ntended Outcomes:
- Identify the PALSI scheme’s intended learning outcomes
- Describe the expectation of a PALSI Leader
- Develop a systematic approach to manage each PALSI session
- Identify the logistics and related requirements
Activities:
- Lecture
- Q&A
IB PYP dunia is a network that consists of IB PYP schools around Indonesia. One of the programs that they have is the PYP Dunia Job- Alike, where teachers have opportunities to learn from each other in a kind of discussion session with other PE teachers from IB PYP Schools around Indonesia.
This presentation summarizes the handout "Making PYP Happen", which is a basic information about Primary Years Program in International Baccalaureate schools.
ntended Outcomes:
- Identify the PALSI scheme’s intended learning outcomes
- Describe the expectation of a PALSI Leader
- Develop a systematic approach to manage each PALSI session
- Identify the logistics and related requirements
Activities:
- Lecture
- Q&A
IB PYP dunia is a network that consists of IB PYP schools around Indonesia. One of the programs that they have is the PYP Dunia Job- Alike, where teachers have opportunities to learn from each other in a kind of discussion session with other PE teachers from IB PYP Schools around Indonesia.
This presentation summarizes the handout "Making PYP Happen", which is a basic information about Primary Years Program in International Baccalaureate schools.
This powerpoint presentation talks about academic leadership with focus on how to improve instruction and how to empower teachers to be become excellent teachers.
Have you ever been tasked with designing a training program for student workers, creating a seminar or workshop for your staff, or developing an on-campus event? This session will walk you through how to create a learning experience for your participants through tying together goals and objectives, learning/instructional activities, as well as assessments to ensure that your participants are gaining the knowledge and information you set out to provide. Learn more about this model and hear from a variety of institutions that have had success adopting this intentional approach with various student organizations and staff.
This powerpoint presentation talks about academic leadership with focus on how to improve instruction and how to empower teachers to be become excellent teachers.
Have you ever been tasked with designing a training program for student workers, creating a seminar or workshop for your staff, or developing an on-campus event? This session will walk you through how to create a learning experience for your participants through tying together goals and objectives, learning/instructional activities, as well as assessments to ensure that your participants are gaining the knowledge and information you set out to provide. Learn more about this model and hear from a variety of institutions that have had success adopting this intentional approach with various student organizations and staff.
Cross Cultural Training - China, Italy, US, Brazil - Organizational Behavior ...Vito
Final ppt of Organizational Behavior's course, DDIM 2011 Shanghai.
The presentation is about a Cross Cultural training for managers (China, US, Brazil, Italy).
Hofstede - Cultural differences in international managementCarmen Neghina
Andreea Dicu, Carmen Neghina, Alina Oprea, Teodora Vasileva
Hofstede’s Study on Work Related-Values Concept, Methods, Results, and
Critique
Culture defined
Hofstede’s cultural dimensions
Implications for management
Criticism
Intended Outcomes:
identify the PALSI scheme's intended outcomes and adjust their expectation
identify the demand and expectation of university learning
explain the importance of active and reflective learning
describe how learning skills, will and self regulation interplay with each other and affect learning outcomes
develop appropriate expectation and attitude for peer assisted learning
Activities:
Lecture
Past PALSI Students & Leaders experience sharing
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
1) How student organization can affect the leadership developm.docxmonicafrancis71118
1) How student organization can affect the leadership development (leadership traits) of a
student., person.
2) Why students take on leadership role in the student union (organization)
3) Forcus on Erasmus in Sweden
4) The potential of student organizations for developing leadership
5) Volunteer
6) What motivation do students have when taking a leadership role a volunterely
7) The Significance of Student Organizations to Leadership Development
8) Motivation Factors for Students’ Pursuit of Leadership Positions
9) The effect
10) How can the leadership position in Erasmus student network affects the development of a
leadership skills of an individual (student) – qulitative
11) What leadership skills could be debeloped as a result of taking a leadership role in
Erasmus student network
12) To what extent does taking a leaderhip position in ESN effect the development of
leadership skills
13) What motivates students to take on a leadership role within a student organization
14) The effect of student organization pn leadership development of a student
Role of student organizations in developing leadership capacity in students,
By participating in a student organization students learn how to:
1) Recruit new members (persuasion, communication, charisma)
Determine why your membership numbers are low and the kind of members you
want to recruit.
