Spring 2013 ti me courses (4)
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This document lists two courses being offered in the spring of 2013 for medical educators at the MCV Campus. The first course focuses on instructional strategies for teaching in medicine and covers techniques like team-based learning and problem-based learning. The second course is about curriculum design in medical education and will teach faculty how to develop goals, objectives, and instructional plans for courses and assessments. Both courses meet weekly in the evenings from January through May and provide hands-on experience designing or improving existing teaching material.
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Spring 2013 ti me courses
The document lists two courses offered in the Spring of 2013 at the Medical College of Virginia (MCV) Campus. The first course focuses on instructional strategies for teaching in medicine and covers discussion-based strategies, team-based learning, process-oriented guided inquiry learning, and problem-based learning. The second course is about curriculum design in medical education and covers developing goals and objectives, creating assessment plans, and determining instructional strategies. Both courses meet weekly in the evenings from January through May.
Spring 2013 ti me courses (2)
The document lists two courses offered in the Spring of 2013 at the Medical College of Virginia (MCV) Campus. The first course focuses on instructional strategies for teaching in medicine and covers discussion-based strategies, team-based learning, process-oriented guided inquiry learning, and problem-based learning. The second course is about curriculum design in medical education and covers developing goals and objectives, creating assessment plans, and determining instructional strategies. Both courses meet weekly in the evenings from January through May.
Spring 2013 ti me courses (3)
The document lists two courses offered in the Spring of 2013 at the Medical College of Virginia (MCV) Campus. The first course focuses on instructional strategies for teaching in medicine and covers topics like team-based learning and problem-based learning. It meets on Tuesdays from January 22 to April 16. The second course is about curriculum design in medical education and covers developing goals, assessment plans, and instructional strategies. Participants work on an existing course. It meets on Mondays from February 11 to May 6. Both courses meet from 5:15-7:45 pm at a location to be determined on the MCV Campus.
Pet485 supervision presentation
This document discusses strategies for enhancing the student teaching experience through reflection and supervision. It identifies the roles in the supervisory chain of command between the student teacher, cooperating teacher, university supervisor, and student teaching coordinator. It also outlines Donald Schön's models of reflection-in-action and reflection-on-action. Finally, it discusses a study that found reflection can be learned and help professional growth, but student teachers often focus reflections on technical teaching issues rather than situational factors, and supervision is critical to developing reflective skills.
Just Breathe: Mindfulness Practices in Teacher Training
1. A study examined the effects of 5-7 minutes of weekly mindfulness practices on perceived stress levels in 44 student teachers.
2. Results found that mindfulness practices were associated with reduced perceived stress over time and that students saw benefits like relaxation, focus, and stress management.
3. The study suggests mindfulness practices could help address teacher stress and be incorporated into teacher education as a contemplative pedagogy approach.
Advanced global perspectives facilitator Manju Kumari
Global Perspectives is a groundbreaking and stimulating course that stretches across traditional subject boundaries and develops transferable skills. It is both cross-curricular and skills-based and taps into the way learners of today enjoy learning, including team work, presentations and projects. The emphasis is on developing the ability to think critically about a range of global issues where there is always more than one point of view.
Data gathering instrument
The document describes 5 methods used to collect data for a school assignment: observation, interview, checklist, questionnaire, and discussion. Observation involved collecting student worksheets and noting teaching techniques. Interviews provided information on teacher roles and student welfare. A checklist was also used. Questionnaires gathered information on classroom management, teaching processes, and school culture from teachers, staff, and students. Discussions with administrators and teachers focused on student behavior, teaching techniques, activities, curriculum, and teacher roles.
Rubric for co-teaching
The rubric outlines criteria for evaluating co-teaching in inclusive settings across three levels: unacceptable, acceptable, and proficient. It examines collaboration between general education and special education teachers, administrative support, the roles of teachers, instructional methods used, assessing student progress, and provides space for comments. The goal is for teachers to meet the highest proficient level, which indicates consistent collaboration, support from administrators, shared instructional roles between teachers, varied instructional approaches, and frequent formative assessments.
