This document provides an overview and agenda for an online professional development session for clinical teachers and OSTEs. The session aims to help participants cultivate skills for meaningful conversations to promote pre-service teacher growth. The agenda includes introductions, learning how to use the online platform, exploring mentoring continuums and goal setting, and assigning asynchronous work. Participants will practice conversation skills and break into discussion groups. The session aims to support quality coaching of pre-service teachers through a 2-module program.
This document summarizes an online training session for clinical teachers and OSTEs. It includes an agenda for the session which covers topics like building trusting relationships, formative assessment, and the I,C,F framework. Participants are divided into discussion groups. Trust is discussed as having three key elements: sincerity, competence, and reliability. Participants also discuss case studies from different character perspectives. They are instructed to complete asynchronous work by certain deadlines, which covers topics like professional standards and coaching conversations.
The document describes several discussion formats that can be used in a classroom:
1. Roundtable discussions involve small groups discussing questions about a text. This allows students to practice using academic language.
2. Fishbowl discussions involve an inner and outer circle. A few students in the inner circle discuss an issue while the outer circle listens. Students can then rotate between the circles.
3. Panel discussions feature several experts discussing an issue and answering audience questions to increase understanding of different perspectives.
4. Discussion webs help students visualize key issues and opposing views by identifying pros and cons and drawing conclusions. This guides debates around a central question.
This document provides guidance on conducting effective round table discussions. It outlines that round tables are useful for learning, networking, and gaining different perspectives on a topic through in-depth discussion. Preparation includes selecting a topic, assigning roles, setting an agenda with time limits and sub-questions, and ensuring participants are well-informed. The moderator guides the discussion to engage participants, challenge ideas, and summarize conclusions. Participants should actively engage by sharing opinions and building on others' ideas to work toward appropriate solutions for all. Examples of 60 and 90 minute round table agendas are also provided.
Project ENRICH Year 2 Synchronous Session 2Uncgsoe123
This document provides an agenda and overview for a synchronous professional development session on strengthening the teaching profession. It introduces the session leaders and establishes collaborative norms. The outcomes and agenda are then outlined, including reviewing mentoring tools, having a practice coaching conversation, learning to make thinking transparent, and analyzing the impact of language. Homework assignments are given to analyze a teaching vignette and create a presentation on teacher development stages. The session aims to develop skills for meaningful coaching conversations and establishing goals to support pre-service teachers.
The document is a Limited Liability Partnership Agreement between multiple members to form an LLP in accordance with UK law. It outlines the key terms of the partnership including definitions, incorporation details, the nature and duration of the business, intellectual property ownership, accounting practices, banking arrangements, members' duties and responsibilities, profit sharing percentages, and provisions for retirement, expulsion, arbitration and winding up the partnership. The members sign the agreement alongside witnesses to formally enter the LLP partnership.
This document provides an overview of a synchronous online session for clinical teachers and OSTEs. It introduces the presenters and discusses how to use the collaboration platform features like polling, chat, whiteboard, and breakout rooms. Guidelines for participation and discussion are also outlined. The agenda includes topics like building trust, formative assessment, and reviewing professional teaching standards. Participants will discuss expectations for clinical teachers and their role in supporting pre-service teachers. Asynchronous work is also assigned for the week around topics covered.
This document summarizes an online training session for clinical teachers and OSTEs. It includes an agenda for the session which covers topics like building trusting relationships, formative assessment, and the I,C,F framework. Participants are divided into discussion groups. Trust is discussed as having three key elements: sincerity, competence, and reliability. Participants also discuss case studies from different character perspectives. They are instructed to complete asynchronous work by certain deadlines, which covers topics like professional standards and coaching conversations.
The document describes several discussion formats that can be used in a classroom:
1. Roundtable discussions involve small groups discussing questions about a text. This allows students to practice using academic language.
2. Fishbowl discussions involve an inner and outer circle. A few students in the inner circle discuss an issue while the outer circle listens. Students can then rotate between the circles.
3. Panel discussions feature several experts discussing an issue and answering audience questions to increase understanding of different perspectives.
