This document outlines a model for teacher professional development focused on assessment for learning. The model involves four phases over one school term each: 1) Exploration of research on assessment strategies, 2) Development of understanding of assessment principles, 3) Embedding assessment practices by sharing techniques, and 4) Sustaining changes by supporting colleagues. The goal is to create a "pioneer group" to experiment with techniques, reflect on impacts, and eventually disseminate learning school-wide through collaborative discussions and case studies. Regular workshops and between-session practice are meant to transform teachers' understanding at professional, social, and personal levels.
Contemporary perspectives on continuing professional developmentaqwxsz123
This document discusses contemporary perspectives on continuing professional development (CPD) for teachers. It makes three key points:
1. CPD is important for improving teacher quality and student outcomes. Effective CPD addresses the needs of individual teachers, schools, and most importantly, students. It involves collaborative learning opportunities like lesson studies.
2. Contemporary views see CPD as an ongoing process that gives teachers ownership, is grounded in the classroom context, and involves reflection and collaboration. Options include action research, reading groups, and communities of practice.
3. The scope of CPD has expanded beyond methods to include knowledge, beliefs, assessment, and self-directed learning skills. CPD should address teachers' varying competence levels
Organization Development Network of Western New York.
Learning and Performance through Peer Coaching
By: Philip LeNir, President CoachingOurselves
http://odofwny.com/
The document outlines a peer coaching guide for teachers. It defines peer coaching as a process where teachers observe each other and provide feedback to improve instruction. The purposes are to develop a collaborative approach to teaching, acquire new skills, and enhance student achievement. Characteristics include voluntary participation and confidential, non-evaluative feedback. An Instructional Facilitator coordinates the program. Coaches are experienced teachers committed to assisting colleagues. Reasons for teachers to participate include improving instruction and gaining guidance. The coaching process involves pre-observation conferences, classroom observations, and post-observation feedback sessions. Research shows that peer coaching is an effective professional development model that improves teacher skills and benefits students.
Peer coaching involves a process of observation, reflection, and feedback between colleagues to improve teaching practices. The document outlines the stages of peer coaching including pre-observation meetings, observation, and post-observation feedback. It also provides guidance on developing skills for effective peer coaching through questioning, paraphrasing, and building rapport.
How Do You Effectively Engage Your Students In LearningMenchie Magistrado
Objectives:
Activate students’ prior knowledge through the use of engaging strategies designed to focus learning
Provide a structure for learning that actively promotes the comprehension and retention of knowledge through the use of strategies that acknowledge the brain’s limitations of capacity and processing.
Credit to: PhySci 3
Workshop notes case studies in continuing professional developmenteaquals
This document summarizes discussions from a workshop on continuing professional development (CPD). Key points include:
1) Dimensions of CPD include autonomous activities, writing materials, classroom investigations, reading literature, webinars, keeping a reflective journal, and writing articles. Visibility of these activities and whether they should be voluntary or obligatory was debated.
2) Case studies highlighted the benefits of teacher-led CPD initiatives like reading groups and conferences. Facilitating sharing and an environment for CPD was emphasized over top-down requirements.
3) Tensions between individual vs. institutional perspectives on CPD, and making frameworks aid development rather than be checklists, were discussed. Keeping CPD
This is a presentation I made in 2008 proposing a peer coaching project to improve collaboration between teachers delivering Vocational Training Opportunities Schemes to adults in County Wicklow.
This chapter discusses cooperative learning and how to structure cooperative learning activities in the classroom. It outlines five key steps to establish a cooperative task: 1) specify the goal, 2) structure the task, 3) teach the collaborative process, 4) monitor group performance, and 5) debrief. Some benefits of cooperative learning include developing higher-order thinking skills, promoting positive social skills and attitudes, and accommodating different cultural learning styles.
Contemporary perspectives on continuing professional developmentaqwxsz123
This document discusses contemporary perspectives on continuing professional development (CPD) for teachers. It makes three key points:
1. CPD is important for improving teacher quality and student outcomes. Effective CPD addresses the needs of individual teachers, schools, and most importantly, students. It involves collaborative learning opportunities like lesson studies.
2. Contemporary views see CPD as an ongoing process that gives teachers ownership, is grounded in the classroom context, and involves reflection and collaboration. Options include action research, reading groups, and communities of practice.
3. The scope of CPD has expanded beyond methods to include knowledge, beliefs, assessment, and self-directed learning skills. CPD should address teachers' varying competence levels
Organization Development Network of Western New York.
Learning and Performance through Peer Coaching
By: Philip LeNir, President CoachingOurselves
http://odofwny.com/
The document outlines a peer coaching guide for teachers. It defines peer coaching as a process where teachers observe each other and provide feedback to improve instruction. The purposes are to develop a collaborative approach to teaching, acquire new skills, and enhance student achievement. Characteristics include voluntary participation and confidential, non-evaluative feedback. An Instructional Facilitator coordinates the program. Coaches are experienced teachers committed to assisting colleagues. Reasons for teachers to participate include improving instruction and gaining guidance. The coaching process involves pre-observation conferences, classroom observations, and post-observation feedback sessions. Research shows that peer coaching is an effective professional development model that improves teacher skills and benefits students.
Peer coaching involves a process of observation, reflection, and feedback between colleagues to improve teaching practices. The document outlines the stages of peer coaching including pre-observation meetings, observation, and post-observation feedback. It also provides guidance on developing skills for effective peer coaching through questioning, paraphrasing, and building rapport.
