Flip Side
•Download as PPT, PDF•
1 like•564 views
This document discusses strategies for developing personal and learning skills in students. It will look at differentiating instruction using Anderson's Taxonomy of thinking skills and the FLIP model of personalized learning. Attendees will participate in an activity to match lesson ideas with thinking skill levels, learn about guiding student independence and reflection, and take away practical ideas to evolve their curriculum approaches.
Report
Share
Report
Share
Recommended
Learning styles
This document discusses Kolb's learning styles inventory and learning cycle model. It describes the four main learning styles - diverging, assimilating, converging, and accommodating - and traits typically associated with each. The document also provides strategies for developing each style and suggests reflecting on one's own instructional approach in light of Kolb's learning styles.
Being more reflective in your teaching and learning
Outline of recent workshops on reflective practice. Particularly useful for staff who are embarking on professional recognition routes who have to evidence reflective activities.
4 Learning styles by Kolb
This document outlines the four main learning styles identified in Kolb's learning styles theory: activist, reflector, theorist, and pragmatist. The activist learns by doing activities like brainstorming and role-playing. The reflector learns by observing and thinking, preferring activities like questionnaires and feedback. The theorist learns by understanding theories behind actions through models and stories. The pragmatist learns by applying ideas in real-world practice through case studies and problem-solving. The document provides strengths and weaknesses of each style.
Assessing reflective thinking
This document discusses approaches to assessing reflective thinking in teachers. It reviews past research that has qualitatively studied the development of reflection in preservice teachers. The document also outlines three orientations to reflective thinking: cognitive, critical, and narrative. Additionally, it proposes a reflective thinking pyramid with three levels - technical, contextual, and dialectical - describing the characteristics of reflection at each level. The goal is to better understand and systematically evaluate teachers' reflective abilities.
Reflective Teaching
Reflective teaching involves critically examining one's own teaching practices and experiences in the classroom. Teachers collect data on their teaching through methods like keeping journals, conducting observations, collecting student feedback, and recording lessons. They then analyze the data to identify patterns and underlying beliefs, evaluate different perspectives, and reflect on how to improve. The goal is ongoing professional development and ensuring students maximize their learning.
Basics of Reflective Teaching
Presentation slides for a short session on reflection in language teaching for teachers at their early stages.
Learning Styles of Trainees/ Learners: Challenges in Designing Training/Learn...
Learning Styles of Trainees/ Learners: Challenges in Designing Training/Learn...Dr Sraban Mukherjee, PCC(ICF)
How do we design training or course curricula so that there is effective engagement of students in class room, since each student has specific learning preferences?
Keynote presentation at International Workshop at Kaoshiung, Taiwan on 15th September,2014Assessment and bloom’s taxonomy
This document provides an overview of Bloom's Taxonomy, a framework for classifying educational goals and objectives into levels of complexity and specificity. It describes the six levels in Bloom's Taxonomy - Remember, Understand, Apply, Analyze, Evaluate, and Create - and provides examples of verbs and activities associated with each level. The document emphasizes the importance of aligning learning objectives, assessments, and instructional activities according to Bloom's Taxonomy in order to effectively guide student learning.
Recommended
Learning styles
This document discusses Kolb's learning styles inventory and learning cycle model. It describes the four main learning styles - diverging, assimilating, converging, and accommodating - and traits typically associated with each. The document also provides strategies for developing each style and suggests reflecting on one's own instructional approach in light of Kolb's learning styles.
Being more reflective in your teaching and learning
Outline of recent workshops on reflective practice. Particularly useful for staff who are embarking on professional recognition routes who have to evidence reflective activities.
4 Learning styles by Kolb
This document outlines the four main learning styles identified in Kolb's learning styles theory: activist, reflector, theorist, and pragmatist. The activist learns by doing activities like brainstorming and role-playing. The reflector learns by observing and thinking, preferring activities like questionnaires and feedback. The theorist learns by understanding theories behind actions through models and stories. The pragmatist learns by applying ideas in real-world practice through case studies and problem-solving. The document provides strengths and weaknesses of each style.
Assessing reflective thinking
This document discusses approaches to assessing reflective thinking in teachers. It reviews past research that has qualitatively studied the development of reflection in preservice teachers. The document also outlines three orientations to reflective thinking: cognitive, critical, and narrative. Additionally, it proposes a reflective thinking pyramid with three levels - technical, contextual, and dialectical - describing the characteristics of reflection at each level. The goal is to better understand and systematically evaluate teachers' reflective abilities.
Reflective Teaching
Reflective teaching involves critically examining one's own teaching practices and experiences in the classroom. Teachers collect data on their teaching through methods like keeping journals, conducting observations, collecting student feedback, and recording lessons. They then analyze the data to identify patterns and underlying beliefs, evaluate different perspectives, and reflect on how to improve. The goal is ongoing professional development and ensuring students maximize their learning.
