Knowing, Applying, and Implementing Your Strengths and the Strengths of Students

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Knowing, Applying, and Implementing Your Strengths and the Strengths of Students Presented by JerLene Mosley Naviance Summer Institute July 2015

Education

Knowing, Applying, and Implementing Your
Strengths and the Strengths of Students
A Pathway to Engagement for Everyone
JerLene Mosley
Senior Consultant, Gallup
Individualization Communication Activator Positivity Woo
Jerlene_mosley@gallup.com
July 8, 2015

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Engaging our Students
The Gallup Student Poll, 2013

Next steps
1.  Share student strengths with
pictures/drawings
2.  Discuss strengths of students with other
teachers

3.  Teach students about your strengths
4.  Recognize success and student growth
using strengths lens
5.  Reframe difficult moments using strengths
6.  Interview 10 students, help them make a
plan to use their strengths in future

Building a Strengths-Based School
Copyright © 2014 Gallup, Inc. All rights reserved.

This document introduces action research and its value for teacher candidates. It defines action research as a problem-solving process used by teachers to improve student achievement. The reflection-in-action mindset of action research allows teachers to constantly evaluate and improve their practice. The five stages of action research are identified as issue identification, data collection, action planning, implementing plans, and assessing outcomes. Conducting action research empowers teachers and helps them develop critical reflection skills.

Action research

Protik Roy

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SHCR II Module 5 Study Guide

NHS Improving Quality

Module 5 Moving beyond the edge This is the study guide for Module 5 of The School for Health and Care Radicals, a five week virtual programme, designed to equip people across the health and care system with the core skills to improve their skills as change agents. Change always starts at the edge and always starts with the activists. This module looks at ways we can move towards the edge and towards sustainable change. Agenda: • Review of what we have learnt so far; characteristics of a transformational change agent – Peter Fuda’s Transformation Change Agent framework – ‘Being’ a health and care radical – going back to ‘change starts with me’ – ‘Seeing’ as a health and care radical – ‘Doing’ as a health and care radical – Quick review of some models and theories • 'From’ the edge – views about emerging directions for change and change agents – What do we mean when we say 'from the edge?' – What is happening with change? – What is the difference between tacit and explicit knowledge? – Opportunities for health and care radicals – being bridge-builders and curators • Reflections and key messages about The School – Some things we have learned from delivering The School • What next for The School? – Gaining a certificate as a health and care change agent and claiming continuing professional development (CPD) points • Questions and call to action Questions for reflection: • How can I move in the direction of change in ways that will help me bring about the changes I want to see? • How will I build on my experiences of the School for Health and Care Radicals? • How will I build networks and communities in support of the changes I want to see? Call to action: • Consider why it would be beneficial for you to be a certified change agent. • Identify people who might help you with this process. • Take action and, if your change action is something that could be shared for Change Day, please add it on www.changeday.nhs.uk • Complete the follow-up work for certification.

2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267.pptx

WeeSee1

This document provides an overview of student motivation in education. It begins by defining motivation and listing the unit objectives, which are to define motivation, identify types of motivation, explain theories of motivation, and strategies to increase motivation. It then discusses definitions of motivation from various sources and describes the types of motivation as positive, negative, intrinsic, and extrinsic. Several theories of motivation are explained, including behavioral, humanistic, and cognitive perspectives. Behavioral theory focuses on reinforcement, humanistic theory discusses fulfilling needs, and cognitive theory addresses attribution, goals, and self-efficacy. The document concludes by outlining factors influencing student motivation, implications for different approaches, applications of motivation in education, and strategies teachers can use

2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267 (1).pptx

WeeSee1

The document provides an overview of student motivation in education. It defines motivation and lists its objectives. It describes different types of motivation including positive, negative, intrinsic, and extrinsic. Several theories of motivation are explained, including behavioral, humanistic, and cognitive perspectives. Factors influencing student motivation are discussed. The importance of motivation in education is highlighted and implications for different approaches are outlined. Examples of supportive teacher behaviors are requested. Overall, the document serves as a guide for understanding motivation in educational contexts.

2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267 (2).pptx

WeeSee1

This document provides an overview of student motivation in education. It defines motivation and identifies different types, including intrinsic and extrinsic motivation. Several theories of motivation are explained, such as behavioral, humanistic, and cognitive perspectives. Maslow's hierarchy of needs and Rogers' motivation theory are discussed under the humanistic perspective. Achievement motivation and Weiner's attribution theory are covered under the cognitive perspective. The document also explores factors that influence student motivation and implications for different approaches to motivation.

