Introduction
Objectives
Need of Lesson Planning
Approaches to Lesson Planning
Course and Unit Planning
Daily and Weekly Planning
Steps in Lesson Planning
The Lesson Plan Format
Self-Assessment Questions
References
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
Introduction
Objectives
Need of Lesson Planning
Approaches to Lesson Planning
Course and Unit Planning
Daily and Weekly Planning
Steps in Lesson Planning
The Lesson Plan Format
Self-Assessment Questions
References
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
Teaching is an art, practised by most, but mastered by only a few. Imparting knowledge is a privilege, but also a responsibility. This slideshow aims at explaining the nature and meaning of teaching as also gives points on effective teaching.
Teaching Strategies and Methodologies for Teaching and LearningMG M
The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your method depends on what are your goals, your individual style and your school’s vision.
ASSESSMENT: The term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
TYPES OF ASSESSMENT:
There are four types of assessments
1) Prognostic assessment
2) Diagnostic assessment
3) Formative assessment
4) Summative assessment
Teaching is an art, practised by most, but mastered by only a few. Imparting knowledge is a privilege, but also a responsibility. This slideshow aims at explaining the nature and meaning of teaching as also gives points on effective teaching.
Teaching Strategies and Methodologies for Teaching and LearningMG M
The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your method depends on what are your goals, your individual style and your school’s vision.
ASSESSMENT: The term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
TYPES OF ASSESSMENT:
There are four types of assessments
1) Prognostic assessment
2) Diagnostic assessment
3) Formative assessment
4) Summative assessment
clinical teaching methods
purposes
principles
models of clinical teaching methods
adult learning
types of learning
types of clinical teaching methods and their advantages and disadvantages
methods of teaching
adult teaching methods and Av techniques ch 1&2.pptfuad80
Education
it is the process of imparting knowledge, values, skills and attitudes, which can be beneficial to an individual.
2. It is acquired by individuals.
3. It is something that one gets at some point in their life.
4. it is a formal process.
5. it is knowledge gained through teaching.
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
This worksheet gives you a framework to analyse the qualities of a good personal statement, and consider what skills and interests you already have.
Complete the worksheet and refer back to it when writing your personal statement for UCAS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
A Strategic Approach: GenAI in EducationPeter 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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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!
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.
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.
2. Learning Objectives
1. To review the strengths, challenges and
common problems associated with clinical
teaching
2. To gain an awareness of how doctors teach
and how students learn
3. To understand the importance of planning
4. To learn techniques for creating effective
teaching sessions
3. Reflecting on past experiences
1. Describe a teaching session
which you found to be
particularly effective.
2. Describe any problems
you’ve had in a teaching
session and why you found
this session to be
problematic.
3. What do you think makes
for a well-planned teaching
session?
4. How doctors teach
• Most are enthusiastic
• Few receive formal training
• Assumption that if person has
in-depth knowledge of a
particular subject, they will
be able to teach it
• Effective clinical teachers use
several, perhaps overlapping,
teaching techniques
5. How students learn
• Several theories of
learning are
relevant
• Understanding the
learning process
will help clinical
teachers to be
more effective
7. Behaviourism
• Learner is a “clean slate”
• Behaviour shaped through
positive and negative
reinforcement
• Traditional approach to
medical education
• Works if automatic behaviours
required, e.g. ATLS
• Pavlov (1903), Skinner (1953)
8. Cognitivism
• Metaphor of mind as a computer
• Mental processes, e.g. thinking, memory,
problem-solving, need to be understood
• People are rational beings that require active
participation in order to learn
• Miller (1956), Mayer (1998)
9. Constructivism
• Learning is an active process
• New information linked to past knowledge
• Teacher = facilitator
• Social interactions are important for learning
• Vygotsky (1962), Lave & Wenger (1991)
10. Humanism
• Learning = personal act to fulfil one’s potential
• Learning is student-centred and personalised
• Teacher = facilitator
• Social and cognitive needs are key
• Goal is a self-actualised learner in
a cooperative and supportive
environment
• Maslow (1943), Kolb (1983), Rogers (1994)
11. Kolb’s Experiential Learning Theory
• A cyclical process linking concrete experience,
perception, cognition and behaviour
• Learning enhanced with sound, logical theory
• Learner benefits from practical applications of
theory
• Learners learn better with “hands-on”
experiences
• Learning enhanced when learner able to
observe and collect wide range of information
13. Using Experiential Learning Theory
– A Case Study
The situation: Six, third
year medical students
are required to learn
physical examination of
patients with
musculoskeletal
problems. This clinical
teaching is taking place
in the community, and
three patients with signs
of RA are recruited for
the teaching session.
14. Using Experiential Learning Theory
– A Case Study
How is the session executed?
1. Planning – brainstorming activates prior knowledge
2. Experience – students examine patients in pairs
under supervision of tutor
3. Reflection – feedback and discussion provides
opportunities to elaborate knowledge
4. Theory – didactic input from teacher links practice
with theory
5. Planning – “what have I learned?” and “how will I
approach a patient next time?”
16. Environment
• Arrive early
• Set up room appropriately
• Check all equipment
• Bring back-up
• Check there are pens for whiteboard/flipchart
17. Set
• Setting of presentation is established in first
30 seconds
• If this is done effectively you will get people to
tune in
• Key points to get across are usefulness,
content, objectives and role of participants
18. Dialogue
• You may want to divide participants into pairs
or small groups
• Ask open and closed questions
• Involve as many different participants as
possible
• When wrapping up ask for any final questions
• Summarise at very end
21. “LIGHT” = 5 basic principles
of creating teaching materials
• Links – obvious and direct
to your talk
• Intelligible – easy to
understand and to learn
from
• General style – be
consistent
• Highlighting – emphasise
important points
• Targeting – find out which
knowledge and skills your
students already have
23. Summary
• Understanding the learning process will help
clinical teachers to be effective.
• Planning provides structure and context for
both teacher and students, as well as a
framework for reflection and evaluation.
• Following the 5 basic principles of creating
teaching materials will help in avoiding
common problems with presentations.