Goldsmiths inclusive teaching and learning general advice
•Download as PPTX, PDF•
0 likes•46 views
This document provides general advice for face-to-face teaching methods at Goldsmiths University. It recommends making support materials like notes and slides available in advance, allowing students to record sessions, using accessible language, encouraging questions, and maintaining an inclusive learning environment. Specific tips include facing students when speaking, defining terms, posing open-ended questions, minimizing background noise, and being understanding of attendance issues. The overall message is to make teaching accessible and inclusive for all students.
Report
Share
Report
Share
Recommended
The Flipped Classroom
This document outlines the three essential components of a flipped classroom: 1) Experiential and Exploratory Engagement, which involves a hands-on learning activity to fully engage students; 2) Conceptual Connections, where students learn concepts from the engagement through video lectures they can pause and take notes on; 3) Demonstration and Application, where students demonstrate and apply what they've learned by discussing questions and answering deeper questions.
The Flipped Lecture
The document discusses the flipped lecture approach compared to the traditional lecture. In a flipped lecture, the classroom becomes a space for workshoping ideas rather than just being taught facts. The teacher acts as a facilitator, presenting students with a problem to work through together rather than constraining discussion with time-filling lectures. An example problem given is analyzing why Australian films often fail at the box office. The benefit is that class time focuses more on student contributions through facilitated workshop discussions than on explanations from the teacher.
1. welcome, intro and course goals, and diagnostic
This document provides an agenda for an Academic Interactions 130 class. The agenda includes: introductions of the instructor and students; collecting student information; and a diagnostic listening test. The instructor's background and course description are also presented. Students are asked to brainstorm course goals and are informed about an upcoming student involvement fair. Homework involves purchasing a textbook.
TL AIDS (TEACHING LEARNING AIDS)
This document discusses teaching and learning medias that can be used to reinforce concepts and ensure students understand key points. It outlines objectives like being able to enumerate widely used aids, interpret advantages and disadvantages, and prefer the most appropriate media. Common teaching aids discussed include chalkboards, overhead projectors, LCD projectors, and flipcharts. Guidance is provided on effective preparation and presentation for each media. Key recommendations include having well-prepared materials, maintaining student attention, and not overloading slides with too much text or colors. The overall message is to use visual aids properly, cleverly, and with planning to effectively convey lessons.
Discussion
Discussion is an instructional strategy where students and teachers exchange thoughts on a topic in small groups or as a whole class. Questions should challenge students to apply what they know to a topic, often starting with "how" or "why". Discussions engage students more than lectures by having them think about topics from their peers' perspectives. However, not all students may participate, so teachers must ensure everyone has a chance to speak. Discussions also may not be suitable for every grade level or student ability.
Preparing for a class
The document provides tips for effective teaching. It recommends that teachers 1) thoroughly prepare the content by knowing the subject, creating an outline, and developing examples, 2) engage students through enthusiasm, questions, and active learning strategies, and 3) get feedback through observing students, asking questions, and giving quizzes to ensure students understand the material.
Difficult Teaching Situations
This document summarizes strategies for dealing with common challenges that may arise during teaching sessions:
1) For students who arrive late, it is best to focus on those who were on time. Whether to allow late students to join depends on how late they are and the audience. Registration should clarify start times.
2) To engage undergraduates, use humor, give problems to solve, involve students through questions, and personalize material with passions.
3) For international students struggling with language, clarify terms, provide written materials, use visual tasks, and form mixed groups for support.
4) When someone interrupts to tell you things, let them speak briefly, continue discussion later, or get group feedback
Meeting the needs of deaf students practical tips for teachers
This document provides practical tips for teaching deaf students, including using clear communication, allowing extra processing time, keeping instructions simple, displaying key vocabulary, differentiating assignments, and collaborating with support staff. Simplified homework tasks and writing frames are suggested. Teachers are advised to speak directly to students, use visuals and recaps, modify assessments, and share resources and lesson plans with support staff.
Recommended
The Flipped Classroom
This document outlines the three essential components of a flipped classroom: 1) Experiential and Exploratory Engagement, which involves a hands-on learning activity to fully engage students; 2) Conceptual Connections, where students learn concepts from the engagement through video lectures they can pause and take notes on; 3) Demonstration and Application, where students demonstrate and apply what they've learned by discussing questions and answering deeper questions.
The Flipped Lecture
The document discusses the flipped lecture approach compared to the traditional lecture. In a flipped lecture, the classroom becomes a space for workshoping ideas rather than just being taught facts. The teacher acts as a facilitator, presenting students with a problem to work through together rather than constraining discussion with time-filling lectures. An example problem given is analyzing why Australian films often fail at the box office. The benefit is that class time focuses more on student contributions through facilitated workshop discussions than on explanations from the teacher.
