New February anti-bullying seminar presentation final (1)
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The document discusses comparing a normal school day at JCHS to "Take Time To Think Day" on January 5th. It instructs making a visual organizer to compare the attitudes and actions of staff and students on these two types of days. It also prompts discussing whether attitudes and actions were more desirable on "Take Time To Think Day", and how conducting oneself like that day daily would affect the school environment.
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This document provides an overview of topics to be covered in a course, including critical thinking, mindset, reflection, time management, and 21st century skills. It introduces exercises and videos related to these topics. Key terms and concepts are defined, such as the differences between a fixed and growth mindset. Reflection is encouraged on students' experiences with critical thinking activities and videos. Time management strategies like prioritizing tasks based on importance and urgency are also discussed.
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Hi there,
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Here, you can watch The A-Z of Productivity.
I based this presentation on the various apps, tools and techniques I write about regularly on Become a Writer Today.com
If you like this presentation, get your free Beginner’s Guide to Twitter on
www.BecomeAWriterToday.com/sign-up.
You can also find me @bryanjcollins.
Thanks for reading
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When we think of student engagement, it’s usually games and exciting activities that come to mind. No wonder why because as Barkley (2010, pp. xi-xii) puts it “competing for the attention of our students and engaging them in meaningful learning is a profound and ongoing challenge,” and games tend to always save the day. But how can we provide meaningful learning as well as an enjoyable experience? Assessment is perhaps not something you would instantly think of since most of us believe it is always teacher-focused and students simply suffer it through. But testing is not the only way to find out more about our students’ knowledge and progress. There are plenty of formative assessment techniques that are less intimidating and more informative than a simple test. Moreover, if we involve our students in the assessment and feedback process by giving them the opportunity to evaluate themselves and each other, you can lay the grounds for a more successful learning journey that engages your teenage students at the same time. In this practical workshop, I will demonstrate different formative assessment activities that can boost your students’ engagement and improve their learning competencies, such as critical thinking, learning to learn, communication, and collaboration. After each demo activity, we are going to think through which competencies the particular activity develops and how it engages students. There will also be room for further discussion on how these tasks can be tailored to your own context.
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Academic Portfolio May 2009
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1. The document provides guidelines for writing reflections on face-to-face or online events attended by the author.
2. It includes 10 questions to address in the reflection, including describing the event, connecting with others, questions that arose, how the content relates to the author, thoughts during the event, feelings, challenges, next steps, and future research topics.
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No excuses university - assessment
teaching, learning, reading, writing, education, educate, teacher, students, principal, staff, guidance counselor, reading recovery, formative assessment, summative assessment, practice anticipated, educational, selective points, public schools, private schools, universities, 21st century learning, leading, value
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Early release sept 2014 goals ee_aspire
This document summarizes a professional development session for teachers at PHS. The session focused on setting goals for student engagement and educator effectiveness. It discussed developing department and individual goals and monitoring progress through feedback and data. It also addressed preparing students for standardized testing through regular practice, not just test prep. The session aimed to support teachers in setting meaningful goals and improving student outcomes through engagement.
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This document discusses using data and evidence to make decisions to improve teaching and learning in Teen Parent Units. It considers what data is collected, why, and how it is used. Evidence-driven decision making requires analyzing data to understand patterns and insights that can inform changes to improve student achievement. The document outlines a cycle for evidence-based inquiry including speculating about issues, exploring the evidence, questioning, assembling data, analyzing, intervening, evaluating the impact of changes, and reflecting on lessons learned. Teachers are encouraged to use this process to set goals for improving their practice using an evidence-based approach.
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Many educational institutions are grappling with the troubling rise of mental health challenges within their communities. Issues such as depression and anxiety are becoming increasingly common not only within the student population but also among instructors and educational administrators, many of whom find their collegial environments to be fraught with new hurdles involving the care and wellness of people.
Bedrock human values such as belonging, trust, and emotional safety are becoming harder to develop and sustain in educational environments undergoing turmoil and change from a variety of influences. How might we preserve and nurture these values? How might we commit to practices that cultivate the wellness and well-being of our colleagues and communities? How might we commit to environments of authentic caring in which people feel emotionally safe and valued?
Over the past year, a small group of practitioners at several local institutions (BCcampus, Douglas College, Vancouver Community College) has been working on projects designed to encourage emotional care and wellness. In this interactive session on the theme of "Mental Health for all within and across our organizations", these practitioners will each share the hurdles and rewards of their process. The purpose of the session will be to provide participants with perspectives and tools to use in approaching themes of care and wellness at their own institutions -- with colleagues, students, and community partners.
The experiential session will be informed by the practice, theory, and research currently being conducted at the partner institutions involved in these projects. Participants will hear about common hurdles involved in promoting the care and wellness of people, will hear perspectives about navigating the complex terrain of human relationships, and will practice tools and ideas for moving forward with their own initiatives.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
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The document provides guidance on maintaining a learning diary or log. It explains that a learning diary is a personal record of an individual's work-based learning experiences, reflections, and skills development. It should not just describe what was done but also reflect on what was learned, how future experiences could be improved, and how new knowledge will be applied. The document offers examples of learning experiences to record and questions to consider when writing entries, such as discussing what went well or poorly and how the individual can develop. Regular, dated entries help identify learning patterns over time. Maintaining a learning diary with structured reflection can help facilitate positive changes in an individual's knowledge and skills.
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- 2. Take Time To Think As a seminar, make a visual organizer that will allow you to compare any given day at JCHS to JCHS on January 5, “Take Time To Think” day.Use the following four slides to help guide your discussion.
- 3. Take Time To Think 1. What attitudes and actions do you observe of staff and students on any given day at JCHS?
- 4. Take Time To Think 2. What attitudes and actions did you observe of students and staff on “Take Time To Think” Day?
- 5. Take Time To Think 3. As you compare your results, were the attitudes and actions of students and staff more desirable on “Take Time To Think” Day? Why or why not?
- 6. Take Time To Think 4. On a daily basis, if students and staff conducted themselves more like they did on “Take Time To Think” day, how would this affect our school environment?
- 7. IT’S A NEW DAY. WILL YOUTAKE TIME TO THINK?
- 8. ~THANK YOU~This presentation has been brought to you by the ABC (Anti-Bullying Committee)