Improving Teaching and Learning Through Reflection
•
0 likes•41 views
This book takes the stance that purposeful reflection contributes to success in teaching and learning. It is by thinking about and questioning how and why we do what we do that reflective practice, together with deferred or ruminative reflection is possible. The process of reflection requires training and practice. Hence, this easy-to-digest book presents a number of practical, tried-and-tested strategies to help you. This book presents a structured method for examining your teaching and learning practices with a view to personal improvement. After reading this book you would no longer view reflection as another unnecessary obligation or burden, but as a useful practice that occurs simultaneously with your other parts of teaching and learning. Quotations by well known persons in the public domain serve to anchor your thoughts in preparation for the contents of the corresponding section. Shareware graphics interspaced in the text not only break possible monotony but serves to engage and stimulate your thought and in many instances bring you comic relief.
Report
Share
Report
Share
Download to read offline
Recommended
Improving Teaching and Learning Through Remediation
The benefits of remediation are transformative! Remediation allows you to get an edge in your planning efforts and take your progress to the next level. Remediation can promote expansion of intellectual abilities, learner attentiveness, engagement, autonomy, critical thinking and responsibility, to mention a few worthwhile qualities. This book presents very simple-to-implement remediation techniques that are intended to improve teaching and learning in a phenomenal manner. As an instructor, here’s an opportunity to turn your hard-earned efforts into a meaningful investment towards your personal professional development. Learners get to take ownership of the learning process with enhanced metacognitive awareness of their own progress. Providing food for thought and helping to internalise the ideas presented, the text is deliberately interspaced with carefully selected quotations from the public domain. Relevant shareware graphics, operating under the Creative Commons Copyright licenses serve as stimulants for further engagement and pleasure. Carrying pseudonyms for confidentiality and anonymity, stories from my own students detail their personal experiences with remediation.
How, When, and Why to Train Presentation
This document discusses different training methods and techniques for employees. It outlines student learning outcomes around reducing mistakes through training, recognizing developmental levels, and promoting business strategy. Specific techniques covered include the DuFour method of professional learning communities and accountability, the Flippen 360 assessment and EXCEL teaching model, and Blanchard's situational leadership approach based on an employee's development level. The importance of collaboration and a shared vision for the business is emphasized.
Tragicomedy what is tragicomedy tragicomedy
This document discusses tragicomedy, which is a genre that combines both tragic and comic elements. It can be seen when situations have two sides - one immediate view and another that may become apparent later. Ancient Greek playwrights used this concept of placing humor and sadness close together to magnify their intense effects. Whether something is seen as tragic or comedic can depend on people's perspectives and experiences. The document also discusses definitions of tragicomedy over time and provides examples of its use in literature.
Reflective Practitioner
The class will be divided into four groups. Each group will be assigned a topic by the facilitators to reflect on for 10 minutes and create a slogan about. Then, a representative from each group will report their work to the class.
Coaching the 'A' team
London Lean Kanban Days 2019 talk on Coaching the 'A' Team. We take a look at three practices to use with your teams.
Class session 2 theoretical orientations a framework for the course
The document provides an overview of several learning theories: behaviorism, cognitivism, humanism, social cognitivism, situated learning, constructivism. For each theory, key assumptions and influences on contemporary learning and education are described. Videos are linked to further illustrate some of the theories. Theories discussed include behavioral learning, cognitive learning, humanist learning, social cognitivism, situated learning, and constructivist learning.
Learning organization - Manu Melwin Joy
Peter Senge is an American scientist born in 1947, called as the Strategist of the Century”.
He was the director of centre for Organizational Learning at MIT school of Management and the author of “The Fifth Discipline” in 1990.
In his book he explain about the concept of learning organization.
Online teaching presencev4[2]
This document discusses strategies for online teachers to establish an effective teaching presence. It defines teaching presence as consisting of three roles: instructional design and organization, facilitating discourse, and direct instruction. It also notes that merely putting students together online does not facilitate meaningful learning - teachers must use appropriate strategies. While positive teacher behaviors can motivate students, negative behaviors have a greater impact in demotivating students. The document recommends that teachers design courses effectively and clearly, create a functional and stimulating online community, manage time and timing flexibly, and know how to make themselves and others present through modeling, facilitating discussion, providing feedback, and challenging students.
Recommended
Improving Teaching and Learning Through Remediation
The benefits of remediation are transformative! Remediation allows you to get an edge in your planning efforts and take your progress to the next level. Remediation can promote expansion of intellectual abilities, learner attentiveness, engagement, autonomy, critical thinking and responsibility, to mention a few worthwhile qualities. This book presents very simple-to-implement remediation techniques that are intended to improve teaching and learning in a phenomenal manner. As an instructor, here’s an opportunity to turn your hard-earned efforts into a meaningful investment towards your personal professional development. Learners get to take ownership of the learning process with enhanced metacognitive awareness of their own progress. Providing food for thought and helping to internalise the ideas presented, the text is deliberately interspaced with carefully selected quotations from the public domain. Relevant shareware graphics, operating under the Creative Commons Copyright licenses serve as stimulants for further engagement and pleasure. Carrying pseudonyms for confidentiality and anonymity, stories from my own students detail their personal experiences with remediation.
How, When, and Why to Train Presentation
This document discusses different training methods and techniques for employees. It outlines student learning outcomes around reducing mistakes through training, recognizing developmental levels, and promoting business strategy. Specific techniques covered include the DuFour method of professional learning communities and accountability, the Flippen 360 assessment and EXCEL teaching model, and Blanchard's situational leadership approach based on an employee's development level. The importance of collaboration and a shared vision for the business is emphasized.
Tragicomedy what is tragicomedy tragicomedy
This document discusses tragicomedy, which is a genre that combines both tragic and comic elements. It can be seen when situations have two sides - one immediate view and another that may become apparent later. Ancient Greek playwrights used this concept of placing humor and sadness close together to magnify their intense effects. Whether something is seen as tragic or comedic can depend on people's perspectives and experiences. The document also discusses definitions of tragicomedy over time and provides examples of its use in literature.
Reflective Practitioner
The class will be divided into four groups. Each group will be assigned a topic by the facilitators to reflect on for 10 minutes and create a slogan about. Then, a representative from each group will report their work to the class.