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Spring 2013 ti me courses
The document lists two courses offered in the Spring of 2013 at the Medical College of Virginia (MCV) Campus. The first course focuses on instructional strategies for teaching in medicine and covers discussion-based strategies, team-based learning, process-oriented guided inquiry learning, and problem-based learning. The second course is about curriculum design in medical education and covers developing goals and objectives, creating assessment plans, and determining instructional strategies. Both courses meet weekly in the evenings from January through May.
Spring 2013 ti me courses (2)
The document lists two courses offered in the Spring of 2013 at the Medical College of Virginia (MCV) Campus. The first course focuses on instructional strategies for teaching in medicine and covers discussion-based strategies, team-based learning, process-oriented guided inquiry learning, and problem-based learning. The second course is about curriculum design in medical education and covers developing goals and objectives, creating assessment plans, and determining instructional strategies. Both courses meet weekly in the evenings from January through May.
Spring 2013 ti me courses (3)
The document lists two courses offered in the Spring of 2013 at the Medical College of Virginia (MCV) Campus. The first course focuses on instructional strategies for teaching in medicine and covers topics like team-based learning and problem-based learning. It meets on Tuesdays from January 22 to April 16. The second course is about curriculum design in medical education and covers developing goals, assessment plans, and instructional strategies. Participants work on an existing course. It meets on Mondays from February 11 to May 6. Both courses meet from 5:15-7:45 pm at a location to be determined on the MCV Campus.
Pet485 supervision presentation
This document discusses strategies for enhancing the student teaching experience through reflection and supervision. It identifies the roles in the supervisory chain of command between the student teacher, cooperating teacher, university supervisor, and student teaching coordinator. It also outlines Donald Schön's models of reflection-in-action and reflection-on-action. Finally, it discusses a study that found reflection can be learned and help professional growth, but student teachers often focus reflections on technical teaching issues rather than situational factors, and supervision is critical to developing reflective skills.
Just Breathe: Mindfulness Practices in Teacher Training
1. A study examined the effects of 5-7 minutes of weekly mindfulness practices on perceived stress levels in 44 student teachers.
2. Results found that mindfulness practices were associated with reduced perceived stress over time and that students saw benefits like relaxation, focus, and stress management.
3. The study suggests mindfulness practices could help address teacher stress and be incorporated into teacher education as a contemplative pedagogy approach.
Advanced global perspectives facilitator Manju Kumari
Global Perspectives is a groundbreaking and stimulating course that stretches across traditional subject boundaries and develops transferable skills. It is both cross-curricular and skills-based and taps into the way learners of today enjoy learning, including team work, presentations and projects. The emphasis is on developing the ability to think critically about a range of global issues where there is always more than one point of view.
Data gathering instrument
The document describes 5 methods used to collect data for a school assignment: observation, interview, checklist, questionnaire, and discussion. Observation involved collecting student worksheets and noting teaching techniques. Interviews provided information on teacher roles and student welfare. A checklist was also used. Questionnaires gathered information on classroom management, teaching processes, and school culture from teachers, staff, and students. Discussions with administrators and teachers focused on student behavior, teaching techniques, activities, curriculum, and teacher roles.
Rubric for co-teaching
The rubric outlines criteria for evaluating co-teaching in inclusive settings across three levels: unacceptable, acceptable, and proficient. It examines collaboration between general education and special education teachers, administrative support, the roles of teachers, instructional methods used, assessing student progress, and provides space for comments. The goal is for teachers to meet the highest proficient level, which indicates consistent collaboration, support from administrators, shared instructional roles between teachers, varied instructional approaches, and frequent formative assessments.
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The document outlines five measures of teacher effectiveness: student achievement, delivery quality, comprehensive teacher appraisals, parent and community involvement, and professional development. It discusses using data and classroom climate to measure student achievement. Delivery quality is measured through lesson versatility, tailoring to learning styles, creativity, and resource use. Comprehensive teacher appraisals incorporate measures from students, peers, self-evaluations, and supervisors. Parent and community involvement examines programs engaging parents and communities. Professional development assesses plan completion and positive development attitudes.
