Peer coachingintro2013 final
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This document provides an introduction to peer coaching. It defines peer coaching as a process where teachers work together to share expertise, provide feedback and support to help each other improve. The document outlines the benefits of peer coaching such as providing professional development support embedded in the classroom. It also describes the roles and structure of a peer coaching program including modules to train coaches, examples of the coaching cycle, requirements for accreditation and feedback from teachers who participated in a pilot program and found peer coaching improved their lessons and use of technology.
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Peer coachingintro2013
This document provides an introduction to peer coaching. It explains that peer coaching involves teachers working together to share expertise, provide feedback and support through asking questions rather than advising. It promotes active learning through discussion, observation and feedback. The document outlines the peer coaching structure, including the roles of program directors, master trainers and facilitators. It describes the benefits of peer coaching based on research, provides an example of the peer coaching cycle and modules involved in a peer coaching pilot program. Feedback from teachers who participated highlighted increased confidence and motivation as well as more engaged and interactive lessons. Contact details are provided for questions.
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This document provides an introduction to peer coaching. It explains that peer coaching involves teachers working together to share expertise, provide feedback and support through asking questions rather than advising. It promotes active learning through discussion, observation and feedback. The document outlines the peer coaching structure, including the roles of program directors, master trainers and facilitators. It describes the benefits of peer coaching based on research, provides an example of the peer coaching cycle and modules involved in a peer coaching pilot program. Feedback from teachers who participated highlighted increased confidence and motivation as well as more engaged and interactive lessons. Contact details are provided for questions.
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This document provides information on several online tools that can be used to create multimedia presentations for promoting and persuading including Smore, Glogster Edu, Animoto, and iMovie. It lists the website addresses for each tool, provides brief descriptions of their functionality like allowing text, images, and video, and notes whether a free basic account is available or if advanced features require a paid license. Useful websites for finding royalty-free images, music, and sound effects are also included. Contact information is provided for questions.
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Peer coaching workshop2_final2013
This document outlines the agenda and activities for a teacher workshop on 21st century learning and peer coaching. The workshop includes:
1. A review of the previous workshop and homework assignments from 9-10am.
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3. From 11am-1pm, participants engage in lesson improvement activities which involve reviewing sample lessons using a Learning Activity Checklist and providing feedback to teachers to strengthen areas of lessons.
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This document outlines an agenda for a peer coaching workshop facilitated by Lena Arena. The workshop covers various topics related to peer coaching including communication skills, lesson design, and technology integration. The schedule includes sessions on coaching roles and attributes, 21st century skills, and using tools like wikis and Microsoft OneNote for coaching portfolios. Participants will engage in activities like clock partners, chalk talk, and reviewing sample coaching portfolios. The goal is to help coaches strengthen skills to assist teacher colleagues in improving learning activities and using technology to enhance student learning.
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This document discusses game-based learning and the use of games in education. It begins by introducing the TPACK framework, which identifies the knowledge teachers need to effectively teach with technology, including content knowledge, pedagogical knowledge, and technological knowledge. The document then discusses survey results showing teachers' current use of games and their beliefs about the benefits of games for learning. Some key benefits identified include motivation, collaboration, problem-solving skills, and engagement. The document provides guidance on designing games, including brainstorming plots, settings, and characters, and using a storyboard. It also discusses developing 21st century skills through game-based learning and having students design their own games.
Gbl technology models
The document discusses technology integration and game-based learning. It introduces the TPACK framework for the knowledge teachers need to effectively teach with technology, including technological pedagogical content knowledge. It also discusses surveys that found teachers agree games have a valuable role in education and can enhance problem solving, but lack of teacher knowledge is a barrier. The LoTi framework and HEAT framework are introduced for measuring technology integration. Benefits of game-based learning are listed such as motivation and developing skills. The document then discusses designing games using storyboards and the visual programming tool Kodu.
Adobe connect
Adobe Connect is a web conferencing platform that allows users in different locations to share meetings, classes, and other events online. It provides interactive tutorials, simulations, and collaborative workspaces. Users need an internet connection and computer with Flash to participate. The document outlines the regional implementation strategy for Adobe Connect, including nominating in-school administrators to create meeting rooms and receive training from regional administrators. It is different from Bridgit in allowing video, file uploads, and customization by hosts.
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The document outlines the schedule and activities for a workshop on peer coaching. It includes:
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This document outlines an agenda and activities for a teacher workshop on 21st century learning and the use of technology in lessons. The workshop includes sessions on reviewing learning activities, improving lesson design, and peer coaching. Teachers will learn new digital strategies from each other and practice coaching skills. As coaches, they must understand how to enhance learning with technology, integrate it into the curriculum, and use effective lesson design and communication skills to support other teachers. The document provides guidance on the peer coaching process and materials needed.
