This document discusses teacher professional development and defines key concepts. It identifies three areas of teacher knowledge: content knowledge, pedagogical knowledge, and technological knowledge. It also discusses the role of the Teacher Education Division (BPG) in Malaysia and the PKPG model for teacher development, which takes an approach to developing teachers professionally through activities.
Ele3102 principle of english language teachingAinu Amirah
The document discusses strategies for teaching English language skills. It outlines three main purposes: increasing comprehensibility, interaction, and thinking skills. To increase comprehensibility, teachers make content understandable through visual aids, building on existing knowledge, and using students' native languages. For interaction, teachers provide opportunities for communication through group work and discussions. Developing thinking skills involves asking higher-order questions and modeling complex language. The document also discusses lesson planning, remedial activities, enrichment activities, and selecting materials based on students' abilities and interests.
The document discusses various aspects of a learning program including:
1. It outlines different instructional domains and modes that include cognitive, psychomotor, and affective domains as well as expository, inquisitory, and other instructional modes.
2. It describes different components that make up the learning program including modules, lessons, topics, content levels, and a blended media cupboard utilizing various technologies, texts/graphics, and incorporating workplace culture elements.
3. Charts are presented covering different aspects of conceptual diagrams, instructional design, and learning modules paired with various blended media.
The document provides an overview of a lesson plan on the functions of different bone types in the human body. It includes:
1) Three learning intentions related to naming bone types, describing bone features, and naming/locating specific bones and their functions.
2) Context about the class profile and previous learning experiences/what has worked for students.
3) An outline of the TEEP (Tell them, Explore it, Exchange views, Put it into practice) teaching model with steps for preparing, presenting new information, constructing understanding, applying knowledge, and reviewing learning.
This rubric evaluates an autobiographical essay for an education foundations course. It assesses students on discussing their educational background and how it relates to becoming an educator, work experience and roles, extracurricular or service activities, reasons for choosing education as a career, and long-term professional goals. The rubric also evaluates students' writing clarity and following the designated APA format. Points are awarded based on thoroughly, adequately, or not meeting the standard for each category in the student's autobiographical essay.
This document outlines a lesson plan to teach students about the functions of the skeleton so they can apply this knowledge to improve their sporting performances. It includes learning objectives, student profiles, pedagogical rationale, and a structured Teaching, Explaining, Exploring, and Practising (TEEP) framework to guide the lesson. The lesson aims to name bone types and functions and have students analyze how bones enable exercise.
This document outlines the functions and learning objectives of a lesson on the human skeleton. The lesson aims to help students understand the functions of the skeleton so they can apply that knowledge to their personal sporting performances. It provides examples of different grade levels for understanding the functions and how they relate to both the human body and a sporting context. The document also includes information on the student profile, pedagogical approach, and strategies used to present new information, construct understanding, apply knowledge, and review learning.
This document outlines the structure and components of a lesson plan template focused on understanding functions. The template includes sections for learning objectives, student profiles, pedagogical rationale, preparing students for learning, presenting new information, student construction of knowledge, applying knowledge, reviewing learning, and assessing teacher and student performance. The overall goal is for students to understand functions, apply them to personal experiences, and evaluate their importance in different contexts.
Ele3102 principle of english language teachingAinu Amirah
The document discusses strategies for teaching English language skills. It outlines three main purposes: increasing comprehensibility, interaction, and thinking skills. To increase comprehensibility, teachers make content understandable through visual aids, building on existing knowledge, and using students' native languages. For interaction, teachers provide opportunities for communication through group work and discussions. Developing thinking skills involves asking higher-order questions and modeling complex language. The document also discusses lesson planning, remedial activities, enrichment activities, and selecting materials based on students' abilities and interests.
The document discusses various aspects of a learning program including:
1. It outlines different instructional domains and modes that include cognitive, psychomotor, and affective domains as well as expository, inquisitory, and other instructional modes.
2. It describes different components that make up the learning program including modules, lessons, topics, content levels, and a blended media cupboard utilizing various technologies, texts/graphics, and incorporating workplace culture elements.
3. Charts are presented covering different aspects of conceptual diagrams, instructional design, and learning modules paired with various blended media.
The document provides an overview of a lesson plan on the functions of different bone types in the human body. It includes:
1) Three learning intentions related to naming bone types, describing bone features, and naming/locating specific bones and their functions.
2) Context about the class profile and previous learning experiences/what has worked for students.
3) An outline of the TEEP (Tell them, Explore it, Exchange views, Put it into practice) teaching model with steps for preparing, presenting new information, constructing understanding, applying knowledge, and reviewing learning.
This rubric evaluates an autobiographical essay for an education foundations course. It assesses students on discussing their educational background and how it relates to becoming an educator, work experience and roles, extracurricular or service activities, reasons for choosing education as a career, and long-term professional goals. The rubric also evaluates students' writing clarity and following the designated APA format. Points are awarded based on thoroughly, adequately, or not meeting the standard for each category in the student's autobiographical essay.
This document outlines a lesson plan to teach students about the functions of the skeleton so they can apply this knowledge to improve their sporting performances. It includes learning objectives, student profiles, pedagogical rationale, and a structured Teaching, Explaining, Exploring, and Practising (TEEP) framework to guide the lesson. The lesson aims to name bone types and functions and have students analyze how bones enable exercise.
This document outlines the functions and learning objectives of a lesson on the human skeleton. The lesson aims to help students understand the functions of the skeleton so they can apply that knowledge to their personal sporting performances. It provides examples of different grade levels for understanding the functions and how they relate to both the human body and a sporting context. The document also includes information on the student profile, pedagogical approach, and strategies used to present new information, construct understanding, apply knowledge, and review learning.
