The document provides guidance for schools on developing personal, learning and thinking skills (PLTS) in students. It discusses the six areas of the PLTS framework: independent enquirers, creative thinkers, reflective learners, team workers, self-managers, and effective participants. It directs schools to the secondary curriculum website for further resources, including case studies of how schools have embedded PLTS across their curriculums. The guidance is organized around three key questions for developing PLTS: what schools are trying to achieve, how learning will be organized, and how schools will evaluate their success in achieving aims.
Personal Learning & Thinking Skills explained....rfelters
This document discusses Personal Learning and Thinking Skills (PLTS), which are six skills that are important for education and life. The six skills are independent enquiry, team worker, creative thinker, self-manager, reflective learner, and effective participator. The document provides icons and explanations of each skill and notes that they are all valuable as part of lessons in light of new Ofsted criteria.
This document discusses the importance of developing thinking skills in students. It suggests that when students are actively engaged in their learning through developing a sense of direction and inquiry, they learn faster, take in more information, gain a deeper understanding, and recall more. It also emphasizes giving students a feeling of security, challenge, opportunity to wonder, and self-confidence in lessons. Finally, it provides examples of skills-focused activities teachers can use to develop thinking skills like questioning, research, reflection, and discussion in students.
SOLO (Structure of Observed Learning Outcomes) is a taxonomy that describes five levels of understanding - prestructural, unistructural, multistructural, relational, and extended abstract. It provides a common language for teachers and students to understand progress in learning. With SOLO, teachers can design learning intentions and success criteria, provide feedback, and reflect on next steps. Compared to Bloom's Taxonomy, SOLO focuses more on describing the learning outcome and progress toward deeper understanding. It can be used as both an assessment and diagnostic tool to identify students' current level and plan how to help them advance.
Creativity Assessment involves, quite simply, determining your unique creative style and how to develop your other creative assets. A creativity assessment helps you know yourself – what makes you uniquely creative, how you innovate, how you solve problems. A creativity assessment is the first step on the path to total creative development.
This document discusses ways to demonstrate and assess creativity. It provides definitions of creativity from various sources, such as a novel work that is useful and satisfying to a group. The document outlines that creativity can be assessed carefully through evaluating the creative process or products using criteria, but students should not be graded directly on their creativity. Assessment methods mentioned include product judgement by moderation/consensus, product rating with rubrics, and self-assessment for formative feedback.
Reflective writing involves looking back at past events or experiences and analyzing them from multiple perspectives. The process of reflective thinking requires considering an event deeply, making connections to other knowledge and experiences, and contemplating future actions. Effective reflective writing describes the event, presents different points of view, analyzes successes and weaknesses, and proposes future implications. It is important that reflective writing is well-presented with a clear style, accurate grammar and spelling as it is often used as evidence of learning.
Conference with Confidence: Reflective Practice Workshop Claire Sewell
Reflective practice involves reflecting on one's actions to facilitate continuous learning. It can be done individually through journaling or with others in meetings. Reflecting helps overcome assumptions and maintain work-life balance. Models of reflection like Kolb's experiential learning cycle provide structure but may not always apply. Reflective writing should be analytical rather than descriptive and demonstrate learning and future applications. It requires reflecting on "what, so what, now what" regarding experiences. Barriers include lack of time, skills, and motivation, but can be overcome by prioritizing reflection and using examples.
The document provides guidance for schools on developing personal, learning and thinking skills (PLTS) in students. It discusses the six areas of the PLTS framework: independent enquirers, creative thinkers, reflective learners, team workers, self-managers, and effective participants. It directs schools to the secondary curriculum website for further resources, including case studies of how schools have embedded PLTS across their curriculums. The guidance is organized around three key questions for developing PLTS: what schools are trying to achieve, how learning will be organized, and how schools will evaluate their success in achieving aims.
Personal Learning & Thinking Skills explained....rfelters
This document discusses Personal Learning and Thinking Skills (PLTS), which are six skills that are important for education and life. The six skills are independent enquiry, team worker, creative thinker, self-manager, reflective learner, and effective participator. The document provides icons and explanations of each skill and notes that they are all valuable as part of lessons in light of new Ofsted criteria.
