Peer observation in teacher developmentPeter Beech
This presentation begins with a consideration of the elements that teaching practice on an initial teacher training course is designed to promote, and proposes a series of observation tasks for peers on the training course. We study in detail two examples of peer observation notes, and compare the style of feedback to students by the trainee teacher with the peer feedback to the trainee. It is shown that feedback is often based upon preconceptions about the processes of teaching and learning that can usefully be challenged, and the identification of such preconceptions is linked to various styles of feedback to trainee teachers.
Having explored the distinction between initial training and further development, we posit a parallel distinction in the objectives of teaching practice in these two contexts. We examine the various roles of observation, and suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. Finally, we consider the value of peer observation as an element sustaining development in the wider context of classroom research.
Peer observation in teacher developmentPeter Beech
This presentation begins with a consideration of the elements that teaching practice on an initial teacher training course is designed to promote, and proposes a series of observation tasks for peers on the training course. We study in detail two examples of peer observation notes, and compare the style of feedback to students by the trainee teacher with the peer feedback to the trainee. It is shown that feedback is often based upon preconceptions about the processes of teaching and learning that can usefully be challenged, and the identification of such preconceptions is linked to various styles of feedback to trainee teachers.
Having explored the distinction between initial training and further development, we posit a parallel distinction in the objectives of teaching practice in these two contexts. We examine the various roles of observation, and suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. Finally, we consider the value of peer observation as an element sustaining development in the wider context of classroom research.
Teaching and learning context changes from one to another. Teachers are required to adapt teaching strategies according to the children learning styles. That is why there is no ‘teaching prescription’ that could be given to teachers to follow. Therefore, It is necessary for teachers to continually reflect and critically evaluate their practices to become aware of the theory and motives behind and take deliberate action to develop (Gibbs, 1988)
The webinar will discuss reflective practice and strategies to practice reflection in the context of education.
By Muhammad Yusuf
When students complete an assessment, as teachers, we then have an opportunity to respond through our marking and feedback. This is a wonderful chance to do a little more teaching, particularly individualised teaching, through our feedback.
Teacher professional development to support english language learning needs o...Atiya Khan
Although there have been recurring reforms in the policy of Indian government towards the teaching and learning of English and currently English is taught as a compulsory subject in all schools, students from vernacular medium schools suffer as apart from total unfamiliarity with the language, the pedagogies used to teach English do not enable them to speak the language fluently. Teachers can easily improve the language skills of the vernacular medium students through suitable and reliable methods of teaching. Albeit, the demands in India for better teaching and learning of English are not being met meaningfully in vernacular medium schools. This paper is a review of related literature to suggest an approach for professional development of English teachers from vernacular medium schools of India.
Teaching and learning context changes from one to another. Teachers are required to adapt teaching strategies according to the children learning styles. That is why there is no ‘teaching prescription’ that could be given to teachers to follow. Therefore, It is necessary for teachers to continually reflect and critically evaluate their practices to become aware of the theory and motives behind and take deliberate action to develop (Gibbs, 1988)
The webinar will discuss reflective practice and strategies to practice reflection in the context of education.
By Muhammad Yusuf
When students complete an assessment, as teachers, we then have an opportunity to respond through our marking and feedback. This is a wonderful chance to do a little more teaching, particularly individualised teaching, through our feedback.
Teacher professional development to support english language learning needs o...Atiya Khan
Although there have been recurring reforms in the policy of Indian government towards the teaching and learning of English and currently English is taught as a compulsory subject in all schools, students from vernacular medium schools suffer as apart from total unfamiliarity with the language, the pedagogies used to teach English do not enable them to speak the language fluently. Teachers can easily improve the language skills of the vernacular medium students through suitable and reliable methods of teaching. Albeit, the demands in India for better teaching and learning of English are not being met meaningfully in vernacular medium schools. This paper is a review of related literature to suggest an approach for professional development of English teachers from vernacular medium schools of India.
E Portfolio Tools For Reflective Practice In Initial Teacherreadingcdotl
On 18th June 2009, Judith Davies and Robyn Drinkwater gave a presentation at the University of Reading's own "Futureproofing PDP and e-Portfolio Developments" Event, discussing the findings of the focus group that was run earlier in the year.
Innovation through continuing professional developmentPeter Beech
Engaging in the process of continuing professional development enables us to remain fresh, embrace innovation and become the best teachers that we can be. In this workshop, we introduce several specific and practical activities which we can adopt as part of our development. Some of these, like keeping a reflective journal, are individual activities but our main focus is on cooperative development.
