Here are the conferences at which I presented recently. I hope to present new findings based on a project underway currently at a conference in Hong Kong in December. This example, “‘The more we get together, the happier we’ll be’: promoting shared practice through curriculum initiatives” was created for the Orientations: Language, Learning and Translation – a conference held at Sohar University, Sultanate of Oman in 2008.
Session Focus:
“The most valuable resource that all teachers have is each other. Without collaboration, our growth is limited to our perspectives.” Robert John Meehan
Win-Win Situation
Win-win in Education
Essential Characteristics of creating a Win-Win Climate
Strategies for building a win-win situation
Using technology in connecting with colleagues
Implication and impact on Students learning.
Promoting Inclusivity through Universal Design for Learning, Karen Buckley, DCU.Karen Buckley
National Forum Seminar Series presentation by Karen Buckley, Academic Developer, DCU.
Wednesday 6th November, University of Limerick
Promoting Inclusivity through Universal Design for Learning
Session Focus:
“The most valuable resource that all teachers have is each other. Without collaboration, our growth is limited to our perspectives.” Robert John Meehan
Win-Win Situation
Win-win in Education
Essential Characteristics of creating a Win-Win Climate
Strategies for building a win-win situation
Using technology in connecting with colleagues
Implication and impact on Students learning.
Promoting Inclusivity through Universal Design for Learning, Karen Buckley, DCU.Karen Buckley
National Forum Seminar Series presentation by Karen Buckley, Academic Developer, DCU.
Wednesday 6th November, University of Limerick
Promoting Inclusivity through Universal Design for Learning
SYNERGY Induction to Pedagogy Programme - Criteria of Peer Learning (ENGLISH)Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Criteria of Peer Learning’ and provides content which relates to peer learning and offers an introduction to peer learning models.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Developing learning capacity for teachersJune Wall
As new learning skills emerge it is necessary for teachers to develop sufficient capacity to develop learning programs that will provide the opportunity for students to develop these critical learning skills. ‘Learning and Literacy for the future: Building capacity Part 2’ by June Wall and Karen Bonanno, published in Scan, Volume 33, Issue 4 in 2014 considers a capacity building approach, through formal and information professional learning experiences, to ensure teachers develop competencies and capacity to help improve learning outcomes and prepare students for the rapidly changing world of work.
A capacity building tool is outlined and explained as a development tool for teachers to develop capabilities for future learning. Reflection and strategic visioning, that includes the development of a personal professional learning plan, is an integral component of the tool and will also be explained in this presentation.
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
Getting HIP with Technology: Tools for High Impact PracticesStephanie Richter
High-impact practices (HIPs) are proven educational learning experiences that foster more engaged learning, improved performance, advanced skill development and degree completion (Kuh, 2008). Plus, HIPs have been successful for reaching all learners. Although the practices are not new, emerging technologies can help you integrate them in your teaching practice. In this session, you will learn about what HIPs are and collaboratively develop a list of technologies that support high impact teaching practice.
Reshaping distance education – returning the student to centre stagealanwylie
A parallel presentation by Dr Barrie Todhunter from the University of Southern Queensland for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)
SYNERGY Induction to Pedagogy Programme - Criteria of Peer Learning (ENGLISH)Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Criteria of Peer Learning’ and provides content which relates to peer learning and offers an introduction to peer learning models.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Developing learning capacity for teachersJune Wall
As new learning skills emerge it is necessary for teachers to develop sufficient capacity to develop learning programs that will provide the opportunity for students to develop these critical learning skills. ‘Learning and Literacy for the future: Building capacity Part 2’ by June Wall and Karen Bonanno, published in Scan, Volume 33, Issue 4 in 2014 considers a capacity building approach, through formal and information professional learning experiences, to ensure teachers develop competencies and capacity to help improve learning outcomes and prepare students for the rapidly changing world of work.
A capacity building tool is outlined and explained as a development tool for teachers to develop capabilities for future learning. Reflection and strategic visioning, that includes the development of a personal professional learning plan, is an integral component of the tool and will also be explained in this presentation.
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
Getting HIP with Technology: Tools for High Impact PracticesStephanie Richter
High-impact practices (HIPs) are proven educational learning experiences that foster more engaged learning, improved performance, advanced skill development and degree completion (Kuh, 2008). Plus, HIPs have been successful for reaching all learners. Although the practices are not new, emerging technologies can help you integrate them in your teaching practice. In this session, you will learn about what HIPs are and collaboratively develop a list of technologies that support high impact teaching practice.