Develop a personalized recruitment and marketing plan for your student organization.
2) Find ways to get funding (planning, making deals)
3) Learn how to be creative with your current funding and how to gather funds from
additional sources your organization has access to.
4) Become familiar with the forms and channels at UNL that allow your organization to
manage its funds.
5) Engage and motivate members
6) Discover ways to motivate and engage your members to remind them why they
joined your organization.
7) Develop a sense of community in your organization and retain more of your current
members for the next academic year.
8) 4) Make your programs great
9) 5) Lead with purpose
10) Is the leadership team of your organization working together to meet common goals?
Are your student leaders aware of each other’s strengths and how to best use them
strategically for the success of your student group?
11) Assess each leader’s skills and strengths and learn how to utilize them effectively to
achieve the goals of the organization.
12) Become more successful leaders inside and outside of your student organization.
Gain practical experience in safe environmentt,
Engage with diverse group of people,
True leaders – the one of the same status and experience but stand out from the crowd –
respected and they vote for him/her.
Voluntarily basis
Why important?
Learn more about yourself – Self leadership – voluntarily
You can understand more about yourself, your strengths, interests, and goals. Whether it is
developing a new idea, multitasking, or helping others, you can find out w.
Introductory information including the strategic plan for a national curriculum development process, including a strategic plan and to guide a a backward design discussion of the characteristic, of the 'ideal' student, envisaged at the end of primary and secondary schooling.
This updated presentation focuses on the future learning walk as one tool to generate deep conversations about learning. Rather than a prescriptive model, the suggested process encourages co-creation to meet the needs of the organisation. It is based on Cheryl Doig's new ebook "Talking the Walk: Walking the Talk - An introduction to learning walks" available from www.thinkbeyond.co.nz
A workshop on writing "Rencana Pembelajaran Semester" (RPS) and "Satuan Acara...Iwan Syahril
Workshop ini bertujuan untuk mempelajari komponen-komponen dalam learning outcomes dalam penyusunan kurikulum program studi di perguruan tinggi dan mengaplikasikannya dalam penulisan silabus (Rencana Pembelajaran Semester - RPS) dan lesson plan (Satuan Acara Pembelajaran - SAP).
This presentation elaborates various ideas such as the importance of understanding our learner, learner characteristics, various dimensions and modes of learning etc.
12. This presentation elaborates various ideas such as the importance of understanding our learners, learner characteristics, various dimensions and modes of learning etc.
Unleashing learners VALA Conference June 13 2014Adrian Bertolini
How do we unleash our students to find their passion, to be intrinsically motivated, to become entrepreneurial? It not only requires an unleashing of the mindset and beliefs of the students but also the mindset and beliefs of teachers and school leadership. In this session the presenter will share his experiences of unleashing young people via the ruMAD (Are you Making a Difference) program but how he followed his passion to work with schools to think from, plan for, and gradually set up learning environments that unleash learning in schools.
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
Intended Outcomes:
- identify the common challenges that other PALSI Leaders are facing
- describe what techniques and strategies can be used to - - tackle some of the major challenges like engaging students and answering their queries etc.
Activities:
- personal sharing of thoughts
- collect PALSI Leaders' feedback
- establish a rapport between and among the PALSI Leaders
- use Think-Pair-Share for ice-breaking
- review the feedback collected in the Training II
- use jigsaw group to engage and learn together some instructional techniques and strategies
----- Team 1 Techniques for Encouraging Participation
----- Team 2 Effective Questioning
----- Team 3 Redirecting Questions
----- Team 4 Preparation
----- Team 5 Closing a session
- Group reports on learning
- Conclusions
Intended Outcomes:
- Identify the strengths and weaknesses in leading the PALSI sessions
- Identify possible solutions to the challenges faced
- Explain how ePortfolios can help manage & present one's learning, development and accomplishments
Activities:
- Self reflection on the PALSI sessions & performance using the SWOT analysis & a simple survey
- Discussion on problems faced and possible solutions through small group discussion, i.e. think-pair-share
- Lecture on basic concepts of ePortfolios
- Demonstration of a portfolio using a celebrity as a sample
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
PALSI Leader Training (Semester B, 2011/12)
1. PALSI Leaders Workshop I
Peer Assisted Learning and Supplemental Instruction (PALSI)
Hokling Cheung
Office of Education Development and Gateway Education (EDGE)
10 January, 2012
2. Why are you here?
What is PALSI or peer
assisted learning? Why?
