By Greg Paziuk and Jessie Beatty. A guide to the ins and outs of the first day in the classroom. Delivered at GATA Winter Academy, University of Windsor, January 2013
This document provides various revision strategies for different learning styles including visual, auditory, and kinesthetic learners. It recommends using flashcards, practice questions, revising with friends, mind maps, mnemonics, lists, diagrams, and more. The key strategies discussed are writing notes, creating lists, using labeled diagrams, underlining in notes, and mind maps to effectively summarize information for exams. It emphasizes finding the right techniques to fit individual needs and testing oneself regularly during the revision process.
The document outlines a scoring system for answering questions on an exam, where students can score between 1/3 and 5/3 for their answers. It instructs students to organize the order of questions they will answer, and to answer one at a time for marking before moving to the next. A table is included to track student scores on questions.
This document provides several active revision techniques for students to review course material, including: having student groups prepare and deliver short lessons; creating mind maps and reworking notes with different colors; making connections maps between topics; using flashcards; playing word association, dominoes, and Pictionary games; using graphic organizers like tables and charts; creating posters for a "marketplace"; playing a question tennis game; and developing mnemonics to remember lists. The techniques emphasize creative, memorable activities for reviewing and reinforcing important concepts.
This document provides descriptions of various revision activities teachers can use with students, including: using mini-whiteboards or hand signals for quick questions; having students create songs to remember key facts; turning quizzes into engaging PowerPoints with images; competitive drawing games like Pictionary; an A-Z activity where students think of related words for each letter; having students teach parts of a topic to the class; and more interactive games and assessments to boost engagement like Splat, Taboo, storytelling, Blockbusters, and carousel questions.
Revision can be difficult, but there are many ideas that can help liven up the revision process and improve memory retention. Some ideas include creating a study timetable, making flash cards to carry around, recording notes and listening to them back, practicing past exam questions, explaining topics to study partners, imagining topics as journeys, writing notes in various places around the home, and creating mind maps about key topics. Trying different techniques can help find the methods that work best for an individual's learning style.
Learning Objective: Assess methods for improving study skills
Learning to study effectively is a skill that benefits everyone, even the smartest in the class. When polled, most college students would agree that when they started college, they did not know how to properly study. In this seminar, we will address preparatory study principles, such as setting goals, knowing your learning style, being an active reader, participating in study groups, organizing your notes and study materials, and writing drafts of papers, that can help all students improve their study skills and perform better.
At the end of this seminar, participants will be able to:
a. Identify the traits of successful studying candidates.
b. Generate methods for achieving successful studying habits.
c. Outline methods for implementing successful studying techniques.
This is short presentation for any type of students who want to do better in any examinations. The points mentioned in the presentation are very vast in nature, though I have tried them at very introductory level. The Students or Teachers can give extra information about them. It is also possible that some necessary points or elements may have missed from the presentation. Those will be added in the next Presentation !!
The document provides 9 different ways to present learning objectives to students in an engaging manner, such as encoding the objective, using a KWL chart, leaving out a keyword for students to guess, revealing the objective at the end of the lesson, making a puzzle out of the objective, using a learning continuum, recording an audio explanation of the objective, creating a sign with the objective, and introducing the objective before the lesson. The purpose is to twist how learning objectives are presented to students to make the lesson more interesting.
This document provides various revision strategies for different learning styles including visual, auditory, and kinesthetic learners. It recommends using flashcards, practice questions, revising with friends, mind maps, mnemonics, lists, diagrams, and more. The key strategies discussed are writing notes, creating lists, using labeled diagrams, underlining in notes, and mind maps to effectively summarize information for exams. It emphasizes finding the right techniques to fit individual needs and testing oneself regularly during the revision process.
The document outlines a scoring system for answering questions on an exam, where students can score between 1/3 and 5/3 for their answers. It instructs students to organize the order of questions they will answer, and to answer one at a time for marking before moving to the next. A table is included to track student scores on questions.
This document provides several active revision techniques for students to review course material, including: having student groups prepare and deliver short lessons; creating mind maps and reworking notes with different colors; making connections maps between topics; using flashcards; playing word association, dominoes, and Pictionary games; using graphic organizers like tables and charts; creating posters for a "marketplace"; playing a question tennis game; and developing mnemonics to remember lists. The techniques emphasize creative, memorable activities for reviewing and reinforcing important concepts.
This document provides descriptions of various revision activities teachers can use with students, including: using mini-whiteboards or hand signals for quick questions; having students create songs to remember key facts; turning quizzes into engaging PowerPoints with images; competitive drawing games like Pictionary; an A-Z activity where students think of related words for each letter; having students teach parts of a topic to the class; and more interactive games and assessments to boost engagement like Splat, Taboo, storytelling, Blockbusters, and carousel questions.
Revision can be difficult, but there are many ideas that can help liven up the revision process and improve memory retention. Some ideas include creating a study timetable, making flash cards to carry around, recording notes and listening to them back, practicing past exam questions, explaining topics to study partners, imagining topics as journeys, writing notes in various places around the home, and creating mind maps about key topics. Trying different techniques can help find the methods that work best for an individual's learning style.