Reflective Reflection On Reflective Learning

Cheap Custom Papers Salt Lake City

This reflective essay discusses the author's experience in a select Lincolnshire project during their MBA program. It analyzes their role in the project team and reflects on their personal strengths and weaknesses. The author segments their reflective journey to display perspectives on team dynamics. This provides a means to understand current abilities and areas for improvement, and how they have capitalized on opportunities through the experience.

This document provides an overview of learning theories and concepts. It discusses behaviorism, cognitivism, and social constructivism as theories of learning. It also outlines key concepts related to learning like the different types of learning, nature of learning theories, learner-centered principles, and cognitive and metacognitive factors that influence learning. Various instructional strategies that are learner-centered are also mentioned.

SOCIAL-LEARNING-THEORY.pptx

AbegaelPreagola

Albert Bandura proposed the social learning theory to explain how people learn through observing and imitating others. The theory emphasizes observational learning and how it shapes human behavior. It includes concepts like vicarious learning, self-reinforcement, self-efficacy, and the four elements of observational learning: attention, retention, reproduction, and motivation. Bandura's Bobo doll experiment demonstrated how children will imitate aggressive behaviors they observe in adults. The social learning theory is applied in education by teachers modeling appropriate behaviors for students to learn from and helping students build self-efficacy in their academic abilities.

MHR 6551, Training and Development 1 Course Learni.docx

gertrudebellgrove

MHR 6551, Training and Development 1 Course Learning Outcomes for Unit II Upon completion of this unit, students should be able to: 1. Formulate different developmental approaches to training. 1.1 Create training activities based on a chosen theory. 2. Describe major training-related theories. 2.1 Discuss the primary tenets of a training theory. 2.2 Explain why a theory was chosen for a specific training situation. Course/Unit Learning Outcomes Learning Activity 1.1 Unit Lesson Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in Practice” Article: “We Knew It All Along! Using Cognitive Science to Explain How Andragogy Works” Unit II PowerPoint Presentation 2.1 Unit Lesson Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in Practice” Article: “We Knew It All Along! Using Cognitive Science to Explain How Andragogy Works” Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories Unit II PowerPoint Presentation 2.2 Unit Lesson Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in Practice” Article: “We Knew It All Along! Using Cognitive Science to Explain How Andragogy Works” Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories Unit II PowerPoint Presentation Required Unit Resources In order to access the following resources, click the links below. Chen, J. C. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in Higher Education, 19(4), 406–418. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=a9h&AN=94773613&site=ehost-live&scope=site Hagen, M., & Park, S. (2016). We knew it all along! Using cognitive science to explain how andragogy works. European Journal of Training and Development, 40(3), 171–190. Retrieved from https://search- proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337 Teaching Excellence in Adult Literacy Center. (n.d.). TEAL Center fact sheet no. 11: Adult learning theories. Retrieved from https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning UNIT II STUDY GUIDE Major Training Theories https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=94773613&site=ehost-live&scope=site https://search-proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337 https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning MHR 6551, Training and Development 2 UNIT x STUDY GUIDE Title Unit Lesson Major Training Theories The manner in which adults and children learn is different. Therefore, before embarking upon the design and development of any training/development program, it is important to consider adult learning principles and how adults learn bes.

Peer coaching to improve debriefing skills for simulation-based education

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Ballesteros-PPT-Educational-Supervision.pptx

SheranBallesteros3

This document discusses educational supervision. It provides definitions and explanations of key concepts related to educational supervision such as its meaning, nature, scope, types and functions. Specifically, it notes that educational supervision aims to provide guidance and support to ensure effective teaching strategies and learning environments. It also involves monitoring, evaluating and providing feedback to improve the teaching and learning process. The document further explores different types of educational supervision such as clinical, administrative, peer and inservice supervision. It emphasizes the role of supervision in supporting professional growth, ensuring adherence to standards, and fostering positive school environments.

m.eigenbrod_t.yosifi_gallupconf.2012[TY.ME.final]

Megan Eigenbrod

This document outlines a strengths-based advising program using Gallup's Clifton StrengthsFinder assessment to promote student success for students with disabilities. It describes incorporating students' top 5 strengths into advising sessions to build rapport, increase self-awareness, and help students apply their strengths to academic and career goals. Evaluation data found increased confidence, self-awareness, and ability to execute strengths-based strategies among participating students.

