chapter on examination skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
A chapter on examination skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
I held various headships and advisory, consultancy posts in the primary and secondary education systems.
I use this PowerPoint in my whole school training across the UK. In coaching middle managers and leadership teams in establishing positive behaviour in their school.
Lesson planning is the rudiment factor for success in execution of teaching a topic in class. It makes the class effective and the teacher comfortable. It is the tool for forward thinking and reflection for your next lesson. Lesson planning gives concrete shapes to ideas. Infact if you do not plan you are planning to fail,
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. • Greet the student by name
• Be warm and friendly (eye contact! smile!)
• (Once in-person) arrange seating to best facilitate
communication between you and the tutee
Many students come to tutoring a little anxious… it is
important especially in this online environment to set the
tone!
Step 1: Greeting and Climate
Setting
4. • Encourage the tutee to identify the focus of the session
• “What would you like to accomplish today?”
• “Are there specific units of the course or assignments you struggle with?
• Establish whether the student has come prepared
• Restate in your own words what the tutee would like to
work on, to ensure that you are on the same page
Step 2: Identify the Task
5. • Come up with a game plan for the session together
• Break the task into manageable pieces
• What needs to happen first? Does the tutee have the necessary foundation
to complete the assignment/master the skill/etc. effectively?
• Is the tutee skipping ahead or ignoring the process established by their
instructor/the textbook/the assignment?
This is also a good point in the session to establish the
tutee’s learning style! Are they a visual learner, for example?
If so, what can you do in session to best suit that style?
Step 3: Breaking the Task into
Parts
6. • Have the tutor clarify how they learned the problem-
solving approach in class
• This is especially important when working through math problems, which
can be taught in a number of ways. Generally, you don’t want to tutor
against the professor’s approach, as that becomes confusing. This can
extend to other subject areas, too, though!
• Help the tutee identify and utilize resources such as class
notes, the textbook(s), etc.
Step 4: Identify the Thought
Process
7. • Now that you know the tasks that need to be completed,
assign a general time frame for each task
• It is important to recognize the limitations of the session and identify what
may or may not be able to be completed in that time. This is a good point in
time to exemplify time management by identifying the priorities! You can
also use this time to remind tutees that while everything may not be
covered in one tutoring session, they can come back.
Step 5: Setting the Agenda
8. • Remember that you want the tutee to do most of the
talking and writing! (When we return to in-person:
implement practices such as keeping the pencil in the
tutee’s hand.)
• Ask leading questions and allow the tutee time to think
and respond. Don’t jump right in! Silence can be difficult
and uncomfortable, but it is important to allow that time.
• If you are doing an open session or group tutoring, this is
the time for you to prompt a tutee to work independently
Step 6: Working through the Tasks
9. • Give the tutee the opportunity to summarize what they
just learned.
• “Okay! This looks good; so, walk me through what you just did.”
• Wait for the tutee to finish their explanation before
jumping in.
• As much as possible, you want to avoid ever interrupting.
• Use the summary to determine if the tutee really does
understand
• If necessary, return to addressing the task to correct
Step 7: Tutee Summary of Content
10. • In addition to the tutee understanding the current task/the
content, you need to make sure they understand the
thought process behind it. This is essential for them to be
able to do this work independently and for them to be
able to move forward in the class with more difficult
content
Step 8: Tutee Summary of
Underlying Thought Process
11. • Confirm that the summaries of both the content and the
thought processes are correct
• Remember, though, we never sugarcoat! If the tutee does not understand
or needs to work more on the content, find a gentle way to say this. Again,
you can always encourage them to return to tutoring again.
• Offer positive reinforcement
• Even if the tutor is still struggling, it is likely that they have improved in
some way during the session. Highlight that and encourage them to keep
working!
Step 9: Confirmation and
Feedback
12. • End the session on a positive note
• After identifying next steps forward, emphasize what went well and where
the student succeeded/is succeeding. This is a good time to remind them
that tutoring can and should function as a ‘wellness visit’ in addition to
triage. Come in when you had a difficult exam, yes, but come in to maintain
a strong understanding/approach in the course as well.
• Thank the tutee for their contributions
• Remember: it is a show of dedication to attend tutoring! Reinforce that fact
and thank them for their work that day.
Step 10: Closing and Goodbye
13. Help move the student from dependence on you and their
resources to independence!
They won’t have you (or probably their book) in the exam
with them.
Remember the Goal!!
14. Peer/Para/Professional Tutor
Embedded Tutor
Supplemental Instruction Assistant
Not All Roles Look the
Same…
Remember: your sessions will vary based on your unique
tutoring role
How might your specific role fit or not fit the session steps outlined
in this presentation? How can you adapt these steps to suit your
role?
15. Take a minute to reflect and identify:
With which of these steps do you feel most comfortable?
For which do you feel you have some room for improvement?
For which do you feel you need significant advice/assistance?
Reflect and Share