TITLE:
Psychological Type, Learning Styles and Teaching Strategies: Student and Faculty Implications in an Online Environment
SESSION DESCRIPTION:
This session will investigate how students with different psychological preferences adapt to the online learning environment and how teachers may adapt teaching styles to accommodate these different learning styles. The session begins with an overview of the adaptation of Carl Jung’s work into the Myers Briggs Type Indicator® (MBTI®). Next, there will be a synopsis of some of the research on the interrelationship of personality preferences and learning styles. Finally, participants will consider strategies that CDL instructors may employ in our online learning environment to enhance the learning of our students.
TITLE:
Psychological Type, Learning Styles and Teaching Strategies: Student and Faculty Implications in an Online Environment
SESSION DESCRIPTION:
This session will investigate how students with different psychological preferences adapt to the online learning environment and how teachers may adapt teaching styles to accommodate these different learning styles. The session begins with an overview of the adaptation of Carl Jung’s work into the Myers Briggs Type Indicator® (MBTI®). Next, there will be a synopsis of some of the research on the interrelationship of personality preferences and learning styles. Finally, participants will consider strategies that CDL instructors may employ in our online learning environment to enhance the learning of our students.
Classroom management : Part 12
****2 Generation Curriculum & Teaching PPU Speaking Lesson***
**Mr Samir Bounab **
===========================================
**To teach “Speaking Lesson (grammar) “ we need PPU frame work:
-->What is PPU? Or 3 PPPs ?
(P) = Presentation
(P) = Practice
(U) = Use “produce”
--> NB: "Use" has wider usage *in and outside* the class than
**Produce** which can occur just in class.
1) Pre stage : This can be "an ice- breaker, warmer or lead in".
2) Presentation :
A/ The teacher : **[decides on the teaching aids to be used]**
Conveys the meaning of new material / language to students (inductively or deductively)
Gives them the chance to interact with it and to indicate in some way (not necessarily by producing the language) that they have understood.
Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.
Try to involve each student in every speaking activity; for this aim, practice different ways of student participation..........
2.During Stage : ** PRACTICE **: {engage the students in an interchange of communication using what they have been learning}
3. Post Stage : **USE** = **Produce** = feed back
For further reading please download the PFD copy
Classroom Management assessment for learning activities and tools.pdfMr Bounab Samir
Assessment Stage ( AFL & AOL ) is of great importance for both teacher and learners . Assessment for learning (AfL) is very valuable when inserted in teaching and learning process
This set of different activities and tools for teachers to use in order to use while dealing with assessment for learning:
I hope you find it useful!....
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
Design Patterns for Creative Educational Program (COINs16) by Hitomi ShimizuTakashi Iba
The presentation slides of Hitomi Shimizu, a member of Iba Lab, for Collaborative Innovation Networks conference (COINs16), Rome, Italy. 8. Jun - 11. Jun 2016
Norihiko Kimura, Hitomi Shimizu, Iroha Ogo, Shuichiro Ando, and Takashi Iba, “Design Patterns for
Creative Educational Program,” Collaborative Innovation Networks conference (COINs16), Rome, Italy, 2016
Why should English language teachers add something new to their instructional strategies and classroom routines? In this webinar, teachers learn the difference between summative and formative assessments, discover how they are already using formative instruction, and learn new formative assessments strategies. Teachers learn how to choose a formative assessment strategy to inform their instructional practices and to increase student learning, engagement, and involvement in their learning.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Lisa Pye is the English Language Fellow in Quito, Ecuador. She brings over 20 years experience in education as a teacher, teacher trainer, professional workshop creator and facilitator, and project manager, in both the U.S. and international environments like the Czech Republic, Madagascar and Costa Rica. Lisa holds a Master’s degree in Art History from CUNY Hunter College, a Master’s degree in Public Administration from Syracuse University, and is currently completing her dissertation in the Cultural Foundations of Education department also at Syracuse University. Lisa supports multicultural, multilingual, and experiential education and learning, Girls Education endeavors, STEAM, and the connections between arts, photography, literacy, and identity.
► Find the webinar here: https://youtu.be/JfZTqqz7e3Q
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
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Tips on lesson planning
To give participants some tips for them to organize content, materials, time, instructional strategies and assistance in the classroom when planning a lesson effectively;
Describe two types of lesson planning
Provide a list of online ready-made lesson plans that can be adapted to EFL classes in Moldova
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.
