Supervision presentation Anthony Muratore
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This presentation examines the roles of student teachers, cooperating teachers, and university supervisors in the student teaching experience. It discusses the Situated Learning Model of Supervision, where learning emerges from activities and dilemmas rather than being organized by instructors. The model emphasizes that learning content is inherent in doing tasks, and that subject matter emerges from environmental cues and dialogue. The presentation also distinguishes between reflection-in-action, which involves thinking about an experience as it occurs, and reflection-on-action, which involves reviewing a past experience with new perspectives.
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This presentation explores outside class learning (OCL) among university students. It aims to understand the nature and effectiveness of OCL, as well as challenges students face. Research questions ask about challenges of OCL and its impact on academic study. OCL is defined as learning relating to academics that occurs outside formal classes. It benefits learners by making subjects more vivid and interesting, and enhancing understanding. For students surveyed, OCL involves group learning, libraries, computers, and discussing with friends. While helpful for exams, some learn outside class due to personal preference. Students face challenges like a lack of structure and motivation from the informal environment. Overall, OCL allows students to learn in diverse settings and develop skills applicable to their education.
Modelsofteaching
The term model is used to mean a teaching episode done by an experienced teacher in which a highly focused teaching behaviour is demonstrated, in it an individual demonstrating particular patterns which the trainee learns through imitation.
Bruce Joyce and Marsha Weil describe a Model of Teaching as a plan or pattern that can be used to shape curricula, to design instructional materials and to guide instruction in the classroom and other settings.
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This document outlines the key functions and operations of teachers. It discusses three main functions of teachers: diagnostic, prescriptive, and evaluative. The diagnostic function involves assessing students' entering behaviors and needs. The prescriptive function includes selecting appropriate content and teaching methods. The evaluative function is assessing student progress and outcomes. The teaching process involves three main stages: pre-active (planning), interactive (instruction), and post-active (evaluation). Key operations of teaching include planning lessons, organizing resources, implementing strategies, and controlling the system through evaluation and modification. Overall, the document provides an overview of the roles and processes involved in effective teaching.
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Supervisor ppt
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
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.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Supervision presentation Anthony Muratore
- 1. Supervision Presentation By: Anthony Muratore
- 2. Aim of the Presentation • To examine the roles and responsibilities of people involved with the student teacher experience. • Understand the Situated Learning Model of Supervision and the unique factors that make it effective. • Know the difference between reflection-in- action and reflection-on-action.
- 3. Student Teacher Triad Dr. Harvey (University Supervisor) Student Teacher (Myself) Cooperating Teacher
- 4. Student Teacher Roles • Plans and implements lessons and/or programs • Critically reflects on practice • Actively participates in all aspects of school life • Takes responsibility for their own learning • Displays a professional approach to all aspects of school experience
- 5. Cooperating Teacher Provides ▫ Professional support and encouragement ▫ Access to school policies and resources ▫ Verbal and written feedback to student
- 6. University Supervisor • Liaises with student, teacher, school and MUSE • Gives regular written and verbal feedback to student • Acts as a mentor for the student and, in some cases, the teacher
- 7. Situated Learning Model of Supervision
- 8. Situated Learning Model of Supervision Unique Factors • LEARNING IS BECOMING • People learn content through activities rather than acquiring information as organized by instructors • Content is inherent in ‘doing’ the task • Learning is dilemma-driven • Subject matter emerges from cues in the environment and from dialogue in and and among the community ▫ Ex. Normative rules, behaviors, practices
- 9. Donald Shon (1993) • Reflection-in-action ▫ Works on getting to the bottom of what is happening in the experience's processes, decision- making and feelings at the time of the event or interaction. • Reflection-on-action ▫ Works of sifting over a previous event to take into account new information or theoretical perspectives available in conjunction with the experiencer's processes, feelings and actions
- 10. Sources Harvey, Steve (2014). Models of Supervision/Reflection [PowerPoint Slides] . Retrieved from http://www.slideshare.net/stharvey/models-of- supervision-reflection