How Do You Effectively Engage Your Students In LearningMenchie Magistrado
Objectives:
Activate students’ prior knowledge through the use of engaging strategies designed to focus learning
Provide a structure for learning that actively promotes the comprehension and retention of knowledge through the use of strategies that acknowledge the brain’s limitations of capacity and processing.
Credit to: PhySci 3
Workshop notes case studies in continuing professional developmenteaquals
This document summarizes discussions from a workshop on continuing professional development (CPD). Key points include:
1) Dimensions of CPD include autonomous activities, writing materials, classroom investigations, reading literature, webinars, keeping a reflective journal, and writing articles. Visibility of these activities and whether they should be voluntary or obligatory was debated.
2) Case studies highlighted the benefits of teacher-led CPD initiatives like reading groups and conferences. Facilitating sharing and an environment for CPD was emphasized over top-down requirements.
3) Tensions between individual vs. institutional perspectives on CPD, and making frameworks aid development rather than be checklists, were discussed. Keeping CPD
This is a presentation I made in 2008 proposing a peer coaching project to improve collaboration between teachers delivering Vocational Training Opportunities Schemes to adults in County Wicklow.
This chapter discusses cooperative learning and how to structure cooperative learning activities in the classroom. It outlines five key steps to establish a cooperative task: 1) specify the goal, 2) structure the task, 3) teach the collaborative process, 4) monitor group performance, and 5) debrief. Some benefits of cooperative learning include developing higher-order thinking skills, promoting positive social skills and attitudes, and accommodating different cultural learning styles.
The document provides guidance on peer coaching within AIESEC. It discusses:
1) What peer coaching is and its benefits, including increasing coaching skills, building networks, and supporting relationships.
2) How to structure peer coaching sessions, including setting up agreements, using a three-stage framework of insight, innovation and impact, and employing effective listening skills.
3) How to bring peer coaching to an end respectfully when goals are achieved or circumstances change.
This document outlines the weekly assignments for an education course, which include discussions, a journal entry, and a written assignment on professional learning communities (PLCs) and their impact on school culture. It provides guidance on the discussion topics, which evaluate a checklist on PLC implementation and examine the effects of differentiated instruction and PLCs on school culture. References and strategies are presented for developing effective PLCs through job-embedded professional development activities like study groups, coaching, and examining student work.
The document summarizes key points from a training on professional learning communities (PLCs). It discusses two assumptions about teachers and schools impacting student achievement. It defines PLCs and emphasizes the importance of teams analyzing student learning data to improve instruction. The document provides guidance on establishing SMART goals, developing common formative assessments, using data to inform practice, and addressing resistance to change. The overall message is that effective PLCs focus their efforts on improving student learning through collaborative analysis of evidence.
1) The document discusses models of effective professional development for teachers, including learning by observation, communities of practice, mentoring, reflective practice, teacher research, and training courses.
2) It notes that effective professional development aims to improve teaching quality and student achievement by developing teachers' skills and knowledge.
3) The document provides guidance on how to design professional development programs that incorporate multiple models to support teachers in applying their learning in the classroom.
This document outlines a course on curriculum leadership that examines theories of curriculum design and tools for curriculum evaluation. It discusses applying knowledge to develop or improve a curriculum and assessing curriculum quality. The research base for improving curriculum, instruction, and assessment is also reviewed, emphasizing the importance of a guaranteed and viable curriculum, data-driven decision making, and continuous professional development focused on instruction.
This document discusses various forms of professional development for teachers. It describes reflection and self-development, mentoring, in-service workshops and graduate studies, participation in professional organizations, communication with other teachers, and summer/off-teaching work experience as important ways for teachers to continue developing professionally. Self-reflection, maintaining a professional portfolio and journal, and engaging in peer coaching are highlighted as effective methods for teachers to improve their skills and enhance student learning.
Clarity in the curriculum: Using Constructive Alignment to improve your moduleEmma Kennedy
This workshop was delivered at a meeting of the German Academic Exchange (DAAD) in December 2016. It focuses on aligning the higher education curriculum at module and session levels.
Peer coaching involves teachers forming partnerships to observe and provide feedback on each other's teaching behaviors with the goal of improving instructional techniques. It is not used for evaluation. Effective peer coaching has three key characteristics - it is nonevaluative, includes observation and feedback, and focuses on instruction. Peer coaching can take two forms: teachers as experts or reciprocal teaching. The roles of principals, veteran teachers, and teachers in peer coaching are also outlined. Benefits include collaboration, improved climate, and focus on instructional improvement. Troubleshooting tips emphasize building trust, making it voluntary, and focusing on learning rather than evaluation.
The document summarizes key aspects of professional learning communities (PLCs) discussed during administrator training. It defines PLCs and outlines the core components of effective PLC implementation, including establishing SMART goals, developing common formative assessments, analyzing student performance data, and using results to inform instructional practices. The goal is to build teacher leadership and collaboratively improve student learning outcomes.
The document discusses the benefits of using social networking and online collaboration platforms like edWeb for educators. It finds that 61% of educators are already using social media platforms like Facebook but that there is no common platform for educators and students. EdWeb aims to be a dedicated education-focused social network for collaborating, sharing resources and best practices, creating online professional learning communities, and gaining experience with 21st century technologies. The document shares examples of how educators are using edWeb for these purposes and outlines some key features of the platform.
The document discusses the role and responsibilities of teachers. It explains that teachers should identify individual learner needs, abilities, and learning styles. This allows teachers to tailor their instruction and assessments to meet each learner's requirements. The document also discusses the importance of maintaining a safe and supportive learning environment free from discrimination and bullying. Teachers should promote respect and appropriate behavior.
