Tpi
•Download as DOC, PDF•
0 likes•211 views
The document is a summary of Fabio Lopez's results from the Teaching Perspectives Inventory (TPI) test. [1] The TPI test helps educators evaluate their teaching perspectives, values, and beliefs. It also identifies their strengths and weaknesses. [2] Fabio found the test useful for reflecting on his own teaching practices and identifying areas for improvement. [3] The test results provide insight into an educator's beliefs, intentions, and actions within different teaching perspectives.
Report
Share
Report
Share
Recommended
Adult Learning Theory
The aim of this presentation is to provide a (very!) brief introduction to six prevalent learning theories relevant to medical education, with specific reference to:
- How learning occurs
- The role of the educator
- Integration within medical education
Attachment
The document discusses the effects of early attachment experiences and trauma on brain development. It explains that neural development depends on experience and that the brain, especially the prefrontal cortex, continues developing through adolescence in response to environment. Children with Reactive Attachment Disorder often have low self-esteem and believe they are unworthy due to early experiences, and helping them develop trust and control emotional responses requires long-term specialized support. The prefrontal cortex is especially important for executive functions and emotional regulation, and experiences of neglect or trauma can negatively impact its development. The document provides strategies for supporting students with attachment difficulties.
Orientation
The document outlines steps for establishing a mentoring relationship between a mentor and mentee (IPP):
1. The mentor should enthusiastically greet the mentee and establish the relationship as one of mutual growth and support, with the mentor committed to the mentee's success.
2. Expectations for both roles should be outlined and confidentiality committed to, establishing the mentor as a trusted advisor.
3. Initial meetings should focus on neutral topics like getting acquainted and orienting to relevant topics, with the relationship building over time to address more significant issues.
Substitute Teaching
Substitute teaching can provide valuable teaching experience with flexibility to choose assignments. The first step to becoming a substitute teacher is obtaining requirements from school districts and selecting districts based on personal criteria like location and pay rate. Substitute teachers need to provide paperwork like transcripts, identification, and forms, and can expect daily pay without benefits. Training is available to help substitute teachers gain skills in classroom management, teaching strategies, and handling issues in the classroom.
The secrets of a trainer
The document provides guidance on the skills needed to be a good trainer. It emphasizes the importance of actively listening to learners, treating each learner as an individual, leading by example, establishing relationships with learners, being patient and enthusiastic, and facilitating learning rather than simply presenting information. It also stresses communicating well with others involved in the training process. Overall, the document outlines key interpersonal and facilitation skills that trainers should cultivate in order to effectively support learning.
Fs5 3
The document discusses ensuring content validity in tests. It describes how the teacher creates a Table of Specifications (TOS) to map out topics to be covered and the number of test items for each topic based on time spent teaching. This ensures the test covers all topics and the questions are distributed appropriately. The document also notes other types of test validity besides content validity, such as predictive validity and construct validity.
PP
The document provides general strategies for teachers to support disadvantaged pupils, known as PP or Pupil Premium pupils. Teachers should get to know each PP pupil's learning preferences, interests, family background, attainment level and reading age. They should highlight PP pupils on seating plans and data sheets to provide targeted support. Teachers should also use praise and rewards, develop respectful relationships, and check in regularly with PP pupils. Additional strategies include removing barriers to learning, providing resources and support for catching up, and differentiating instruction to meet the needs of all ability levels in the class.
Reading a Test- Importance and Points
This document discusses important considerations for developing valid and reliable language tests. It recommends that test instructions be clear and straightforward without being overly explanatory. It also suggests having tests reviewed by multiple teachers and ensuring equal weighting of skills across sections. Additionally, it advises including enough representative items for each skill and relating different test sections, such as having a reading and listening section on the same topic.
Recommended
Adult Learning Theory
The aim of this presentation is to provide a (very!) brief introduction to six prevalent learning theories relevant to medical education, with specific reference to:
- How learning occurs
- The role of the educator
- Integration within medical education
Attachment
The document discusses the effects of early attachment experiences and trauma on brain development. It explains that neural development depends on experience and that the brain, especially the prefrontal cortex, continues developing through adolescence in response to environment. Children with Reactive Attachment Disorder often have low self-esteem and believe they are unworthy due to early experiences, and helping them develop trust and control emotional responses requires long-term specialized support. The prefrontal cortex is especially important for executive functions and emotional regulation, and experiences of neglect or trauma can negatively impact its development. The document provides strategies for supporting students with attachment difficulties.
Orientation
The document outlines steps for establishing a mentoring relationship between a mentor and mentee (IPP):
1. The mentor should enthusiastically greet the mentee and establish the relationship as one of mutual growth and support, with the mentor committed to the mentee's success.
2. Expectations for both roles should be outlined and confidentiality committed to, establishing the mentor as a trusted advisor.
3. Initial meetings should focus on neutral topics like getting acquainted and orienting to relevant topics, with the relationship building over time to address more significant issues.
Substitute Teaching
Substitute teaching can provide valuable teaching experience with flexibility to choose assignments. The first step to becoming a substitute teacher is obtaining requirements from school districts and selecting districts based on personal criteria like location and pay rate. Substitute teachers need to provide paperwork like transcripts, identification, and forms, and can expect daily pay without benefits. Training is available to help substitute teachers gain skills in classroom management, teaching strategies, and handling issues in the classroom.
