Moving from Presentations to Presentations of LearningMelinda Kolk
Transform the process by building in feedback and reflection. Read more at: http://creativeeducator.tech4learning.com/2014/articles/PBL-and-Presentations
This document provides an overview and introduction to the ARC571 module on reflections of architectural education. It outlines the following key points:
1. The module aims to reflect on current learning and teaching practices, engage in debates about architectural education, and allow students to explore and shape practice in the school.
2. Students will participate in seminars and workshops, observe and assist with tutorials, keep a reflective journal, develop and implement an innovative teaching project, and write a final assignment.
3. The document discusses the theoretical context of architectural education, including traditional apprenticeship models, constructivist learning approaches, and calls for new professionalism from reviews. It also outlines the "Sheffield Way" student-centered
This document summarizes the key points discussed in a seminar about an action research project and reflective journal assignment. It outlines:
1) The seminar involved presenting action research projects, discussing the reflective journal assignment which involves reflection on experience, reading and conclusions, and the structure of the final written assignment.
2) The written assignment involves synthesizing reflections from the journal and linking them to teaching assistance, action research, and theory. It will be peer assessed in draft form and finally submitted for assessment.
3) The work will be assessed based on synthesis of theory and practice, critical evaluation, understanding of architecture education, and clarity of writing. Findings may also be published or presented at a conference.
This document provides an overview of implementing project based learning (PBL) in K-12 classrooms. It discusses the benefits of PBL, including developing 21st century skills. It explains the essential elements of PBL and distinguishes it from simple projects. Examples of PBL units are provided for first grade, middle school Spanish class, and getting started with resources. The presentation aims to convince teachers that PBL increases student engagement and prepares students for real world skills.
This document outlines the aims, content, and structure of the ARC571 module on reflecting on architectural education. The module will use seminars, workshops, teaching observation and assistance, and a reflective journal to explore the historical context of architectural education, different learning theories, and ways to innovate teaching practices. Students will observe and assist in first year design studios, develop an individual teaching innovation project, and write a final assignment synthesizing their reflections and experience in the module.
This document provides an overview and introduction to the ARC571 Reflections on Architectural Education module. It outlines the module aims, learning approach, theoretical context, workshops, reflective journaling, teaching observation and assistance activities, seminars, and written assignment. The context of traditional architectural education models, the "Sheffield Way", RIBA education reviews, and curriculum reviews are also discussed. The module aims to provide reflection on current learning/teaching practices through engagement with theory and first-year studio activities.
This document discusses project-based learning (PBL), a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It defines PBL, outlines its key elements and structure, and discusses the roles of students and teachers. Some advantages are that it engages students in real-world issues, develops skills like problem-solving, and increases student independence and self-esteem. Potential shortcomings include projects becoming unfocused, difficulty measuring success, and some students not contributing equally.
The document discusses powerful, personalized, project-based learning. It defines project-based learning and discusses its key elements and benefits. Project-based learning focuses on central concepts through problem-solving investigations and meaningful tasks. It allows students to construct their own knowledge and fosters skills like critical thinking, problem solving, finding and evaluating information, and communication. Teachers take more of a facilitator role in project-based learning.
Moving from Presentations to Presentations of LearningMelinda Kolk
Transform the process by building in feedback and reflection. Read more at: http://creativeeducator.tech4learning.com/2014/articles/PBL-and-Presentations
This document provides an overview and introduction to the ARC571 module on reflections of architectural education. It outlines the following key points:
1. The module aims to reflect on current learning and teaching practices, engage in debates about architectural education, and allow students to explore and shape practice in the school.
2. Students will participate in seminars and workshops, observe and assist with tutorials, keep a reflective journal, develop and implement an innovative teaching project, and write a final assignment.
3. The document discusses the theoretical context of architectural education, including traditional apprenticeship models, constructivist learning approaches, and calls for new professionalism from reviews. It also outlines the "Sheffield Way" student-centered
This document summarizes the key points discussed in a seminar about an action research project and reflective journal assignment. It outlines:
1) The seminar involved presenting action research projects, discussing the reflective journal assignment which involves reflection on experience, reading and conclusions, and the structure of the final written assignment.
2) The written assignment involves synthesizing reflections from the journal and linking them to teaching assistance, action research, and theory. It will be peer assessed in draft form and finally submitted for assessment.
3) The work will be assessed based on synthesis of theory and practice, critical evaluation, understanding of architecture education, and clarity of writing. Findings may also be published or presented at a conference.
This document provides an overview of implementing project based learning (PBL) in K-12 classrooms. It discusses the benefits of PBL, including developing 21st century skills. It explains the essential elements of PBL and distinguishes it from simple projects. Examples of PBL units are provided for first grade, middle school Spanish class, and getting started with resources. The presentation aims to convince teachers that PBL increases student engagement and prepares students for real world skills.
This document outlines the aims, content, and structure of the ARC571 module on reflecting on architectural education. The module will use seminars, workshops, teaching observation and assistance, and a reflective journal to explore the historical context of architectural education, different learning theories, and ways to innovate teaching practices. Students will observe and assist in first year design studios, develop an individual teaching innovation project, and write a final assignment synthesizing their reflections and experience in the module.