Professional action learning plan and portfolioNigel Ross
The document outlines an accountability framework and professional learning model used by Chaffey Secondary College. It links staff professional development plans to the school improvement plan and includes targets for student learning, engagement, and transitions. The professional learning model incorporates cycles of inquiry, knowledge building, and assessment standards to guide teachers' professional practice and identify areas for growth. Staff create an individual action plan and portfolio to document their learning and reflect on impacts on students.
Train Hard, Teach Stronger: Effectively Training Paraprofessionals in Special...RethinkFirst
This session provides a go to strategy for effective paraprofessional training. Learn how school districts are utilizing video-based training and on-site coaching to increase the knowledge, skills, and interaction of paraprofessionals supporting students with autism and other disabilities.
This document discusses peer coaching as a tool to help teachers improve. It describes how peer coaching can help teachers share best practices, problem solve instructional issues together, and build collaborative relationships. The key elements of peer coaching outlined are sharing teaching strategies, supporting strategy implementation, and strengthening teacher relationships. Guidelines for peer coaching include building trust, having a strong work ethic, being flexible and non-threatening, and having sufficient knowledge to help other teachers. The document also provides considerations for implementing and following up on a peer coaching program.
The chapter discusses three models for curriculum development: the Tyler Model, the Taba Model, and the Oliva Model. The Tyler Model is a deductive model that begins with examining societal needs and ends with specifying instructional objectives. The Taba Model uses an inductive approach, starting with creating teaching units and building to a overall design. The Oliva Model is also deductive and provides a process for a school faculty to develop the entire curriculum based on the needs of their students. The models illustrate different approaches to curriculum planning but should be adapted based on the unique needs and context of each situation.
Education involves learning in a classroom setting to gain theoretical knowledge on various subjects, facts, concepts and principles. It provides a broad understanding to prepare for future challenges. Training is more specific, involving hands-on learning of skills and knowledge for a particular job or task through practice and experience. It aims to improve current job performance and productivity. Some key differences are that education is longer-term and broader while training focuses on shorter-term goals and practical application. Both elements are now seen as important for employees, with education providing theoretical grounding and training developing job-specific expertise.
This document provides an overview of collaborative teaching (co-teaching) between general and special educators to improve access to the general curriculum for students with disabilities. It discusses the benefits of co-teaching, different co-teaching models and approaches, strategies for effective co-planning, and considerations for implementing co-teaching.
Problem-based learning (PBL) is an instructional approach that uses real-world problems as a context for students to learn critical thinking and problem solving skills. It involves small student groups working together to seek solutions to complex problems. The teacher takes on the role of facilitator rather than lecturer. Key aspects of PBL include students taking responsibility for their own learning, collaboration in small groups, and self-directed learning between classroom sessions. PBL aims to help students develop skills like information literacy, critical thinking, self-directed learning and teamwork. It has been adopted in various educational settings like medical schools to improve learning outcomes.
El congreso SAMFYRE se celebró en Sevilla del 19 al 21 de mayo de 2011. AESLEME hizo aportaciones sobre seguridad vial en el congreso. El congreso tuvo lugar en Sevilla del 19 al 21 de mayo de 2011 y trató sobre seguridad vial, con AESLEME haciendo contribuciones sobre este tema.
A empresa de tecnologia anunciou um novo smartphone com câmera aprimorada, tela maior e bateria de longa duração por um preço acessível. O dispositivo tem como objetivo atrair mais consumidores em mercados emergentes com suas especificações equilibradas e preço baixo. Analistas esperam que as melhorias e o preço baixo impulsionem as vendas do novo aparelho.
The document provides guidance on peer coaching within AIESEC. It discusses:
1) What peer coaching is and its benefits, including increasing coaching skills, building networks, and supporting relationships.
2) How to structure peer coaching sessions, including setting up agreements, using a three-stage framework of insight, innovation and impact, and employing effective listening skills.
3) How to bring peer coaching to an end respectfully when goals are achieved or circumstances change.
This document outlines the weekly assignments for an education course, which include discussions, a journal entry, and a written assignment on professional learning communities (PLCs) and their impact on school culture. It provides guidance on the discussion topics, which evaluate a checklist on PLC implementation and examine the effects of differentiated instruction and PLCs on school culture. References and strategies are presented for developing effective PLCs through job-embedded professional development activities like study groups, coaching, and examining student work.
The document summarizes key points from a training on professional learning communities (PLCs). It discusses two assumptions about teachers and schools impacting student achievement. It defines PLCs and emphasizes the importance of teams analyzing student learning data to improve instruction. The document provides guidance on establishing SMART goals, developing common formative assessments, using data to inform practice, and addressing resistance to change. The overall message is that effective PLCs focus their efforts on improving student learning through collaborative analysis of evidence.
1) The document discusses models of effective professional development for teachers, including learning by observation, communities of practice, mentoring, reflective practice, teacher research, and training courses.
2) It notes that effective professional development aims to improve teaching quality and student achievement by developing teachers' skills and knowledge.
3) The document provides guidance on how to design professional development programs that incorporate multiple models to support teachers in applying their learning in the classroom.
This document outlines a course on curriculum leadership that examines theories of curriculum design and tools for curriculum evaluation. It discusses applying knowledge to develop or improve a curriculum and assessing curriculum quality. The research base for improving curriculum, instruction, and assessment is also reviewed, emphasizing the importance of a guaranteed and viable curriculum, data-driven decision making, and continuous professional development focused on instruction.