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The document is a self-assessment tool from the Australian Institute for Teaching and School Leadership. It evaluates a teacher's professional knowledge, practice, and engagement. For professional knowledge, it identifies the teacher's strengths in differentiating learning programs and evaluating effectiveness. Areas for development include demonstrating knowledge of student development. For professional practice, strengths include working with colleagues and classroom management strategies. An area for development is communicating to engage students. For professional engagement, strengths include initiating policies, while areas for development include understanding professional standards and applying feedback.
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This document discusses response to intervention and providing reading intervention for students. It questions whether classroom teachers are providing adequate instruction across all tiers of intervention. It also discusses how classroom teachers can provide remediation for reading in other subjects like social studies and science, and the need for progress monitoring and adjusting instruction to meet student needs. The focus is on providing intervention and remediation for reading within other content areas to truly respond to intervention.
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Andragogic instructors design courses collaboratively with students to satisfy their work and personal needs. They promote friendly relationships and community to engage students actively in meaningful, creative learning tasks. Course goals and content are modified over time based on students' evolving needs and challenges. Andragogic instructors also teach a variety of learning strategies so students can choose what works best for their individual styles.
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This document outlines several ways that educational technology can help improve the teaching and learning process. It discusses how developing theories of teaching, analyzing the teaching-learning relationship, and improving learning strategies and use of audio-visual aids can enhance goals of education. The document also notes that educational technology helps identify community needs, train teachers on new curriculum and materials, develop suitable curriculums, and design teaching-learning materials that match learner environments.
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Statement of Professional Goals
This document outlines the professional goals of a teacher in 4 areas: 1) Teaching goals including applying teaching methods in practice and developing self-evaluation skills. 2) Classroom management goals such as creating a positive atmosphere, managing discipline, and reinforcing good behavior. 3) Improving student academic levels by clearly explaining lessons, providing engaging activities, and helping low achieving students. 4) Social goals like communicating with others, building teacher-student relationships, and developing more confidence in interactions.
Principle of Classroom Management
This presentation shows the different principle of classroom management that requires greater emphasis for better learning of both students and teachers.
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The document is a self-assessment tool from the Australian Institute for Teaching and School Leadership. It evaluates a teacher's professional knowledge, practice, and engagement. For professional knowledge, it identifies the teacher's strengths in differentiating learning programs and evaluating effectiveness. Areas for development include demonstrating knowledge of student development. For professional practice, strengths include working with colleagues and classroom management strategies. An area for development is communicating to engage students. For professional engagement, strengths include initiating policies, while areas for development include understanding professional standards and applying feedback.
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This document discusses the various roles of educational technology in improving the teaching and learning process. It analyzes how educational technology can help: 1) improve teaching quality by developing theories of teaching; 2) analyze the teaching-learning process by studying variables and relationships; and 3) improve learning by facilitating more learning in less time. It also discusses how educational technology assists in fixing education goals, training teachers, developing curriculums, teaching materials, and strategies. Finally, it helps develop audio-visual aids and identifies needs to help improve the overall education system.
Classroom management
Classroom management is closely linked to issues of student motivation, discipline, and respect. It has behavioral, physical, and personal aspects. Behaviorally, the teacher must plan lessons for all students, implement a positive reward system, and be proactive rather than reactive. Physically, the classroom arrangement and noise levels must support teaching and learning. Personally, the teacher must have good character, be open-minded, impartial, respectful, emotionally stable, and conduct self-analysis. Proper classroom management involves effectively planning, organizing, leading, and evaluating the teaching and learning process.
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Ashwini Utkhade and Rohini Kh...
This document discusses different types of assessment methods used in education. It describes formative assessment as being used for performance enhancement through methods like quizzes and tests, while summative assessment is used for overall performance evaluation. Some key elements of effective formative assessment mentioned are identifying learners' goals, increasing teacher-student conversations, providing timely feedback, and actively involving students. The document also provides tips for creating effective rubrics and factors that can inhibit or promote successful assessment.