4. Discussion webs help students visualize key issues and opposing views by identifying pros and cons and drawing conclusions. This guides debates around a central question.
This document provides guidance on conducting effective round table discussions. It outlines that round tables are useful for learning, networking, and gaining different perspectives on a topic through in-depth discussion. Preparation includes selecting a topic, assigning roles, setting an agenda with time limits and sub-questions, and ensuring participants are well-informed. The moderator guides the discussion to engage participants, challenge ideas, and summarize conclusions. Participants should actively engage by sharing opinions and building on others' ideas to work toward appropriate solutions for all. Examples of 60 and 90 minute round table agendas are also provided.
Project ENRICH Year 2 Synchronous Session 2Uncgsoe123
This document provides an agenda and overview for a synchronous professional development session on strengthening the teaching profession. It introduces the session leaders and establishes collaborative norms. The outcomes and agenda are then outlined, including reviewing mentoring tools, having a practice coaching conversation, learning to make thinking transparent, and analyzing the impact of language. Homework assignments are given to analyze a teaching vignette and create a presentation on teacher development stages. The session aims to develop skills for meaningful coaching conversations and establishing goals to support pre-service teachers.
The document is a Limited Liability Partnership Agreement between multiple members to form an LLP in accordance with UK law. It outlines the key terms of the partnership including definitions, incorporation details, the nature and duration of the business, intellectual property ownership, accounting practices, banking arrangements, members' duties and responsibilities, profit sharing percentages, and provisions for retirement, expulsion, arbitration and winding up the partnership. The members sign the agreement alongside witnesses to formally enter the LLP partnership.
This document provides an overview of a synchronous online session for clinical teachers and OSTEs. It introduces the presenters and discusses how to use the collaboration platform features like polling, chat, whiteboard, and breakout rooms. Guidelines for participation and discussion are also outlined. The agenda includes topics like building trust, formative assessment, and reviewing professional teaching standards. Participants will discuss expectations for clinical teachers and their role in supporting pre-service teachers. Asynchronous work is also assigned for the week around topics covered.
Third Teacher Project Meeting 3 06.08.14mrdeshylton
The Third Teacher Team met to establish their mission statement and values. They created an expression of interest form to support teachers in reimagining learning spaces. The team discussed the process for pilot projects, including roles and documentation. They reviewed their timeline for 2014, which includes identifying pilot projects, prototyping the process, and having projects begin. The team's big question is "How might we create engaging learning spaces with all members of the School community?".
This document outlines key points from a faculty in-service event on effective generational teaching and learning for Millennials. The event focused on adapting teaching methods to better engage and collaborate with Millennial students by incorporating more technology, feedback, and career-focused learning. Faculty were encouraged to move away from long lectures and textbooks and toward shorter, interactive lessons using projects, simulations and real-world applications to motivate students and help them learn independently.
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This document provides an agenda and notes for a seminar and practicum in literacy professional development. It outlines the topics to be discussed, including cultural diversity, differentiation, interventions, assessment, and progress monitoring. It also provides deadlines and instructions for students graduating in spring or later, including submitting a final philosophy paper. The agenda includes time for small group discussions on assigned readings and reviewing student reflection drafts. A panel will discuss preparing for and taking the PLACE exam. The session will conclude by looking ahead to an upcoming online session and video coaching assignments.
This document outlines various consultation and training services focused on creating more inclusive workplaces and schools for LGBTQ+ individuals. Some of the offerings include:
- Consultations on establishing strong affinity groups and reviewing non-discrimination policies for workplaces.
- Two-part training series for managers and staff on supporting LGBTQ+ employees and for schools on supporting transgender/gender non-conforming students.
- Assemblies, forums and crash course trainings for broader communities on gender identity and inclusion.
- Planning support for establishing comprehensive sex education programs and queer student groups.
Working Together to Remove Racial and Ethnic Barriers (a Facilitator's Guide)Everyday Democracy
*Build lasting relationships among diverse stakeholders.
*Engage participants to discuss racial issues.
*Work with parents, teachers and students to develop action plans that will address racial and ethnic barriers to student achievement and parent involvement.