This document discusses various forms of professional development for teachers. It describes reflection and self-development, mentoring, in-service workshops and graduate studies, participation in professional organizations, communication with other teachers, and summer/off-teaching work experience as important ways for teachers to continue developing professionally. Self-reflection, maintaining a professional portfolio and journal, and engaging in peer coaching are highlighted as effective methods for teachers to improve their skills and enhance student learning.
Clarity in the curriculum: Using Constructive Alignment to improve your moduleEmma Kennedy
This workshop was delivered at a meeting of the German Academic Exchange (DAAD) in December 2016. It focuses on aligning the higher education curriculum at module and session levels.
Peer coaching involves teachers forming partnerships to observe and provide feedback on each other's teaching behaviors with the goal of improving instructional techniques. It is not used for evaluation. Effective peer coaching has three key characteristics - it is nonevaluative, includes observation and feedback, and focuses on instruction. Peer coaching can take two forms: teachers as experts or reciprocal teaching. The roles of principals, veteran teachers, and teachers in peer coaching are also outlined. Benefits include collaboration, improved climate, and focus on instructional improvement. Troubleshooting tips emphasize building trust, making it voluntary, and focusing on learning rather than evaluation.
The document summarizes key aspects of professional learning communities (PLCs) discussed during administrator training. It defines PLCs and outlines the core components of effective PLC implementation, including establishing SMART goals, developing common formative assessments, analyzing student performance data, and using results to inform instructional practices. The goal is to build teacher leadership and collaboratively improve student learning outcomes.
The document discusses the benefits of using social networking and online collaboration platforms like edWeb for educators. It finds that 61% of educators are already using social media platforms like Facebook but that there is no common platform for educators and students. EdWeb aims to be a dedicated education-focused social network for collaborating, sharing resources and best practices, creating online professional learning communities, and gaining experience with 21st century technologies. The document shares examples of how educators are using edWeb for these purposes and outlines some key features of the platform.
The document discusses the role and responsibilities of teachers. It explains that teachers should identify individual learner needs, abilities, and learning styles. This allows teachers to tailor their instruction and assessments to meet each learner's requirements. The document also discusses the importance of maintaining a safe and supportive learning environment free from discrimination and bullying. Teachers should promote respect and appropriate behavior.
Professional action learning plan and portfolioNigel Ross
The document outlines an accountability framework and professional learning model used by Chaffey Secondary College. It links staff professional development plans to the school improvement plan and includes targets for student learning, engagement, and transitions. The professional learning model incorporates cycles of inquiry, knowledge building, and assessment standards to guide teachers' professional practice and identify areas for growth. Staff create an individual action plan and portfolio to document their learning and reflect on impacts on students.
Train Hard, Teach Stronger: Effectively Training Paraprofessionals in Special...RethinkFirst
This session provides a go to strategy for effective paraprofessional training. Learn how school districts are utilizing video-based training and on-site coaching to increase the knowledge, skills, and interaction of paraprofessionals supporting students with autism and other disabilities.
This document discusses peer coaching as a tool to help teachers improve. It describes how peer coaching can help teachers share best practices, problem solve instructional issues together, and build collaborative relationships. The key elements of peer coaching outlined are sharing teaching strategies, supporting strategy implementation, and strengthening teacher relationships. Guidelines for peer coaching include building trust, having a strong work ethic, being flexible and non-threatening, and having sufficient knowledge to help other teachers. The document also provides considerations for implementing and following up on a peer coaching program.
The chapter discusses three models for curriculum development: the Tyler Model, the Taba Model, and the Oliva Model. The Tyler Model is a deductive model that begins with examining societal needs and ends with specifying instructional objectives. The Taba Model uses an inductive approach, starting with creating teaching units and building to a overall design. The Oliva Model is also deductive and provides a process for a school faculty to develop the entire curriculum based on the needs of their students. The models illustrate different approaches to curriculum planning but should be adapted based on the unique needs and context of each situation.
Education involves learning in a classroom setting to gain theoretical knowledge on various subjects, facts, concepts and principles. It provides a broad understanding to prepare for future challenges. Training is more specific, involving hands-on learning of skills and knowledge for a particular job or task through practice and experience. It aims to improve current job performance and productivity. Some key differences are that education is longer-term and broader while training focuses on shorter-term goals and practical application. Both elements are now seen as important for employees, with education providing theoretical grounding and training developing job-specific expertise.
This document provides an overview of collaborative teaching (co-teaching) between general and special educators to improve access to the general curriculum for students with disabilities. It discusses the benefits of co-teaching, different co-teaching models and approaches, strategies for effective co-planning, and considerations for implementing co-teaching.
Problem-based learning (PBL) is an instructional approach that uses real-world problems as a context for students to learn critical thinking and problem solving skills. It involves small student groups working together to seek solutions to complex problems. The teacher takes on the role of facilitator rather than lecturer. Key aspects of PBL include students taking responsibility for their own learning, collaboration in small groups, and self-directed learning between classroom sessions. PBL aims to help students develop skills like information literacy, critical thinking, self-directed learning and teamwork. It has been adopted in various educational settings like medical schools to improve learning outcomes.
El congreso SAMFYRE se celebró en Sevilla del 19 al 21 de mayo de 2011. AESLEME hizo aportaciones sobre seguridad vial en el congreso. El congreso tuvo lugar en Sevilla del 19 al 21 de mayo de 2011 y trató sobre seguridad vial, con AESLEME haciendo contribuciones sobre este tema.
