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The document outlines 10 teaching practices for 21st century teachers and principles of teaching in the 21st century. The 10 practices are maintaining communication skills, engaging students, using humor, acting instead of reacting, being clear in instructions, allowing for individualized learning, giving positive feedback, involving students in decision making, using peer learning techniques like group work, and loving one's subject/job. The principles discussed are addressing students' prior knowledge, ensuring students have factual and conceptual knowledge, and helping students be aware of their own learning.
This document discusses strategies for teaching English, including learning strategy training and classroom management. Learning strategy training involves identifying problems students have in learning a new language and developing solutions. It includes metacognitive strategies like thinking aloud, checklists and teacher modeling, as well as cognitive strategies like mental repetition and association, and social/affective strategies like role playing and cooperation. Classroom management establishes rules, expectations and tips for teachers to maintain positive behavior and motivation, such as starting strictly and being prepared and patient. Voice levels from silent to crowd noise are presented to control class volume.
The document discusses three principles of motivating language learners: 1) rewards and punishment do not lead to long-term commitment, 2) motivation must be maintained over time to prevent losing interest, and 3) quality rather than quantity of motivational strategies is important. It also outlines 10 useful motivational strategies such as increasing relevance, interest, and confidence. Additionally, it proposes a visionary motivational program involving constructing an ideal language self, strengthening this vision, making it realistic, and keeping it alive to motivate long-term learning.
This document discusses learning targets and their importance in assessment and reporting. It defines learning targets as statements that show what students should learn and be able to do. Learning targets are classified into four categories: knowledge, reasoning, skills, and products. Clear learning targets help teachers design effective formative assessments and understand student achievement levels. They also benefit students by helping them understand expectations, provide self-assessment, and track their own progress. The document provides steps for deconstructing broad content standards into clearer learning targets for students and outlines how teachers can best communicate learning targets to students.
Assignments are works that relate to the academics of students. It layout many opportunities for students like time management, writing skills, and many more. For attaining the learning objectives, assignment help is the source where students can take assistance for work completion if required.
This document discusses various teaching methods and learning techniques that can be used in the classroom, including lecture, demonstration, discussion, role-playing, mind mapping, projects, case studies, visualization, stories, and energizers. It provides details on how to effectively implement each technique, with the overall goal of engaging students in active learning and helping them to retain the material. The key is for educators to use a variety of methods appropriate for the content and learners.
10 teaching practices for the 21st century teachersAnnaBelle Campos
The document outlines 10 teaching practices for 21st century teachers and principles of teaching in the 21st century. The 10 practices are maintaining communication skills, engaging students, using humor, acting instead of reacting, being clear in instructions, allowing for individualized learning, giving positive feedback, involving students in decision making, using peer learning techniques like group work, and loving one's subject/job. The principles discussed are addressing students' prior knowledge, ensuring students have factual and conceptual knowledge, and helping students be aware of their own learning.
This document discusses strategies for teaching English, including learning strategy training and classroom management. Learning strategy training involves identifying problems students have in learning a new language and developing solutions. It includes metacognitive strategies like thinking aloud, checklists and teacher modeling, as well as cognitive strategies like mental repetition and association, and social/affective strategies like role playing and cooperation. Classroom management establishes rules, expectations and tips for teachers to maintain positive behavior and motivation, such as starting strictly and being prepared and patient. Voice levels from silent to crowd noise are presented to control class volume.
The document discusses three principles of motivating language learners: 1) rewards and punishment do not lead to long-term commitment, 2) motivation must be maintained over time to prevent losing interest, and 3) quality rather than quantity of motivational strategies is important. It also outlines 10 useful motivational strategies such as increasing relevance, interest, and confidence. Additionally, it proposes a visionary motivational program involving constructing an ideal language self, strengthening this vision, making it realistic, and keeping it alive to motivate long-term learning.
This document discusses learning targets and their importance in assessment and reporting. It defines learning targets as statements that show what students should learn and be able to do. Learning targets are classified into four categories: knowledge, reasoning, skills, and products. Clear learning targets help teachers design effective formative assessments and understand student achievement levels. They also benefit students by helping them understand expectations, provide self-assessment, and track their own progress. The document provides steps for deconstructing broad content standards into clearer learning targets for students and outlines how teachers can best communicate learning targets to students.