This document discusses professional learning communities (PLCs) and their role in promoting collaborative learning and sustained school improvement. It provides an agenda for a training on PLCs that will give an overview of their structure and function, how they promote improved teaching and learning, protocols that facilitate learning, and their role in a culture of teacher-directed professional development focused on student learning. The training will review essential elements of PLCs, protocols for examining professional practice, discussions, and student work, as well as how to address issues and problems. It emphasizes the importance of collaboration, continuous improvement, and results orientation for effective PLCs.
The growing recognition within current educational literature that student engagement and motivation are essential to successful learning (Coates, 2006; Zepke and Leach, 2010) supports a student-centred approach to Teaching and Learning. Cognitive and more particularly constructivist views of student learning suggest that learners’ active and independent/ interdependent involvement in their own learning increases motivation to learn (Raya and Lamb, 2008; Hoidn and Kärkkäinen, 2014) and develops their autonomy (Benson, 2011). Furthermore, the ability to influence one’s own learning has been associated with improved academic performance (Andrade and Valtcheva, 2009; Ramsden, 2003). The shift to a more student-centred curriculum and the need to align assessment with Learning and Teaching practices (Biggs, 2003) has prompted the development of new approaches to assessment in all sectors of education, including higher education. Assessment for and as learning approaches recognise the role of assessment as a vehicle for learning as well as a means of measuring achievement (Gardner, 2012; Nicol and MacFarlane-Dick, 2006). The active use of assessment in learning necessitates engagement both within and outside the classroom.
This paper will examine the use of assessment for and as learning as a means of fostering learner engagement both in and out of the classroom, based on the qualitative analysis of undergraduate students' learning logs as well as peer individual and group feedback. It will conclude with a consideration of the assessment design principles associated with this approach, and its contribution to the development of learner autonomy and engagement.
This document summarizes an online session for clinical teachers and student teachers. It discusses establishing collaborative norms, using audio features, reviewing previous content on teacher roles and standards, and introducing a tool called TGAP for assessing pre-service teachers. Participants engaged in a carousel activity to discuss the TGAP standards and will learn about distinguishing evidence from opinion, data collection tools, and facilitating meaningful conversations in the next asynchronous module.
The document discusses educating a community of practice in clinical bioinformatics through a flipped teaching model. It finds that the pedagogical approach allowed students to share ideas, learn from one another with different backgrounds, engage socially, and form a community of practice. The project team interviewed students who said group work and spending time on campus together helped them bond and learn more from each other than through individual lectures. Future work could focus on encouraging cross-cohort communities of practice.
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
This document outlines the research process for a project examining the impact of ESL teacher training in Madrasah Tsanawiyah schools in Indonesia. It discusses initial steps like selecting a topic, framing research questions, and choosing a methodology. It describes gaining access to research sites and participants in Indonesia and collecting data through interviews and observations. The document also covers organizing and analyzing qualitative data, revising the research design based on early findings, and final steps for writing up results.
This document outlines the agenda for the second facilitator training session of the Falkirk Teaching for Deep Learning Programme. The agenda includes reviewing the learning intention and success criteria format, updating the facilitators on programme news, discussing the content and facilitation of session 6 on higher order skills, and planning next steps for facilitator development including keeping a reflective journal and setting up discussions with school leadership. Facilitators are also given follow up tasks to complete by the next meeting date.
Starting Strong workshop - Project Zero Sydney, May 2018Cameron Paterson
This document describes a protocol called the Descriptive Review of a Child that is intended to help educators better understand a student and their needs. The protocol involves introducing the student and focusing question, describing the student for 20 minutes, summarizing themes and patterns, asking clarifying questions, getting "pop-ups" from participants, further summarizing, discussing recommendations while focusing on strengths, a presenter response, and debrief. The document notes that protocols provide structure for important conversations and help ensure all perspectives are heard to develop a shared understanding of a student. Challenges include using protocols well, deciding when they are appropriate, facilitation, and ensuring discussions are documented and built upon.