Being observed and reflecting on feedback is the most immediate way for us to increase our awareness of how we teach, while observing colleagues gives us the opportunity to see different styles of teaching. We suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. These focus on the use of observation as a tool to provide constructive and formative feedback rather than criticism or evaluation.
The input that we receive from observing and being observed can be used as the basis for classroom research, giving us ideas to try out in the classroom and leading to a cycle of experimentation and reflection. This is very useful source of innovation, as it comes from within our own classrooms and so is maximally relevant to the needs of our students.
The workshop also suggests a few other ideas for collaborative development, introducing innovation to maximize the effectiveness of our teaching. These include presentation and discussion of interesting journal articles, sharing ideas for innovation using new technologies, and collaborating together on small-scale classroom research projects.
Professional teacher development wk3 USC 2016 Larry Lynch
English language teacher training course part 3 at the Santiago de Cali University in Cali, Colombia with strategies for earning better salary, recognition and responsability
Reflective teaching- its definition, the questions that should be there in the mind of a reflective practioner , the materials that can be used for the success of this practice
10 key points for professional developmentSilvia Sowa
Process to find the 10 most important key points to develop professionally. Making questions, answering them, analyzing opportunities, personal characteristics, and to be prepared, are some of the steps to be able to find the inner needs and mostly to enjoy professional growth.
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
ntended Outcomes:
- Identify the PALSI scheme’s intended learning outcomes
- Describe the expectation of a PALSI Leader
- Develop a systematic approach to manage each PALSI session
- Identify the logistics and related requirements
Activities:
- Lecture
- Q&A
This interactive session will explore the key competency of relating to others as it needs to be built in the adults in your schools. The key competencies of the NZC are important to develop in students but they must first be developed in those who act as role models - leaders, teachers and other staff in the school. 'Relating to Others' must be developed on purpose... and it starts with you. This workshop will provide practical examples of how the adults in your school can be encouraged to develop strong interpersonal skills and to be aware of the effect they have on others
A Leadership Series: Current and Effective Teaching Strategies across the Curriculum.
Day 1 of a leadership series for intermediate and secondary teachers interested in improving practice for all students and in increasing collaboration in schools.
A session for administrators and district staff, connecting AFL and SFL. Using dialogue about student learning as the focus of teacher/administrator conversations during classroom visits.
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!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. For more information ...
Bond University
Quality, Teaching, and Learning
Foundations of Learning and Teaching (FULT)
61 7 5595 5691
othompso@bond.edu.au
2
3. Peer Observation Partnerships –
How do they work?
Plan
Meet and Discuss
Teach
Individual Reflection
Meet and Discuss
Written Feedback
Change Roles
3
5. Who to
choose…
Identify colleagues
who are willing to
be involved and
whom you trust to
be a ‘critical friend’
(Handal, 1992)
5
6. What do you want to achieve?
General feedback
Investigate a ‘problem’
Share ideas
Discover what others are doing
Evaluate effectiveness
Articulate philosophy
Develop a teaching portfolio
Create an open, collegial
approach in your department
Test a teaching resource or
method
6
11. How will you know the Peer Observation
Partnership was effective …
Positive outcomes relate to personal skills and
attributes, and the ability to give and receive
critical feedback ~ critique.
Means for ongoing
Professional Development.
11
12. Stocking your library
Bell, M. (2005). Peer observation partnerships in higher education. Higher
Education Research and Development Society of Australasia
(HERDSA).
Bernstein, D., Burnett, A. N., Goodburn, A. & Savory, P. (2006). Making
teaching and learning visible: Course portfolios and the peer review of
teaching. Massachusetts: Anker Publishing Company, Inc.
Blackwell, R. (1996). Peer observation of teaching & staff development.
Higher education quarterly, 50, 156-171.
Donnelly, R. (2007). Perceived impact of peer observation of teaching in
higher education. International journal of higher education, 19, 117-129.
Handal, G. (1999). Consulting using critical friends. New directions for
teaching and learning, 79, Fall, 59-70.
McMahon, T., Barrett, T. & O’Neill, G. (2007). Using observation of
teaching to improve quality: Finding your way through the muddle of
competing conceptions, confusion of practice and mutually exclusive
intentions. Teaching in higher education, 12, 499-511.
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