Study Group Leader Training
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This document provides information and guidance for becoming an academic mentor or study group leader at Dartmouth College. It outlines the roles and responsibilities of leaders, such as reviewing course material, asking questions, and helping students develop study strategies. Leaders are expected to meet with professors, take attendance, post weekly summaries, and submit timesheets. Guidelines are provided around maintaining confidentiality, handling different situations, and referring students to additional resources for support.
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This document outlines tips and best practices for substitute teachers (TTOCs). It discusses the advantages of being a TTOC such as visiting different classrooms and schools. It also breaks down the key parts of a teaching assignment: preparing before students arrive, starting the class, teaching during class, ending the class, and tasks after students leave. Each section provides specific guidelines such as dressing professionally, reviewing lesson plans, taking attendance, and completing a report for the regular teacher. The document also discusses how to handle common student issues and developing an emergency toolkit. Attendees are encouraged to provide feedback to help improve future workshops.
EV682 planning to teach and facilitate learning
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This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
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This document provides training for becoming an academic peer tutor. It outlines expectations for tutors, including being professional, communicating well, committing sufficient time, and having a positive attitude. It describes appropriate roles and responsibilities, such as discussing course material and answering questions, but not doing homework. Tutors must follow the code of ethics around confidentiality and honor code. Resources for tutors and information on payment are also reviewed.
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Pre mba orientation handouts (april 2014)
This document provides an overview of the MBA program at GLOBIS University. It summarizes the agenda and objectives for the pre-MBA orientation. The orientation helps new students get to know their classmates, understand how to maximize their learning experience, and learn about the pre-MBA system. The document reviews expectations for class preparation, participation, assignments, and the grading system. It provides guidance on policies regarding plagiarism, absences, and support resources available to students.
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This document provides guidance on procedures for speech language pathology (SLP) student success team (SST) meetings. It outlines a multi-tiered SST process including a pre-SST where the teacher consults resources to determine if speech concerns are developmentally appropriate. For SST I and II, the teacher works with parents, team members, and specialists to develop and monitor classroom and home interventions over 5-6 week periods. SST III involves an office-level meeting with an administrator to review intervention results and address remaining concerns, potentially recommending a formal evaluation. The goal is to provide appropriate support through general education interventions before considering a special education evaluation.
Develop your own Teaching Method
This document provides guidance for developing an effective teaching method. It recommends that lecturers understand student profiles, prepare presentations while updating their subject knowledge, and use a mix of teacher-centered and learner-centered methods. Teacher-centered methods allow control but are less engaging while learner-centered methods like group discussions make students more active. The document also discusses Bloom's taxonomy of learning objectives and evaluating teaching methods based on achieving objectives and student enjoyment. Overall it aims to help lecturers understand how students learn and devise engaging assessments.
Characteristics of effective teachers
Effective teachers display clear organization, make complex topics easy to understand through examples and variety, and convey enthusiasm for their subject. Less effective teachers make mistakes like failing to establish relevance, giving tests that are too long, and disrespecting students. The document outlines characteristics of effective teachers, such as explaining concepts clearly and stimulating discussion, and the worst mistakes made by ineffective teachers, like cold calling students unprepared and failing to provide varied instruction.
Before They Enter the Classroom: Creating a Positive School Culture
Successful teachers build a positive school culture by doing lots of little things consistently. They have clear common procedures and possess high expectations. These tips empower teachers with tools (including Positive Behavior Support strategies) that invite everyone to celebrate success.
SD36 Surrey - Inquiry teams Oct.2010
The document provides an agenda and information for a professional development meeting on developing readers and student learning teams for the 2010-2011 school year. It discusses establishing inquiry groups to craft meaningful questions about student learning and developing action plans to address these questions through formative assessment and collaboration. Budget and release time options are also outlined to support the collaborative inquiry work.
gifted and talented students
The document discusses strategies for differentiating instruction to meet the needs of gifted students in a mixed-ability classroom. It defines gifted students and notes their specific needs, such as mastering content faster than peers. The document recommends pre-assessing students to understand their strengths, interests, and learning needs. It provides examples of differentiated strategies like curriculum compacting, independent studies, tiered lessons, and choice that allow gifted students to learn at an appropriate pace and level of challenge.
PGCertLTHE 2011
This document outlines an induction session for a Postgraduate Certificate in Learning and Teaching in Higher Education program. It includes an icebreaker activity where participants introduce themselves and discuss expectations and fears. An overview of the program is then provided, covering its aims, underpinning values, and qualifications. Assessment tasks are briefly summarized in groups. Participants are asked to identify a work-based support colleague to assist with the teaching observation process and provide feedback. They are given details on the first assessment task regarding a good learning experience and deadlines. The session aims to help participants understand the program requirements and build a support network.