The document provides an overview of a 3-day training program for new facilitators at Focus: Hope in Detroit, Michigan. The training will cover topics like attendance procedures, educating students, food bank operations, and community outreach. It will be led by Oluwafemi Osisanya and aims to provide skills for effective online facilitation. The training objectives are to develop skills in areas like communication, productivity, creativity, and guidance. Participants will be assessed through informal rubric-based assessments and simulations of the learning management system. The training will utilize various technology and media tools to engage learners online.
The Team Academy program provides entrepreneurship training through experiential learning projects, coaching, and community events to develop skills like leadership, marketing and innovation; participants learn both individually through assignments and collectively through dialogue sessions, birthgiving presentations, and cross-team projects; the program utilizes various tools to track learning and skill development over the multi-year curriculum.
1. Focus groups can be used in various sectors like marketing, public relations, health services, and social science research to generate insights into attitudes, behaviors, and decision-making processes.
2. Proper research design and planning is required when conducting focus groups. This involves considering the facilitator, setting, participant size and composition, recruitment methods, topic guide, and addressing any ethical issues.
3. Focus groups are best for exploring perspectives and meanings that people ascribe to ideas and experiences. They provide insights into how views are formed and modified in a group context.
1. The document discusses developing a strategic plan focused on assessment capable learners and intervention practitioners. It outlines key terms, criteria for developing a strategic plan, and lessons learned.
2. The criteria for developing a strategic plan include focusing on learning outcomes, designing the plan through an empathy-driven process, involving stakeholders, and effectively implementing the plan.
3. Lessons learned include the importance of understanding culture, recognizing existing skills and knowledge, involving all stakeholders, and appreciating tensions that arise during implementation of new initiatives.
The document outlines a seminar proposal from Team 1A for a class on global leadership and ethics. The seminar will have two subject matters: 1) Effectively using communication technologies in international business, which they will demonstrate; and 2) Labor issues in the global marketplace, which they will discuss through a case study. They will measure their success based on learning outcomes like students implementing the tools and understanding them. They aim to make the seminar informative, engaging, and delivered professionally through hands-on demonstrations and facilitating critical thinking.
This presentation focuses on strategies and tips for effective meetings and facilitation. Designed for the New Jersey Campus Compact and Bonner Foundation VISTA Leaders, it especially covers how young professionals in nonprofit settings might plan and lead meetings that contribute to the mission, effectiveness, and impact of their organizations.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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The Third Teacher Team met to establish their mission statement and values. They created an expression of interest form to support teachers in reimagining learning spaces. The team discussed the process for pilot projects, including roles and documentation. They reviewed their timeline for 2014, which includes identifying pilot projects, prototyping the process, and having projects begin. The team's big question is "How might we create engaging learning spaces with all members of the School community?".
This document outlines key points from a faculty in-service event on effective generational teaching and learning for Millennials. The event focused on adapting teaching methods to better engage and collaborate with Millennial students by incorporating more technology, feedback, and career-focused learning. Faculty were encouraged to move away from long lectures and textbooks and toward shorter, interactive lessons using projects, simulations and real-world applications to motivate students and help them learn independently.
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This document outlines the agenda and process for a consultancy protocol meeting to discuss how to leverage a collaboration rubric to promote deeper learning in classrooms. The meeting will include introductions, an overview of the presenter's dilemma on this topic, questions for the presenter, a group conversation with recommendations, reflections, and a debrief. Norms for the discussion emphasize being kind and helpful while focusing on content. The background provided describes the presenter's experience and the New Tech Network which uses common assessments of skills like collaboration.
This document provides an agenda and notes for a seminar and practicum in literacy professional development. It outlines the topics to be discussed, including cultural diversity, differentiation, interventions, assessment, and progress monitoring. It also provides deadlines and instructions for students graduating in spring or later, including submitting a final philosophy paper. The agenda includes time for small group discussions on assigned readings and reviewing student reflection drafts. A panel will discuss preparing for and taking the PLACE exam. The session will conclude by looking ahead to an upcoming online session and video coaching assignments.
This document outlines various consultation and training services focused on creating more inclusive workplaces and schools for LGBTQ+ individuals. Some of the offerings include:
- Consultations on establishing strong affinity groups and reviewing non-discrimination policies for workplaces.
