This document discusses student peer coaching that was implemented as part of a project at Leeds Metropolitan University. It provides information on the coaching process used, which involved students serving as coaches, coachees, or observers. The coaching focused on helping students identify learning outcomes for their work placements. Students found the peer coaching helpful and used various technologies like podcasts, Facebook, and smartphones to continue the coaching process throughout their placements. The university aims to expand peer coaching to other courses and programs to further support students.
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Tutor Professional Development: Preparing sessional teachers to facilitate students’ graduate skills development.
Presentation to the Graduate Psychology Skills Australia Conference Feb 6-7, 2014
The implementation of the Australian Curriculum has been an opportunity for reform within the educational landscape. One of the areas of reform has been in teacher pedagogy, particularly around being able to cater to each and every student within our learning environments.
This workshop is a hands-on practical workshop that explores with the teachers what are the habits, structures and routines that will creating a learning environment that builds independent learners. We will discuss the factors that hinder, support and boost independence such that students can develop the capacity to be learning partners rather than receivers.
AECT 2019 Presentation titled Reaching Students Where They Are. An exploratory qualitative research study that investigated the lived experiences of students who provide synchronous online peer tutoring services in higher education.
Unleash your library HIPster: Transforming student library jobs into high imp...Jill Markgraf
Contributed paper, ACRL 2015. Learn how to transform student jobs into high impact practices (HIPs), connect them to learning goals, and enrich your role as an educator and mentor. Find out how librarians can be campus leaders in recognizing and maximizing the value of student work experiences.
Utilizing Standards to Assess the Effectiveness of A Residential Education Cu...Paul Brown
Developing a residential education curriculum requires not just a change in process and procedure, but also a cultural and philosophical change in the way our approach to our work. To that end, the presenters will share a Residential Curriculum assessment guides they and others developed to aid departments in continuous improvement. This session will introduce the curriculum and guides, allow participants to practice applying the tools, and discuss methods for implementing it in practice.
Originally presented at the 2018 NASPA-Student Affairs Professionals in Higher Education Conference in Philadelphia, PA.
Every Teacher is a Counselor_Sufia Azmat_2014ZaynabA
Presented at the ISNA Education West Coast Forum in January 2014 in Anaheim, California.
Related blog post published on the Islamic Teacher Education Program Blog
http://islamicteachereducation.com/2014/07/why-every-teacher-is-also-a-counselor/
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Tutor Professional Development: Preparing sessional teachers to facilitate students’ graduate skills development.
Presentation to the Graduate Psychology Skills Australia Conference Feb 6-7, 2014
The implementation of the Australian Curriculum has been an opportunity for reform within the educational landscape. One of the areas of reform has been in teacher pedagogy, particularly around being able to cater to each and every student within our learning environments.
This workshop is a hands-on practical workshop that explores with the teachers what are the habits, structures and routines that will creating a learning environment that builds independent learners. We will discuss the factors that hinder, support and boost independence such that students can develop the capacity to be learning partners rather than receivers.
AECT 2019 Presentation titled Reaching Students Where They Are. An exploratory qualitative research study that investigated the lived experiences of students who provide synchronous online peer tutoring services in higher education.
Unleash your library HIPster: Transforming student library jobs into high imp...Jill Markgraf
Contributed paper, ACRL 2015. Learn how to transform student jobs into high impact practices (HIPs), connect them to learning goals, and enrich your role as an educator and mentor. Find out how librarians can be campus leaders in recognizing and maximizing the value of student work experiences.
Utilizing Standards to Assess the Effectiveness of A Residential Education Cu...Paul Brown
Developing a residential education curriculum requires not just a change in process and procedure, but also a cultural and philosophical change in the way our approach to our work. To that end, the presenters will share a Residential Curriculum assessment guides they and others developed to aid departments in continuous improvement. This session will introduce the curriculum and guides, allow participants to practice applying the tools, and discuss methods for implementing it in practice.
Originally presented at the 2018 NASPA-Student Affairs Professionals in Higher Education Conference in Philadelphia, PA.
Every Teacher is a Counselor_Sufia Azmat_2014ZaynabA
Presented at the ISNA Education West Coast Forum in January 2014 in Anaheim, California.
