This document discusses improving teaching practices through reflection. It emphasizes the importance of aligning teaching with a school's core values, paying attention to key areas like assessment and collaborative learning, and reflecting on one's teaching beliefs and practices. Developing teacher enthusiasm, avoiding burnout, and cultivating professional learning networks are also presented as important for improving as an educator. The document stresses that reflecting on one's calling, core values, and beliefs can help directly impact student learning.
Strategies for Effective Online Learning (July 15)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
The following slides represent the ISB Elementary School vision for 2008 and beyond. This deck was the second of a series of presentations on the vision and direction the Elementary School will be taking going forward. Its purpose was to clarify points from the last meeting and build understanding.
This thinking represents our current "temporary fixed position"
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
Strategies for Effective Online Learning (July 15)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
The following slides represent the ISB Elementary School vision for 2008 and beyond. This deck was the second of a series of presentations on the vision and direction the Elementary School will be taking going forward. Its purpose was to clarify points from the last meeting and build understanding.
This thinking represents our current "temporary fixed position"
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
Schoolwide Change Through Improved Teacher Instructioncatapultlearn
Schoolwide change comes about through improved teacher instruction, but the role of the principal as the instructional leader is also central to this premise. Vibrant learning communities are developed when these roles work together. This two-part webinar will explore the principal’s role in providing the environment where student achievement is enhanced, then investigate how the teacher’s role is strengthened in providing sound and effective instruction, regardless of the standards that drive a school in its pursuit of excellence.
In this webinar, you will learn:
The universal, constant concepts to deliver effective student learning
How education resides in the culture of change
The Four Essential Skills for an Effective Learning Leader
The importance of communicating clear learning targets to students
How formative assessments drive effective instruction
How to enhance engagement and promote deeper understanding of content through student-centered learning environments
Student motivation, by: Haseen Ah-HassanHaseeb Ahmed
I'm student from Zakho University English department, as any other students I had my own presentation in ELT (English Language Teaching) about Student Motivation, then when I got excellent for my presentation I decided to shared it with everyone.
The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:
The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:
Continuing the conversation of working with class and school profiles/reviews to better support inclusion. Includes a focus on what makes a difference in teaching, 'no plan, no point' and co-teaching.
Project-based learning (PBL) is a unique approach to learning that provides pupils with the opportunity to experience working collaboratively. It also helps students use critical thinking skills to solve real-world problems. This presentation aims at demonstrating how projects can help EFL students improve their language skills by developing a series of outside-the-classroom assignments designed to reach a desire collaborative environment where students can interweave speaking, reading, listening and writing in a fun but constructive manner. By working together students can also recycle, review and retain new information given in class.
MOLDING MINDS, SHAPING HEARTS Role of Character Formation in School SuccessMann Rentoy
MOLDING MINDS, SHAPING HEARTS: The Crucial Role of Character Formation in School Success
by Emmanuel Mann Rentoy
Presented by FilPass and CATALYST PDS
Key Highlights:
Insights for Success: Learn why character formation is the linchpin of academic triumph and personal growth.
Teacher Training Revolution: Discover innovative strategies to empower your educators in fostering character development within the classroom.
Real-world Impact: Understand how schools can become incubators for future leaders, instilling values that extend far beyond textbooks.
Don't miss this opportunity to revolutionize your school's approach to education. Elevate your institution, empower your teachers, and shape a future generation of leaders through the power of character-driven teaching.
CLASSROOM MANAGEMENT 100+ STRATEGIES by Emmanuel Mann Rentoy
Email us at catalystpds@gmail.com
www.characterconferences.com
View the Recorded Presentations here: https://www.youtube.com/@characterformation
https://www.youtube.com/c/TEACHERTRAINING
The Bureau of Jail Management and Penology (BJMP) celebrated the Values Restoration
Week and Anniversary of the Chaplaincy Service Office on September 26-29, 2023. During
the week-long celebration, the Chaplaincy Service Office (CSO) conducted various talks
and seminars for the integration of values to the Jail Bureau. This was the talk for the 2nd day of the week-long celebration on September 27, 2023 at 800am via zoom platform.