Basics of Reflective Teaching
Presentation slides for a short session on reflection in language teaching for teachers at their early stages.
Learning Styles of Trainees/ Learners: Challenges in Designing Training/Learn...
Learning Styles of Trainees/ Learners: Challenges in Designing Training/Learn...Dr Sraban Mukherjee, PCC(ICF)
How do we design training or course curricula so that there is effective engagement of students in class room, since each student has specific learning preferences?
Keynote presentation at International Workshop at Kaoshiung, Taiwan on 15th September,2014Assessment and bloom’s taxonomy
This document provides an overview of Bloom's Taxonomy, a framework for classifying educational goals and objectives into levels of complexity and specificity. It describes the six levels in Bloom's Taxonomy - Remember, Understand, Apply, Analyze, Evaluate, and Create - and provides examples of verbs and activities associated with each level. The document emphasizes the importance of aligning learning objectives, assessments, and instructional activities according to Bloom's Taxonomy in order to effectively guide student learning.
Bloom’s Revised Taxonomy
In this presentation, you will learn about what a taxonomy is, what the two-dimensional taxonomy means for you in your classroom, and how to write student learning outcomes (SLOs) using Bloom's Revised Taxonomy.
A Unified Model of Learning Styles
The document discusses learning styles and proposes a generalized model of learning styles. It summarizes several existing learning styles models and identifies some common dimensions across models. These include information processing styles, personality types, and social interaction styles. The document also addresses criticisms of learning styles, such as a lack of stability over time and skills. It proposes that learning styles models should be evolutionary and retested. It also suggests educating learners and teachers to avoid stereotyping.
Understanding learning styles to enhance the experience of being a first year...
This is a presentation I gave at the Deakin University Festival of Teaching and Learning in 2006. The presentation is about enabling students to understand their own learning styles in order to work better in groups, and ultimately with clients after they graduate.
Reflective practice
This document discusses reflective teaching and provides an overview of key concepts and frameworks related to teacher reflection. It defines reflective teaching as carefully considering one's practices in light of knowledge and beliefs. Reflective teachers engage in both reflection-on-action, which involves understanding past events, and reflection-in-action, which occurs while teaching. The document also outlines various approaches teachers can use to reflect, including portfolios, journaling, and using Quality Teaching frameworks as a lens. Barriers to reflection like a lack of time and perceived competence are also addressed.
Training in Industry
This document provides guidance on developing effective training programs for adult learners. It discusses key principles such as understanding learners' needs and defining clear objectives. It also outlines an 8-step process for developing a training program, including determining participants' needs, developing activities, and preparing evaluations. Additionally, it covers facilitator skills like establishing clear rules and using a variety of teaching methods to engage learners. The overall message is that understanding adult learning principles and systematically planning all aspects of a program are important for developing impactful training.
Reflective learning
Reflective learning is a way of allowing students to develop critical thinking and improve analyzing skills by experience.
Teaching for understanding
This document provides guidance on effective teaching practices from Sommieh Flower of the Sitara Teachers' Institute. It discusses that learning requires active participation, the brain searches for meaning and connects new information to prior knowledge, every child is unique, the goal of education is nurturing students' full potential, attention spans vary by age requiring varied activities, emotional engagement leads to greater learning and memory, planning effective lessons requires identifying objectives and designing activities to achieve them, and starting lessons with a KWL chart engages students and connects new learning to prior knowledge.
Bloom's taxonomy powerpoint
This document discusses several models of thinking including Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. It provides details on Bloom's original and revised cognitive, affective, and psychomotor domains. The document also explains how these models can be applied to project planning and student assessment. Finally, it defines the 16 Habits of Mind which include persisting, thinking flexibly, managing impulsivity, and more.
The learning style inventory
The document discusses Kolb's Learning Style Inventory, which aims to help students and instructors understand their different learning and teaching styles. It describes Kolb's experiential learning model involving concrete experiences, reflective observation, abstract conceptualization, and active experimentation. The inventory involves ranking words to determine dominant learning styles - diverging, assimilating, converging, or accommodating. Understanding one's own and others' styles can help avoid misunderstandings and allow flexibility in teaching and learning approaches.
High and low order learning and bloom taxonomy. (https://www.youtube.com/chan...
This document discusses high-order and low-order learning based on Bloom's Taxonomy. High-order learning involves analyzing, evaluating, and creating, and aims to solve problems, think critically and creatively, make decisions, and analyze and evaluate information. Low-order learning involves remembering, understanding, and applying through memorization and following instructions. Bloom's Taxonomy provides a framework to examine course goals and assessments to determine if they promote higher-order or lower-order thinking skills.