The secrets of a trainer
The document provides guidance on the skills needed to be a good trainer. It emphasizes the importance of actively listening to learners, treating each learner as an individual, leading by example, establishing relationships with learners, being patient and enthusiastic, and facilitating learning rather than simply presenting information. It also stresses communicating well with others involved in the training process. Overall, the document outlines key interpersonal and facilitation skills that trainers should cultivate in order to effectively support learning.
Fs5 3
The document discusses ensuring content validity in tests. It describes how the teacher creates a Table of Specifications (TOS) to map out topics to be covered and the number of test items for each topic based on time spent teaching. This ensures the test covers all topics and the questions are distributed appropriately. The document also notes other types of test validity besides content validity, such as predictive validity and construct validity.
PP
The document provides general strategies for teachers to support disadvantaged pupils, known as PP or Pupil Premium pupils. Teachers should get to know each PP pupil's learning preferences, interests, family background, attainment level and reading age. They should highlight PP pupils on seating plans and data sheets to provide targeted support. Teachers should also use praise and rewards, develop respectful relationships, and check in regularly with PP pupils. Additional strategies include removing barriers to learning, providing resources and support for catching up, and differentiating instruction to meet the needs of all ability levels in the class.
Reading a Test- Importance and Points
This document discusses important considerations for developing valid and reliable language tests. It recommends that test instructions be clear and straightforward without being overly explanatory. It also suggests having tests reviewed by multiple teachers and ensuring equal weighting of skills across sections. Additionally, it advises including enough representative items for each skill and relating different test sections, such as having a reading and listening section on the same topic.
Reading a Test - Test Pointers
What is there in a test?
Just how is a test created?
What are the things to take note of?
Here it is.!
Reading edutainment
The document discusses various strategies for developing reading skills across subjects. It describes moving beyond traditional comprehension questions by having students interact with texts in different ways, such as visual and moving image materials. The document also provides tips for decoding difficult words, including guessing meanings based on context, referring to prior knowledge, and reading passages aloud. It recommends slowly releasing full texts to encourage questioning and predictions, as well as scrambling or reordering sentences to focus on elements like chronology.
CPD on showing progress in lessons and over time
The document provides examples of formative (AfL) and summative assessment. It discusses showing progress during lessons and over time through formative assessment strategies like using success criteria, tracking boards, and marking work to provide feedback and track improvement. Some specific ideas mentioned include using colored post-it notes to show progress in a lesson, a "tiers of progress" board to move between novice, apprentice, and expert levels, and marking a sample of student work to identify issues and give verbal feedback. The key is that formative assessment, such as these strategies, should be used to monitor progress and guide instruction, not just collect data.
Marking staff meeting 12.5.15
This document discusses strategies for effective marking and feedback at Chalfonts Community College. It addresses using improvements and responses to provide feedback that has impact on students' learning. Examples shown include using positive language and setting clear expectations for student responses. Providing dedicated response time is advocated to ensure students can reflect on feedback. Peer and self-assessment is discussed as a way to reduce teacher workload if implemented properly. Key tips include modeling assessment, using success criteria, and having teachers moderate student feedback. Evaluating examples in the document and sharing other experiences is suggested.
Feedback and Marking: Before, During & After.
This document discusses feedback and marking in the science classroom. It summarizes research showing that feedback is most effective when it reduces the gap between where students are and where they need to be. Feedback should provide clear next steps for students and cause them to think and monitor their own learning. The most useful feedback is focused on learning goals, prompts future action, and makes students do more work than the teacher. The document also discusses providing feedback before, during, and after lessons through techniques like pre-assessments, self-scoring quizzes, and dedicated reflection time.
Concept Attainment Model
The lesson plan uses the concept attainment model to help students learn about the concept of "liabilities". In phase 1, the teacher presents examples of situations involving borrowing money or promising future payment and identifies them as positive or negative examples of the concept. In phase 2, students analyze the examples, generate a hypothesis that the concept relates to obligations, and test it by classifying new examples. In phase 3, the teacher confirms their hypothesis, defines liabilities as obligations of a business to others, and ensures students understand how they attained the concept.
Marking for Outstanding Impact
This document discusses effective strategies for marking student work and providing feedback to improve learning. It identifies feedback as the most effective strategy, adding 8 months of learning per year. The document outlines the community college's policy for "SIR feedback", which requires teachers to identify strengths, areas for improvement, and opportunities for students to respond. It emphasizes feedback should cause thinking and help students close gaps in knowledge. The policy aims to promote consistent, high-quality feedback across departments to support outstanding student progress.
Center station look-fors
This document provides guidance for effective reading and writing workshop centers and stations. It emphasizes that mini-lessons should be the focus of center work and should target specific strategies. Strategy stations should provide practice applying skills like fluency, phonemic awareness, and comprehension. Quality stations should introduce models of good reading and writing. Centers are most effective when students work at their level, practice authentic reading and writing, and the teacher explicitly models expectations. Students should work independently and be accountable for their learning, while receiving scaffolding as needed. Sharing allows students to practice skills for an audience and receive feedback.
Marking and feedback suggestions
1) The policy for marking student work is to mark core subjects every two weeks and non-core subjects every three weeks. Marking can be done by peers or self-marking but must also be marked by the teacher every half term for non-core subjects. Comments should include strengths, improvements, and a student response.