Learning Objective: Assess methods for improving study skills
Learning to study effectively is a skill that benefits everyone, even the smartest in the class. When polled, most college students would agree that when they started college, they did not know how to properly study. In this seminar, we will address preparatory study principles, such as setting goals, knowing your learning style, being an active reader, participating in study groups, organizing your notes and study materials, and writing drafts of papers, that can help all students improve their study skills and perform better.
At the end of this seminar, participants will be able to:
a. Identify the traits of successful studying candidates.
b. Generate methods for achieving successful studying habits.
c. Outline methods for implementing successful studying techniques.
This is short presentation for any type of students who want to do better in any examinations. The points mentioned in the presentation are very vast in nature, though I have tried them at very introductory level. The Students or Teachers can give extra information about them. It is also possible that some necessary points or elements may have missed from the presentation. Those will be added in the next Presentation !!
The document provides 9 different ways to present learning objectives to students in an engaging manner, such as encoding the objective, using a KWL chart, leaving out a keyword for students to guess, revealing the objective at the end of the lesson, making a puzzle out of the objective, using a learning continuum, recording an audio explanation of the objective, creating a sign with the objective, and introducing the objective before the lesson. The purpose is to twist how learning objectives are presented to students to make the lesson more interesting.
This document provides study tips and techniques for students to improve learning and exam preparation. It discusses maintaining an effective daily routine, revising lessons on a regular basis, caring for physical and mental health, and developing a winning mindset. Specific recommendations include keeping eye contact in class, taking small breaks during study, and revising material 10 minutes after class, daily, weekly, monthly, and twice a year. The document also contains sample exam day routines and questions for students to consider about optimizing their study approach.
51 ways to introduce learning objectivesDavid Didau
The document provides 51 ways to introduce learning objectives to students in an engaging manner, such as through word games, images, movies, music, coding, translating objectives into other languages, and having students determine objectives through problem solving or at the end of a lesson. Some methods encourage guessing objectives or determining success criteria. A few suggestions note that explicitly stating objectives can sometimes limit learning.
The document provides teaching strategies and tips for setting high expectations for students based on chapters 1 and 2 of Teach Like a Champion. Some key points include:
1) Ensure all students respond to questions, even reluctant students, by providing clues or answers for them to repeat. Accept only fully correct answers.
2) Plan lessons purposefully, starting with measurable learning objectives that are manageable and focus on important skills. Assess if objectives were met.
3) Consider the student perspective in planning by determining what both the teacher and students will do in each part of the lesson. Post objectives and useful tools to guide students.
Visual, auditory, and hands-on are three common learning styles. Knowing your individual learning style can help you study more efficiently and get better grades on tests. The best times to study are generally between 10am-2pm or 4pm-10pm according to research. Taking a learning styles quiz can help students identify their preferred style and apply it to improve their education and career potential.
This document outlines 5 effective revision activities:
1. Create a Google Doc outline of key elements of a text like setting, characters, themes, language features, and symbolism.
2. Assign groups an aspect of the text and have them find and record relevant quotes.
3. Have groups research an aspect of the text online and share findings.
4. Assign groups a scene from the text to teach the class about with description, characters, themes, symbols, and quotes.
5. Write an essay introduction as a class, write body paragraphs in pairs, give peer feedback, and self-mark essays using a rubric.
This document outlines an agenda for a workshop on learning skills and styles. The workshop will cover how people learn best based on their learning style, which can be sequential, random, or balanced. It will also discuss the three primary sensory modes of learning: visual, auditory, and tactile/kinesthetic. Attendees will complete activities to identify their own preferred learning styles and will learn corresponding study strategies to enhance their learning. The goal is for participants to become actively engaged in the learning process.
Note taking test taking and study skillscadams1977
The document provides tips for academic success including setting goals, choosing courses, using resources, meeting instructors, active learning, time management, reading skills, note-taking, involvement in extracurricular activities, specific note-taking skills like using a separate notebook for each class, sitting at the front, pre-reading, identifying main points, reasons to take notes, identifying important content, study skills like using flashcards and study groups, creating study guides, quizzing oneself, getting enough sleep, and test-taking skills like arriving early, confidence, following directions, planning time, and reviewing answers.
Teaching students to write effective revision notesdavidfawcett27
The document discusses teaching students to write effective revision notes. It explains that brains have evolved over millions of years to prioritize remembering locations, images, and communication rather than written language. While brains are good at learning, they are poor at later locating information. The document provides rationale for recommendations when writing revision notes, such as minimizing words, using symbols, including titles and chunking information, to make information more efficiently memorable and testable.
This document outlines 10 steps that Three Rivers College instructors expect students to follow to be successful. The steps include attending every class, being organized, managing time well, being prepared for class, taking good notes, reading textbooks effectively, studying smart, using test-taking strategies, and utilizing available college resources. Following these steps will help students adapt to the critical thinking and independent work expected in college courses.
