Teaching observation portfolio
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This document contains notes and materials from Saint Cloud High School including a letter to the community, a bookstore catalog and price list, and a weekly reminder of upcoming school events. It also includes a lesson plan from Mr. Persaud where he welcomes students and interprets essay readings for his junior AP class. An interview and verification form are also present.
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Approaches About School Curriculum
The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
Implementing The Curricilum
The document discusses implementing the curriculum, which involves putting the written curriculum into practice through teaching and learning activities. It is a crucial phase that requires teacher action. Implementing means engaging learners according to plans outlined in syllabi and curricula to achieve intended outcomes. Theories on curriculum implementation and change are presented, including viewing it as a change process involving driving and restraining forces. Types of curriculum changes are categorized as substitution, alteration, restructuring, or value orientation. Elements of successful implementation are described as developmental, participatory, and supportive. Time and assistance from others are also important factors.
Characteristics of 21st Century Assessment
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
K to12 ASSESSMENT AND RATING OF LEARNING OUTCOMES
This document outlines the assessment and rating system for learning outcomes under the K to 12 Basic Education Curriculum. It discusses the philosophy, nature, levels, tools, and frequency of assessment. Assessment will be standards-based and focus on knowledge, skills, understanding, and performance. Student proficiency will be rated on a scale and determine promotion. Rubrics will provide clear guidelines for evaluating student work. Formative and summative assessments will track progress and measure proficiency. The system aims to support quality learning through self-reflection and accountability.
Chapter 2: Philosophical Foundation of Curriculum
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Exploring the curriculum(fs4)
This document appears to be a field study report submitted by a student named Jushabeth G. Garcera for her Bachelor of Secondary Education program. The report documents her observations at St. Louise de Marillac College of Sorsogon related to exploring concepts of the curriculum. Over three episodes, she examines the concepts, nature, and purposes of the curriculum; identifies the components and approaches of the curriculum; and discusses new approaches to teaching and learning. She includes tools used during her observations, analyses of her findings, reflections, and documentation for her portfolio. The report provides insights into how the school translates its curriculum into practice in the classroom.
Foundations of a curriculum
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
7 Philosophies of education and Field of Philosophy
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
Recommended
Approaches About School Curriculum
The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
Implementing The Curricilum
The document discusses implementing the curriculum, which involves putting the written curriculum into practice through teaching and learning activities. It is a crucial phase that requires teacher action. Implementing means engaging learners according to plans outlined in syllabi and curricula to achieve intended outcomes. Theories on curriculum implementation and change are presented, including viewing it as a change process involving driving and restraining forces. Types of curriculum changes are categorized as substitution, alteration, restructuring, or value orientation. Elements of successful implementation are described as developmental, participatory, and supportive. Time and assistance from others are also important factors.
Characteristics of 21st Century Assessment
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
K to12 ASSESSMENT AND RATING OF LEARNING OUTCOMES
This document outlines the assessment and rating system for learning outcomes under the K to 12 Basic Education Curriculum. It discusses the philosophy, nature, levels, tools, and frequency of assessment. Assessment will be standards-based and focus on knowledge, skills, understanding, and performance. Student proficiency will be rated on a scale and determine promotion. Rubrics will provide clear guidelines for evaluating student work. Formative and summative assessments will track progress and measure proficiency. The system aims to support quality learning through self-reflection and accountability.
Chapter 2: Philosophical Foundation of Curriculum
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Exploring the curriculum(fs4)
This document appears to be a field study report submitted by a student named Jushabeth G. Garcera for her Bachelor of Secondary Education program. The report documents her observations at St. Louise de Marillac College of Sorsogon related to exploring concepts of the curriculum. Over three episodes, she examines the concepts, nature, and purposes of the curriculum; identifies the components and approaches of the curriculum; and discusses new approaches to teaching and learning. She includes tools used during her observations, analyses of her findings, reflections, and documentation for her portfolio. The report provides insights into how the school translates its curriculum into practice in the classroom.
Foundations of a curriculum
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
7 Philosophies of education and Field of Philosophy
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
FS 1 Episode 1
1. The student visited NDC Tagum Foundation school to observe the learning environment. The campus was found to be wide with green surroundings and mostly clean buildings.