Theory Of Experiential Learning Fields[1]
The document discusses experiential learning theory. It defines experiential learning as learning through hands-on experience rather than passive learning. David Kolb's model of experiential learning involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb also identified four learning styles: diverging, assimilating, converging, and accommodating. Experiential learning has benefits like increased motivation and the ability to acquire durable knowledge through self-initiated learning.
Introduction to the 5Es Model
This document outlines the 5 E instructional model for inquiry-based science instruction. It describes the 5 phases (Engage, Explore, Explain, Elaborate, Evaluate) and provides examples of activities for each phase. It also lists science process skills and types of questions teachers can use at different phases of instruction. The 5 E model provides a framework to incorporate science concepts, process skills, and questioning into inquiry-based lessons.
Bloomspres
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and changes made in the revision, including renaming categories from nouns to verbs and emphasizing explanation over lists. Examples are given of classroom activities and assessments for each of the six levels: remembering, understanding, applying, analyzing, evaluating, and creating.
Self directed growth
This document discusses self-directed growth and professional development. It defines self-directed growth as a lifelong process of assessing one's skills and setting goals. Key factors that enable self-directed growth include knowledge, skills, attitude, and competency. The document outlines several actions involved in self-directed growth, including self-directed learning, collaborative learning, reflective practices, experiential learning, self-monitoring, journal writing, analyzing critical incidents, teaching portfolios, and action research. Strategies for self-directed professional development allow learners to take responsibility for their own learning and development.
Bloom and anderson taxonomy
This document provides an overview and comparison of Bloom's original taxonomy of cognitive domains from 1956 and the revised taxonomy by Anderson and Krathwohl from 2001. It outlines the six cognitive levels in each taxonomy from simplest to most complex: remembering, understanding, applying, analyzing, evaluating/creating. It also introduces the four levels of knowledge - factual, conceptual, procedural, and metacognitive - that intersect with the cognitive domains.
Motivating learners
This document discusses strategies for motivating learners. It defines motivation as dynamic and based on factors like energy, wants, feelings, and obligations. Motivation can be intrinsic, from inherent interest, or extrinsic, to achieve outcomes like grades. Suggestions to motivate learners include giving positive feedback, ensuring opportunities for success, helping students find personal meaning, and creating a positive atmosphere where students feel valued. The document emphasizes establishing a sense of belonging, making the material relevant, going beyond grades to address students' needs, and being enthusiastic about the subject.
Concept Development
The document discusses the concept development model, which involves building general understandings from specific examples. It describes concept development as acquiring vocabulary through concepts and extending knowledge by refining information in "filing cabinets" that represent concepts. The key steps in concept development are listing associated items, grouping like items, labeling groups, regrouping items under other concepts, and forming generalizations. Teachers can structure and implement concept development lessons flexibly based on student groupings and pacing.
Adult learning
This document provides an overview of learning theories and models related to adult learning. It discusses several key concepts:
- Constructivism theory holds that individuals construct new knowledge from their experiences through processes of accommodation and assimilation. Learning is an active process.
- Background, culture, motivation, and responsibility of the learner impact how adults learn. Adult learners need direct, concrete experiences and relevance to their work and lives.
- Models like Kolb's learning styles and Felder-Silverman learning styles break down learning preferences into dichotomies like active/reflective, sensing/intuitive, visual/verbal, and sequential/global. These provide guidance on teaching methods that align with different learner preferences.
Reflective Practice
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
Bloom taxonomy
This document provides an overview of Bloom's Taxonomy, which is a classification of learning objectives into different levels of complexity and specificity. It describes the three domains of the taxonomy - cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills, ranging from basic recall or recognition to more complex processes like analysis, synthesis and evaluation. The affective domain describes the way attitudes, values and appreciation develop, from basic awareness to internalizing values. The psychomotor domain involves physical skills and ranges from basic perception to highly complex skills that are adapted to new situations.
4 Control
1. The document discusses the concept of the panopticon and its evolution over time. It begins with Jeremy Bentham's original panopticon design for a prison that allowed for constant surveillance of inmates.
2. During the Industrial Revolutions, panoptic principles were applied to factories to maximize productivity and discipline of workers. Scientific management further broke down jobs into simplified, repetitive tasks.
3. In modern times, digital technologies have enabled new forms of panoptic control and surveillance through data collection. People may modify their behavior if they know their online habits are being monitored and analyzed.
More Related Content
What's hot
Bloom’s Revised Taxonomy
In this presentation, you will learn about what a taxonomy is, what the two-dimensional taxonomy means for you in your classroom, and how to write student learning outcomes (SLOs) using Bloom's Revised Taxonomy.
A Unified Model of Learning Styles
The document discusses learning styles and proposes a generalized model of learning styles. It summarizes several existing learning styles models and identifies some common dimensions across models. These include information processing styles, personality types, and social interaction styles. The document also addresses criticisms of learning styles, such as a lack of stability over time and skills. It proposes that learning styles models should be evolutionary and retested. It also suggests educating learners and teachers to avoid stereotyping.