Differentiation & Self Assessment

EMWS, Mumbai Maharashtra

Differentiation & Self Assessment GSIS

guest703928

Welcome to the workshop. We hope you have an enj.docx

helzerpatrina

Welcome to the workshop. We hope you have an enjoyable time. Objectives  Understand the concept of ‘the skinny’  Learn about the high yield factors that make a difference to the change process  Gain key insights that support fast, quality change  Be inspired to apply the ideas in your own workplace Table of Contents Overview Module I The Power of Ready-Fire-Aim 1 Module II The Instructional Core: Secrets Two-Five 7 Module III Love, Trust, and Resistance 13 Module IV All Systems Go 15 Module V Case Studies --  Armadale Public School Case Study 19  Crosby Heights Public School Case Study 23 Closing 27 Glossary 28 Library 30 Motion Leadership Rating Form 31 Please feel free to reproduce and use the material in this booklet with your staff and others. The important thing is that you actually try out the ideas in a purposeful manner and build your knowledge through cumulative, reflective practice. 2011 For further information please contact: [email protected] © Michael Fullan This workshop focuses on the new implementation work beyond the Six Secrets of Change. It introduces some of the key concepts from the book Motion Leadership: The Skinny on Becoming Change Savvy (Corwin, November, 2009). The idea of ‘the skinny’ is to boil down the essence of change into the smallest number of key, high yield factors that have high impact on stakeholder learning. The goal is to a) increase the speed of quality change, and b) to achieve large-scale or whole system reform. In terms of the skinny we sometimes call this high yield set of factors ‘simplexity’ which is to identify the smallest number of powerful factors that make a difference—less than complex, but not overly simple. The workshop does not cover the skinny in its entirety but rather is an introduction. The book itself shows more examples of the skinny in action. We have also developed ‘Motion Leadership the Movie’ which shows actual film-based situations of motion leadership in action. The ‘movie’ is available online < http://www.corwin-sinet.com/Michael_Fullan_Info.cfm>. Key New Watchwords  Motion leadership  From practice to theory  Take the mystery out of complexity  The speed of quality change  Instruction drives data  Whole system reform  The skinny The Modules  Ready-Fire-Aim: Change Savvy  The Instructional Core (Secrets Two-Five)  Love, Trust, and Resistance  All Systems Go  Case Studies Overview 1 The Power of Ready-Fire-Aim i This module zeros in on ‘change itself’ and identifies nine insights embedded in the metaphor ready-fire-aim. It shows how to start change with maximum effect. 3-Step Interview Letter off A, B, C Interview each other as per the questions below: 1. What is your current position and when did you start? 2. What was the situatio ...

Winning New Jobs/Opportunities

stevebarnaby

- The document describes an employment initiative program that aims to help participants find and retain jobs through group sessions facilitated by trained leaders. - The program focuses on enhancing participants' self-esteem, social skills, and ability to overcome barriers through trust-building exercises, anticipating setbacks, and practicing new skills with peer support and feedback. - Participants take an active role in generating solutions while facilitators create a safe environment, model behaviors, and reinforce progress made rather than critique mistakes.

Wn Jslides

stevebarnaby

The document describes an employment initiative that aims to help participants find and retain jobs through group sessions. The initiative seeks to enhance participants' self-esteem and social skills. Facilitators create a safe environment and encourage participants to support each other. Key aspects of the program include building trust, inoculating against setbacks, and using active teaching to help participants discover their own abilities and solutions. The goal is for participants to gain confidence rather than simply get the right answers.