- Two-part training series for managers and staff on supporting LGBTQ+ employees and for schools on supporting transgender/gender non-conforming students.
- Assemblies, forums and crash course trainings for broader communities on gender identity and inclusion.
- Planning support for establishing comprehensive sex education programs and queer student groups.
Working Together to Remove Racial and Ethnic Barriers (a Facilitator's Guide)Everyday Democracy
*Build lasting relationships among diverse stakeholders.
*Engage participants to discuss racial issues.
*Work with parents, teachers and students to develop action plans that will address racial and ethnic barriers to student achievement and parent involvement.
This document discusses professional learning communities (PLCs) and their role in promoting collaborative learning and sustained school improvement. It provides an agenda for a training on PLCs that will give an overview of their structure and function, how they promote improved teaching and learning, protocols that facilitate learning, and their role in a culture of teacher-directed professional development focused on student learning. The training will review essential elements of PLCs, protocols for examining professional practice, discussions, and student work, as well as how to address issues and problems. It emphasizes the importance of collaboration, continuous improvement, and results orientation for effective PLCs.
The growing recognition within current educational literature that student engagement and motivation are essential to successful learning (Coates, 2006; Zepke and Leach, 2010) supports a student-centred approach to Teaching and Learning. Cognitive and more particularly constructivist views of student learning suggest that learners’ active and independent/ interdependent involvement in their own learning increases motivation to learn (Raya and Lamb, 2008; Hoidn and Kärkkäinen, 2014) and develops their autonomy (Benson, 2011). Furthermore, the ability to influence one’s own learning has been associated with improved academic performance (Andrade and Valtcheva, 2009; Ramsden, 2003). The shift to a more student-centred curriculum and the need to align assessment with Learning and Teaching practices (Biggs, 2003) has prompted the development of new approaches to assessment in all sectors of education, including higher education. Assessment for and as learning approaches recognise the role of assessment as a vehicle for learning as well as a means of measuring achievement (Gardner, 2012; Nicol and MacFarlane-Dick, 2006). The active use of assessment in learning necessitates engagement both within and outside the classroom.
This paper will examine the use of assessment for and as learning as a means of fostering learner engagement both in and out of the classroom, based on the qualitative analysis of undergraduate students' learning logs as well as peer individual and group feedback. It will conclude with a consideration of the assessment design principles associated with this approach, and its contribution to the development of learner autonomy and engagement.
This document summarizes an online session for clinical teachers and student teachers. It discusses establishing collaborative norms, using audio features, reviewing previous content on teacher roles and standards, and introducing a tool called TGAP for assessing pre-service teachers. Participants engaged in a carousel activity to discuss the TGAP standards and will learn about distinguishing evidence from opinion, data collection tools, and facilitating meaningful conversations in the next asynchronous module.
The document discusses educating a community of practice in clinical bioinformatics through a flipped teaching model. It finds that the pedagogical approach allowed students to share ideas, learn from one another with different backgrounds, engage socially, and form a community of practice. The project team interviewed students who said group work and spending time on campus together helped them bond and learn more from each other than through individual lectures. Future work could focus on encouraging cross-cohort communities of practice.
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This document outlines the research process for a project examining the impact of ESL teacher training in Madrasah Tsanawiyah schools in Indonesia. It discusses initial steps like selecting a topic, framing research questions, and choosing a methodology. It describes gaining access to research sites and participants in Indonesia and collecting data through interviews and observations. The document also covers organizing and analyzing qualitative data, revising the research design based on early findings, and final steps for writing up results.
This document outlines the agenda for the second facilitator training session of the Falkirk Teaching for Deep Learning Programme. The agenda includes reviewing the learning intention and success criteria format, updating the facilitators on programme news, discussing the content and facilitation of session 6 on higher order skills, and planning next steps for facilitator development including keeping a reflective journal and setting up discussions with school leadership. Facilitators are also given follow up tasks to complete by the next meeting date.