This document provides an overview and introduction to the ARC571 Reflections on Architectural Education module. It outlines the module aims, learning approach, theoretical context, workshops, reflective journaling, teaching observation and assistance activities, seminars, and written assignment. The context of traditional architectural education models, the "Sheffield Way", RIBA education reviews, and curriculum reviews are also discussed. The module aims to provide reflection on current learning/teaching practices through engagement with theory and first-year studio activities.
This document discusses project-based learning (PBL), a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It defines PBL, outlines its key elements and structure, and discusses the roles of students and teachers. Some advantages are that it engages students in real-world issues, develops skills like problem-solving, and increases student independence and self-esteem. Potential shortcomings include projects becoming unfocused, difficulty measuring success, and some students not contributing equally.
The document discusses powerful, personalized, project-based learning. It defines project-based learning and discusses its key elements and benefits. Project-based learning focuses on central concepts through problem-solving investigations and meaningful tasks. It allows students to construct their own knowledge and fosters skills like critical thinking, problem solving, finding and evaluating information, and communication. Teachers take more of a facilitator role in project-based learning.
This document discusses project-based learning (PBL) and provides an example of a school PBL project. It begins by defining PBL according to various experts as an instructional approach where students actively investigate real-world problems and questions over an extended period of time. It notes key characteristics of PBL including being driven by an open-ended question, incorporating student voice and choice, and culminating in a realistic product or presentation. The document outlines benefits of PBL as well as potential challenges. It then describes typical roles of students and teachers in PBL. Finally, it provides an example school PBL project on creating a multimedia book, including activities, resources, deliverables, and assessment.
This document provides an overview of project-based learning (PBL) and its use in intervention classrooms. It begins with common questions about PBL and then discusses how PBL is different from traditional teaching in that it uses extended, student-driven inquiries structured around complex questions. Research supports that PBL increases student motivation, engagement, and retention of knowledge compared to traditional instruction. The document provides examples of how teachers facilitate PBL by framing questions, managing activities, and ensuring high quality outcomes through tasks and goals set by students. It concludes by emphasizing the importance of PBL for engaging students with real-world problems in a way that mirrors life outside of school.
This document discusses the elements of inquiry-based learning. It begins by asking what the critical elements of inquiry are and provides an overview of different types of inquiry approaches like project-based learning, guided inquiry, and open inquiry. It then discusses elements that must be considered when planning inquiry-based lessons like tapping prior knowledge, generating intriguing questions, developing an investigation plan, analyzing resources, drawing conclusions, and reflecting. The document also discusses what inquiry looks like in different subject areas and emphasizes building a learning community focused on evidence, viewpoints, connections, imagination, and relevance.
Formative Aspects of Summative Assessment, LSBU, 6 May 2010Colston Sanger
This document summarizes a presentation about a research project on formative aspects of summative assessment. The project investigated what happens when students negotiate their own summative assessment criteria and assess their own and peers' work. Preliminary results found that students felt it was useful to be assessed on criteria they felt were important. Students also found assessing peers to be a valuable learning experience, though it could be tricky. The presentation discussed implications for developing students' critical judgment and self-directed learning skills.
Project-based learning (PBL) is an instructional approach that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks. PBL is not a new concept, having been developed and advocated by influential educators like Dewey, Piaget, and Papert. PBL focuses on compelling content, supports student autonomy, involves investigative activities over long periods of time, and results in real-world outcomes through complex products. PBL emphasizes depth of understanding, problem-solving skills, student interest, interdisciplinary focus, process and demonstration of learning, original sources, student use of technology, collaboration, and self
Problem based learning is one of the approaches used in presenting the lesson. In this presentation you will know the advantages of using this approach. This also tackles the models needed in implementing this strategy. I have provided an example problem for a more adequate learning.
This document provides an overview of problem-based learning (PBL), including its history, key characteristics, steps in the PBL process, advantages and disadvantages. Some key points:
- PBL was pioneered in medical education at McMaster University in the 1960s as an alternative to traditional lecture-based learning. It has since spread to other fields.
- In PBL, students work in small groups to solve open-ended problems, with teachers acting as facilitators. It is student-centered and focuses on identifying learning needs to address problems.
- The steps of PBL involve defining the problem, identifying learning needs, conducting self-directed study, and applying new knowledge to the problem.
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
project based teaching strategies were shared by the group of teachers of Ram Ratna International School.
It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
Flipped classrooms and more: How can we improve our teaching methods to enhan...Danny Liu
This document discusses ways to improve teaching methods to enhance student learning. It describes redesigning a first year biology course, including flipping lectures, making practicals more inquiry-based, increasing formative assessment and feedback, and leveraging online resources. It then discusses translating these ideas to pharmacy courses, such as making lectures more active, integrating assessments, and providing online support. The document provides examples of redesigning curriculum, assessments, lectures, practicals and online resources to improve student learning through increased engagement and authentic experiences.
This document discusses project-based learning (PBL) and provides an overview of PBL as well as summaries of research studies that have found benefits of PBL. Some key points include:
- PBL engages students in exploring real-world problems and creating presentations to share what they have learned, which can lead to deeper knowledge and increased motivation compared to textbook learning.
- Several studies found improved test scores, engagement, and skills among students learning through PBL compared to traditional instruction.
- Effective PBL requires teachers to facilitate learning as a coach rather than solely relying on direct instruction, with the role shifting from manager to leader.