Respond in a paragraph to the discussion board. In your response

mickietanger

Respond in a paragraph to the discussion board. In your response, do not just agree or disagree, tell the reason for your response. Your response must be at least 100 words. Each answer separately. Use APA 7. Peer 1 Discussion Forum Week #6 Laura Lledo Rodriguez Discussion Forum Week #6 Helpful Information gotten from the video Action research is every changing and thus there is need to identify other important assessment tools which can be used. This is to make sure that the focus on the original issue has been maintained. Reflection after the research is complete is of great significance. This involves further questioning on the results that have been gotten from the study. This will not only be of benefit to the researcher but to the students who are learning. During the process of reflection, it is important for one to judge and gain an understanding of the worthiness of the whole process of research and the different research activities that were conducted. Alternative solutions can be gotten after a reflection has been carried out. This means that the researcher is able to identify some of the changes that can be made for the purpose of improving the results which might be gotten at the end of the day. The presentation of the research findings for those who were involved is also a very significant thing that one could do. The presentation of the results can be done through pinning of the results on the billboards for the parties involved to read through it or even presenting them on conferences so that they can be heard. Publishing the results in form of journals or putting them on a web page is very important. This is because they become an assessment tool for the other research which will be carried out later. Reflections are of great significance because other students are in a position to gain from what has been uncovered. The teachers will also be in a position to come up with the best teaching strategies to use for the better understanding of the students. Action research is of great significance to the teachers because they are in a position to assess the progress of the students and thus change the mode of teaching if the one being used is not efficient. Through action research, teachers are able to contribute to the curriculum of the students, maximize the whole process of learning and also make sure that the community benefits from the system of education that is being used. Action research also provides more opportunities for the teachers to resolve understand and even improve the modes of teaching. Moreover, the students are in a position to be understood as individuals. New approaches to learning are also discovered through action research. The Concept of Validity When individuals focus on history of validity, it was linked to the research that is numerically based. The research was conducted during the positivistic tradition. The different types of research that were di ...

CIS 5675 Project Management.docx

write31

The document discusses the strengths and opportunities for improvement of an individual based on a leadership assessment they completed. Their strengths included inspiring others, showing followers the right path to success, and influencing people. Opportunities for improvement included lacking innovation, not encouraging followers' hearts, and needing to implement new ideas. They ranked challenging processes as their top priority for improvement. They want to work on gaining confidence through innovation and encouraging followers. Overall, the document provides a self-assessment of an individual's leadership abilities based on a completed assessment.

WK 4A SOPOW Chapter06_9thEd.pptx

manpreet850196

This document discusses personality traits and their relationship to leadership. It covers several key points: 1) Personality has two meanings - the impression people make on others and how people see themselves. Most research on personality and leadership effectiveness uses the trait approach, which examines recurring behaviors from an individual's traits. 2) Common personality traits like openness, conscientiousness, extraversion, agreeableness, and neuroticism are categorized in the Five Factor or OCEAN model. This model helps profile leaders and seems universally applicable across cultures. 3) Alternative frameworks like Myers-Briggs categorize people into types based on preferences rather than traits. Intelligence is also discussed as important for leadership, though

Motivation ppr edm703

Ain Manan

This document discusses various theories and concepts related to motivation. It begins by defining motivation and discussing the types of motivation, including intrinsic and extrinsic motivation. It then covers topics like goal setting, goal orientations, needs and their influence on motivation based on Maslow's hierarchy of needs. Other sections discuss attribution theory, self-efficacy, building motivation in schools, the role of emotions like interest, curiosity and anxiety. Overall, the document provides an overview of the key factors that influence human motivation and ways to enhance motivation in educational contexts.

Promoting Professional Development Through Reflective Teaching

Agadir ELT Inspectorate

The document outlines an agenda for a workshop on promoting professional development through reflective teaching. The agenda includes reminding participants about the main features of professional development, agreeing on a definition of reflective teaching, discussing the main characteristics of good reflective practice, and reflecting on how these ideas can be implemented in everyday teaching. Several strategies for reflective teaching such as teacher diaries, peer observation, and action research are presented and will be discussed in the workshop.

T&L Success Criteria

caldiesschool

This document discusses the importance of using learning objectives and success criteria to help pupils take more responsibility for their own learning. It states that learning objectives define what pupils will learn, success criteria describe how pupils will know they have been successful, and both should be shared with pupils upfront. The benefits listed include pupils becoming more focused, independent learners with improved self-esteem and understanding. Teachers also benefit by having more effective planning and building stronger partnerships with pupils. Examples are provided of how to write clear and measurable success criteria linked to specific learning objectives and activities.

Theories of learning

jeniferdivya

This document provides information about transformational learning theory. It discusses key thinkers in the development of the theory like Jack Mezirow who formulated the theory in 1975. Mezirow defined transformational learning as "a deep structural shift in basic premises of thoughts, feelings and actions". The document then outlines Mezirow's seven phases of transformative learning which include a disorienting dilemma, self-examination, critical assessment of assumptions, planning a course of action, acquiring knowledge, provisionally trying new roles, and building competence/self-confidence. It also discusses principles of the transformative theory and provides examples of how to apply transformative learning in practice by giving students opportunities to learn new perspectives and question assumptions.

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