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.
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?
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter 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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
9. Learning Goals:
•Concept of learning
•Benefits of learning style for success
Introduce &
discuss
•Learning style inventory
•Reflect on their learning style
Identify &
reflect
•Differentiate study habits
•Identify appropriate study habits
Identify, &
differentiate
•Appropriate Study Plan
Create &
present
Module 3: Screen 8
10. Meaning of Learning
3 Dimensions of Learning
https://www.slideshare.net/Nenemane/operant-conditioning-32341805
Module 3: Screen 5
11. Learning Objective 1: Introduce & discuss the concept of learning style, and how it is beneficial in
academic/ professional life.
Module 3: Screen 11
Lecture 1
Day 1
Introduce & Discuss Concept of Learning
Time: 9:15- 10:45 am Day 1
Learning Objective:
Students will be introduced with
the definition/meaning of
learning styles, & discuss the
benefits of knowing primary
learning style.
Learning Outcomes: After the
completion of this lecture students will
be able to:
• Introduce different learning styles
• Discuss different learning styles
• Differentiate among various
learning styles
• Identify the benefits of knowing
primary learning style of a person.
• Write few sentences about learning
style, and its benefits in life.
12. Lecture 1: Instructional Strategy/Methodology
Module 3: Screen 12
Group Activity: Peer Discussion,
Peer Presentation
Instructional Strategies/Methodology
1. Teacher will check the prior knowledge of students about their
learning styles by asking questions (from 9:15-9:30) e.g.
1. How could knowing your learning style be of benefit to you, personally?
2. How can it be helpful in your interactions with others?
3. How do you think this could help you in your studies?
4. How do you think this could help you in lectures?
5. How do you think this could help you in note taking?
(Formative assessment)
2. Teacher will introduce students with different learning styles by
showing few videos about learning styles on electronic board.
(from 9:30-9:40).
3. Next students will be divided into groups of 2-4 and discuss &
differentiate among the various learning styles with their
peers.(from 9:40-10:15)
4. Next students will briefly answer of all the 5 questions listed
above. Thus getting a fair idea about their own learning style, and its
benefits in their life. (from 10:15-10:45).
13. Learning Objective 2: Identify & Complete a learning inventory, & reflect on
their personal learning style Module 3: Screen 13
Lecture 2 Day 2 Complete
• Learning Inventory
• Reflect on personal learning style
Time: 11:00-12:30 pm
Learning Objective:
Students will complete a learning inventory,
and reflect on their personal learning style.
Learning Outcomes:
After completion of this session students
will be able to:
• Complete the worksheet of learning
inventory in class.
• Calculate totals of their learning style,
i.e. visual, auditory, and kinesthetic
and so on…..
• Identify their personal learning style
• Reflect on their learning style
14. Lecture 2: Methodology (Peer review, reflective Journal writing) Module 3: Screen 14
For Teacher’s Guidance as a resource to share with students.
Graphic: How Adults Learn? Graphic: Different Learning Styles
Teaching Methodology (Discussion, reflection)
1. Teacher/students will brainstorm the learning styles discussed during previous
session. (from 11:00-11:05)
2. Student will be given a copy of the ‘Learning Style Inventory’ worksheet.
Teacher and will be moving around in classroom to facilitate learning. (from
11:05-11:10)
3. Students will be discussing the inventory among themselves and ask questions
for guidance. (from 11:10-11:20)
4. Next the students will complete learning style in the inventory, i.e. visual,
auditory, kinesthetic etc. Students will calculate their learning style scores at the
end of inventory. (25 min)
5. Each student will share their learning style, interests, strengths/weaknesses,
achievements/awards with their peers & get comments, and give feedback.
(10 min)
1. Next students will write a brief reflection (5 sentences) about their learning
experience during this learning activity. (15 min)
2. Quiz: teacher will ask questions orally and students will describe their
learning experience during the session (5 min) Formative assessment
15. Learning Objective 3: Differentiate & identify a study habit
based on your personal learning style
Module 3: Screen 15
Lecture 3 Day 3
Learning Objective:
Students will differentiate various study habits, and
identify a study habit for themselves keeping in view
their personal learning style.