A empresa de tecnologia anunciou um novo smartphone com câmera aprimorada, tela maior e bateria de longa duração por um preço acessível. O dispositivo tem como objetivo atrair mais consumidores em mercados emergentes com suas especificações equilibradas e preço baixo. Analistas esperam que as melhorias e o preço baixo impulsionem as vendas do novo aparelho.
Los materiales educativos son recursos que facilitan el aprendizaje y estimulan los sentidos y conocimientos previos de los estudiantes. Son importantes para promover el desarrollo integral de los estudiantes, facilitar la elaboración de conocimientos de forma práctica, y presentar situaciones que usen sus habilidades de razonamiento e imaginación. Los materiales educativos también son importantes para los docentes al asumir su rol de guía y desarrollar la creatividad de los estudiantes, y para los padres al permitir su participación en la educación de
Presentacion de exposicion literatura ancestrallauraZuleta8
Este documento describe la cosmovisión de los pueblos indígenas ancestrales en Suramérica, quienes eran politeístas y veían la naturaleza como sagrada y fuente de vida. Consideraban que la vida es un ciclo sin principio ni fin, y que la madre representa la vida y el útero representa el universo. Su literatura tenía la forma de mitos y leyendas transmitidos oralmente para preservar su cultura, y servía para comprender y conjurar el mundo de manera armónica.
Três frases:
Este documento convoca as pessoas a participarem de um protesto no dia 7 de setembro às 17h batendo panelas e buzinando por 1 minuto para exigir reformas políticas e o fim da corrupção no Brasil. O objetivo é pressionar o governo e políticos a promoverem uma "verdadeira reforma político-administrativa, profunda, séria e radical" no país.
John Butler is seeking a challenging career opportunity and has submitted his resume for review. He has extensive leadership experience gained through roles in the Marine Corps, where he achieved the rank of Sergeant, and as a Store Manager for Trader Joe's, where he led stores with over $51 million in sales. Butler is a quick learner who enjoys gaining new knowledge and mentoring teammates. He is driven to deliver results and support his employer's objectives through hard work and dedication.
Reflect on a facilitated training session you experienced that affec.docxlaurieellan
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture to use for information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowled.
Week 5 - Weekly LectureWeek Five LectureImplementation .docxmelbruce90096
Week 5 - Weekly Lecture
Week Five Lecture
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15). Three things every trainer should know about learning styles[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).Adult learning styles [Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
1. Written Word - Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
2. Auditory - Listening to presented information and retaining the major portion of what has been heard.
3. Visual - Seeing pictures, diagrams, and illustrations enables the learner to grasp the concepts being presented.
4. Kinesthetic/Tactile - Involves touch and manipulative activities. Requires eye-hand-body coordination.
As you select a delivery method you need to keep in mind that by varying the methods you will be focusing on the different learning styles of your participants.
The outputs of the development phase serve as inputs to the implementation phase. The implementation phase’s output is the trainees’ response to training, the trainees’ learning, their behavior back on the job, and its effect on key organizational outcomes. These out.
Action research is more than a research as it opens the mind of a novice teacher to her practical world of learning and teaching & proves "One teaches two learn"
The article discusses how teachers can improve teaching and learning through collaborative study groups. It outlines a three-part process: 1) educators face the challenges of change, 2) find time to study student work and instructional strategies together, and 3) reflectively review student work and adjust practices. This allows teachers to interpret education mandates, establish commitment to change, and acquire skills to support students. The authors argue collaborative study groups provide benefits like incorporating new practices over time and building commitment to improving student achievement.
ANDRAGOGY (MALCOLM KNOWLES)- FOUR PRINCIPLESSANA FATIMA
ANDRAGOGY (MALCOLM KNOWLES)
Knowles’ theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect.
Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value.
Malcolm Knowles’ four Principles of Andragogy:
Principle 1: Adults need to be involved in the planning and evaluation of their instruction.
Principle 2: Instruction should be task-orientated instead of memorization – learning activities should be in the context of common tasks performed
Principle 3: Adults are most interested in learning subjects that have immediate relevance and impact on their job or personal life
Principle 4: Adult learning is problem-centered rather than content-orientated.
1. New teachers experience difficulties during their first few years and require supervision and support to develop their skills.
2. Research shows that new teachers encounter the most problems in their first year, with issues gradually decreasing in the following years except for professional relationships. Common problems include classroom management, instructional skills, and subject mastery.
3. To succeed, new teachers need reasonable supervisory support to overcome challenges. With encouragement, they can develop into competent educators. However, inadequate supervision and difficult working conditions can hinder their growth.
Conduct research to identify techniques for maintaining participant .docxladonnacamplin
Conduct research to identify techniques for maintaining participant interest in training. List a minimum of three specific techniques not found in the Blanchard and Thacker (2013) text and give a short explanation of each. Explain how these techniques can be used to deliver effective training, noting the learning style to which each technique appeals. Compare these three techniques with those identified in the course text, noting any differences or similarities.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture for review and information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
Auditory
- Listening to presented information and retaining th.
Supervision as Professional Development and RenewalAllison Mackley
Professional development can be used to build the capacity of teachers. There are effective best practices in leading teachers through continual learning opportunities.
The document discusses the importance of instructional planning for teachers. It notes that instructional planning helps teachers identify essential principles and skills to focus on, recognize individual student needs and differences, and use ongoing assessment to adjust instruction as needed. Differentiated instruction through content, process, product, or environment allows teachers to tailor instruction to meet student needs.