Assignments are works that relate to the academics of students. It layout many opportunities for students like time management, writing skills, and many more. For attaining the learning objectives, assignment help is the source where students can take assistance for work completion if required.
This document discusses various teaching methods and learning techniques that can be used in the classroom, including lecture, demonstration, discussion, role-playing, mind mapping, projects, case studies, visualization, stories, and energizers. It provides details on how to effectively implement each technique, with the overall goal of engaging students in active learning and helping them to retain the material. The key is for educators to use a variety of methods appropriate for the content and learners.
Aims and Purposes of Guidance and CounselingJimarYamo
The document outlines the aims and purposes of guidance and counseling from two standpoints: the individual and the institution.
From the individual standpoint, guidance counseling aims to help individuals help themselves by assisting them in meeting and solving their own problems, developing healthy habits and attitudes, and living a well-balanced life. The goal is for individuals to increase their independence, self-direction, and ability to take responsibility through wise counsel and information.
From the institutional standpoint, guidance counseling aims to assist teachers by helping them better understand students, offering teachers training to acquire guidance skills, and providing a system for teachers to refer students.
This document outlines guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It discusses the purposes and types of classroom assessment, including formative and summative assessment. Formative assessment is used to track student progress, promote self-reflection, and inform instruction, while summative assessment measures if learning standards have been met. The document also describes the different components that should be assessed, such as content standards, performance standards, and learning competencies. A variety of assessment methods are recommended for use in the classroom at different stages of the learning process.
This document provides an overview and objectives for a 3-day training course for new facilitators. The goals are to educate facilitators on effective distance learning tools and techniques. The training will cover topics such as adult learning styles, engagement strategies, and skills for preparing and assessing learning programs. It also outlines the qualifications and process for a mentoring program to provide guidance to facilitators. Various theories of distance learning are discussed, as well as potential issues like cultural differences and how to address challenges in the online classroom.
Professional Development Areas of Growth for Teachers.pptxKocosmartstore
This document outlines several key areas of growth for teachers to improve their skills and effectiveness. It identifies self-evaluation, pedagogical learning, adaptability, communication, organization, innovation, leadership, and continuous learning as important areas that teachers should focus on developing. For each area, it provides details on skills teachers can strengthen, such as actively listening, speaking clearly, managing nonverbal communication, providing constructive feedback, and keeping students engaged through innovative teaching methods. The overall message is that teaching is a dynamic profession requiring educators to constantly reflect, learn, and adapt to changes.
Identifying learning outcomes and objectives.pptxDrHafizKosar
Identifying learning outcomes and objectives
Identifying learning outcomes and objectives is crucial for educational design and instructional planning. Outcomes provide a holistic perspective, while objectives are specific, measurable, achievable, relevant, and time-bound targets. These align with curriculum, strategies, and assessment methods, ensuring purposeful, measurable, and transformative learning experiences. This empowers educators and learners.
I. Start with the Big Picture
1. Big Picture Perspective
2. Identifying Learning Outcomes
3. Setting Objectives
4. Alignment with Goals
II. Determine the Desired End Results
Identifying learning outcomes and objectives is a crucial step in the instructional design process, as it helps determine the desired end results of a learning experience. Learning outcomes are statements that describe what learners should know, understand, or be able to do after completing a learning activity, while objectives are specific, measurable, and achievable milestones that contribute to achieving those outcomes. Here's how identifying learning outcomes and objectives helps determine the desired end results:
1. Clarifies Purpose
2. Guides Instructional Design
3. Measurable Criteria
4. Aligns Assessment
5. Informs Evaluation
6. Motivates Learners
7. Facilitates Communication
8. Adaptable to Learner Needs
9. Continuous Improvement
II. Use Action Verbs
Identifying learning outcomes and objectives is a critical step in instructional design and education planning. Learning outcomes articulate what students should know or be able to do after completing a course or learning experience, while objectives break down these outcomes into specific, measurable, and achievable tasks. Action verbs play a crucial role in crafting clear and effective learning objectives. Let's explore the relationship between identifying learning outcomes and objectives through the use of action verbs.
