This slide set presents a model of the teaching/learning role - the main purposes of the role, core capabilities, key tasks, extended capabilities and underpinning foundational capabilities..
Implications of a Reflective Framework on Student Teachers' Future PracticeMei Lick Cheok
This is my presentation of a small-scale study carried out on my students teachers' reflective practice process and how it had created an initial impact on their future role.
Being more reflective in your teaching and learningamckie
Outline of recent workshops on reflective practice. Particularly useful for staff who are embarking on professional recognition routes who have to evidence reflective activities.
Differentiated Supervision – Because Students Are Not the Only Ones with Diff...rdbks12
Presentation for Teachers and Administrators in the
New Canaan Public Schools, New Canaan, CT
PowerPoint orginally located on TeacherTube.com under the following URL - media2.teachertube.com/files/articles/4290.pptx
Summary of key messages from the HMIE Aspect Report on Computing provision in Scotland's Colleges 2009
Presented to Heads of Computing Conference, Glasgow 4th Dec 2009
Implications of a Reflective Framework on Student Teachers' Future PracticeMei Lick Cheok
This is my presentation of a small-scale study carried out on my students teachers' reflective practice process and how it had created an initial impact on their future role.
Being more reflective in your teaching and learningamckie
Outline of recent workshops on reflective practice. Particularly useful for staff who are embarking on professional recognition routes who have to evidence reflective activities.
Differentiated Supervision – Because Students Are Not the Only Ones with Diff...rdbks12
Presentation for Teachers and Administrators in the
New Canaan Public Schools, New Canaan, CT
PowerPoint orginally located on TeacherTube.com under the following URL - media2.teachertube.com/files/articles/4290.pptx
Summary of key messages from the HMIE Aspect Report on Computing provision in Scotland's Colleges 2009
Presented to Heads of Computing Conference, Glasgow 4th Dec 2009
Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docxjeffevans62972
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
Best Practices in Higher Education - Role of Commerce & Management Teachersgpsudhakaar
Workshop on Best Practices in Higher Education - Role of Commerce & Management Teachers for the Commerce and Teachers Association of the Women's University Vijayapura
Developed by the Florida State University, the ADDIE Model is a systematic approach used by instructional designers and content developers to create instructional course materials.
Comprising five simple phases - Analyze, Design, Develop, Implement and Evaluate, the model has been adopted as the standard method by many instructional designers because of its flexibility.
The ADDIE model represents a lean, dynamic, flexible guideline for building effective training and performance support tools. The model helps to save time and money by catching problems while they are still easy to fix.
CONTENTS
1. What is Instructional Design
2. Overview of the ADDIE Model
3. The Five Phases of ADDIE for Instructional Design
(a) Analyze
(b) Design
(c) Develop
(d) Implement
(e) Evaluate
You may also be interested in the following related documents:
1. Training Needs Analysis
2. Kirkpatrick Model for Evaluating Training Programs
Siegfried Hottelmann deserted ship in Adelaide in 1938, came to Sydney and met Ellen Royall. They were married within six weeks. But he was German, and was sent into internment because of the war. Ellen joined him, and discovered that he was a Baron. After the war they found a life in Sydney. This is Part 2 of 2.
Siegfried Hotelmann married into Glenn Martin's family: Ellen Royall, in Sydney, in 1939, just before World War 2. He was a sailor, but he was also a German Baron, with an ancient title. This is Part 1, up until he was interned because of the war.
We are led to believe that expertise can be obtained quickly and simply. The truth is more complicated. this slideset examines the pathway from novice to expert.
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.
Teaching was traditionally seen as the delivery of a course. Teachers were instructors. It is now expected that teachers understand the importance of facilitating student learning.
A selection of photos from my experience of the Woodford Folk Festival, Queensland, 27 December 2017 to 1 January 2018. Music, art, people, fun, inspiration, community. Glenn Martin
This slide set looks at the relationship between competence and innovation. Presented at Western Sydney University staff conference, 2017 by Glenn Martin.
I am offering ten principles for writing material for educational courses. Principle ten returns focus to the begninning: the aim is to enable students to acquire knowledge and understanding.
I am offering ten principles for writing material for educational courses. Principle eight discusses how logic should be developed over the whole course.