The document discusses project-based learning, outlining the 5 key elements of PBL including real-world connections, academic rigor, structured collaboration, student-driven learning, and multifaceted assessment. It provides examples of projects and roles students can take on, and addresses criticisms of PBL while also highlighting the benefits. The workshop participants are then asked to create an academic extracurricular activity using project-based learning and practice adapting to changes that may arise.
The document discusses project-based learning (PBL) and its use in eTwinning projects. It describes PBL as an inquiry-based teaching method that engages students in solving complex, real-world problems. The document outlines the essential elements of PBL, including defining challenging problems, sustained inquiry, authenticity, student voice, and creating public products. It then provides an example workshop that walks groups of students through a sample PBL project on topics like water pollution, computer networks, and history. The document emphasizes that PBL allows students to learn by doing and that eTwinning and web tools can support students collaborating on international PBL projects.
This document outlines a project-based learning activity for a 10th grade Humanities class in Uganda. Students will research current issues in Africa like poverty, disease, conflict, and the environment. They will work in groups to choose an issue, research it, devise solutions, and present their findings to the class using a multimedia presentation. The goals are for students to learn deeply about African issues and develop 21st century skills like collaboration, communication, critical thinking, and creativity.
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
Naace Strategic Conference 2009 - Personalisation by Pieces - Dan Buckley, Di...Naace Naace
The document discusses personalised learning and proposes a model called "Personalisation by Pieces" (PbyP). Some key points:
- PbyP aims to make student progression clear through skills ladders that show how skills can be developed.
- It emphasizes peer and collaborative learning. Students' work would be shared online and peer-assessed.
- PbyP structures learning around lifelong competencies rather than subjects. Student learning and assessment is competency-based.
- Teachers act as advisors/mentors rather than solely "delivering" knowledge. Students have autonomy and choice in their learning.
Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.
Project-Based Learning (PBL) is an instructional strategy that focuses on engaging students in relevant content to solve real problems. It benefits students by developing their 21st century skills as teachers take a coaching role and students drive their own instruction. A common PBL format introduces the project, provides a rubric, has students generate a know/need to know document, includes project work and lectures/labs/homework, and culminates in a student-created product and presentation. Important aspects are the know/need to know document that evolves throughout, and ensuring there is always a presentation component. Resources for PBL include the Buck Institute for Education and New Tech Network websites.
The document discusses Charlotte Danielson's Framework for Teaching, which outlines 4 domains of teaching responsibilities. Domain 4 focuses on professional responsibilities and contains 6 components: reflecting on teaching, maintaining records, communicating with families, participating in professional development, growing professionally, and professionalism. The document provides descriptions and examples for each component to guide teachers in meeting their professional obligations.
This document discusses the longstanding tensions between legal academia and the legal profession regarding legal education. It traces some of the key events and debates around the purpose and content of legal education, including the Ormrod Committee's recommendation that a law degree should qualify students for vocational training, which was met with dissent. While there have been periods of disagreement, the document notes that in more recent times, such as with the 1991 Joint Announcement, the professions have been more willing to leave curriculum decisions to universities and recognize different approaches to legal education. An important takeaway is the need for clarity on the role of legal educators and purpose of education, as well as understanding of historical tensions, expertise in legal education, and political awareness
This document outlines a presentation on a programme browser created by James Toner and Marcus Soanes. The presentation covers the theory, context, demonstration, evaluation, and future plans for the browser. It was used by 350 students and 30 staff and generated usage statistics. Next steps may include incorporating additional learning, practice, and curriculum components as well as exploring interest from other schools.
This document discusses project-based learning (PBL) and provides an example of a school PBL project. It begins by defining PBL according to various experts as an instructional approach where students actively investigate real-world problems and questions over an extended period of time. It notes key characteristics of PBL including being driven by an open-ended question, incorporating student voice and choice, and culminating in a realistic product or presentation. The document outlines benefits of PBL as well as potential challenges. It then describes typical roles of students and teachers in PBL. Finally, it provides an example school PBL project on creating a multimedia book, including activities, resources, deliverables, and assessment.
This document provides an overview of project-based learning (PBL) and its use in intervention classrooms. It begins with common questions about PBL and then discusses how PBL is different from traditional teaching in that it uses extended, student-driven inquiries structured around complex questions. Research supports that PBL increases student motivation, engagement, and retention of knowledge compared to traditional instruction. The document provides examples of how teachers facilitate PBL by framing questions, managing activities, and ensuring high quality outcomes through tasks and goals set by students. It concludes by emphasizing the importance of PBL for engaging students with real-world problems in a way that mirrors life outside of school.
This document discusses the elements of inquiry-based learning. It begins by asking what the critical elements of inquiry are and provides an overview of different types of inquiry approaches like project-based learning, guided inquiry, and open inquiry. It then discusses elements that must be considered when planning inquiry-based lessons like tapping prior knowledge, generating intriguing questions, developing an investigation plan, analyzing resources, drawing conclusions, and reflecting. The document also discusses what inquiry looks like in different subject areas and emphasizes building a learning community focused on evidence, viewpoints, connections, imagination, and relevance.
