13. CREDITS Special thanks to all the people who made and released these awesome resources for free: ▹ Presentation template by SlidesCarnival ▹ Some photographs by Death to the Stock Photo (license), others Pixabay 13
Editor's Notes
- References Carless, D. (2015) Excellence in University Assessment: Learning from award-winning practice. Oxon: Routledge. Dixon, S. (2015) ‘The pastoral potential of audio feedback: a review of the literature’, Pastoral Care in Education, 33(2), pp.96-104. doi:10.1080/02643944.2015.1035317