Coaching the 'A' team
London Lean Kanban Days 2019 talk on Coaching the 'A' Team. We take a look at three practices to use with your teams.
Class session 2 theoretical orientations a framework for the course
The document provides an overview of several learning theories: behaviorism, cognitivism, humanism, social cognitivism, situated learning, constructivism. For each theory, key assumptions and influences on contemporary learning and education are described. Videos are linked to further illustrate some of the theories. Theories discussed include behavioral learning, cognitive learning, humanist learning, social cognitivism, situated learning, and constructivist learning.
Learning organization - Manu Melwin Joy
Peter Senge is an American scientist born in 1947, called as the Strategist of the Century”.
He was the director of centre for Organizational Learning at MIT school of Management and the author of “The Fifth Discipline” in 1990.
In his book he explain about the concept of learning organization.
Online teaching presencev4[2]
This document discusses strategies for online teachers to establish an effective teaching presence. It defines teaching presence as consisting of three roles: instructional design and organization, facilitating discourse, and direct instruction. It also notes that merely putting students together online does not facilitate meaningful learning - teachers must use appropriate strategies. While positive teacher behaviors can motivate students, negative behaviors have a greater impact in demotivating students. The document recommends that teachers design courses effectively and clearly, create a functional and stimulating online community, manage time and timing flexibly, and know how to make themselves and others present through modeling, facilitating discussion, providing feedback, and challenging students.
Transformational Leadership and Organization Development
This document discusses transformational leadership. It begins by defining a leader as someone who can lead and has followers, and leadership as influential behavior. It then discusses different leadership styles like transactional leadership and transformational leadership. Transformational leadership is described as encouraging followers to achieve extraordinary outcomes and develop their own leadership capacity. The document outlines a 5 step process for developing transformational leaders, including conducting assessments, creating individualized plans, setting organizational goals, providing symbolic focus, and using delegation and metrics to monitor progress. It concludes by noting that through this process, owners can transform themselves and their company by developing new leaders.
From Individual Learning To Organizational Learning
This document discusses individual and organizational learning. It notes that on average, individuals engage in about 8 learning projects per year, spending 100 hours on each. However, managers are often ambivalent about learning in the workplace. For organizations to thrive, learning must be incorporated at all levels. A learning organization is skilled at creating, acquiring, interpreting, transferring and applying knowledge to modify its behaviors. True organizational learning is an ongoing process of knowledge sharing, interpretation and application to drive new ideas and improvements.
What experientiallearning
Experiential learning is a learner-centered approach that involves learning through experience and reflection on that experience. It uses a cyclic process of setting goals, planning, experimenting, observing, reflecting, and adjusting goals based on what was learned. This approach addresses cognitive, emotional and physical aspects of learning and helps cultivate self-sufficiency. Experiential learning is effective because it involves doing something and discovering for oneself what it means, rather than relying solely on lectures and theory.
Leading in a culture
Moral purpose, understanding change, developing relationships, fostering knowledge, and striving for coherence are the five components of leadership according to Michael Fullan. Leaders must have an explicit sense of moral purpose and use strategies to mobilize people to tackle problems. They must understand that change is complex and appreciate gradual implementation. Developing relationships through attention, recognition, and setting examples is important. Knowledge building occurs through learning in context over time. Leaders strive for coherence through tweaking approaches when clear solutions are not evident.
Mentoring Builds Leadership Skills and Teacher Effectiveness
Mentoring Builds Leadership Skills and Teacher Effectiveness
June 27, 3:15 – 4:15pm, Room: Union B
Mentoring can build skills for 21st century leadership. The new evaluation structure, the need to retain new teachers, and the necessary focus on collaboration are among the challenges that can be positively impacted with an effective mentoring program. Participants of this session will be provided with information and activities to assist with implementing a mentoring system. Come and learn how mentoring can increase teacher effectiveness.
Main Presenter: Robert Rayburn, Eastland-Fairfield Career and Technical School
What is reflection
This document discusses reflection and reflective practice in education. It defines reflection as critically examining experiences to learn from them and improve practice. Reflective practice involves thoughtfully considering one's teaching methods and determining what works best for students. The benefits of reflection include increased learning, deep learning, identifying strengths and areas for growth. The document outlines models of reflective practice and provides steps for engaging in reflection, including describing experiences, examining feelings, evaluating what went well and poorly, analyzing key factors, and developing an action plan for improvement. Reflection is important for teachers as it helps them take informed actions, develop rationales for their practices, and continuously improve.
Reflective Piece Final assignment portfolio
This document is a coursework accountability statement completed by Rose Gordon for the Foundations of Reflective Practice course at the University of the West Indies. Gordon signs the statement to certify that the attached coursework is her original work and has not been plagiarized from other sources. She acknowledges understanding the university's policies on plagiarism and pledges that her submission follows these guidelines. The statement is signed and dated by Gordon at the end.
Engage motivationmea
This document summarizes a presentation about motivation and engagement in the classroom. It outlines five guiding principles: 1) Meaning and mastery are motivating, 2) Learning is social, 3) Self-efficacy, 4) Interest/relevance, and 5) Control and choice. The document focuses on the first principle, explaining that extrinsic rewards like candy may temporarily motivate students but do not inspire deep learning or thinking. Instead, the presenter advocates for mastery goals that emphasize understanding over performance and help students find meaning and relevance. Examples of practices to promote mastery motivation include hands-on activities, making tasks relevant, and rewarding effort.
Organizational learning
Describes organizational learning as a five-stage process: individual learning, (cognition), community validation (collaboration), organizational structuring (bureaucracy), formal authorization (decision making), and changes to business processes or products (adaptation).
Road to Transformation Part 2: Reflective Practice E Portfolio
This document summarizes Rose Gordon's portfolio from a course on reflective practice. It outlines her goals for the course, which include critiquing her profile as a worker and workplace context. It also describes her learning strategies, reflections on completing course activities, and insights gained about identifying herself in the context of the workplace. The portfolio documents Rose's personal and professional development journey through the course.
Group project powerpoint
The document discusses motivation for college students. It defines intrinsic and extrinsic motivation and notes that motivation is the number one barrier to student success. It describes motivation as a combination of value, expectation, dreams, and commitment to a purpose. The document also discusses what causes students to lose motivation and compares passive versus active learning. It provides tips for staying motivated such as setting attainable SMART goals, visualizing success, and choosing motivational movies.