This document discusses the importance of developing thinking skills in students. It suggests that when students are actively engaged in their learning through developing a sense of direction and inquiry, they learn faster, take in more information, gain a deeper understanding, and recall more. It also emphasizes giving students a feeling of security, challenge, opportunity to wonder, and self-confidence in lessons. Finally, it provides examples of skills-focused activities teachers can use to develop thinking skills like questioning, research, reflection, and discussion in students.
SOLO (Structure of Observed Learning Outcomes) is a taxonomy that describes five levels of understanding - prestructural, unistructural, multistructural, relational, and extended abstract. It provides a common language for teachers and students to understand progress in learning. With SOLO, teachers can design learning intentions and success criteria, provide feedback, and reflect on next steps. Compared to Bloom's Taxonomy, SOLO focuses more on describing the learning outcome and progress toward deeper understanding. It can be used as both an assessment and diagnostic tool to identify students' current level and plan how to help them advance.
Creativity Assessment involves, quite simply, determining your unique creative style and how to develop your other creative assets. A creativity assessment helps you know yourself – what makes you uniquely creative, how you innovate, how you solve problems. A creativity assessment is the first step on the path to total creative development.
This document discusses ways to demonstrate and assess creativity. It provides definitions of creativity from various sources, such as a novel work that is useful and satisfying to a group. The document outlines that creativity can be assessed carefully through evaluating the creative process or products using criteria, but students should not be graded directly on their creativity. Assessment methods mentioned include product judgement by moderation/consensus, product rating with rubrics, and self-assessment for formative feedback.
Reflective writing involves looking back at past events or experiences and analyzing them from multiple perspectives. The process of reflective thinking requires considering an event deeply, making connections to other knowledge and experiences, and contemplating future actions. Effective reflective writing describes the event, presents different points of view, analyzes successes and weaknesses, and proposes future implications. It is important that reflective writing is well-presented with a clear style, accurate grammar and spelling as it is often used as evidence of learning.
Conference with Confidence: Reflective Practice Workshop Claire Sewell
Reflective practice involves reflecting on one's actions to facilitate continuous learning. It can be done individually through journaling or with others in meetings. Reflecting helps overcome assumptions and maintain work-life balance. Models of reflection like Kolb's experiential learning cycle provide structure but may not always apply. Reflective writing should be analytical rather than descriptive and demonstrate learning and future applications. It requires reflecting on "what, so what, now what" regarding experiences. Barriers include lack of time, skills, and motivation, but can be overcome by prioritizing reflection and using examples.
Copy Of Critcial Thinking Ppt Presentation Level Sprg 2008guest2b5f80
This document summarizes the key points from a professional growth workshop about facilitating critical thinking in the classroom. The workshop introduced critical thinking and discussed strategies for becoming a better thinker, including dealing with one's ego, redefining perspectives, and analyzing group influences. It emphasized that educators should model critical thinking, engage students in active learning, and hold students responsible for their own thinking.
Importance of Creativity and Innovation in AcademicsREVA University
Creativity means a different way of thinking and doing things. Each one of us is creative and this creative ability in students manifests in several ways. When students find themselves in unknown territories, they learn to move out of their boundaries.
A brief evidence-based presentation (approximate run time 1 hour) for Youth Workers. This is aimed towards residential settings, but general enough for other contexts. Empowering your team to increase self-awareness is likely to improve their practice and engagement.
Reflective Practice Group Presentation by Jessica, Rich, and CandaceCandace Ramey Rivera
The document discusses reflective practice and Kolb's experiential learning cycle. Reflective practice involves reviewing performance, identifying areas for improvement, developing new ideas to implement, and acting on those ideas. Kolb's cycle includes four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This allows practitioners to learn from experiences through a process of reflecting, thinking, and actively testing new ideas. The document provides examples of how to apply reflective practice and Kolb's model, such as using a personal wholeness portfolio to set goals, collect evidence, and reflect on learning experiences.
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
This document outlines the 4 C's of learning: collaborative skills, critical thinking, creativity, and communication. For each C, it lists key abilities. Collaborative skills include allocating resources, brainstorming ideas, decision making, and evaluating group processes. Critical thinking involves careful analysis, evaluating ideas, and logical reasoning. Creativity comprises inventing possibilities, problem solving, and questioning actively. Communication is expressing thoughts clearly through various media such as speaking, writing, and technology. The overall message is that mastering these 4 C's helps one adapt to a changing workforce.