Formative Aspects of Summative Assessment, LSBU, 6 May 2010Colston Sanger
This document summarizes a presentation about a research project on formative aspects of summative assessment. The project investigated what happens when students negotiate their own summative assessment criteria and assess their own and peers' work. Preliminary results found that students felt it was useful to be assessed on criteria they felt were important. Students also found assessing peers to be a valuable learning experience, though it could be tricky. The presentation discussed implications for developing students' critical judgment and self-directed learning skills.
Project-based learning (PBL) is an instructional approach that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks. PBL is not a new concept, having been developed and advocated by influential educators like Dewey, Piaget, and Papert. PBL focuses on compelling content, supports student autonomy, involves investigative activities over long periods of time, and results in real-world outcomes through complex products. PBL emphasizes depth of understanding, problem-solving skills, student interest, interdisciplinary focus, process and demonstration of learning, original sources, student use of technology, collaboration, and self
Problem based learning is one of the approaches used in presenting the lesson. In this presentation you will know the advantages of using this approach. This also tackles the models needed in implementing this strategy. I have provided an example problem for a more adequate learning.
This document provides an overview of problem-based learning (PBL), including its history, key characteristics, steps in the PBL process, advantages and disadvantages. Some key points:
- PBL was pioneered in medical education at McMaster University in the 1960s as an alternative to traditional lecture-based learning. It has since spread to other fields.
- In PBL, students work in small groups to solve open-ended problems, with teachers acting as facilitators. It is student-centered and focuses on identifying learning needs to address problems.
- The steps of PBL involve defining the problem, identifying learning needs, conducting self-directed study, and applying new knowledge to the problem.
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
project based teaching strategies were shared by the group of teachers of Ram Ratna International School.
It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
Flipped classrooms and more: How can we improve our teaching methods to enhan...Danny Liu
This document discusses ways to improve teaching methods to enhance student learning. It describes redesigning a first year biology course, including flipping lectures, making practicals more inquiry-based, increasing formative assessment and feedback, and leveraging online resources. It then discusses translating these ideas to pharmacy courses, such as making lectures more active, integrating assessments, and providing online support. The document provides examples of redesigning curriculum, assessments, lectures, practicals and online resources to improve student learning through increased engagement and authentic experiences.
This document discusses project-based learning (PBL) and provides an overview of PBL as well as summaries of research studies that have found benefits of PBL. Some key points include:
- PBL engages students in exploring real-world problems and creating presentations to share what they have learned, which can lead to deeper knowledge and increased motivation compared to textbook learning.
- Several studies found improved test scores, engagement, and skills among students learning through PBL compared to traditional instruction.
- Effective PBL requires teachers to facilitate learning as a coach rather than solely relying on direct instruction, with the role shifting from manager to leader.
The document discusses project-based learning, outlining the 5 key elements of PBL including real-world connections, academic rigor, structured collaboration, student-driven learning, and multifaceted assessment. It provides examples of projects and roles students can take on, and addresses criticisms of PBL while also highlighting the benefits. The workshop participants are then asked to create an academic extracurricular activity using project-based learning and practice adapting to changes that may arise.
The document discusses project-based learning (PBL) and its use in eTwinning projects. It describes PBL as an inquiry-based teaching method that engages students in solving complex, real-world problems. The document outlines the essential elements of PBL, including defining challenging problems, sustained inquiry, authenticity, student voice, and creating public products. It then provides an example workshop that walks groups of students through a sample PBL project on topics like water pollution, computer networks, and history. The document emphasizes that PBL allows students to learn by doing and that eTwinning and web tools can support students collaborating on international PBL projects.
This document outlines a project-based learning activity for a 10th grade Humanities class in Uganda. Students will research current issues in Africa like poverty, disease, conflict, and the environment. They will work in groups to choose an issue, research it, devise solutions, and present their findings to the class using a multimedia presentation. The goals are for students to learn deeply about African issues and develop 21st century skills like collaboration, communication, critical thinking, and creativity.
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
Naace Strategic Conference 2009 - Personalisation by Pieces - Dan Buckley, Di...Naace Naace
The document discusses personalised learning and proposes a model called "Personalisation by Pieces" (PbyP). Some key points:
- PbyP aims to make student progression clear through skills ladders that show how skills can be developed.
- It emphasizes peer and collaborative learning. Students' work would be shared online and peer-assessed.
- PbyP structures learning around lifelong competencies rather than subjects. Student learning and assessment is competency-based.
- Teachers act as advisors/mentors rather than solely "delivering" knowledge. Students have autonomy and choice in their learning.
Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.
Project-Based Learning (PBL) is an instructional strategy that focuses on engaging students in relevant content to solve real problems. It benefits students by developing their 21st century skills as teachers take a coaching role and students drive their own instruction. A common PBL format introduces the project, provides a rubric, has students generate a know/need to know document, includes project work and lectures/labs/homework, and culminates in a student-created product and presentation. Important aspects are the know/need to know document that evolves throughout, and ensuring there is always a presentation component. Resources for PBL include the Buck Institute for Education and New Tech Network websites.
The document discusses Charlotte Danielson's Framework for Teaching, which outlines 4 domains of teaching responsibilities. Domain 4 focuses on professional responsibilities and contains 6 components: reflecting on teaching, maintaining records, communicating with families, participating in professional development, growing professionally, and professionalism. The document provides descriptions and examples for each component to guide teachers in meeting their professional obligations.