Leveraging Capabilities to become a Learning Organisation
This document discusses how organizations can become learning organizations by leveraging knowledge. It defines a learning organization as one where people continually expand their capacity to achieve desired results through new patterns of thinking and learning together. The document outlines that learning organizations encourage continuous learning, information sharing, and seeing the big picture. It also discusses how tacit and explicit knowledge differ and examines why knowledge sharing can be challenging. Finally, it provides recommendations for building a learning organization at the individual, team, and organizational levels.
Learning Organisation adapted from Peter Senge's 5th Discipline - Philosophy,...
Learning Organisation adapted from Peter Senge's 5th Discipline - Philosophy,...Yuvarajah Thiagarajah
Learning Organisation - main theme adapted from Peter Senge's 5th Discipline. Conveys what a LO is, it's characteristics, 5 drivers required to build, impact of culture and inhibitors to LO. Engage motivation MAASFEP
This document summarizes research on student motivation and engagement in the classroom. It outlines five key principles: 1) Meaning and mastery are motivating, 2) Learning is social, 3) Self-efficacy, 4) Interest/relevance, and 5) Control and choice. For principle 1, it discusses how extrinsic rewards can sometimes undermine intrinsic motivation and recommends focusing on helping students find meaning and mastery in their learning through relevance, scaffolding, and emphasizing effort over performance.
Lecture 6 the learning organisation
The document discusses various models and conceptions of the learning organization. It presents different frameworks for organizational learning, including distinguishing between organizational learning and a learning organization. Several thinkers and their models are covered, such as Argyris and Schon's model of single-loop and double-loop learning, Revans' focus on programmed and questioned learning, and Senge's five disciplines of a learning organization. Nonaka's knowledge-creating company model is also examined, focusing on converting tacit to explicit knowledge. Throughout, questions are provided to prompt discussion and application of the various learning organization concepts.
The Changing Story of American Education
This document discusses the changing story of American education from both high-level and classroom perspectives. Nationally, forces like international test scores, common standards, and new teacher evaluation systems are shaping education. At the classroom level, schools are shifting their focus from teaching to learning and embracing failure and confusion as part of the learning process. The document advocates for a capacity building approach through differentiated, data-driven instruction and interventions rather than a discrepancy model of remediation. It emphasizes aligning upper-level goals and lower-level classroom practices to focus relentlessly on student learning.
PLC Presentation
This is the PowerPoint used for staff development on PLCs by Michelle Strouf. Originally presented 05 September 2012 at our late-in meeting.
Critical Reflection And The Reflective Practitioner
The document discusses critical reflection and reflective practice. It defines critical reflection as thinking about one's own thinking and being open to change, which enables reflective practice. Critical reflection broadens traditional reflection by considering sociocultural and historical contexts. Reflection can occur on action after an event or in action as a problem unfolds. Reflective practice provides a safe environment for learners to apply knowledge and develop more sophisticated judgements over time. Critical reflective practice challenges technical rationality and requires diagnosing problems, testing solutions, and taking responsibility amid uncertainty.
Lecture 5 organisational learning
This document discusses organizational learning and knowledge management. It begins by outlining the learning objectives of explaining individual and team learning theories, distinguishing between knowledge acquisition, distribution, interpretation and organizational memory, and assessing the role of politics in organizational learning. It then covers various models of individual and organizational learning, including Kolb's learning cycle, single-loop and double-loop learning. It also discusses concepts like sensemaking, absorptive capacity, unlearning and organizational routines. The document is intended to provide foundational information on these topics to students taking a course on knowledge management.
How to Train Your Students for Entrepreneurship
Anyone planning to become an entrepreneur would most likely take courses in entrepreneurship if they are available. This book is all about teaching educators how to train their students in entrepreneurship during their normal courses regardless of discipline specificity. Mimicking the traditional education cycle of curriculum, pedagogy, learning and assessment, you’ll love the way in which topics are interwoven into the curriculum so that the task actually feels more enjoyable and you feel motivated to give of your best. Drawing from over 40 years academic experience, the author discusses thinking outside the box; questioning techniques; critical thinking; teamwork; independent thought; communication skills; sustainable development; reflection; teachable moments; flipping the conversation; flipped classroom; conversation circles; decision making; problem-based learning; learning spaces; appreciative inquiry; assessment; coping with stress; technology; emotional intelligence; project management; service learning and much more. This book is a must-read for persons in educational institutions and industry.
Improving Teaching and Learning Through Disruptive Thinking - ISBN 978 613-9-...
Improving Teaching and Learning Through Disruptive Thinking - ISBN 978 613-9-...Professor Betty McDonald, Ph.D.
This book argues that disruptive thinking can improve teaching and learning through easy and practical hands-on strategies. Each section begins with a thought-provoking quotation meant to stimulate disruptive ideas and facilitate internalizing the presented concepts. Pseudonyms are used to anonymously detail student experiences with disruptive thinking. Throughout the book, graphics from the public domain serve as stimulants for disruption, innovation, and engagement. Professor McDonald has over 45 years of academic experience across five continents and is widely published in areas related to teaching, learning, assessment, and educational technology.Peer Assessment That Works
In the real world a lot of activities require people to work in groups. Consciously or unconsciously each member assesses other members using their own predetermined criteria. Recognising the significance of such assessment this book presents tried-and-tested ways of peer assessment that provide students with pleasant memorable experiences. Everyday challenges are addressed and possible solutions are offered. Drawing from over 40 years of academic experience in several different countries of the world, the author uses the many lessons learned to substantiate recommendations. Simple, straightforward yet groundbreaking techniques are employed to enhance peer assessment and improve its validity and reliability. Students learn to be more self aware, productive, autonomous, collaborative and communicative. The strategies discussed in this book help both educators and students to manage and maintain trust. Shareware graphics used for mental stimulation and pictorial illustrations are intended to simplify explanations. This is the ‘go-to’ book when you need help with peer assessment.
More Related Content
What's hot
Transformational Leadership and Organization Development
This document discusses transformational leadership. It begins by defining a leader as someone who can lead and has followers, and leadership as influential behavior. It then discusses different leadership styles like transactional leadership and transformational leadership. Transformational leadership is described as encouraging followers to achieve extraordinary outcomes and develop their own leadership capacity. The document outlines a 5 step process for developing transformational leaders, including conducting assessments, creating individualized plans, setting organizational goals, providing symbolic focus, and using delegation and metrics to monitor progress. It concludes by noting that through this process, owners can transform themselves and their company by developing new leaders.