The document discusses different teaching methods including class participation, demonstrations, recitation, and memorization. It provides guidance on effective class participation, such as coming prepared, asking questions, and being respectful of others. Demonstrations are used to provide visual learning, while recitation involves oral delivery of lessons by students. Memorization involves committing material to memory through various stages like impression, retention, and recall. Effective memorization requires mastering the material, using aids, and frequent review.
This document provides an overview of effective study strategies for students. It discusses identifying learning styles using Bloom's Taxonomy, preparing for study by choosing an environment and schedule, making effective use of course documents, maintaining a positive attitude with growth mindset, reading efficiently using SQ4R technique, taking clear notes, employing memory techniques like acronyms and visualization, and seeking additional support through campus referrals. The goal is to help students optimize their study practices and improve learning outcomes.
The document provides 40 different ways to introduce learning objectives to students, ranging from using anagrams, Facebook statuses, movies, dictation, images and more to engage students and help them understand the goals of the lesson. The suggestions are meant to make introducing objectives more interactive, creative and fun for students.
Teach like a champion chapt.s 7, 8 and 9Alan Robinson
The document summarizes techniques for effective classroom instruction and student engagement discussed in chapters 7-9 of the book Teach Like a Champion. Some key techniques include using positive framing to correct behavior, precise praise for students, keeping explanations warm and strict with high expectations, normalizing errors, improving pacing through varying activities and participation, and asking challenging questions to push students' critical thinking. The goal is to increase student participation, understanding, and academic rigor through these strategic teaching methods.
Study tips for college students include creating mnemonics to help memorize concepts, taking notes in your own words and rewriting them until you understand the material, making flashcards for definitions and vocabulary, quizzing yourself on mock exams to test your knowledge, taking short breaks to retain information, and pacing yourself by not getting too far ahead in your studies or falling behind on work.
The document summarizes teaching techniques from the books Teach Like a Champion Chapters 3 & 4. It discusses structuring lessons using the I, We, You framework and provides examples of specific techniques for each part including modeling concepts, having students help teach, and independent practice. It also covers engaging students through techniques like cold calling, call and response, pepper questions, wait time, and having students write responses. The goal is to increase student participation, checking for understanding, and developing independent mastery of the material.
Test anxiety is a condition where someone experiences distress before, during, or after taking an exam. The document outlines three phases of test taking - the preparatory, execution, and reflection phases. It provides tips for each phase, such as avoiding cramming, creating study tools, reading questions carefully, and analyzing test performance after to improve. The document also discusses different types of exam questions like true/false, essay, multiple choice, open book, and sentence completion and provides strategies for answering each type successfully.
Elly Lee has set three goals to improve her English skills. Her first goal is to improve her English communication by speaking more in class and reading English books. Her second goal is to strengthen her writing abilities by focusing on grammar and writing ideas frequently. Her third goal aims to communicate more effectively by speaking clearly, loudly, and participating more in class discussions to overcome challenges she faces with communication.
The document is a slide presentation about using brain science to make training stick. It discusses how the brain pays more attention to things that are new, contrasting, meaningful, and elicit emotion. It encourages trainers to add novelty, contrast, meaning and emotion to their teaching to engage the brain. Some techniques mentioned include changing activities, instructional methods, and letting learners create elements like posters or presentations. The presentation aims to help trainers keep learners engaged by stimulating the brain in these four ways.
This document discusses supporting the development of graduate assistants (GAs) and teaching assistants (TAs) at the University of Windsor. It notes that GAs and TAs would benefit from more support and guidance, as when they were first starting out they were not always clear on expectations or what they needed to know. It prompts the reader to consider an issue from their own experience as a TA that could be further developed into an idea or program to better support current TAs, including setting goals, planning implementation, and considering challenges and what success would look like.
GATA Network - University of Waterloo: Opportunities and New Directions, 2011cnast
The University of Windsor GATA Network Team, led by Betsy Keating, Melanie Santarossa, and Candace Nast, created resources to support graduate and undergraduate teaching assistants (TAs), including a teaching and learning handbook. They promoted the handbook through 500 calls for contributors and received 25 total responses, with contributions from 15 TAs and 10 faculty members across Arts & Social Sciences, the Centre for Teaching & Learning, Leddy Library, and Sciences. The team also used social media platforms like a blog, Twitter, and Facebook to promote TA resources but faced roadblocks in effectively measuring the impact of their work.
The University of Windsor's GA/TA Network aims to support teaching assistants through outreach from its coordinators Betsy Keating, Melanie Santarossa, and Candace Nast. The coordinators are based in the Arts & Social Sciences, Center for Teaching & Learning, and Leddy Library and Sciences and are available to answer any questions from teaching assistants.
This document provides study tips and techniques for students to improve learning and exam preparation. It discusses maintaining an effective daily routine, revising lessons on a regular basis, caring for physical and mental health, and developing a winning mindset. Specific recommendations include keeping eye contact in class, taking small breaks during study, and revising material 10 minutes after class, daily, weekly, monthly, and twice a year. The document also contains sample exam day routines and questions for students to consider about optimizing their study approach.