EDTC5390 Power Point Presentation
This document discusses classroom management techniques for students who have issues with authority figures. It evaluates strategies that have been successful with these types of students and whether they are applicable across age groups. The literature review focuses on student identity and behavior, self-discipline, and managing the classroom. Recommendations include further research on reducing undesired behaviors, improving student motivation, and building social skills. The conclusions state that teachers must provide a safe, structured learning environment and allow student involvement in decisions to help students understand and engage with their behavior.
Andragogic orientation in college teaching
This document provides recommendations for improving educational practices with working adult students (WASs) based on andragogic principles. It suggests keeping course information relevant to students' work environments to build a sense of community. Instructors should apply their expertise to create real-world problem-solving activities and case studies, and design flexible projects that accommodate WAS time constraints. The document also offers didactic suggestions for higher education institutions, such as promoting active and engaging learning that considers student experience, and encouraging learner autonomy. Finally, it poses questions for andragogic instructors regarding technology tools, classroom dynamics with adult learners, and WAS leadership roles in projects.
Topic proposal
This document discusses response to intervention and providing reading intervention for students. It questions whether classroom teachers are providing adequate instruction across all tiers of intervention. It also discusses how classroom teachers can provide remediation for reading in other subjects like social studies and science, and the need for progress monitoring and adjusting instruction to meet student needs. The focus is on providing intervention and remediation for reading within other content areas to truly respond to intervention.
Andragogic instructors vs. traditonal educator
Traditional educators stick strictly to preset course content and goals, which may not address students' real needs. They also maintain distance from students, making learning feel disengaged and lacking support.
Andragogic instructors design courses collaboratively with students to satisfy their work and personal needs. They promote friendly relationships and community to engage students actively in meaningful, creative learning tasks. Course goals and content are modified over time based on students' evolving needs and challenges. Andragogic instructors also teach a variety of learning strategies so students can choose what works best for their individual styles.
Aiza bansag presentation
This document outlines several ways that educational technology can help improve the teaching and learning process. It discusses how developing theories of teaching, analyzing the teaching-learning relationship, and improving learning strategies and use of audio-visual aids can enhance goals of education. The document also notes that educational technology helps identify community needs, train teachers on new curriculum and materials, develop suitable curriculums, and design teaching-learning materials that match learner environments.
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The document discusses the qualities of a 21st century educator. It describes educators as adaptable individuals who can modify teaching strategies and integrate new technologies. Educators must also be strong communicators, able to provide feedback and communicate with students and parents. They should embrace their role as lifelong learners and help students develop independent learning skills. Additionally, 21st century educators act as visionaries who help students envision their futures, as well as leaders, models, collaborators, and risk-takers.
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We all want our teaching to be effective, but how do we ensure this?
View the original post at: https://twosigmas.com/blog/4-key-principles-of-effective-teaching/
2013 CMT Presentation to Board of Education
Most students continue to score in the goal and advanced categories on standardized tests, maintaining high performance levels from the previous year. The school's shift to focusing on individual student growth supports changes to instructional delivery, administrative roles, and the school schedule for the upcoming year to further improve student achievement.
Statement of Professional Goals
This document outlines the professional goals of a teacher in 4 areas: 1) Teaching goals including applying teaching methods in practice and developing self-evaluation skills. 2) Classroom management goals such as creating a positive atmosphere, managing discipline, and reinforcing good behavior. 3) Improving student academic levels by clearly explaining lessons, providing engaging activities, and helping low achieving students. 4) Social goals like communicating with others, building teacher-student relationships, and developing more confidence in interactions.
Principle of Classroom Management
This presentation shows the different principle of classroom management that requires greater emphasis for better learning of both students and teachers.