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This document describes a protocol called the Descriptive Review of a Child that is intended to help educators better understand a student and their needs. The protocol involves introducing the student and focusing question, describing the student for 20 minutes, summarizing themes and patterns, asking clarifying questions, getting "pop-ups" from participants, further summarizing, discussing recommendations while focusing on strengths, a presenter response, and debrief. The document notes that protocols provide structure for important conversations and help ensure all perspectives are heard to develop a shared understanding of a student. Challenges include using protocols well, deciding when they are appropriate, facilitation, and ensuring discussions are documented and built upon.
The document provides an overview of a 3-day training program for new facilitators at Focus: Hope in Detroit, Michigan. The training will cover topics like attendance procedures, educating students, food bank operations, and community outreach. It will be led by Oluwafemi Osisanya and aims to provide skills for effective online facilitation. The training objectives are to develop skills in areas like communication, productivity, creativity, and guidance. Participants will be assessed through informal rubric-based assessments and simulations of the learning management system. The training will utilize various technology and media tools to engage learners online.
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1. Focus groups can be used in various sectors like marketing, public relations, health services, and social science research to generate insights into attitudes, behaviors, and decision-making processes.
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3. Focus groups are best for exploring perspectives and meanings that people ascribe to ideas and experiences. They provide insights into how views are formed and modified in a group context.
1. The document discusses developing a strategic plan focused on assessment capable learners and intervention practitioners. It outlines key terms, criteria for developing a strategic plan, and lessons learned.
2. The criteria for developing a strategic plan include focusing on learning outcomes, designing the plan through an empathy-driven process, involving stakeholders, and effectively implementing the plan.
3. Lessons learned include the importance of understanding culture, recognizing existing skills and knowledge, involving all stakeholders, and appreciating tensions that arise during implementation of new initiatives.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Project ENRICH Year 2 Online - Synchronous Session 1
1. Welcome to Synchronous Session 1
Strengthening Our Profession:
Year 2 Online Academy for
OSTEs and Clinical Teachers
2. Year 2 Online Academy
• Interest in and importance of quality pre-service teacher
support
• Opportunity to learn with and from the participants
• 2-module professional development designed to support quality
coaching of pre-service teachers and to extend learning and
practice from modules 1, 2, and 3.
3. Rita Jennings
Project ENRICH Academic Coach
rbjenni2@uncg.edu
Matt Fisher
Online Professional Development Coordinator
msfishe2@uncg.edu
4. History of NTC and experience
working new Clinical Teachers /
OSTEs and teachers
5. Let’s Navigate Around Collaborate
1. How to talk
2. Video chat room
3. Raising hand to request microphone access
4. White board tools
5. Emoticons
6. Survey
6. Let’s Navigate Around Collaborate
• Instant Polling
1. Question 1: Have you taken an online course in the past?
7. Let’s Navigate Around Collaborate
• Instant Polling
1. Question 1: Have you taken an online course in the past?
2. Question 2: Raise your hand if you have used Collaborate for
online synchronous learning.
8. • Using the whiteboard TEXT tool, type your
answer on the whiteboard.
What is the name of your hometown?
Let’s Navigate Around Collaborate
9. • Using VIDEO and TALK functions
o We will limit the amount of simultaneous talkers
and video users during the main room discussion.
Allowing too much access will slow the system
down greatly.
o If you wish to contribute to a conversation in the
MAIN room, simply raise your hand and we will
give you access to the TALK function.
• In break-out rooms, you will have access
to use both video and talk at your own
discretion.
Let’s Navigate Around Collaborate
10. • Using the CHAT window
o You can chat with the whole group, individuals, and the moderators (Rita and
Matt)
o The moderators can see all chats (public and private) so please make sure to
adhere to our online Collaborative Norms.
o Chat is a great way to participate in conversations in the main room without
using the TALK functions.
o We will also use the CHAT function to send URL’s and other links for you to
access. (Ex. YouTube videos, Google Docs)
Let’s Navigate Around Collaborate
11. • Using the CHAT window
o You can chat with the whole group, individuals, and the moderators (Rita and
Matt)
o The moderators can see all chats (public and private) so please make sure to
adhere to our online Collaborative Norms.
o Chat is a great way to participate in conversations in the main room without
using the TALK functions.
o We will also use the CHAT function to send URL’s and other links for you to
access. (Ex. YouTube videos, Google Docs)
Let’s try it out.
o Question: Using the chat window, tell the group what your favorite musical
group is.