From Individual Learning To Organizational Learning
This document discusses individual and organizational learning. It notes that on average, individuals engage in about 8 learning projects per year, spending 100 hours on each. However, managers are often ambivalent about learning in the workplace. For organizations to thrive, learning must be incorporated at all levels. A learning organization is skilled at creating, acquiring, interpreting, transferring and applying knowledge to modify its behaviors. True organizational learning is an ongoing process of knowledge sharing, interpretation and application to drive new ideas and improvements.
What experientiallearning
Experiential learning is a learner-centered approach that involves learning through experience and reflection on that experience. It uses a cyclic process of setting goals, planning, experimenting, observing, reflecting, and adjusting goals based on what was learned. This approach addresses cognitive, emotional and physical aspects of learning and helps cultivate self-sufficiency. Experiential learning is effective because it involves doing something and discovering for oneself what it means, rather than relying solely on lectures and theory.
Leading in a culture
Moral purpose, understanding change, developing relationships, fostering knowledge, and striving for coherence are the five components of leadership according to Michael Fullan. Leaders must have an explicit sense of moral purpose and use strategies to mobilize people to tackle problems. They must understand that change is complex and appreciate gradual implementation. Developing relationships through attention, recognition, and setting examples is important. Knowledge building occurs through learning in context over time. Leaders strive for coherence through tweaking approaches when clear solutions are not evident.
Mentoring Builds Leadership Skills and Teacher Effectiveness
Mentoring Builds Leadership Skills and Teacher Effectiveness
June 27, 3:15 – 4:15pm, Room: Union B
Mentoring can build skills for 21st century leadership. The new evaluation structure, the need to retain new teachers, and the necessary focus on collaboration are among the challenges that can be positively impacted with an effective mentoring program. Participants of this session will be provided with information and activities to assist with implementing a mentoring system. Come and learn how mentoring can increase teacher effectiveness.
Main Presenter: Robert Rayburn, Eastland-Fairfield Career and Technical School
What is reflection
This document discusses reflection and reflective practice in education. It defines reflection as critically examining experiences to learn from them and improve practice. Reflective practice involves thoughtfully considering one's teaching methods and determining what works best for students. The benefits of reflection include increased learning, deep learning, identifying strengths and areas for growth. The document outlines models of reflective practice and provides steps for engaging in reflection, including describing experiences, examining feelings, evaluating what went well and poorly, analyzing key factors, and developing an action plan for improvement. Reflection is important for teachers as it helps them take informed actions, develop rationales for their practices, and continuously improve.
Reflective Piece Final assignment portfolio
This document is a coursework accountability statement completed by Rose Gordon for the Foundations of Reflective Practice course at the University of the West Indies. Gordon signs the statement to certify that the attached coursework is her original work and has not been plagiarized from other sources. She acknowledges understanding the university's policies on plagiarism and pledges that her submission follows these guidelines. The statement is signed and dated by Gordon at the end.
Engage motivationmea
This document summarizes a presentation about motivation and engagement in the classroom. It outlines five guiding principles: 1) Meaning and mastery are motivating, 2) Learning is social, 3) Self-efficacy, 4) Interest/relevance, and 5) Control and choice. The document focuses on the first principle, explaining that extrinsic rewards like candy may temporarily motivate students but do not inspire deep learning or thinking. Instead, the presenter advocates for mastery goals that emphasize understanding over performance and help students find meaning and relevance. Examples of practices to promote mastery motivation include hands-on activities, making tasks relevant, and rewarding effort.
Organizational learning
Describes organizational learning as a five-stage process: individual learning, (cognition), community validation (collaboration), organizational structuring (bureaucracy), formal authorization (decision making), and changes to business processes or products (adaptation).
Road to Transformation Part 2: Reflective Practice E Portfolio
This document summarizes Rose Gordon's portfolio from a course on reflective practice. It outlines her goals for the course, which include critiquing her profile as a worker and workplace context. It also describes her learning strategies, reflections on completing course activities, and insights gained about identifying herself in the context of the workplace. The portfolio documents Rose's personal and professional development journey through the course.
Group project powerpoint
The document discusses motivation for college students. It defines intrinsic and extrinsic motivation and notes that motivation is the number one barrier to student success. It describes motivation as a combination of value, expectation, dreams, and commitment to a purpose. The document also discusses what causes students to lose motivation and compares passive versus active learning. It provides tips for staying motivated such as setting attainable SMART goals, visualizing success, and choosing motivational movies.
Leveraging Capabilities to become a Learning Organisation
This document discusses how organizations can become learning organizations by leveraging knowledge. It defines a learning organization as one where people continually expand their capacity to achieve desired results through new patterns of thinking and learning together. The document outlines that learning organizations encourage continuous learning, information sharing, and seeing the big picture. It also discusses how tacit and explicit knowledge differ and examines why knowledge sharing can be challenging. Finally, it provides recommendations for building a learning organization at the individual, team, and organizational levels.
Learning Organisation adapted from Peter Senge's 5th Discipline - Philosophy,...
Learning Organisation adapted from Peter Senge's 5th Discipline - Philosophy,...Yuvarajah Thiagarajah
Learning Organisation - main theme adapted from Peter Senge's 5th Discipline. Conveys what a LO is, it's characteristics, 5 drivers required to build, impact of culture and inhibitors to LO. Engage motivation MAASFEP
This document summarizes research on student motivation and engagement in the classroom. It outlines five key principles: 1) Meaning and mastery are motivating, 2) Learning is social, 3) Self-efficacy, 4) Interest/relevance, and 5) Control and choice. For principle 1, it discusses how extrinsic rewards can sometimes undermine intrinsic motivation and recommends focusing on helping students find meaning and mastery in their learning through relevance, scaffolding, and emphasizing effort over performance.
Lecture 6 the learning organisation
The document discusses various models and conceptions of the learning organization. It presents different frameworks for organizational learning, including distinguishing between organizational learning and a learning organization. Several thinkers and their models are covered, such as Argyris and Schon's model of single-loop and double-loop learning, Revans' focus on programmed and questioned learning, and Senge's five disciplines of a learning organization. Nonaka's knowledge-creating company model is also examined, focusing on converting tacit to explicit knowledge. Throughout, questions are provided to prompt discussion and application of the various learning organization concepts.