Reshaping distance education – returning the student to centre stagealanwylie
A parallel presentation by Dr Barrie Todhunter from the University of Southern Queensland for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)
Need a 150 word comment to the followingThe University of Pho.docxmigdalialyle
Need a 150 word comment to the following:
The University of Phoenix adult learning model is based on the idea that learning does not occur in isolation. Learning occurs as individuals dialogue with others such as faculty and peers to gain new insight and perspective. For this reason, The University of Phoenix groups students in cohort communities. A cohort is a group of individuals working cooperatively to achieve common goals. Students benefit greatly from working in a cohort because they are able to share their personal and professional experiences and learn from each other. The cohort model is a microcosm of real life, as students' experiences in the cohort often mirror challenges faced in their personal and professional lives. Interacting in the cohort provides students opportunities to learn new ways of addressing personal and workplace challenges.
Doctoral Learning and Communities of Practice
According to Reynolds and Herbert (1998), cohort learning provides students with the opportunity for ongoing and supportive interaction between peers, between students and facilitators, and between students and the larger community. As members of a cohort uncover new ideas and understanding, their dialogue increases, diversifies, validates, and assures understanding. Although individuals often require time alone to think and reflect, learning in a cohort environment keeps individuals engaged and inspired to learn. Cohort communities encourage camaraderie, build student confidence, and challenge individuals to strengthen and apply their critical thinking skills.
Doctoral learning differs from learning at the bachelor's or master's levels. Doctoral learning in general, and doctoral writing in particular, require the integration of feedback and dialogue to formulate scholarly thought. Doctoral faculty often insist that doctoral students may not rely upon personal opinion when reaching conclusions. Rather, students must support their ideas and opinions with scholarly evidence and be able to generalize their findings. As previously stated, one way to advance scholarly thought is through interaction in a learning cohort. Another way to advance scholarly thought includes reading scholarly (peer-reviewed) publications and supporting ideas with citations from these publications. Another way to promote scholarly thought is to participate in a community of practice.
According to Wenger, McDermott, and Snyder (2002), a community of practice is a group of individuals with a shared quest and interests, who interact regularly to improve their learning. A community of practice is not simply a group of individuals with surface commonality; for example, people who share the same taste in music or like the same type of movies. Members of a community of practice are practitioners of a common discipline. They dialogue with peers to validate and generalize their practitioner experience. They create a collection of resources, practices, and tools; sharing these res ...
Collective capacity building involves the increased ability of edu.docxmccormicknadine86
Collective capacity building involves the increased ability of educators at all levels of the system to make the instructional changes required to raise the bar and close the gap for all students
The key to a capacity building approach lies in developing a common knowledge and skill base across all leaders and educators in the system, focusing on a few goals, and sustaining an intense effort over multiple years. A capacity building approach creates a foundation for sustainable improvement as it does the following.
Mobilizes a growth mind-set at all levels of the system •Sustains and cultivates improved student learning • Builds a common knowledge base and set of skills at all levels of the system.
•Focuses on collaborative learning •
Emphasizes collective capacity, which engages everyone in the system with clear goals and commitment to the strategy for achievement •
Fosters cross-role learning or lateral capacity
• Incorporates a learning cycle of new learning, application on the job, reflection, and dialogue with colleagues
Capacity building is effective because it combines knowledge building, collective action, and consistent focus. When done well, it produces the following effects:
Districtleadersformlearningpartnershipsacrossrolesanddepart- ments to develop a common language, knowledge base, and skills to focus on sustained development. They explore case examples and current research applied to their context. As a team, they refine the focus to a few key goals, sharpen the strategy, and rethink the resources and practices needed to achieve the goals.
• A district capacity team is composed of consultants or teacher- leaders who provide support to schools often by subject or project but often initially from a silo configuration. In a capacity building approach, all support providers form a learning community, and as they develop their common knowledge and strategy, they begin to interact in a more consistent manner so that innovations are not experienced by schools as a series of discrete initiatives but rather as an integrated, coherent strategy for change.
•Principals are the key to change. They work with peers as learning partners to build the skills needed to support capacity building at the school level.
• School leadership teams are composed of the principal and two to five teachers with a focus on improving learning and teaching. They are engaged as learning teams with other schools from the district to develop a common language, knowledge base, and set of skills to apply back in the school and classrooms. The cycle of learning approach has them implement the new understandings in their school and return to subsequent sessions to share their results and insights with other schools. This ensures that all participants understand deep learning communities by being a member of one.
The formats and content vary depending on the district focus, but three features of the capacity building approach have demonstrated a strong impact in bo ...
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.