2) Suggested marking techniques include acknowledgment marking of 5 books per lesson, dot marking to note strengths and improvements, and using a yellow box to focus student improvements on a specific paragraph. Process praise focuses on effort rather than ability.
3) Self-assessment and student reflection are effective for understanding improvement areas and measuring progress, and may be more powerful than peer assessment.
Lesson design for pp students activities - questioning
PP students sometimes avoid participating in class discussions due to fears about not understanding the material as well as their peers. Questioning strategies beyond IRE, such as Think Pair Share, can help engage PP students while shielding them from public scrutiny. Teachers should ask fewer but better questions, insist on full developed responses, aim for high challenge low access tasks with clear modeling, and limit low value tasks to encourage depth over breadth. Planning lessons with questioning structures ensures PP students contribute answers and addressing training resources on questioning and engaging activities can provide more support.
Marking for outstanding impact
This document provides tips on how to create impactful marking to improve student learning. It discusses the importance of feedback and outlines several focuses or best practices for marking, including using strengths and improvements, allocating response time, providing timely feedback, tailoring the amount and method of feedback to students, communicating to the intended audience, addressing specific contents, allowing for comparison, describing the function of feedback, maintaining positivity, setting high expectations, addressing literacy, and incorporating peer and self-assessment as well as verbal feedback. The overall goal is to provide feedback that empowers students and motivates them to make progress in their learning.
Lesson Design And Planning
The document outlines the key components of an effective lesson plan: objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It discusses each component in detail, emphasizing the importance of objectives that address different learning domains, modeling concepts for students, checking for understanding using Bloom's Taxonomy, providing guided practice and feedback, and conducting assessments to improve teaching. The overall message is that effective planning and teaching incorporates all these elements to help students learn.
Trainers etiquette
Trainers should follow proper etiquette to ensure training sessions are smooth and memorable. This includes being punctual, dressing appropriately, and maintaining a respectful attitude. Trainers should greet participants, learn their names, listen without interrupting, appreciate different opinions, and remain impartial. They should also avoid jokes at participants' expense, speaking in languages not all understand, getting too close physically, and using sessions to promote products. Following these etiquette guidelines allows trainers to disseminate knowledge effectively and serve as role models.
Challenge cherwell learning july
Send work back if you aren’t satisfied. Insisting on excellence and being prepared to ask students to improve their work sends a powerful message about building strong work habits. Improving or redoing work should be seen as a necessary part of learning, not a sign of failure. Look for excellence in every task by pushing students towards greater precision, detail, sophistication and depth in their work. Begin with high standards outlined in criteria for top levels and use these to guide students from an early age. Avoid low-value activities and presenting work that does not demonstrate real mastery of the subject.
Guidelines for writing exams
Writing skills are important for MBA students to display on exams. Some tips for writing exams include:
1) Draw a rough draft in your mind before writing to organize content.
2) Attend lectures to reduce study time, as exam content often relates to lectures.
3) Write in appropriate technical language depending on the subject.
4) Prepare pens, watch, materials before the exam. Manage time well and review answers thoroughly.
Assistat professor interview questions in eng. colleges
here am mentioned some valuable interview questions for assistant professor jobs in engineering colleges
Sesdp training demo rubrics
This document proposes a rubric to evaluate teacher training using Bloom's Taxonomy. The rubric assesses content, teaching process, and student outcomes. It evaluates if objectives are clear, learning activities engage different cognitive levels from remembering to evaluating, and if lessons appeal to multiple senses. An effective lesson sticks in memory, makes students want to learn more, and considers peers as resources. It gives positive feedback and emphasizes authentic, discovery-based learning over simple information downloading. The facilitator sustains attention and reinforces learning through summaries and cues.
Modelling cl2
1. Effective modeling in the classroom involves showing students small parts of tasks with an emphasis on quality, not just completion. This brings students' attention to excellence.
2. Models make explicit the qualities of excellent work and help link work to success criteria. Teachers can use differentiated models to show a range of quality levels.
3. Technology allows teachers to easily capture and share student models to promote assessment and learning. Scanning work creates resources like screencasts that can be widely viewed.
How to be a trainer
This document provides an overview of learning and communication topics for training. It discusses defining learning as an active process involving attention, information, processing, conclusions, application, and evaluation. Body language, listening skills, and feedback are important communication techniques. The role of a trainer is to facilitate learning through selecting appropriate instructional methods and tools. Designing effective sessions involves moderation, visualization, handling difficult delegates, and using tips and tricks.
Basics of Training Content Design
The document discusses several topics related to training content design and development. It begins by noting that students forget 90% of what they learn within 30 days, with most forgetting occurring within the first few hours. It then introduces the ADDIE model for developing training, which includes the phases of analysis, design, development, implementation, and evaluation. Specific tasks and outputs for each phase are listed. The document also discusses course structuring guidelines and the ARCS model for motivating learners through gaining attention, establishing relevance, building confidence, and satisfying learners. Blooms taxonomy and the differences between learning and retention are briefly covered.
