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A collaborative presentation on different type of assessments in education as a group project for Masters in education program. Co-presented with Ms. Anari, Ms. Divya, Ms. Jie , and Mr. Simon
Teacher Leader: The roles of the teacher leaderAlex Legara
This is all about teacher's leadership, on how things work and move in the hand of the teacher leaders and it really defines and explains of what is really a teacher leader.
A collaborative presentation on different type of assessments in education as a group project for Masters in education program. Co-presented with Ms. Anari, Ms. Divya, Ms. Jie , and Mr. Simon
Teacher Leader: The roles of the teacher leaderAlex Legara
This is all about teacher's leadership, on how things work and move in the hand of the teacher leaders and it really defines and explains of what is really a teacher leader.
Teaching Strategies and Methodologies for Teaching and LearningMG M
The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your method depends on what are your goals, your individual style and your school’s vision.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
“It takes a perfect blend of several qualities to create a truly effective teacher who can have a lasting impact on virtually every student.” – Derrick Meador
Teaching Strategies and Methodologies for Teaching and LearningMG M
The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your method depends on what are your goals, your individual style and your school’s vision.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
“It takes a perfect blend of several qualities to create a truly effective teacher who can have a lasting impact on virtually every student.” – Derrick Meador
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
Teachinglearningtechniquesforeffectiveoutcomebasededucation 190313045402Aravindharamanan S
Outcome-based education is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable, measurable outcomes.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Challenging for Innovation in Entrepreneurship EducationRobert Dickey
Presentation at the 4th International Conference on Entrepreneurship / ENEDA Conference, Feb 20-22, 2020 in Singapore. (ENEDA = Entrepreneurship Educators Association of the Philippines)
Entering the Field of Scholarly Research & Publication (Asian EFL 2018)Robert Dickey
Entering the Field of Scholarly Research & Publication
The Asian EFL Journal International Conference on Research & Publication
Clark, Philippines
Aug 25 2018
From Classroom to Journal: Action Research and the Road to Publication (Asian...Robert Dickey
From Classroom to Journal: Action Research and the Road to Publication
The 2nd Asian EFL Journal International Conference on Research & Publication
Clark, Philippines
Nov 9 2019
Technology, Tasks, Textbooks, and Teacher Reflections (2019 Dickey Jakarta)Robert Dickey
Technology, Tasks, Textbooks, and Teacher Reflections – Where teacher research and classroom teachingcollide with new-age learners
Plenary Presentation at International Conference on English, Linguistics, Literature, and Education (ICELLE)
University of Muhammadiyah Tangerang
Nov 29-30, 2019
Assessment in language learning classrooms:More questions than answersRobert Dickey
presentation for the 2015 TESOL Asia / Asian EFL Journal 14th Annual International Conference at Clark Freeport Zone, Pampanga, Philippines August 21-23, 2015
Content-based Language Teaching combines the strengths of meaningful content to language instruction. However, there are many approaches and perspectives. Video presentation before the 1st International Conference on Linguistics & Language Teaching (Nov 25,26,27 2013). Bahawalpur, Pakistan November 27th. YouTube video including this powerpoint at http://youtu.be/7agmW-Fi4sw
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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3. How Long?
• Dress Analogy
–Short enough to be
interesting …
–Long enough to hide
what needs to be hidden
–WAIT!!! Reverse that!
–Everyone has different
perceptions
2013-06-07 3
4. What is a Teaching Portfolio?
• What would you like your teaching
portfolio to do for you?
2013-06-07 4
5. Conceptualizations?
• Mirror (process of reflection)
• Map (goal-setting)
• NOT – a “resume”
–A resume can be a piece of the portfolio
• What is the purpose of your portfolio?
(helps define targets and other aspects)
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6. Purpose
• Document the
Scope and Quality
of your
Experience and Training
• Showcase your Skills and Abilities
• Showcase Your Achievements
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7. Targeting
What strengths, skills and abilities do I have
to offer to this specific school?
Which of the above relate to the identifiable
needs of this school?
What have I done to demonstrate these skills?
What do I want my Portfolio to say about me
as a Teacher/Learner?
What do I want my Portfolio to say about my
plans for Future Professional Growth?
2013-06-07 7
9. Standards
• Professional Bodies
• Course of Studies (MATESOL, etc)
• Employer-set
–Teaching, Research (Scholarship),
Service, Collegiality
• Self-selected
• Mix from the above?
2013-06-07 9
10. Evidence (Artifacts)
• Compiled over months & years
• Selected to meet targets
• May meet more than one target
• Annotated at time of collection
• Reflective comments
–At time of collection, and/or
–At time of inclusion
2013-06-07 10
12. Portfolio Arrangements
• Lots of “Sections”
• Table of Contents
• Tied to Standards or a required
format
• Product-oriented?
