The document provides guidance on effective teaching practices. It recommends that teachers 1) acquire knowledge about students to inform course design, 2) align learning objectives, assessments and instructional activities, and 3) articulate explicit expectations. Additional recommendations include prioritizing content, overcoming expert blind spots, adopting appropriate teaching roles, and continually refining courses based on reflection and feedback.
This copy from the DepEd is the same copy available on the Expereincial Learning Book developed by the DepEd in collaboration with the Academe and other experts all over the country.
methodological issues of research in teacher educationDr. Sushma N Jogan
Hello everyone,
here is a presentation on methodological issues of research in teacher education. As a researcher we come across many issues and challenges of research in teacher education. So here is an elaborative part of it.
This copy from the DepEd is the same copy available on the Expereincial Learning Book developed by the DepEd in collaboration with the Academe and other experts all over the country.
methodological issues of research in teacher educationDr. Sushma N Jogan
Hello everyone,
here is a presentation on methodological issues of research in teacher education. As a researcher we come across many issues and challenges of research in teacher education. So here is an elaborative part of it.
The Nature of Teaching
Teaching is a process that facilitates learning.
Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and the society.
Teaching emphasizes the development of values and guides students in their social relationships.
What is a Profession?
A profession is an occupation that involves specialised training and formal qualification before one is allowed to practice or work.
Society and community place a great deal of trust in the professions.
A formal qualification (university or college diploma, degree) gained over time.
Specialized Knowledge (e.g. teaching secondary Mathematics)
License or permission to practice
Exhibits high agreed standards of behavior and practice
Someone with high personal standards and values
.............................................
The Nature of Teaching
Teaching is a process that facilitates learning.
Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and the society.
Teaching emphasizes the development of values and guides students in their social relationships.
What is a Profession?
A profession is an occupation that involves specialised training and formal qualification before one is allowed to practice or work.
Society and community place a great deal of trust in the professions.
A formal qualification (university or college diploma, degree) gained over time.
Specialized Knowledge (e.g. teaching secondary Mathematics)
License or permission to practice
Exhibits high agreed standards of behavior and practice
Someone with high personal standards and values
.............................................
EDUCATION FOR EDUCATORS IS MOST IMPORTANT FOR DEVELOPING EFFECTIVE EDUCATION SYSTEM.THIS PRESENTATION SHOWS THE CURRENT SCENARIO OF TEACHER EDUCATION IN INDIA.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
Design principles for flipped classes prepared for a workshop at the University of Gloucester Learning and Teaching Fest 15. Inspired by University of Sydney's Teaching Insight no.9.
Similar to M.Ed Teacher Education's Topic-Steps to enhance Teacher effectiveness (20)
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.
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.
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
M.Ed Teacher Education's Topic-Steps to enhance Teacher effectiveness
1. Steps to enhance teacher efectiveness
Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple
tasks and goals simultaneously and flexibly. The following small but powerful set of principles
can make teaching both more effective and more efficient, by helping us create the conditions
that support student learning and minimize the need for revising materials, content, and policies.
While implementing these principles requires a commitment in time and effort, it often saves
time and energy later on.
1. Effective teaching involves acquiring relevant knowledge about students and using
that knowledge to inform our course design and classroom teaching.
When we teach, we do not just teach the content, we teach students the content. A variety
of student characteristics can affect learning. For example, students’ cultural and
generational backgrounds influence how they see the world; disciplinary backgrounds
lead students to approach problems in different ways; and students’ prior knowledge
(both accurate and inaccurate aspects) shapes new learning. Although we cannot
adequately measure all of these characteristics, gathering the most relevant information as
early as possible in course planning and continuing to do so during the semester can (a)
inform course design (e.g., decisions about objectives, pacing, examples, format), (b)
help explain student difficulties (e.g., identification of common misconceptions), and (c)
guide instructional adaptations (e.g., recognition of the
need for additional practice).
2. Effective teaching involves aligning the three major
components of instruction: learning objectives,
assessments, and instructional activities.
Taking the time to do this upfront saves time in the
end and leads to a better course. Teaching is more
effective and student learning is enhanced when (a)
we, as instructors, articulate a clear set of learning
objectives (i.e., the knowledge and skills that we
expect students to demonstrate by the end of a course); (b) the instructional activities
(e.g., case studies, labs, discussions, readings) support these learning objectives by
providing goal-oriented practice; and (c) the assessments (e.g., tests, papers, problem
sets, performances) provide opportunities for students to demonstrate and practice the
knowledge and skills articulated in the objectives, and for instructors to offer targeted
feedback that can guide further learning.
3. Effective teaching involves articulating explicit expectations regarding learning
objectives and policies.
There is amazing variation in what is expected of students across American classrooms
and even within a given discipline. For example, what constitutes evidence may differ
greatly across courses; what is permissible collaboration in one course could be
2. considered cheating in another. As a result, students’ expectations may not match ours.