Mastery learning1
Mastery learning is an educational approach that breaks content into units with specific learning objectives. Students must demonstrate mastery of content at an 80% level on assessments before advancing to new material. Those who do not meet the standard receive additional support through tutoring, peer work, or homework until they reach mastery. The approach was pioneered by Benjamin Bloom in the 1960s and aims to adapt individualized instruction methods for classroom settings. Research shows mastery learning can lead to five months of additional learning per year compared to traditional instruction, though effects vary. It is most effective when students work collaboratively in groups and at their own pace, rather than as a whole class.
Classroom organization and control
This document discusses effective classroom management strategies for teachers. It emphasizes the importance of establishing clear rules and procedures, explaining expectations to students, and maintaining an organized physical space to promote learning. Good classroom management is directly linked to student achievement and behavior, while ineffective strategies include making issues personal, getting angry, being sarcastic, or engaging in power struggles with students. Teachers should adhere consistently to outlined rules and consequences.
caring in TAIWAN
The study aimed to plan, develop, implement, and evaluate the effectiveness of incorporating caring concepts into the first-year curriculum of a 5-year nursing program at Fooyin University in Taiwan. 18 instructors participated in action research to implement caring lessons. They received training in caring concepts and implemented the curriculum using role modeling, dialogue, reflection, journaling, and caring groups. Students responded positively to the course and reported increased knowledge of caring, though attitudes and behaviors may not change in the short term. The benefits to nurses include learning to care, increasing self-awareness and empathy, and using role modeling to encourage positive caring behaviors.
Classroom management in elementary school
Classroom management involves creating a safe and productive learning environment for students. Effective classroom management strategies encourage students and use creative teaching methods to keep students engaged in educational activities. While the best approaches may differ depending on the teacher and students, focusing attention on all children, closely supervising student work, and over-planning lessons can help provide better classroom control at the elementary level. Primanti Elementary School in Whittier exemplifies these strategies through its Montessori curriculum for students ages 5 to 12, using a low student-teacher ratio to closely guide each child's learning.
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English Language Teacher for Secondary Education
and Teaching Practicum
Assistant fer_lopez@hotmail.com
gabriela_hs@hotmail.com
Syllabus B.Ed. by NCERT 2015
This document outlines the syllabus for a two-year Bachelor of Education (B.Ed.) program in India. It discusses the need for longer teacher education programs to better prepare teachers. The two-year B.Ed. aims to comprehensively develop student-teachers' knowledge, skills, and ability to create conducive learning environments for all students.
The curriculum contains core courses, pedagogy courses, and courses on developing teacher sensibilities. Core courses cover basics of education, learners and learning, and schooling and identity. Pedagogy courses teach subject knowledge and related teaching methods for various subjects. Sensibility courses include experiences for teacher enrichment and for social/environmental sensitivity. School-based experiences
Headteachers Support on CPD of Teachers in their schools.
This document outlines an agenda for a professional learning series for educators in Mombasa, Kenya on June 25, 2014. The objectives of the series are to prepare lead facilitators by discussing the roles of CEOs in teacher preparation, effective teacher preparation approaches, and improving teacher preparation skills. The agenda includes sessions on the roles of CEOs in continuous professional learning, effective training approaches, the theory of training design, and a reflection on the day's learnings. The document provides details on the timing, activities, and facilitators for each session in the series.
Professional Development & Accountability in Nursing
Professional development and accountability are important for teachers. It involves enhancing teachers' knowledge, skills, and practices to improve student learning. Good professional development is long-term, focused on content and skills, collaborative, and transformative by giving teachers new ideas to change their classroom practices. It is important to evaluate professional development for accountability to funders and to ensure knowledge gains are applied and improve student outcomes over time.
Module11.ppst5.2.2
Here is my reflection:
As a teacher, I recognize the importance of continuously monitoring my learners' progress to determine if my instructional strategies are working and to identify learners who need additional support. However, I realize I can improve in systematically collecting and analyzing learner attainment data.
While I check for understanding during lessons and provide feedback, I do not have a consistent system for recording this data. I also rely more on summative assessments like tests and quizzes to evaluate learning rather than using a variety of formative and summative strategies.