This document outlines the structure and components of a lesson plan template focused on understanding functions. The template includes sections for learning objectives, student profiles, pedagogical rationale, preparing students for learning, presenting new information, student construction of knowledge, applying knowledge, reviewing learning, and assessing teacher and student performance. The overall goal is for students to understand functions, apply them to personal experiences, and evaluate their importance in different contexts.
This document provides an overview of facilitating adult learning. It discusses key principles such as understanding that adult learners bring life experiences and learn best when actively involved. The eight highlighted learning principles emphasize multi-sensory input, active participation, feedback, meaningful content, and practice. Additionally, it stresses the importance of considering the social, physical and emotional environments to help learners feel comfortable and maximize their ability to concentrate. The document provides guidance on creating a supportive context for effective adult education.
This document outlines a lesson plan to teach students about the functions of the skeleton. The learning objective is for students to understand the functions of the skeleton so they can apply that knowledge to their personal sporting performances. The lesson plan includes introducing the topic, agreeing on learning outcomes, presenting new information through a video, active learning exercises like jigsawing, and a review question applying the content to a recent sporting event. The rationale is to use research-backed pedagogical techniques to improve student achievement by 1+ years.
This document discusses applied learning theories and their relationship to teaching approaches and professional standards. It provides an overview of traditional learning theories like behaviorism, cognitivism, and humanism. Applied learning pedagogies aim to make learning active, engaged, and collaborative through experiences outside the classroom. The document advocates for models like the REALS framework to design effective applied learning environments. It also considers how to translate applied learning into teaching strategies for a polytechnic environment and reflects on observations from the author's teaching experiences.
This document provides a scheme of work for a physical education teacher covering the AS Level Physical Education module G451 Section B on acquiring and performing movement skills. Over 12 weeks, the teacher covers various topics through 5 lessons per week, including characteristics of skilful performance, classification of movement skills, practice conditions, motor skill development, phases of movement skill learning, information processing, motor control of skills, schema theory, and theories of learning. The lessons involve teaching key definitions and concepts, analyzing video examples, completing worksheets and past exam questions, and revising for the exam.
European Compentencies. Knowxcanxdo=competency. For the CoSSOL project.
The learning follows two tracks. The integrated way for the fast movers and the conceptual way in case of slow starters. They all follow the path of knowledge, skills and attitude to perform a their competencies.
MEHRAT INTERPERSONAL AND SELF DEVELOPMENT PROGRAMS 2012Tareq Hady
This document provides information about a training program offered by MEHRAT. It discusses a holistic needs analysis process involving exploring current situations, defining performance gaps, and identifying optimal learning approaches. It then outlines MEHRAT's comprehensive blended learning model incorporating classroom work, exercises, e-learning and more to ensure learning transfer. The document encourages contacting MEHRAT for a consultation to design the best training solutions for performance improvement.
These are thought-provoking questions about how to build teachers up as role models through discussion, sharing of vision and practice, exposure to a range of techniques, reflection, and framing a vision of excellence. Regular opportunities for teachers to learn from and support each other seem key.
This document outlines how Seattle Pacific University uses blogging portfolios (bPortfolios) to promote reflective practice among pre-service teachers. It discusses how bPortfolios are set up, how students are supported in using them, how reflection and integration of standards are fostered, and how formative and summative assessments of bPortfolios are conducted. Faculty provide guidance and feedback to help students deepen their understanding of teaching and learning. Overall, the document presents bPortfolios as an effective online tool for critical reflection that can enhance professional learning and development.
This document discusses adapting the Japanese lesson study model of professional development for use in different cultures. It outlines some potential obstacles to translating lesson study between cultures, such as differences in educational systems, teacher views and experience levels. The document emphasizes that lesson study is a collaborative, reflective process focused on student learning. It provides an example of how key elements of lesson study could be incorporated into a university course for pre-service teachers in Germany. Finally, it discusses how the reflective principles of lesson study align with Dewey and Schon's views of reflection as developing and testing hypotheses through action in a collective, iterative process.
Step One is Awareness, Knowledge, and Assessment. Gain understanding of interests, abilities, skills, and values.
The National Career Development Guidelines cover three main areas – Self-knowledge, Educational and Occupational Exploration, and Career Planning. In the Holland Hexagon Model, there are six vocational personalities show the relationships between Ideas, People, Data, and Things.
Operational Discipline: 15 Characteristics of great companies and their peopleantientropics
The document discusses operational discipline and its importance for organizational success. It defines operational discipline as a consistent pattern of behavioral choices that support success. It outlines 15 characteristics of operational discipline and explains how they connect to concepts like Level 5 leadership, a culture of discipline, and high-reliability organizations. The document also provides exercises for attendees to reflect on operational discipline in their own work experiences and organizations.
The document provides strategic objectives and descriptions for the Good Spirit School Division. It outlines four key objectives for improving student learning outcomes, well-being, engagement, and supports. It also describes four initiatives for strengthening instruction, enhancing business processes, improving communication, and effective change management. Each objective and initiative includes intended results and potential measures to track progress.
This document outlines a presentation about building students' teamwork skills for successful integrated projects. The presentation discusses the benefits of integrated team projects, challenges of effective group work, and strategies to promote productive collaboration. It provides examples of different types of curriculum integration and examines the teacher's role in structuring effective student teams through group assignments, feedback, and establishing individual accountability. The goal is to translate research on teamwork into practical strategies that can be implemented and shared.