The target theme for the 2nd day is “Buidling Values – Character Community.” The
participants were Officers of the Jail Bureau composed of Uniformed personnel.
DEVELOPING GRIT, RESILIENCE & EMPATHY: 3 Essential Virtues for the Digital Generation
by Emmanuel Mann Rentoy
2022 International Champion for Character of Character.Org
Presented in Colombo, Sri Lanka on November 26, 2022
KIND AND CARING CLASSROOM
Presented by Emmanuel Mann Rentoy in Colombo, Sri Lanka on November 19, 2022
Educational and Social Initiatives
www.characterconferences.com
mannrentoy@gmail.com
PRESENTED BY Emmanuel Mann Rentoy in Colombo, Sri Lanka on November 19, 2022
Educational and Social Initiatives
mannrentoy@gmail.com
www.characterconferences.com
TEACHERS AS AGENTS OF CHARACTER FORMATION Mann Rentoy
PRESENTED IN Hotel Sapphire, Colombo Sri Lanka on November 12, 2022
by Emmanuel Mann Rentoy
baybrookseminars@gmail.com
Subscribe to my YouTube Channel to access hundreds of Teacher Training Videos: https://www.youtube.com/@characterformation
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
SELF MASTERY: How to Help Our Kids Keep It Together by Dr. Michele BorbaMann Rentoy
SELF MASTERY: How to Help Our Kids Keep It Together by Dr. Michele Borba
An International Conference organized by PAREF WOODROSE SCHOOL and CATALYST for Professional Development Services
JANUARY 29, 2022
www.characterconferences.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Beauty of Art as a Powerful Tool to Teach the Catholic FaithMann Rentoy
Presented by Emmanuel Rentoy
January 28, 2022
Series of Seminars for Teachers of Catholic Schools
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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.
Introduction to AI for Nonprofits with Tapp Network
PURPOSE, PASSION AND PRACTICE: What Matters Most in Teaching
1. 22/07/2021
1
What Matters Most in Teaching
Improving One's Practice
Introductory Note
Work on developing a teaching
persona that will enable you to
play the role whether you feel
ready or not and even if you think
it is hard to shake the “imposter”
feeling. Patrick N. Allitt (2010). The art of teaching: Best practices from a master
educator. The Great Courses.
Take away the self-doubt
Do away with the
inability to assess one’s
teaching
Set aside luck as the
reason for one’s success
Time to
Rediscover
THE TWO MOST IMPORTANT
DAYS IN YOUR LIFE ARE THE
DAY YOU ARE BORN AND THE
DAY YOU FIND OUT WHY.
1 2
3 4
5 6
2. 22/07/2021
2
Quick
Thinking
Activity
WHY DID I CHOOSE
TEACHING?
Central
Teaching
Question
IS IT WORTH THE TIME AND EFFORT TO REVISIT
ONE’S TEACHING PRACTICES?
CT
Related
Questions
Today’s Objectives
Why should I align my teaching to
the school’s core values?
What are the key areas in teaching I
need to pay attention to?
How do I reflect on my teaching
practices?
We are interested in…
Why core values
What key areas
How reflect
7 8
9 10
11 12
3. 22/07/2021
3
What are my
objectives? Why
Faith in the Almighty who can
make the unthinkable possible
Charity towards our less
fortunate brothers and sisters
Freedom from ignorance,
poverty, and indifference
What are my
school’s core
values?
This is all
about me.
Calling of a Teacher
Teaching offers the possibility of
working with people and
especially young people.
It provides an opportunity to
serve by educating the next
generation. C. Madero (2021). Because I am called: how a calling to
teach emerges and develops in teachers working in Catholic high schools. Teaching and
Teacher Education.
13 14
15 16
17 18
4. 22/07/2021
4
Reconnect with
One’s Purpose
What is my philosophy of teaching?
I facilitate learning.
I make a difference.
I am the ‘curriculum’.
Reflective Stance
We have to spend time thinking about our
teaching beliefs and practices, alone and if
there is an opportunity, in collaboration
with our fellow teachers.