1. welcome, intro and course goals, and diagnostic
This document provides an agenda for an Academic Interactions 130 class. The agenda includes: introductions of the instructor and students; collecting student information; and a diagnostic listening test. The instructor's background and course description are also presented. Students are asked to brainstorm course goals and are informed about an upcoming student involvement fair. Homework involves purchasing a textbook.
TL AIDS (TEACHING LEARNING AIDS)
This document discusses teaching and learning medias that can be used to reinforce concepts and ensure students understand key points. It outlines objectives like being able to enumerate widely used aids, interpret advantages and disadvantages, and prefer the most appropriate media. Common teaching aids discussed include chalkboards, overhead projectors, LCD projectors, and flipcharts. Guidance is provided on effective preparation and presentation for each media. Key recommendations include having well-prepared materials, maintaining student attention, and not overloading slides with too much text or colors. The overall message is to use visual aids properly, cleverly, and with planning to effectively convey lessons.
Discussion
Discussion is an instructional strategy where students and teachers exchange thoughts on a topic in small groups or as a whole class. Questions should challenge students to apply what they know to a topic, often starting with "how" or "why". Discussions engage students more than lectures by having them think about topics from their peers' perspectives. However, not all students may participate, so teachers must ensure everyone has a chance to speak. Discussions also may not be suitable for every grade level or student ability.
Preparing for a class
The document provides tips for effective teaching. It recommends that teachers 1) thoroughly prepare the content by knowing the subject, creating an outline, and developing examples, 2) engage students through enthusiasm, questions, and active learning strategies, and 3) get feedback through observing students, asking questions, and giving quizzes to ensure students understand the material.
Difficult Teaching Situations
This document summarizes strategies for dealing with common challenges that may arise during teaching sessions:
1) For students who arrive late, it is best to focus on those who were on time. Whether to allow late students to join depends on how late they are and the audience. Registration should clarify start times.
2) To engage undergraduates, use humor, give problems to solve, involve students through questions, and personalize material with passions.
3) For international students struggling with language, clarify terms, provide written materials, use visual tasks, and form mixed groups for support.
4) When someone interrupts to tell you things, let them speak briefly, continue discussion later, or get group feedback
Meeting the needs of deaf students practical tips for teachers
This document provides practical tips for teaching deaf students, including using clear communication, allowing extra processing time, keeping instructions simple, displaying key vocabulary, differentiating assignments, and collaborating with support staff. Simplified homework tasks and writing frames are suggested. Teachers are advised to speak directly to students, use visuals and recaps, modify assessments, and share resources and lesson plans with support staff.
Module 3 Part A - Presentation Skills for Trainers
This document provides tips and guidance for trainers on developing strong presentation skills. It discusses the importance of preparation, using proper voice and eye contact techniques, and gesturing appropriately. It also recommends being familiar with any presentation aids before using them. The document suggests using a "parking lot" for questions to help manage time and cover material. When giving and receiving feedback, the focus should be on situations and behaviors rather than personal attacks. Finally, it outlines how a trainer's personal, physical, and speech style can impact participation by encouraging the trainer to be themselves, maintain eye contact, avoid reading slides, and explain any acronyms used.
What is presentation
Zahid Kamal is a 6th semester BS Education student at the University of Malakand. The document provides tips for effective presentations including engaging the audience, maintaining structure and flow, handling questions confidently, and tailoring the presentation to the audience and purpose. It distinguishes between informative, instructional, arousing, and persuasive presentations and provides examples of when each type would be used.
Module 4.pptx wqat activity
This document discusses special education and accommodations for students with disabilities. It provides definitions for special education terms like "specially designed instruction" and the differences between modifications and accommodations. Examples are given of various disabilities that may qualify students for special services, as well as specific accommodations in areas like scheduling, setting, materials, instruction, and student response. Tips are also provided for creating supportive classroom environments and using assistive technology for students with hearing impairments or learning disabilities.
Teaching International Students
Teaching International Students: Tools and Strategies or teaching students whose first language is not english. Session given by Margaret Campbell, Instructor, Learning Services, March 2014
Tutor training fa21 policies and procedures
The document provides policies and procedures for tutors at Montgomery County Community College's Tutorial Services for the Fall 2021 semester. It outlines tutors' responsibilities which include knowing how to use the tutoring platform, maintaining confidentiality, attending trainings, and notifying staff of any schedule changes. It also describes what to do in emergency situations, such as sensing an immediate student crisis. The document introduces the different roles within Tutorial Services, including embedded tutors, supplemental instruction assistants, and peer/professional tutors. It lists the administrators and clerks that tutors can contact for assistance.