2. Facilities like the library, computer lab, and classrooms provided resources to support learning. The Grade 7 classroom had inspiring displays and was well-lit, ventilated and comfortable for 28 students.
3. Based on the observation, the school environment at NDC Tagum Foundation was conducive to learning, with facilities that met students' needs and a classroom that created a pleasant atmosphere for teaching and learning.
Approaches to Curriculum Design
Approaches to Curriculum Design
Learner-Centered Approach
Subject-Centered Approach
Problem-Centered Approach
Features of a Curriculum
Flexible Assessment
Students have more choice and control over their assessments. They can choose the weight given to different assessments, conduct self and peer assessments, and select the format and content of assessments. This flexible assessment approach gives students agency in their learning and evaluation. It also provides opportunities for formative feedback to improve learning outcomes.
Assessment of learning 1
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
Assessing the curriculum
This document discusses curriculum assessment and the different types of assessments: intended curriculum, implemented curriculum, and achieved curriculum. The intended curriculum refers to the objectives set at the beginning, while the implemented curriculum involves the learning activities. The achieved curriculum assesses learning outcomes based on the first two. The goals of the Philippines' Basic Education Curriculum (BEC) are to raise quality and decongest the curriculum. It was implemented through innovative teaching approaches and integrating subjects. The BEC has achieved increased student motivation and performance, as well as teacher development and stakeholder involvement.
authentic vs. traditional assessment
The document discusses the differences between traditional and authentic assessment. Traditional assessment uses standardized tests to measure correctness, while authentic assessment aims to measure thinking processes and meaningful application of skills through tasks like portfolios, discussions, and interviews. It provides steps for creating authentic assessments, including identifying standards, selecting real-world tasks, establishing criteria, and designing rubrics to evaluate student performance holistically or analytically.
Curriculum
This document discusses curriculum and its various components. It defines curriculum as subjects, learning experiences, intended outcomes, and planned experiences. It also describes different types of curriculum, including ideal curriculum, written curriculum prescribed by governing bodies, implemented curriculum actually taught by teachers, achieved curriculum learned by students, and tested curriculum assessed on exams. The document outlines foundations of curriculum including objectives, student characteristics, learning processes, teaching methods, and evaluation procedures. It also discusses conceptions that guide curriculum design like academic, cognitive, humanistic, social reconstructionist, technological, and eclectic conceptions. Key elements of curriculum are identified as intent, content, learning experiences, and evaluation.
Curriculum
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
Field Study 2 Episode 1 Principles of Learning
The document discusses the principles of learning that were observed being applied in classroom teaching. It provides 9 examples of how the cooperating teacher demonstrated different principles of learning in their classroom instruction and activities. The student observer analyzed how the teacher's application of the principles impacted learning and engaged students. The key principles observed being applied were that learning is cooperative/collaborative and that it is an evolutionary process. The observer agreed that the principles guided effective teaching and learning.
Types of Test
This document discusses different ways to categorize tests, including by mode of response (oral, written, performance), ease of quantification of responses (objective vs. subjective), mode of administration (individual vs. group), test constructor (standardized vs. unstandardized), and mode of interpreting results (norm-referenced vs. criterion-referenced). Tests can be categorized based on whether responses are oral, written, or performance-based. Objective tests with quantifiable responses can be compared to yield scores, while subjective tests allow divergent answers like essays. Tests are also categorized by whether they are administered to individuals or groups, and whether they are standardized with established procedures or unstandardized for classroom use.
Basic Concept in Assessment
This document discusses assessment in education. It defines assessment as obtaining information about student performance and achievement. It discusses different types of assessment including formative assessment, summative assessment, and diagnostic assessment. It also discusses key concepts in educational assessment including measurement, evaluation, variables, indicators, and factors. Principles of good assessment practice and the assessment cycle are also summarized.
Fs4 episode2
Here are samples of documents that could go in the portfolio:
Academic Budget
- Budget allocation for instructional materials (e.g. textbooks, lab equipment)
- Budget for cocurricular activities (e.g. field trips, competitions)
Scope and Sequence Chart
- Outlines competencies/skills to be developed each year in a subject area
- Shows progression/building on prior learning each year
Teaching Guide
- Weekly lesson plans for a subject/course
- Includes learning objectives, activities, assessment
Course Guide
- Description of course, prerequisites, outcomes
- Syllabus with topics, assignments, assessment criteria
- Required and optional readings/resources
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...