Let’s Navigate Around Collaborate
12. Guess who your
colleagues are!
Raegan
Autry
Michael
Baumann
Shari Brady
Michelle Carlson Kristin Harris Susan Long Amy Nissen
Antonio Noland Ruth Robinson Matt Fisher Rita Jennings
Marian Taylor Kimberly AsKew
13. Collaborative Reflection Log Connector
• What worked for you?
• What were challenges you
encountered?
• What are your next steps?
• What support is needed?
You will discuss your thoughts
in a break-out room
(8 minute discussion)
14. Outcomes for Module 4
By the conclusion of this professional development, participants
will be able to:
15. Outcomes for Module 4
By the conclusion of this professional development, participants
will be able to:
• Cultivate skills to have meaningful conversations to promote professional growth of
PST (pre-service teacher)
16. Outcomes for Module 4
By the conclusion of this professional development, participants
will be able to:
• Cultivate skills to have meaningful conversations to promote professional growth of
PST (pre-service teacher)
• Extend and practice the attitudes, language, behaviors and skills of effective CT
(clinical teacher) that foster autonomous decision making in PST.
17. Outcomes for Module 4
By the conclusion of this professional development, participants
will be able to:
• Cultivate skills to have meaningful conversations to promote professional growth of
PST (pre-service teacher)
• Extend and practice the attitudes, language, behaviors and skills of effective CT
(clinical teacher) that foster autonomous decision making in PST.
• Establish goals to deepen ability to assess and support PST development
18. Outcomes for Module 4
By the conclusion of this professional development, participants
will be able to:
• Cultivate skills to have meaningful conversations to promote professional growth of
PST (pre-service teacher)
• Extend and practice the attitudes, language, behaviors and skills of effective CT
(clinical teacher) that foster autonomous decision making in PST.
• Establish goals to deepen ability to assess and support PST development
• Understand protocols for setting goals for PST based on professional teaching
standards
20. Agenda for Module 1
• Welcome – Connect and Overview, Norms, and chart of synonyms
21. Agenda for Module 1
• Welcome – Connect and Overview, Norms, and chart of synonyms
• A Human Continuum
22. Agenda for Module 1
• Welcome – Connect and Overview, Norms, and chart of synonyms
• A Human Continuum
• An in-depth look at The Mentor Continuum
23. Agenda for Module 1
• Welcome – Connect and Overview, Norms, and chart of synonyms
• A Human Continuum
• An in-depth look at The Mentor Continuum
• Goal Setting
24. Agenda for Module 1
• Welcome – Connect and Overview, Norms, and chart of synonyms
• A Human Continuum
• An in-depth look at The Mentor Continuum
• Goal Setting
• Matching stance and language to PST development
25. Agenda for Module 1
• Welcome – Connect and Overview, Norms, and chart of synonyms
• A Human Continuum
• An in-depth look at The Mentor Continuum
• Goal Setting
• Matching stance and language to PST development
• Practice conversation
26. Agenda for Module 1
• Welcome – Connect and Overview, Norms, and chart of synonyms
• A Human Continuum
• An in-depth look at The Mentor Continuum
• Goal Setting
• Matching stance and language to PST development
• Practice conversation
• Making thinking transparent
28. Collaborative Norms
In your asynchronous collaborative group:
o Be responsible for your part on assignments / discussions
o For group projects, determine how decisions will be made
o When corresponding via email or in discussion boards, be clear in your
communications with partners
o Be open to the point of view of others
29. Collaborative Norms
In your weekly synchronous sessions
o Be courteous
o Be on time and attentive for class sessions
o Be an active listener and participant in conversations
o Agree to “judgment-free zone” (It is safe to share different perspectives)
o When working in break-out rooms, be certain to begin working ASAP. The
activities are time sensitive.