We have to study our own teaching and
our students’ learning.
May I ask the
following questions?
In your current teaching, what do
you do to provide support to
student’s understanding and use of
feedback?
Have you ever thought about where
does your responsibility end and
where does the student’s
responsibility begin?
Aims and Values
Thinking about aims is a way of getting a
clearer picture of what it is teachers are trying
to do, and about what would count as doing it
well.
Teachers’ aims are closely related to values:
teachers aim at things that they value, that
they think are in some way worth achieving.
G. Haydon (2005). Values in education. Continuum.
Important Part of the
Teacher’s Work
What do we want to achieve?
How do we achieve these
goals?
What are my contributions?
19 20
21 22
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5. 22/07/2021
5
Worth
Investing
Time
What are my school’s core values?
How do these core values shape who we are?
How do we treat and teach our students?
Relational Pedagogy
Students’ concrete experiences,
located in a range of relationship
building activities, are used as a
starting point for knowledge
acquisition S. Edwards(2018). Re-engaging young people with
education: The steps after disengagement and exclusion. Palgrave Macmillan.
Combine Identity and Learning
S-O-S
Statement-
Opinion-
Support
Vocation
Core Values
Our next move
is to examine
IMPORTANT QUALITY OF A
GOOD TEACHER
Revisit Teacher Beliefs
Refer to the assumptions that they
hold in regard to their students,
classrooms, and the academic
material to be taught.
May function in different ways such
as filters, frames, or guides.C. Basckin, I. Strnadova, &
T. M. Cumming (2021). Teacher beliefs about evidence-based practice: a systematic review.
International Journal of Educational Research.
25 26
27 28
29 30
6. 22/07/2021
6
Actual Teaching
Beliefs & Purpose
Teachers aspire for
Something real: teachers make plans
and implement them
Teachers find it important if not crucial
Benefits the teacher and other people
Key Questions
What are my beliefs about learning,
the learner, subject area, and the
curriculum?
How do these beliefs contribute to
my school’s goals and aspiration to
become a better teacher?
Calling, Core Values, & Beliefs
We turn our gaze to…
IT IS SOMETHING INFECTIOUS LIKE THE COVID-19 VIRUS.
Teacher Enthusiasm
The degree of enjoyment, excitement,
and pleasure that teachers typically
experience in their teaching and
professional activities.
Enthusiasm for teaching and
enthusiasm for the subject taughtR. Lazarides,
B. Fauth, H. Gaspard, & R. Gollner (2021). Teaching self-efficacy and enthusiasm: relations to changes in
student-perceived teaching quality at the beginning of secondary education. Learning and Instruction.
31 32
33 34
35 36
7. 22/07/2021
7
Research Tells Us
Enthusiasm in the work context is the stable,
positive experience of the professional
activity. In this sense, teacher enthusiasm
reflects the degree of positive emotion
experienced during the activity of teaching.
Teachers’ enthusiasm for the subject taught
correlated with instructional quality. Y. Anders et al
(2018). Early science education: Goals and process-related quality criteria for science
teaching. Verlag Barbara Budrich.
More Than
Wonder…
Avoid Teacher Burnout
Stress is often triggered by situations
we can’t control
Remind ourselves: Why am I
teaching? How do I want to be the
best teacher I could possibly be?
How do I develop my
‘relational muscles’?
We cannot do it while in quarantine.
Reflecting On
My Own
Experience
It is again all about
Relationships.
37 38
39 40
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8. 22/07/2021
8
Teacher
Professional Identity
Teacher learning and identity are related
to three types of resources: material
resources (what is physically available to
teachers), relational resources (who is
available to teachers), and ideation
resources (the ideas and practices that
are valued). B. Morretini (2021). Forms of resistance: Insights into beginning
teacher development. International Journal of Educational Research Open.
Importance
of PLNs
When educators cultivate a network of individuals who
support and extend their learning, participate in spaces
that grow their thinking, and use tools to access and curate
new information, they can improve their teaching and
student learning, expand their social support, build
confidence in their practice, and shift their identity to a
teacher-learner or teacher-leader. T. Trust and S. Prestridge (2020). The interplay of
five elements of influence on educators’ PLN actions. Teaching and Teacher Education.