This document discusses personal effectiveness for careers and employability. It defines personal effectiveness as the personal qualities and approach needed to be an effective employee or person. Personal effectiveness skills include independence, initiative, learning ability, stress management, self-confidence, flexibility, time management, and dealing with failures. The document provides resources for identifying strengths, setting goals to improve effectiveness, and support available from the student services career center. It emphasizes playing to strengths, taking goals one step at a time, and finding happiness through engaging in meaningful work.
solo taxonomy is a systematic way of describing how a learners understanding develops from simple to complex when learning different subject or tasks. the solo stands for: structure of observed learning outcomes.
This document discusses reflective practice and defines it as seriously thinking about an experience in order to learn from it. Reflection can be done in action during an experience or on action after an experience. The purpose is to consider one's learning process, critically review behaviors and outcomes, build theory, engage in personal development, and make informed decisions. Various models of reflective practice are presented, including levels of reflection from descriptive to critical analysis. The importance of reflection for learning and improvement is emphasized.
Chapter 2 individual learning and behaviourPooja Sakhla
This document discusses various theories and models of learning including:
1. Classical conditioning which associates an unconditioned stimulus with a conditioned stimulus.
2. Operant conditioning where behavior is modified through reinforcement or punishment.
3. Cognitive learning theories which focus on mental processes like attention, memory, and problem-solving.
4. Social learning theories that emphasize learning through observation and modeling behaviors.
It also describes different learning styles including divergers, convergers, accommodators, and assimilators based on how people perceive and process information. Reinforcement and behavior modification aim to increase desired behaviors through consequences like rewards or praise.
The document discusses the Powerful Learning Process (PLP) developed by Red Beach School in New Zealand to promote deep learning and thinking. It provides context on how the PLP fits into the school's vision and curriculum. Key aspects of the PLP include embedding thinking at different levels, using a "hub" to deepen understanding, and supporting learners' development through progression models and pedagogical understanding.
This document discusses lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS) based on Bloom's Taxonomy. LOTS involve basic comprehension skills like recalling facts and details. HOTS involve more complex skills like analysis, evaluation, and synthesis. The document provides examples of lower and higher-order questions for the story of Cinderella. It explains that while critical thinking involves both sides of the brain, HOTS focus more on analysis, synthesis and evaluation. Higher-order questions are best for deep, critical thinking rather than just testing comprehension.
Non-judgmental Communication for Researcher DevelopmentMariam Attia
This introduction was delivered at the beginning of a workshop at the Vitae Researcher Development International Conference, Manchester, Sept 9th 2014.
ATL / Approaches to teaching and learning /Mariam Ohanyan
Inquiry-based Learning includes teaching methods built on students' individual knowledge and interests and emphasizes learning how to learn and how to find out, using both traditional and contemporary media. Each teacher has the mandate that the learning within their classroom must be engaging, relevant challenging and
1. Developing Higher Order Thinking Skills
Aldwin O. Cayetano
BSeD - T.H.E. C5B
2. Thinking
Analyze, Criticize, Synthesize, Formulate conclusion
3. How to Develop these skills?
4. Methods
KWL, KWLQ, POSSE, PQRST, SRQ2R, SQ3R
5. K - recalls what they already know; W - what they want to learn; L - assessed what they have learned
6. K - record what they already know; W - formulate questions of what they already know about the topic; L - search for possible answers; Q - asks questions for further learning
7. P - Predict ideas; O - Organize ideas; S - Search for structure; S - Summarize main ideas: E - Evaluate understanding
8. P - Preview
Q - Questions
R - Read
S - State main ideas
T - Test oneself
9. S - Survey
R - Read
Q - Question
R - Recite
R - Review
10. S - Survey;Q - Question; R - read; R - recite; R - review
11. what are you thinking?
12. Thank You for listening
This presentation provides guidance counselors and career coaches with tools and resources to help high school students understand their interests, personality types, skills, and values in order to explore potential career paths, including taking personality and skills tests, learning about in-demand jobs and career clusters, and developing goals and plans for their future education and career.
Higher order thinking skills presentationKenny Pieper
The document discusses higher order thinking skills (HOTS). It defines HOTS as skills beyond basic recall such as analysis, evaluation, and synthesis. It notes that HOTS are important for developing critical thinking but students are often unaware of the terminology. The document provides examples of applying Bloom's Taxonomy to analyze comprehension questions about common stories at different levels of thinking. It also shares ideas for lesson starters, extension questions, tasks, and plenaries that promote HOTS. The overall purpose is to illustrate how teachers can develop and explicitly teach HOTS in the classroom.