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!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
Instructions for Submissions thorugh G- Classroom.pptx
Orientations
1. Al Razi Independent Preparatory School for Boys. April 2008 Dr. John A. G. McKeown School Management Advisor Mosaica Education International Doha, Qatar
2. Dual identities … Shared Community? - Promoting Bilingual and Bi-cultural identities through curriculum initiatives.
3. Session objective: Creating a positive school climate that allows for a freer exchange of ideas and opens opportunities to build common goals is challenging within the education reform process currently underway in the Gulf. We’ll explore practical strategies to create a positive school culture and promote a collective vision, shared by all community stakeholders, through the implementation of curriculum initiatives.
4. Wenger 1998 “We cannot learn without belonging and we cannot belong without learning the practice norms, values, and understanding of the community that we belong to.”
7. Aims and objectives of current education reform curriculum initiatives that moves from a teacher-centered pedagogical approach to a student-centered program Statistics from Qatar and the SEC (see article handout)
8. Dual --------------- identities Language Content knowledge Pedagogy Life priorities Personal communication Reporting and responsibility Imposition of ideas Expert knowledge Solutions focus Work priorities Task management Direct communication Accountability
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11. Shared school culture Don’t lecture: “Show me … don’t tell me.” lead by example Put it directly and simply: “This is the way we do things around here.” “This is what we are required to do.” No learning without tension: personal development goes hand in hand with professional development.
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13. How to get results for change? ICT presentations ICT – use for grades and data collection Gather data and take ownership Analyze data and use it Present data to a variety of audiences Follow up on details and offer assistance regularly on areas of practice. Encourage participation with learning
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15. Everyone is perfect where they are Focus on specific incremental behavior changes in practice NOT attitudes. Demonstrate LEARNING, always. Work comfortably with diversity and difference. Practices, and everything about them, go to the very core of our identities. In a learning community, we identify with tools we tend to use in practice -- “I am a part of the English group that uses diagnostic tools.”
16. Offer multiple choices for change We create what we need in our context; not conforming to an “ideal” standard. Learn with others what is needed. Not a ready-made product nor creating teacher-proof work. Not delivering a “cookie-cutter” model. Our “rule of 10” – options for change
18. Importance of feedback Specific, timely, contextualized, immediate Positive feedback Negative feedback Multiple sources of feedback Matching messages Receiving and acting on feedback Opinions meet evidence
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20. Evidence Grades: importance of component parts for reporting Curriculum maps and annual plans Lesson, unit and semester PLANS Student results Seating plans / groupings Multiple checklists Observations - reflections Photos &Videos
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24. Science Determine English vs. content objectives Delegate organizational tasks Use a variety of on-going assessments Focus on note-taking and reporting Involve teacher leadership Mix novice and experienced faculty Expand pedagogical knowledge
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26. English Define tasks and share responsibilities Develop teacher leaders Distribute leadership Set planning goals and stick to them Enlist support from each individual teacher Extend topic knowledge Observe peers and provide feedback
27. Mathematics Create templates for use by all participants Share successes Use goals to build unity Focus on small teaching changes Expect results and track them with data Expand content knowledge Encourage discussion by use of talking points
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30. Building new knowledge – tiered mentoring Curriculum offers opportunities for teachers and students to create knowledge and supports an organizational identity … and sustainability. Peer tutoring helps move the process forward. The dilemma: “I’ll fix the problem.” By sharing learning and building knowledge, we learn together.
31. “Communities of Practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.”(Wenger, 1998) DOMAIN: A community of practice is not merely a network of connections between people. It has an identity defined by a shared domain of interest. Membership with a commitment to the domain therefore is a shared competence that distinguishes its members from other people. PRACTICE: Members are practitioners, developing a shared repertoire of resources: experiences, stories, tools, and ways of addressing recurring problems. This takes time and sustained interaction. COMMUNITY: In pursuing joint interests in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other. Having the same job does not make for a community of practice unless members interact and learn together.
33. Building community through practice One important consideration is that hierarchy is about instruction given from an expert to the receiving party. The other is about conversation that results from interaction between peers. Both are valid modes of transmission.
34. Work teams --------------- versus CoP Are involuntary Obliged to join Need for on time delivery Focus on management goals By association Are organic Join out of an interest Tend to evolve Focus on continual improvement
35. They also serve who stand and wait: YOU ONLY NEED 11% OF YOUR STAFF TO MAKE A CHANGE. YOU BUILD CAPACITY FOR CHANGE ONE TEACHER AT A TIME and by small behavioral changes in practice.
36. REFLECTION:ONE THING THAT SURPRIZED YOU! Discuss with a partner the following: “because in my experience…. “because I always thought … “because I thought I knew … “because I had assumed… Summarize your surprise at learning in the next step: SYNTHESIZE your learning into a “SOUND BITE” of 15 words