3-2-1
Summarizer
Before we
leave the Why,
we introduce
the How.
Professional
Development
Give Importance to!
In-service training
Individual classroom observation
Teachers engage with and use
research
Our own version of lesson study
Our own understanding of
collaborative teacher research
43 44
45 46
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9. 22/07/2021
9
Direct Impact
Our calling as a teacher
Your school’s core values
Our beliefs as a teacher
Enjoy teaching and working with
colleagues
Take care of our own development
We cannot give
our students what
we don’t have.
Most Important Point
We Want Them
To Learn!
We learn because…
Making sure that a room is ready for learning
when the children arrive, having well-organized,
good-quality resources, and preparing activities
ready to engage children from the start, all
show that we value the children’s arrival. K. Taylor & R.
Woolley (2013). Values and vision in primary education. Open University Press.
I teach well, my
students learn.
Why should I align my teaching to the school’s core values?
49 50
51 52
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10. 22/07/2021
10
What
What are your
principles of
effective
teaching?
Principles of
Effective
Teaching
I am sure there are more
principles of effective teaching.
The Principles
Consider the learner as an individual
with background knowledge and skills.
The teacher is the director of the
learning experience.
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11. 22/07/2021
11
Provide equal opportunities for all
students to learn the content.
There is no need to learn all subject
content but there is a need to learn
the core content.
Do you have
an additional
principle?
Teacher
as the
Director
Things to Consider
Learn how to walk
in between desks
Learn how to let go
but not let go
totally
Allow the students
to play the game
Two Important
Areas
Assessment for learning
Collaborative learning
61 62
63 64
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12. 22/07/2021
12
AfL Framework
Clarifying learning goals & criteria for success
Gathering of a range of formal & informal
assessment evidence
Feedback to students
Peer and self assessment C. Brooks et al (2021). Teachers activating learners.
Teaching and Teacher Education.
About
Feedback
Use Strategies That Work
Use classroom discussions and
instructional activities to know the level
of student knowledge and skills
Plan and implement effective feedback
during the class activities
Help students develop self-assessment
or help their classmates improve
What is my IRA?
What is my insight?
What is a reference material I
could consult?
How do I apply it tomorrow?
Importance of Collaborative Learning
Collaborative activities do more
than provide opportunities for
socioemotional learning. They can
also provide students with support,
feedback, a sense of belonging, and
opportunities for friendship. B. Oakley, B.
Rogowsky, and T. J. Sejnowski (2021). Uncommon sense teaching. Practical insights in brain science to help
students learn. TarcherPerigee.
About
Community
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Take Care of the
Following
Buy-in from students, colleagues,
and parents
Choose the “right” room
Have the right stance: students
are sometimes “better” teachers
than their teachers
Take Note
of the
“ings”
Forming
Norming
Storming
Performing
Adjourning
Two-Pronged Approach
Teacher directs
Student learning
Builds a community
Quick Write
HOW DO I IMPROVE MY KNOWLEDGE AND SKILLS
AS A CLASS DIRECTOR?
Learner’s
Background
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Our students are not ‘postage
stamps’.
A postage stamp is a small
piece of paper issued by a post
office, postal administration, or
other authorized vendors to
customers who pay postage
Culture of Caring
Teachers have a professional responsibility
to build relationships with pupils that
support progress and learning.
‘Positive relationships with significant
others are cornerstones of young people’s
capacity to function effectively in the
social, affective and academic domains’. S. Ellis
and J. Tod (2015). Promoting behaviour for learning in the classroom: Effective strategies, personal
style and professionalism. Routledge.
It is about
positive education!
Lecture Wrapper
Identify key points
When was the last time
my students experienced
positive emotions in my
classroom? How did I
make it happen?
Various Types of
Relationships
With the curriculum
With their classmates
With their teachers
With oneself (well-being,
emotions)
Relationship with the Curriculum
A stronger connection between
evidence and practice requires the
development of intentionally
designed learning environments whose
main purpose is learning about learning
R. A. Ellis and P. Goodyear (2018). Spaces of teaching and learning: Integrating perspectives
on research and practice. Springer.