PALSI Leaders?
3. At the end of this workshop, you should
be able to
Effective PALSI Sessions
Identify the PALSI scheme’s intended learning outcomes
Describe the expectation of a PALSI Leader
Develop a systematic approach to manage each PALSI session
Online Learning Community (OLC)
discuss the preferred arrangement for an Online Learning
Community
Logistics
identify the deadlines for monthly claim form
use the electronic venue booking system
4. PALSI is a peer-assisted learning scheme using Supplemental
Instruction (SI) model. PALSI aims at enhancing students'
understanding in course materials and improve students’ overall
learning and reasoning skills.
Regularly scheduled, out-of-class
and peer-facilitated review
sessions are open to all students
taking the PALSI courses.
5. ?
Peer Assisted Learning
Senior year students No spoon feeding! How does learning happen?
who have performed PALSI Leaders should What is effective learning?
well in the department design and arrange the Consider
core courses. Not sessions to encourage Content knowledge
necessary experts. They active, collaborative Intellectual thinking skills
should possess and reflective learning. Learning needs & attitude
• content knowledge Learning strategies and skills
• positive attitude Deep learning
• effective learning
strategies
Maricopa Community Colleges (1997)
V. Miller et al (2006)
6. Intended Learning Outcomes
Through the peer assisted learning scheme, PALSI students are expected to be
able to
• identify their own learning needs &
interests
• apply effective learning attitude,
strategies and skills
• collaborate with other learning
partners to learn more actively and
reflectively
• explain the expectations and outcomes
of your own programme and courses
• identify opportunities for discovery How well have you
and innovation achieved these ?
7. How to encourage active, reflective and
collaborative learning?
passive recipients of effective learning active thinking and
knowledge meaning making
extrinsic source of motivation intrinsic
“I have to learn it or I “I am really interested in
will fail the course.” this subject.”
abstract, academic & subject & task authentic, practical &
theoretic contextualised
insensitive, indifferent relationship & atmosphere respective, caring &
& stressful delighted
Lower thinking order demand & challenge Higher thinking order e.g.
e.g. remembering, application, analysis,
understanding evaluation, problem
solving & creation
9. Learning Styles
Find out your learning style: Index of Learning Styles Questionnaire R. Felder et al (1988)
http://www.engr.ncsu.edu/learningstyles/ilsweb.html Image source: Mindtools.com
11. How to encourage active, reflective and
collaborative learning?
Leader behavior:
encourage questions
prompt, probe
re-direct questions
listen for answers
provide timely feedback
V. Miller et al (2006)
17. Identify the intended
learning outcomes and
expectation from the
teachers.
DHS Training Standards Guide (2008)
18. What is your learning strategy for
Outcomes Based Teaching & Learning?
19. The 7 Habits of Highly Effective People
As a leader or effective learner, do you
possess these habits?
Do they help enhance learning?
How to encourage and guide your PALSI
Students to develop skills sustainable?
Image source from wikipedia S.R. Covey (1989)
http://en.wikipedia.org/wiki/File:The_7_Habi
ts_of_Highly_Effective_People.jpg Image source from www.change-management-coach.com
20. It is a knowledge hub where you can
collaborate with a lot of masters, peers
and friends through different activities
and make use of resources and services
to facilitate your own journey of
knowledge, discovery and innovation.
World rankings
129 QS World University Rankings 2010
15 QS Asian University Rankings 2011
21. Tips for effective PALSI sessions
Fold the paper and
make it a small book
with 8 pages
Content: at least 5 tips/reminders for
new PALSI Leaders from the
experienced ones.