Tutor cycle
Materials from the California Tutor Project a California Community Colleges Funded project funded by Instructional Improvement Program (FII) and administered by the Chancellor’s Office, California Community Colleges in 1991-92. Dr. Ross B. MacDonald, was the Director of the California Tutor Project.
The gallery walk
The gallery walk teaching strategy involves dividing students into groups that rotate between displays set up around the classroom. At each display, the groups will observe, write responses, and discuss the prompts or materials presented. This allows students to be actively engaged by viewing the work of others and explaining their own ideas. Benefits include collaboration, analysis, and public speaking practice, though students may need guidance staying on task during rotations between displays.
The gallery walk
A gallery walk is a teaching strategy where students work in small groups to move around the classroom and provide feedback on questions, projects, or materials displayed at different stations. Teachers first prepare the questions or materials to display around the room. Students then rotate in their groups between stations, spending 5-10 minutes examining and discussing each one. Finally, the class reconvenes for a whole-group discussion. Gallery walks promote engagement, collaboration, and critical thinking as students learn from their peers.
Tutor training communication (listening)
This document provides training materials for tutors on developing strong communication and listening skills. It discusses common barriers to effective listening like criticizing delivery or stating your own views too quickly. It also outlines active listening strategies like maintaining focus, practicing empathy, summarizing what the student said, and asking open-ended questions to understand the student better. Prescripts or scripts are also provided to guide tutors in listening and responding to students.
Presentation5 11
This document discusses potential challenges that may arise in an English language classroom and proposes solutions. It addresses what to do if students are at different levels, if the class is large, if students use their native language, if they don't do homework, or are uncooperative. It also provides strategies for dealing with students who don't want to talk, don't understand audio tracks, or finish tasks early. Suggested approaches include using different materials, group work, clear expectations, motivating activities, preview questions, and planned extensions. The overall message is that teachers should be prepared to support all students and address issues in a constructive manner.
Developing an effective case study march 2018
This document provides guidance on developing effective case studies for medical education. It begins by defining a teaching case and describing the various forms cases can take. Key recommendations are provided for initial moves when introducing a case, such as providing an overview, establishing an analytic framework, and using questions to engage learners. Facilitation techniques are discussed, emphasizing listening to learners and avoiding taking on an expert role. The document also addresses common challenges in case discussions and offers strategies for closing a case effectively. Indicators of a successful case discussion are outlined. The document concludes by having participants develop and practice introducing their own medical case.
1. welcome, intro and course goals, and group formation
This document provides an overview of an Academic Interactions 130 course. It introduces the instructor, Nikki Mattson, discusses the course goals of preparing students for academic listening and speaking. It also outlines the agenda for the first class, including student introductions, a discussion of course goals, and collecting student information through a handout. The document concludes with an overview of the week's schedule and assigning the textbook purchase for homework.
FCTE Lecture/PowerPoint Presentation
The document discusses effective lecture design by considering cognitive principles, brain science, and presentation techniques. It notes that while the lecture is the oldest and most widely used teaching method, discussion methods are superior for student retention and transfer of knowledge. The document outlines cognitive load theory and the importance of active learning and limiting extraneous cognitive load. It also discusses keeping student attention by making lectures engaging and limiting dense text-heavy PowerPoint slides. The conclusion advocates for using targeted mini-lectures combined with active learning activities.
Being A Teacher
NAMES:
TAER,LEMUEL
VILLACENCIO,JEMES CLAU
AGUDA,JESSEL
ALFANTE,MARNIE JANE
ARGONITAS,CATHERINE
BALDADO,SHARA MAE
Developing an effective case study
This document provides guidance on developing effective case studies for teaching in medical education. It discusses what makes a good case, such as using real-life stories and problems to illustrate complexities. It also offers tips for facilitating case study discussions, such as providing an overview of the case, creating an analytic framework, and using questions to engage students. The document emphasizes allowing students to guide the discussion and provides strategies for managing challenges that may arise.
Technology for Hearing Impaired
Technology for teaching Hearing Impaired Children.
Complete with strategies, hotlist and hands- on experiences.
Instructions in the classroom
This document discusses preparing and delivering effective instructions in the classroom. It provides guidance on what constitutes good and poor instructions, how to support instructions through gestures and visual aids, and how to check for student understanding using Instruction Concept Questions (ICQs). Some key points covered include using clear, graded language in instructions; ensuring all students are engaged; supporting instructions with gestures and facial expressions; and planning ICQs tailored to different classroom activities that contain two response options for students. The document emphasizes the importance of practicing delivering instructions and getting feedback to improve.
