Introduction
Objectives
Teaching Skills
Set Induction
Presentation
Identifying Learning Difficulties of Students
Preparing Lessons According to the Individual Needs
Students’ Evaluation
Self Assessment Questions
Suggested Readings
References
Introduction
Objectives
The Teaching Tools
Selecting the Audio-Visual Material
Planning to Use the Material
Preparing for the Audio-Visual Activities
Kinds of Audio-Visual Materials
Activities
Exercise
Self Assessment Questions
Suggested Readings
References
Web References-
Introduction
Objectives
Nature, Meaning, and Need of Activity Method
Individual Project
Group Projects
Research Projects
Activity/Exercise
Self Assessment Questions
References
Choose the appropriate Lesson Plan for a specific subject, What you choose is how you make a change to a students' life. A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Teaching Learning and Assessment of the Students in HEIs.Md. Nazrul Islam
After completion of the presentation, the participants will be able to know:
- the techniques for improving the Staff Quality.
- Teaching-learning methods
- Use of lesson Plan
- Technology integration
- Focus
- Skill development Mechanism
- Assessment of Student Performance
- the development of interaction between the students and
faculties
- student feedback through assessment both formative
and summative processes
Whether you are learning to become an educator or you are a longtime teacher getting ready to begin your first job, as an educator, or you are mapping out your life’s dream to have a career in the four walls of a classroom, the topic of teaching methods means something else to everyone. Everyone has a different concept when it comes to their preferred teaching methods and strategies.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
Introduction
Objectives
The Teaching Tools
Selecting the Audio-Visual Material
Planning to Use the Material
Preparing for the Audio-Visual Activities
Kinds of Audio-Visual Materials
Activities
Exercise
Self Assessment Questions
Suggested Readings
References
Web References-
Introduction
Objectives
Nature, Meaning, and Need of Activity Method
Individual Project
Group Projects
Research Projects
Activity/Exercise
Self Assessment Questions
References
Choose the appropriate Lesson Plan for a specific subject, What you choose is how you make a change to a students' life. A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Teaching Learning and Assessment of the Students in HEIs.Md. Nazrul Islam
After completion of the presentation, the participants will be able to know:
- the techniques for improving the Staff Quality.
- Teaching-learning methods
- Use of lesson Plan
- Technology integration
- Focus
- Skill development Mechanism
- Assessment of Student Performance
- the development of interaction between the students and
faculties
- student feedback through assessment both formative
and summative processes
Whether you are learning to become an educator or you are a longtime teacher getting ready to begin your first job, as an educator, or you are mapping out your life’s dream to have a career in the four walls of a classroom, the topic of teaching methods means something else to everyone. Everyone has a different concept when it comes to their preferred teaching methods and strategies.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
Teaching is an academic process it concerted with sharing of knowledge, experience and implements the concepts and goes beyond the knowledge level to higher levels of thinking. Teaching consist of getting students involved in the active construction of knowledge and creating the pedagogical, social and ethical conditions so that students take it individually and collectively. Learning activity is gaining knowledge by studying, practicing and experiencing something.
To improve the teaching-learning process, it is mandatory to follow smart ways of approach. Now the approach of education institutes is changing the teaching methods from the conventional teaching to the more advanced ones. The role of education is to empower students with their skills and attitudes that are essential to their success in our knowledge and society future.
Conventional teaching is still a backbone widely used in teaching at higher level of education. Conventional teaching customary chalk and talk technique in classroom teaching. This method is based on to delivers content of particular subject or topic to learners and understanding level of learner can be measured with help of written examination.
Conventional teaching involves instruction and the face to face interaction of teacher and learners to improve knowledge of both teacher and learners and also provides better understanding. Conventional teaching is teacher-centered and can be very effective particularly for sharing information, faster method for presenting information, creating interest and student understand best by lessening.
However conventional teaching is limiting the classroom for more creative thinking and also little considering individual difference.
Advanced methods of teaching include ICT, multimedia tool, smart board, E-classroom, activity-based learning methods. The multimedia tools are best medium to the teaching and provide students life-long learning as it enables the learner to understand the concept by images, audio, videos, web, apps etc. The use of smart board technique gives more content in less time and provides skill and understanding to the learners. This multimedia technique is highly effective and captivates the interest of many learners.
What is peer tutoring and how you will develop peer tutoring in your own classroom?
My masterals presentation will present you a simple but educated presentation of Peer Tutoring.
Presentation at the ICT Call 3 Information Day
Intelligent Content and Semantics, Digital Libraries and Technology-enhanced Learning meeting in London in January 2008.