23. Preparing EACH session
Content & Activity
Arrive at the session early
• Arrange the seats to suit the activities
• Prepare notes, books and stationeries
Greetings
• Welcome everyone & allow some time for every member to settle
Agenda
• Set the agenda and agree on the main topics to cover or work out
• Encourage questions, answers and feedback from every member
• Recall prior knowledge and experience
• Arrange discussion and other learning activities to engage everyone
• Pay attention to both verbal and non-verbal communications
• Prioritize the tasks and activities
Conclusion of the session
• Let you or PALSI Students to help summarise what have been covered or
important points and what they have learnt etc.
• Mark attendance & keep documentation
24. Preparing the 1st session
Content & Activity
About me & you
Learning
PALSI scheme and sessions
Conclusion
25. Preparing the 1st session
Content & Activity
About me & you
Introduce yourself & know each other
First year experience
Learning
Identify each other’s learning styles & needs
Discuss effective learning strategies
My goals and plans for University study
PALSI scheme and sessions
Discuss the outcomes & understand each other’s expectation
Talk about the nature of the course and discuss effective learning approaches
Reach consensus on the topics and formats of the sessions
State some rules or principles for the group
Conclusion
Let you or PALSI Students to help summarise what have been covered or
important points and what they have learnt etc.
Plan for the next session: Agenda
Mark attendance & keep documentation
26. What is that to me?
What is your own goal in this scheme
identify opportunities and
approaches for knowledge
discovery and innovation
develop better
understanding
of the subjects develop better team work,
communication and
leadership skills
27. See you again in the next PALSI
Leader Workshops!
Should you have any query, please
contact us and your teachers.
http://www.cityu.edu.hk/edge/palsi
29. References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of
Bloom's Taxonomy of educational objectives: Complete edition, New York : Longman.
Covey, S. R. (1989). The seven habits of highly effective people. New York: Simon & Schuster.
Felder, R.M. and Silverman, L.K. (1988) "Learning and Teaching Styles in Engineering Education“, Engr. Education, 78(7),
674-681 (1988). Retrieved on August 26, 2011, from
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-1988.pdf
Miller, V. , Oldfield E. , Murtagh Y. (2006). “Leader Development Handbook”, Peer Assisted Study Sessions, The
University of Queensland. Retrieved on 24 August 2011, from
http://www.science.uq.edu.au/pass/index.html?page=138152
Maricopa Community Colleges. (1997). “learning@maricopa.edu”. Retrieved on 24 August 2011, from
http://www.mcli.dist.maricopa.edu/learning/pubs/oct97/li_multi.html
Mindtools.com. (2011) Learning Styles, Understanding your learning preference
http://www.mindtools.com/mnemlsty.html
Oregon Department of Human Services. (2008). DHS Training Standards Guide – Version 1.0. Retrieved on 24 August
2011, from http://www.dhs.state.or.us/training/ssp/docs/TrainingStandards05-1408.pdf
Schaller, D. (2004) Practicing What We Teach: how learning theory can guide development of online educational
activities. Eduweb. Retrieved from August 26, 2011, from http://www.eduweb.com/practice_teach_full.html
Editor's Notes
Consider this as a ref to PALSI LeadersSource:http://www.managetrainlearn.com/page/conscious-competence-ladder“Applications of the Conscious-Competence LadderHere are some of the ways for trainers to apply the principles of the Conscious-Competence Ladder.i. at the first stage, Unconscious Incompetence, focus on the benefits of learning the skill not on the process of learningii. at the second stage, Conscious Incompetence, help people through the arid plain of learning when more goes wrong than rightiii. at the third stage, Conscious Competence, give people lots of tips, tricks, and techniques to help them achieve some successesiv. at the fourth stage, Unconscious Competence, praise the learner and reinforce the learning.”The GILS Model: Leader Perspectivehttp://www.gilsmodel.com/index.php?id=10Accelerated Learninghttp://www.alcenter.com/what_is.phpOther notes:Presentationhttp://theelearningcoach.com/media/graphics/alternatives-to-bullets/
You will not stay here forever. It will be hopefully one of the critical stages of your life.