The document discusses the importance of teaching thinking skills to students and taking a whole-school approach. It provides examples of thinking strategies and tools that can be taught at different year levels, including the Six Thinking Hats, Brainstorming, Thinkers Keys, Graphic Organisers, SCAMPER, and Blooms Taxonomy. The whole-school approach aims to develop a thinking culture and empower students with analytical, critical and creative thinking abilities.
Critical thinking skills A Presentation By Mr Allah Dad khan Former Director ...Mr.Allah Dad Khan
Critical thinking skills A Presentation By Mr Allah Dad khan Former Director General Agriculture Extension KPK Province and Visiting Professor the University of Agriculture Peshawar Pakistan
Copy Of Critcial Thinking Ppt Presentation Level Sprg 2008guest2b5f80
This document summarizes the key points from a professional growth workshop about facilitating critical thinking in the classroom. The workshop introduced critical thinking and discussed strategies for becoming a better thinker, including dealing with one's ego, redefining perspectives, and analyzing group influences. It emphasized that educators should model critical thinking, engage students in active learning, and hold students responsible for their own thinking.
Importance of Creativity and Innovation in AcademicsREVA University
Creativity means a different way of thinking and doing things. Each one of us is creative and this creative ability in students manifests in several ways. When students find themselves in unknown territories, they learn to move out of their boundaries.
A brief evidence-based presentation (approximate run time 1 hour) for Youth Workers. This is aimed towards residential settings, but general enough for other contexts. Empowering your team to increase self-awareness is likely to improve their practice and engagement.
Reflective Practice Group Presentation by Jessica, Rich, and CandaceCandace Ramey Rivera
The document discusses reflective practice and Kolb's experiential learning cycle. Reflective practice involves reviewing performance, identifying areas for improvement, developing new ideas to implement, and acting on those ideas. Kolb's cycle includes four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This allows practitioners to learn from experiences through a process of reflecting, thinking, and actively testing new ideas. The document provides examples of how to apply reflective practice and Kolb's model, such as using a personal wholeness portfolio to set goals, collect evidence, and reflect on learning experiences.
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
This document outlines the 4 C's of learning: collaborative skills, critical thinking, creativity, and communication. For each C, it lists key abilities. Collaborative skills include allocating resources, brainstorming ideas, decision making, and evaluating group processes. Critical thinking involves careful analysis, evaluating ideas, and logical reasoning. Creativity comprises inventing possibilities, problem solving, and questioning actively. Communication is expressing thoughts clearly through various media such as speaking, writing, and technology. The overall message is that mastering these 4 C's helps one adapt to a changing workforce.
This document discusses personal effectiveness for careers and employability. It defines personal effectiveness as the personal qualities and approach needed to be an effective employee or person. Personal effectiveness skills include independence, initiative, learning ability, stress management, self-confidence, flexibility, time management, and dealing with failures. The document provides resources for identifying strengths, setting goals to improve effectiveness, and support available from the student services career center. It emphasizes playing to strengths, taking goals one step at a time, and finding happiness through engaging in meaningful work.
solo taxonomy is a systematic way of describing how a learners understanding develops from simple to complex when learning different subject or tasks. the solo stands for: structure of observed learning outcomes.
This document discusses reflective practice and defines it as seriously thinking about an experience in order to learn from it. Reflection can be done in action during an experience or on action after an experience. The purpose is to consider one's learning process, critically review behaviors and outcomes, build theory, engage in personal development, and make informed decisions. Various models of reflective practice are presented, including levels of reflection from descriptive to critical analysis. The importance of reflection for learning and improvement is emphasized.
Chapter 2 individual learning and behaviourPooja Sakhla
This document discusses various theories and models of learning including:
1. Classical conditioning which associates an unconditioned stimulus with a conditioned stimulus.
2. Operant conditioning where behavior is modified through reinforcement or punishment.
3. Cognitive learning theories which focus on mental processes like attention, memory, and problem-solving.
4. Social learning theories that emphasize learning through observation and modeling behaviors.
It also describes different learning styles including divergers, convergers, accommodators, and assimilators based on how people perceive and process information. Reinforcement and behavior modification aim to increase desired behaviors through consequences like rewards or praise.