Visual thinking
The document discusses visual thinking as an approach to education that allows students to lead their own learning. Visual thinking involves combining students' ideas and making them visible and understandable. It also lets students participate by providing their knowledge and applying experiences to tasks and topics taught by educators, rather than simply explaining theories. The goal is for students to take ownership of their learning process. Visual thinking is a research-based approach that enhances students' thinking skills and self-motivation to learn by integrating their abilities, attitudes, and alertness. It establishes constructive dialogue and challenges preconceptions. Some benefits of visual thinking include gaining new perspectives, emphasizing opinions, encouraging thinking, improving quality of interaction, supporting idea exchange, and applying critical issues in
Visual thinking
The document discusses visual thinking as an approach to education that allows students to lead their own learning. Visual thinking involves combining students' ideas and making them visible and understandable. It also lets students participate by providing their knowledge and applying experiences to tasks and topics taught by educators, rather than simply explaining theories. The goal is for students to take ownership of their learning process. Visual thinking is a research-based approach that enhances students' thinking skills and self-motivation to learn by integrating mental models and challenging perspectives. It allows students to contribute ideas from their prior knowledge and be problem solvers. The benefits of visual thinking in the classroom include gaining better perspectives, emphasizing opinions, encouraging thinking, improving quality of interaction, supporting new ways
More Related Content
What's hot
Reading a Test - Test Pointers
What is there in a test?
Just how is a test created?
What are the things to take note of?
Here it is.!
Reading edutainment
The document discusses various strategies for developing reading skills across subjects. It describes moving beyond traditional comprehension questions by having students interact with texts in different ways, such as visual and moving image materials. The document also provides tips for decoding difficult words, including guessing meanings based on context, referring to prior knowledge, and reading passages aloud. It recommends slowly releasing full texts to encourage questioning and predictions, as well as scrambling or reordering sentences to focus on elements like chronology.
CPD on showing progress in lessons and over time
The document provides examples of formative (AfL) and summative assessment. It discusses showing progress during lessons and over time through formative assessment strategies like using success criteria, tracking boards, and marking work to provide feedback and track improvement. Some specific ideas mentioned include using colored post-it notes to show progress in a lesson, a "tiers of progress" board to move between novice, apprentice, and expert levels, and marking a sample of student work to identify issues and give verbal feedback. The key is that formative assessment, such as these strategies, should be used to monitor progress and guide instruction, not just collect data.
Marking staff meeting 12.5.15
This document discusses strategies for effective marking and feedback at Chalfonts Community College. It addresses using improvements and responses to provide feedback that has impact on students' learning. Examples shown include using positive language and setting clear expectations for student responses. Providing dedicated response time is advocated to ensure students can reflect on feedback. Peer and self-assessment is discussed as a way to reduce teacher workload if implemented properly. Key tips include modeling assessment, using success criteria, and having teachers moderate student feedback. Evaluating examples in the document and sharing other experiences is suggested.
Feedback and Marking: Before, During & After.
This document discusses feedback and marking in the science classroom. It summarizes research showing that feedback is most effective when it reduces the gap between where students are and where they need to be. Feedback should provide clear next steps for students and cause them to think and monitor their own learning. The most useful feedback is focused on learning goals, prompts future action, and makes students do more work than the teacher. The document also discusses providing feedback before, during, and after lessons through techniques like pre-assessments, self-scoring quizzes, and dedicated reflection time.
Concept Attainment Model
The lesson plan uses the concept attainment model to help students learn about the concept of "liabilities". In phase 1, the teacher presents examples of situations involving borrowing money or promising future payment and identifies them as positive or negative examples of the concept. In phase 2, students analyze the examples, generate a hypothesis that the concept relates to obligations, and test it by classifying new examples. In phase 3, the teacher confirms their hypothesis, defines liabilities as obligations of a business to others, and ensures students understand how they attained the concept.
Marking for Outstanding Impact
This document discusses effective strategies for marking student work and providing feedback to improve learning. It identifies feedback as the most effective strategy, adding 8 months of learning per year. The document outlines the community college's policy for "SIR feedback", which requires teachers to identify strengths, areas for improvement, and opportunities for students to respond. It emphasizes feedback should cause thinking and help students close gaps in knowledge. The policy aims to promote consistent, high-quality feedback across departments to support outstanding student progress.
Center station look-fors
This document provides guidance for effective reading and writing workshop centers and stations. It emphasizes that mini-lessons should be the focus of center work and should target specific strategies. Strategy stations should provide practice applying skills like fluency, phonemic awareness, and comprehension. Quality stations should introduce models of good reading and writing. Centers are most effective when students work at their level, practice authentic reading and writing, and the teacher explicitly models expectations. Students should work independently and be accountable for their learning, while receiving scaffolding as needed. Sharing allows students to practice skills for an audience and receive feedback.
Marking and feedback suggestions
1) The policy for marking student work is to mark core subjects every two weeks and non-core subjects every three weeks. Marking can be done by peers or self-marking but must also be marked by the teacher every half term for non-core subjects. Comments should include strengths, improvements, and a student response.
2) Suggested marking techniques include acknowledgment marking of 5 books per lesson, dot marking to note strengths and improvements, and using a yellow box to focus student improvements on a specific paragraph. Process praise focuses on effort rather than ability.
3) Self-assessment and student reflection are effective for understanding improvement areas and measuring progress, and may be more powerful than peer assessment.