Understanding learning styles to enhance the experience of being a first year...
This is a presentation I gave at the Deakin University Festival of Teaching and Learning in 2006. The presentation is about enabling students to understand their own learning styles in order to work better in groups, and ultimately with clients after they graduate.
Reflective practice
This document discusses reflective teaching and provides an overview of key concepts and frameworks related to teacher reflection. It defines reflective teaching as carefully considering one's practices in light of knowledge and beliefs. Reflective teachers engage in both reflection-on-action, which involves understanding past events, and reflection-in-action, which occurs while teaching. The document also outlines various approaches teachers can use to reflect, including portfolios, journaling, and using Quality Teaching frameworks as a lens. Barriers to reflection like a lack of time and perceived competence are also addressed.
Training in Industry
This document provides guidance on developing effective training programs for adult learners. It discusses key principles such as understanding learners' needs and defining clear objectives. It also outlines an 8-step process for developing a training program, including determining participants' needs, developing activities, and preparing evaluations. Additionally, it covers facilitator skills like establishing clear rules and using a variety of teaching methods to engage learners. The overall message is that understanding adult learning principles and systematically planning all aspects of a program are important for developing impactful training.
Reflective learning
Reflective learning is a way of allowing students to develop critical thinking and improve analyzing skills by experience.
Teaching for understanding
This document provides guidance on effective teaching practices from Sommieh Flower of the Sitara Teachers' Institute. It discusses that learning requires active participation, the brain searches for meaning and connects new information to prior knowledge, every child is unique, the goal of education is nurturing students' full potential, attention spans vary by age requiring varied activities, emotional engagement leads to greater learning and memory, planning effective lessons requires identifying objectives and designing activities to achieve them, and starting lessons with a KWL chart engages students and connects new learning to prior knowledge.
Bloom's taxonomy powerpoint
This document discusses several models of thinking including Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. It provides details on Bloom's original and revised cognitive, affective, and psychomotor domains. The document also explains how these models can be applied to project planning and student assessment. Finally, it defines the 16 Habits of Mind which include persisting, thinking flexibly, managing impulsivity, and more.
The learning style inventory
The document discusses Kolb's Learning Style Inventory, which aims to help students and instructors understand their different learning and teaching styles. It describes Kolb's experiential learning model involving concrete experiences, reflective observation, abstract conceptualization, and active experimentation. The inventory involves ranking words to determine dominant learning styles - diverging, assimilating, converging, or accommodating. Understanding one's own and others' styles can help avoid misunderstandings and allow flexibility in teaching and learning approaches.
High and low order learning and bloom taxonomy. (https://www.youtube.com/chan...
This document discusses high-order and low-order learning based on Bloom's Taxonomy. High-order learning involves analyzing, evaluating, and creating, and aims to solve problems, think critically and creatively, make decisions, and analyze and evaluate information. Low-order learning involves remembering, understanding, and applying through memorization and following instructions. Bloom's Taxonomy provides a framework to examine course goals and assessments to determine if they promote higher-order or lower-order thinking skills.
Theory Of Experiential Learning Fields[1]
The document discusses experiential learning theory. It defines experiential learning as learning through hands-on experience rather than passive learning. David Kolb's model of experiential learning involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb also identified four learning styles: diverging, assimilating, converging, and accommodating. Experiential learning has benefits like increased motivation and the ability to acquire durable knowledge through self-initiated learning.
Introduction to the 5Es Model
This document outlines the 5 E instructional model for inquiry-based science instruction. It describes the 5 phases (Engage, Explore, Explain, Elaborate, Evaluate) and provides examples of activities for each phase. It also lists science process skills and types of questions teachers can use at different phases of instruction. The 5 E model provides a framework to incorporate science concepts, process skills, and questioning into inquiry-based lessons.
Bloomspres
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and changes made in the revision, including renaming categories from nouns to verbs and emphasizing explanation over lists. Examples are given of classroom activities and assessments for each of the six levels: remembering, understanding, applying, analyzing, evaluating, and creating.
Self directed growth
This document discusses self-directed growth and professional development. It defines self-directed growth as a lifelong process of assessing one's skills and setting goals. Key factors that enable self-directed growth include knowledge, skills, attitude, and competency. The document outlines several actions involved in self-directed growth, including self-directed learning, collaborative learning, reflective practices, experiential learning, self-monitoring, journal writing, analyzing critical incidents, teaching portfolios, and action research. Strategies for self-directed professional development allow learners to take responsibility for their own learning and development.
Bloom and anderson taxonomy
This document provides an overview and comparison of Bloom's original taxonomy of cognitive domains from 1956 and the revised taxonomy by Anderson and Krathwohl from 2001. It outlines the six cognitive levels in each taxonomy from simplest to most complex: remembering, understanding, applying, analyzing, evaluating/creating. It also introduces the four levels of knowledge - factual, conceptual, procedural, and metacognitive - that intersect with the cognitive domains.