The document discusses the Powerful Learning Process (PLP) developed by Red Beach School in New Zealand to promote deep learning and thinking. It provides context on how the PLP fits into the school's vision and curriculum. Key aspects of the PLP include embedding thinking at different levels, using a "hub" to deepen understanding, and supporting learners' development through progression models and pedagogical understanding.
This document discusses lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS) based on Bloom's Taxonomy. LOTS involve basic comprehension skills like recalling facts and details. HOTS involve more complex skills like analysis, evaluation, and synthesis. The document provides examples of lower and higher-order questions for the story of Cinderella. It explains that while critical thinking involves both sides of the brain, HOTS focus more on analysis, synthesis and evaluation. Higher-order questions are best for deep, critical thinking rather than just testing comprehension.
Non-judgmental Communication for Researcher DevelopmentMariam Attia
This introduction was delivered at the beginning of a workshop at the Vitae Researcher Development International Conference, Manchester, Sept 9th 2014.
ATL / Approaches to teaching and learning /Mariam Ohanyan
Inquiry-based Learning includes teaching methods built on students' individual knowledge and interests and emphasizes learning how to learn and how to find out, using both traditional and contemporary media. Each teacher has the mandate that the learning within their classroom must be engaging, relevant challenging and
1. Developing Higher Order Thinking Skills
Aldwin O. Cayetano
BSeD - T.H.E. C5B
2. Thinking
Analyze, Criticize, Synthesize, Formulate conclusion
3. How to Develop these skills?
4. Methods
KWL, KWLQ, POSSE, PQRST, SRQ2R, SQ3R
5. K - recalls what they already know; W - what they want to learn; L - assessed what they have learned
6. K - record what they already know; W - formulate questions of what they already know about the topic; L - search for possible answers; Q - asks questions for further learning
7. P - Predict ideas; O - Organize ideas; S - Search for structure; S - Summarize main ideas: E - Evaluate understanding
8. P - Preview
Q - Questions
R - Read
S - State main ideas
T - Test oneself
9. S - Survey
R - Read
Q - Question
R - Recite
R - Review
10. S - Survey;Q - Question; R - read; R - recite; R - review
11. what are you thinking?
12. Thank You for listening
This presentation provides guidance counselors and career coaches with tools and resources to help high school students understand their interests, personality types, skills, and values in order to explore potential career paths, including taking personality and skills tests, learning about in-demand jobs and career clusters, and developing goals and plans for their future education and career.
Higher order thinking skills presentationKenny Pieper
The document discusses higher order thinking skills (HOTS). It defines HOTS as skills beyond basic recall such as analysis, evaluation, and synthesis. It notes that HOTS are important for developing critical thinking but students are often unaware of the terminology. The document provides examples of applying Bloom's Taxonomy to analyze comprehension questions about common stories at different levels of thinking. It also shares ideas for lesson starters, extension questions, tasks, and plenaries that promote HOTS. The overall purpose is to illustrate how teachers can develop and explicitly teach HOTS in the classroom.
The document discusses the importance of teaching thinking skills to students and taking a whole-school approach. It provides examples of thinking strategies and tools that can be taught at different year levels, including the Six Thinking Hats, Brainstorming, Thinkers Keys, Graphic Organisers, SCAMPER, and Blooms Taxonomy. The whole-school approach aims to develop a thinking culture and empower students with analytical, critical and creative thinking abilities.
Critical thinking skills A Presentation By Mr Allah Dad khan Former Director ...Mr.Allah Dad Khan
Critical thinking skills A Presentation By Mr Allah Dad khan Former Director General Agriculture Extension KPK Province and Visiting Professor the University of Agriculture Peshawar Pakistan
Presentation by Ernst D. Thoutenhoofd & Marieke van Roy to the 'Thinking- and Learning Skills Symposium' (ISED/RUG) hosted at Groningen University, 10-11 February 2011.
This document provides a summary of a time management system based on the Getting Things Done (GTD) methodology. It recommends collecting all tasks in an inbox, then processing them by organizing into lists, projects, or deleting. Key steps include collecting, processing, organizing, doing, and reviewing tasks to stay focused and on track with goals. The system advocates capturing all ideas, blocking distractions, and using productivity tools like Remember the Milk, Self Control, and Rescue Time to implement the GTD approach.
This document discusses several models of thinking including Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. It provides details on Bloom's original and revised cognitive, affective, and psychomotor domains. The document also explains how these models can be applied to project planning and student assessment. Finally, it defines the 16 Habits of Mind which include persisting, thinking flexibly, managing impulsivity, and more.