Lesson design for pp students activities - questioning
PP students sometimes avoid participating in class discussions due to fears about not understanding the material as well as their peers. Questioning strategies beyond IRE, such as Think Pair Share, can help engage PP students while shielding them from public scrutiny. Teachers should ask fewer but better questions, insist on full developed responses, aim for high challenge low access tasks with clear modeling, and limit low value tasks to encourage depth over breadth. Planning lessons with questioning structures ensures PP students contribute answers and addressing training resources on questioning and engaging activities can provide more support.
Marking for outstanding impact
This document provides tips on how to create impactful marking to improve student learning. It discusses the importance of feedback and outlines several focuses or best practices for marking, including using strengths and improvements, allocating response time, providing timely feedback, tailoring the amount and method of feedback to students, communicating to the intended audience, addressing specific contents, allowing for comparison, describing the function of feedback, maintaining positivity, setting high expectations, addressing literacy, and incorporating peer and self-assessment as well as verbal feedback. The overall goal is to provide feedback that empowers students and motivates them to make progress in their learning.
Lesson Design And Planning
The document outlines the key components of an effective lesson plan: objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It discusses each component in detail, emphasizing the importance of objectives that address different learning domains, modeling concepts for students, checking for understanding using Bloom's Taxonomy, providing guided practice and feedback, and conducting assessments to improve teaching. The overall message is that effective planning and teaching incorporates all these elements to help students learn.
Trainers etiquette
Trainers should follow proper etiquette to ensure training sessions are smooth and memorable. This includes being punctual, dressing appropriately, and maintaining a respectful attitude. Trainers should greet participants, learn their names, listen without interrupting, appreciate different opinions, and remain impartial. They should also avoid jokes at participants' expense, speaking in languages not all understand, getting too close physically, and using sessions to promote products. Following these etiquette guidelines allows trainers to disseminate knowledge effectively and serve as role models.
Challenge cherwell learning july
Send work back if you aren’t satisfied. Insisting on excellence and being prepared to ask students to improve their work sends a powerful message about building strong work habits. Improving or redoing work should be seen as a necessary part of learning, not a sign of failure. Look for excellence in every task by pushing students towards greater precision, detail, sophistication and depth in their work. Begin with high standards outlined in criteria for top levels and use these to guide students from an early age. Avoid low-value activities and presenting work that does not demonstrate real mastery of the subject.
Guidelines for writing exams
Writing skills are important for MBA students to display on exams. Some tips for writing exams include:
1) Draw a rough draft in your mind before writing to organize content.
2) Attend lectures to reduce study time, as exam content often relates to lectures.
3) Write in appropriate technical language depending on the subject.
4) Prepare pens, watch, materials before the exam. Manage time well and review answers thoroughly.
Assistat professor interview questions in eng. colleges
here am mentioned some valuable interview questions for assistant professor jobs in engineering colleges
Sesdp training demo rubrics
This document proposes a rubric to evaluate teacher training using Bloom's Taxonomy. The rubric assesses content, teaching process, and student outcomes. It evaluates if objectives are clear, learning activities engage different cognitive levels from remembering to evaluating, and if lessons appeal to multiple senses. An effective lesson sticks in memory, makes students want to learn more, and considers peers as resources. It gives positive feedback and emphasizes authentic, discovery-based learning over simple information downloading. The facilitator sustains attention and reinforces learning through summaries and cues.
Modelling cl2
1. Effective modeling in the classroom involves showing students small parts of tasks with an emphasis on quality, not just completion. This brings students' attention to excellence.
2. Models make explicit the qualities of excellent work and help link work to success criteria. Teachers can use differentiated models to show a range of quality levels.
3. Technology allows teachers to easily capture and share student models to promote assessment and learning. Scanning work creates resources like screencasts that can be widely viewed.
How to be a trainer
This document provides an overview of learning and communication topics for training. It discusses defining learning as an active process involving attention, information, processing, conclusions, application, and evaluation. Body language, listening skills, and feedback are important communication techniques. The role of a trainer is to facilitate learning through selecting appropriate instructional methods and tools. Designing effective sessions involves moderation, visualization, handling difficult delegates, and using tips and tricks.
Basics of Training Content Design
The document discusses several topics related to training content design and development. It begins by noting that students forget 90% of what they learn within 30 days, with most forgetting occurring within the first few hours. It then introduces the ADDIE model for developing training, which includes the phases of analysis, design, development, implementation, and evaluation. Specific tasks and outputs for each phase are listed. The document also discusses course structuring guidelines and the ARCS model for motivating learners through gaining attention, establishing relevance, building confidence, and satisfying learners. Blooms taxonomy and the differences between learning and retention are briefly covered.