In evaluating learner achievement, I can improve in analyzing assessment results to identify learning gaps and adjust my teaching approaches accordingly. I also need to effectively communicate results to stakeholders
Module11.ppst5.2.2
Here are some suggestions for Teacher Carla to improve her monitoring of learner performance:
1. Track individual learner progress over time. The DLL and ECR show data by competency/subject but don't show each learner's performance from one grading period to the next. Adding a column to track individual learners' scores/levels over quarters would help monitor progress.
2. Note reasons for low scores/performance. Noting why learners didn't meet targets (e.g. absenteeism, lack of understanding, behavior) helps design appropriate interventions.
3. Categorize learners needing additional support. Grouping learners by level of need (e.g. remedial, enrichment) facilitates targeted interventions like
Deped-Order-No.-42-s.-2016.ppt
This document outlines the importance of lesson planning for teachers. It discusses the key elements that should be included in a lesson plan such as learning objectives, instructional strategies, and assessment. A lesson plan should follow the curriculum standards and guide learning through an introduction, body, and conclusion. Lesson planning is necessary to effectively facilitate learning in the classroom and ensure students are able to meet expected outcomes.
nrp-on-catch-up-fridays-240126120544-20d76274.pdf
This document provides information about the 2024 in-service training on improving classroom assessment. It discusses the National Reading Program (NRP) which aims to improve reading skills through access to high-quality materials and teacher professional development. The NRP has two components - reading enhancement and reading intervention. It outlines the assessment tools, curriculum, delivery, and resources for the program. Catch-Up Fridays will be implemented where students engage in reading and teachers receive training. The document addresses frequently asked questions about Catch-Up Fridays and provides samples of class programs and learning routines.
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3rd. Academic Encounter for the Language Teaching Community
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This document summarizes key concepts from a chapter on motivation and learning in adult education. It discusses classical motivation theories, the concept of "flow" involving complete focus and engagement, and factors that influence motivation like autonomy, mastery and purpose. It also addresses minimizing instructor-generated cognitive load on learners and conditions for motivating learners, such as inclusion, building positive attitudes, meaning creation and demonstrating competence. Strategies are provided for instructors to enhance learner motivation through expertise, empathy, enthusiasm, clarity and respect.
Class 7 mind, body, and spirit
This document discusses various ways of knowing beyond rational or cognitive learning, including experiential learning, narrative learning, embodied learning, spiritual learning, and learning through emotions. It addresses topics like informal and incidental learning, reflective practice, communities of practice as sites of social and situated learning, and embodied and spiritual forms of learning. Learners are asked to consider the implications of these ideas and to share examples of how they engage students in reflective practice or embodied/spiritual learning.
Class session 6 march 14, 2019
This document summarizes the key topics and agenda for a class session on transformative learning. It includes:
1. An overview of Mezirow's original 10 steps for how transformative learning occurs through a disorienting dilemma, self-examination, critical reflection, relating to others' experiences, exploring new roles, building competence in new roles, planning a new course of action, acquiring skills to implement it, trying new roles and assessing them, and reintegrating with a new perspective.
2. A discussion of different theoretical perspectives on how transformative learning occurs, including cognitive/rational, beyond rational/extra-rational, and social critique approaches.
3. The major outcomes of transformative learning like
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The document provides an overview of Mezirow's transformative learning theory. It discusses that learning can be formative in childhood based on authority, but as adults we can see distortions in our own beliefs through critical reflection. Mezirow defined transformative learning as using a prior interpretation to create a new interpretation to guide future action. Key aspects of the theory include that meaning structures like points of view, habits of mind, and frames of reference shape our understanding and can be transformed through critical reflection. True transformative learning involves revising these meaning structures to be more inclusive and open to different perspectives. The ideal role of an adult educator is to support this type of transformative learning.
Class session 4 sdl
This document discusses self-directed learning, defining it as a process where individuals take initiative to diagnose learning needs, form goals, identify resources, select strategies, and evaluate outcomes. It provides three definitions of self-directed learning and considers questions like whether adults are naturally self-directed and how readiness to learn depends on factors like life situation. Models of learner autonomy and readiness to learn are presented, showing progression from dependent to self-directed. The document notes residents paradoxically focused on knowledge deficits rather than reflection and saw clinical time as not for teaching.