Motivating learners
This document discusses strategies for motivating learners. It defines motivation as dynamic and based on factors like energy, wants, feelings, and obligations. Motivation can be intrinsic, from inherent interest, or extrinsic, to achieve outcomes like grades. Suggestions to motivate learners include giving positive feedback, ensuring opportunities for success, helping students find personal meaning, and creating a positive atmosphere where students feel valued. The document emphasizes establishing a sense of belonging, making the material relevant, going beyond grades to address students' needs, and being enthusiastic about the subject.
Concept Development
The document discusses the concept development model, which involves building general understandings from specific examples. It describes concept development as acquiring vocabulary through concepts and extending knowledge by refining information in "filing cabinets" that represent concepts. The key steps in concept development are listing associated items, grouping like items, labeling groups, regrouping items under other concepts, and forming generalizations. Teachers can structure and implement concept development lessons flexibly based on student groupings and pacing.
Adult learning
This document provides an overview of learning theories and models related to adult learning. It discusses several key concepts:
- Constructivism theory holds that individuals construct new knowledge from their experiences through processes of accommodation and assimilation. Learning is an active process.
- Background, culture, motivation, and responsibility of the learner impact how adults learn. Adult learners need direct, concrete experiences and relevance to their work and lives.
- Models like Kolb's learning styles and Felder-Silverman learning styles break down learning preferences into dichotomies like active/reflective, sensing/intuitive, visual/verbal, and sequential/global. These provide guidance on teaching methods that align with different learner preferences.
Reflective Practice
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
Bloom taxonomy
This document provides an overview of Bloom's Taxonomy, which is a classification of learning objectives into different levels of complexity and specificity. It describes the three domains of the taxonomy - cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills, ranging from basic recall or recognition to more complex processes like analysis, synthesis and evaluation. The affective domain describes the way attitudes, values and appreciation develop, from basic awareness to internalizing values. The psychomotor domain involves physical skills and ranges from basic perception to highly complex skills that are adapted to new situations.
What's hot (20)
Understanding learning styles to enhance the experience of being a first year...
Understanding learning styles to enhance the experience of being a first year...
High and low order learning and bloom taxonomy. (https://www.youtube.com/chan...
High and low order learning and bloom taxonomy. (https://www.youtube.com/chan...
Viewers also liked
4 Control
1. The document discusses the concept of the panopticon and its evolution over time. It begins with Jeremy Bentham's original panopticon design for a prison that allowed for constant surveillance of inmates.
2. During the Industrial Revolutions, panoptic principles were applied to factories to maximize productivity and discipline of workers. Scientific management further broke down jobs into simplified, repetitive tasks.
3. In modern times, digital technologies have enabled new forms of panoptic control and surveillance through data collection. People may modify their behavior if they know their online habits are being monitored and analyzed.
Solo
This document discusses and compares Bloom's Taxonomy and SOLO Taxonomy as frameworks for understanding cognitive challenge levels and progression in learning. Bloom's Taxonomy describes different types of thinking in a hierarchy but does not show progression within a task. SOLO Taxonomy was originally developed to assess understanding demonstrated in an outcome, and more recently as a constructivist framework. The document provides an example of applying the SOLO levels - from prestructural to extended abstract - to understanding the concept of "The Alexandrine", a form of French verse. It concludes with references on using SOLO taxonomy to assess learning.
Thesis Midterm
Slides from my midterm presentation for our thesis section. This as yet untitled project is an interactive display for bioluminescent algae.
At relay for life
At the Relay For Life event, teams set up tents and canopies to create a village where they display fundraising information, thank sponsors, host activities like bake sales and flip flop decorating, and invite friends and family. Participants walk around the track, take breaks at team sites, participate in theme laps and activities, and light luminaria bags to honor those lost to cancer, capturing special moments throughout the 24-hour event.
Petje
The Petje is a nonverbal communication device built by Nahana Schelling, Peter Esveld, and Caroline Brown as a midterm project for Kate Hartman's Introduction to Physical Computing class at NYU's ITP.
Velas
A brief presentation on Velas, my final project for Kate Hartman's Introduction to Physical Computing class at ITP.
ITU #world11kids
The document discusses problems with weak agricultural sectors in developing countries, including lack of support for small farmers from governments and large swaths of land being sold to multinational corporations. It proposes a solution of providing farmers access to the internet through a specially designed product to connect them, allow knowledge sharing, and enable international trade, strengthening their position. It suggests having Western countries forgive debts in return for investment in agriculture, benefiting all through stronger African economies and increased global food security.
Smell
The document discusses different terms used to describe smells, including aromatic, fragrant, musky, and repulsive. It mentions Carolus Linnaeus and Hendrik Zwaardemaker, who studied smells. It also quotes a passage about a memory triggered by a taste, and how a pleasure invaded the senses with no knowledge of its origin. It ends with the phrase "Smell you later, piglet".