What's hot (20)
Lesson design for pp students activities - questioning
Lesson design for pp students activities - questioning
Assistat professor interview questions in eng. colleges
Assistat professor interview questions in eng. colleges
Viewers also liked
Visual thinking
The document discusses visual thinking as an approach to education that allows students to lead their own learning. Visual thinking involves combining students' ideas and making them visible and understandable. It also lets students participate by providing their knowledge and applying experiences to tasks and topics taught by educators, rather than simply explaining theories. The goal is for students to take ownership of their learning process. Visual thinking is a research-based approach that enhances students' thinking skills and self-motivation to learn by integrating their abilities, attitudes, and alertness. It establishes constructive dialogue and challenges preconceptions. Some benefits of visual thinking include gaining new perspectives, emphasizing opinions, encouraging thinking, improving quality of interaction, supporting idea exchange, and applying critical issues in
Visual thinking
The document discusses visual thinking as an approach to education that allows students to lead their own learning. Visual thinking involves combining students' ideas and making them visible and understandable. It also lets students participate by providing their knowledge and applying experiences to tasks and topics taught by educators, rather than simply explaining theories. The goal is for students to take ownership of their learning process. Visual thinking is a research-based approach that enhances students' thinking skills and self-motivation to learn by integrating mental models and challenging perspectives. It allows students to contribute ideas from their prior knowledge and be problem solvers. The benefits of visual thinking in the classroom include gaining better perspectives, emphasizing opinions, encouraging thinking, improving quality of interaction, supporting new ways
Tpi
The document is a summary of Fabio Lopez's results from the Teaching Perspectives Inventory (TPI) test. [1] It provides Lopez's scores in each area measured by the TPI: Transmission, Apprenticeship, Developmental, Nurturance, and Social Reform. [2] It also analyzes Lopez's beliefs, intentions, and actions scores within each perspective. [3] Lopez reflects that the TPI helped him identify strengths and weaknesses to improve his teaching approach and better understand his educational philosophy.
Steps to work_on_photoshop[1]
1. Apply a Gaussian blur to a duplicated layer set to Overlay blending mode to softly boost contrast. A Vivid Light blend gives a more dramatic effect.
2. Use selection tools and filters like Dark Strokes on a copied layer to add effects just to the subject. Adjust opacity to control the effect.
3. Add color and drama by duplicating the layer, applying a Neon Glow filter in a complementary color, and using Overlay or Vivid Light blending modes.
4. Softly blur a duplicated layer at 50% opacity for an easy, dreamy effect good for portraits.
Visual thinking
The document discusses visual thinking as an approach to education that allows students to lead their own learning. Visual thinking involves combining students' ideas and making them visible and understandable. It also lets students participate by providing their knowledge and applying experiences to tasks and topics taught by educators, rather than simply explaining theories. The goal is for students to take ownership of their learning process. Visual thinking is a research-based approach that enhances students' thinking skills and self-motivation to learn by integrating mental models and challenging perspectives. It allows students to contribute ideas from their prior knowledge and be problem solvers. The benefits of visual thinking in the classroom include gaining better perspectives, emphasizing opinions, encouraging thinking, improving quality of interaction, supporting new ways
Instituto francisco morazán
The 45-minute lesson plan aims to teach 1st year bachelor students about direct and reported speech as well as passive and active voice. The teacher will provide a short introduction and lead group work activities including memorization exercises, group competitions, and written questions. Students will analyze pictures and images to relate them to words in different tenses. Active participation and performance will be evaluated through oral responses, participation, and written work.
Visual thinking
The document discusses visual thinking as an approach to education that allows students to lead their own learning. Visual thinking involves combining students' ideas and making them visible and understandable. It also lets students participate by providing their knowledge and applying experiences to tasks and topics taught by educators, rather than simply explaining theories. The goal is for students to take ownership of their learning process. Visual thinking is a research-based approach that enhances students' thinking skills and self-motivation to learn by integrating mental models and challenging perspectives. It allows students to contribute ideas from their prior knowledge and be problem solvers. The benefits of visual thinking in the classroom include gaining better perspectives, emphasizing opinions, encouraging thinking, improving quality of interaction, supporting new ways
Instituto
The 45-minute lesson plan aims to teach 1st year bachelor students about direct and reported speech as well as passive and active voice. The teacher will provide a short introduction and lead group work activities including memorization exercises, written questions, and relating pictures to words. Students will be evaluated through oral responses, participation, and written and verbal assessments to ensure they can apply different voice tenses and express basic commands.
Animals case study
This document discusses guidelines for animal assisted activity, animal assisted therapy, and resident animal programs. It defines these terms and outlines the benefits they can provide such as emotional and physical health benefits for patients. It also discusses concerns, such as zoonotic disease transmission, and recommendations for veterinary involvement and key components for successful programs like animal selection, health screening, and supervision.
Viewers also liked (9)
Similar to Tpi
R.T.C 6 - Inquiry Planning - Maths - What is Evidence?
The document describes a teacher's planning and implementation of a mathematics learning program for target students. It includes:
1) Details of the program including daily sessions, reviewing progress, and focusing on number recognition and calculation strategies.
2) Evidence of using learning progressions to set goals and monitor development in knowledge and strategies.
3) An inquiry process to help students articulate their learning through modeling, questioning, and statements describing strategies.
2010 e124 eca guidance 1
The document provides advice and guidance for completing an end-of-course assignment (ECA) for an early childhood education course. It suggests focusing on an area of learning or development to audit, comparing practices, and reflecting on one's role and the course content. Specific guidance is given for each section, including choosing a focus, conducting an audit of provision and policies, analyzing effective practices, and using course materials and references.
Developing and writing a philosophy of teaching statement
This document provides guidance on developing a statement of teaching philosophy. It outlines six key points to address: goals for students, teaching methods, interactions with students, assessment, professional growth, and determining teaching effectiveness. Readers are prompted to write a paragraph on each point using specific examples. A checklist is then provided to help assess drafts based on purpose, voice, beliefs/arguments, and conventions. Finally, readers are tasked with writing their own teaching philosophy statement incorporating the lessons and feedback tools provided.