Class 4 knowles principles of andragogy rev
The document discusses Knowles' principles of andragogy, which focus on adult learning assumptions that differ from pedagogy. It compares the assumptions of pedagogy and andragogy, such as adults being self-directed and experience being a rich learning resource. The document asks how andragogical principles apply to medical education and how they would affect designing learning experiences. Attendees are encouraged to reflect on how to improve learning design using andragogical factors.
Class session 2 lindeman's era in the u.s.
The document provides historical context about the era in which Eduard Lindeman lived and worked, including key events from the 1920s. It then asks students to reflect on chapters they read from Lindeman's book The Meaning of Adult Education. Specifically, it asks what struck them about the book, what they found meaningful when skimming chapters, and what quotations from Lindeman they found particularly meaningful or applicable today.
Class session 2 theoretical orientations a framework for the course
The document provides an overview of several learning theories: behaviorism, cognitivism, humanism, social cognitivism, situated learning, constructivism. For each theory, key assumptions and influences on contemporary learning and education are described. Videos are linked to further illustrate some of the theories. Theories discussed include behavioral learning, cognitive learning, humanist learning, social cognitivism, situated learning, and constructivist learning.
Class 2 or 3 houle's inquiring mind
Cyril Houle studied 22 lifelong learners to understand why they continued learning. He found they all perceived learning as important and enjoyable. However, they differed in their motivations - some were goal-oriented and learned to accomplish objectives, some were activity-oriented and learned for social reasons, and some were learning-oriented and sought knowledge for its own sake as a constant pursuit. Their families and communities influenced how they viewed and engaged in continued education.
Class session 2 lindeman's era in the u.s.
The document provides historical context about the era in which Eduard Lindeman lived and worked, including key events from the 1920s. It then asks students to reflect on what struck them about Lindeman's book "The Meaning of Adult Education" and which quotations from the book they find meaningful or applicable today. Specific events mentioned from the 1920s include women gaining the right to vote in 1920, the founding of the Nazi party in 1921, immigration waves from Eastern Europe, labor disputes and strikes, the establishment of the NBC radio network in 1926, and the first liquid-fueled rocket launch by Robert Goddard.
Class session 1 jan 31, 2019
This document provides an overview and agenda for an adult learning course. It includes:
1) Introductions to the instructor, Dr. Terry Carter, and an exercise to introduce five theoretical orientations of learning.
2) A discussion on developing a philosophy of practice as a medical educator.
3) Instructions for joining the course blog site on Rampages and an overview of the expectations and assignments for the semester, including readings and due dates.
Class session 11 putting it all together
The document provides an agenda for a meeting that includes:
1) Discussing highlights from assigned textbook readings on student development, learning climate, and becoming self-directed learners.
2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring.
3) Debating whether self-directed learning is innate or can be taught, and how it can be taught.
4) Reviewing models of readiness to learn and developing their own model for different learner levels in their setting.
5) Discussing what they know about adult learning principles.
Class session 11 putting it all together
The document provides an agenda for a meeting that includes:
1) Discussing highlights from assigned textbook readings on student development, learning climate, and becoming self-directed learners.
2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring.
3) Debating whether self-directed learning is innate or can be taught, and how it can be taught.
4) Reviewing models of readiness to learn and developing their own model for different learner levels in their setting.
5) Discussing what they know about adult learning principles.
Developing an effective case study march 2018
This document provides guidance on developing effective case studies for medical education. It begins by defining a teaching case and describing the various forms cases can take. Key recommendations are provided for initial moves when introducing a case, such as providing an overview, establishing an analytic framework, and using questions to engage learners. Facilitation techniques are discussed, emphasizing listening to learners and avoiding taking on an expert role. The document also addresses common challenges in case discussions and offers strategies for closing a case effectively. Indicators of a successful case discussion are outlined. The document concludes by having participants develop and practice introducing their own medical case.
