Stakeholder for Innovative Teaching Methods at Furman University
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Two profiles of two professors from two different departments at Furman University on their opinions about Innovation and Entrepreneurship on the Furman campus.
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The document discusses challenges with implementing a visual diary strategy for art students due to the short duration of the program. It proposes taking photos of student projects and compiling them into a Word document to give to students as a visual record. It also discusses arranging a second facilitator to help with an outdoor stone carving project since the instructor cannot be in two places at once. Overall, the instructor feels the art class project-based design works well given the program's uncertain dynamics and limited time frame.
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The document describes several challenging scenarios that tutors may encounter when working with students including: a student who is overwhelmed and unable to identify specific issues after failing an exam; a student who expects the tutor to figure out what help they need without providing details; a disinterested student who only came to the session because their professor told them to; a student who wants to skip foundational material to focus on more advanced topics; a student who blames their professor for not teaching them effectively; and a student who wants the tutor to simply provide answers rather than guide them through problem-solving. The document asks if there are any other concerning scenarios that should be addressed.
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Teachers play an important role in motivating students to speak English in class. Many students do not speak English in class because they lack confidence and fear making mistakes or being ridiculed. A good teacher can create a positive learning environment where students feel comfortable participating and are not bored, which helps motivate them to use English. Developing students' motivation to speak is a challenge teachers must address to help students improve their English speaking skills.
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2) Specific strategies include using PowerPoints, blogs, social media and smart boards; not focusing on right/wrong answers but having students justify responses; encouraging constructive questioning and etiquette; relating lessons to paintings and culture; teaching creativity as a learnable skill; and assigning questions to guide understanding of readings.
3) Critical thinking is also developed through techniques like Socratic discussion, presenting cases without conclusions, assessments, peer questioning, debates, and essay
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HaYoung Shin is exploring a career as a kindergarten teacher based on her strengths in communication, strategic thinking, and positivity. To become a teacher, she would take IB courses in high school, major in early childhood education at a Korean university, and obtain certifications. As a teacher, she would plan lessons, care for children, and attend regular meetings and training, working long days. While salaries are not high unless owning a kindergarten, Shin believes her strengths are a good fit for nurturing children's development.
Discussion Leaders
The document provides strategies for leading English discussion groups with students in Taiwan. It discusses establishing discussion rules and formats, including warm-up, main discussion, and wrap-up sections. It also addresses common challenges like shy students, poor English skills, boring topics, and distracted students. The key strategies emphasized are connecting with students, providing feedback, giving students time to think, and embracing silence without filling it with unnecessary talking. The overall goal is to encourage students to practice English while improving their skills.
Empathy map school systemv1.0
The document discusses perspectives on improving the Indian education system from multiple stakeholders. A teacher feels the current system is flawed as it focuses on mass teaching without ensuring learning or allowing students to follow their interests. A student wants more overall exposure in school to help choose specialized subjects later. Another stakeholder wants to improve exam-focused learning and grading to focus more on problem-solving and innovative thinking. Overall, the stakeholders feel the system needs reform to better promote actual learning, allow students to study interests, and prepare them for their careers.
The good language teacher
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EDUCARNIVAL 2014- Presentation on Bridging the gaps by Professor Harish Chaudhry
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Economics Tutor
Mr. Anthony Fok left his job as an MOE teacher to start his own economics tuition center called JC Economics Education Centre. He is an experienced and dedicated economics tutor who has in-depth knowledge of the subject syllabus and knows how to help students understand concepts and prepare for their Cambridge exams. In addition to being knowledgeable, he uses humorous anecdotes to keep his lessons engaging and is generous with his time to ensure students get the support they need to succeed.
TEAMS: Together Everyone Achieves More Success
The document discusses building community, teams, and student voice in the classroom. It provides ideas for incorporating "TEAMS and SIDES" into lesson plans and giving students a voice. Some ideas mentioned are integrating themes/projects, advisory programs, student government, peer support, clubs/sports, and student representatives. The overall message is about creating an interactive and engaging learning environment where students feel supported.
Shu ita corp
This document recognizes recipients of inspirational teaching awards and outstanding student support awards from 2012. It provides short nominations for each recipient highlighting how they inspired and supported students. The nominations describe how recipients demonstrated enthusiasm, made learning engaging, encouraged students to achieve their potential, and provided helpful guidance and support.
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Empathy map and problem 5 august 2013
The student attends university classes primarily because she believes a degree is necessary to get a good job, but finds most classes boring. While she enjoys learning, she feels she learns more through work experiences than in university lectures. She only attends classes that directly relate to assessments. The student feels disconnected from university and frustrated that attending classes is a necessity rather than something she truly values.