Thus, being clear about our expectations and communicating them explicitly helps
students learn more and perform better. Articulating our learning objectives (i.e., the
knowledge and skills that we expect students to demonstrate by the end of a course) gives
students a clear target to aim for and enables them to monitor their progress along the
way. Similarly, being explicit about course policies (e.g., on class participation, laptop
use, and late assignment) in the syllabus and in class allows us to resolve differences
early and tends to reduce conflicts and tensions that may arise. Altogether, being explicit
leads to a more productive learning environment for all students
4. Effective teaching involves prioritizing the knowledge and skills we choose to focus
on.
Coverage is the enemy: Don’t try to do too much in a single course. Too many topics
work against student learning, so it is necessary for us to make decisions – sometimes
difficult ones – about what we will and will not include in a course. This involves (a)
recognizing the parameters of the course (e.g., class size, students’ backgrounds and
experiences, course position in the curriculum sequence, number of course units), (b)
setting our priorities for student learning, and (c) determining a set of objectives that can
be reasonably accomplished.
5. Effective teaching involves recognizing and overcoming our expert blind spots.
We are not our students! As experts, we tend to access and apply knowledge
automatically and unconsciously (e.g., make connections, draw on relevant bodies of
knowledge, and choose appropriate strategies) and so we often skip or combine critical
steps when we teach. Students, on the other hand, don’t yet have sufficient background
and experience to make these leaps and can become confused, draw incorrect
conclusions, or fail to develop important skills. They need instructors to break tasks into
component steps, explain connections explicitly, and model processes in detail. Though it
is difficult for experts to do this, we need to identify and explicitly communicate to
students the knowledge and skills we take for granted, so that students can see expert
thinking in action and practice applying it themselves.
6. Effective teaching involves adopting appropriate teaching roles to support our
learning goals.
Even though students are ultimately responsible for their own learning, the roles we
assume as instructors are critical in guiding students’ thinking and behavior. We can take
on a variety of roles in our teaching (e.g., synthesizer, moderator, challenger,
commentator). These roles should be chosen in service of the learning objectives and in
support of the instructional activities. For example, if the objective is for students to be
able to analyze arguments from a case or written text, the most productive instructor role
might be to frame, guide and moderate a discussion. If the objective is to help students
learn to defend their positions or creative choices as they present their work, our role
might be to challenge them to explain their decisions and consider alternative
3. perspectives. Such roles may be constant or variable across the semester depending on
the learning objectives.
7. Effective teaching involves progressively refining our courses based on reflection
and feedback.
Teaching requires adapting. We need to continually reflect on our teaching and be ready
to make changes when appropriate (e.g., something is not working, we want to try
something new, the student population has changed, or there are emerging issues in our
fields). Knowing what and how to change requires us to examine relevant information on
our own teaching effectiveness. Much of this information already exists (e.g., student
work, previous semesters’ course evaluations, dynamics of class participation), or we
may need to seek additional feedback with help from the university teaching center (e.g.,
interpreting early course evaluations, conducting focus groups, designing pre- and
posttests). Based on such data, we might modify the learning objectives, content,
structure, or format of a course, or otherwise adjust our teaching. Small, purposeful
changes driven by feedback and our priorities are most likely to be manageable and
effective.
8. Flipping the Class for Active Learning
In a "Flipped Classroom," students' initial exposure to content is shifted outside of the
classroom via readings, instructional videos, individual or collaborative activities, or a
combination of these. Then during class, rather than lecturing, all or a significant portion of the
time is used for practice, application exercises, discussion-based activities, team-based learning,
or other active learning techniques. Some preliminary assessment, such as an online quiz or
brief assignment, may be used to gauge student understanding and tailor instructional plans prior
to class.
9. Course management tools
A course management system (CMS) combines tool functionality with user data and course
information to enable communication, content, assessment, and grading transactions in a
password-protected web environment. It can be used as an online complement to instructor-led
courses, in a virtual setting, or fully online. These systems are designed to provide a consistent
and efficient experience for instructors and students. In addition to course management systems
or suites of tools, there are many distributed tools out there designed to handle a component or
subset of course management goals.
10. Collaboration Tools
Collaborative learning is essentially people working together to solve a problem, create a
product, or derive meaning from a body of material. A central question or problem serves to
organize and drive activities, and encourage application, analysis, and synthesis of course
material. While the landscape of technology that can be used to support central activities of
4. collaborative learning is vast and varied, it is often lumped together under a single label:
"collaboration tools."
Given this vast and distributed landscape of tools, the difficulty of finding one or a set of tools to
meet your goals can be time intensive. We are here to help. For faculty who are interested in
learning more, want to explore, or try out a tool, contact us to talk with an Eberly colleague in
person.