Related blog post published on the Islamic Teacher Education Program Blog
http://islamicteachereducation.com/2014/07/why-every-teacher-is-also-a-counselor/
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.
Introduction
Objectives
Nature, Meaning, and Need of Activity Method
Individual Project
Group Projects
Research Projects
Activity/Exercise
Self Assessment Questions
References
This set of slides was presented at the CT Association of School Librarians Spring Unconference on March 30, 2019 to promote conversation about cultural practice that foster a spirit of inquiry in today's classroom and library settings.
Social Technologies for Sharing Practicejanetfinlay
Presentation on sharing practice from the JISC Users and Innovation Planet, Persona and Streamline projects. Presented at #ngtip09 in Loughborough by Janet Finlay, John Gray, Jim Hensman, Wendy Luker.
Social Technologies for Sharing Practicejanetfinlay
Presentation on Planet, Streamline and Persona and sharing practice given at JISC NGTiP09, Loughborough. Janet Finlay, John Gray, Jim Hensman, Wendy Luker.
PC3: Personalised Curriculum Creation through Coaching is a JISC-funded project at Leeds Metropolitan University. The project launch is on September 15th 2008 and this presentation gives a basic introduction to the project and the way it uses coaching.
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. Student Peer Coaching
Experience
Dawn Wood, Jonny Kew, Janet Finlay
JISC funded PC3 project @ Leeds
Metropolitan University
2. The art of conversation
• A good coach needs to master:
– Listening
• Language, tone, tempo, volume, inflections
– Questioning
• What, Why, How, When
– Observing
• Body language, gestures, eye movement
– Rapport
• Trust and commitment
– Themselves
• Awareness of their values, beliefs, interests, agendas –
achieving a non-judgemental state
3. Good Questions
• Goals
– What would you like to happen?
– What is your insight about this?
– What does it mean to you?
• Reality
– Describe/explain where you are now with this?
– How important is this to you?
– What impact is this having on you?
• Options
– What has worked well in the past?
– What else could you do?
• Way forward
– How will you do that?
– When will you do that?
– Who do you need to involve?
4. Jonny’s Experence
• Level 5 Module “Planning for work based
learning”
• Students are required to identify six learnng
outcomes for their placement
• To support this peer coaching is used in triads
(coach, coachee, observer)
• Students required to provided evidence of
their coaching experience via any means!
• Podcasts, Blackberry, Facebook
7. Work Based Learning
• Practical based assessment
• Learning outcomes to be developed through
coaching process
8. First coaching experience
• Three key roles:
– Coach: Participant offering guidance and steering
coachee to the result rather then telling them the
answer.
– Witness: External guidance after coaching session
for future development.
– Coachee: Participant receiving coaching on
learning outcomes.
9. Developments
• Facebook with continued support from tutor
• Smartphones- Coaching forum readily
available
• Throughout placement whereby face to face
coaching wasn’t possible
10. Applying the skills in the future
• Coaching after work experience
• Creating coaching forums for other modules
• This has enabled:
– Organise group meetings
– Assist group members
– Applying coaching skills for other modules
11. Next Steps
• Current group has experienced a more formal
approach – supported by current literature
• Nicks aim to develop cross year coaching with
interested parties.
• Student Ambassadors – promoting coaching to other
students and staff
• Expand the coaching to other courses
– Health - speciality choices and PDP
– Media – embedding change management in PDP
• Offer group coaching to students across the university
on key topics – e.g. assessment
12. Resources
• Gallwey, W. T. (2000) The inner game of work.
Random House Trade Paperbacks.
• Rogers, J. (2008) Coaching skills. A handbook. 2nd ed.
Berkshire, UK: McGraw Hill.
• Rogers, J. (2007) Adults learning. 5th ed. Berkshire, UK:
Open University Press.
• Megginson, D. and Clutterbuck, D. (2009) Further
techniques for coaching and mentoring. Oxford, UK:
Butterworth-Heinemann.
• Whitmore, J. (2002) Coaching for performance.
Growing people, performance and purpose. Nicholas
Brealey.
