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Team A presented on the topic of visual ambiguity to their learning team. Their presentation covered how the visual system resolves ambiguities and discussed the importance of visual perception in cognitive processes. The evaluator noted that the presentation provided a nice definition and discussion of visual ambiguity, with good discussions of attention, perception and cognition, but felt it could have included a more comprehensive discussion of ecological and bottom-up/top-down approaches. Overall the presentation was well organized and integrated, with informative presenter notes and adhering to the required slide limit of 8-12 slides. The team earned an overall score of 6.4 out of 7 points.
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Sally Harris evaluated the effectiveness of her microteaching session on the difference between customer experience and customer service. She began with a strong presence and checked learners' well-being and engagement. Harris introduced her aims and objectives clearly using various resources like video and role-playing. Feedback indicated making the emotions task less open-ended and allowing more time. Her development path includes short-term adjustments based on feedback and long-term focus on context and key areas to better embed knowledge.
Blooms_taxonomy.ppt
The document discusses effective teaching strategies and learning styles, noting that teachers should adapt their teaching style to address the various learning styles of students. It introduces Bloom's Taxonomy as a framework to help bridge mismatches between a teacher's teaching style and a student's learning style. The goal is to make the learning experience more effective for all students by accounting for their different ways of processing and understanding information.
Rwayeh12
The document discusses Benjamin Bloom's taxonomy of educational objectives. It describes Bloom's development of a classification system for levels of thinking, from basic recall of facts to higher-order thinking skills like evaluation. Bloom proposed a hierarchy consisting of six cognitive levels - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The taxonomy provides a structure for writing learning outcomes using specific verbs for each level. It is frequently used by teachers and remains an important framework for curriculum development.
Chapter 5 – Improving Your Study SkillsIn Chapter 4 we explore.docx
Chapter 5 – Improving Your Study Skills
In Chapter 4 we explored the power of the brain. It has the ability to:
remember unlimited amounts of information
reason, sense patterns, and analyze information
think critically and creatively, and solve problems
These are physiological functions (mechanical) that the brain performs. But for most people, the brain does not separate the process of thinking from emotion. So, how you think is influenced by how you feel.
Likewise, how you think and feel influence your ability to learn.
Feeling
Thinking
Learning
How Do We Learn – Learning Styles
People are diverse in both how they think and how they learn.
One of the most common models used to explain learning differences include the following styles:
Visual
Auditory
Kinesthetic/Tactile
Several researchers have challenged the theory of learning styles. These challenges are based on the fact that:
There is no definitive test that identifies an individual's unique learning style, and,
Efforts to customize learning toward a student's particular learning style have shown no significant improvement in achievement.
It is probably better to say that we all have many learning styles but have a preference for one of them when we are learning new information or specific types of information.
We may use a different learning style than our preference to reinforce or review something we have learned.
Challenges to the Learning Styles Theory
Challenges To Learning
In some cases a learning style is not a preference, but instead, is a concrete reality.
Students who have challenges to learning, such as dyslexia, ADHD, visual or hearing impairment, may require accommodations in order to fully and equally participate in traditional classroom environments.
A learning disability is not an indication of inferior intelligence.
In high school, accommodations are arranged for these students by the school.
In college it is up to the student to seek out this assistance and advocate for themselves.
The Division of Student Services at TSU assists students in achieving their academic goals and enhancing their personal, intellectual and social development through the provision of a broad range of programs and services.
Intelligence
Intelligence has been defined in many different ways - someone's capacity for logical thinking, abstract thought, understanding, self-awareness, communication, learning, emotional knowledge, memory, planning, creativity and problem solving (Wikipedia).
But what is less understood or agreed upon is what constitutes evidence of intelligence. How do you measure intelligence?
The IQ test is probably the most familiar assessment used to measure intelligence.
High IQ Score ≠ Future Success
Average to Low IQ Score ≠ Future Life of Failure
In his article on the significance of IQ Tests, titled Rational and Irrational Thought: The Thinking That IQ Tests Miss, Keith E. Stanovich proposes that dysrationalia - the inability to think and behave r ...
Group work in action. recording and evaluation
Group work involves people working together for a common purpose. It requires communication, decision making, and developing relationships and roles. Recording group work is important to document activities, member participation, and the group's development over time. Evaluation assesses whether the group's problem was solved, the degree of individual and group growth, and the effectiveness of techniques used. Data collection methods can include questionnaires, checklists, interviews, and focus groups. Evaluating the group work process identifies areas for improvement and informs future planning.
Reflective practice for teachers
This slide set provides an overview of reflective practice, geared towards teachers. It describes what it is, how to undertake it, and how it supports teachers' professional development.
ADDITIONAL READING.pptx
This document discusses reflective thinking and practices for teachers. It outlines four types of thinking skills: critical thinking, creative thinking, problem solving, and memorization/recall. Critical thinking uses reflection to analyze and evaluate information. Creative thinking uses novel ideas and imagination. Problem solving finds solutions through various methods. Memorization focuses on factual recall. Reflective thinking is similar to critical thinking but makes judgments on past experiences. Reflective practices help teachers systematically revisit experiences to improve decisions. Characteristics include concern for aims/outcomes, an ongoing process, using evidence, and collaborating with colleagues. Tools for reflection include continuous professional development and action research to enhance the teaching profession.