The document discusses various perspectives on curriculum from traditional and progressive views. It also covers theorists like Tyler, Taba, and their models of curriculum development. Additionally, it examines different types of curricula like recommended, written, taught, and learned curricula. The document also explores the philosophical, psychological, and social foundations of curriculum and how they influence curriculum development.
New K-12 Grading System (HS/Elem)
The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
7 Types of Curriculum Operating in Schools
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Teaching English in the K to 12
The document discusses the teaching of English in the K to 12 curriculum in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, and framework of the English language curriculum. The framework includes learning processes like spiral progression and integration of skills. It also covers developing understanding of cultures, language, and language processes and strategies through macro-skills. Assessment is holistic and aims to provide feedback to support student development.
Purposes of portfolio assessment
Portfolio assessment has several benefits over traditional testing methods:
1) It matches the assessment of student work to classroom activities and discussions, rather than being separate from classroom learning.
2) The goals are clear to both teachers and students from the beginning, and students ensure their portfolios demonstrate achievement of these goals.
3) It provides a more comprehensive profile of student abilities by showcasing depth, breadth, and growth of learning over time without test pressures.
Curriculum Development Essentials: The Teacher as A Curricularist
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Curriculum As A Subject Matter
The document discusses different perspectives and models of curriculum. It begins by defining curriculum as a plan for learning that organizes teacher-student interactions and content. It then outlines traditional and progressive views of curriculum. Traditional views see curriculum as a body of subjects prepared by teachers, while progressives emphasize learner needs and experiences.
The document also describes three curriculum design models: subject-centered focuses on content divided into subjects; learner-centered considers student interests; and problem-centered integrates related content across subjects. Finally, it notes the Philippines uses a subject-centered structure in schools and discusses strengths and weaknesses of different approaches.
Teaching Learning in OBE
This document outlines key points for effective teaching-learning in an Outcomes-Based Education model. It states that teachers must adequately prepare students, create a positive learning environment, help students understand what they are learning and why. Teachers should also use a variety of teaching methods, provide opportunities for students to apply their new knowledge and skills, and help students understand what they have learned. The document contrasts traditional instruction-focused education with OBE, noting OBE focuses on learning outcomes, knowledge existing within learners, and teachers designing learning methods in collaboration with students.
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3 Documenting Quality of Teaching by Standardised Indicators, Per Morten Kind...The Impact Initiative
This document discusses developing standardized indicators to measure quality of teaching based on a research project in Ethiopia. It involved collaboration between universities to study new pedagogical strategies and their impact on student learning. Data was collected through tests, surveys, interviews and video recordings of lessons. The project aims to create simple yet valid indicators of input, process, output and outcomes of teaching that can inform policy and school leaders. Examples of potential indicators discussed include time spent on different teaching approaches, quality of student engagement, and comparing lessons with different pedagogical methods. Developing reliable, valid and easy to communicate indicators of teaching quality is challenging but possible within a research context.CLDTA Digital Tools in Curriculum_20140504
This document discusses using digital tools in language courses. It begins by outlining steps for course planning, including setting goals and assessing student proficiency levels. It then describes tools that can be used for different parts of the lesson, such as reviewing vocabulary on tablets or doing interactive exercises on websites. The document provides an example lesson plan on toys and games. It emphasizes preparation, considering technical issues, and managing the classroom when using digital tools. Overall, the document provides guidance on integrating digital resources at various stages of instruction.
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FS 1 Episode 1
1. The student visited NDC Tagum Foundation school to observe the learning environment. The campus was found to be wide with green surroundings and mostly clean buildings.
2. Facilities like the library, computer lab, and classrooms provided resources to support learning. The Grade 7 classroom had inspiring displays and was well-lit, ventilated and comfortable for 28 students.
3. Based on the observation, the school environment at NDC Tagum Foundation was conducive to learning, with facilities that met students' needs and a classroom that created a pleasant atmosphere for teaching and learning.