The presentation starts out by looking at the profound effect of the present industrial revolution on all aspects of society including how we live, how we produce things, how we learning and how we develop and share knowledge. It goes on to examine how learning and knowledge development takes place in Small and Medium Enterprises through processes of social networking and in communities of practice.
The following section looks at different forms of learning and the move from knowledge transmission models to models of networked learning based on connectivism.
The final section of the presentation considers the implications for education and training systems and providers. It proposes a move towards personal learning environments (PLEs).
This is a presentatio on different techniques of teaching.It includes all the varieties of techniques that can be actually implemented in the classroom.And the adavanatages and disadvanatages of each techniques is also given in an abstract.
Keys to Student-Centered Learning (Creating a Student-Centered Learning Climate)Simple ABbieC
Keys to Student-Centered Learning
(Creating a Student-Centered Learning Climate)
- Setting high social and academic expectations
- Creating school environments focused on the needs of the learner
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
Teaching is an academic process it concerted with sharing of knowledge, experience and implements the concepts and goes beyond the knowledge level to higher levels of thinking. Teaching consist of getting students involved in the active construction of knowledge and creating the pedagogical, social and ethical conditions so that students take it individually and collectively. Learning activity is gaining knowledge by studying, practicing and experiencing something.
To improve the teaching-learning process, it is mandatory to follow smart ways of approach. Now the approach of education institutes is changing the teaching methods from the conventional teaching to the more advanced ones. The role of education is to empower students with their skills and attitudes that are essential to their success in our knowledge and society future.
Conventional teaching is still a backbone widely used in teaching at higher level of education. Conventional teaching customary chalk and talk technique in classroom teaching. This method is based on to delivers content of particular subject or topic to learners and understanding level of learner can be measured with help of written examination.
Conventional teaching involves instruction and the face to face interaction of teacher and learners to improve knowledge of both teacher and learners and also provides better understanding. Conventional teaching is teacher-centered and can be very effective particularly for sharing information, faster method for presenting information, creating interest and student understand best by lessening.
However conventional teaching is limiting the classroom for more creative thinking and also little considering individual difference.
Advanced methods of teaching include ICT, multimedia tool, smart board, E-classroom, activity-based learning methods. The multimedia tools are best medium to the teaching and provide students life-long learning as it enables the learner to understand the concept by images, audio, videos, web, apps etc. The use of smart board technique gives more content in less time and provides skill and understanding to the learners. This multimedia technique is highly effective and captivates the interest of many learners.
What is peer tutoring and how you will develop peer tutoring in your own classroom?
My masterals presentation will present you a simple but educated presentation of Peer Tutoring.
Presentation at the ICT Call 3 Information Day
Intelligent Content and Semantics, Digital Libraries and Technology-enhanced Learning meeting in London in January 2008.
The presentation starts out by looking at the profound effect of the present industrial revolution on all aspects of society including how we live, how we produce things, how we learning and how we develop and share knowledge. It goes on to examine how learning and knowledge development takes place in Small and Medium Enterprises through processes of social networking and in communities of practice.
The following section looks at different forms of learning and the move from knowledge transmission models to models of networked learning based on connectivism.
The final section of the presentation considers the implications for education and training systems and providers. It proposes a move towards personal learning environments (PLEs).
This is a presentatio on different techniques of teaching.It includes all the varieties of techniques that can be actually implemented in the classroom.And the adavanatages and disadvanatages of each techniques is also given in an abstract.
Keys to Student-Centered Learning (Creating a Student-Centered Learning Climate)Simple ABbieC
Keys to Student-Centered Learning
(Creating a Student-Centered Learning Climate)
- Setting high social and academic expectations
- Creating school environments focused on the needs of the learner
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
Chapter 3Philosophy of NursingPhilosophy• Inve.docxketurahhazelhurst
Chapter 3
Philosophy of Nursing
Philosophy
• Investigation of the nature, causes, or
principles of reality, knowledge, or values,
based on logical reasoning
• A system of thought based on such inquiry
• Critical analysis of fundamental assumptions
or beliefs
• A set of ideas or beliefs relating to a particular
field or activity; an underlying theory
Perspectives of Truth
• Classical
philosophers
• Theocratics
• Empiricists
• Rationalists
• Idealists
• Positivists
• Early existentialists
• Pragmatists
• Relativists
• Phenomenologists
• Existentialists
• Poststructuralists/
postmodernists
Continuum of Realism and Idealism
Realism
• The world is static
• Seeing is believing
• The social world is a
given
• Reality is physical and
independent
• Logical thinking is
superior
Idealism
• The world is evolving
• There is more than
meets the eye
• The social world is
created
• Reality is a conception
perceived in the mind
• Thinking is dynamic and
constructive
Beliefs
• Three categories of
beliefs:
– Existential beliefs
– Evaluative beliefs
– Prescriptive/proscri
ptive beliefs
• What are your beliefs
about the major
concepts in nursing?