I am offering ten principles for writing material for educational courses. Principle seven refers to logic - the logic you use to develop a topic for students.
I am offering ten principles for writing material for educational courses. Principle six is about the difference between presenting information and facilitating learning.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1. A Model of the
Teaching/Learning Role
GLENN MARTIN
JULY 2018
2. Introduction
The role of teacher, or the teaching/learning
role, is made up of a number of broadly
defined purposes. These purposes require the
teacher to have a core set of capabilities in
order to carry out the key tasks of the role.
3. Components of the Model
There are five components in this model of the teaching/learning role. The
components answer these questions:
What are the purposes of the teaching/learning role?
What are the core capabilities of the role?
What are the key tasks of the role?
What are the capabilities required for extended tasks of the
teaching/learning role?
What are the foundational capabilities that underpin teaching and all other
professional roles?
4. Diagram of the Model
Purposes of
teaching/learning
Core capabilities Key tasks
Foundational capabilities
Personal skills Interpersonal skills Business/management skills
Capabilities for
extended tasks
This diagram shows how the components of the teaching/learning role are
related to each other.
5. Purposes of Teaching/Learning
There are three main purposes:
To plan and conduct teaching/learning sessions that facilitate students’
learning
To teach complete courses of study and enable students’ achievement of
the learning outcomes
To carry out assessments of students’ learning.
6. Core Capabilities
There are seven core capabilities of teachers:
Understand the principles of learning and be able to apply them to
teaching/learning practice
Understand and be able to apply a wide range of teaching/learning strategies in a
variety of contexts
Understand the characteristics of learning environments (classrooms, online,
other)
Understand the characteristics and diversity of students
Know the subject matter deeply, extensively and critically
Know the principles of assessment and be able to carry out assessment processes
Reflect on performance and be able to evaluate self and improve performance.
7. Key Tasks of Teaching/Learning
There are seven key tasks:
Create an environment conducive to learning
Build a learning community
Present and explain subject matter to students
Manage the group – behaviour, engagement
Conduct discussions and other learning activities – facilitation
Carry out administrative/management tasks
Carry out assessment tasks to monitor student learning and assess
attainment of learning outcomes of the course.
8. Extended Tasks in Teaching/Learning
Some teachers engage in extended tasks (eg designing and writing
new courses) for which further capabilities are needed.
Purposes of
teaching/learning
Core capabilities Key tasks
Capabilities for
extended tasks
9. Capabilities for Extended Tasks
Capabilities for extended tasks in teaching/learning can be grouped into five
types:
Plan, design and write: Develop new materials for learning
Plan, design and write: Develop appropriate assessment processes and
materials
Plan, design and write: Develop new courses
Carry out and manage projects related to teaching/learning
Review existing courses and implement improvements to teaching/learning
design and practice.
10. Foundational Capabilities – Generic
Underpinning the teaching/learning capabilities are generic foundational
capabilities. They are assumed and required to varying degrees in all professional
roles, not just teaching.
There are many of these foundational capabilities, which can be grouped into
three clusters:
Personal
Interpersonal
Business/Management.
11. 1. Personal Capabilities
Self-management and autonomy
Problem-solving
Initiative and enterprise
Ability to achieve performance outcomes
Self-awareness and self-evaluation
Continuous learning and development
Commitment to ethics and values
Adaptability
12. 2. Interpersonal Capabilities
Verbal communication
Written communication
Teamwork and collaboration
Relationship-building
Influencing skills
Working with diversity and culture
13. 3. Business/Management Capabilities
Knowledge of organisational and business context
Knowledge of organisational policies and practices
Planning, organising and implementation
Analysing needs and proposing solutions
Client focus
Core skills of language, literacy and numeracy
Technological competency
Knowledge of environment, safety and sustainability
14. Conclusion
The teaching/learning model is intended to enable teachers to
evaluate their own strengths and weaknesses, as a guide to
their own further growth and development.
The model fits into a broader framework that describes the
paradigms that drive and shape the work of teachers, and
includes the idea of stages of development as a teacher.
For other slide sets on teaching and learning topics, search
“Glenn Martin” on Slideshare.
Contact: glenn@glennmartin.com.au