51 ways to introduce learning objectivesDavid Didau
The document provides 51 ways to introduce learning objectives to students in an engaging manner, such as through word games, images, movies, music, coding, translating objectives into other languages, and having students determine objectives through problem solving or at the end of a lesson. Some methods encourage guessing objectives or determining success criteria. A few suggestions note that explicitly stating objectives can sometimes limit learning.
The document provides teaching strategies and tips for setting high expectations for students based on chapters 1 and 2 of Teach Like a Champion. Some key points include:
1) Ensure all students respond to questions, even reluctant students, by providing clues or answers for them to repeat. Accept only fully correct answers.
2) Plan lessons purposefully, starting with measurable learning objectives that are manageable and focus on important skills. Assess if objectives were met.
3) Consider the student perspective in planning by determining what both the teacher and students will do in each part of the lesson. Post objectives and useful tools to guide students.
Visual, auditory, and hands-on are three common learning styles. Knowing your individual learning style can help you study more efficiently and get better grades on tests. The best times to study are generally between 10am-2pm or 4pm-10pm according to research. Taking a learning styles quiz can help students identify their preferred style and apply it to improve their education and career potential.
This document outlines 5 effective revision activities:
1. Create a Google Doc outline of key elements of a text like setting, characters, themes, language features, and symbolism.
2. Assign groups an aspect of the text and have them find and record relevant quotes.
3. Have groups research an aspect of the text online and share findings.
4. Assign groups a scene from the text to teach the class about with description, characters, themes, symbols, and quotes.
5. Write an essay introduction as a class, write body paragraphs in pairs, give peer feedback, and self-mark essays using a rubric.
This document outlines an agenda for a workshop on learning skills and styles. The workshop will cover how people learn best based on their learning style, which can be sequential, random, or balanced. It will also discuss the three primary sensory modes of learning: visual, auditory, and tactile/kinesthetic. Attendees will complete activities to identify their own preferred learning styles and will learn corresponding study strategies to enhance their learning. The goal is for participants to become actively engaged in the learning process.
Note taking test taking and study skillscadams1977
The document provides tips for academic success including setting goals, choosing courses, using resources, meeting instructors, active learning, time management, reading skills, note-taking, involvement in extracurricular activities, specific note-taking skills like using a separate notebook for each class, sitting at the front, pre-reading, identifying main points, reasons to take notes, identifying important content, study skills like using flashcards and study groups, creating study guides, quizzing oneself, getting enough sleep, and test-taking skills like arriving early, confidence, following directions, planning time, and reviewing answers.
Teaching students to write effective revision notesdavidfawcett27
The document discusses teaching students to write effective revision notes. It explains that brains have evolved over millions of years to prioritize remembering locations, images, and communication rather than written language. While brains are good at learning, they are poor at later locating information. The document provides rationale for recommendations when writing revision notes, such as minimizing words, using symbols, including titles and chunking information, to make information more efficiently memorable and testable.
This document outlines 10 steps that Three Rivers College instructors expect students to follow to be successful. The steps include attending every class, being organized, managing time well, being prepared for class, taking good notes, reading textbooks effectively, studying smart, using test-taking strategies, and utilizing available college resources. Following these steps will help students adapt to the critical thinking and independent work expected in college courses.
The document discusses different teaching methods including class participation, demonstrations, recitation, and memorization. It provides guidance on effective class participation, such as coming prepared, asking questions, and being respectful of others. Demonstrations are used to provide visual learning, while recitation involves oral delivery of lessons by students. Memorization involves committing material to memory through various stages like impression, retention, and recall. Effective memorization requires mastering the material, using aids, and frequent review.
This document provides an overview of effective study strategies for students. It discusses identifying learning styles using Bloom's Taxonomy, preparing for study by choosing an environment and schedule, making effective use of course documents, maintaining a positive attitude with growth mindset, reading efficiently using SQ4R technique, taking clear notes, employing memory techniques like acronyms and visualization, and seeking additional support through campus referrals. The goal is to help students optimize their study practices and improve learning outcomes.
The document provides 40 different ways to introduce learning objectives to students, ranging from using anagrams, Facebook statuses, movies, dictation, images and more to engage students and help them understand the goals of the lesson. The suggestions are meant to make introducing objectives more interactive, creative and fun for students.
Teach like a champion chapt.s 7, 8 and 9Alan Robinson
The document summarizes techniques for effective classroom instruction and student engagement discussed in chapters 7-9 of the book Teach Like a Champion. Some key techniques include using positive framing to correct behavior, precise praise for students, keeping explanations warm and strict with high expectations, normalizing errors, improving pacing through varying activities and participation, and asking challenging questions to push students' critical thinking. The goal is to increase student participation, understanding, and academic rigor through these strategic teaching methods.