1. Clarity and Precision
2. Measurability
3. Behavioral Focus
4. Alignment with Bloom's Taxonomy
5. Instructional Guidance:
This document discusses reflective teaching and its importance. Reflective teaching involves self-observation and evaluation by teachers to examine their underlying beliefs and classroom practices. It benefits both teachers and students. For teachers, reflective teaching promotes professional growth, enhances innovation, facilitates teaching, and boosts relationships with students. For students, reflective teaching improves performance, engagement, critical thinking, motivation, and overall effectiveness. Examples of reflective teaching include keeping reflection journals, learning logs, and learning about lessons through worksheets and processing questions.
This document provides guidance on effective presentation and communication techniques for educators. It emphasizes the importance of clear communication to influence learners. It offers tips for engaging learners through powerful openings and closings, varying stimuli to maintain attention, effective questioning techniques, and using positive reinforcement. The overall message is that master educators convey confidence, respect learners, keep them engaged through changes in pace and style, and challenge their thinking.
This document discusses professional growth and development for teachers. It outlines the benefits of continuous learning for both teachers and the workplace, including expanding skills, boosting performance, and feeling valued. It then describes three strategies for continuous learning: structured learning through formal courses and training programs; social learning via discussions, collaborations, and mentoring; and self-directed learning like research, experimentation, and practice testing. The document also notes how professional development is important for teachers to stay updated on changes in areas like student psychology, knowledge, technology and curriculum. It concludes by outlining provisions for teacher professional development, including preservice training, inservice training, and self-development through various activities.
Bright Futures Youth Empowerment Program for ChildrenNLPTrainingDubai1
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Encourage stronger students to help weaker ones. Peer tutoring can be a valuable tool for both the tutor and the tutee. It promotes a collaborative learning environment and reinforces understanding. Rama Devi International School is the best school in Noida extension for class 11 to adopt peer tutoring to motivate weaker students.
The document discusses guidelines for developing effective learning objectives. It recommends that objectives 1) begin with the desired learning outcome in mind, 2) be shared with students, and 3) address multiple domains of learning, including cognitive, psychomotor, and affective. Additionally, objectives should 4) be significant and relevant, 5) aligned with educational aims, 6) develop critical thinking, and 7) be specific, measurable, attainable, relevant and time-bound (SMART). The document also provides examples and explanations of how to apply these principles when formulating learning objectives.
Strategies to influence teacher effectiveness involve using techniques that result in effective teaching. To understand teacher effectiveness, it is important to learn about effective teachers, effective teaching, and how to increase teacher effectiveness. An effective teacher is committed, confident, trustworthy, takes initiative, and is accountable and passionate about learning. Teacher effectiveness is defined as a teacher's competence in using knowledge and skills to accomplish goals and can be assessed based on student behaviors and learning rather than a teacher's behaviors alone. Increasing teacher effectiveness involves raising awareness of classroom activities, providing training and follow-up, using modern teaching techniques, and ensuring students are engaged and objectives are met.
Dr. Timothy Gadson - Empowering Student Success: Teacher-Facilitated Strategi...Timothy Gadson
Empower student success with Dr. Timothy Gadson's professional development session: "Empowering Student Success: Teacher-Facilitated Strategies for Developing Executive Function Skills in Middle and High School." Explore innovative approaches to foster executive function skills in secondary students, from organization to goal setting. Gain insights and practical techniques to enrich your teaching practice and create a supportive learning environment.
The document outlines the Department of Education's policy guidelines on classroom assessment for the K to 12 Basic Education Program in the Philippines. It defines classroom assessment as a process used to track learner progress, inform students and parents of performance, and adjust instruction. The guidelines describe two types of assessment: formative assessment, which provides informal feedback during lessons; and summative assessment, which evaluates learning at the end of a period through measures like written work and performance tasks. Classroom assessment should align with curriculum standards and competencies to holistically measure student achievement.
Nurturing Emotional Intelligence in the Classroom Strategies for Cultivating ...Birtikendrajit
This blog explores the critical role of emotional intelligence (EQ) in education and provides practical strategies for educators to cultivate EQ skills in their students. Understanding the importance of EQ in shaping academic success and overall well-being, educators are encouraged to create a supportive learning environment where students can develop skills such as emotion identification, empathy, conflict resolution, mindfulness, and resilience. By prioritizing EQ training, educators empower students to navigate social interactions, cope with stress, and achieve greater success in both personal and academic pursuits.