This document discusses the longstanding tensions between legal academia and the legal profession regarding legal education. It traces some of the key events and debates around the purpose and content of legal education, including the Ormrod Committee's recommendation that a law degree should qualify students for vocational training, which was met with dissent. While there have been periods of disagreement, the document notes that in more recent times, such as with the 1991 Joint Announcement, the professions have been more willing to leave curriculum decisions to universities and recognize different approaches to legal education. An important takeaway is the need for clarity on the role of legal educators and purpose of education, as well as understanding of historical tensions, expertise in legal education, and political awareness
This document outlines a presentation on a programme browser created by James Toner and Marcus Soanes. The presentation covers the theory, context, demonstration, evaluation, and future plans for the browser. It was used by 350 students and 30 staff and generated usage statistics. Next steps may include incorporating additional learning, practice, and curriculum components as well as exploring interest from other schools.
OER refers to open educational resources which include full courses, course materials, and other learning content that can be freely accessed and used online. MIT's OpenCourseWare initiative is an example of an institutional OER program that makes course materials from over 1,900 courses freely available on the web. Educators use OER in a variety of ways like reusing content, adapting course syllabi, and combining OER materials with other resources. There are benefits to creating OER like lowering costs for students and fostering pedagogical innovation through customizable learning materials.
A presentation by Paul Maharg from April 2010 UKCLE York OER event. The presentation covers OERs and why they're important, case studies, examples and the UKCLE's OER platform: Simshare.
Slides for the presentation by Sara de Freitas (Coventry University) and Paul Maharg (University of Northumbria) at the Learning in Law Annual Conference 2011.
Slides for the presentation by Helen Carr (University of Kent), Caroline Hunter (University of York), Ray Land (University of Strathclyde), Julian Webb (UKCLE) and Elaine Webster (University of Strathclyde) at LILAC10.
Slides for the presentation by Chris Hull (St Mary's University College, Twickenham), for the UKCLE event, Enhancing legal education in Wales, 29 April 2010.
Slides for the presentation by Dafydd Trystan (Centre for Welsh Medium Higher Education), at the UKCLE event, enhancing legal education in Wales, 29 April 2010.
The document discusses challenges students face when transitioning to university study and proposes a module-based solution. Many students come unprepared for aspects like using feedback to improve future work, managing deadlines independently, and developing academic skills. The proposed solution involves revising an existing first-year module to focus on these skills through interactive large-group sessions, student progress files, and content addressing both academic and professional development. This aims to better prepare students for university expectations and address preconceptions around the necessary effort.
The document discusses a case study of using PebblePad e-portfolios to support personal development planning (PDP), career planning, and reflective learning within a university law curriculum. Student feedback found that the e-portfolios facilitated reflection on skills development and academic progress. However, some students found it a time-consuming extra workload and desired more training. Overall, the e-portfolios were found to be preferable to paper-based options and assisted communication with academic advisors, but adjustments were needed such as additional training sessions and guidance for specific tasks.
The document discusses approaches to teaching legal ethics in law school curriculums. It proposes integrating ethics learning objectives throughout multiple core courses (a "vertical subject" approach). Specific ethics topics and scenarios would be discussed within the context of each course. This allows students to deepen their ethics knowledge as they progress. Later courses like a legal practice capstone can draw together ethics lessons from earlier courses. Experiential learning like clinics and problem-solving workshops are preferred over lectures for effectively facilitating ethics learning.
The document summarizes a study examining law student perceptions of assessment and feedback practices at UK universities. It will interview students and faculty from about 20 schools to understand relationships between perceptions and models/practices. Schools were identified based on consistently high or low National Student Survey scores on assessment/feedback questions over two years. The study aims to better understand student views and disseminate findings to support schools seeking to improve practices.
Overview of outcomes from the UKCLE funded literature review and practice survey of the teaching, learning and assessment of law in undergraduate medical education by Michael Preston-Shoot and Judy McKimm (University of Bedfordshire).
What's a Library to Do? Transforming the One-Shot Library Workshop for the Ne...Jerilyn Veldof
Cornell University Library invited me to do a workshop for them on <a href="http://www.tc.umn.edu/~jveldof/WorkshopDesign/">creating one-shot library workshops</a>. These are the remarks I made in another session for their Library Assembly prior to the workshop.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
The Teaching International Students project aims to help higher education institutions effectively support international students through cultural awareness and inclusive teaching practices. It provides resources on understanding different academic cultures, developing student skills, encouraging participation, creating globally-relevant curricula, and anticipating typical problems experienced by international students. The project emphasizes adopting a program-level approach and making academic expectations and assumptions transparent to students.
Net(work) yourself a job? CETL student engagement and employabilitycilass.slideshare
Laura Jenkins & Sabine Little from CILASS and Louise Goldring from CEEBL lead a discussion session at the CETL student Network conference, University of Plymouth June 2008
The document discusses a workshop on using portfolios at NISTCOL. It provides an agenda for the two-day workshop. On day one, participants discuss the purpose and components of a portfolio, developing a personal plan, and choosing a scenario for implementation. On day two, participants reflect on day one, develop a personal activity plan, discuss guidance and assessment of portfolios, and make an action plan. Key lessons are to provide clear instructions to students and staff, decide on assessment criteria, and consider online delivery and a pilot period before formal implementation.