The Changing Story of American Education
This document discusses the changing story of American education from both high-level and classroom perspectives. Nationally, forces like international test scores, common standards, and new teacher evaluation systems are shaping education. At the classroom level, schools are shifting their focus from teaching to learning and embracing failure and confusion as part of the learning process. The document advocates for a capacity building approach through differentiated, data-driven instruction and interventions rather than a discrepancy model of remediation. It emphasizes aligning upper-level goals and lower-level classroom practices to focus relentlessly on student learning.
PLC Presentation
This is the PowerPoint used for staff development on PLCs by Michelle Strouf. Originally presented 05 September 2012 at our late-in meeting.
Critical Reflection And The Reflective Practitioner
The document discusses critical reflection and reflective practice. It defines critical reflection as thinking about one's own thinking and being open to change, which enables reflective practice. Critical reflection broadens traditional reflection by considering sociocultural and historical contexts. Reflection can occur on action after an event or in action as a problem unfolds. Reflective practice provides a safe environment for learners to apply knowledge and develop more sophisticated judgements over time. Critical reflective practice challenges technical rationality and requires diagnosing problems, testing solutions, and taking responsibility amid uncertainty.
Lecture 5 organisational learning
This document discusses organizational learning and knowledge management. It begins by outlining the learning objectives of explaining individual and team learning theories, distinguishing between knowledge acquisition, distribution, interpretation and organizational memory, and assessing the role of politics in organizational learning. It then covers various models of individual and organizational learning, including Kolb's learning cycle, single-loop and double-loop learning. It also discusses concepts like sensemaking, absorptive capacity, unlearning and organizational routines. The document is intended to provide foundational information on these topics to students taking a course on knowledge management.
What's hot (19)
Transformational Leadership and Organization Development
Transformational Leadership and Organization Development
From Individual Learning To Organizational Learning
From Individual Learning To Organizational Learning
Mentoring Builds Leadership Skills and Teacher Effectiveness
Mentoring Builds Leadership Skills and Teacher Effectiveness
Road to Transformation Part 2: Reflective Practice E Portfolio
Road to Transformation Part 2: Reflective Practice E Portfolio
Leveraging Capabilities to become a Learning Organisation
Leveraging Capabilities to become a Learning Organisation
Learning Organisation adapted from Peter Senge's 5th Discipline - Philosophy,...
Learning Organisation adapted from Peter Senge's 5th Discipline - Philosophy,...
Critical Reflection And The Reflective Practitioner
Critical Reflection And The Reflective Practitioner
Similar to Improving Teaching and Learning Through Reflection
How to Train Your Students for Entrepreneurship
Anyone planning to become an entrepreneur would most likely take courses in entrepreneurship if they are available. This book is all about teaching educators how to train their students in entrepreneurship during their normal courses regardless of discipline specificity. Mimicking the traditional education cycle of curriculum, pedagogy, learning and assessment, you’ll love the way in which topics are interwoven into the curriculum so that the task actually feels more enjoyable and you feel motivated to give of your best. Drawing from over 40 years academic experience, the author discusses thinking outside the box; questioning techniques; critical thinking; teamwork; independent thought; communication skills; sustainable development; reflection; teachable moments; flipping the conversation; flipped classroom; conversation circles; decision making; problem-based learning; learning spaces; appreciative inquiry; assessment; coping with stress; technology; emotional intelligence; project management; service learning and much more. This book is a must-read for persons in educational institutions and industry.
Improving Teaching and Learning Through Disruptive Thinking - ISBN 978 613-9-...
Improving Teaching and Learning Through Disruptive Thinking - ISBN 978 613-9-...Professor Betty McDonald, Ph.D.
This book argues that disruptive thinking can improve teaching and learning through easy and practical hands-on strategies. Each section begins with a thought-provoking quotation meant to stimulate disruptive ideas and facilitate internalizing the presented concepts. Pseudonyms are used to anonymously detail student experiences with disruptive thinking. Throughout the book, graphics from the public domain serve as stimulants for disruption, innovation, and engagement. Professor McDonald has over 45 years of academic experience across five continents and is widely published in areas related to teaching, learning, assessment, and educational technology.Peer Assessment That Works
In the real world a lot of activities require people to work in groups. Consciously or unconsciously each member assesses other members using their own predetermined criteria. Recognising the significance of such assessment this book presents tried-and-tested ways of peer assessment that provide students with pleasant memorable experiences. Everyday challenges are addressed and possible solutions are offered. Drawing from over 40 years of academic experience in several different countries of the world, the author uses the many lessons learned to substantiate recommendations. Simple, straightforward yet groundbreaking techniques are employed to enhance peer assessment and improve its validity and reliability. Students learn to be more self aware, productive, autonomous, collaborative and communicative. The strategies discussed in this book help both educators and students to manage and maintain trust. Shareware graphics used for mental stimulation and pictorial illustrations are intended to simplify explanations. This is the ‘go-to’ book when you need help with peer assessment.
8P15 Week 2 MER
The document outlines the agenda and topics covered in a class about narrative inquiry. The class discussed John Dewey's views on experience and education. It also covered Connelly and Clandinin's three commonplaces of narrative inquiry - temporality, sociality, and place. The class involved activities applying these concepts to classroom experiences and discussed the importance of continuity of experience. Students were assigned to keep a timeline of experiences and give an oral presentation the following week.
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docx
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general ...
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docx
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general.
Supporting reflective writing in the disciplines
This presentation was given at the English across the Curriculum Conference at Hong Kong Polytechnic University in December 2015
A practicum-in-tesol-hardback-sample-pages
This document discusses goals for teacher professional development. It suggests that having both long-term and short-term goals can be beneficial. Psychological research shows that setting specific goals helps learning and development. The document then discusses how goal setting could be incorporated into a course for teacher training, such as having students articulate their goals and priorities for their teaching practice. Examples are given of generic goals for field experience and exercises for reflecting on goals.