Octavia’sBrood,Scanned by CamScanner.docx
Octavia’sBrood,
Scanned by CamScanner
Scanned by CamScanner
Scanned by CamScanner
Scanned by CamScanner
Scanned by CamScanner
Scanned by CamScanner
Supporting Administrators in Navigating Complex Student Issues: Understanding Special Education Law
Directions: As you work through each section of the module, respond to the questions below. Your feedback will be used in the final development phase before the module is made available to Pennsylvania administrators.
Getting to Know You
Yes
No
Comments
Are the questions appropriate?
What should be added/changed?
Surveying Your Knowledge of Special Education Law
Are the questions easy to understand?
Are the answer choices appropriate?
Setting the Stage for Learning – Understanding the Law
Did the video set the stage for learning?
Were the questions posed realistic?
Chapter 1 – What Administrators Need to Know
What should be added/changed?
What questions do you have as a result of reviewing this chapter?
Activities to Enhance Chapter 1: What Administrators Need to Know
Did you complete the activities?
Did you find the activities to be “meaningful” – did you learn something new, reflect on current practice, and/or consider options/alternate solutions?
Chapter 2 – Tips to Consider When Addressing Various Components of an IEP
What should be added/changed?
What questions do you have as a result of reviewing this chapter?
Chapter 2 – Frequently Asked Questions
Did you access this document?
Did the answers make sense?
Did the FAQ help solidify learning?
Chapter 3 – Considerations for Administrators: Before, During, and After the IEP Meeting
What should be added/changed?
What questions do you have as a result of reviewing this chapter?
Activity to Enhance Chapter 3: Considerations for Administrators - Before, During, and After the IEP Meeting
Did you complete the activity?
Did you find the activity to be meaningful – did you learn something new, reflect on current practice, and/or consider options/alternate solutions?
Chapter 4 – Available Resources and Tips for Administrators
What should be added/changed?
What questions do you have as a result of reviewing this chapter?
Timelines Scavenger Hunt
Did you access the Special Education Timelines document from the resource section to assist in answering the questions?
Are the questions easy to understand?
Are the answer choices appropriate?
Resources to Support Further Learning
Did you access/open the downloadable files?
Did the hyperlinks work?
Revisiting the Stage – Understanding the Law
Did you have enough information, from the module and accompanying resources, to address each question?
Would you use the questions with staff to address special education topics?
Surveying Your Knowledge of Special Education Law – Take Two
Did you see the correct answers upon submitting your responses?
Certificate of Completion: Module 1 – Supporting Admin.
Case Learning and Case Analysis
Workshop on case study learning and analysis. Delivered by Harryadin Mahardika at Faculty of Economics and Business, Universitas Indonesia
Walton - Assessing the journey: online conversation as a means of active lear...
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This document discusses using online conversations as a means of active learning in information literacy. It presents the structure of a blended learning intervention for a core module that incorporated small group work, online discourse between students and tutors, and formal assessment. Students participated in online peer assessments of draft essays. Analysis found that students significantly improved their grades between the first and final assignments. Students reported that the feedback from peers and tutors through this process helped improve their work. The study provides evidence that online discourse can support information literacy learning and be used to assess that learning.the teaching-learning exemplified
This document discusses various topics related to teaching and learning, including:
1. It identifies two types of motivators - intrinsic motivators that come from within the student, and extrinsic motivators from outside rewards.
2. It describes four patterns of classroom interaction, ranging from one-way communication from teacher to students, to full two-way communication among all participants.
3. Finally, it lists ten models of teaching, such as lecturing, group projects, role playing scenarios, and small group discussions.
Similar to Lta visual presentation (20)
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Lta visual presentation
- 1. Presentation Rubric Date: 7.25.2012 Group: Team A Assignment Week 3 Learning Team Name(s): Jody Marvin, Fabi Michel, Rhiannon Armstrong, Stephen Lorenz Course Visual Ambiguity Presentation Content-4 Possible -Presentation content clearly follows the written paper upon which it is based: Visual Ambiguity -Topic is relevant and addresses assignment specifications: How the visual system resolves ambiguities, analyze the role of perception in cognitive psychology, discuss the importance of visual perception in cognitive processes. -Content presented is comprehensive, accurate, and believable -Key points are noted -Topic is researched adequately Points Earned: 3.5 Team A, This presentation started with a nice definition and discussion of visual ambiguity. I would have liked to see a more comprehensive discussion of the ecological approach; bottom up/top down processing etc. Just looking for a bit more content related to how the visual system resolves ambiguities. Otherwise, I thought that you had nice discussions of the importance of visual ambiguity, attention, perception, and cognition.
- 2. Organization/Structure-1.5 Possible Points earned: 1.4 -Presentation is well-organized, clear, and effectively structured -It is integrated rather than being a disjointed series of individual presentations Introduction didn’t make it clear to me what the presentation was going to be about. Conclusion-good in summing up. Otherwise, nice job integrating everything. It flowed well. Looked good. Clear, nice structure. -There is an introduction to explain the purpose of the presentation Use of Presenter Notes-1 possible Presenter notes are informative and expand on the slides within the presentation. Points Earned: 1 Overall, good job with content on your presenter notes. The presenter notes is where we put most of the content in an online presentation-good job. Adherence to slide limit-0.5 possible Points Earned: 0.5 -The presenter(s) used between 8-12 slides 10slides made up the “meat’ of the presentation. Good
- 3. Comments / Grade Total Possible: 7 Total Earned: 6.4/7 Points. LTA-see comments in this presentation. Nice job overall!