How to facilitate a session (co create with patty)
The document outlines 10 steps for facilitating a tutoring session: 1) greet the student and set a welcoming tone, 2) identify the focus of the session, 3) break the task into manageable pieces, 4) identify the thought process, 5) set an agenda, 6) work through the tasks with the student doing most of the work, 7) have the student summarize the content, 8) have the student summarize the underlying thought process, 9) provide feedback and confirmation of understanding, and 10) end on a positive note and thank the student. The goal is to help students learn independently by asking questions and allowing them to work through problems with guidance.
Scaffolding
Scaffolding refers to techniques teachers use to support students during learning. It breaks learning down into chunks and provides tools or structures for each chunk. Some examples of scaffolding strategies include:
1) Showing students examples and modeling thought processes before having them work independently.
2) Tapping into students' prior knowledge by discussing their experiences with the topic.
3) Giving students time to think before answering questions rather than rushing responses.
The document then provides more details on various scaffolding strategies teachers can use to support language learning for high school students.
Assistive technology
This document discusses assistive technology and resources for teaching special needs students. It defines assistive technology as devices that help individuals with disabilities perform tasks. Examples include raised line paper, enlarged tests, and picture software. Special needs students are broadly defined as those needing special assistance to achieve educational equity, such as those with disabilities or limited English proficiency. The document provides ideas for differentiating instruction and modifying assignments for various disabilities including ADHD, auditory disabilities, and mild learning disabilities. It concludes that accommodations need to be tested to determine their effectiveness for each individual student.
Inclusive Teaching - Teaching Methods and Support Materials
This resource addresses inclusion with respect to different forms of face-to-face teaching (e.g., lectures, seminars/tutorials, and practice-based sessions) and associated materials (e.g., hand-outs and lecture slides).
Methods of teaching
The document discusses teaching and lecturing. It defines teaching as activities designed to produce changes in student behavior and notes that teaching is a passion. It provides guidelines for effective lecturing, including maintaining student motivation, summarizing key points, using visual aids and interactions, and managing time. The advantages of lecturing are also presented.
More Related Content
What's hot
Module 3 Part A - Presentation Skills for Trainers
This document provides tips and guidance for trainers on developing strong presentation skills. It discusses the importance of preparation, using proper voice and eye contact techniques, and gesturing appropriately. It also recommends being familiar with any presentation aids before using them. The document suggests using a "parking lot" for questions to help manage time and cover material. When giving and receiving feedback, the focus should be on situations and behaviors rather than personal attacks. Finally, it outlines how a trainer's personal, physical, and speech style can impact participation by encouraging the trainer to be themselves, maintain eye contact, avoid reading slides, and explain any acronyms used.
What is presentation
Zahid Kamal is a 6th semester BS Education student at the University of Malakand. The document provides tips for effective presentations including engaging the audience, maintaining structure and flow, handling questions confidently, and tailoring the presentation to the audience and purpose. It distinguishes between informative, instructional, arousing, and persuasive presentations and provides examples of when each type would be used.
Module 4.pptx wqat activity
This document discusses special education and accommodations for students with disabilities. It provides definitions for special education terms like "specially designed instruction" and the differences between modifications and accommodations. Examples are given of various disabilities that may qualify students for special services, as well as specific accommodations in areas like scheduling, setting, materials, instruction, and student response. Tips are also provided for creating supportive classroom environments and using assistive technology for students with hearing impairments or learning disabilities.
Teaching International Students
Teaching International Students: Tools and Strategies or teaching students whose first language is not english. Session given by Margaret Campbell, Instructor, Learning Services, March 2014
Tutor training fa21 policies and procedures
The document provides policies and procedures for tutors at Montgomery County Community College's Tutorial Services for the Fall 2021 semester. It outlines tutors' responsibilities which include knowing how to use the tutoring platform, maintaining confidentiality, attending trainings, and notifying staff of any schedule changes. It also describes what to do in emergency situations, such as sensing an immediate student crisis. The document introduces the different roles within Tutorial Services, including embedded tutors, supplemental instruction assistants, and peer/professional tutors. It lists the administrators and clerks that tutors can contact for assistance.
Tutor cycle
Materials from the California Tutor Project a California Community Colleges Funded project funded by Instructional Improvement Program (FII) and administered by the Chancellor’s Office, California Community Colleges in 1991-92. Dr. Ross B. MacDonald, was the Director of the California Tutor Project.