Approaches to Curriculum Design
Approaches to Curriculum Design
Learner-Centered Approach
Subject-Centered Approach
Problem-Centered Approach
Features of a Curriculum
Flexible Assessment
Students have more choice and control over their assessments. They can choose the weight given to different assessments, conduct self and peer assessments, and select the format and content of assessments. This flexible assessment approach gives students agency in their learning and evaluation. It also provides opportunities for formative feedback to improve learning outcomes.
Assessment of learning 1
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
Assessing the curriculum
This document discusses curriculum assessment and the different types of assessments: intended curriculum, implemented curriculum, and achieved curriculum. The intended curriculum refers to the objectives set at the beginning, while the implemented curriculum involves the learning activities. The achieved curriculum assesses learning outcomes based on the first two. The goals of the Philippines' Basic Education Curriculum (BEC) are to raise quality and decongest the curriculum. It was implemented through innovative teaching approaches and integrating subjects. The BEC has achieved increased student motivation and performance, as well as teacher development and stakeholder involvement.
authentic vs. traditional assessment
The document discusses the differences between traditional and authentic assessment. Traditional assessment uses standardized tests to measure correctness, while authentic assessment aims to measure thinking processes and meaningful application of skills through tasks like portfolios, discussions, and interviews. It provides steps for creating authentic assessments, including identifying standards, selecting real-world tasks, establishing criteria, and designing rubrics to evaluate student performance holistically or analytically.
Curriculum
This document discusses curriculum and its various components. It defines curriculum as subjects, learning experiences, intended outcomes, and planned experiences. It also describes different types of curriculum, including ideal curriculum, written curriculum prescribed by governing bodies, implemented curriculum actually taught by teachers, achieved curriculum learned by students, and tested curriculum assessed on exams. The document outlines foundations of curriculum including objectives, student characteristics, learning processes, teaching methods, and evaluation procedures. It also discusses conceptions that guide curriculum design like academic, cognitive, humanistic, social reconstructionist, technological, and eclectic conceptions. Key elements of curriculum are identified as intent, content, learning experiences, and evaluation.
Curriculum
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
Field Study 2 Episode 1 Principles of Learning
The document discusses the principles of learning that were observed being applied in classroom teaching. It provides 9 examples of how the cooperating teacher demonstrated different principles of learning in their classroom instruction and activities. The student observer analyzed how the teacher's application of the principles impacted learning and engaged students. The key principles observed being applied were that learning is cooperative/collaborative and that it is an evolutionary process. The observer agreed that the principles guided effective teaching and learning.
Types of Test
This document discusses different ways to categorize tests, including by mode of response (oral, written, performance), ease of quantification of responses (objective vs. subjective), mode of administration (individual vs. group), test constructor (standardized vs. unstandardized), and mode of interpreting results (norm-referenced vs. criterion-referenced). Tests can be categorized based on whether responses are oral, written, or performance-based. Objective tests with quantifiable responses can be compared to yield scores, while subjective tests allow divergent answers like essays. Tests are also categorized by whether they are administered to individuals or groups, and whether they are standardized with established procedures or unstandardized for classroom use.
Basic Concept in Assessment
This document discusses assessment in education. It defines assessment as obtaining information about student performance and achievement. It discusses different types of assessment including formative assessment, summative assessment, and diagnostic assessment. It also discusses key concepts in educational assessment including measurement, evaluation, variables, indicators, and factors. Principles of good assessment practice and the assessment cycle are also summarized.
Fs4 episode2
Here are samples of documents that could go in the portfolio:
Academic Budget
- Budget allocation for instructional materials (e.g. textbooks, lab equipment)
- Budget for cocurricular activities (e.g. field trips, competitions)
Scope and Sequence Chart
- Outlines competencies/skills to be developed each year in a subject area
- Shows progression/building on prior learning each year
Teaching Guide
- Weekly lesson plans for a subject/course
- Includes learning objectives, activities, assessment
Course Guide
- Description of course, prerequisites, outcomes
- Syllabus with topics, assignments, assessment criteria
- Required and optional readings/resources
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...
The document discusses various perspectives on curriculum from traditional and progressive views. It also covers theorists like Tyler, Taba, and their models of curriculum development. Additionally, it examines different types of curricula like recommended, written, taught, and learned curricula. The document also explores the philosophical, psychological, and social foundations of curriculum and how they influence curriculum development.