Tools that exist to support collaboration can:
facilitate real-time and asynchronous text, voice, and video communication.
assist in basic project management activities.
support co-creation by enabling groups to modify output in real-time or asynchronously.
facilitate consensus building through group discussions and polling.
simplify and streamline resource management.
enable local and remote presentation and archiving of completed projects.
Communication
Many features of collaboration tools are geared toward the facilitation and management of
effective communication among team members. Carnegie Mellon centrally-supports tools
designed for handling many of the following functions:
Virtual Meetings
Email
Instant Messaging
Screen Sharing
Blogs
Voice, Video, Web Conferencing
Discussion Boards
Team Definition & Participants
Tools in this category are designed to help team members identify key players in a project, and
draw on the appropriate "people resources" at the appropriate time. They also allow participants
to manage their availability for various types of interaction (e.g., text chat or video
conferencing). Carnegie Mellon centrally supports Blackboard which handles some of this
functionality, and we can help you identify tools designed for handling the following functions:
Social Networking
Presence Management
User Profiles
Contact Management
5. Project Management
Project management tools are geared toward handling the logistical aspects of planning,
scheduling, workflow, and task management. Carnegie Mellon provides tools designed for
handling many of the following functions:
Task Management
Time Tracking
Workflow Routing
Milestones
Calendaring
Resource Management
Resource management tools help address common issues, like having access to a shared storage
space for project files, and keeping up with multiple versions of the same document. We can help
you find tools that have the following features:
File Storage
Search
Database Management
Version Tracking
Access Management
Social Bookmarking
Commenting
Tagging
Co-Creation & Ideation
Co-creation and ideation tools facilitate the most direct interaction between team members on the
goals or desired outcomes of the project. Participants can often work in groups directly editing or
building the project artifact using tools with the following features and support functionality:
Concept Mapping
Wikis
Virtual Whiteboards
Real-Time Collaborative Editing
Consensus Building
While co-creation and ideation tools help generate possible alternative solutions to a given
problem, consensus-building tools help participants narrow and refine the proposed solutions.
We can help to identify tools that support the following functions:
Polling
Question Management
6. Process Archiving
Presentation & Archiving
These tools allow the project team to present outcomes to the instructor, to a project client, or to
the general public. We can help you find tools designed to handle the following:
Webinars
Slide Shows
Hosted Media Sharing
11. Virtual Classroom
First and foremost a virtual classroom is a learning environment, therefore the tools offered to
support this environment should ultimately support the learning goals. Depending on the goal,
some tools perform better than others. Tools like Skype, Webex, Adobe Connect are designed
for connecting remotely and interacting synchronously, potentially lending themselves to support
educational goals like, for example, meeting with students outside of class time.
12. Mobile Devices
New opportunities for engaging students in education emerge with the proliferation of smart
phones, tablets, and their applications designed for novel interactions with content, coupled with
ubiquitous communication capabilities. Because these technologies are evolving rapidly,
instructors may find it difficult to keep up. Eberly is here to help faculty who are interested in
exploring their options or using mobile devices to support their teaching and learning goals.
13. Information Visualization Tools
The effective use of any technology in teaching requires thoughtful consideration and planning.
Whether low tech (a chalkboard) or high tech (a 3-D interactive visualization), a tool’s learning
benefits depend on when, where, how, and why you use it. We can help you find a tool or set of
tools that align with your goals, and provide you support as you select and integrate solutions
effectively into your teaching.
14. Use of Blogs, Wikis, and Discussion Boards
Blogs, wikis, and discussion boards are web-based platforms through which students can create
and share content as well as interact with each other and the instructor. There is quite a bit of
overlap in the feature sets of these tools, however, how they tend to be authored, organized, and
used offer distinguishing characteristics. This chart describes who is responsible for creating and
sharing the content, the type of content, and the default approach to content organization
(See "How do I know if it's a good fit?" for typical educational uses and examples.)
Tool Authorship Content Organization
Discussion Individual Originating posts and replies range Chronological order within
7. Board Posts
responding
to
Collective
Forum or
Thread
within a
Forum
from a sentence to a couple
paragraphs, sometimes with
attached documents, can include
embedded media(e.g. video,
images) and external links.
Participants can rank threads.
threads; is searchable; offers sort,
including by highest ranked; offers
tagging.
Blog Individual
or
Collective
(e.g. group
blog)
Pages contain text entries; can
include embedded media (e.g.
video, images) and external
links. Can be made open to
comments by visitors.
Reverse-chronological order of
entries by author; is searchable,
provides tagging and categories to
support organization and search;
can be comprised of multiple pages
with defined navigation.
Wiki Collective Pages contain text entries; can
include embedded media (e.g.
video, images) and external
links. Can be made open to
comments by visitors.
A flat hierarchy of continually
modifiable web page(s); is
searchable, provides tagging;
typically comprised of multiple
pages; can include defined
navigation.