Study tips for college students include creating mnemonics to help memorize concepts, taking notes in your own words and rewriting them until you understand the material, making flashcards for definitions and vocabulary, quizzing yourself on mock exams to test your knowledge, taking short breaks to retain information, and pacing yourself by not getting too far ahead in your studies or falling behind on work.
The document summarizes teaching techniques from the books Teach Like a Champion Chapters 3 & 4. It discusses structuring lessons using the I, We, You framework and provides examples of specific techniques for each part including modeling concepts, having students help teach, and independent practice. It also covers engaging students through techniques like cold calling, call and response, pepper questions, wait time, and having students write responses. The goal is to increase student participation, checking for understanding, and developing independent mastery of the material.
Test anxiety is a condition where someone experiences distress before, during, or after taking an exam. The document outlines three phases of test taking - the preparatory, execution, and reflection phases. It provides tips for each phase, such as avoiding cramming, creating study tools, reading questions carefully, and analyzing test performance after to improve. The document also discusses different types of exam questions like true/false, essay, multiple choice, open book, and sentence completion and provides strategies for answering each type successfully.
Elly Lee has set three goals to improve her English skills. Her first goal is to improve her English communication by speaking more in class and reading English books. Her second goal is to strengthen her writing abilities by focusing on grammar and writing ideas frequently. Her third goal aims to communicate more effectively by speaking clearly, loudly, and participating more in class discussions to overcome challenges she faces with communication.
The document is a slide presentation about using brain science to make training stick. It discusses how the brain pays more attention to things that are new, contrasting, meaningful, and elicit emotion. It encourages trainers to add novelty, contrast, meaning and emotion to their teaching to engage the brain. Some techniques mentioned include changing activities, instructional methods, and letting learners create elements like posters or presentations. The presentation aims to help trainers keep learners engaged by stimulating the brain in these four ways.
This document discusses supporting the development of graduate assistants (GAs) and teaching assistants (TAs) at the University of Windsor. It notes that GAs and TAs would benefit from more support and guidance, as when they were first starting out they were not always clear on expectations or what they needed to know. It prompts the reader to consider an issue from their own experience as a TA that could be further developed into an idea or program to better support current TAs, including setting goals, planning implementation, and considering challenges and what success would look like.
GATA Network - University of Waterloo: Opportunities and New Directions, 2011cnast
The University of Windsor GATA Network Team, led by Betsy Keating, Melanie Santarossa, and Candace Nast, created resources to support graduate and undergraduate teaching assistants (TAs), including a teaching and learning handbook. They promoted the handbook through 500 calls for contributors and received 25 total responses, with contributions from 15 TAs and 10 faculty members across Arts & Social Sciences, the Centre for Teaching & Learning, Leddy Library, and Sciences. The team also used social media platforms like a blog, Twitter, and Facebook to promote TA resources but faced roadblocks in effectively measuring the impact of their work.
The University of Windsor's GA/TA Network aims to support teaching assistants through outreach from its coordinators Betsy Keating, Melanie Santarossa, and Candace Nast. The coordinators are based in the Arts & Social Sciences, Center for Teaching & Learning, and Leddy Library and Sciences and are available to answer any questions from teaching assistants.
Using technology in your teaching as a GA or TAcnast
This document provides guidance for graduate assistants and teaching assistants on using technology effectively in their teaching. It defines technology and outlines some benefits such as engaging students through different learning strategies, preparing students before class, and reinforcing classroom learning. The document cautions that pedagogy should come before technology and to consider access, ability, privacy, and having backups. It recommends defining a learning goal, identifying an appropriate technology, designing the lesson, engaging students, and reflecting on the process. Finally, it lists some specific tools that can be used, such as Google Docs, Twitter, YouTube, and Prezi, and provides additional resources for finding digital tools.
GATA Winter Academy: Giving Meaningful Feedback workshop, presented by Rochel...cnast
On January 10, 2013, PhD student Rochelle Stevenson presented a workshop on Giving Meaningful Feedback as part of GATA Winter Academy. Workshops like this one provide professional development for teaching assistants at the University of Windsor.
The Society for Teaching and Learning in Higher Education Green Guide Number 1: Teaching Large Classes, by Allan J. Gedalof was first published in 2004. This presentation summarizes the key points and provides some reflection on the guide.
Gedalof begins by asking why we have large classes. Programs are growing but funds are shrinking. Instructors have more students, but are expected to continue to foster the growth of individuals in the same way they do with much smaller class sizes. In order teach large classes effectively, teachers must desire to do well and have access to knowledgeable and reliable technical support.
What is large? For Gedalof, a large class is a combination of 3 things: 1: more students than you can connect with during class time; 2: more grading than you can manage; and 3: more names than you can learn. For Gedalof, this means a large class is anything more than 50 students.
Large classes present problems for both students and teachers and include both Physical & Psychological barriers.
For the Professors, these problems include being seen and being heard. Students face the opposite problem: hearing and seeing. Both teacher and student struggle to focus the blur and make a connection. Most of the strategies Gedalof suggests are about mediating the lack of connection.
