This document outlines a Master Action Plan for a workshop to improve educational leadership skills among head teachers and senior teachers in Karachi, Pakistan. The workshop will be delivered over 3 days to 20 participants. It aims to teach skills like decision making, conflict resolution, and environmental education, with a focus on water conservation issues in Pakistan. Participants will learn key concepts and practice applying the skills in activities and role plays. They will then implement what they learned back at their schools over several weeks, with follow up meetings to share experiences. The workshop and MAP are intended to translate leadership content into practical skills that can benefit the schools.
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Are schools adequately preparing young people for adult life?
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Can schools improve the futures of students from disadvantaged backgrounds?
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Building an engagement toolkit (Information Online 2019)Kate Davis
Slide deck for workshop at Information Online #infoonline19, presented with Kathleen Smeaton.
Unicorn digital papers and clipart from ClipArtisan on Etsy at https://www.etsy.com/shop/ClipArtisan
Collaborative Remixing and Reuse of Open Educational Resources - CHI 2013 Pap...tcoughlan
Presentation given at the ACM Conference on Human Factors in Computing Systems ( CHI ) 2013 conference: http://chi2013.acm.org/
Building Open Bridges: Collaborative Remixing and Reuse of Open Educational Resources across organisations
Tim Coughlan (University of Nottingham, UK)
Rebecca Pitt & Patrick McAndrew (The Open University, UK)
Paper available from: http://oro.open.ac.uk/36473/
Results to be released on December 6
Key issues:
How far are we nurturing a generation of scientifically literate young people?
Are schools adequately preparing young people for adult life?
What kinds of learning environments do we find in high performing systems?
Can schools improve the futures of students from disadvantaged backgrounds?
Creativity and critical thinking practices: experience of Russia – Marina Pin...EduSkills OECD
This presentation was given by Marina Pinskaya at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Meeting Story Pre-Plan for Educational Outreachcarriegaxiola
This is a recap of a meeting, June 11-14, 2019, Reno Nevada: Carrie Stewart, Sara Lediard, and Terra Graves
National Digital Newspaper Program (Stewart) and Washoe County School District (Lediard and Graves) learning about the project and preplanning how to deliver newspapers in the classroom.
Dissemination plan Group number 11 Group member Maria Teresa Rughi Magdalena Bochman Veerle De Deckere Soumaya Hlali Veturia Seserman Claudia Valentini
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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2. 1. INTRODUCTION
• MAP Title:
• Improving Educational Leadership skills in head
teachers and senior teachers of public boys’ secondary
schools in Karachi.
• MAP Audience:
• 20 Head teachers and senior teachers of secondary
Schools at Karachi.
• MAP Description:
• This Master Action Plan addresses lack of leadership
skills in head teachers and senior teachers of public
boys’ secondary schools at Karachi. It is also aimed to
provide knowledge and awareness on environmental
issues in the context of Pakistan to the participants.
The participants will be able to practice their skill to
improve management in their institutions and to be a 2
3. 2. MAP Goals
• PELI goals:
• Encourage Educational Leadership & Reform
• Explore environmental education models
• Educational goals:
• Translate institutional content into practice.
• Provide the required knowledge and skills to a group of
20 head teachers and senior teachers on educational
leadership and reforms.
• Provide an opportunity for the trainees to explore
environmental issues in the context of Pakistan.
3
4. 3. MAP Knowledge
• The participants will be able to:
• define and elaborate educational leadership and
associated skills.
• discuss about decision making, conflict resolution and
social responsibility.
• interpret social responsibility in terms of
environmental education.
• identify and understand water conservation as an
environmental issues in the context of Pakistan.
• analyze and compare the situation of water resources
in Pakistan with neighboring countries.
4
5. 4. MAP Skills
• Participants will be able to:
• appreciate the need for practicing educational leadership
skills
• outline decision making strategies in their organization
• devise protocols to resolve conflicts in their institutions.
• apply decision making and conflict resolution skills in their
schools
• describe environmental education as a social responsibility.
• generate teaching materials for environmental education
especially water conservation by using creative thinking
and available resources.
• use critical thinking to generate ideas in groups to conserve
water at home, school and community.
• organize public awareness campaigns in schools and the
community.