This document provides tips on how to create impactful marking to improve student learning. It discusses the importance of feedback and outlines several focuses or best practices for marking, including using strengths and improvements, allocating response time, providing timely feedback, tailoring the amount and method of feedback to students, communicating to the intended audience, addressing specific contents, allowing for comparison, describing the function of feedback, maintaining positivity, setting high expectations, addressing literacy, and incorporating peer and self-assessment as well as verbal feedback. The overall goal is to provide feedback that empowers students and motivates them to make progress in their learning.
This document discusses teacher philosophy of education. It begins by explaining that teacher applicants in the Department of Education must write their philosophy of education, including their views on the nature of the learner, how the learner learns, and how the learner should live meaningfully. Based on these philosophical concepts, teachers describe how they will relate to learners, what to teach, and how to teach so that learners learn and live happily. The document then provides learning outcomes and objectives for understanding prevailing philosophies of education based on DepEd documents and the K-12 curriculum. It discusses how teachers' behaviors are founded on philosophies of education and articulating one's own teaching philosophy.
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I. Start with the Big Picture
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4. Alignment with Goals
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Identifying learning outcomes and objectives is a crucial step in the instructional design process, as it helps determine the desired end results of a learning experience. Learning outcomes are statements that describe what learners should know, understand, or be able to do after completing a learning activity, while objectives are specific, measurable, and achievable milestones that contribute to achieving those outcomes. Here's how identifying learning outcomes and objectives helps determine the desired end results:
1. Clarifies Purpose
2. Guides Instructional Design
3. Measurable Criteria
4. Aligns Assessment
5. Informs Evaluation
6. Motivates Learners
7. Facilitates Communication
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9. Continuous Improvement
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Identifying learning outcomes and objectives is a critical step in instructional design and education planning. Learning outcomes articulate what students should know or be able to do after completing a course or learning experience, while objectives break down these outcomes into specific, measurable, and achievable tasks. Action verbs play a crucial role in crafting clear and effective learning objectives. Let's explore the relationship between identifying learning outcomes and objectives through the use of action verbs.
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11. ching and Personal Development:
e Coaching: NLP is integrated into life coaching
tices to help individuals set and achieve goals, improve
munication skills, and overcome challenges.
f-Empowerment: NLP is applied in self-help and
onal development programs to empower individuals to
e positive changes in their lives.
Communication and Influence:
1.Business and Sales: NLP principles are used in sale
and marketing to understand consumer behavior, tailo
communication, and enhance persuasion skills.
2.Negotiation Skills: Professionals use NLP technique
to improve negotiation and conflict resolution skills.
Education:
1.Teaching and Learning: NLP is applied in education
improve teaching methods, enhance student
engagement, and address learning difficulties.
12. .Building Rapport:
1.Mirroring and Matching: Teachers can subtly match
the pace, tone, and body language of their students to
establish rapport and connection.
.Effective Communication:
1.Use of Representational Systems: Tailor lessons to
accommodate different learning styles by
incorporating visual aids, auditory elements, and
kinesthetic activities.
.Setting and Achieving Goals:
1.Well-Formed Outcomes: Help students define clear
and achievable goals. Encourage them to articulate
their goals in positive and specific terms.
.Enhancing Memory and Recall:
1.Anchoring: Associate positive emotions with specific
learning experiences to create anchors that can be
triggered later to aid memory recall.
.Overcoming Challenges:
1.Reframing: Teach students to reframe challenges or
setbacks positively. Encourage them to see failures as
6. Motivation and Engagement:
1.Future Pacing: Have students imagine successful
outcomes in the future, linking their efforts in the
present to positive results
7. Mindfulness and Stress Reduction:
1.Anchoring Relaxation: Teach students relaxation
techniques and associate them with specific
anchors. This can help reduce stress during exams
or challenging situations.
8. Feedback and Improvement:
1.Feedback Loops: Encourage feedback and
reflection on learning experiences. Help students
develop a growth mindset by emphasizing the
process of improvement.
9. Creativity and Innovation:
1.Visualizations: Guide students through creative
visualizations to stimulate their imagination and
enhance creative thinking.
10. Conflict Resolution:
1.Perceptual Positions: Encourage students to
consider different perspectives in conflicts or