Many of Gedalof’s suggestions are applicable to any class size, not just large classes. For example, it’s common to be nervous before a first class and expereince what he calls “First date anxiety.” (12) To help ease the nerves, you might practice with smaller group, be on the lookout for students in the crowd that respond with encouragement, or observe successful teachers of large classes. Preparing to enter the space with passion, intensity, energy are helpful not just for teaching large classes, but for any class.
Gedalof makes a few suggestions to help gauge student response and to see what sort of learning is actually taking place. He suggests looking through student notes after class, asking questions, giving tests or one he emphasizes later on – assigning students to small-group tutorials. He feels that these connections are one of the most important strategies for learning in a large class.
In a large class, there are options for providing info to students: Handouts are traditional, but the environmental and economical cost of photocopies grows quickly over a semester. Partial handouts with blank space for students to fill in are another tradition, as these keep students alert, waiting to fill in the missing bits. Here Gedalof’s work is dated – before home internet connections were common, because he suggests using a BBS or a computer lab where students can download materials to their own disks. Even if the specifics are out of date, the idea of providing online resources is valid. Students can make use of these at their own convenience and cost, printing what they need, and shifting that responsibility off the teacher.
Large class mean more students, which will likely mean more student problems. Be prepared with policies for late assignments, missed tests, and acceptable conditions for retakes and extensions. Communicate these policies at the beginning of the term and it wouldn’t hurt to create alternative assignments at the same time as the original. Personal crises will happen – you can count on it.
Whether the class is large or small, there are ways to begin, carry on, and end that help create a positive and effective learning environment. Set the tone with opening music as students enter the classroom. When it turns off, students know class is starting. Project something like an image, cartoon, or lesson outline to get students thinking about what’s ahead.
Keep in mind that physical barriers create psychological barriers. Try to break the barrier of the lectern by embracing the entire room. Try not to favour one side over the other. The ability move about the room comes with con
The Six Highest Performing B2B Blog Post FormatsBarry Feldman
If your B2B blogging goals include earning social media shares and backlinks to boost your search rankings, this infographic lists the size best approaches.
1) The document discusses the opportunity for technology to improve organizational efficiency and transition economies into a "smart and clean world."
2) It argues that aggregate efficiency has stalled at around 22% for 30 years due to limitations of the Second Industrial Revolution, but that digitizing transport, energy, and communication through technologies like blockchain can help manage resources and increase efficiency.
3) Technologies like precision agriculture, cloud computing, robotics, and autonomous vehicles may allow for "dematerialization" and do more with fewer physical resources through effects like reduced waste and need for transportation/logistics infrastructure.
This document provides an agenda for a teacher professional development session. It includes presentations on differentiated instruction, a brainstorming activity on differentiation, and time for working on monographs and preparing portfolios, cover letters, resumes and interview skills. Presenters will discuss their experiences with peer feedback sessions. Teachers will learn about differentiated instruction through examples and strategies. They will get into groups to create differentiated literacy lessons. The document provides resources for building teaching portfolios and preparing for job interviews.
This document provides guidance on differentiating instruction to meet the needs of all students. It discusses assessing students' current and target levels, setting clear learning objectives, using flexible grouping strategies, and differentiating by content, process, product and learning environment. Specific differentiation techniques are described, such as modifying tasks, support, questioning, input and homework assignments based on students' needs. The document also addresses common difficulties struggling learners may face and provides differentiation strategies to support them.
This document provides tips and strategies for succeeding in college without trying. It recommends establishing good time management, study skills, and self-care habits like sleeping well and exercising. Key tips include creating a weekly schedule, using active study strategies like teaching others and flashcards, preparing for exams through practice tests and legal cheat sheets, and seeking help from campus resources for challenges. The document also emphasizes the importance of knowing your professors and their policies to do well in their courses.
This document discusses effective classroom management and student motivation. It provides guidance on creating lesson plans that consider different learning styles and effective classroom management strategies. Some key points discussed include the importance of clear expectations and consistency, engaging all students, and focusing attention on the entire class. Motivation is identified as a major challenge, and strategies to motivate students include using pair/group work, competition, catering to skills/talents, integrating technology, seating arrangements, role-plays, songs, and realia. The document emphasizes understanding motivation, variety, and focusing on students' goals.
This document provides guidance for handling challenging classroom situations that may arise. It suggests clearly outlining expectations and policies to prevent issues. When problems occur, the document recommends speaking privately with students, understanding multiple perspectives, documenting interactions, and maintaining a supportive approach while upholding standards. Deans or services can assist if issues persist after reasonable efforts to address them respectfully. The overall message is to fairly but gently manage behaviors to facilitate a positive learning environment.
The document provides tips for students on successfully continuing their education. It discusses how students must learn to juggle coursework, finances, and family responsibilities. It emphasizes setting priorities and keeping goals in sight to handle the challenges. The document then lists specific tips on taking control of one's life, developing self-confidence, avoiding procrastination, using effective study methods like SQ3R, and seeking help when needed.