The document discusses identifying and describing tools. It begins by asking questions about what two men are doing and how they can solve their problem. It then defines what a tool and technology are. It discusses major categories of tools and functions of tools. It provides examples of describing tools by their appearance, parts, and comparing them to other similar objects. It also discusses describing tools in detail by dividing them into parts. Finally, it discusses tools in technology and introduces Aimi Eguchi.
IDEE Workshop: Applying the 4C-ID Model to the Design of a Digital Educationa...Guilhermina Miranda
1. The study evaluated a digital educational resource for teaching electric circuits that was designed based on the 4C-ID instructional design model.
2. An experiment involved 131 students who used either the 4C-ID-designed resource (experimental group) or a traditional approach (control group).
3. Results showed that the experimental group performed better on tests of learning reproduction and transfer, experienced less cognitive load, and had greater instructional efficiency than the control group.
Whole Task Approach to Holistic Learning of Vocational Competences - full sha...Tang Buay Choo
This document provides an overview of a presentation on using a whole task approach to holistic learning of vocational competences. It begins with discussing the differences between holistic education and holistic learning of competence. It then explains why holistic learning of competence is important from theoretical, practical, and brain-based perspectives. The presentation goes on to describe the whole task approach, including using real-world tasks to situate learning, identifying the knowledge, skills, attitudes and personal competence to be learned for each sub-task, and considering instructional design processes like task analysis.
This document describes applying the 4C-ID model to teach medical students and residents how to evaluate patients for lung cancer surgery. It breaks the learning tasks into 4 classes based on the patient's health status and test results. Each task class provides supportive information, worked examples, and just-in-time information. The goal is to help learners determine if a patient is a surgical candidate by evaluating their cancer stage, anatomy, and pulmonary function test results. Additional testing may be required for borderline patients.
This document provides tips for answering interview questions effectively. It advises job candidates to research the company and position, stay calm during the interview, promote their qualifications and accomplishments with examples, ask for clarification if needed, and come prepared with questions that demonstrate interest in the role. Common interview questions are listed along with suggestions for strong answers that highlight relevant strengths and experiences, and explain how weaknesses could be overcome. The importance of knowing one's strengths and weaknesses is emphasized. Interviews assess a candidate's personality in addition to facts, so candidates should be themselves and avoid behaviors like those that could have caused them not to receive a job offer in the past.
Classroom management involves systematically designing a classroom environment that promotes effective teaching and learning. There are six elements of effective classroom management: multidimensionality, simultaneity, immediacy, unpredictability, publicness, and history. Effective classroom management also includes establishing clear rules and procedures, organizing the physical space, implementing behavioral strategies, using instructional techniques, and having organizational structures. Key aspects of classroom management include building relationships, maintaining momentum, engaging students, establishing clear expectations, and using praise and rewards to reinforce positive behaviors.
This document provides an overview of facilitating adult learning. It discusses key principles such as understanding that adult learners bring life experiences and learn best when actively involved. The eight highlighted learning principles emphasize multi-sensory input, active participation, feedback, meaningful content, and practice. Additionally, it stresses the importance of considering the social, physical and emotional environments to help learners feel comfortable and maximize their ability to concentrate. The document provides guidance on creating a supportive context for effective adult education.
This document outlines a lesson plan to teach students about the functions of the skeleton. The learning objective is for students to understand the functions of the skeleton so they can apply that knowledge to their personal sporting performances. The lesson plan includes introducing the topic, agreeing on learning outcomes, presenting new information through a video, active learning exercises like jigsawing, and a review question applying the content to a recent sporting event. The rationale is to use research-backed pedagogical techniques to improve student achievement by 1+ years.
This document discusses applied learning theories and their relationship to teaching approaches and professional standards. It provides an overview of traditional learning theories like behaviorism, cognitivism, and humanism. Applied learning pedagogies aim to make learning active, engaged, and collaborative through experiences outside the classroom. The document advocates for models like the REALS framework to design effective applied learning environments. It also considers how to translate applied learning into teaching strategies for a polytechnic environment and reflects on observations from the author's teaching experiences.
This document provides a scheme of work for a physical education teacher covering the AS Level Physical Education module G451 Section B on acquiring and performing movement skills. Over 12 weeks, the teacher covers various topics through 5 lessons per week, including characteristics of skilful performance, classification of movement skills, practice conditions, motor skill development, phases of movement skill learning, information processing, motor control of skills, schema theory, and theories of learning. The lessons involve teaching key definitions and concepts, analyzing video examples, completing worksheets and past exam questions, and revising for the exam.
European Compentencies. Knowxcanxdo=competency. For the CoSSOL project.
The learning follows two tracks. The integrated way for the fast movers and the conceptual way in case of slow starters. They all follow the path of knowledge, skills and attitude to perform a their competencies.
MEHRAT INTERPERSONAL AND SELF DEVELOPMENT PROGRAMS 2012Tareq Hady
This document provides information about a training program offered by MEHRAT. It discusses a holistic needs analysis process involving exploring current situations, defining performance gaps, and identifying optimal learning approaches. It then outlines MEHRAT's comprehensive blended learning model incorporating classroom work, exercises, e-learning and more to ensure learning transfer. The document encourages contacting MEHRAT for a consultation to design the best training solutions for performance improvement.
These are thought-provoking questions about how to build teachers up as role models through discussion, sharing of vision and practice, exposure to a range of techniques, reflection, and framing a vision of excellence. Regular opportunities for teachers to learn from and support each other seem key.