A simile for assessment
The document discusses the differences between assessment for learning (AfL) and feedback. It states that AfL helps students know where they are, know their destination, plan their route, and look back along the road. Specifically, AfL involves diagnostic assessment, understanding previous performance, understanding learning objectives, setting milestones, and reviewing progress. Feedback, on the other hand, helps students stay on track, refine their learning behaviors, and adapt. The document provides a simile that AfL is like a pre-match coaching session that sets goals and strategies, while feedback is like in-game coaching that helps students adapt and improve.
Learn to design think
This document outlines a design thinking lesson that guides students through the design thinking cycle to solve a problem. It instructs students to work in teams of 3 to find a problem, immerse themselves in research, generate and refine solutions using different thinking techniques, create a prototype, and get feedback on their prototype from an audience. The design thinking cycle involves the steps of discovery and interpretation, ideating, prototyping, and real-life assessment.
Breaking The Mould
The document provides an overview of a training session on teaching languages at key stage 3. It discusses several key points:
1. The session will reflect on what and how students are learning languages in key stage 3 and provide practical ideas to take away.
2. A working model of the key stage 3 curriculum will be discussed and sample activities modeled to demonstrate underlying principles.
3. Participants will have the opportunity to reflect on their own learning.
Tema 1: Yo creo en la familia
Este documento enfatiza la importancia de creer en la familia a pesar de las dificultades. Citando a San Juan Pablo II, señala que Dios mismo es una familia de amor. Aunque la familia es atacada, la Iglesia promueve su valor formador. El documento incluye testimonios sobre cómo la familia enseña el amor, la convivencia y los valores. Concluye resaltando que cuando se cree en la familia, se hace más fácil cuidarla y reconocer su importancia para el mundo según el magisterio de la
Mièrcoles de ceniza cuaresma
La Cuaresma es un tiempo de conversión, ayuno y oración para prepararnos a celebrar la Pascua. Dura cuarenta días que representan los cuarenta años que los israelitas pasaron en el desierto y también los cuarenta días que Jesús pasó ayunando y orando en el desierto antes de comenzar su ministerio público. Es un periodo para examinar nuestra vida, pedir perdón por nuestros pecados y fortalecer nuestra relación con Dios a través de la oración, el sacrificio y las buenas obras.
Our presentation 2nd eso c
- Anila Padrós is a 13-year-old girl from La Garriga, Catalonia who loves music. She plays guitar and sings professionally, with her passion being singing. She attends music school for 5.5 hours per week and wants to be an artist.
- Anna Rangel is also 13 and lives in La Garriga. She enjoys spending time with friends, dancing, listening to music, and learning different dance styles and English outside of school.
- Arnau provides some basic information about himself, including that he is 13 years old and lives near Barcelona, studying at Vil·la Romana secondary school.
Our presentation 2nd eso d (2)
Berta Butiña introduces herself, stating her name, age, birthday, where she lives, and her favorite colors and number. She enjoys dancing, which she does three times a month, and spends free time with friends, listening to music, watching TV, and making videos. Rubén Cano attends a high school near where he lives and plays basketball for the local team. In free time he meets friends, rides his skateboard, or goes to the city center. Judith Palacios introduces her family and states her favorite animals, that she has 7 pets, and wants to be a teacher.
Estrategia comercio electrónico emprendedores
Este documento presenta estrategias de comercio electrónico para emprendedores, incluyendo consejos sobre diseño de sitios web, pruebas A/B, precios y marketing digital. Explica cómo factores como la velocidad de carga, el número de opciones y la psicología de los precios afectan la conversión y las ventas. El documento también incluye ejemplos de pruebas de precios exitosas y recomendaciones para optimizar el comercio electrónico.
Evolution strategies for developing great language learners
Some ideas for different strategies to evolve language teaching and learning
Viewers also liked (19)
Evolution strategies for developing great language learners
Evolution strategies for developing great language learners
Similar to Flip Side
Blooms_taxonomy.ppt
The document discusses effective teaching strategies and learning styles, noting that teachers should adapt their teaching style to address the various learning styles of students. It introduces Bloom's Taxonomy as a framework to help bridge mismatches between a teacher's teaching style and a student's learning style. The goal is to make the learning experience more effective for all students by accounting for their different ways of processing and understanding information.
Core 3 march07
The document discusses differentiation and pre-assessment strategies for meeting the varied needs of students. It defines differentiation, outlines its goals of respecting students and ongoing adjustment, and distinguishes it from individualized instruction. The document also discusses assessing students' readiness, learning profiles, and interests to plan differentiated content, processes, and products. Teachers are encouraged to use both formal and informal pre-assessment to understand students and flexibly group them for instruction.