– Person
– Environment
– Health
– Nursing
Assertions Related to Values
• Each person has a few
• All humans possess the same values
• People organize values into systems
• Values are developed in response to culture,
society, and personality
• Behaviors are manifestations or consequences
of values
Values
• Process of valuing involves 3 steps:
– Choosing values
– Prizing values
– Acting on values
Acquiring Values
• Must be chosen freely
• Must be selected from a list of alternatives
• Must have thoughtful consideration of each of
the outcomes of the alternatives
• Must be prized and cherished
• Must involve a willingness to make values
known to others
• Must precipitate action
• Must be integrated into lifestyle
Values Clarification
• Helps us to understand who we are
• Helps us to understand what is important to us
• Helps us to be more open to accepting others’
choice of values
Guide for Developing a Personal
Philosophy of Nursing (1 of 3)
• Introduction
– Who are you?
– Where do you practice nursing?
• Define nursing
– What is nursing?
– Why does nursing exist?
– Why do you practice nursing?
Guide for Developing a Personal
Philosophy of Nursing (2 of 3)
• What are your assumptions or underlying
beliefs about nurses, patients, other
healthcare providers, and communities?
• Define the major domains of nursing:
– Person
– Health
– Environment
Guide for Developing a Personal
Philosophy of Nursing (3 of 3)
• How are the domains connected?
• What is your vision of nursing for the
future?
• What are the challenges that you will face
as a nurse?
• What are your goals for professional
development?
2
RUNNING Header: Training Design Proposal
Training Design ...
The Project Based Learning (PjBL) Toolkit: Integrating digital and social med...Sue Beckingham
Projects may be carried out by both individuals and within groups. The outputs might include a report, presentation, poster, artefact or prototype (physical or digital). Project based learning is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.” (BIE 2015).
When undertaking a project, seven distinct stages have been identified that the project owner(s) go through. These are: the question, plan, research, produce, improve, present and evaluate. At each stage students may engage in a variety of activities. This multifaceted form of learning presents opportunities to participate in authentic and meaningful problems and to develop a range of skills along the journey. Reflecting upon these experiences, can encourage students to reconstruct what they have learned, and go on to confidently articulate the skills they have developed (or have yet to develop), and how they can apply these in other situations. Learning how to self-reflect on these experiences and developing a habit of doing so, can have a profound impact on learning. However for some this does not come easily and is often undervalued.
In my talk I will share the Project Based Learning (PjBL) Toolkit and how resources within this can be used to scaffold effective and meaningful multimedia reflective practice, develop confident communication skills and digital capabilities.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
Introduction
Objectives
Classroom Discussion
Planning the Discussion
Organizing the Discussion
Practicing in Asking Questions
Practicing in Answering Questions
Assessing the Discussion
Rules for Discussion
Advantages and Disadvantages of Discussion Method
Guidelines for Maximum Utilization
Exercise
Self Assessment Questions
References-
Introduction
Objectives
Nature, Meaning, and Need of Activity Method
Individual Project
Group Projects
Research Projects
Activity/Exercise
Self Assessment Questions
References
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
Introduction
Objectives
Classroom Discussion
Planning the Discussion
Organizing the Discussion
Practicing in Asking Questions
Practicing in Answering Questions
Assessing the Discussion
Rules for Discussion
Advantages and Disadvantages of Discussion Method
Guidelines for Maximum Utilization
Exercise
Self Assessment Questions
References-
Introduction
Objectives
Definition of Motivation
Types of Motivation
Theories of Motivation
Application of Motivation in EducatioN
Student Motivation
Factors Influencing the Development of Student Motivation
Exercise
Self Assessment Questions
References
Web Reference-
Introduction
Objectives
Need of Lesson Planning
Approaches to Lesson Planning
Course and Unit Planning
Daily and Weekly Planning
Steps in Lesson Planning
The Lesson Plan Format
Self-Assessment Questions
References
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!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Chapter 3 - Islamic Banking Products and Services.pptx
TEACHING SKILLS
1. UNIT - 8
Teaching Skills
Presented By:
DR. DANIYAL MUSHTAQ
merri786@hotmail.com
1
2. What do we need?
A critical thinker needs
Observation; curiosity; objectivity; analytical skills; …???