This document provides guidance on how to write an effective teaching statement. It begins by outlining key elements to include such as learning objectives, concrete examples of teaching methods, challenges faced and how they were addressed, and student evaluations. It also recommends connecting teaching to research. The document then provides sample teaching statements from various disciplines like biology, foreign languages, history and psychology that demonstrate these elements. Finally, it discusses recent research on how students learn best through active inquiry, experiential learning, collaboration and dialogue.
This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
This document summarizes a presentation about inspiring teaching and learning. It discusses the challenges facing education and how "teaching to the test" has underprepared students. It advocates taking a learning orientation over a performance orientation. It introduces the concept of "learning power" or "learning to learn" and discusses building learning habits like questioning knowledge, problem-solving, and self-evaluation. Case studies show how focusing on these skills rather than just content knowledge can improve exam results and better prepare students for further education and life.
Year 2 celebration powerpoint elues start the year 2011cfreitag
The document outlines the goals and activities of the ELUES learning team over the past year. Their goals included implementing research-based instructional strategies like the 6+1 writing model, examining key vocabulary, and understanding 21st century learners. Throughout the year, the team shared practices using these strategies and found value in collaborating. Staff presented at professional development days on strategies like questioning techniques, pre-assessing students, and using rubrics and exemplars. The learning team's work focused on clear outcomes, introducing new knowledge, and designing opportunities for students to deepen understanding.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
2019 New Trends in Education -Teaching Innovation Timothy Wooi
Innovation & Modern approaches to Learning
Introduction
One challenge in public consciousness now is the need to reinvent just about everything, from;
scientific advances,
technology breakthroughs,
political & economic structures,
environmental solutions,
21st century code of ethics, everything is in flux—and everything demands innovative, out of the box thinking.
Here are ten 10 Ways to Teach Innovation
1.Teach concepts, not facts.
2. Move from projects to Project Based Learning.
3. Distinguish concepts from critical information.
4. Make skills as important as knowledge.
5. Form teams, not groups.
6.Use thinking tools.
7. Use creativity tools.
8. Reward discovery.
9. Make reflection part of the lesson.
10. Be innovative yourself.
The document discusses moving towards a more learner-centered approach to education. It suggests replacing subject disciplines with problems or themes, assessing students based on projects rather than tests, and having more learning take place outside the classroom. The goal is for students to create their own evidence of learning that makes a real-world difference. Learner-centeredness should be a mindset for all ages and learners. It questions how to design curriculum focusing on 21st century skills like collaboration and giving students more voice and choice in their learning. The document advocates developing a learning-centered ethos with engaged and community-focused learning.
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...NortheasternSAIL
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
Part of the 'Apocalypse Now' conference theme, which requires the presenter to imagine their own future world scenario.
IMAGINED WORLD
A New Conservative Dynasty: Choice and Private Enterprise dominate HEA - Today’s students are the first generation to have grown up surrounded by and using computers, videogames, digital music players, video cams, cell phones and other digital media, consequentially they have a different thinking and learning style and different brain structures to previous generations (Prensky 2001). Social science academics are thus teaching in a changed world where traditional lecture/seminar pedagogical practices may no longer be applicable to the teaching and learning needs of contemporary students. This fact combined with the rise of the student as consumer has triggered a shift where private enterprise rules and students pick and choose which aspects of teaching they will engage with. This presentation’s research indicates that already techniques seen as not applicable to their needs are bypassed by students offering an explanation for attendance, participation and low engagement issues and the failure of students to develop independent problem-solving skills. This presentation provides a survival guide for social science academics by identifying the gaps between staff and student perceptions and discussing techniques for teaching the core skills needed in critical thinking and problem solving; adapting pedagogical practices to the contemporary student.
ABSTRACT
What is critical thinking and to what extent do social science students develop analytical problem solving skills through traditional social science teaching? This paper presents the results thus far of an ongoing research project which identified that law and social science students are often not learning the analytical skills that staff think they are teaching. Most social science academics doubtless consider critical thinking to be an integral and inherently embedded aspect of their pedagogical practices. Yet research suggests that contemporary students do not learn this skill through traditional teaching methods and teaching has not adapted to their specific needs.
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...NortheasternSAIL
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
The document discusses self-directed learning, including its definition as a process where individuals take initiative to diagnose their own learning needs, formulate goals, and evaluate outcomes. It provides a history of self-directed learning and outlines its stages from identifying why it is important to achieving goals. The document also discusses advantages of self-directed learning and how the teacher's role changes from being a direct instructor to a facilitator.
This document discusses pedagogy, curriculum, and assessment. It begins by asking what outcomes schools desire from education and what kinds of learning and teaching will help achieve those outcomes. It emphasizes that curriculum is a form of pedagogy and leadership is needed to create the right teaching and learning culture. The document discusses threshold concepts, backward design of curriculum, and creating a new assessment system without levels that focuses on effort, progress towards skills, and subject competencies. It proposes reporting student progress using words that describe attainment thresholds and comparing performance to baselines to determine progress.
The document discusses moving towards a more learner-centered approach to education. It proposes focusing the curriculum around solving real-world problems through collaboration and inquiry rather than traditional subject disciplines. Students would be assessed based on projects they create rather than tests created by others, and more learning would take place outside the classroom in authentic settings. The goal is for students to create evidence of learning that makes a difference in the real world. Learner-centeredness should be a mindset applied to teaching all learners, not just younger students.
