Teaching Small Groups
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Small group learning works best when: 1) Tutors set a relaxed and informal tone to encourage students to ask questions and disclose gaps in understanding. 2) Peer tutors can effectively focus on individual students' areas of weakness. 3) A relaxed atmosphere allows for peer learning and is preferred over consultant-led learning. The role of a tutor is to both convey concepts and information to students, and facilitate sessions by encouraging independent learning through effective session management. Finding the right balance between teaching and facilitating is key.
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Edu 146 chapter 1 2014fa ol
This document discusses social-emotional development and the reflective process. It covers topics like early childhood mental health, developmentally appropriate practices, reflective listening, and self-regulation. The document provides examples of children like Cherese and Joshua and strategies for helping children develop social and emotional skills through reflection, communication, empathy, and sense of community. It emphasizes the importance of the adult's role in intentionally modeling positive behaviors and using reflection to understand children and address behavioral issues.
Appreciative Agile: Overturning the Problem Bias
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Creative Problem Solving w Emergenetics Reflections
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Appreciative inquiry
“Appreciative Inquiry is the cooperative search for the best in people, their organizations, and the world around them. It involves systematic discover of what gives a system ‘life’ when it is most effective and capable in economic, ecological, and human terms.” Cooperrider, D.L. & Whitney, D
It is a methodology aimed at the development of the organization based on the assumption that inquiry into and dialogue about strengths, successes, values, hopes and dreams is in itself transformational.
The process used to generate the power of Appreciative Inquiry is the 4-D Cycle:
Discovery - Dream - Design - Destiny
Discovery: The Discovery phase is a diligent and extensive search to understand the "best of what is" and "the best of what has been."
Dream: The Dream phase is an energizing exploration of "what might be:"
Design: The Design phase involves making choices about "what should be" within an organization or system.
Destiny: The Destiny phase initiates a series of inspired actions that support ongoing learning and innovation - or "what will be."
School leaders and teachers are searching for a purpose and a sense of identity. We want more than just pay; we want a ‘sense of mission’. When you believe in a professional way of doing your job you have to be able to transmit this to all the people involved in teaching/learning process.
The Appreciative Inquiry methodology helps to create our identity and to transmit our values and beliefs. Educational institutions need to be knowledge rich, adaptable and permanently changing. We need to be able to design curricula according to our student’s individual needs.
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Appreciative agile communitech
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The coaching focuses on helping teens build self-awareness, set goals, and develop strategies to overcome obstacles. The coach uses a GROW model to structure sessions around setting goals, evaluating current reality, generating options, and making agreements. The overall aim is to help teens become the best version of themselves and make positive decisions that fulfill their potential.
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When we think of student engagement, it’s usually games and exciting activities that come to mind. No wonder why because as Barkley (2010, pp. xi-xii) puts it “competing for the attention of our students and engaging them in meaningful learning is a profound and ongoing challenge,” and games tend to always save the day. But how can we provide meaningful learning as well as an enjoyable experience? Assessment is perhaps not something you would instantly think of since most of us believe it is always teacher-focused and students simply suffer it through. But testing is not the only way to find out more about our students’ knowledge and progress. There are plenty of formative assessment techniques that are less intimidating and more informative than a simple test. Moreover, if we involve our students in the assessment and feedback process by giving them the opportunity to evaluate themselves and each other, you can lay the grounds for a more successful learning journey that engages your teenage students at the same time. In this practical workshop, I will demonstrate different formative assessment activities that can boost your students’ engagement and improve their learning competencies, such as critical thinking, learning to learn, communication, and collaboration. After each demo activity, we are going to think through which competencies the particular activity develops and how it engages students. There will also be room for further discussion on how these tasks can be tailored to your own context.
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Impressiveness, Memorability and Personal Impact
Visit our website: http://www.sacsconsult.com.au/
Vist us on LinkedIn: http://www.linkedin.com/company/sacs-consulting
IdeaPOP! 2019
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University of South Carolina Division of Student Affairs and Academic Support
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- Ann Marie Klotz, The New School
- Nathan Strong, UofSC
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The Leadership Challenge Forum 2015: Coaching for Behavior & Culture Change w...