A Reflective Practitioner needs
Introspection; self analysis; unbiased approach …???
3. Some Useful Tools & Techniques
To promote critical thinking and reflective practice here are
some useful tools and techniques
Mind Mapping
Portfolio Development
Assessment Schedules
Mentoring and Peer Support
4. Mind Mapping
Mind Map is a powerful graphic technique which provides a
universal key to unlock the potential of the brain.
It harnesses the full range of cortical skills – word, image,
number, logic, rhythm, colour and spatial awareness – in a
single, uniquely powerful manner.
Originated in the late 1960s by Tony Buzan, “Mind Mapping is
a graphical technique for visualizing connections between
several ideas or pieces of information.”
5. How to make mind maps?
Mind Mapping is the easiest way to put information into your
brain and to take information out of your brain - it's a creative
and effective means of note-taking that literally 'maps out' your
thoughts. And it is so simple.
According to Michael Michalko, a Mind Map:
activates your whole brain
clears your mind of mental clutter
allows you to focus on the subject
6. e.g. Which factors affect student behavior?
Home Environment
Classroom
Environment
Personality traits Teaching
Student Behavior
7. What are the sources of each factor?
• Teacher qualification
• Brought up
• Size of class and physical
• Socio-economic
Home Classroom
teaching
personality
9. Principles of Mind Mapping
The brain works in different ways. Different people think in
different ways.
There are certain “programs” loaded in your consciousness.
These programs are your “natural thinking software”. You get
them included with your mind when you enter this world.
The brain works according to certain basic principles, and you
can use mind maps to take advantage of them to improve your
creativity and memory.
10. Techniques to use
Brain Storming: The map itself is quite similar to what is going on in
your head. It’s all one big mish-mash of information and nothing
seems to be structured.
The Flow: This is a somewhat different type of mind map, extremely
useful when you need to see the continuity in a system, the step-by-
step plan. It’s easy to get an overview of the chain of events that you
have to follow, the so called step by-step plan, when you use a mind
map.
The Big Picture: This is a very interesting and effective mind
mapping technique, which also happens to be my personal favorite.
Actually, this technique is very personal. The Big Picture is all about –
to be able to combine all the techniques for best effect.
11. Portfolio Development
The portfolio is intended to encourage the individuals to become actively
involved in monitoring and reflecting on their own development
The contents of the portfolio reflect both academic and field experiences that
demonstrate the person’s application of knowledge and skills.
The portfolio allows you to demonstrate mastery of the competencies of the
program.
It provides a more complete picture of the interests, abilities and
accomplishments in tangible evidences.
It encourages the one’s organizational skills, self-assessment of growth, and
awareness of continuing educational needs.
It is expected that practitioners will continue to develop their portfolios and
as they reflect on their profession and their learning.
12. The Working Portfolio
The working portfolio is a purposeful collection of student work in
progress.
The collection is assembled based on clear objectives and guidelines
given by the teacher.
All portfolios begin as working collections, since it is from these
collections that final selections are made for presentation.
The advantage of the working collection is that it allows students to take
a second look at what they do, and to think about how they could
improve future work.
It is a departure from the traditional practice where a first draft of an
assignment was considered as a final product.
13. The Development Portfolio
The developmental portfolio represents a completed selection of
student work.
It contains work that shows the student’s progress towards mastery of
set objectives for a topic, theme, or course of work, and provides
evidence of his/her achievement over a period of time.
This type of portfolio enhances learning through the process of
reviewing, revising, and evaluating the final product.
Diagnosis may be one use for these portfolios since the feedback
obtained at intervals can shape further instruction and learning for the
student.
This type of portfolio clearly demonstrates the integration among
instruction, learning, and assessment.
14. The Showcase Portfolio
The showcase portfolio shows the student’s best work and is
used to support and document accomplishment in a
course/subject area or any learning activity.
This requires the student to be able to make a selection from a
range of work (working portfolio) using specific criteria.
These criteria may be determined by an external examining
body, by the teacher, or may be developed by the student in
collaboration with the teacher.
15. Stages of Portfolio Development
Goal Identification Identifying a vision that will guide the portfolio development.
Collecting
Gathering artifacts that demonstrate the student's professional development. Some of
these artifacts will ultimately become the portfolio entries.
