This document discusses the roles and responsibilities of those involved in the student teaching triad, including the cooperating teacher, university supervisor, and teacher candidate. It emphasizes the importance of reflection for teacher candidates to improve their craft. A common reflection model called ALACT is described, which involves looking back on an action through various reflective practices in order to identify alternatives and apply new knowledge. Finally, the document defines supervision as a systematic feedback process aimed at developing instructional effectiveness, and discusses the clinical supervision model and alternatives for the supervision process.
Learning and Assessment: Assessment, type of assessment- assessment for learning, assessment of learning and assessment as learning: definition, example, merits, demerits and role of teacher in assessment . Summative assessment. Formative assessment
Learning and Assessment: Assessment, type of assessment- assessment for learning, assessment of learning and assessment as learning: definition, example, merits, demerits and role of teacher in assessment . Summative assessment. Formative assessment
Differentiated Supervision – Because Students Are Not the Only Ones with Diff...rdbks12
Presentation for Teachers and Administrators in the
New Canaan Public Schools, New Canaan, CT
PowerPoint orginally located on TeacherTube.com under the following URL - media2.teachertube.com/files/articles/4290.pptx
In the past, Since learning of basic knowledge was very important. The behaviourist approach was generally use as traditional instruction. In this instructional approach, knowledge is merely abstracted and the “learning” and “teaching” process is viewed as individual process, and “learning” is conceived as the accumulation of stimulus-response association. Drill and practice play an important role in this process. Also, the assessment practice is mainly based on testing, basic knowledge. Because, the proof of learning
generally is seen as changing the behaviors and increasing the right answer in test,
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Differentiated Supervision – Because Students Are Not the Only Ones with Diff...rdbks12
Presentation for Teachers and Administrators in the
New Canaan Public Schools, New Canaan, CT
PowerPoint orginally located on TeacherTube.com under the following URL - media2.teachertube.com/files/articles/4290.pptx
In the past, Since learning of basic knowledge was very important. The behaviourist approach was generally use as traditional instruction. In this instructional approach, knowledge is merely abstracted and the “learning” and “teaching” process is viewed as individual process, and “learning” is conceived as the accumulation of stimulus-response association. Drill and practice play an important role in this process. Also, the assessment practice is mainly based on testing, basic knowledge. Because, the proof of learning
generally is seen as changing the behaviors and increasing the right answer in test,
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Observe your clasroom teacher conducting a social studies lesson. Mascoutsgyqmo
Observe your clasroom teacher conducting a social studies lesson. Make note of how the following methods and processes are implemented and nurtured: active learning, integrated subject areas, meaning and relevance, high interest and engagement, social and participatory skills, attitudes and values, critical thinking, and concept formation.
Interview the classroom teacher to learn more about the social studies classroom using the following:
How long have you been teaching and in what grade levels?
What factors did you consider when setting up your classroom environment?
How did you build a sensitive and caring classroom learning community?
What challenges have you encountered when working in your current classroom?
How did you establish and manage daily routines and transitions?
What do you feel are the most important components of social studies lesson?
What instructional strategies do you use and why?
How do you differentiate instruction based on the needs of your students?
What resources and technology do you use and why?
How do you use assessment to drive your instruction?
Include two additional interview questions based on your observation.
Write a 750-1,000-word summary and analysis of the following:
Summary of the lesson observed
Age group
Teacher's instructional approach and practices
Students' responses
Analysis of the lesson observed
Effectiveness of the lesson
What would you change?
What components of the classroom environment are appropriate for the age group? Or are not?
How the following were implemented and nurtured: active learning, integrated subject areas, meaning and relevance, high interest and engagement, social and participatory skills, attitudes and values, critical thinking, and concept formation.
Summary of teacher interview responses
Include all questions and responses
Analysis of teacher interview responses
What did you learn from the responses?
How will what you learned effect your future classroom?
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
...
Outcome Based Education is Major concern in all professional courses. This ppt will gives basic introduction about OBE and its implementation. Outcome-based education (OBE) is education in which an emphasis is placed on a clearly articulated idea of what students are expected to know and be able to do.
MGMT 1001 Managing Organisations and People Session DioneWang844
MGMT 1001
Managing Organisations
and People
Session 2 2016
Dr Lynn Gribble
Today is about
Getting started
Understanding what is in the course overall
and your learning over the next 12 weeks
Understanding your role, our role as
lecturers and your tutor’s role
Some things to note about uni
This is not year 13, it will be different than
high school
No one will chase you, you have to be
independent learners
Its less specific than high school
Remember it’s a first year course
Depth and breadth, analysis and critique
What happens in MGMT 1001?