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1
The document discusses reflection and its application in education studies. It defines reflection as serious thought about a situation or experience and explains how reflective techniques like questioning and journaling can be used. Reflection is important for practitioners to develop skills and address challenges. It clarifies that both open-ended and closed questions have a role in reflection. The document also discusses Bloom's Taxonomy and its domains of learning. Learners are asked to complete reflective writing assignments and discussions applying these concepts.
Conducting post observation conferences
tips on how to enhance the impact of post observation feedback conferences to teachers anchored on the Biophysical model of responses to threat from a paper presented by Jeannie Young and Krissia Martinez (July 2013)
SCHOOL BASED ASSESSMENT
This document discusses school-based assessment (SBA) and the importance of assessing learning in a holistic manner. It provides examples of exercises from an EVS textbook that aim to relate classroom learning to students' real-life experiences. Some exercises can be used for written, oral, or school-based assessments, while others that assess skills like creating art from local materials may require alternative assessment strategies. The document emphasizes that assessing students based on their own experiences allows for multiple responses and deeper understanding compared to questions that can be answered through rote memorization. Overall, SBA is presented as a more effective approach than centralized exams for obtaining a comprehensive view of each child's learning.
New-TIP-Course-1-DepEd-Teacher.pptx
This document provides an overview of DepEd's Teacher Induction Program Course 1. The course aims to help new teachers align their teaching philosophy with DepEd's vision, mission, and values. It also provides insight into a teacher's typical school year. The course contains 3 modules that cover becoming a DepEd teacher, gearing up for the new school year, and creating an engaging learning environment. The document outlines DepEd's mandate, vision, mission, core values and strategic directions to help new teachers understand DepEd's objectives and priorities. It also includes reflection questions and scenarios to help teachers apply the concepts in their own practice.
Week 7 Capstone Presentation.docx
This document outlines the requirements for a Week 7 capstone presentation assignment in a graduate psychology course. Students are asked to present a 20-slide PowerPoint on their chosen psychology career, addressing goals and expectations for their first year, client interactions, a typical day, most rewarding aspects, potential conflicts and how they would resolve them, annual salary and expectations, most beneficial area of education, and continuing education requirements. The presentation must include citations and notes on each slide to further explain the content.
ma'am_salve.pptx
This document discusses key aspects of outcome-based teaching and learning (OBTL). It begins by outlining the learning objectives, which are to identify principles for selecting teaching strategies, evaluate lesson development according to OBTL, and identify a teacher's questioning techniques. It then explains the principles of OBTL, such as involving multiple senses and connecting learning to students' lives. The document outlines the types of questions teachers ask, from factual to open-ended, and reacting techniques. Finally, it provides activities for teachers to observe, analyze, and reflect on applying OBTL principles and techniques in their own lessons.
Teacher Evaluation Report for BT2101 (Tutorial)
This document provides a teacher evaluation report for Zhao Yunkun, who taught the module BT2101-Decision Making Methods and Tools. Some key details:
- Zhao received positive feedback, with average ratings above department and faculty averages. Students nominated him for teaching awards and praised his clear explanations and willingness to help students.
- Areas of strength included his strong subject knowledge, approachability, effort to ensure student understanding. Students commented that he went beyond expectations to teach important content not covered elsewhere.
- No significant areas for improvement were identified. A few students suggested making tutorials slightly more challenging and improving lecture/tutorial content alignment. However, most feedback was very positive overall.
All manchester PLTS Event 11th Dec10
Presentation from my PLTS event for ALL Manchester at Manchester Grammar School on Sarurday 11th DEcember 2010
ALL PLTS event Manchester Grammar 11th Dec10
The document discusses strategies for integrating Personal Learning and Thinking Skills (PLTS) into the modern languages classroom. It provides examples of classroom activities that develop different PLTS areas like independent enquiry, creative thinking, teamwork and more. The document also discusses approaches for embedding PLTS throughout the curriculum, classroom displays, and lesson planning to promote student independence, collaboration and reflection.
portfolio.pptx
The document is a course document for a Pre-Bridging Teacher Licensure course. It includes:
1) An introduction and table of contents covering 4 standards - professional and ethical conduct, professional knowledge, professional practice, and professional growth.
2) Sections on each standard with content on topics like creating a positive learning environment, the importance of lesson objectives, differentiation, and reflecting on teaching practices.
3) Examples of activities teachers could do like preparing physical activities for students and analyzing their own strengths and weaknesses.
The document provides an overview of the key topics and standards covered in a teacher licensure course with the goal of developing teachers' professional knowledge and practice.
Tune Up Your Learning Environment
Educational challenges... This trip takes you to a reflection on the use of learning outcomes, the role of the learner, quality assurance, sparkling learning environments and interconnection... 5 stars, 5 recommendations!
Basics of instructional design
This document discusses the basics of instructional design. It outlines several key components of instructional design including people, processes, tools, theories and organization. It then discusses five main principles of instructional design: problem-based learning, activating prior knowledge, demonstrating concepts, applying new knowledge, and integrating and reflecting on learning. The document emphasizes the importance of contextualizing instruction and including reflective activities to improve learning. It provides examples of how to apply these principles in an instructional design.