Instructional strategies
The document discusses strategies for raising achievement in special education students, including differentiated instruction, understanding by design, and higher-order thinking. The goal is to increase the number of special education students scoring proficient or advanced on math assessments. Differentiated instruction involves modifying lessons based on student needs, interests and styles. Understanding by design uses backwards planning starting with desired outcomes. Higher-order thinking focuses on analysis, evaluation and creation over simple recall of facts.
Il 2015 s3
The document discusses inquiry learning and the phases of the guided inquiry design process. It unpacks the eight phases: open, immerse, explore, identify, gather, create, share, and evaluate. It emphasizes the importance of framing an overarching question to guide student inquiry. Examples are provided of what activities could look like for each phase, such as role plays, videos or guest speakers for the open phase. Developing an essential question that leads to deeper thinking is key rather than questions that can be answered with a brief description. The inquiry team and its composition are also discussed.
Learning strategies
This document provides information on skills, strategies, and principles needed to succeed in college. It discusses personal skills like problem solving and communication. Study skills like time management, note taking, and listening strategies are outlined. Learning strategies like graphic organizers, questioning, and chunking information are presented. Principles of effective learning include knowing what you know, learning as a lifelong process, and several factors that influence learning. Planning considerations for instruction include goals, standards, student characteristics and assessment. Criteria for setting learning objectives involve specificity, measurability, attainability and being result-oriented.
Reflectivelearningcriticalthinking 150217022909-conversion-gate01
The document discusses reflective learning and various related concepts. It defines reflective learning as involving students thinking critically about what they have read, learned, or done and relating lessons to their own lives. Reflection involves describing, analyzing, and evaluating thoughts, assumptions, and actions. Keeping a journal is presented as a way to engage in reflective learning by regularly writing about personal experiences, thoughts, and insights. Critical thinking is discussed as reasonable, reflective thinking focused on deciding what to believe and do. The document also emphasizes the importance of writing clear learning objectives that define what students will be able to do upon completion of an activity.
Thinking Skills Presentation
The document discusses the importance of teaching thinking skills to students and taking a whole-school approach. It provides examples of thinking strategies and tools that can be taught at different year levels, including the Six Thinking Hats, Brainstorming, Thinkers Keys, Graphic Organisers, SCAMPER, and Blooms Taxonomy. The whole-school approach aims to develop a thinking culture and empower students with analytical, critical and creative thinking abilities.
Chapter 3
This document discusses various aspects of the teaching and learning process. It covers topics like what is learning, how we learn, different learning styles, metacognition, characteristics of expert learners, the forgetting curve, teaching styles, common student pitfalls, and the importance of seeking help. Key points made include that learning involves acquiring new knowledge, skills, and attitudes. Our preferred learning styles impact how we receive and process new information. Expert learners are self-aware, goal-oriented, and employ various learning strategies. Frequent review helps with long-term retention versus cramming. Teaching styles vary in terms of content emphasis, presentation mode, organization, and student participation level. Students should avoid pitfalls like poor time management
5 Simple Strategies for Working with Gifted
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
8 phases of guided inquiry staff created
This document provides summaries of the 8 stages of guided inquiry:
1. Open - Engage students through activities like role play, video, or hands-on activities.
2. Immerse - Build background knowledge through viewing videos, guest speakers, or articles.
3. Explore - Students browse resources and select an area of interest to focus on.
4. Identify - Students pause to identify a key inquiry question and direction for their research.
5. Gather - Students find a broad range of sources and deeply comprehend the information.
6. Create - Students create presentations to communicate their most important findings.
7. Share - Students share their insights through blogs, podcasts, or presentations.
UNDERSTANDING BY DESIGN. module 5.. aj. :)
This document provides an overview of Understanding by Design, an educational framework for designing curriculum and lessons. It describes the three stages of Understanding by Design as Desired Results, Assessment Evidence, and Learning Plan. It also outlines the six facets of understanding as Explanation, Interpretation, Application, Perspective, Empathy, and Self-Understanding. Finally, it provides examples of learning activities and teaching methods that can be used to engage students and promote deep learning.
Differentiated instruction (1)
This document discusses differentiated instruction and provides guidance on its basic steps and strategies. Differentiated instruction is an approach that tailors teaching and learning to meet students' varying needs, interests, and abilities. It involves using flexible grouping, ongoing assessment, and tiering of lessons according to students' readiness, learning profiles, and interests. The document outlines strategies like tiering instruction, flexible grouping, interest centers, choice boards, and compacting the curriculum to effectively implement differentiated instruction and ensure all students' needs are met.
Assignment raja mohan.k
This document is an assignment on reflective teaching submitted by Raja Mohan.K to their lecturer Anupama Miss. It discusses the importance of reflective teaching as a means of teacher development and self-evaluation. It provides various methods for teachers to gather information about their classroom teaching, such as keeping a teacher diary, having a peer observe lessons, recording lessons, and obtaining student feedback. The document emphasizes analyzing the information collected to identify aspects that worked well and areas for improvement, and then making changes to instructional practices.