Teaching for Success
The ideas presented in this book are drawn from close to 45 years in academia, practising across all continents and operating at all levels: early childhood, primary, secondary and tertiary. Such wealth of experience inevitably presents numerous successes and failures that have both influenced this text. This user friendly book offers tried-and-tested strategies and techniques that help you teach for success in the most efficient and cost effective manner, with minimal resources. Being purposeful about your actions and mindful about your ‘no-one-fits-all’ experiences as you journey along your personal learning curve, you’ll encounter a wealth of information tailored to suit your individual needs. You’ll see how to clarify your student expectations; have better set inductions and tailor your instruction to suit your student needs; reformulate your questioning techniques; flip your classroom; engage in games; use instructional aids; role play; problem solve; use teachable moments; rearrange your learning spaces; reorganise your assessments; encourage reflection; and use a myriad of teaching and learning techniques, to mention a few. Happy teaching for success!
Premise reflections
The document discusses the importance of premise reflection in teaching and learning. Premise reflection involves critically examining the underlying assumptions and reasons for what is being taught before teaching it. This is presented as a more meaningful form of reflection than just reflecting on teaching methods after the fact. The document also discusses how learning is shaped by culture and that the cultural assumptions behind curricula should be interrogated. It provides examples of how some universities encourage students to see themselves as active researchers from the start of their studies.
Inquiry cycle- A tool for co-construction of contexual and conceptual underst...
Dimitra Kagianzta created a presentation on the importance of Inquiry cycles as a tool that leads to meaningful teaching and learning.
Cirg 654 Class Meeting #3.Pptx
The document discusses the role of literacy coaches and facilitators in developing teachers. It describes three main roles: interventionist, literacy coach, and professional developer. It also outlines the cycle of literacy coaching which involves pre-conferences, classroom observations, and post-conferences between the coach and teacher. The purpose is to jointly analyze teaching and identify improvements to better engage students. Creating professional learning communities is presented as an effective model for ongoing, collaborative professional development.
Teaching How to Learn
No sooner are we faced with the inability to learn than we realize that learning is much more than what we often think about. This user friendly book serves as a guide to teaching learning. It’s all about teaching how to learn. It offers tried-and-tested strategies and techniques that help you to learn and teach how to learn in the most efficient and cost effective manner, with minimal resources. Being purposeful about your actions and mindful about your ‘no-one-fits-all’ experiences as you journey along your personal learning curve, you’ll encounter a wealth of information tailored to suit your individual needs. You’ll explore a number of different learning paradigms, together with their related learning theories. You’ll see yourself as the 21st Century educator reviewing your context, learning outcomes, and course content; welcoming your learners; reformulating your questioning techniques; engaging in humour; flipping your classroom; rearranging your learning spaces; embracing physical activity, games, and manipulatives; reorganizing your assessments; encouraging reflection and using a myriad of teaching and learning techniques, to mention a few. Happy teaching to learn!
Writing Your Teaching Philosophy
This document provides guidance on writing a teaching philosophy statement. It explains that teaching philosophies are now commonly required for job and promotion materials. The purposes of a teaching philosophy are for self-reflection, introducing a teaching portfolio, and communicating with students. It then provides suggestions for developing the different components of a teaching philosophy statement, such as defining teaching and learning, choosing metaphors, reflecting on teaching identity, discussing goals and assessments, and making it brief and personal. The document emphasizes that a teaching philosophy is an evolving reflection of one's teaching beliefs and practice.
I read it, but i don't get it book study
This document provides an overview and discussion questions for a book study on Cris Tovani's book "I Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers".
The book advocates for teaching students strategic reading skills to improve comprehension. It introduces strategies like setting a purpose before reading, marking up the text, monitoring comprehension, and addressing confusion.
The document outlines chapters that introduce different reading strategies and comprehension tools. It provides helpful hints and reflection questions to facilitate discussion within a book study group. The goal is to help educators apply the strategies in their own classrooms to benefit struggling readers.
Problem based learning, A teaching strategy
Problem Based Learning or PBL is a self directed process of learning which enables students to learn from real life experiences and enhances their problem solving skills under guidance of teacher as the facilitator.
Bibliography-
• Kaur Sodhi Jaspreet, Comprehensive Textbook of Nursing Education, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2017, Page No.- 70
• R Promila, Nursing Communication and Educational Technology, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2010, Page No.- 270
• Suresh S. Communication and educational technology in nursing. 2nd ed. New Delhi, India: Elsevier; 2016., Page No.- 272-276
What I Have Learned Of Leadership
The document discusses what the author has learned about leadership from taking a semester long course on the topic. A major focus of the course was on learning about oneself and what traits one possesses to be a good leader. The author learned that to be a great leader, one must have passion for their cause and understand the concept of leadership as social influence that initiates change.
Purposeful Coaching - Curriculum Facilitators/Lead Teachers
The document discusses instructional coaching. It outlines several fundamental beliefs and approaches to coaching. Specifically, it believes that teachers are capable of improving with the right support and that mastery is a lifelong journey. The approach is to help teachers find solutions within themselves rather than being taught directly. The fundamentals of coaching are based on adult learning principles such as autonomy, experience, and non-directive facilitation. Coaching is important for leadership and impact. Different types of coaching exist on a continuum from directive to transformative. Purposeful tools for coaching include understanding the continuum, active listening, purposeful conversation, honoring feelings, avoiding typical stories, distinguishing tasks, and understanding perception filters.
Differentiated Teaching That Works: An Educator's Guide
This book aims to equip teachers with the skill sets, competencies and motivation to enable them to function comfortably in differentiated environments. Chapter 1 addresses differentiated teaching, individualised teaching, and streaming together with differentiating content, process, product and the learning environment. Chapter 2 addresses key issues in differentiated teaching: administrative support, teacher preparedness, teacher buy-in, student readiness, student interest and learning spaces. The final chapter details tried-and-tested strategies. Some of these include setting personal learning goals, set induction, building on what students know, grouping, flipping the classroom, games, instructional aids, teachable moments, tiered assignments, model thinking processes, assessment strategies, refection and facilitating success.
EDUCATION AND HUMAN DEVLOPMENT
The document discusses counselling, mentoring, and coaching in higher education. Counselling involves talking through problems with a professional to gain insight and work towards acceptance or change. Mentoring pairs an experienced person with a less experienced one to facilitate growth through teaching, coaching, and challenging. Coaching focuses on improving specific skills and meeting goals set with the coach through direct feedback. While related, counselling, mentoring, and coaching each have distinct purposes, processes, and roles for those involved.