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Class 1 intro spring 2018
This document provides an agenda and overview for an instructional strategies course for teaching in medicine. It includes:
- Introductions and an overview of course expectations and assignments
- A guided inquiry exercise where participants are organized into groups based on teaching experience to discuss models of teaching
- An introduction to the course blog where reading assignments will be posted
- An assignment to write a short paper reflecting on why they chose to teach due next week
Session 11 significant learning
This document provides an agenda and overview for a class session on designing and implementing curricula. It discusses integrating course design using backward design by beginning with learning goals and aligning objectives, instructional strategies, and assessment. The document also covers establishing significant learning goals in different domains, writing measurable objectives, considering situational factors, anticipating barriers to implementation, and the difference between audit-ive and educative assessment. Students are asked to consider how to best implement their curricular projects and self-assess their performance in the course.
Writing mc qs for for tbls and pogils nov 5, 2017 class 8
This document provides guidelines for writing multiple choice questions for team-based learning (TBL) and process-oriented guided inquiry learning (POGIL). It outlines advantages and disadvantages of MCQs. Key terminology is defined. Four basic rules for NBME question writing are described, including making each question focus on an important concept, posing a clear question in the stem, using homogeneous distractors, and avoiding technical flaws. Frequently used stems are listed. Guidelines are provided for formatting options, using superlatives, writing plausible and homogeneous options, and reviewing questions with colleagues.
Kirkpatrick's evaluation model revised 2017
This document discusses Kirkpatrick's 4 levels of evaluation for assessing curriculum and courses:
1) Level 1 assesses learner satisfaction and reaction.
2) Level 2 assesses learning outcomes through tests and skills demonstrations.
3) Level 3 evaluates behavior change and skills application in work settings using methods like checklists and observations.
4) Level 4 assesses institutional results like improved patient outcomes. Higher levels provide more meaningful data but require more effort. Evaluation should be done at a level appropriate to the importance of assessing learning, behavior change, and impact over time.
Class 7 intro to assessment rev for 2017
This document discusses key concepts related to assessment, evaluation, measurement, and their purposes. It defines data, information, and knowledge, explaining how they relate. It then discusses how assessment applies to learners to determine their acquired skills and knowledge, while evaluation typically applies to programs to determine their merit. Measurement determines the attributes of what is being studied. The document provides examples of assessing learning versus assessing for learning. It emphasizes the importance of setting learning goals and using assessment to promote learning.
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Spring 2013 ti me courses (4)
- 1. TiME Courses – Spring 2013 Instructional Strategies for Teaching Curriculum Design in Medical in Medicine Education Begins January 22, 5:15-7:15 pm Begins February 11, 5:15 – 7:45 pm This experiential course is designed to provide This course is designed to introduce faculty to medical educators with knowledge and skills adult learning principles and practices for the practice in teaching effectively in large and small design of courses, units, and individual lesson groups using discussion-based strategies, team- plans to create a unified design for trainee based learning (TBL), process-oriented guided learning and assessment. Faculty will be inquiry learning (POGIL), and problem-based expected to work with an existing learning (PBL) as well as other strategies for course, rotation, or unit of instruction that they engaging learners through active learning are currently responsible for teaching in either methods, including teaching during rounds and the preclinical or clinical curriculum. The course bedside teaching situations. Learners will design has a three-part focus on developing goals and their own interactive learning experiences for a objectives, creating plans for learner course, rotation, or small group experience using assessment, and determining appropriate self-peer, and instructor feedback to refine their instructional strategies. teaching strategies after implementation. Dates for Face-to-Face Sessions: Dates for Face-to-Face Sessions: January 22, 29; February 5, 19, 26; February 11, 18; March 4, 18, 25; March 5, 19; and April 16 April 8, 22, 29 and May 6 Time: Tuesdays, 5:15- 7:45 pm Time: Mondays, 5:15 – 7:45 pm Place: TBA on the MCV Campus Place: TBA on the MCV Campus