• Introductions and Reflections
everywhere!
2013-06-07 12
13. Hardcopy Portfolios
• Looseleaf (ring) binder
• non-glare plastic page covers to hold
materials
• 10-20 pages???
• Consider larger than A4 and/or
reduction of page size in artifacts
2013-06-07 13
33. Types of Artifacts (3)
• Professionalism
–Professional Development Plan
–Collegiality
• Letters from colleagues
• Self-Narratives of your own collegial acts &
the environment in your workplace and
professional community
–Peer Observations & Shadowing
2013-06-07 33
34. Types of Artifacts (4)
• Reflections on:
–Professional & Educational Products,
Engagements, Professionalism
–Meetings & Seminars (Memberships?)
–Readings
–Diaries and Teaching Performance (own
and others’)
–Resume/Evaluations
2013-06-07 34
35. Reflection on Teaching
Teaching and Related Responsibilities (as a Graduate TA)
As indicated, I have been the teaching assistant for the following courses:
– SPAN101: Introduction to Spanish
– SPAN322: Intermediate Spanish Literature
For these courses, I was responsible for two weekly sections, the grading of all
exams and papers, the implementation of review sections and slide reviews,
and the general administrative duties needed for the smooth running of these
courses.
Departmental evaluations conducted at the end of each course
documents student feedback on my teaching and how my sections were run.
For SPAN322 I also conducted a personal mid-semester survey in order to
evaluate my sections and to improve their quality. Summaries and highlights
from these evaluations are attached.
Please refer to Appendix A: Syllabi and handouts from courses; Appendix
B: Mid Term Student Evaluations and Year End Student Evaluations; Appendix
C: Critical Review evaluations and Appendix D:Teaching References.
2013-06-07 35
36. Teaching Philosophy
• “I believe …”
• Takes hours & hours
• Multiple Revisions
• Deserves input from others
• Believable
• Consider using a Teaching Goals
Inventory or similar to start
2013-06-07 36
37. Teaching Philosophy
Part 1. Your teaching aims
• Why do you want to teach? to teach English? in Korea?
• What are your goals when you walk into a classroom? (list a few, not
too many)
• What are your goals for English learning in general?
– which are high priority goals in the class you most commonly teach?
(consider a Teaching Goals Inventory instrument such as at
http://www.koreatesol.org/content/teaching-goals-inventory
– do these change if you are teaching a different type of course?
• Which courses do you most enjoy teaching? Explain your choice.
Now write a single paragraph explaining the above.
Part 2. What makes for great teaching?
• Describe one of your past teachers, why was he a great teacher?
• Create a list of characteristics you think are good for the type of
courses you
• wish to teach.
Synthesize all the above, make sure STUDENTS are the focus.
2013-06-07 37
40. As a teacher of both English language and subject-matter content at
university in the Korean setting, I BELIEVE:
1. Students learn from challenging yet personally-rewarding activity that
connects with each learner's experiences (schema-building) and goals;
2. Students are informed both through Presentation (P-P-P) and
Elicitation (matter previously learned by themselves or their peers),
develop skills through Restricted Practice, and acquire language and
master higher-level language/subject-matter fluency through Authentic
Production;
3. Personal connections between faculty and students build trust, leading
to increased learner risk-taking, humor can play a part;
4. Great teachers - memorable and influential in the student's future life -
are those who co-create new successes with learners.
5. Korean university students in the social sciences need to develop
critical and creative thinking skills which can be practiced effectively
while working in English with issues in the social sciences.
6. Teachers must balance language, content, and thinking skills with
consideration for cognitive-load (“Flow”) in mixed-level classrooms.
(150 words)2013-06-07 40
41. Reviews
• Ask Peers for comments
• Consider balance of artifacts:
–Your own documents
–Student work
–Materials about you from others
–Versus targets and Standards
• Copy-edit!
2013-06-07 41
42. For Interviews
• Let employer know about your
Portfolio from the very beginning
• Mention Portfolio in your cover letter
• Take Portfolio to interviews
• Respond to questions with Portfolio
examples when appropriate
• Leave electronic version / Brochure
after interview
2013-06-07 42
43. For More Information / Ideas
• The KOTESOL Professional
Development SIG has an online
discussion group (study group) to
collaborate and share ideas on
developing teaching portfolios.
• Visit the SIG page and Subscribe!
(must be logged in to subscribe)
http://www.koreatesol.org/professional-development
2013-06-07 43
44. Hope this was useful...
Rob Dickey
rjdickey@content-english.org
2013-06-07 44