Similar to Improving Teaching and Learning Through Reflection (20)
Improving Teaching and Learning Through Disruptive Thinking - ISBN 978 613-9-...
Improving Teaching and Learning Through Disruptive Thinking - ISBN 978 613-9-...
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docx
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docx
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docx
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docx
Inquiry cycle- A tool for co-construction of contexual and conceptual underst...
Inquiry cycle- A tool for co-construction of contexual and conceptual underst...
Purposeful Coaching - Curriculum Facilitators/Lead Teachers
Purposeful Coaching - Curriculum Facilitators/Lead Teachers
Differentiated Teaching That Works: An Educator's Guide
Differentiated Teaching That Works: An Educator's Guide
More from Professor Betty McDonald, Ph.D.
Improving Teaching and Learning through Revision
If you desire to excel at what you do, then this book is for you. This book presents tried and tested ways of revision that have been proven to improve teaching and learning. Revision encompasses a myriad of activities like editing, reediting, altering, amending, improving, modifying, reexamining, reviewing, emending, rectifying, redrafting, revising, updating, recensing, overhauling, restyling, polishing, correcting etc. to mention a few. Because revision is applicable to all disciplines, this book fills an important gap in current literature.
Mathematical Misconceptions
Misconceptions are as common as any other phenomena in real life situations. Just about any concept, regardless of how well it is taught, could be misunderstood. Needless to say that misunderstood concepts could have disastrous effects on all stakeholders. Having been in academia for 40 years I realize that exposing these misconceptions and addressing them head on is the most effective way of dealing with them. The misconceptions occur in computation, algebra, geometry, trigonometry, linear equations, quadratic equations, similar triangles relations, functions and many other areas. To this end, I have selected some of the more prevalent misconceptions, not taken in any particular order. For each misconception I have indicated all or some of the following:the nature of the misconception,the flaws in the misconception,the correct concept,an example of the use of the correct concept,an example of the use of the incorrect concept,a relevant poem where appropriate,a practice exercise with answers,a few observations/s and reflection(in action and on action).
Teaching How to Think
Teaching how to think is both a science and an art! This book presents material based on empirical research. At some point in time everyone pauses to think for a while. Oftentimes we procrastinate about providing a response because we wish to ‘give it a think’. We wish to make sense of what is happening around us. We wish to give our observations personal meaning and purpose. Since thinking seems to be at the very core or heart of our being, teaching how to think assumes prominence. Exactly what is involved in the process of thinking? How does thinking take place? What is the purpose of thinking? Can thinking allow us to make reliable predictions? Can thinking help us to accomplish our goals? Can thinking help us to make sensible plans for the future? When does thinking occur? What are the optimal conditions that facilitate thinking? What is the research telling us about thinking? How do we teach learners how to think? What kinds of strategies and techniques may we use to accomplish such a task? When is the best time to teach how to think? What skills do we need in order to teach how to think? These and many more questions are answered in this book.
Self Assessment in Action
With an ever changing clientele there is urgent need to attempt unconventional, innovative strategies that positively influence what happens in educational institutions. Readers are provided with tried-and-tested models that can be adapted to suit their personal needs. The book aims to energize and catapult readers into a new dimension of innovation and encourages them to experiment in classrooms and reflect on their practices as they seek to improve themselves as professionals.
Self Assessment and Academic Achievement
The work empirically establishes an association between self assessment (SA) and academic achievement (AA) in an attempt to validate current and future studies in the literature that speak to relationships between SA and AA. SA was defined as the involvement of students in identifying standards and/or criteria to apply to their work and making judgments about the extent to which they met these criteria and AA was defined as ‘task oriented behavior that allows the individual’s performance to be evaluated according to some internally or externally imposed criterion that involves the individual in competing with others, or that otherwise involves some standard of excellence. Five hundred and fifteen participants (15-17 years old) drawn from 10 high schools spanning all levels of AA comprised the sample. Validation of this empirical relationship establishes a foundation and may act as a catalyst for accelerating future research in this much needed area.
Introduction to Assessment: A Teacher's Companion
This book brings assessment to the easy reach of any person who is unfamiliar with the area. Assessment is far reaching and what we have in this book is but the tip of the iceberg. Nevertheless, this book would be a true companion to any teacher who is desirous of knowing more about assessment. Upon successful completion of this book, the reader would be able to explain what assessment is in layman’s terms, list common types and features of such assessments, and explain some assessment best practices. Readers can have a number of valuable take-aways that they may wish to use.
Individualised Teaching and Learning
‘There is a time for everything under the sun’ is a well-known ecclesiastical saying that stands the test of time. Because human beings are first individuals before they become part of any group, there is a place for individualised teaching and learning. Indeed, human beings are individuals both at birth and death; the beginning and end of earthly life! Just as there is a place for individualised teaching and learning so there is also a place for teaching and learning en masse. Yes; there is a place for one-size-fits-one and one-size-fits-all. Drawing from over 40 years of clinical experience this book discusses the challenges and successes of twelve selected characters. Readers are taken on a roller coaster ride into their individualised lives. This book is a comprehensive how-to guide to individualised teaching and learning for success. You can’t afford to miss this one!
Individualised Professional Development
Whenever we think about professional development we often think about groups, and rarely about individuals, despite the fact that groups are made up of individuals. What we experience in a group is not only the sum of the idiosyncrasies of the individuals in the group, but a host of intermingling factors that come into play whenever a group meets. While it may be more cost effective to host professional development that caters for groups, there are numerous advantages to be derived from individualised professional development. This book therefore seeks to share some of the experiences that three of my faculty members had with individualised professional development. You’ll read of humorous stories, sad stories, happy stories, not so happy stories and many more that would leave you transfixed with wonder, amused with laughter or simply silent. Moreover, you’ll learn that one experience may be perceived in different ways by different individuals. Oftentimes, it’s all about perception and circumstances. Travel with me along this exciting journey as we explore tried-and-tested methods that you will find useful in your professional practice.