This document discusses employee commitment as a key factor for organizational excellence. It defines employee commitment as the psychological attachment employees feel towards their workplace. Highly committed employees are more satisfied, loyal and less likely to be absent. The document outlines factors that contribute to organizational excellence like customer focus, efficient operations and human resource management. It suggests that strong relationships between managers and subordinates, recognition of employees, clear communication of organizational goals, and succession planning can help build commitment and support the goals of an organization. When organizations care for their employees and foster an ethical culture, employees will be more loyal and committed in turn.
Commitment is defined as binding yourself to a course of action and requires showing up and doing what it takes for however long it takes. True commitment is based on trust and dependability, and develops integrity. It is nurtured over time through balancing support, such as focusing on priorities and rewarding success, with improvement through challenging expectations and making changes. Personal, organizational, and team commitment are all important, as commitment to causes, challenges, and other people can give life meaning. While daunting, commitment begins with doing something, however little, toward one's goals.
This document summarizes the differences between breastfeeding and artificial feeding, as well as the types and benefits of different milks. It discusses how breastfeeding is recommended for infants within one hour of birth and exclusively for six months. The benefits of breastfeeding for infants include reduced risks of various infections, SIDS, diabetes, mental health issues, and allergies. Benefits for mothers include stronger bonding, hormone release assisting weight loss and recovery, and long-term reduced risks of various cancers and diseases. It also outlines the composition differences between human milk, cow's milk, and buffalo's milk, as well as the unique composition and benefits of colostrum for newborn immunity and development.
This document discusses the importance of maintaining a good work attitude. It emphasizes that attitude is a state of mind and is defined as one's way of thinking, feeling or behaving. It outlines some negative influences in the work environment like gossip, criticism and unrealistic deadlines. It recommends adopting a positive attitude by changing one's behavior, thinking and feelings through self-assessment, discipline and logical observation. Choosing to think positively can help one succeed despite challenges. Maintaining a positive outlook includes focusing on each day's good aspects and spreading kindness.
The document discusses team effectiveness and outlines several key aspects:
- It defines what makes a team effective, including clear goals, roles, leadership, and decision-making.
- Four strategies are provided to improve team effectiveness: clarify the mission, set goals, create a plan, and conduct progress reviews.
- Additional topics covered include types of teams, factors affecting effectiveness like skills and motivation, and processes like cohesion, trust, and development over time.
What slide dimensions should you use for your presentations?Presentitude
When PowerPoint 2013 came along, the size of the default presentation changed from 4:3 to 16:9. So – what size should you use for your slides? This is a quick guide to choosing the right size – and a brief explanation of the difference between the sizes in different versions of PowerPoint.
To Group or not to Group - What is the ProblemNAFCareerAcads
Ever have problems with student group work? This session will explore specific strategies for managing group work and using project-based instruction. Student co-presenters will give their perspective about project-based learning and explain how project and collaboration skills contribute to success in school and beyond.
The document discusses personal and professional development. It defines personal development and continuing professional development (CPD), explaining that CPD involves tracking skills and knowledge gained formally and informally through work. The benefits of personal development and CPD are outlined for both individuals and organizations. Key aspects covered include setting goals, self-reflection, assessing strengths and weaknesses, and the importance of planning and review cycles to ensure ongoing development and improvement of skills.
The document discusses behavioral skills, defining them as skills used to successfully interact with others in the workplace. It covers both hard skills, which are specific and measurable abilities, and soft skills, which include traits like communication, teamwork, and problem solving. The document emphasizes that both hard and soft skills are important for employees and managers, and provides examples of key behavioral and management skills that are important for workplace success.
Mentoring and coaching are important roles for supervisors in an era of team science. Mentoring involves offering encouragement and sharing knowledge to assist mentees' careers, while coaching helps mentees discover their own paths to goals through questioning. Effective mentors and coaches adapt their approach based on a mentee's needs. When incorporating mentoring into team science, it is important to consider threats to individuals' identities and statuses. Hiring should evaluate candidates' values, performance abilities, and behavioral tendencies. Pre-tenure agreements can clarify expectations for early career scientists' participation in team projects. Motivating team identity involves finding where personal and institutional priorities overlap.