This document provides an overview of various teaching methods and aspects of curriculum development. It discusses the importance of clarity and organization in curriculum and teaching. It then describes several common teaching methods like lecturing, demonstrating, collaboration, classroom discussion, and debriefing. It also outlines several models of curriculum development, including the Tyler model and grassroots model, and discusses curriculum evaluation.
Assessment for learning (AfL) focuses on maximizing feedback between teachers and students to improve student learning. It involves teachers understanding where students are in their learning, where they need to go, and how to help them get there. Key aspects of AfL include sharing learning goals, using questions to gauge understanding, and providing feedback to guide next steps. Research shows AfL can significantly improve student achievement when implemented properly. Both formative and summative assessments can support AfL by informing teacher instruction and student learning.
The document provides an overview of flipped learning design for an instructional technology course. It defines flipped learning as moving direct instruction from group to individual learning space, transforming the group space into an interactive environment guided by the educator. A needs assessment found students had varying backgrounds but most were familiar with flipped learning. The content section describes flipped learning's focus on a learner-centered approach through interactive lessons and flexible instruction meeting learners' needs. Key aspects include video lessons, interactive activities, and using technology to promote independent and collaborative learning.
This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
The document discusses learner-centered instruction, which shifts the focus of teaching from the teacher to the student. It focuses on developing lifelong learning and independent problem-solving skills. Learner-centered instruction engages students in learning, includes explicit skill building, encourages student reflection, and motivates students by giving them control over their learning. It emphasizes collaboration through group work and developing positive interdependence, equal participation, face-to-face interaction, group processing, and individual accountability. The document also discusses how curriculum and instruction are linked, with instruction providing learning experiences that address curriculum goals. Different instructional methods like lectures, demonstrations, role-plays, case studies, and group activities are presented.
The document discusses Flipped Learning, which is defined as an educational approach where direct instruction is delivered to students individually outside of the group learning space, typically through video lectures, and the in-class time is used for applying concepts, interacting with educators, and engaging in creative activities. It distinguishes Flipped Learning from simply flipping a classroom, noting that Flipped Learning incorporates four key pillars - flexible environments, learning culture, intentional content, and professional educators. The four pillars involve strategies like providing flexible learning spaces, cultivating student-centered learning, prioritizing concepts for direct instruction, and the educator taking on an observational role to provide feedback.
The document discusses Flipped Learning, which is defined as an educational approach where direct instruction is delivered to students individually outside of the group learning space, typically through video lectures, and the in-class time is used for applying concepts, interacting with educators, and engaging in creative activities. It distinguishes Flipped Learning from simply flipping a classroom, noting that Flipped Learning incorporates four key pillars - flexible environments, learning culture, intentional content, and professional educators. The four pillars are then described in more detail.
The document discusses Flipped Learning, which is defined as an educational approach where direct instruction is delivered to students individually outside of the group learning space, typically through video lectures, and the resulting group space is used for interactive learning and applying concepts under an educator's guidance. It distinguishes Flipped Learning from simply flipping a classroom, noting that Flipped Learning incorporates four key pillars - flexible environments, learning culture, intentional content, and professional educator - into the educational approach. The document then proceeds to define each of these four pillars in detail.
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Ch7 Assessment in the EYFS SH AH LH finalSally Howard
This chapter discusses assessment in early years education and care settings. It explains that assessment involves gathering evidence of children's learning and development to make judgments about their progress. Formative assessment, also called assessment for learning, is an ongoing process used to guide instruction and next steps in learning. Summative assessment evaluates what has been learned at a point in time. The statutory requirements for the UK's Early Years Foundation Stage include regular assessment of children's progress toward early learning goals. The chapter aims to help understand the role and challenges of assessment in early years as well as statutory requirements.
Developing_policy_principles_and_practice_in_primary_school_science_assessmen...Sally Howard
The document proposes a new framework for assessing primary school science in England. It outlines principles for assessment, including that it should ultimately improve learning. The framework proposes using assessment for two purposes: to help learning (formative assessment) and to summarize learning (summative assessment). It recommends teachers conduct assessments through observations, questioning, and short tests. Assessment data would be used to provide narrative reports and determine achievement levels at the end of each key stage (KS1, Lower KS2, Upper KS2). The framework aims to support teachers' assessment practices and use of data to benefit student learning.
Science and literture an article on storyness s howSally Howard
The document discusses how stories can be used to teach logical thinking capabilities in early years and primary education settings. It argues that reading stories engages complex neural systems in the brain and helps children develop higher-order thinking skills like causality, seriation, and deductive reasoning. Stories allow children to practice ideas and feelings from other perspectives. When children identify with story characters, their mirror neuron system is activated, helping knowledge become embedded. The document provides examples of different types of story books that can enhance science skills and discusses how teachers can design science lessons using storybooks as a context for exploration and investigation.
ESERA Paper Exploring teacher's belief Sally HowardSally Howard
This document discusses a study exploring how teachers' beliefs about learning and pedagogy change when introducing inquiry-based science education. It describes a teacher education program where teachers participated in sessions to engage with inquiry practices and assessment strategies, then trialled inquiry activities in their classrooms. The paper examines how three English teachers adapted their practices when introduced to new ideas through the program. It explores how the teachers dealt with pedagogical transformations and developed personal solutions supported by professional learning opportunities in the project.