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This session will engage participants in ways to fully leverage the LPI® to drive behavior change in workshop participants and culture change in the organizations they lead. Beyond interpretation of the results, themes, and development plans, we’ll explore techniques to go deeper with individuals. In addition to sharing our own insights and experience, we’ll facilitate table discussions and best practice sharing on topics such as powerful questions, tapping into genuine motivation, dealing with resistance, and ways to reinforce behavior change.
Renee Harness is the founder of Harness Leadership, a Certified Master Facilitator of The Leadership Challenge®, and key developer of LPI® Coach Certificate Program. Working with leaders at every level of an organization, her goal is to engage, inspire, and involve people in making meaningful contributions to their work, their communities, and their worlds.
Amy Dunn is a member of Integris Performance Advisor’s consulting team and focuses on facilitation of The Leadership Challenge®, LPI® coaching, The Five Behaviors of a Cohesive Team®, talent management, and meeting design and facilitation. Amy’s greatest professional joy comes from optimizing talent – within individuals, teams, and organizations.Emotional intelligence
You're welcome! I'm glad I could help provide some guidance on developing emotional intelligence.
Authentic Leadership - Focusing on Strengths and Solutions
This document discusses authentic leadership and focuses on strengths and solutions. It defines authentic leadership as being true to yourself and outlines different approaches. It advocates shifting management approaches from continuous improvement focused on problems and weaknesses, to a solutions focus and strengths-based development that looks at what is working well. The key message is to be yourself more with skill, get to know yourself and others better, and help teams identify and build on their strengths for improved performance and engagement.
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This document summarizes a webinar on mentoring high-risk youth. The webinar covered several topics including preparing mentors, developing targeted mind growth activities, improving communication and interpersonal skills, focusing on positive relationships, and ensuring mentoring programs are developmentally appropriate. It emphasized the importance of relationships between programs and mentors, youth, and the community in achieving successful outcomes for at-risk youth.
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Person centered planning is the fulcrum idea behind services to people with disabilities, and yet it is often misunderstood - to the point where sometimes people refer to it as "the perversion of person centeredness" - one way to make it meaningful is to break it down into elements and break those down to see what means what and what might be done to make those parts mean more. This is a version of a presentation that was given at TASH 2013 and at Cornell University as part of their Citizen Centred Leadership webinar series.
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Teaching Small Groups
- 3. society cognitive affective content incentive interaction social
- 4. First Impressions Count! • se;ng the tone • PAL o@en “relaxed and informal” • Students feel able to ask quesHons/ disclose ignorance • Peer‐tutors can effecHvely focus on areas of weakness • A relaxed atmosphere was idenHfied as key element of peer‐learning when compared to consultant‐led learning.
- 6. What is the Role of a Tutor? Teach by conveying concepts and informaHon Facilitate sessions by encouraging students to learn via effecHve management of the session Balance is key
- 7. ccc content incentive cognitive affective “We just did our OSCE six “I knew for a fact that when I did or seven months ago, it I didn’t quite understand it whereas when you get properly. To admit that would be consultants, some of them embarrassing, so as a tutor I don’t even know what often ask them how they are OSCEs are.” getting on.” interaction “As a student it’s good to be taught by people who are a little bit older than you, who have gone through the process” social
- 9. How have you experienced feedback? Good? Not so good?
- 10. What sort of feedback drives learning?
- 11. Evidence-Based Feedback • Climate • Thoughts & feelings • Non‐judgmental • Behaviour • Personality • Observed facts • Hearsay • Specifics • GeneralisaHons • Amount • Improvement • Well‐defined goals • Unknown Goals Guide 31 to Workplace-Based Assessment
- 13. A C E B D F Today’s plan is one way to organise groups How many other ways could today have been done? 1 3 5 2 4 6
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