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This document provides an agenda for a peer coaching training session. The agenda includes:
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2. A morning tea break from 10:45am-11:15am.
3. A session on coaching roles and communication skills from 11:15am-1:30pm with a lunch break from 1:30pm-2:00pm.
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Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
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Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
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Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
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Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
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Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
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Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
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Washing away the stimulus
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Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
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Olfactory Membrane:
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Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
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Membrane Potential and Action Potential:
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Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
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Behavioral and emotional influences of smell.
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Peer coachingintro2013 final
- 1. Lena Arena Project Coordinator, DER NSW Sydney Region An Introduction to Peer Coaching
- 2. “The more powerful technology becomes, the more indispensable good teachers are.” - Michael Fullan A quote…
- 3. Peer coaching is a process by which teachers work with one another to share expertise and provide feedback, support and assistance. The peer coach does not advise or tell. He or she asks questions and supports the coachee to find their own answers. Peer coaching is not mentoring. What is Peer Coaching?
- 4. 1. provides job-embedded professional feedback and support 2. promotes active learning by offering teachers opportunities to become involved in meaningful discussion and planning, observe other teachers, be observed, and receive feedback 3. offers teachers opportunities to link the ideas learned in professional learning sessions to their teaching context 4. is a collaborative partnership between peer coach and coachee and not a mentor- novice relationship. Peer Coaching…
- 5. The Peer Coaching Structure
- 6. Peer Coaching Roles •These are the three people who lead the program. Dr Les Foltos is a program director. PC Program Directors •These are the people who can train facilitators. There are currently 3 in Australia. PC Master Trainers •These are the people who can train coaches to work with teachers. They can also coach.PC Facilitators •Peer coaches work with teachers in schools.Peer coaches •Participating teachers work with a peer coach. Later they may choose to train as a coach. Participating teachers
- 7. Why Peer Coaching? This table was adapted from research on the impact of professional development (Joyce & Showers, 1994; Showers, Murphy & Joyce, 1996). The impacts have been replicated by later research. Relationship between Type of Training and Impact
- 10. • 3 full days face to face workshops. Terms 1 and 2 • Friday 10 May 2013 • Friday 31 May 2013 • Monday 24 June 2013 • In-between tasks, collaboration via VC • In-school coaching practicum • Peer Coach Accreditation on completion of all modules and submission of evidence • Total of 50 hours including in-school practicum The Structure Peer Coaching Pilot
- 11. Module 3 Pedagogy skills and knowledge The modules Module 1 Peer Coaching Theory Module 2 Coaching skills and knowledge Module 4 Practice the coaching Module 5 Plan to put it into practice in your school. 1 2 3 4 5 6 Module 6 Back to school to do it!
- 12. 1. A coaching log signed by a principal (or delegate) and participating teachers. 2. A brief coaching report from one teacher you are coaching. 3. A record of a lesson improvement process including notes re observation and feedback. Accreditation Evidence – in school practicum
- 13. 4. A coaching chronicle or narrative description of what you actually achieved. 5. A peer coaching implementation plan for a full program in 2013 Accreditation Evidence – in school practicum
- 14. 1. Attend all 3 training days 2. Coach at least 2 staff members 3. Complete and submit all activities required as evidence Your commitment To become an accredited Microsoft Peer Coach
- 15. • Wiki and edmodo group will be created to support schools • Contact Lena for assistance at any time Support
- 16. • Canterbury Boys High School • Cronulla High School • Georges River College - Penshurst Girls Campus • Randwick Girls' High School Peer Coaching Pilot Schools 2012
- 17. 1. “Due to peer coaching and the skills I have developed with Smart Notebook and the IWB, my lessons have come alive, my students enjoy the lesson, students come up to the board, much more interaction, it is more student centred and there is a lot more time spent on discussion.” Teacher 1 2. “The students who were ordinarily more difficult to engage enjoyed BlogEd quite a lot. Other benefits to emerge from the Peer Coaching program are an increase in personal motivation and the increase in my level of confidence, both allowing me to take the next step of integrating BlogEd into my teaching practice. …I highly recommend the peer-coaching program to any future participants as I have greatly benefited from this experience.” Teacher 2 Teacher Feedback
- 18. “I wanted to incorporate more technology into my teaching and get the students to use the laptops more. The thought of spending one on one time with a more senior teacher was a bit confronting but it was also an opportunity. I found Cathie to be more approachable than I had predicted. The sessions that we had together were quite fun. I tested the student’s reaction to the Smart Notebooks that I created and had a positive feedback from the students. I also had the opportunity to include some of the resources I created into my accreditation portfolio.” Teacher 3 Teacher Feedback
- 19. Lena Arena ICT Consultant K-12 Sydney Region Phone: 9582 2851 Carmelina.arena@det.nsw.edu.au Questions?