Similar to Helping law students via spaces and performance (20)
Problem-based learning is a structured, student-led process that begins with a problem as the starting point for learning. It involves students reading a problem aloud, describing the essence of the problem in a few sentences or a title. Students then brainstorm anything potentially relevant to the problem and systematically organize these ideas thematically. Finally, students identify learning outcomes phrased as researchable questions based on the issues organized in the previous stage.
Slides for the presentation given by Victoria Passant, Student Engagement Officer, National Union of Students (NUS), at the National Law Students Forum 2011.
Slides from the presentation by Shamini Ragavan (Newcastle Law School) at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
Slides for the presentation given by Jude Carroll at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
The document discusses several key issues regarding the use of expert testimony in court:
1) What constitutes expertise and how is it defined in a legal context? Experts must provide objective, unbiased opinions within their expertise but cases show expert opinions can differ substantially.
2) How are expert opinions formed and evaluated, and what factors influence this? Expert opinions are not always robust and transparent, potentially misleading juries.
3) How can expert opinions best be communicated to juries to aid their understanding of complex scientific or technical issues? Effective communication is important as juries must consider expert testimony along with other evidence.
Slides from the presentation given by Liz Campbell and Collette Patterson (The Law Society of Scotland) at the 2010 conference: Moving forward: Legal education in Scotland.
Slides from the presentation given by Dale McFadzean (University of the West of Scotland) at the 2010 conference: Moving forward: Legal education in Scotland.
Slides from the presentation given by Simon Usherwood (University of Surrey) at the joint conference Open Educational Resources in the disciplines in October 2010.
Slides from the presentation given by Paul Maharg (University of Northumbria) at the joint conference Open Educational Resources in the disciplines in October 2010.
Slides from the presentation by Karen Counsell (University of Glamorgan) at the joint conference Open Educational Resources in the disciplines in October 2010.
Slides from the presentation given by
Andrew Agapiou (University of Strathclyde) at the Open Educational Resources in the disciplines: a joint conference in October 2010.
The document discusses how university websites present information about law programs and legal education. It notes that websites often show what universities want students to know rather than the information students want. It also discusses how websites could be improved by providing more consistent and navigable information across institutions, including criteria like teaching hours, assessments, employment outcomes, facilities, and fees. The document concludes that while law program websites have improved with more professional and visual content since 2004, information is still often fragmented and not always up-to-date.
Slides for the presentation by Joanne Clough (University of Northumbria) and Gillian Smith (Nottingham Trent University) at the Learning in Law Annual Conference 2011.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
1. Helping law students viaspaces and performance Career and key/soft skills Critical issues Critical thinking Grier Palmer, Warwick Business School. Cath Lambert, Reinvention Centre and Sociology. Jonny Heron, Capital Centre; and Fail Better Productions
2. PREVIOUS FEEDBACK 07/08 “Very much enjoyed, which I’m not sure every one did. I liked that it wasn’t about theories and knowledge like in the business school ….. presentations were stressful, but end product was very good.” 07/08 “In terms of improving groupwork and presentation skills, the module was very useful. However, a clearer 'syllabus' would be helpful because the structure and content of the course was sometimes unclear” 07/08 “Unique style picking up on skills and learning techniques foreign to most modules” 07/08 “It would be good if there was more substantive feedback and more tutor guidance. … I know that it might be against the student centred learning objective but guidance could help a student see the "bigger picture" and think out of the box easier.” 07/08
3. PREVIOUS FEEDBACK 07/08 “This module is an absolute joke, a complete waste of my time turning up to this every week…. I have finished this module still having no idea what "thinking critically" really means and nor do I have any desire to know what it is as it has had no impact on my life, university speaking or otherwise. “ 07/08 Apart from developing presentation skills I don't think I have learnt anything of substance. “ 07/08 “I wouldn't say I learned a huge amount of knowledge; what I enjoyed and did learn a lot in this module are skills and a different way of thinking. “ 07/08
4. LILI 2006: Academic cultures and student learningMoving outside the box: teaching Undergraduates Reflective and Critical thinking - 1. Educational Innovation given HE context of strong influences and educational tensions, what pedagogic strategies should University Law Teachers adopt to achieve ‘illuminated’ students using Critical and Reflective approaches? 2. Educational Action Research what teaching designs and classroom practices can successfully create different and innovative kinds of learning experiences, to counter-balance the apparently instrumental approaches of many Students?
5. Moving outside the box: teaching Undergraduates Reflective and Critical thinking – REFLECTIONS LONG ESSAY ‘Critical Issues in Law and Management’ Pedagogic Strategy: 1. Group process; 2. Critical Reflection; 3. Student led, process driven Activities and Assessment: Case study presentations in syndicate teams (20% marks); (‘Book’ review group discussions) individual written review (20%); 2 individual written reflections, at the end of each term (20%); and a ‘Long’ Essay (40%) at the end of the module. NO EXAMS! NO LECTURES! BOOK REVIEWS CASES
6. Moving outside the box: teaching Undergraduates Reflective and Critical thinking A Preliminary Balance sheet of the CILM Module Students as Students + Self direction; Personal awareness; Communication, Group skills. (More presenting and teamwork than Criticality? Year 3 thinking quality?) Also Teachers The Schools/University Students as Adults Employers’ intake
7. LILI 2006: Academic cultures and student learning‘Moving outside the box’: teaching Undergraduates Reflective and Critical thinking - CILM NEXT STEPS? Continue Educational Innovation: Holistic, go back to year 2 Look for Change allies ** Review design and delivery** Promote more Increase Educational Action Research** Interview Students, Alumni Survey in vivo Peer observation** Analyse other data and documents ** and You??