The gallery walk
The gallery walk teaching strategy involves dividing students into groups that rotate between displays set up around the classroom. At each display, the groups will observe, write responses, and discuss the prompts or materials presented. This allows students to be actively engaged by viewing the work of others and explaining their own ideas. Benefits include collaboration, analysis, and public speaking practice, though students may need guidance staying on task during rotations between displays.
The gallery walk
A gallery walk is a teaching strategy where students work in small groups to move around the classroom and provide feedback on questions, projects, or materials displayed at different stations. Teachers first prepare the questions or materials to display around the room. Students then rotate in their groups between stations, spending 5-10 minutes examining and discussing each one. Finally, the class reconvenes for a whole-group discussion. Gallery walks promote engagement, collaboration, and critical thinking as students learn from their peers.
Tutor training communication (listening)
This document provides training materials for tutors on developing strong communication and listening skills. It discusses common barriers to effective listening like criticizing delivery or stating your own views too quickly. It also outlines active listening strategies like maintaining focus, practicing empathy, summarizing what the student said, and asking open-ended questions to understand the student better. Prescripts or scripts are also provided to guide tutors in listening and responding to students.
Presentation5 11
This document discusses potential challenges that may arise in an English language classroom and proposes solutions. It addresses what to do if students are at different levels, if the class is large, if students use their native language, if they don't do homework, or are uncooperative. It also provides strategies for dealing with students who don't want to talk, don't understand audio tracks, or finish tasks early. Suggested approaches include using different materials, group work, clear expectations, motivating activities, preview questions, and planned extensions. The overall message is that teachers should be prepared to support all students and address issues in a constructive manner.
Developing an effective case study march 2018
This document provides guidance on developing effective case studies for medical education. It begins by defining a teaching case and describing the various forms cases can take. Key recommendations are provided for initial moves when introducing a case, such as providing an overview, establishing an analytic framework, and using questions to engage learners. Facilitation techniques are discussed, emphasizing listening to learners and avoiding taking on an expert role. The document also addresses common challenges in case discussions and offers strategies for closing a case effectively. Indicators of a successful case discussion are outlined. The document concludes by having participants develop and practice introducing their own medical case.
1. welcome, intro and course goals, and group formation
This document provides an overview of an Academic Interactions 130 course. It introduces the instructor, Nikki Mattson, discusses the course goals of preparing students for academic listening and speaking. It also outlines the agenda for the first class, including student introductions, a discussion of course goals, and collecting student information through a handout. The document concludes with an overview of the week's schedule and assigning the textbook purchase for homework.
FCTE Lecture/PowerPoint Presentation
The document discusses effective lecture design by considering cognitive principles, brain science, and presentation techniques. It notes that while the lecture is the oldest and most widely used teaching method, discussion methods are superior for student retention and transfer of knowledge. The document outlines cognitive load theory and the importance of active learning and limiting extraneous cognitive load. It also discusses keeping student attention by making lectures engaging and limiting dense text-heavy PowerPoint slides. The conclusion advocates for using targeted mini-lectures combined with active learning activities.
Being A Teacher
NAMES:
TAER,LEMUEL
VILLACENCIO,JEMES CLAU
AGUDA,JESSEL
ALFANTE,MARNIE JANE
ARGONITAS,CATHERINE
BALDADO,SHARA MAE
Developing an effective case study
This document provides guidance on developing effective case studies for teaching in medical education. It discusses what makes a good case, such as using real-life stories and problems to illustrate complexities. It also offers tips for facilitating case study discussions, such as providing an overview of the case, creating an analytic framework, and using questions to engage students. The document emphasizes allowing students to guide the discussion and provides strategies for managing challenges that may arise.
Technology for Hearing Impaired
Technology for teaching Hearing Impaired Children.
Complete with strategies, hotlist and hands- on experiences.
Instructions in the classroom
This document discusses preparing and delivering effective instructions in the classroom. It provides guidance on what constitutes good and poor instructions, how to support instructions through gestures and visual aids, and how to check for student understanding using Instruction Concept Questions (ICQs). Some key points covered include using clear, graded language in instructions; ensuring all students are engaged; supporting instructions with gestures and facial expressions; and planning ICQs tailored to different classroom activities that contain two response options for students. The document emphasizes the importance of practicing delivering instructions and getting feedback to improve.
How to facilitate a session (co create with patty)
The document outlines 10 steps for facilitating a tutoring session: 1) greet the student and set a welcoming tone, 2) identify the focus of the session, 3) break the task into manageable pieces, 4) identify the thought process, 5) set an agenda, 6) work through the tasks with the student doing most of the work, 7) have the student summarize the content, 8) have the student summarize the underlying thought process, 9) provide feedback and confirmation of understanding, and 10) end on a positive note and thank the student. The goal is to help students learn independently by asking questions and allowing them to work through problems with guidance.