Differentiated instruction
This document discusses the basic steps for differentiated instruction. Differentiated instruction is creating multiple paths for students of varying abilities, interests, and needs to learn. Teachers can differentiate instruction through content, process, and product based on students' readiness, interests, and learning profiles. Strategies for differentiation include flexible grouping, tiering instruction, compacting the curriculum, interest centers, choice boards, and assessing students through formative and informal methods. The goal is to provide all students with equally appropriate ways to learn.
K. Adams, Canterbury Colloquium, assessment
The document discusses using formative assessment to inform instruction. It defines formative assessment as a way for teachers to monitor student learning through ongoing feedback in order to improve teaching and help students improve learning. The goal is not assessment scores but rather identifying student strengths, weaknesses, and addressing problems immediately. Effective formative assessment is informal, continuous and uses techniques like questioning, observing, discussing and collecting student work. Teachers can then use assessment data to create learner profiles detailing students' readiness, interests and learning preferences in order to better meet individual student needs through differentiated instruction and re-teaching.
Educ 118 lesson5-17 Outline
This document discusses applying technology to support higher-level learning outcomes. It outlines several conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. These models emphasize students taking an active role in building their own understanding. The document then discusses using IT-based projects to engage students in higher-order thinking, including resource-based projects, simple creations, guided hypermedia projects, and web-based projects. It focuses on students acquiring information through inquiry and discovery rather than receiving it from teachers.
About Time to Change
This document discusses techniques for teachers to improve their creativity and effectiveness in the classroom. It describes several methods teachers can use for self-assessment and development, including action research, problem-solving teaching approaches, paying attention to students, keeping a teacher's journal, making creative use of resources, self-assessment, follow-up actions after lessons, and reflective teaching. Regularly using these techniques helps teachers enhance their skills and guide students to better manage information.
Developing Educational Practice #2
Visual aids and prompts for Day Two of the Developing Educational Practice course at the University of the Arts London.
Psychology & philosophy of education
The document discusses the evolution of how psychology has been defined. It started as the study of the soul, but that was rejected because the soul cannot be studied. It was then defined as the study of the mind, but that definition was confusing. It was also defined as the study of consciousness, but that did not account for unconscious behaviors. Psychology is now defined as the scientific study of observable behavior, which includes all conscious, subconscious, and unconscious mental activities and processes of organisms.
LCIN Presentation: Effective Online Discussions
This document summarizes a presentation on effective online discussions. It covers tips for planning discussions, the importance of instructor presence, using provocative questions, and case studies. Planning involves setting clear learning objectives. The community of inquiry model and Bloom's taxonomy can help design activities. Facilitation requires summarizing, moderating, guiding, and troubleshooting. Provocative questions apply Socratic techniques. A sample case study outlines objectives for a student-led psychology discussion.
Similar to Flip Side (20)
Reflectivelearningcriticalthinking 150217022909-conversion-gate01
Reflectivelearningcriticalthinking 150217022909-conversion-gate01
Recently uploaded
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 KanvariaThe History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcCommunity pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
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.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
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.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Recently uploaded (20)
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Flip Side
- 1. Take a walk on the flip side…
- 2. tu*tm*td
- 6. Independent enquirers Creative thinkers Team workers Self-managers Effective participators Reflective learners
- 8. 1. Remembering: Retrieving, recalling, or recognizing knowledge from memory. Remembering is when memory is used to produce definitions, facts, or lists, or recite or retrieve material. 2. Understanding: Constructing meaning from different types of functions be they written or graphic messages activities like i nterpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. 3. Applying: Carrying out or using a procedure through executing, or implementing . Applying related and refers to situations where learned material is used through products like models, presentations, interviews or simulations. 4. Analyzing: Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing , as well as being able to distinguish between the components or parts. When one is analyzing he/she can illustrate this mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations. 5. Evaluating: Making judgments based on criteria and standards through checking and critiquing . Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. In the newer taxonomy evaluation comes before creating as it is often a necessary part of the precursory behavior before creating something . 6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing . Creating requires users to put parts together in a new way or synthesize parts into something new and different a new form or product. This process is the most difficult mental function in the new taxonomy.
- 21. Key messages Be creative – teach languages through a context that is Interesting to you and the kids
- 22. Key messages Evolution not revolution – keep what you do well and tweak rather than recreate
- 23. Key messages Keep your thinking HOT – when you are giving a task ask yourself where it would fall on Anderson’s Taxonomy
- 24. Key messages Aim for independence – buy dictionaries rather than text books, choice of what and how, give them the mortar and make them find the bricks
- 25. Because we do not want this…
- 26. tu*tm*td