New K-12 Grading System (HS/Elem)
The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
7 Types of Curriculum Operating in Schools
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Teaching English in the K to 12
The document discusses the teaching of English in the K to 12 curriculum in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, and framework of the English language curriculum. The framework includes learning processes like spiral progression and integration of skills. It also covers developing understanding of cultures, language, and language processes and strategies through macro-skills. Assessment is holistic and aims to provide feedback to support student development.
Purposes of portfolio assessment
Portfolio assessment has several benefits over traditional testing methods:
1) It matches the assessment of student work to classroom activities and discussions, rather than being separate from classroom learning.
2) The goals are clear to both teachers and students from the beginning, and students ensure their portfolios demonstrate achievement of these goals.
3) It provides a more comprehensive profile of student abilities by showcasing depth, breadth, and growth of learning over time without test pressures.
Curriculum Development Essentials: The Teacher as A Curricularist
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Curriculum As A Subject Matter
The document discusses different perspectives and models of curriculum. It begins by defining curriculum as a plan for learning that organizes teacher-student interactions and content. It then outlines traditional and progressive views of curriculum. Traditional views see curriculum as a body of subjects prepared by teachers, while progressives emphasize learner needs and experiences.
The document also describes three curriculum design models: subject-centered focuses on content divided into subjects; learner-centered considers student interests; and problem-centered integrates related content across subjects. Finally, it notes the Philippines uses a subject-centered structure in schools and discusses strengths and weaknesses of different approaches.
Teaching Learning in OBE
This document outlines key points for effective teaching-learning in an Outcomes-Based Education model. It states that teachers must adequately prepare students, create a positive learning environment, help students understand what they are learning and why. Teachers should also use a variety of teaching methods, provide opportunities for students to apply their new knowledge and skills, and help students understand what they have learned. The document contrasts traditional instruction-focused education with OBE, noting OBE focuses on learning outcomes, knowledge existing within learners, and teachers designing learning methods in collaboration with students.
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Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...
Curriculum Development Essentials: The Teacher as A Curricularist
Curriculum Development Essentials: The Teacher as A Curricularist
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3 Documenting Quality of Teaching by Standardised Indicators, Per Morten Kind...
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This document discusses developing standardized indicators to measure quality of teaching based on a research project in Ethiopia. It involved collaboration between universities to study new pedagogical strategies and their impact on student learning. Data was collected through tests, surveys, interviews and video recordings of lessons. The project aims to create simple yet valid indicators of input, process, output and outcomes of teaching that can inform policy and school leaders. Examples of potential indicators discussed include time spent on different teaching approaches, quality of student engagement, and comparing lessons with different pedagogical methods. Developing reliable, valid and easy to communicate indicators of teaching quality is challenging but possible within a research context.CLDTA Digital Tools in Curriculum_20140504
This document discusses using digital tools in language courses. It begins by outlining steps for course planning, including setting goals and assessing student proficiency levels. It then describes tools that can be used for different parts of the lesson, such as reviewing vocabulary on tablets or doing interactive exercises on websites. The document provides an example lesson plan on toys and games. It emphasizes preparation, considering technical issues, and managing the classroom when using digital tools. Overall, the document provides guidance on integrating digital resources at various stages of instruction.
Building a high-quality teaching profession - lessons from around the world
Andreas Schleicher (Special advisor to the Secretary-General of the OECD on Education Policy - Head of the Indicators and Analysis Division of the OECD Directorate for Education)
Interactive Online Tutoring Sessions
The document discusses online tutoring techniques for teaching Chinese. It provides tips for praise, correction, creating contexts for language use, understanding students' levels and interests, conducting role plays, and encouraging interaction. The goals are to help students feel confident without arrogance and to create a relaxed environment where the teacher's pace allows time for students to think and respond.
Teaching Quality Improvement Program
TeaQIP is the panacea for all the major problems of stress and disinterest in learning being faced by our school children.
Peer observation
This document outlines the process of peer observation for teacher professional development. It begins by defining professional development as the continual growth of teachers' knowledge, skills, and attitudes. Peer observation is identified as an alternative for professional development that builds collegiality and provides formative feedback. The benefits, conditions, and three-step process of peer observation are described. This includes selecting colleagues, pre-observation meetings, classroom observations, and post-observation feedback. Guidelines for factual, non-judgmental feedback focused on teacher actions are provided. The document concludes by modeling a simulated peer observation experience and role play.