Improving Teaching and Learning Through Mentoring
Mentoring is as universal as any other meaningful trusted relationship. Mentoring is needed in just about every discipline: education, health, medicine, aviation, engineering, actuarial science, performing arts, to mention a few. In any good mentoring relationship there are development opportunities for both mentee and mentor. This book assumes that the mentoring relationship is understood and accepted by both parties in a formal or informal manner. After defining mentoring in Chapter 1 we provide the theoretical framework necessary for understanding key issues involved in mentoring in Chapter 2. The last chapter presents a number of tried-and-tested strategies for mentoring. A relevant quotation from the public domain appearing at the beginning of each section is meant to provide food for thought and better facilitate internalising the innovative ideas presented in that particular book section. Relevant shareware graphics, operating under the Creative Commons Copyright licenses serve as stimulants for further engagement. Carrying pseudonyms for confidentiality and anonymity, stories from the author’s own students detail their personal experiences with mentoring.
How to Manage Mathematics Anxiety
Being anxious about something is pretty normal. Many persons are affected by mathematics anxiety or feelings of tension that interfere with the manipulation of numbers and the solving of mathematical problems. This disabling condition can manifest itself in ways like profuse sweating, nervousness, intense fear, frustration, helplessness, emotional blocks, bizarre behavior, negative attitudes, cyclical avoidance, working memory blocks, lack of motivation, depression, low self esteem, reduced self efficacy, inappropriate assumptions, lack of achievement, learning difficulties, erroneous beliefs, pessimism, doubt, distrust, and withdrawal resulting in failure to achieve. This book exposes some possible causes of mathematics anxiety and offers tried-and-tested, hands-on, practical ways to manage it. Providing food for thought are specially selected quotations from the public domain. Shareware graphics that are meant to serve as stimulants for engagement and pleasure punctuate the text. Stories from selected individuals carrying pseudonyms for confidentiality and anonymity detail their personal experiences with mathematics anxiety and how they were able to conquer their fears.
Blended Learning for Success
Whichever learning management system you choose to use (e.g. Blackboard, Canvas, Desire2Learn, Moodle, Sakai, ATutor, Bodington, Claroline, Magnolia, eCollege, etc.) the strategies in this book would help you make the most of your blended learning experience. You’ll be delighted to hear of current research findings in blended learning, tips from massive open online courses (MOOCs), and the challenges and triumphs of operating in a blended environment.
Assessment in Early Childhood Care and Education
This is the most practical ‘how-to,’ ‘go-to,’ ‘turn-back-the-clock’ book for early childhood providers, caregivers, practitioners, specialists, administrators, parents, guardians and significant others
Academic Cognitive Readiness
This book explores current literature on cognitive readiness and sequentially examines ten components identified by Morrison and Fletcher (2001): situation awareness; memory; transfer; metacognition; automaticity; problem solving; decision making; mental flexibility; leadership and emotion. The numerous practical ways of addressing student challenges here make this book an authentic source of inspiration to educational institutions; industry; management personnel; students; educators; parents; volunteers and philanthropists. Shareware graphics included enable the work to appeal to a much wider audience other than academics
Professor Dr. Betty Mc Donald's CV
This curriculum vitae summarizes the qualifications and experience of Professor Dr. Betty MCDONALD. It lists her educational background, including a Ph.D. from the University of The West Indies in psychometrics and statistics. It provides details of her current role as Head of the Professional Development Unit at the University of Trinidad and Tobago, as well as previous academic and professional positions held in various countries. The CV also outlines her extensive publications, training experience, and areas of research focusing on assessment, teaching, and learning.
Professor Dr. Betty McDonald's 38 books with ISBN & web links
This document lists 37 published books and 2 books in progress by Professor Dr. Betty McDonald on topics related to academic teaching and learning. It provides the title, ISBN number, and a weblink for each published book. The books cover a wide range of topics including assessment, problem-based learning, mathematics education, entrepreneurship training, and more. Professor McDonald's research focuses on improving teaching and learning through assessment, reflection, and other pedagogical approaches.
Microsoft Word - Dr Betty McDonald's Birding Certificate for spotting 75 diff...
Microsoft Word - Dr Betty McDonald's Birding Certificate for spotting 75 diff...Professor Betty McDonald, Ph.D.
Microsoft Word - Dr Betty McDonald 's Birding 50 species of birds Cert
Microsoft Word - Dr Betty McDonald 's Birding 50 species of birds CertProfessor Betty McDonald, Ph.D.
More from Professor Betty McDonald, Ph.D. (18)
Professor Dr. Betty McDonald's 38 books with ISBN & web links
Professor Dr. Betty McDonald's 38 books with ISBN & web links
Microsoft Word - Dr Betty McDonald's Birding Certificate for spotting 75 diff...
Microsoft Word - Dr Betty McDonald's Birding Certificate for spotting 75 diff...
Microsoft Word - Dr Betty McDonald 's Birding 50 species of birds Cert
Microsoft Word - Dr Betty McDonald 's Birding 50 species of birds Cert
Microsoft Word - Dr Betty McDonald 's Birding Course Cert
Microsoft Word - Dr Betty McDonald 's Birding Course Cert
Recently uploaded
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Introduction to AI for Nonprofits with Tapp Network
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.
Recently uploaded (20)
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Improving Teaching and Learning Through Reflection
- 1. Betty McDonald Improving Teaching and Learning Through Reflection This book takes the stance that purposeful reflection contributes to success in teaching and learning. It is by thinking about and questioning how and why we do what we do that reflective practice, together with deferred or ruminative reflection is possible. The process of reflection requires training and practice. Hence, this easy-to-digest book presents a number of practical, tried-and-tested strategies to help you. This book presents a structured method for examining your teaching and learning practices, with a view to personal improvement. After reading this book you would no longer view reflection as another unnecessary obligation or burden, but as a useful practice that occurs simultaneously with your other parts of teaching and learning. Quotations by well known persons in the public domain serve to anchor your thoughts in preparation for the contents of the corresponding section. Shareware graphics interspaced in the text not only break possible monotony but serves to engage and stimulate your thought and in many instances bring you comic relief. Professor McDonald from UTT has served as Visiting Professor to universities across five continents. With over 45 years academic experience, she is widely published. A Fulbright & HI Fellow,UNESCO,APA,Canadian Leadership & Endeavour Awardee, her interests include assessment,teaching,learning,PBL,SL,PD,app.stat, proj.man,technical & math education. 978-3-659-95188-6 ImprovingTeaching&Learning:ReflectionMcDonald