8. Moving outside the box: teaching Undergraduates Reflective and Critical thinking A Preliminary Balance sheet of the CILM Module Students as Students + Self direction; Personal awareness; Communication, Group skills. (More presenting and teamwork than Criticality? Year 3 thinking quality?) Also Teachers The Schools/University Students as Adults Employers’ intake
9. CILM Assessment? Book rev 1 Book rev 2 (30 Cats) Book rev 3 Assd Book review & Reflection A reflective piece, mid course (10%) Assessed coursework: a group Case presentation (20%) A book review and reflection (20% + 10%) A Case based long essay (40%). Assd Case Long Essay
10. CRITICAL THINKING & ‘Book’ Reviews A suggested approach for your review is summarise the key themes. identify issues arising reflect critically on these
13. CILM in new Spaces Capital Centre, with Jonny Heron (Creativity and Performance in Teaching and Learning): in the Studio Reinvention Centre and social learning:“both teacher and student are engaged in an active, collective and collaborative process of knowledge construction, production and dissemination” Teaching Grid
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17. CILM and performance Capital Centre, with Jonny Heron (Creativity and Performance in Teaching and Learning): in the Studio
18. CILM in new Spaces Capital Centre, with Jonny Heron (Creativity and Performance in Teaching and Learning): in the Studio Reinvention Centre and social learning:“both teacher and student are engaged in an active, collective and collaborative process of knowledge construction, production and dissemination” Teaching Grid
19. Results? 2 Focus groups Our and tutors’ observations Students’ reflective assignments Students’ reflective mid point workshop Impact of ‘theatre’ - presentations include staging, roles, working with the audience Confidence increasing in discussions, trying out new, working with group dynamics Some sceptical awareness of texts and going below the surface meaning
20. Reflections. Next steps Synergy of interventions! Students’ worlds, vocabularies, values Critical material, media? Development of academics and tutors E- Intermediation (facebook) Productive stimulus of Practitioner/Action research (but students?) Assessment of heavier assignments (cases, book reviews) Post course feedback Reinvention research Sowing seeds in year 2 Sustaining the interventions? Exporting the lessons?
Editor's Notes
This project is based on previous student feedback and observations (as well as educational literature) which have illustrated that Students find critical and reflective thinking difficult, and also lack confidence in communicating and presenting their thoughts on complex, ambiguous, perhaps emotional themes and material.Additionally students find a student led, self managed pedagogy very challenging after 3 years of lectures and exams.This project therefore exploits different disciplinary assets and resources to attempt to boost wider thinking and perspectives.And this presentation shares the initial results and reflection focusing on spaces and performance The Reinventing Spaces project is funded by the Reinvention Centre forUndergraduate Research. (http://www2.warwick.ac.uk/fac/soc/sociology/research/cetl/about/)It involves ongoing qualitative research exploring the relationships between curriculum, pedagogy and space in, and between, school and university settings. It is being carried out by a collaborative team of Sociology staff and students (doctoral,postgraduate and undergraduate) at the University of Warwick.One aspect of the research involves ethnographic investigation in to theexperiences of the students and staff involved in CILM in 2008-2009. Themodule was chosen because of the range of university spaces used by thesame group, offering an opportunity to observe, document and analyse therelationship between teaching and learning and the physical environment.The CAPITAL Centre (Creativity and Performance in Teaching and Learning) is a collaboration between the University of Warwick http://www2.warwick.ac.uk/ and the Royal Shakespeare Company (RSC) http://www.rsc.org.uk/, established to use theatre performance skills and experience to enhance student learning and to draw on University research and resources to shape the development of the RSC acting companies.Contact: Grier Palmer, Warwick Business School. Grier.Palmer@wbs.ac.uk
2006/2007 cohort 2007/2008 cohortHow appropriate or relevant are these aims and objectives to your degree course as a whole?Not relevant: 1 No comment: 2 Not at all relevant: 5 Not relevant: 3Quite relevant: 8 Quite relevant: 9 Very relevant: 8 Overall, how valuable would you rate this module in terms of what you have learned? **Low: 1 Fairly low: 2 Low: 4 Fairly low: 5 Average: 3 Average: 8 Fairly high: 13 High: 1 F airly high: 2 How appropriate was the style of delivery (eg balance of lectures/seminars, group work, class participation etc)?Low: 1 Fairly low: 2 Q changed!Average: 5 Fairly high: 10 High: 2 How would you rate this lecturer overall? #Very poor: 1 Poor: 1 Average: 4 Good: 9 Very good: 4 Sometimes a little vague with subject matter. Again a friendly man who perhaps took questions about the module as a personal blow An excellent and inspiring lecturer. Good lecturer, would have benefitted from more feedback on book reviews submitted. Ability to encourage critical thinkingVery poor: 1 Poor: 1 Average: 3 Good: 8 Very good: 6