• Differentiate best study habits/skills
• Identify a study habit
Differentiate & identifyTime: 1:15-2:45 pm
Learning Outcomes:
After completing this session students will be
able to:
• Differentiate best study habits/skills from
the rest
• Identify an appropriate study skill/habit
for themselves keeping in view their
personal learning style.
16. Lecture 3: Methodology (case study) Module 3: Screen 16
For Teacher’s Guidance as a resource to share with students.
Graphics: Good Study Habits Graphic: Study Habits
Teaching Methodology
(group discussion, list out, case study)
• Teacher will brainstorm the students about different learning styles identified
in previous session. (10 min)
• Students will share their reflections in class which they wrote in previous
session. (15-20min)
• Next students will list out various study habits keeping in view their own
personal learning style (15 min)
• Next students will share their lists with teacher, and with their class fellows
(15min)
• A case study will be presented to students to reflect on it and write down
their analysis about it. For example, (till the end of class, rest as HW).
Q. Why students face difficulty in creating a study plan? How a study habit
can help a student to succeed? (Formative Assessments)
(Read the case study on next slide)
17. Case Study Module 3: Screen 17
John is a confident student of final year in his high school. He is good at
sports and participates in co-curricular activities actively. He is pro-active student as
far as his school life is concerned. His attendance records are good too. His teachers
consider him an above average student as far his academic grades are concerned.
John is getting ready for his graduation after 6 months. His teachers informed
him about his below average grades at the end of the year. John was surprised about
it. He was not expecting this from his teachers. He started getting worried about his
grades and started avoiding situations when his parents asked him about his school
progress. He got very upset and kind of frustrated and start feeling depressed most of
the time.
Q. Why do you think John is lacking behind during his academic year?
Q. What would you do if you were in John situation?
Q. How would you overcome this problem? What particular strategy would
you suggest for John to achieve good grades before his graduation?
(Formative assessment)
18. Learning Objective 4: Create an appropriate study plan. Module 3: Screen 18
Lecture 4 Day 4 Appropriate Study PlanCreateTime: 11:00-12:30 pm
Learning Outcomes:
After completion of this session
students will be able to:
• Reflect and review their personal
learning style
• Write a rough draft of their study plan
• Choose their favorite study habits
• Formulate a daily, weekly & monthly
study plan
Learning Objective:
Students will create an appropriate
study plan for themselves, keeping
in view their learning style
19. Lecture 4: Methodology (create, presentation) Module 3: Screen 19
For Teacher’s Guidance as a resource to share with students.
Graphics: Weekly Planner Graphic: Monthly Planner
Teaching Methodology
(reflect, choose, compile)
• Students will reflect on their personal learning style.
• Write a rough draft of their study plan (daily, weekly,
monthly)
• Next students will choose their favorite study habits, during
this procedure teacher will facilitate student learning
• Finally students will create a study plan for themselves
keeping in view their personal learning style.
• Students will present their study plan in their class and in
groups too.
20. Assessment Plan, Reflection and Feedback Module 3: Screen 20
Assessment Plan
(Formative, Summative)
• Reflection: Students will self-grade after reviewing
their reflection with peers and make necessary
corrections
• Summative: Quizzes, Q/Ans sessions, ppt
presentation, blog writing.
Criteria are:
• Completeness includes: Learning style inventory
sheet, reflection completed
• Data accuracy includes: checklist correctly and
accurately represents personal learning style
• Study habits includes: 5 or more study habits
included, and reflection based on primary learning
style
• Mechanics includes: complete sentence structure,
appropriate capitalization, spelling, grammar, and
punctuation in reflection.
22. Lesson plan is a formal & professionally designed instrument to conduct, analyze, and
evaluate any type of learning/training process for its desired target audience.
Learning is a life long process, informal learning plays an indispensable part before,
during and after any learning activity. An immense amount of learning occurs beyond
school boundaries, hence we must consider it as an extraordinarily rich experience of
learning too, & not just confine learning process to classroom instruction.
Therefore, I believe contemporary learning has no boundaries, due to influx of technology
including social media, cell phones, tablets, emails. We cannot anticipate future learning
opportunities & possibilities for our next generations. But we can definitely provide
creative learning platforms in the form of informal learning projects. For example:
exhibitions, e-conferences, discussion boards, discussion groups, e-internships etc, all
contributing to collaborative learning.
Conclusion Module 3: Screen 22