This document outlines how Seattle Pacific University uses blogging portfolios (bPortfolios) to promote reflective practice among pre-service teachers. It discusses how bPortfolios are set up, how students are supported in using them, how reflection and integration of standards are fostered, and how formative and summative assessments of bPortfolios are conducted. Faculty provide guidance and feedback to help students deepen their understanding of teaching and learning. Overall, the document presents bPortfolios as an effective online tool for critical reflection that can enhance professional learning and development.
This document discusses adapting the Japanese lesson study model of professional development for use in different cultures. It outlines some potential obstacles to translating lesson study between cultures, such as differences in educational systems, teacher views and experience levels. The document emphasizes that lesson study is a collaborative, reflective process focused on student learning. It provides an example of how key elements of lesson study could be incorporated into a university course for pre-service teachers in Germany. Finally, it discusses how the reflective principles of lesson study align with Dewey and Schon's views of reflection as developing and testing hypotheses through action in a collective, iterative process.
Step One is Awareness, Knowledge, and Assessment. Gain understanding of interests, abilities, skills, and values.
The National Career Development Guidelines cover three main areas – Self-knowledge, Educational and Occupational Exploration, and Career Planning. In the Holland Hexagon Model, there are six vocational personalities show the relationships between Ideas, People, Data, and Things.
Operational Discipline: 15 Characteristics of great companies and their peopleantientropics
The document discusses operational discipline and its importance for organizational success. It defines operational discipline as a consistent pattern of behavioral choices that support success. It outlines 15 characteristics of operational discipline and explains how they connect to concepts like Level 5 leadership, a culture of discipline, and high-reliability organizations. The document also provides exercises for attendees to reflect on operational discipline in their own work experiences and organizations.
The document provides strategic objectives and descriptions for the Good Spirit School Division. It outlines four key objectives for improving student learning outcomes, well-being, engagement, and supports. It also describes four initiatives for strengthening instruction, enhancing business processes, improving communication, and effective change management. Each objective and initiative includes intended results and potential measures to track progress.
This document outlines a presentation about building students' teamwork skills for successful integrated projects. The presentation discusses the benefits of integrated team projects, challenges of effective group work, and strategies to promote productive collaboration. It provides examples of different types of curriculum integration and examines the teacher's role in structuring effective student teams through group assignments, feedback, and establishing individual accountability. The goal is to translate research on teamwork into practical strategies that can be implemented and shared.
The document discusses identifying and describing tools. It begins by asking questions about what two men are doing and how they can solve their problem. It then defines what a tool and technology are. It discusses major categories of tools and functions of tools. It provides examples of describing tools by their appearance, parts, and comparing them to other similar objects. It also discusses describing tools in detail by dividing them into parts. Finally, it discusses tools in technology and introduces Aimi Eguchi.
IDEE Workshop: Applying the 4C-ID Model to the Design of a Digital Educationa...Guilhermina Miranda
1. The study evaluated a digital educational resource for teaching electric circuits that was designed based on the 4C-ID instructional design model.
2. An experiment involved 131 students who used either the 4C-ID-designed resource (experimental group) or a traditional approach (control group).
3. Results showed that the experimental group performed better on tests of learning reproduction and transfer, experienced less cognitive load, and had greater instructional efficiency than the control group.
Whole Task Approach to Holistic Learning of Vocational Competences - full sha...Tang Buay Choo
This document provides an overview of a presentation on using a whole task approach to holistic learning of vocational competences. It begins with discussing the differences between holistic education and holistic learning of competence. It then explains why holistic learning of competence is important from theoretical, practical, and brain-based perspectives. The presentation goes on to describe the whole task approach, including using real-world tasks to situate learning, identifying the knowledge, skills, attitudes and personal competence to be learned for each sub-task, and considering instructional design processes like task analysis.
This document describes applying the 4C-ID model to teach medical students and residents how to evaluate patients for lung cancer surgery. It breaks the learning tasks into 4 classes based on the patient's health status and test results. Each task class provides supportive information, worked examples, and just-in-time information. The goal is to help learners determine if a patient is a surgical candidate by evaluating their cancer stage, anatomy, and pulmonary function test results. Additional testing may be required for borderline patients.
This document provides tips for answering interview questions effectively. It advises job candidates to research the company and position, stay calm during the interview, promote their qualifications and accomplishments with examples, ask for clarification if needed, and come prepared with questions that demonstrate interest in the role. Common interview questions are listed along with suggestions for strong answers that highlight relevant strengths and experiences, and explain how weaknesses could be overcome. The importance of knowing one's strengths and weaknesses is emphasized. Interviews assess a candidate's personality in addition to facts, so candidates should be themselves and avoid behaviors like those that could have caused them not to receive a job offer in the past.
Classroom management involves systematically designing a classroom environment that promotes effective teaching and learning. There are six elements of effective classroom management: multidimensionality, simultaneity, immediacy, unpredictability, publicness, and history. Effective classroom management also includes establishing clear rules and procedures, organizing the physical space, implementing behavioral strategies, using instructional techniques, and having organizational structures. Key aspects of classroom management include building relationships, maintaining momentum, engaging students, establishing clear expectations, and using praise and rewards to reinforce positive behaviors.
Kaizen Training Solutions provides customized training solutions worldwide. It aims to become a leading training and development organization in India and globally. The company's vision is to improve client business performance through needs-based training. Its mission is to holistically enhance client achievement by fulfilling analytically identified training needs. KTS believes in unlocking each participant's potential through education, coaching and mentorship. It employs interactive training methodologies including lectures, activities, videos and assessments to deliver practical and results-oriented learning.