The document provides tips for teachers at different English proficiency levels. It discusses focusing on student needs, establishing classroom rules, using techniques like drilling and grouping to build basic skills, and facilitating autonomy at intermediate levels. For advanced students, it recommends challenging academic language and internet resources. The teacher's role is to help students self-teach and prepare for professional contexts. Discipline tips include creating a visible code of conduct, rewarding positive behavior, and dealing with issues individually. The document stresses evaluating real-world effectiveness and maintaining work-life balance.
The document provides guidance on effective lesson planning, outlining key components such as defining aims and objectives, selecting appropriate content and activities for different stages of the lesson including engaging warmers, vocabulary introduction, controlled and freer practice, and providing feedback. It emphasizes that planning helps ensure lessons have clear structure and guidance for teachers while actively engaging students in their learning.
ONE QUESTIONLARGE CLASS I have given you the whole module under th.docxarnit1
ONE QUESTION
LARGE CLASS I have given you the whole module under the question requirements.
QUESTION
You need to teach vocabulary of character personality traits such as honest, stubborn, or sensible. NOT moods such as ahppy and sad.
When considering presentation techniques have in mind the target language is NON VISUAL you can’t draw honest so think of another way to convey the meaning
Please include
List of words of words you will teach
Assumed knowledge of students list of vocabulary structures you will expect your students to know
Anticipated problems.
Solution
s.
Prearations and aids
Step by step entire lesson and timing
THIS IS MY LAST CHANCE HELP
Understandably, before teachers begin teaching their first large class, they tend to think about the challenges inside the classroom. However, after a few days, it becomes clear that responsibilities outside class are equally challenging.
Welcome to this module on
teaching large classes.
Teaching large volumes of students at any one time is always a challenge, and so it is particularly important for the teacher to be well prepared. This module can help you overcome the difficulties generated from a large class, but it will also help you make the most of the benefits that it can provide.
In this module, you will find out:
a variety of methods and techniques to help you teach a large class of students to communicate in English
how to manage your time outside class
ways to manage a large group of students
how to keep your students participating and motivated
how to cater for students with different proficiency levels
how to arrange students
how to promote learner independence
how to organise feedback
how to monitor and assess student performance in a large class
WHAT DO WE MEAN BY LARGE CLASS
When we say 'large' we generally mean a class of 30-60 students, in some instances up to 100. The educational system of some countries precludes the formation of language groups that are so large, however in other countries, for instance India, China or South Korea, such classes are quite common.
School administrations may choose to split students into smaller groups for the following reasons:
Overpopulation and a lack of teachers.
The traditional belief that still prevails in some parts of the world where the aim of a language course is to prepare students for an examination (usually a formal, written, grammar-based one) rather than teach them to communicate in English. A lesson is therefore viewed as a lecture where a certain amount of knowledge is to be passed on to the students.
Depending on room size it would be difficult to divide the class but definitely possible.
Assess competency and delegate stronger class members to lead smaller groups within class room.
Delegate 4 class members if your class is 60 and instruct them each to distribute and collate homework.
Failing to prepare before entering the class means the class is doomed to fail
Rising to the challenge stimulates professional gro.
1. The document discusses Bloom's Taxonomy, which is a classification system that organizes questions into six levels of complexity from lowest to highest: knowledge, comprehension, application, analysis, synthesis, and evaluation.
2. Each level represents a different type or depth of understanding. Knowledge questions test basic recall, while comprehension questions involve explaining or summarizing. Higher levels like analysis, synthesis, and evaluation require breaking down information and creative or judgment-based thinking.
3. Using a variety of question types from all levels is important for helping students learn at different depths and avoid simply memorizing facts. Teachers should aim to incorporate higher-level questions alongside basic recall questions.
Understandingand Increasing Student Motivation I 1guestfdf6ea
This document discusses student motivation and ways to increase it. It defines motivation as a student's willingness and desire to participate in learning. Motivation exists on a continuum and is influenced by both student and instructor factors. The types of motivation are intrinsic, from internal drive, and extrinsic, from external rewards/punishments. Research shows overreliance on extrinsic motivators can decrease achievement. The document provides suggestions for instructors to increase student motivation through their teaching style, course design, use of rewards, and active listening during interactions.
Understandingand Increasing Student Motivation I 1guestfdf6ea
This document discusses student motivation and ways to increase it. It defines motivation as a student's willingness and desire to participate in learning. Motivation exists on a continuum and is influenced by both student and instructor factors. The types of motivation are intrinsic, from internal drive, and extrinsic, from external rewards/punishments. Research shows overreliance on extrinsic motivators can decrease achievement. The document provides suggestions for instructors to increase student motivation through their teaching style, course design, use of rewards, and active listening during interactions.
The document discusses lessons designed to better engage boys in learning. It notes that boys often struggle with focus, self-esteem, and understanding expectations. Lessons should develop literacy and numeracy, relate to life experiences, use interactive techniques, and provide structure and feedback. Key recommendations include concentrating on key concepts, paying attention to literacy and numeracy, ensuring understanding of goals, and relating material to real-world examples. The document provides examples of activities to strengthen literacy, such as using word walls and writing frames, to help boys progress.