Scotland's Curriculum Architecture
The document discusses the implementation of Curriculum for Excellence in Scottish primary schools. It outlines the scope and principles of the new curriculum, including placing the learner at the center, emphasizing pedagogy, and assessing to support learning. It also provides examples from one primary school's journey in reshaping its curriculum to focus on learner outcomes, joined-up learning across subjects, and using formative assessment strategies. The head teacher aims for every child to become an architect of their own learning.
Tlc november session nov 16 with curriculum
The document outlines an agenda for a literacy consultation meeting bringing together coaches and teacher-librarians. The agenda includes discussing essential classroom literacy practices, sharing survey results on implementation of practices, and forming inquiry questions and action plans to improve support for student literacy needs. Participants will collaborate to develop shared understanding of practices and support networks.
CWT Bankston ppc
Classroom walkthroughs are brief, informal observations meant to encourage dialogue around teaching practices and student learning. They are not evaluations, but are intended to help teachers reflect on their work. The process involves identifying an instructional focus area, conducting observations with a non-judgmental lens, analyzing patterns in teaching and learning, and having reflective conversations to improve student outcomes. Repeating this cycle of inquiry supports continuous professional growth.
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Study Group Leader Training
- 1. BECOMING AN ACADEMIC MENTOR (OR TRAINING TO BE A STUDY GROUP LEADER) Holly A. T. Potter Tutor Clearinghouse Coordinator Academic Skills Center Dartmouth College
- 2. STUDY GROUPS BY THE NUMBERS: 2011-2012 11F 12W 12S Groups 57 53 66 Courses 21 19 27 Participants 339 301 221 Leaders 27 44 59
- 3. STUDENT EMPLOYMENT CONCERNS Forms to be completed and turned in to Payroll: I9 (evidence of your ability to work in the US) W4 (tax withdrawals) Consult with parent/guardian If not turned in, tax deductions revert to default NOTE: This must be done within the next three days!! ** Consult the List of Acceptable Documents for I9 form identification (listed on page 5 of I9)
- 4. Helpful links Student employment forms Payroll authorization information
- 5. WHY STUDENTS JOIN STUDY GROUPS Desire to be accountable/responsible (i.e. get better grades) Unfamiliar skill area Lack of confidence Uncomfortable “fit” with professor’s style
- 6. LEADER ROLES & RESPONSIBILITIES ATTEND WEEKLY SESSIONS PREPARED TO… Review course outlines/objectives Help students learn how to approach material Test understanding by asking & answering questions Help students identify & understand basic concepts Help students use and understand textbook Identify/explain key concepts and vocabulary Share study strategies that have worked for you!
- 7. LEADER ROLES & RESPONSIBILITIES OUTSIDE OF STUDY GROUP… Meet with the professor at the beginning of the term, and as necessary to keep up as the term goes on. Submit attendance information from each study group session by visiting studygroups.dartmouth.edu Leaders who do not keep attendance records may not be asked to lead again Post a weekly study group synopsis on Blackboard This allows professors to see what material their students might be struggling with so that they can improve their teaching. Turn in timesheets every other week, according to this schedule.
- 8. FIRST NIGHT GROUND RULES Decide as group: why are we doing this? Set mutual goals Decide how homework assignments will be handled Tutor/Leader: how available will you be? Communication Review syllabus End of meeting: summary and goals Post synopsis of study group meeting on blackboard
- 9. CODE OF ETHICS Stay out of negative conversations about professors. In this job, you’re a teacher, not a peer. You must maintain the confidentiality of the students in your study group. Some Dartmouth students have major reservations about seeking any kind of academic support, so it’s important to be sensitive. If unable to resolve a situation, contact Holly Potter sooner rather than later… We’re here to support you!!
- 10. WHAT IFS… What if nobody shows up? Wait 15 minutes. If no one is there, you can leave and submit a timesheet reflecting the time you spent waiting. What if the group wants me to help them cheat? Study groups are not answer sessions, and students who feel that your job is to complete their work should be directed to speak with Holly Potter. Otherwise, your job and your academic integrity are on the line. What if I want to schedule an extra session before midterms or finals? Awesome! Check in with us beforehand to make sure it’s okay, and be aware that you can’t be paid for more than 2 hours in a single review session.
- 11. RESOURCES Faculty (course content) Academic Skills Center Student Accessibility Services Deans Counseling Undergraduate Judicial Affairs Library