• value and judge the efforts done by different NGO's and
government agencies to address water conservation in
5
6. 5. MAP Timeline
(16 week activity )
• Week 1: Monday & Wednesday (Pre-workshop visits to 10
schools)
• Week 2: Monday, Tuesday &Wednesday (9.00AM to 1.30
PM) (three day workshop)
• Week 3: Head teachers and teachers will implement skills
learned in
• workshops.
• Week 4: Head teachers and teachers will implement skills
learned in
• workshops.
• Week 5: Head teachers and teachers will implement skills
learned in
• workshops.
6
7. -contd
• Week 6: Head teachers and teachers will
implement skills learned
in workshops.
• Week 7-8: Monday & Wednesday (post workshop
visits to 10 schools for feedback)
• Week 9: Monday (Post workshop meeting of
participants to share experiences and
feedback & problems in implementation
and to suggest solutions).
• Week 10-11: Finalization of report
• Week12 : Submission of draft to ITA.
• Week 14-15: Submission of final report to PELI
faculty. 7
8. Day 1
• Objectives
• The participants will be able to:
• identify the objectives of workshop.
• define and explain educational leadership.
• list educational leadership skills.
• describe effective characteristics of decision making.
• define and explain types of decision making
• trace the steps in the rational decision making process.
• compare and contrast the value and use of individual
verses group decision making.
• describe the barriers to effective decision making and
suggest ways of overcoming them
• provide three strategies for improving individual
decision making.
8
10. Procedure
• 8.30AM-9.00AM Registration/Introduction of participants/Ice breaker
(Who are we.
• 9.00AM-9.30 AM Introduction/objectives of workshop (Power point
presentation # 1)
• 9.30 AM- 9.45 AM Presentation # 2 (Educational Leadership, definition,
need, issues)
• 9.45 AM-10.15 AM Presentation# 3 (Educational Leadership Skills)
• 10.15 AM-10.45AM Activity # 1 Divide participants into 4 groups and ask
them to
• choose and explain importance of one leadership skill most
important to be practiced in their school.
• 10.45 AM-11.00AM Tea Break
• 11.00AM-11.30AM Group presentations on Activity # 1.
• 11.30AM -12.00PM Presentation # 4 on decision making (definition, types
and issues)
• 12.00PM-12.30PM Presentation # 5 on decision making process
• 12.30PM-1.00pm Group activity # 2 explore decision making skills
hypothetical scenario involving Wilderness survival.
• Group activity #
• 1.00PM-1.15PM Formative assessment: Gather information on
educational leadership skills from participants.
• 1.15PM-1.30PM Reflection and summative evaluation.
10
11. Assessment
• Formative:
• Assessment sheet # 1
• Q.1. Define educational leadership in your own
words.
• Q.2. Why educational leadership is important for
school principals and teachers?
• Q.3. List any 5 educational leadership skills and
explain in what situations these will be helpful.
• Summative:
• Evaluate the situation of educational leadership
in your own school. (Responses are due on next
day) 11
12. Day 2
• Objectives
• The participants will be able to;
• understand and define conflict and conflict
resolution.
• describe different steps of conflict resolution.
• understand social responsibility as an
educational leadership skill.
• explore environmental issues globally.
12
14. Procedure
• 8.30AM-9.00AM Review of previous day’s activities and
outcomes.
• 9.00AM-9.30 AM PRESENTATION # 6 conflicts and Conflict
resolution
• 9.30 AM- 10.00 AM Activity # 3: Group discussion (What
type of conflicts arise in your organization?
How do you address these issues?)
• 10. AM-10.15 AM Brainstorming groups discussion
• 10.15AM-10.45AM Presentation# 7 (Type of conflicts) and
(Levels of conflict)
• 10.45 AM-11.15AM Activity # 4: Role plays for conflict
resolution
• 11.15AM-11.30 Tea Break
• 11.30AM-12.00PM Formative Assessment # 2:
•
• 12.00PM-12.30PM Presentation # 8 (Social Responsibility as
an educational leadership
skill)
• 12.30PM-1.00PM Presentation# 9 (Global Environmental 14
15. Assessment
• Formative Assessment:
• Assessment sheet No. 2
• Q.1 What types of conflict can exist among
groups?
• Q.2 Offer a protocol for diagnosing conflict in an
organization.
• Q.3 Suggest a range of strategies for intervening
in conflict among groups.
• Summative Assessment:
• What type of conflicts arises in your
organizations?