Scaffolding
Scaffolding refers to techniques teachers use to support students during learning. It breaks learning down into chunks and provides tools or structures for each chunk. Some examples of scaffolding strategies include:
1) Showing students examples and modeling thought processes before having them work independently.
2) Tapping into students' prior knowledge by discussing their experiences with the topic.
3) Giving students time to think before answering questions rather than rushing responses.
The document then provides more details on various scaffolding strategies teachers can use to support language learning for high school students.
Assistive technology
This document discusses assistive technology and resources for teaching special needs students. It defines assistive technology as devices that help individuals with disabilities perform tasks. Examples include raised line paper, enlarged tests, and picture software. Special needs students are broadly defined as those needing special assistance to achieve educational equity, such as those with disabilities or limited English proficiency. The document provides ideas for differentiating instruction and modifying assignments for various disabilities including ADHD, auditory disabilities, and mild learning disabilities. It concludes that accommodations need to be tested to determine their effectiveness for each individual student.
What's hot (20)
Module 3 Part A - Presentation Skills for Trainers
Module 3 Part A - Presentation Skills for Trainers
1. welcome, intro and course goals, and group formation
1. welcome, intro and course goals, and group formation
How to facilitate a session (co create with patty)
How to facilitate a session (co create with patty)
Similar to Goldsmiths inclusive teaching and learning general advice
Inclusive Teaching - Teaching Methods and Support Materials
This resource addresses inclusion with respect to different forms of face-to-face teaching (e.g., lectures, seminars/tutorials, and practice-based sessions) and associated materials (e.g., hand-outs and lecture slides).
Methods of teaching
The document discusses teaching and lecturing. It defines teaching as activities designed to produce changes in student behavior and notes that teaching is a passion. It provides guidelines for effective lecturing, including maintaining student motivation, summarizing key points, using visual aids and interactions, and managing time. The advantages of lecturing are also presented.
INTERACTIVE & INNOVATIVE TEACHING
This document discusses interactive teaching methods. It begins by outlining some objectives of interactive lectures, including introducing the concept, discussing advantages of interactive over didactic lectures, and barriers to using interactive methods universally. It then asks questions to engage attendees. Various techniques for making lectures interactive are proposed, such as questioning, buzz groups, think-pair-share activities. Advantages of interactivity include increased attention and feedback. Barriers include fears of losing control and not covering material. The document concludes by providing a list of specific interactive techniques teachers can use, such as group work, questions, debates and role plays.
Listening & speaking in esl classes
This document discusses teaching listening and speaking skills to ESL students. It notes that listening skills take a lot of practice to develop and should be taught through gradual exercises that increase in length and difficulty over time. Students may feel frustrated at first since listening is difficult, but regular short exercises can help them improve. Speaking is also an important skill that requires contextualized practice opportunities for students to personalize language, build confidence, and learn appropriate social and organizational elements.
Supporting deaf students from the curriculum to the classroom
This presentation covers the ideas and practice I developed to support deaf students and their learning whilst teaching two deaf students in Design for Digital Media and Applied Photography. As the title suggests different subject areas will require different solutions but many aspects will help any lecturer develop they own inclusive practice for support students wit hearing impairment. From 2006/2008.
Learning for new first year MBBS nov 18, 2014 2
General basics of Medical Education. Whole presentation was not used. But being uploaded to facilitate your targeted audience.
Effective presentations and public speaking skills
This document discusses types of effective presentations and public speaking skills. It begins by posing questions about why speaking is important and considerations for planning speaking activities. It then defines oral communication as the ability to speak well, articulate knowledge, and use language creatively. It emphasizes the importance of structure, pronunciation, vocabulary, and the ability to exchange information through speaking. The document also provides tips for planning presentations, using multimedia, giving impromptu presentations, conducting educational sessions, and soliciting feedback.
Teaching listening
This document outlines strategies for teaching listening skills. It defines listening and explains why it is important. The listening process involves hearing, choosing to focus attention, understanding messages, and responding. There are different types of listening like intensive and extensive listening. Factors like noise, barriers, and memory can affect the listening process. A framework for task-based teaching involves pre-task, during task, and post-task stages. Planning for listening includes pre-listening activities to provide context, activate schemas, establish a purpose for listening, and pre-teach vocabulary. While listening, teachers can have students listen for gist and details and repeat difficult parts. Post-listening involves discussion, comparison of notes, and identifying new vocabulary.
gA LESSON PLAN ON LISTENING SKILLS
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It will teach basic listening strategies and identify flaws. Various activities using audio recordings, videos, and handouts will expose students to different listening situations. The procedure involves a warm-up, presentation of new concepts, and three levels of practice - controlled, guided, and free - to give students ample opportunity to develop their skills. Suggestions are provided to select appropriate texts and design effective pre, while, and post listening activities tailored to the instructional goals and students' proficiency levels.