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We have to connect
our teaching with our
students’ learning.
Who are my students?
Background knowledge
Family and community
Interests and Needs
Preconceptions and misconceptions
What are they afraid of? What
do they long for?
One-Two Punch
Caring Teacher
“Cared for Learner”
Write a
Letter
Write a short letter to a fictional
colleague of yours who is an
‘authoritarian’ or even a ‘tyrannical’
teacher.
Learning
the
Essential
Content
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What is worth teaching?
This is a naturally recurring
question.
We have to deal with it
when we plan our lessons.
Learning for the
21st Century
4 Cs: critical thinking in complex
situations, collaboration,
communication, and creativity.
Civic participation, Ability to
evaluate information, Facility in
collaborative activity, Ability to
learn efficiently, Develop confidence
A. M. Lesgold (2019). Learning for the age of artificial intelligence: Eight education
competencies. Routledge.
Deal with 21st Century Problems & Issues
Idea of Deep Learning
Deep learning occurs when we
use the competencies to
engage in issues and tasks of
value to students and the
world. M. Fullan, J. Quinn, & J. McEachen (2018). Deep learning: Engage the
world change the world. Corwin.
Support the
Statement
below
DO I INVITE MY STUDENTS TO
REGULARLY TAKE A DEEP DIVE
INTO THE CONTENT?
Consider the following
Use high-order thinking skills
Authentic and challenging tasks
Immerse themselves in the content
Need social-emotional learning skills
Impact on the school and the
community
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Learner at the Center
Great Tandem
Actively think
Go beyond
themselves
Update Your
Colleagues
WRITE A BRIEF MEMO TO
YOUR CO-TEACHERS
WAITING FOR YOU TO TELL
THEM SOMETHING ABOUT
THIS PRINCIPLE
Provide
Opportunities
to Learn
We have to ask
ourselves
How do I maximize learning in my
classes?
Do I offer choices for my students?
Do I practice ‘appreciative inquiry’?
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Scaffolding Strategies
Task-specific support, designed to
help the learner independently to
complete the same or similar
tasks later in new contexts V. L. Hemmler et
al (2021). Using scaffolding to support CLM students’ critical multiple perspective-
taking on history. Teaching and Teacher Education.
Crucial for Student Success
Introducing new knowledge and skills
Understanding difficult parts of the
lesson
Plan and do performance tasks
Model, Ask questions, Think-aloud
Teacher as the ‘Expert’
Student as the
‘Apprentice’
UDL & Executive Functioning
Will the student remember to make a
connection, think before reacting, and
make the shift between various
demands?
Use KWL charts, Use graphic organizers,
Summarize content using their preferred
style, Use chunking, Teach them how to
self-monitor W. W. Murawski and K. L. Scott (2019). What really
works with universal design for learning. Corwin.
Providing the learner “unlimited access”
to the curriculum
What is your 2-minute
message?
What are the key areas
in teaching I need to pay
attention to?
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IS IT WORTH THE TIME AND EFFORT TO REVISIT
ONE’S TEACHING PRACTICES?
Shift to
the last
section
How
Question
for the
Day
HOW DO I DEVELOP AS A
REFLECTIVE PRACTITIONER?
Key
Opportunities
Social Capital
Built through meaningful interactions
with peers about instruction based
on feelings of closeness and trust.
Teachers do engage in meaningful
interactions around teaching in
corridors and staffrooms and during
formal and informal meetings. E. K. Demir
(2021). The role of social capital for professional learning and student achievement: a
systematic literature review. Educational Research Review.
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20
Talk to Your Colleagues
PLC: Knowledge
Sharing
Develop new knowledge to
improve school performance. The
search for, examination, and
gathering of knowledge takes place,
while the important aspects related
to performance have been
disseminated to members. N. Intanam & S.
Wongwanich (2014). An Application Of The Professional Learning Community
Approach To Developing The Learning Process And Enhancing Academic
Achievement In The Mathematics And Science Teaching Of The Primary School
Student. Procedia: Social and Behavioral Sciences.