Sails case study poster presentation s ho v3Sally Howard
The SAILS EU project has helped to develop teacher's understanding of inquiry based science education and confidence to asses inquiry skills as part of the teaching and learning process. Here is a glimpse into one teacher's experience at the start of their learning journey.
optimus article CPD AFL S Howard Optimus confernce shared via Linked in
1. Teacher Professional Development for Assessment for Learning
Sally Howard
Professors Paul Black and Dylan Wiliam’s acclaimed Black Box series (1989, 2000, 2004, 2006, 2007,
2008, 2009,) identified key elements about what it is that effective teachers do in their class rooms
which makes a positive difference to pupil attainment. Based on their extensive research they identified
four elements which became known as Assessment for Learning (AFL) :
• Quality teacher questioning
• Feedback for improvement
• Sharing the learning objectives
• Self and peer assessment
This recognises that teachers are at the centre of school improvement because they make a big
difference to the life chances of their students. Good teachers make a big positive impact whereas
ineffective teachers can have an negative impact on learning. To address this, all teachers are entitled
to regular planned and supported opportunities to talk about their practice and discuss successful and
unsuccessful aspects of it. This needs to be in a climate that supports reflection and the sharing of
knowledge in a collaborative way not about ranking or judgment. It is through dialogic exchanges they
can develop their understanding and adapt their practice so that they can improve what they do. As
Fullan and Hargreaves (1992 cited in Boyd 2005 p120) argue:
‘A teaching force that is more skilled and flexible in its teaching strategies and more knowledgeable
about its subject matter is a teaching force more able to improve the achievements of its pupils’
To recap, assessment for learning is about ‘learner improvement’ and is different from assessment that
is primarily for accountability or monitoring purposes. However, they are often confused and this has
resulted in superficial understanding of AFL and simplistic application of certain strategies.
This article is about teacher professional development in relation to assessment for learning and gives
an outline of an effective model that is efficient and effective over a long term rather than a ‘quick fix’
for a few individuals that is usually short lived. It is a model that can be adapted for use within a school
or within a group of schools, especially within a geographical region or local authority. It promotes the
use of collaborative learning communities to deepen understanding and enhance practice (Boyd 2005),
rather than charismatic one day events that encourages teachers to be passive recipients of
information.
Professional development of teachers has had an interesting past in the UK. Up until recently qualified
teachers did not have to attend professional development unless they had been identified as ‘failing’. It
tended not to be seen as a ‘right’ but an imposition and treatment for poor teachers who were
struggling in their classes. Thankfully, things have evolved and it is generally recognised that
professional development is not about ‘treating’ those in need, but a key vehicle for raising standards of
attainment in schools and something the majority of teachers are willing to engage in.
However, few teachers will take on a ‘new’ approach just because they are told it works. They need to
consider the evidence followed by a period of time for personal experimentation and reflection and
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2. recognise the relevance to their daily lives. This process, if mediated effectively, can help teachers to
hone and refine their practice as an ongoing process. It goes well beyond a mechanistic approach of
‘here is the latest way to deliver xyz’ and instead focuses on classroom practice using an action
research approach and reflexivity. This means there is a series of cycles alternating between inquiry
and action and involves practical decision making and evaluative reflection (Winter & Mun-Giddings
2001). Informed choice is a key part of this carefully guided programme and aims for a balance between
the critical analyses of research findings or ‘theory’ with practical exploration of a range of AFL
strategies.
According to Bell and Gilbert (1996) restructuring of teacher’s professional understanding occurs on
three different levels: professional level, social level and a personal level. It is only when these three
come together is CPD effective.
This means providing ample opportunities to deconstruct and reconstruct their understanding of what
the theory and practice is all about using a context that they can relate to. Video extracts of teachers
using AFL in their work can be discussed with a focus on the learners not the teacher. Using examples of
pupils work gathered over a period of time also creates a reason to engage in reflective discussions
about the effectiveness of the ‘marking’ and the impact it has had on improvement. At a social and
personal level teachers need to willingly renegotiating their working practice and make informed
choices about how to work with other colleagues in a collaborative and effective way. All this requires
active participation rather than merely transferring practice from one setting to another. Regular
quality time needs to be planned into the teachers timetable for discussion with colleagues about
‘what is going on here’ ‘in what way has it been effective’ and finally ‘what might this mean in relation
to developing my own practice’.
By using an action research approach as part of CPD, teachers have found they are able to enhance their
practice because it is more than just ‘learning by doing’. Teachers are active participants in the process
which helps them to construct new meaning. They are given guided choices about what to focus on first
and ways to hone and refine their practice. This approach to CPD values what teachers are already doing
and helps to promote a climate of ‘have a go’. It also gives the support to take the risks associated with
new learning as well as a climate where challenge is welcomed.
Taking regular time away from teaching in the classroom to consider the ‘theory’ and ‘reflect’ might be
viewed with cynicism by some. This is why in the initial stages it is suggested that a small pioneer group
of teachers is created from interested individuals within a school. The individuals selected for this
pioneer group do not need to be ‘AFL’ experts or Heads of departments, but they do need to be willing
to suspend any disbelief long enough for them to explore different ideas in their own classroom and
critically reflect on its impact on their learners. Only at a much later stage should this critical mass
evolve into a whole school programme.
The whole CPD process needs to be carefully planned as part of the school improvement cycle over a
number of years. There is also a need to recognise a strong iterative aspect with regards to the planning
of the fine detail of support and challenge required for each cohort. This is in effect modeling an AFL
approach by building on existing practice and challenging misconceptions so that improvements and
new learning can be planned into the next phase.