Ev681 session3 planning
This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
Implementing a Curriculum Daily in the Classrooms
The document discusses guidelines for developing lesson plans for teachers. It states that teachers with less than 2 years of experience must prepare detailed daily lesson plans, while more experienced teachers can prepare less detailed daily lesson logs. It then outlines the main components that should be included in a lesson plan: objectives, subject matter, procedures, assessment, and assignment. The document also discusses Bloom's taxonomy and revised Bloom's taxonomy, providing examples of learning objectives for each level of thinking. It provides tips for teaching students with different learning styles like visual, auditory, and kinesthetic learners. Finally, it discusses guidelines for selecting appropriate instructional materials based on the cone of learning theory.
Training Evaluation .docx
This document provides an evaluation for a training program for provider's assistants at Cottrell Home Day Care. It outlines the evaluation methods that will be used, including feedback questionnaires, tests, and observations to assess how well trainees retain the information. Sample evaluation forms are provided in the appendices. The evaluation aims to improve training quality and ensure employees are properly prepared for their roles in caring for children.
Benefits in implementing a Social Emotional Skills Program
Implementing a social/emotional skills program in schools would provide many benefits to students. It would help students develop important social and emotional skills to prevent future problems, build competence, and guide them to become well-balanced individuals. Regular lessons on social skills taught by teachers could be easily incorporated into the normal school day. Role playing activities allow students to practice appropriate behaviors and responses to different situations. Meeting regularly to choose skills and coordinate lessons ensures all students receive consistent instruction. While some students may need extra support, overall a social/emotional program can help students, improve behavior, and assist teachers.
Skills For Coaching
The document provides guidance on skills needed for coaching and mentoring such as active listening, summarizing, goal setting, and questioning. It discusses setting goals that are specific, measurable, achievable, relevant and time-bound. Coaches should use questions to encourage reflection and help coachees see the "big picture". Providing the right balance of support and challenge is important for growth.
Similar to Tpi (20)
R.T.C 6 - Inquiry Planning - Maths - What is Evidence?
R.T.C 6 - Inquiry Planning - Maths - What is Evidence?
Developing and writing a philosophy of teaching statement
Developing and writing a philosophy of teaching statement
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1
Benefits in implementing a Social Emotional Skills Program
Benefits in implementing a Social Emotional Skills Program
Recently uploaded
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Constructing Your Course Container for Effective Communication
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneবাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Topic : Bed making
Subject : Nursing Foundation
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Recently uploaded (20)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Constructing Your Course Container for Effective Communication
Constructing Your Course Container for Effective Communication
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Tpi
- 1. Teaching Perspective Inventory Fabio Enrique Lopez Campos Management of technological resources for the teaching and administration of the English Language 2011
- 2. Fabio Lopez here are your TPI scores: ---------------------- 02-SEP-11 ---------------------- Transmission total: (Tr) 40.00 B=14; I=11; A=15 Apprenticeship total: (Ap) 42.00 B=14; I=15; A=13 Developmental total: (Dv) 39.00 B=10; I=15; A=14 Nurturance total: (Nu) 42.00 B=13; I=15; A=14 Social Reform total: (SR) 38.00 B=11; I=15; A=12 ---------------------- Beliefs total: (B) 62.00 Intention total: (I) 71.00 Action total: (A) 68.00 ---------------------- Mean: (M) 40.20 Standard Deviation: (SD) 1.60 HiT: (HiT) 42.00 LoT: (LoT) 39.00 ---------------------- Overall Total: (T) 201.00
- 3. INTRODUCTION TPI: TEACHING PERSPECTIVE INVENTORY TPI. “The Teaching Perspectives Inventory” can help you collect your thoughts and summarize your ideas about teaching. It can be useful in examining your own teaching as well as helping clarify the teaching views of other people. I had to do a test where I found questions which I had not realised, this means, they made me read and do, and some others which I answered blindly because I do it in my sessions. The test is very well-focused, I suggest this self-test to Educators, not only to fill in the answers, but to think, analyze the questions and statements written there in.
- 4. 1. It will help you clarify your teaching behavior, values and beliefs. And to learn more about your perspectives on teaching, learning and knowledge. This way I can see my weakness and strengths to target a reliable teaching. 2. Sometimes Educators “think” they have all Educational beliefs, and this is false because we make mistakes which I would describe as “Pedagogical Tsunami” and the consequences are very destructive at the end. This is why this ITP test was very useful for me. 3. Educational intentions should not be called “Educational “ sometimes because most of Educators forget Education has to be linked to Psycology. Most Educators treat students in a destructive way, they forget self-esteem is being attacked and they stop the process of learning. Education means construction NOT distruction. Educational actions is another problem Educators do not have in mind. Most of Educators are “teacher centered” They go talking and talking, and students just listen and listen, without having any output from them, that is why Educators do not relate their topics to real life. Education has to be related to real life examples, task to have students practice and live their experience. 4. ITP will help you understand and interpret your profile. Perspectives allows teachers to accommodate changes in context, content, and learners. Common sense requires that no one can operate from all five simultaneously, since they represent contrasting and sometimes competitive teaching. On your profile sheet you also have sub-scores for Beliefs, Intention, and Actions within each perspective. These scores will help you identify your philosophy of teaching by outlining whether your views within a perspective are different or equally in what you believe, what you try to accomplish, or what educational actions you take in your teaching.