The document discusses different approaches to curriculum and learning, including competence-based learning versus traditional subject-based programs. It covers a range of topics related to learning styles, theories of learning, assessments, and the role of the teacher. Competence-based learning is presented as an alternative that focuses on active, self-directed, and practice-based learning tailored to the individual learner's existing skills and goals. The role of the teacher shifts to facilitating learners' development of professional competencies through performance-based assessments and portfolios.
View the presentation from Dr. Harvey Silver where he the presented the 10 elements of the Thoughtful Classroom Framework, giving you strategies to create dialogue between teachers and administrators and to strengthen professional practice. Approved in New York, New Jersey, and Michigan, Dr. Silver’s simple framework provides profound rubrics and frameworks.
Learn more about this webinar at http://www.schoolimprovement.com/resources/webinars/thoughtful-approach-to-classroom-observations/
Beyond the e-portfolio: Personalised and collaborative learningePortfolios Australia
This presentation demonstrates how e-portfolios can incorporate teaching, learning, and assessment strategies to add a personally transformative dimension to lifelong learning. The presentation discusses how educational designers at La Trobe University work with faculty to design multi-modal learning experiences centered around students' personal learning spaces in PebblePad. Students are guided through an active reflection process and create work such as microteaching reflections, professional registration preparations, and subject-specific assignments through integrated e-portfolios.
The document provides strategies for teaching mathematics. It discusses strategies based on knowledge and skill goals as well as understanding goals. For knowledge and skill goals, repetition and practice are emphasized. For understanding goals, teacher-led discussion and discovery-based laboratory activities are recommended. Problem solving strategies include ensuring student understanding, asking questions, encouraging reflection on solutions, and presenting alternative problem solving approaches. Constructivist learning and cognitive tools like guided discovery are also discussed. The document outlines steps for problem solving and strategies like concept attainment. It concludes by evaluating mathematics learning through various individual and group tests as well as informal and standardized testing procedures.
This document outlines professional teaching standards for teachers in New South Wales, Australia. It is published by the NSW Institute of Teachers and contains 7 elements across 4 key stages of a teacher's career. The standards describe the professional knowledge, practice, and commitment expected at each career stage. They cover topics such as subject content knowledge, pedagogy, student development, curriculum requirements, and use of technology. The standards are meant to guide teachers' professional development and ensure high-quality teaching that improves student learning.
The document discusses new teacher induction program models. It describes the characteristics of effective teachers, including classroom management skills, teaching for mastery, and having positive expectations for students. It then outlines the components of a new teacher induction program, including assigning a program coordinator, developing teachers' skills through professional development, and establishing prerequisites for effective teaching.
This document discusses improving the effectiveness of Personal and Professional Effectiveness (PPE) programs. It identifies five perspectives from which PPE program effectiveness can be studied: the organization, work group, individual trainee, program coordinator, and trainer. Effectiveness is influenced by many variables within these perspectives. The document presents a table outlining potential causes of ineffective PPE programs within each stage of the training process and how stakeholders can positively and negatively impact effectiveness. It provides an illustration of the PPE program process and proposes a checklist to identify causes of ineffectiveness and ensure future programs are effective.
Revitalent provides tailored talent development solutions consisting of 3 stages:
1) Assessment and feedback to increase awareness of areas for improvement
2) Learning and practice through exercises with training, support, and experience in real situations
3) Review of results and restart of the process to continuously improve skills naturally over time.
Their approach focuses on learning rather than training by engaging participants and applying concepts to real work to better develop managers and professionals.
Are You Ready for Common Core State Standards for Math?ETA hand2mind
By the admission of many educators, the Common Core State Standards for Mathematical Practice can be difficult to understand. What do you need to do as an educator to help your students achieve or attain standards-level proficiency?
Coaching is an innovative process that aims to help people accomplish specific, measurable goals through developing skills, assessing strengths and values, creating action plans, and building sustainable habits of excellence. It uses a variety of tools to identify objectives, define strategies, and reach milestones. Coaching creates positive results by linking training to work application, providing ideal environments for participants to apply new skills, and motivating people to expand beyond limitations. Coaches support increasing communication, leveraging strengths, aligning performance with goals, and taking accountability to drive organizations to higher levels of performance and productivity.
Coaching is an innovative process that aims to help people accomplish specific, measurable goals through developing skills, evaluating strengths and values, creating action plans, and establishing sustainable habits for achieving excellence. It uses a variety of tools to identify objectives, define strategies, and develop competencies to reach milestones. Coaching creates habits of high performance by helping participants go beyond limitations through skill acquisition, application of new behaviors, and linking training to work. Coaches support individuals by maximizing strengths, aligning performance with goals, fostering accountability, and motivating people to expand beyond perceived limitations.
“Using Simulations to Train Future Project Leaders at NASA” By Lawrence Suda-...SeriousGamesAssoc
Lawrence Suda speaks about “Using Simulations to Train Future Project Leaders at NASA” at Serious Play Conference 2012
ABSTRACT:
The essential message of this presentation is about training future project managers at NASA and about project team behavior: how the simulation technology behaves, how people behave and how the simulation and people behave, and sometimes misbehave, together.
Ultimately the real test of the people on the project is not so much what they know; it’s what they do with their knowledge. Making a decision is not the same as implementing it. Knowledge, insight and project wisdom are needed to fully execute a successful project.
Professional issues in clinical psychology training aims to foster trainees' understanding of professionalism through a socially constructed model. It encompasses being professional theoretically and in practice, working within guidance, making decisions when unclear, and promoting the profession. Challenges include teaching professionalism given its varying meanings, and helping trainees learn through experience. The proposed approach includes collaborative learning, reflection, and integrating externally constructed knowledge like standards with internally constructed views. Learning progresses from identity and values to qualified practice over 3 years using seminars, teaching, and reflective discussions.