Selecting
Reflecting and identifying artifacts that are most relevant and meaningful to the
student's purpose, beliefs and philosophy. These become the portfolio entries.
Categorizing Identifying the developing themes of the portfolio.
Connecting
Making a linkage between the items selected and the goal of the portfolio. This is the
thinking -through stage that formulates the reflections.
Reflecting
Making each entry relevant and meaningful by writing about why the entry is
included in the portfolio. This reflection ties the individual entry to the overall
portfolio document
Sharing Presenting and discussing the portfolio to program faculty
16. ASSESSMENT SCHEDULES
Assessment remains a major concern in developing programs
to enhance students’ critical thinking skills.
Until a concept can be defined and assessed, adequate models
for teaching are difficult to develop.
Despite the lack of a comprehensive theory of critical thinking,
varied efforts have been made to develop assessment tools.
Assessment schedules for periodic review and reflection can be
useful way for improvement
17. 1.Commercially available standardized tests
Instead of using teachers made test a better approach is considered to
be the application of standardized tests
These instruments have been carefully developed and tested for
reliability and validity, and all have been widely used as measures for
testing people’s ability to think critically.
These standardized, commercially available essay test of general
ability provide several advantages over multiple choice tests or
instructor-developed essay tests, including student-generated
responses, carefully established validity and reliability, and
recognition.
18. Researcher or instructor designed assessments
Researchers have provided examples and criteria for instructors interested in
developing assessment techniques for such purposes as testing domain-specific
critical thinking, testing for transfer, evaluating a critical thinking program,
formative evaluations, or determining grades.
While teacher made tests can and should be used within the classroom to assess
critical thinking, their use in educational research projects examining the
effectiveness of various methods or models to teach for critical thinking has
important limitations.
Instruments designed for a specific experimental method or model for critical
thinking may best capture its strengths, but the resulting variety of instruments
and assessment techniques has led to difficulties comparing the results of
educational studies.
19. Teaching students to assess their own thinking
Perhaps the most appropriate way to assess students’ critical thinking
abilities is to teach them to assess their own thinking.
Paul has written extensively on teaching students to assess their own work,
and he has argued that to the extent that students need feedback from
instructors, they have not achieved a high level of critical thinking
(Foundation for Critical Thinking, 1996).
Angelo and Cross (1993) have also emphasized the importance of student
self-assessment techniques.
While highly appropriated for classroom use, however, it requires a deep
understanding of critical thinking and a tremendous commitment from both
the instructor and the students.
Further, this method of assessment, for many obvious reasons, does not
meet the requirements of rigorous educational research.
20. Mentoring and Peer Support
Last but not the least, mentoring is much useful in developing critical
thinking and reflective practices
Mentoring is a relationship between two individuals based on a
mutual desire for development towards career goals and objectives.
In a mentoring relationship, the two individuals are referred to as the
“mentor” and the “mentee” (the individual being mentored).
Mentoring provides development opportunities for both partners.
In mentoring, there is no reporting relationship between the mentor
and the mentee (i.e., a manager would not mentor a direct report).
21. Benefits of Mentoring
A mentoring relationship can provide a mentee with:
greater clarity on life and career choices and their own career goals
new insight on the organizational culture different perspectives and values
the opportunity to develop new networks of contacts
access to new resources
greater career satisfaction and increased likelihood of career
success development in areas not typically address through training or on the job
Through the mentoring process mentors have the opportunity to enhance their
leadership skills and expand their perspectives by:
seeing the business world through different eyes being challenged on perceived
wisdom
increasing their awareness of issues at other levels of the organization
meeting new members of the organization
22. Types of Mentoring
Formal
Structured programs frequently match mentors and
trainee focused on specific goals
Provides accountability based on formal contracts
between mentor and trainee
Natural
Initiated by mentor – one person reaching out to
another
Implicit – usually people with much in common
Peer
Individuals in similar positions (e. g., have small
children) providing support, empathy, and advice
Individuals in similar stage of career mentoring on
options and career goals
Situational
Mentoring for a specific purpose/skill
Generally short-term
Common at all stages of the career
Supervisory
Not all supervisors are comfortable also being a
mentor
Possibility of conflict of interest
Trainee initiated
Begins with an interaction with a chosen mentor – it
may develop into a mentoring relationship: build
bridges
23. Phases of Mentoring
Building Rapport- Sharing perspectives
Scaffolding for professional growth and
providing consultation
Resolving and removing support for
independent growth
24. Thank you
There are many other tools and techniques that you can easily
find online.
You can design and devise your own methods.
Keep exploring!!!