30. Synonyms used in our training
Terms for Pre-Service Teacher
• PST
• intern
• student teacher
• resident
• teacher candidate
Terms for School Staff
• Clinical Teacher
• Cooperating Teacher
• OSTE (on-site teacher
educator)
Terms for University Staff
• team leader
• supervisor
• coach
31. Discussion Groups
• Group 3
o Kristin
o Shari
o Raegan
• Group 1
o Michael
o Marian
o Michelle
• Group 2
o Ruth
o Amy
o Susan
Discussion groups for today and for asynchronous discussion for whole course
32. The Human Continuum
• We are going to start with a very concrete, kinesthetic example to
think about how we can be at different places along a continuum.
33. The Human Continuum
• We are going to start with a very concrete, kinesthetic example to
think about how we can be at different places along a continuum.
• This will be a “cognitive anchor” as we think about assessing a
beginning teacher (and/or induction program) relative to discrete
aspects of teaching.
34. The Human Continuum
• We are going to start with a very concrete, kinesthetic example to
think about how we can be at different places along a continuum.
• This will be a “cognitive anchor” as we think about assessing a
beginning teacher (and/or induction program) relative to discrete
aspects of teaching.
• This will be a reminder that one can be at different developmental
levels within the broader context of teaching performance.
35. The Human Continuum
“Planning a Party”
Preparing the house
(“Standard 2: Teachers establish a respectful environment for a diverse population of students”)
Planning every
aspect of the
party out
Fly by the seat of
your pants
36. The Human Continuum
“Planning a Party”
Planning the meal
(“Standard 4: Teachers facilitate learning for their students”)
Very specific
meal planning
Let’s order pizza or
have a pot luck!
37. The Human Continuum
“Planning a Party”
Engaging the Guests
(“Standard 4: Teachers use a variety of instructional methods”)
Personal
interactions with
each and every
guest
You hang out in the
corner and wave to
guests
38. The Human Continuum
“Planning a Party”
Cleaning Up
(“Standard 5: Teachers reflect on their practice”)
Everything is
cleaned up
perfectly!
You leave
everything a mess.
39. • How can we link these 4 steps in the party process to the
professional teaching standards?
The Human Continuum
Reflection
40. • How can we link these 4 steps in the party process to the
professional teaching standards?
• Who told you where to go?
The Human Continuum
Reflection
41. • How can we link these 4 steps in the party process to the
professional teaching standards?
• Who told you where to go?
• Why were some people in one place for one descriptor and
another location for a different section?
The Human Continuum
Reflection
43. North Carolina Mentor Continuum
• You and your partner(s) are going to review the notes you made
prior to today’s session and prepare a presentation for the whole
group.
• You will have 15 minutes to prepare your presentation. Your
presentation should be thorough, but only take 2 minutes to
present. Use the note-taking guide to help you know what to include
in your presentation.
44. Core idea of each element Evidence to determine placement on the continuum
Difference in verbiage as you move from left to right on the continuum Ideas to share with the entire group
46. 10 minute independent activity
On Page 8 of your participant’s packet is
the Mentor Self-Assessment Tool.
Put a dot on the box of the continuum that
best represents your current level of
mentoring practice.
• Be open.
• Look at your practice honestly and try
to identify both areas of relative
strength and areas for growth.
49. Clinical Teacher Goal Setting
The purpose of setting goals is two-fold:
1. To understand the value of self-reflection in every aspect
of teaching
2. To establish concrete measurable goals.
55. Asynchronous Assignments
What topics will we be covering this week?
• Let’s take a web tour of Asynchronous activities
o ICF Review
o Johari Window
o Language Stems
o Transparency Frame – Plan Aloud and Practice Conversation
o Case Study (Aleeda Doinitrite)
o Article: Minding your Language and discussion board
• Check the Coursesites calendar for upcoming due dates
o Monday, August 4th: 3 PM
After today’s session, explore Module 4 Asynchronous Session in Coursesites
so you can plan your time accordingly.
56. Thank you for attending our session!
Next session:
Tuesday morning, August 5th at 10 AM