Teacher Induction Programs: A Strategy for Improving the Professional Experience of Beginning Career and Technical Education Teachers, activities and processes necessary to successfully induct a teacher into the profession. An effective induction program should include orientation, mentoring, staff development specific to protégé’s needs, observations of experienced teachers at work, and peer support group
This document outlines the personal and professional development process at a company. It discusses identifying development activities, outlining training courses through the PIPeS system, and creating development plans. Employees are responsible for managing their career development with support from managers and HR. Development plans in PIPeS help employees close skills gaps in their current roles and prepare for future roles. The document provides examples of development activities and resources available to support employee development goals.
The document describes Tvarita Consulting and the learning and development services they provide to organizations. Tvarita offers a wide range of customized training interventions designed based on a client's specific needs through research and stakeholder inputs. Their training programs use experiential learning models with a mix of pedagogies and real-life scenarios to address different learning styles. Tvarita aims to build individual and organizational capabilities to maximize potential and deliver value for their clients.
Challenge Based Learning and TechnologyBill Dolton
The document discusses challenge-based learning and its intersection with educational technology. It promotes challenge-based learning as a hands-on, problem-solving approach that engages students through broad challenges involving inquiry, decision-making, and real-world applications. When designed using Understanding by Design principles, challenge-based learning can provide choice, ownership, and opportunities for students to demonstrate their understanding through performance-based assessments involving complex, multistage projects. The document advocates for challenge-based learning as a way to make curriculum more student-centered and technology-rich.
Accelerating Learning for Business Impact - NuVeda Corporate Presentation Balasubramanian Krishnan
Accelerating Learning for Business Impact - NuVeda is an end-to-end learning solution provider for Corporates, Universities and educational institutions.
Contact us at info@nuvedalearning.com
The document provides information on 15 key reading skills and strategies for developing proficiency in each skill. It discusses scanning for specific factual information, identifying main ideas and supporting details, making inferences, identifying details that support arguments, predicting outcomes, understanding gist, deducing meaning from context, distinguishing facts from opinions, interpreting author's intent and style, comparing information across texts, identifying paragraph and text structure, and recognizing cause and effect relationships. For each skill, it outlines the test focus, provides steps to use the skill, and examples of potential test questions.
This document provides guidance on developing effective speaking skills for the Malaysian University English Test (MUET). It outlines the components that are assessed, including accuracy, range, fluency, pragmatic skills, and sociolinguistic knowledge. Language functions like expressing opinions, elaborating and summarizing are also discussed. The document provides tips for preparing and organizing ideas, delivering presentations, and participating in group discussions. Sample language functions and expressions are presented to help candidates with the test format.
This document contains multiple passages about different topics such as the effects of smoking, esports, air pollution, wildfires, haze, skiing, land pollution, microbeads, water pollution, and air pollution levels. Each passage is followed by 5 statements, and the reader must determine whether each statement is true, false, or not stated based on the information in the passage.
The document outlines eight listening skills:
1. Listening for specific information such as details about who, what, when, where, why, how much or how many.
2. Listening for main ideas which are usually explicitly stated and supported by details.
3. Recognizing main ideas which may be implicitly stated and can be identified through verbal cues like repetition and pacing.
4. Taking notes in an outline form using keywords, abbreviations and qualifying words to help pay attention and notice important information.
Predicting outcomes, making inferences & drawing conclusionsNoor Idayu Abu Bakar
This document discusses making predictions based on clues and evidence provided. It contains examples of situations where readers are asked to make predictions based on limited information given. The document also discusses statements that can be used when making a prediction and emphasizes the importance of looking for clues and using prior knowledge when predicting outcomes. Predictions can be right or wrong but help readers make sense of stories and think about what may happen next.
The main idea of a paragraph is known as the "umbrella idea" that encompasses all other details in the paragraph. The topic sentence expresses the main idea and has a controlling idea or scope. Supporting details such as examples, facts, explanations provide evidence for the topic sentence and main idea. To identify the main idea, ask what the author's point is and look for it in the topic sentence and conclusion of the paragraph.
This document discusses contextual clues, which are hints an author provides within a text to help define difficult or unusual words. It provides examples of made-up words like "gollygoop" and "pigglywiggly" and encourages analyzing the context of a sentence to determine the meaning of an unfamiliar word based on clues from the surrounding text. Readers are instructed to reread before and after an unfamiliar word, consider the meaning of surrounding words, and check if their guessed meaning makes sense in the context of the full sentence and passage.
This document provides an overview of strategies and skills for the MUET 2020 Reading paper. It discusses identifying the main idea and summarizing passages, identifying the author's intention, making inferences and predictions, activating prior knowledge, and managing time. Useful tips are provided such as highlighting keywords, bringing a highlighter, and setting score targets. Sample passages and questions are included to demonstrate skills like finding supporting details, drawing conclusions, and answering true/false questions.
Bab 5 membahaskan ciri-ciri projek yang berpusatkan pelajar dan memberi peluang kepada pelajar untuk mengkaji topik secara kreatif serta mengaplikasi pengetahuan mereka. Bab 6 menjelaskan penggunaan pemerhatian, ujian lisan, dan portfolio dalam pentaksiran, yang memberi fokus kepada proses pembelajaran pelajar berbanding hasil.
Ujian merujuk norma membandingkan prestasi pelajar dengan populasi keseluruhan untuk menentukan tahap pencapaian mereka. Ujian ini dibina untuk menghasilkan perbezaan pencapaian maksimum dengan mengawal kesukaran soalan agar terdapat nisbah soalan mudah, sederhana dan sukar.