Success comes from reading before the lecture and being prepared
The Role of Students
– Lectures are designed to challenge your thinking. Sometimes they are funny
(laugh & enjoy), interactive, 2-way communications, curious, mind
expansion, critical thinking, constructive feedback, and we celebrate
diversity!
The lectures are focussed Learning
– Each lecture will have learning objectives. By the end of the lecture, you
should ask yourself whether you have achieved the learning
objectives of the lecture. These match the course information in the text
book but look to make connections and explanations. These aer to expand
upon what you have read.
Do not expect to be Spoon-Fed
– These are lectures – each lecturer will explore the content with you. These
form the framework to facilitate students’ further in-depth learning of the
topics of MGMT 1001.
– You will need to read the text each week. Attend your tutorial each week to
apply what you have been learning. The tutes are not substitute lectures.
You will need to do more than come to lectures, tutes and read your text.
You need to ENGAGE with the management literature
More about MGMT 1001
The lectures explore content. The tutorials
explore application and experience of that
content
Questions? Go to the discussion board, or
ask your tutor in their consult.
Make sure you identify yourself in emails by
name student number and course
Getting started
Why are you studying Managing
organisations and people?
Everything you do involves both
organisations and people
Reflective Questions to guide this lecture
Part 1:Important things about this course
1. How can you be successful in this course
2. What important time lines and processes will assist me to be more successful
in this course?
3. Who does what and what can I expect during this course?
Part 2: Organisations and Management
1. What is an organisation?
2. Understanding the changing context of organisations today
3. What are the challenges of managing in today’s organisations?
Why study organisations and
management?
Most important selection criteria when recruiting graduates 2011
1. Interpersonal and communication skills (written and oral)
2. Passion/Knowledge of industry/Drive/Commitment/Attitude
3. Critical reasoning and analytical skills/Problem solving/Lateral
thin ...
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
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.
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.
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!
2. ROLES (STUDENT TEACHING TRIAD)
Cooperative Teacher
- Presenting: Modeling of rules, authority figure, etc.
- Interactions: observes TC, questions, gives feedback, etc.
University Supervisor
- Ensure the use of approved curriculum models
- • Ensure you follow student teaching policies
- • Act as mediator between TC and CT
- • Ensure CT is doing their job
- • Observe and grade performance
Teacher Candidate
- Plans and implements lessons.
- Reflects on the lessons/practices
- Shows professionalism in all aspects of everyday school life.
- Takes responsibility for themselves and their own learning.
3. WHY REFLECT?
Reflection is a vital piece to becoming a better teacher, but how should you go
about it? Here are some questions to get you started.
What are you doing ,Why are you doing it, How effective is it, How are the
students responding, How can you do it better?
The goal of reflection is to increase your professional development and to make
you think how can I do this differently next time to make the lesson even better.
The more you reflect, the better your craft becomes, experience is a key
component to becoming an even better instructor.
4. ALACT ( REFLECTION MODEL)
- Action
- Look Back- Using what?
Post-Teaching Reflective Analysis, Journal Writing, Video Taping
(Critical Element analysis), Reflective Writing, Action Research,
Professional Portfolio.
- Awareness- Of What?
Student(s) Learning, Subject Matter, Teacher Strategies, and Social,
Cultural, Moral, political aspects of learning.
- Create Alternatives
- Knowledge for practice
- Knowledge of practice
- Trial
5. SUPERVISION
A specialized form of feedback given to a practicing teacher that
is systematic and intentional with the purpose of developing,
improving, and maintaining instructional effectiveness (Metzler,
1990; R. L. Wiegand, personal communication, January 20, 2010)
6. SUPERVISION MODEL
Clinical Supervision model
- Teacher Candidate teaches the lesson, data is collected on the teacher and
students, then there is a post-teaching conference.
Capel Model
-• TC’s observe CTs (i.e., rules, routines, authority)
• TC and CT collaboratively plan and teach
• TC teaches independently to learn own ‘style’
• CTs develop a focus on feedback on BOTH teaching skills and the ability of the TC
to reflect
Alternatives Models
- Self-Assessment Model
- Collaborative Models