• How you will be able to manage/resolve these 15
16. Day 3
Objectives
• The participants will be able to:
• recognize water conservation as an important
environmental issue in context of Pakistan.
• compare the data (water facts) of Pakistan with
neighboring countries.
• identify areas of curriculum or school activities where
environmental education can be integrated.
• communicate with community through awareness
campaigns on water conservation.
• appraise the efforts of government and non
government agencies on water conservation.
16
18. Procedure
• 8.30 AM-9.00 AM Pre test to understand the behavioral and attitude
change towards environmental issues especially
water crisis in Pakistan.
• 9.00AM-9.30 AM Activity # 5 : Group discussion on different
environmental issues.
• 9.30 AM- 10.00 AM Group presentation (Charts on different environmental
issues)
• 10. AM-10.30 AM News letters, brochures and handouts about the work
of NGOs and ministry of environment will be distributed to
the participants to analyze and evaluate their role in
water conservation.
• 10.30 AM-11.00AM Presentation # 10 (Water facts) Documentary (Water
conservation)
• 11.00 AM-11.15AM Tea break
• 11.15AM-11.30AM Activity # 6: Problem Solving Strategy (Different groups
will be given different areas of their community to find
solution to address water conservation).
• 11.30AM-12.00PM Groups through their presentations will show some
solutions addressing conservation of water in given areas
of community.
• 12.00PM-12.30PM Presentation # 11: Show sample connections between
environment and existing subject areas in curriculum.
• 12.30PM-1.00PM Activity # 7 Participants in groups will identify different
methods to inculcate environmental education in their 18
19. SUMMATIVE ASSESSMENT:
• Reflection:
• Q.1 What new things you learned in this
workshop?
• Q.2 How will you apply these in your
institution?
• Q.3 Facilitator was able to present knowledge
and facilitate activities accordingly?
• Q.4 Your suggestion to improve workshop in
future.
19
20. Assessment
• Formative:
• Pre test to understand the behavioral and attitude change
towards environmental issues especially water crisis in
Pakistan.
• Summative:
• Post test to understand the behavioral and attitude change
towards environmental issues especially water crisis in
Pakistan.
• Plan a campaign in your area of work or community to
address issue of water wastage.
• Highlight the efforts done by the NGOs and Government of
Pakistan in addressing water conservation issues in a couple
of paragraphs.
• Write and maintain journals focused on decision making
and conflict resolution in your organization. 20
21. Take Aways
• The participants will be able to learn and take away some activities
for thier students to work on. Below are some examples of these.
• Activity # 1
• Every drop counts (Adopted from Project learning tree Pre-K8)
Activity Guide)
• Skills:
• Predicting, Estimating, Organizing information, Analyzing, Solving
problems
• Objectives:
• Students will:
• monitor their daily actions and estimate the day
• describe how water is wasted and why it is important to conserve it,
• design and implement a water conservation plan, and
• determine the amount of water and money saved through their
plan
• Assessment:
• Have teams of students design a brochure for the general public,
urging them to save water in their daily lives.
21
22. Activity # 2
• Water Actions (Adopted from The watercourse and Council for
Environment Education (CEE)
• Skills
• Applying (developing and implementing investigations and action
plans); Evaluating; Presenting
• Objectives:
• Students will:
• explain the importance of considering the feelings and values of
others involved in water-related issues.
• analyze the appropriates of proposed action strategies
• plan and evaluate the steps needed to investigate and conduct an
action project.
• conduct water action projects.
•
22
23. Activity # 3
• A drop in the Bucket (Adopted from The watercourse
and Council for Environment Education (CEE)
• Skills:
• Gathering information (observing, calculating);
• organizing;
• interpreting(drawing conclusions)
•
• Objectives: Students will:
• Calculate the percentage of fresh water available for
human use.
• Explain why water is a limited resource.
23
24. MAP Assessment Evidence:
• Formative Assessment
• 1 Charts and posters made by the
participants.
• 2 Formative assessment sheets.
• 3 Group presentations.
24
25. Summative Assessment
• Evaluate the situation of educational leadership in your
own school. (Responses are due on next day)
• What type of conflicts arises in your organizations? How
you will be able to manage/resolve these conflicts?
• What type of conflicts arises in your organizations? How
you will be able to manage/resolve these conflicts?
• Videos
• photographs
• interview checklists
• questionares
• evidences collected during post workshop visits
• pre test and post test
25