The document discusses proper ways to introduce people and respond to introductions. It provides examples of informal self-introductions like "Hi, I'm Sam" and responses like "Hi, I'm Rita." Formal introductions include "Let me introduce myself" with responses of "How do you do?". Introducing others involves phrases like "I'd like you to meet Thomas" with responses of "Glad to meet you." The document emphasizes using appropriate language when introducing people or responding to introductions.
The document provides information on job application letters, resumes, and job application forms. It discusses the key components of a job application letter such as the sender's address, date, receiver's address, salutation, subject line, opening, body, closing, complimentary closure, signature, and enclosure. It also outlines the typical headings found in a resume like career objective, education, experience, skills/abilities, and references. Finally, it notes that a job application form and resume share similar information regarding previous employment, qualifications, and skills.
This document provides useful expressions for introducing oneself and others in social interactions. It includes common greetings like "Hello" and "Hi" as well as responses like "How are you?" and "I'm fine, thanks." When introducing oneself, one can say their name and it includes examples like "Hello, I'm Stacy." When introducing others, it suggests saying things like "Hello, Stacy. Meet my friend, Fran." or "Hi, Ali. I'm Saiful. Glad to meet you." It also provides examples of questions to ask friends like "What's his name?" and "Where's he from?" to get information about them.
Here are instructions for 3 tasks:
How to shut down a computer properly:
1. Click the Start button
2. Select the Power icon
3. Select "Shut down"
How to print a document from a computer:
1. Open the document you want to print
2. Click File then Print
3. Select your printer and click Print
How to cook instant noodles:
1. Boil water in a pot
2. Add noodles and flavoring packet to boiling water
3. Cook for 2-3 minutes until noodles are soft
4. Remove from heat and serve
The document discusses the differences between facts and opinions. Facts can be proven through evidence or authoritative sources, while opinions represent personal interpretations and may not provide adequate support. It also provides examples of language for stating facts, agreeing and disagreeing with others, and making conclusions. The document suggests that in conclusion, giving school children more homework helps them practice and brush up their knowledge, and having free time without productive activities could potentially lead to social problems.
Work related issues refer to problems that occur in the workplace. It is important to learn about these issues to be prepared to handle them. To solve work issues, one must be able to give opinions, make predictions, draw conclusions, and make recommendations. Common work issues include health and safety hazards, discrimination, harassment, job stress, respecting coworkers, and managing employee attendance, tardiness, and attire. Expressing views and opinions involves stating feelings or beliefs that may not convince everyone. Good opinions are justified and consider different perspectives.
2. novice
novice competent
competent efficient
efficient expert
expert
Definition
Definition
Definition
Definition
Process
Process
Excellent
Excellent Objective
Objective
Concept
Concept teacher
teacher
Characteristics
Characteristics
Other issues
Other issues Case studies
Case studies
Content knowledge perceptions
perceptions
Content knowledge
BPG
BPG
Pedagogical Profess. dev. activities
Profess. dev. activities
Pedagogical
knowledge
knowledge
Model Pembangunan Keupayaan
Model Pembangunan Keupayaan
Technological
Technological Guru (PKPG)
Guru (PKPG)
knowledge
knowledge
3. PROFESSIONAL DEVELOPMENT
definition
definition
Improved skills & expertise
Formal & informal
Continuous process
Professional development activities – self-
concept
concept improvement, collaboration, lifelong learning
Identify the similarities between the given
definitions.
4. 5 years 10 years
Concerns on Impact stage
Acquire high cognitive
1 year effective
Survival stage teaching capabilities
Begin More Internalised (sebati)
questioning confident in understanding that
their ability handling sometimes have
Difficult to discipline prob. difficulties to explain
apply ideas Preparation is their ideas
Concern about the
learnt more focused
Set no on teaching impact of their teaching
classroom rules strategy & on students
Concern about mastery of
class control subject matter
efficient
efficient 15 years
novice
novice competent
competent expert
expert
/skillful
/skillful Expert / maturity stage
Holistic knowledge
Play important role in T&L
basis in school
Concern about tchg
Process
Process philosophy, role & contribution
to the community
Involved in research &
conferences
5. ..knowledge, skills, high expertise in subject
matter… dedicated, motivated in carrying duties
& responsibilities… -Buku Terma Rujukan konsep
Guru Cemerlang-
Acknowledge
ment
Definition
Definition Increase Q
As a role
Excellent
Excellent model
Opportunity
teacher
teacher Objective
Objective
for promotion to
[Guru Cemerlang]
[Guru Cemerlang]
higher grade
To be able to
Characteristics
Characteristics
continue
teaching after
promotion
6. BPG [TED]
BPG [TED]
Model Pembangunan Keupayaan
Model Pembangunan Keupayaan
Profesionalisme Guru (PKPG)
Profesionalisme Guru (PKPG)
Financial,
An approach to teacher infrastructure
development
Activities
must comply
to cert. std.
10. Discuss the role of Teacher Education Division
(BPG) in the development of teaching
profession?
State the ‘approach’ and ‘presentation’
suggested in the PKPG model.
What is the difference between content
knowledge and pedagogical knowledge?
Explain the THREE knowledge areas required by
teachers.
In which area do you feel that you need training
most?