The document discusses methods for teaching critical thinking skills in the classroom. It recommends using lesson plans that anticipate, build, and consolidate knowledge. Teachers should ask high-order questions that require applying concepts rather than just recalling facts. An effective classroom environment models thinking, challenges students to think independently, and uses techniques like cooperative learning. The goal is to encourage students to ask questions, apply what they learn, and debate ideas rather than just memorizing information.
This presentation formed part of the HEA-funded workshop 'Critical thinking in action: developing analytical skills in Criminology students. An experiential learning approach'
The workshop presented research and facilitated discussion on developing critical thinking skills in criminology students. Discussion of research results and use of a case study approach to teaching and learning highlighted how student views/concerns about their failure in developing critical thinking skills can be addressed via new directions in teaching.
This presentation forms part of a blog post which can be accessed via:
For further details of HEA Social Sciences work relating to active and experiential learning please see: http://www.heacademy.ac.uk/resources/detail/disciplines/Soc_Sci/Strategic_2013/ActiveandExperiential
This document provides guidelines for a reflection paper on teaming experiences in a computer science course. It emphasizes using the Kolb Learning Style Inventory model learned in previous courses. The paper should critically reflect on contributions to the team based on learning style strengths and weaknesses, how roles were determined, obstacles overcome, and insights gained regarding teamwork, conflict resolution, and cultural differences. Incorporating the Kolb model demonstrates connecting principles of teaming to the specific course experience.
Developing new approaches to teaching and learning. Innovation was described as doing something differently through creative thinking, taking risks, and experimenting with new ideas. It involves pushing boundaries, collaborating across disciplines, and applying novel methods that have not been used before to potentially improve the student experience. While innovation does not have to be technological, it requires rethinking standard practices and being open to failure in order to develop new and adaptive ways of teaching.
The document provides guidelines for a reflection paper on teaming experiences in a computer science course. It instructs students to use Kolb's Learning Style Inventory to analyze their own and teammates' contributions to the team. Students are prompted to discuss their preferred roles, how roles were determined, examples of obstacles overcome, and insights gained regarding conflict resolution, cultural differences, and future applications of teamwork skills. The document emphasizes using learning style preferences to improve understanding of individual strengths and areas for development within teams.
This document provides an overview of action research, which involves practitioners investigating their own work and practice to create theories and ideally inform policy. Key aspects include critically reflecting on practice, providing evidence that things are working or need improvement, and making changes. Action research involves producing validated evidence and making claims public, unlike everyday good practice. Practitioners are encouraged to work collaboratively to identify issues, develop and implement teaching innovations, evaluate impact, and disseminate findings. Questions to consider include identifying concerns and evidence, determining actions and evaluations, and modifying practice based on learnings. The document also discusses data collection, participants, and possibilities to explore through action research.
The document discusses the concepts of fixed and growth mindsets, with a fixed mindset believing abilities are innate and unchangeable, while a growth mindset sees abilities as developable through effort. It also covers the importance of identifying strengths and weaknesses, transferable skills including both hard technical skills as well as soft skills, and the value of ongoing planning and review cycles to support personal and professional development goals.
Critical thinking skills a guide for problem solvingWasifHossain7
Feeling challenged by the problems in your business? Looking for creative and strategic ways of solving problems? Your journey can start with critical thinking and problem-solving training. In a business environment, you are always searching for opportunities. Problems are opportunities in disguise. To become a problem-solver, you are on a mission to learn the art of thinking critically and creatively.
Personalized learning module -storyboard sarah loweySarah Lowey
This document provides an overview of personalized learning, including its definition, examples, and how teachers can begin applying it in their K-12 classrooms. Personalized learning refers to educational approaches that address individual student needs and backgrounds. It gives students voice and choice in their learning by allowing them to help direct their experiences. The document outlines how personalized learning looks in classrooms through interactive and student-centered activities. It provides starting points for teachers, such as incorporating more student input and reflection. The goal is to transition learning from a teacher-centered approach to one where students and teachers partner together.
The document discusses career planning for both individuals and organizations. For individuals, career planning is an ongoing process that involves self-assessment, exploring academic and career options, gaining relevant experience, and conducting a job search. It helps individuals match their goals and skills to opportunities. For organizations, career planning involves assessing employee and organizational needs, setting goals and a timeline for employee development and transitions, and providing support and resources. The key purpose of career planning is to help both individuals and organizations achieve growth and success.