INTERACTIVE & INNOVATIVE TEACHING
This document discusses interactive teaching methods. It begins by outlining some objectives of interactive lectures, including introducing the concept, discussing advantages of interactive over didactic lectures, and barriers to using interactive methods universally. It then asks questions to engage attendees. Various techniques for making lectures interactive are proposed, such as questioning, buzz groups, think-pair-share activities. Advantages of interactivity include increased attention and feedback. Barriers include fears of losing control and not covering material. The document concludes by providing a list of specific interactive techniques teachers can use, such as group work, questions, debates and role plays.
Empathy map danielle souder
The document summarizes an empathy mapping exercise conducted with a soon-to-be college graduate. It outlines the stakeholder's say, think, do, and feel perspectives. Some key insights include: the stakeholder felt unprepared for the workforce due to a lack of experiential opportunities in college; he disliked the standardized testing focused education system from his childhood; and expressed a need for students to have more hands-on learning experiences connecting classroom topics to real world problems to smooth the transition to working life.
LEARNING AND EDUCATION
This document discusses various topics related to learning and education, including learning English, international English, common frustrations learners face, and improving one's command of the language. It presents several quotations to reflect on and statements about different types of learning. It also includes passages about school levels and subjects in British and American English and matching idioms and phrases to their definitions. Finally, it poses questions about international English and overcoming language barriers.
Social media in PE presentation
This document discusses a study on the use of social media, specifically Facebook and YouTube, in physical education (PE) classes at a high school. A survey of 45 PE students found that most use Facebook and YouTube in their daily lives and see benefits to using them for PE, such as increased accessibility to course content and discussion. However, some reported drawbacks like distractions. Overall, social media was found to increase students' homework completion and understanding of PE content. The document proposes improvements and expanding social media integration across other classes.
How To Motivate Students
This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
Dtal – empathy map ameera needs information on observat during teaching pro...
Ameera is a student completing her degree in early years teaching. She is seeking a program that will allow her to gain qualifications and work experience to become a primary school teacher. Ameera feels nervous about being observed while teaching, as it will be her first experience and she lacks information about what to expect. She is worried this nerves may be perceived as nerves in front of children rather than about the assessment. Ameera researches topics thoroughly and prepares extensively, so more knowledge about the observation process would help boost her confidence. Her goal is to get into a program, preferably one that offers paid work, so she can become a qualified teacher.
Similar to Stakeholder for Innovative Teaching Methods at Furman University (20)
Contibutorpersonalitydevelopmentfinal 141209054305-conversion-gate02
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Stakeholder for Innovative Teaching Methods at Furman University
- 1. Name: Entrepreneurship Fanatical! About: He graduated from John Hopkins University (surprisingly not a Business degree!) but spent most of his teaching profession on Entrepreneurship. To him, “you can be in any field to do Entrepreneurship, you just have to have the guts to fail so many times!” *My favorite exclamation of his: • “It’s really interesting that you mention walls as boards, guest speakers, or group working. That’s exactly what we need now at Furman!” What surprises him: • One of his students when asked “So what do you think about the class?” says: “I will never do it!” He said: “I’m very surprised, but glad because he realized he needed many failures before successes could come!” • Stories of entrepreneurial successes from other majors than Business What surprises me: • Problems are not related to Southern tradition, but rather because of the school size which makes it unable to open an Entrepreneurship minor. • How creative Business professors are in teaching in general • This professor is so interested in UIF PLUS he is the Chair of the Business Department makes it easy to launch further I&E onto the department.
- 2. Name: Advisor to the Star About: A typically casual Southern Californian who is open to anything new and fun. He got his Degrees in prestigious schools: Pomona College, University of Chicago, University of California at Berkeley, and University of Utah, and had work Experience in CNN. He has been teaching Communication Studies at Furman for 13 years. Thoughts about teaching at FU: • FU students meet his high expectations, they are smart but some can be rigid. • Had some creative, group assignments fail because of those “rigid” students. • Finds the use of Discussion Questions per lesson is a good way to bring discussion to Class. Attitude towards Innovate Teaching Methods: • Is open to everything new and fun as said! • Already involves physical movement into the class (4-min break for each >1 hour Class with fun YouTube videos on). • Integrates news on campus and makes joke to make students interested in the Lessons. • Would love to know about more creative teaching strategies such as in the CETL experiment: sticky notes, students standing up and brainstorming (I sent him that!).