A LESSON PLAN ON LISTENING SKILLS
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It begins with a warm-up discussion to assess their current skills. The teacher then presents strategies for global listening through examples and explanations. Students practice global listening through short controlled exercises identifying people, labeling diagrams, and answering questions about stories. Guided exercises require students to add to family trees and continue stories. Free activities challenge advanced students to create their own continuation of stories. The plan provides structured listening practice to build students' global comprehension skills.
Goldsmiths inclusive teaching and learning lectures
This document provides guidance on inclusive teaching methods for lectures. It recommends warming up students by reviewing material and outcomes before diving into new content. Lecturers should avoid just reading notes and instead engage students through interactive activities like think-pair-share exercises and online polling systems. The document also discusses "lecture flipping", which involves students reviewing lecture content online before class and doing activities to apply it in class. More details on questions, activities, and preparing digital presentations are available in additional resources. The overall guidance is to make lectures more interactive and student-focused to increase engagement and learning for all students.
Interview with a professional teacher of adult learners unit 3
Professor Mike Gastala teaches audio production courses at Columbia College in Chicago. While he has no formal education in teaching adult learners, he attends workshops on teaching techniques. He finds that applying techniques like interactive icebreakers helps engage students. The main challenges he faces include students having poor study habits and not seeing the real-world applicability of concepts. To improve learning, he emphasizes using more examples from his professional experience in the field. He advises new teachers to record themselves teaching and consider different learning styles.
training methods
The document provides an overview of various training methods that can be used including lectures, talks, demonstrations, discussions, case studies, role playing, simulations, brainstorming, and buzz groups. It describes the key aspects of each method, including when they should be used, their pros and cons, and provides examples of exercises using some of the methods. The goal is to help trainers understand different instructional approaches and how to select the most effective method for the given training situation.
2 generation curriculum & pdp listening lesson plan
Salam,
2 G curriculum & PDP Listening Lesson Plan
Still dealing with how to teach receptive skill listening , which can be tackled through PDP frame work .
The document shows :
1) What is PDP listening ?
2) Why PDP listening frame work?
3) How to teach PDP listening ?
4) Sample activities for pre-listening / during listening / post listening
5) Assessing listening
by
Mr Samir Bounab ( teacher trainer at MONE)
Teaching speaking
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
Discussion Leaders
The document provides strategies for leading English discussion groups with students in Taiwan. It discusses establishing discussion rules and formats, including warm-up, main discussion, and wrap-up sections. It also addresses common challenges like shy students, poor English skills, boring topics, and distracted students. The key strategies emphasized are connecting with students, providing feedback, giving students time to think, and embracing silence without filling it with unnecessary talking. The overall goal is to encourage students to practice English while improving their skills.
Management of Learning Process WPS Office.pptx
This document discusses key issues in managing the learning process in a classroom. It addresses how to capture students' attention at the beginning of a lesson through relating content to their lives, using engaging materials, and telling stories. It also discusses maintaining attention throughout the lesson by keeping activities interesting, explaining purposes, and varying strategies. The document provides tips for giving instructions, handling interruptions, supporting individual and group work, and concluding lessons effectively.
Art of presentations
This document provides guidance on creating effective teaching materials and presentations. It discusses key principles like ensuring materials are clearly linked to the presentation content, are intelligible, have a consistent style, and highlight important points. Specific tips are provided for different material types like slides, handouts, and videos. Potential issues that can distract from learning like overcrowded slides or incompatible equipment are also addressed. The document emphasizes targeting materials to the specific needs and skills of the intended audience.
Succeeding at interview presentation with YouTube link
This document provides advice on preparing for and succeeding at teaching interviews. It discusses common interview formats, question types, and how to prepare, present oneself, and perform during an interview. Key points include researching the school and role, practicing answering behavioral, hypothetical, and "about you" questions, maintaining a professional appearance and positive body language, and structuring responses to highlight relevant experiences and skills. The document recommends being prepared, confident, and focusing responses on demonstrating one's fit for and enthusiasm about the position. It includes sample questions and response structures as well as suggesting practicing interviews with a partner.