John Loughran (2007) talks of the need for differentiated yet coherent approach to teacher
development to help them articulate their tacit knowledge. This includes teachers recognising that they
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3. play a complex dual role as teacher as well as learner and need to move between these two roles with
ease. This goes some way to reducing the anxieties they might have during a period of transition from
‘prior practice’ to ‘formative practice’.
The CPD model suggested below has four basic phases which equates to one a term. These develop the
pioneer group to a stage where they are able to work alongside other colleagues. Each phase has a
workshop with ‘expert’ input and mediated discussions by a facilitator. In between these PD days the
pioneer teachers are expected to try a number of strategies out, keep a reflective journal and work with
at least one other person in the group on a regular basis and share their experiences.
Stage 1 : Exploration phase. Information is shared regarding a range of research about assessment for
learning starting with the original Inside the Black Box findings (Black and Wiliam, 1998). From this input
each teacher selects a focus and then agree to ‘have a go’ with 2 or 3 strategies over a number of weeks.
They are introduced to the idea of a keeping a reflective journal and asked to make regular entries about
the things they tried and how it went in-between each PD day.
Stage 2: Development phase. The pioneer group is challenged to think beyond the simple strategies
they have been trying out and reflect more deeply on the principles of AFL. The focus is to develop their
understanding about the observed changes in their learners brought about by the changes in their own
practice.
Stage 3: Embedding phase. This develops the sharing of practice approach and builds on their
discussions with trusted colleagues. It now involves sharing their practice more widely using various
approaches. These include sharing practice through classroom observations, video snippets of their own
teaching practice, and audio taped interview with students about AFL, looking at pupils work over time
as well as sharing ideas for generating rich questions for the planning of AFL and discussing their impact.
Stage 4: Sustaining phase. This is about the pioneer teachers supporting other colleague within their
own school and helping them to do it in a manageable way while maintaining their own developmental
process. Ideas are shared regarding keeping other colleagues informed of the learning journey they
have undertaken, including the writing of a summary account using a Case Study approach. Together
these create a collection that can be drawn on by others as they embark on their own learning journeys.
The task of writing is an effective tool which helps the pioneer teacher to pull together the various
threads of their professional practice and also gives them a clear insight for their next step in the cycle
of CPD.
Each phases requires ‘reflective practice’ a term that is widely used yet frequently misunderstood
(Bolton ). There are many strategies that can be used to develop reflexivity such as ‘buddy partners’
‘reflective journals’ ‘ learning logs’ ‘diaries’ or ‘ blogs’ yet achieving more than a a simple evaluation is
tricky and requires practice and discussion. Crucial to its success is the appropriateness of the tool
selected so that the teacher can ‘reflect on their reflections’. By using a reflective journal rather than a
‘log’ or ‘diary’ promotes the notion that it is more than the descriptive entries on what was done and
more about providing thoughts on ‘why did this occur’, and’ how can I progress’. Gilly Boulton ( ) likens
this to a mobius strip which requires a double loop reflection compared to simple looking into a mirror.
Action research is a key aspect of the reflective practice and goes hand in hand with regular
opportunities to share practice with colleagues and discuss their reflective journal. It is this revisiting
that helps consolidate the understanding of the changes in their own practice. It is also an opportunity
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4. to recognise their success over time which gives the confidence to work with other colleagues in their
school using their reflective journal as an ‘aide memoire’
Seeing learning as a journey rather than a destination helps the iterative process of professional
development. The facilitator acts as a guide over the rough terrain of learning, rather than dragging
each individual over a predetermined route. Learners of any age will travel along this route at different
rates and need different guidance and support along the way. This requires a careful balance between
saying ‘follow me’ ‘try this’ and standing back and letting them go ‘off piste’ and only intervening when
they are stuck or lost!
The key principle of effective teacher CPD is to ‘model the model’ of AFL and recognise that dialogue,
self directed active learners and creating a supportive risk taking climate are crucial to the success of the
programme. In this way teachers are able to grapple with the tensions and dilemmas that AFL practice
will bring to their teaching yet also feel invigorated as their practice becomes a shared experience with
the learners as part of a bigger journey.
About Sally Howard:
Email: sally2how@yahoo.com
Sally Howard is an independent educational consultant and senior lecturer at Nottigham Trent
University. She has extensive experience in the field of Assessment for Learning and is the co-author of
one of the latest’s books in the ‘Black Box ‘ series ; ‘Inside the Primary Black Box’ . This has been
recommended for reading within the Secondary phase of Education as well as the Primary because of it’s
approach to developing continuity of principles across subjects and stages of education.
Sally, with Dr Christine Harrison from Kings College London, has developed numerous professional
development programmes with large and small cohorts of teachers from different types of schools in
different education authorities across England, Scotland, Wales and Jersey. These opportunities have
enabled her to review and evaluate the impact on teacher’s practice and the subsequent changes in both
learner behavior and attainment. It is this work that underpins her research interest and informs this
article.
References
Bell, B., and Gilbert, J. (1996) Teacher Development: A model from Science Education. Falmer Press
Black, P. Wiliam, D. (1998) Inside the Black Box. Raising standards through classroom assessment. GL
Assessment
Boyd, B. (2005 ) CPD: Improving Professional Practice. An introduction to CPD for teachers. TES Scotland
Bolton, G. (2010 ) Reflective Practice & Professional Development. Sage
Loughran, J. (2006) Devlpoing a Pedagogy of Teacher Education. Understanding teaching and learning
about teaching. Routledge
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