Empowering self-directed learners: Practical strategies and tools for L&DBrightwave Group
In a recent webinar Brightwave's Caroline Freeman discussed a range of self-directed learning strategies, sharing concrete examples of what works. She explored the surprising and effective ways today's new generation learning tools put the learner firmly in control.
To hear the full recording of this lively and interactive webinar session, visit: http://ow.ly/oQbt30hyGQp
The document discusses reflective writing and two models of reflection: the 3 Ws model (What, So what, Now what) and Schön's model. Schön's model proposes two types of reflection - reflection in action, which occurs during an event by thinking on one's feet, and reflection on action, which occurs after an event by taking time to reflect. The document provides examples of applying both models and critiques of Schön's work. It instructs teachers on setting up reflective writing blogs and topics to reflect on, and concludes by having teachers assess their own learning.
Career planning involves exploring one's interests, abilities, and goals to develop a career path. It is a lifelong process that includes self-assessment, researching academic and career options, gaining relevant experience, and conducting a job search. Career planning is important for both individuals and organizations. For individuals, it provides direction, clarity, and motivation. For organizations, it aids retention, succession planning, and matching employees' goals with the company's vision. Effective career planning requires effort from both individuals to take initiative in their career development, and organizations to provide supportive resources and culture.
This document discusses the roles and attributes of effective mentors and mentees in clinical placements. It defines mentoring and outlines the values of good mentors, including being supportive, patient, respected, and able to motivate and train mentees. Good mentees are willing to learn, have a positive attitude, and can accept and offer feedback. The document also discusses barriers to mentoring, principles of effective mentoring, different mentoring styles, and the mentoring process.
This document discusses continuing professional development (CPD). It defines CPD as formally and informally tracking skills, knowledge and experience gained through work. There are benefits to CPD for individuals and organizations, such as career advancement, increased productivity, and improved staff morale. The document also discusses concepts like growth mindsets, transferable skills, strengths/weaknesses analysis, and the importance of planning and review cycles to ensure meaningful development.
Similar to Personal Thinking and Learning Skills Presentation (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. Induction
Personal, learning and thinking skills
Here are a list of skills that will be useful over your
course of study and useful in the future
– Self-managers
– Team workers
– Reflective learners
– Creative thinkers
– Effective participators
– Independent enquirers
In groups what do you think
terms these mean?
3. Induction
Personal, learning and thinking skills
From the list which do you feel you have strengths in?
– Self-managers
– Team workers
– Reflective learners
– Creative thinkers
– Effective participators
– Independent enquirers
Which do you think you need to develop?
4. Induction
PTLS Personal Assessment
• On the Moodle Internet down load the PTLS
assessment to your USB stick
• Take the assessment and save the results.
• Be sure to note your scores you need to add them to
your Induction Moodle Site.
• The scores will be out of 30
• This will give you an indication of your current
strengths and perhaps what you need to develop.
5. Induction
Example
This is what the
results will look
like from your
Personal,
Thinking and
Learning Skills
Assessment.
Write down your
scores and
strongest area
and area to
develop.
6. Induction
Examples
• The following examples cover all the Personal
Thinking Skills Categories and offer examples
how you can use these skills on your course
• Look at the statements and choose a couple
you may wish to improve on. For example
“I can manage discussions” or “I can explore
and solve problems” think how on your course
you could do this
7. Induction
Self-managers
I can work towards
goals independently
I can organise my
time
I can deal with
pressure and adapt to
change
I can prioritise actions
8. Induction
Team workers
I can work with others
towards a shared goal
I can manage
discussion
I can provide
constructive feedback
to others
I can adapt to
different roles,
including leadership
10. Induction
Creative
thinkers
I can come up with
ideas
I can explore new
ideas and possibilities
I can try out new
ideas and adapt them
as things change
I can challenge and
question my own and
other’s ideas
12. Induction
Independent
enquirers
I can plan and carry
out research
I can analyse and
evaluate information
I can explore and
solve problems
I can make reasoned
decisions and present
arguments
13. Induction
Personal, learning and thinking skills
• Personal, learning and thinking
skills are the skills and qualities
that will help you on your course
and in employment.
• They are things that employers
will look for in their employees.
• When applying for jobs, it is
good to demonstrate that you
have these skills and this can
be shown through your
experience.
14. Induction
Progression
• Over the next year we will refer to these skills
as part of projects and enrichment activities
and encourage you to develop them