Introduction to the peer observation
This document discusses peer observation of teaching as an important process for evaluating and improving teaching quality. It outlines the benefits of peer observation, including gaining critical feedback, disseminating best practices, and engaging in reflective practice. The suggested process involves a pre-observation meeting to establish goals, the observation itself, and a post-observation meeting for feedback. Multiple lenses should be used for evaluation, including self-reflection, student feedback, literature, and peer observation. The overall purpose is to foster teaching and learning excellence.
Peer observation of teaching ( mahdi) 2016
This document provides information about peer observation of teaching (POT). It explains that POT involves colleagues observing each other's teaching practice to provide feedback and promote reflection. POT is meant to be a non-evaluative, personal development opportunity. It allows the observer and observee to enhance teaching quality by identifying strengths and areas for improvement. POT promotes self-confidence, reflection, and acts as evidence of quality assurance. The document outlines the typical POT process, including selecting an observer, deciding what will be observed, conducting the observation, providing feedback, and engaging in reflection. It emphasizes that feedback should be constructive, specific, and focus on enhancing practice rather than judging the individual.
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...
This is a presentation that I gave at the CITE 2012 Research Symposium at The University of Hong Kong. Essentially the presentation makes a case for the need to look at learning experiences and learning outcomes in order to truly determine whether or not an eLearning strategy has been effective. In other words, Moodle generated data will not do the trick.
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The document summarizes the creation of the University of Nebraska at Kearney (UNK) Learning Commons, which brought together the library, writing center, and peer tutoring services. It describes the three phases: 1) developing a shared vision to better support students, 2) transitioning programs together during construction delays, and 3) celebrating the grand opening of the permanent learning commons space in fall 2011. The goal was to provide academic support services in one centralized location through collaboration between programs and with the library.
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This document provides guidance on classroom observation and supervision for the purposes of teacher development. It discusses collecting objective observational data through field notes and the OIOS method of recording observations, inferences, opinions, and suggestions. The observer's duties include supporting inferences and opinions with verifiable data, checking interpretations with teachers, and providing feedback to improve teaching effectiveness. Feedback should be structured and consider individual teacher differences such as learning styles, career stage, skills, willingness to change, and institutional constraints. The overall goal is to enhance teachers' performance through objective observation, analysis, and facilitative feedback.
The Future of Distribution & Marketing
The document discusses how consumer technology is radically changing our lives and the digital trends of cloud, mobile, and social media are changing industries. It highlights how the world has gone social and mobile, with over 1.7 billion people on social networks. It also discusses how consumer expectations have changed with the rise of digital, and that traditional distribution models are outdated. The opportunities that social media provides for finding new clients and recruits are also covered.
Peer observation of teaching
This PowerPoint presentation is used to assist in the training of university staff in the area of Peer Observation of Teaching.
classroom observation
This document discusses classroom observation as a tool to improve teacher performance. It describes how classroom observation involves a supervisor observing a teacher's lesson, recording their teaching practices and student actions, and providing feedback to help the teacher develop their skills. Some key skills that can be enhanced through observation include lesson presentation, questioning techniques, student motivation and reinforcement, communication skills, and classroom management. Guidelines are provided for objective and constructive feedback discussions after observations. Overall, classroom observation is presented as an important professional development process for teachers.
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This document discusses key concepts related to educational testing and measurement. It defines terms like test, assessment, measurement, and evaluation. It also describes different types of scales used in measurement, including nominal, ordinal, interval, and ratio scales. Finally, it outlines different categories of tests like norm-referenced vs. criterion-referenced tests and different types of test items and formats.
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The document repeatedly lists the name "Vivian Chen" and citations for papers by B.J. Fogg, S. Nicholson, and S. Consolvo et al. describing behavior change models and theory-driven design strategies for persuasive technologies. No other substantive information is provided.
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Teaching observation portfolio
- 1. Saint Cloud High School Sean Drake
- 3. Reflection
- 6. • Nate's Notes – A letter to the Saint Cloud High Communit y
- 7. • A Bookstore catalog and price list
- 8. •A weekly reminder of upcoming events at the school
- 9. Lesson Plan
- 10. Lesson Plan
- 11. Mr. Persaud welcoming his students
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