Succeedingatinterviewpresentationnovideo 130704214330-phpapp02
This document provides advice on preparing for and succeeding at teaching interviews. It discusses common interview formats, question types, and how to prepare, present oneself, and perform during the interview. Key points include researching the school and role, practicing common interview questions, maintaining a professional appearance and positive body language, and structuring responses to demonstrate relevant experiences and skills. The document encourages preparation, emphasizes communicating enthusiasm for teaching, and provides sample answers to common behavioral, hypothetical, and personal questions. Overall, it aims to help candidates feel confident and knowledgeable going into their teaching interviews.
Similar to Goldsmiths inclusive teaching and learning general advice (20)
Inclusive Teaching - Teaching Methods and Support Materials
Inclusive Teaching - Teaching Methods and Support Materials
Supporting deaf students from the curriculum to the classroom
Supporting deaf students from the curriculum to the classroom
Effective presentations and public speaking skills
Effective presentations and public speaking skills
Goldsmiths inclusive teaching and learning lectures
Goldsmiths inclusive teaching and learning lectures
Interview with a professional teacher of adult learners unit 3
Interview with a professional teacher of adult learners unit 3
2 generation curriculum & pdp listening lesson plan
2 generation curriculum & pdp listening lesson plan
Succeeding at interview presentation with YouTube link
Succeeding at interview presentation with YouTube link
Succeedingatinterviewpresentationnovideo 130704214330-phpapp02
Succeedingatinterviewpresentationnovideo 130704214330-phpapp02
Recently uploaded
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Topic : Bed making
Subject : Nursing Foundation
Solutons Maths Escape Room Spatial .pptx
Solutions of Puzzles of Mathematics Escape Room Game in Spatial.io
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Recently uploaded (20)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Goldsmiths inclusive teaching and learning general advice
- 1. Teaching Methods and Support Materials General Advice: To be read after ‘Welcome’ Goldsmiths Inclusive Teaching and Learning
- 2. General Advice • This presentation contains general advice that is relevant to all methods of face-to-face teaching. • It is intended to be read before the presentations in this series on lectures, tutorials/seminars, practice-based teaching, and assessment and feedback.
- 3. Support Materials • Support materials for face-to-face teaching include notes, handouts, PowerPoint slides, readings etc. • Some materials aid student preparation for teaching sessions (e.g., Powerpoint slides). These should be made available well in advance (i.e., at least two or three days before) and in an easily accessible manner such as via learn.gold (Goldsmiths’ Virtual Learning Environment, VLE). • Allow students to record sessions or better still provide your own audio recordings or screencasts. Don't forget to ask the students' permission to record live sessions in which their contributions may be captured.
- 4. Support Materials: Whiteboards • If not already presented on slides or handouts, write key information on whiteboards. • Use dry-wipe pens with dark ink such as black or blue; avoid green. • Allow students to photograph whiteboards. See how the black ink is clearer than the green?
- 5. Communication: Speaking clearly • Face the audience, not down at your notes or back at the PowerPoint projection. Being able to see your face aids all students, and particularly lip readers. • Speak clearly, at a reasonable pace and volume.
- 6. Communication: Accessible language • If students do not understand a point, elaborate and reword rather than just repeating yourself. • Use accessible language: • Define technical terms. • Provide a glossary. • Avoid or explain idioms and acronyms.
- 7. Communication: Questions • Encourage questions and comments online (i.e., posted on learn.gold forums) and in class. • Pause part way through and at the end of teaching sessions to ask if there are any questions.
- 8. Communication: Questions • Pose open as opposed to closed questions. Closed questions can be answered with one or two words or a short phrase. Open questions elicit longer and more thoughtful answers. • For example, "How would you define 'inclusion'?" is better than, "Do you understand what 'inclusion' means?" • Pose questions to student. • Allow students time to come up with an answer. Count to at least 10 before further prompting or offering an answer.
- 9. Learning environment • Minimising background noise can be of benefit to all students, but particularly those with hearing impairment or dyslexia. • Ask people talking loudly outside a teaching space to be quiet or move to a social area. • If possible, ask people using noisy equipment such as power tools to stop until your teaching session is completed. • In noisy group work, if possible, arrange quieter areas.
- 10. Attendance and Punctuality • Start timetabled sessions five minutes past the hour and finish five minutes before the hour. • This is important for students who need extra time to get between consecutively timetabled sessions in separate locations.
- 11. Attendance and Punctuality • Emphasise to students the importance of attendance and punctuality, but as far as possible be understanding and flexible in this regard. • There are many valid reasons why students may find it difficult to attend or arrive on time or need to take short breaks during sessions or to leave early. • Ask students who arrive on time to sit toward the middle of seating rows to allow others easy access and exit. • If students complain about the comings and goings of others, discuss the considerations of inclusion with the whole group.