Professional Development
No longer considered an individual effort,
but a phenomenon influenced by the others
with whom teachers interact and the quality
of these interactions.
Considered necessary for a teacher to
interact with a variety of people with whom
they have different qualified relationships in
a collaborative network R. Sancar, D. Atal, & D. Deryakulu (2021).
A new framework for teachers’ professional development. Teaching and Teacher
Education.
PD in Online Learning
Internal factors are crucial for teacher's
professional development: a prerequisite for
professional development is that teachers
are willing to participate and engage both
cognitively and emotionally
Put forward expectations as a central barrier
affecting online participation. The
participants' attitude against technology and
their ability to work towards goals are more
important than the technological aspects. K. B.
Dille and F. M. Rokenes (2021). Teachers’ professional development in formal
online communities: A scoping review. Teaching and Teacher Education.
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21
Mentoring
A mentor is typically an experienced
teacher assigned to a novice entrusted
with the task to “support the mentee’s
learning, development and well-being”,
as well as “to observe and provide the
new teacher with instructional support
and feedback. J. Burger, H. Bellhauser, & M. Imhof (2021). Mentoring
styles and novice teachers’ well being: the role of basic need satisfaction. Teaching
and Teacher Education.
What do Mentors do Best
Teachers referred to their mentors as
peers, coaches, and friends. They
considered being observed while
teaching, generating feedback, and
reflecting to be particularly helpful
elements of mentor support. S. K. Ruitenburgand A. E.
Tigchelaar (2021). Longing for recognition: A literature review of second-career teachers’
induction experiences in secondary education. Educational Research Review.
I have a
comment.
Modeling
Conceived of as are presentation of
practice which might serve to help
teachers develop an image of the activity
and embedded practices under study.
To make visible to novices aspects of the
practice they aim to learn, and couple this
vision with opportunities for discussion of
pedagogical reasoning to provide rich
learning opportunities for the observing
teachers. E. S. Saclarides and J. Munson (2021). Exploring the foci and
depth of coach-teacher interactions during modeled lessons. Teaching and Teacher
Education.
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Teachers Need To
Understand Good Practice
Development and changes of practice takes time,
and long term interventions give teachers
opportunity to discuss PD-content, try it out in
their classroom, get coaching and receive
feedback along the way, and reflect on results
with colleagues.
Teachers are more likely to implement new
instructional materials when they participate in
longer programs. B. S. Haug and S. M. Mork (2021). Taking 21st century skills from vision to
classroom: What teachers highlight as supportive professional development in the light of new demands from
educational reforms. Teaching and Teacher Education.
Coaching
To motivate teachers' continuing
development: it should be personalized
based on their learning needs
Implementing a coaching approach allows
teachers to work individually experts or
peers and receive support through lesson
planning, observation, reflection, and
problem-solving Y. C. Liao, A. Ottenbreit-Leftwich,K. Glazewski, & M. Karlin (2021).
Coaching to support technology integration in elementary schools: a multiple case study. Teaching and
Teacher Education.
Classroom Observation
A powerful tool that offers an
unobstructed view of classroom
practice and allows us to
understand how teachers teach
within a realistic context. F. Martinez, S. Taut,
& K. Schaaf (2016). Classroom observation for evaluating and improving teaching: an
international perspective. Studies in Educational Evaluation.
Power of Video
Research has documented impacts of video-
based PD on facets of teachers’ beliefs about
the nature of learning, content understandings,
collegial conversations about teaching and
learning, and changes in enacted pedagogical
techniques.
Studies highlight how video can be a
supportive tool for facilitating teachers’
noticing and analysis of student thinking and
for supporting responsive classroom
instruction that builds on students’ ideas. J. Richards
et al (2021). Complexities and opportunities in teachers’ generation of videos from their
classrooms. Learning, Culture and Social Interaction.
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Summary
Classroom observation
Coaching
Modeling
Professional
development
Mentoring
Building social capital
Guided Notes
Classroom observation contributes to….
Mentoring is a …
Professional learning community is
important because…
What is Your
Takeaway?
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