The document discusses various strategies for effective classroom management including establishing clear expectations and routines, using positive reinforcement, and implementing a recognition program. It describes Brewster's recognition system which awards points in various areas to earn privileges. Effective use of the system includes clearly linking classroom activities to recognition scores, providing weekly feedback, and establishing a ritual for sharing feedback. Mrs. Sunshine's frequent public acknowledgment of students earning high scores is evaluated as a good use of the system, while Mrs. Terminator threatening lower scores as punishment is not.
The document provides guidance for teachers to improve their skills and become better educators. It discusses the importance of proper planning, developing good communication skills, treating students with respect, being creative in teaching methods, and effectively counseling parents and students. The document emphasizes qualities like admitting mistakes, appreciating students, and maintaining an attitude of continuous learning to become an excellent teacher.
The document discusses lesson planning and its importance. It provides guidance on what to include in a lesson plan such as aims, stages of a lesson, procedures, and learning aims. It describes the different stages as warmup, contextualization, vocabulary presentation, language input, controlled practice and freer practice. It emphasizes planning aims, considering student engagement, study and activation, and including objectives, notes and feedback.
Daily questioning can be an effective form of assessment. Through questions, teachers can check for understanding, access prior knowledge, and provoke thinking. This can be done through class discussions, conferences, oral exams, and student journals. However, certain conditions must be met for personal communication assessments to be effective. Teachers and students must share a common language, and enough information must be gathered to make inferences. Questioning is best used formatively to guide instruction rather than summatively.
The document discusses strategies for actively engaging students in learning. It begins by asking teachers to reflect on what an actively engaged student looks, sounds, and feels like. It then discusses the importance of engagement for learning and retention. Various verbal, active, and written response strategies are presented to increase active participation, including choral response, response cards, turn and talk, and whiteboards. The document emphasizes giving all students opportunities to respond and providing clear expectations and guidelines for responses.
The document provides guidance for teaching assistants on teaching principles, learning styles, developing instruction, ethics, and handling challenging situations. It discusses pedagogy vs andragogy, adult learning principles, learning preferences using VARK, creating learning objectives and activities, evaluation methods, and ethics. Examples of challenging situations are presented as case studies for discussion.
This document provides tips for tutoring English language learners and developmental students. It emphasizes focusing on the overall goals, content, organization and vocabulary of assignments rather than just grammar corrections. Tutors should ask questions to understand areas of difficulty and have students explain their ideas, while modeling clear language themselves. References are also important to help explain concepts without directly editing student work. The role of the tutor is to facilitate student learning through directive and nondirective questioning techniques.
Similar to GATA Winter Academy: "The First Day" (20)
2. Think about how you want your students
to see you
Sets the tone for the semester – are you
serious? Are you casual?
How much information about you do you
want them to have?
How do you want to be addressed?
Tie your dress into your image
4. Any activity or game that can be used to
introduce students to each other and the group
as a whole
They allow students to make connections and
build a support system
Lighten the mood of the classroom
Let you get to know the students (and learn their
names!)
Don‟t just have to be used in the first day –
useful to do every so often throughout semester
5. Provide your students with individual lists
of five characteristics or personality traits
Each student must introduce themselves
to their neighbhours and record at least
one name next to each characteristic/trait
Students cannot use the same person for
more than one characteristic/trait
6. Think about them before the first class!
Be consistent
Try to give students a realistic sense of
the workload
Be clear about your policies:
participation/communication/attendance/et
c.
7. Contact information
Office hours and location
Syllabus
• Due dates
• Grading scheme
• Late policy
• Plagiarism
How you present this info can determine
how well your students retain it (this goes
for assignments as well)
8. Present your syllabus as a scavenger hunt that challenges
students and emphasizes the important points. For example:
1. Break into groups
2. Read through the syllabus
3. Locate the following information:
The instructor‟s office hours
The grade weight for the Final Portfolio
The late policy
The title of the primary text book
Finish this sentence: “To this end, each of you will be asked to
write in multiple genres…”
4. All answers are final. The group which can locate each item
correctly wins a small prize
9. FLAT QUESTIONS ENGAGING QUESTIONS
Anything with a yes or no Possibility of differing
answer answers
Planted answers The Three Second Rule
Silences students Leads to discussion
Unnecessary repetition Reinforces concepts
10. NERVOUS CONFIDENT
Fidgeting Expressive gestures
Pacing/rocking Moving with purpose
Speaking too quickly Speaking at a measured
Stutters (um, uh, etc.) pace
Unconscious repetition Deliberate reiteration/re-
and/or circling back emphasis of important
Avoiding eye contact/fixating points (repeating for a
Reading straight from notes purpose)
Establish eye contact
11. Preparation makes a difference
• Make a list of points you want to cover
• Be familiar with the syllabus
• Know your expectations
Don„t be afraid to take a breath
Make eye contact
Be true to your personality – be genuine