12. Related
Related
studies
studies
Parents have to be totally
Parents have to be totally
Definition
Definition involved
involved
Relationship
Relationship
Opinions
Opinions Let teachers
Let teachers
do their
about
about
do their
work, don’t
work, don’t
School &
School & parents’
parents’ Case studies
Case studies
interfere
interfere
Community
Community involvement
involvement
Parents, stay
Parents, stay
out please
out please
Parental
Parental
PIBG / /PTA
PIBG PTA Involvement
Involvement
Example
Example Model
Model
Parenting
Parenting Volunteering
Volunteering
Objectives
Objectives Methods used at
Methods used at
preschools to involve
preschools to involve Learning at
Learning at
Communicating
Communicating
parents
parents home
home
Decision
Decision
making
making
Functions
Functions
Collaborating
Collaborating
with
with
Community
Community
13. The role of school
is not confined
within the school
compound
Consensus involves
the process of
consultation and mutual-
agreement
Definition
Definition
Relationship
Relationship
Teachers’
interaction with
School &
School & community &
home
Community
Community
14. Epstein (1986) Two different opinions
Parents’ and teachers’ roles should be separated to
avoid conflicts
Parents and teachers should co-operate and
communicate to increase students’ performance
Related
Related
studies
studies
Opinions
Opinions
about
about
parents’
parents’
involvement
involvement
15. Case 1 : Parents have to be
totally involved
View of a parent
Case 3 : Parents, stay out please
Disciplining students View of a student
teachers should not put Disciplinary boards in schools
fear into children because it have the right to decide on
kills children’s creativity, punishment for students
motivation & confidence Let teachers shape students into
great individuals
Case 2 : Let teachers do their
work, don’t interfere
View of a parent
Parents have to be totally
Parents have to be totally
Disciplining students involved
involved
Punishment makes
children aware there are
consequences to being lazy Let teachers
Let teachers
or naughty do their
do their
work, don’t
work, don’t
Case studies
Case studies
interfere
interfere
Give your opinion about the
cases. Agree or Disagree?
Parents, stay
Parents, stay
out please
out please
16. Parental
Parental
Support children to learn – Involvement
Involvement
health programmes Model
Model
Parenting
Parenting Volunteering
Volunteering
Learning at
Learning at
Communicating
Communicating
home
home
Decision
Decision
Raise funds for school, Meetings, phone calls, making
making
get support from NGO e-mails, websites
Collaborating
Collaborating
with
with
Community
Community
Participate actively in Help school - mentor,
PIBG coach, tutor, consultant
Help with homework
To what extent are the
suggestions by Epstein
being executed in your
school?
17. Example
Example
Methods used at
Methods used at
preschools to involve
preschools to involve
parents
parents
Meetings
Seminars & workshops
Phone calls & e-mails
Invitation to school
Visit to students’ house What are the activities
that can be done by
Pamphlets, brochures, preschools to involve the
magazines, etc. – preparation community?
Can these activities be
carried out in your school?
18. PIBG / /PTA
PIBG PTA
OBJECTIVES
hold forums
help school in term of materials
Objectives
Objectives exchange ideas
give opportunities for negotiations
raise funds & improve facilities
Functions
Functions
FUNCTIONS
help students
financial support
better communication Suggest actions that can
Suggest actions that can
improve school premise – be taken to encourage
be taken to encourage
more cheerful environment
parents’ involvement in
parents’ involvement in
the school activities.
the school activities.
20. Manager
Manager Leader
Leader
Definition
Definition
The Difference
The Difference
Between
Between Types of
Types of
Concept
Concept Management &
Management & Leadership
Leadership
Leadership
Leadership
Charismatic
Charismatic
Democratic
Democratic
Autocratic
Autocratic
Teacher
Teacher
Leader
Leader
Laissez-Faire
Laissez-Faire
Definition
Definition Transformational
Transformational
Characteristics Situational
Situational
Characteristics
21. Ability to lead
Ability to instruct a group
LEADERSHIP of people
Ability to influence
Definition
Definition Ability to inspire &
convince
Ability to get people to
co-operate
Concept
Concept
22. administer innovate
use power inspire
sustain the current sit. challenge the current sit.
system & structure orien. people oriented
how & when what & why - proactive
short term view long term view
Do it right Do what is
Manager
Manager Leader
Leader
right
The Difference
The Difference
Between
Between
Management &
Management &
Leadership
Leadership
Are you a
manager or
a leader?
23. Types of
Types of
Leadership
Leadership
Charismatic
Charismatic
Democratic
Democratic
Autocratic
Autocratic
Differentiate Laissez-Faire
Laissez-Faire
the 6 types of Transformational
Transformational
leadership.
Explain the
Situational
Situational
strengths &
weaknesses
of each type.
24. Teacher
Teacher
Ability to Leader
Leader
encourage / influence
co-teachers to
change Definition
Definition
to improve quality
of T&L
No intervention Characteristics
Characteristics
from
headmaster/principal
26. School based
School based
Intellect
Intellect
Culture
Culture Various
Various
Teaching
Teaching
Parents’ Learner Evaluation &
Evaluation &
Parents’ Learner Methods
Methods
Expectations Diversity Assessment
Assessment
Expectations Diversity
Inquiry
Inquiry
Curriculum
Curriculum
Transformation
Transformation Show & Tell
Show & Tell
Stress &
Stress & Discussion
Discussion
Technology
Technology Burnout
Burnout
Project-Based
Project-Based
Students
Students Simulation &
Simulation &
––digital
digital Teachers –– Factors
Factors Role Play
Role Play
Teachers
natives
natives digital
digital
immigrants
immigrants Signs
Signs
27. Give specific examples how learners’ diversity
has become a challenge to you?
Which teaching method do you usually apply in
the classroom?
Differentiate KBSR & KSSR. What are the main
challenges faced in implementing KSSR in your
school?