This document outlines the aims, assessments, and expectations for an introductory skills module. The module aims to develop personal, academic, and professional skills through workshops, online activities, and reflective assignments. Students will complete a reflective blog worth 75% of the module mark, updating it weekly, as well as a two-part portfolio assignment. They are instructed to set SMART goals and complete induction activities and quizzes online. The document provides details on the assessments, expectations for the blog reflections, and a checklist of tasks for students to complete during the introductory week.
Teaching Presentation Skills for the ClassroomJohn Fallon
This is a presentation promoting my book and the curriculum that I developed for teaching the experimental course "Presentation Skills" in South Carolina High School classes. You can find the website at www.teachingpresentationskills.com
How to Make a Good Presentation (academical) -Professorillama ep1David Christianto
Hello!
This Ep. is in english version, represent my opinion about a good presentation slide has to be. the slides content about academical presentation,
this edition, I will show you about:
1. the aim of making slide presentation
2. slide design (size ratio, background & font color)
3. cover slide
4. agenda (presentation line)
5. content (introduction, theories, methods, results, conclusion, references, and acknowledgement)
For any questions, you can contact me at:
Yahoo mail: christiandaved25@yahoo.com
Skype: christiandaved
LinkedIn: christiandave25@yahoo.com
blogs: https://professorillama.wordpress.com/
Facebook : https://www.facebook.com/Ken.Ryouga
Ora et labora!
Follow 10 Tips for Excellent Assignment Writing Serviceolivermarkbme
In this PPT our Writing experts share few assignment writing tips and trick to you that will definitely improve your writing skills and you can write your assignment very easily. If you have any queries contact us via email bookmyessay@gmail.com. To get more https://www.bookmyessay.com
NTAC 2016 Electives Principles and Practices Day 1 Slide DeckRhitt Growl
This slide deck was used during day one of the Electives Principles and Practices workshop at NTAC 2016. The three day workshop was lead by New Tech Network Coach, Matt Thompson, and Satellite Center Digital Media Facilitator, Rhitt Growl. The purpose of the workshop was to familiarize participants with the key components of project based learning and for them to begin developing a project idea that they can implement in their classrooms.
Teaching Presentation Skills for the ClassroomJohn Fallon
This is a presentation promoting my book and the curriculum that I developed for teaching the experimental course "Presentation Skills" in South Carolina High School classes. You can find the website at www.teachingpresentationskills.com
How to Make a Good Presentation (academical) -Professorillama ep1David Christianto
Hello!
This Ep. is in english version, represent my opinion about a good presentation slide has to be. the slides content about academical presentation,
this edition, I will show you about:
1. the aim of making slide presentation
2. slide design (size ratio, background & font color)
3. cover slide
4. agenda (presentation line)
5. content (introduction, theories, methods, results, conclusion, references, and acknowledgement)
For any questions, you can contact me at:
Yahoo mail: christiandaved25@yahoo.com
Skype: christiandaved
LinkedIn: christiandave25@yahoo.com
blogs: https://professorillama.wordpress.com/
Facebook : https://www.facebook.com/Ken.Ryouga
Ora et labora!
Follow 10 Tips for Excellent Assignment Writing Serviceolivermarkbme
In this PPT our Writing experts share few assignment writing tips and trick to you that will definitely improve your writing skills and you can write your assignment very easily. If you have any queries contact us via email bookmyessay@gmail.com. To get more https://www.bookmyessay.com
NTAC 2016 Electives Principles and Practices Day 1 Slide DeckRhitt Growl
This slide deck was used during day one of the Electives Principles and Practices workshop at NTAC 2016. The three day workshop was lead by New Tech Network Coach, Matt Thompson, and Satellite Center Digital Media Facilitator, Rhitt Growl. The purpose of the workshop was to familiarize participants with the key components of project based learning and for them to begin developing a project idea that they can implement in their classrooms.
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
New Year and new beginnings!
This month we want to engage students as much as possible in the learning process with our activities for learners from A1 Movers to C1 Advanced.
Happy teaching!
Congratulations, your students are now ready to develop plans for their chosen career and implement them!
From the previous session, they were able to identify their strengths and weaknesses, and analyzed opportunities and threats that run with them. They also learned that SWOT is not only an effective tool for business but is also beneficial for job seekers and students like them who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on their timeframe. This will assure them of a more structured and reliable implementation of plans that will lead to achieving goals. Finally, this session will enable them to focus their talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
How To Prepare Your Career Portfolio for Your FutureFahri Karakas
We are kickstarting our seminar series with a fascinating set of exercises and resources to unleash your imagination.
The first task of this module is to unleash your imagination and use it wildly.
Every one of us is creative. We are born creative. We need to reclaim our own creativity.
These exercises and resources will help you to do this.
As you start working on your portfolio, you will also start a new journey of self-discovery, creativity, and asset creation.
In this journey, you are only competing with yourself.
You need to find your own path in this life and this module will help you to do that.
Enjoy!
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!
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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
1. Introduction
Describe and explain key features of
LJMU this module’s aims and
assessments
Identify personal targets
Reflect on previous experiences
Use appropriate digital resources
3. This module
Aims of the module: develop
personal, academic and
professional skills that you
can take into any future
studies or employment.
Finding information,
communicating and debating
your ideas about that
information, using digital
platforms and reflecting on
your own progress.
Each week: two hour
workshop – it’s not a
lecture!
One hour of online activities Short homework tasks
4. To get us started…
Think about something that you have
been involved in that has either gone well
or not so well. For example, planning a
night out that went disastrously wrong or
solving a problem at work.
In twos or threes, describe what
happened. Why do you think it turned out
that way? What did you learn from it?
5. Reflection
• As well as us getting to know each other a bit better,
you have just been reflecting. Why?
• Reflection is a key skill we will focus on developing in this module because it helps
you to work out how to make progress, use feedback and set goals.
• One way of thinking and writing reflectively is to think about description,
interpretation and outcome (DIO).
6. Reflection
• On your handout, you have an example
of a student reflecting using the DIO
approach. Can you see how your
conversation could be written up like
this?
7. Reflection is key to one of your assignments for the
module.
• You are to write a reflective online blog.
• Submit it 18th December.
• Worth 75% of your module mark.
• Equivalent to 2,500 words
• Update it each week with your
thoughts and reflections on what you
have done and learnt during the week.
It is personal – be honest.
We want you to be reflective and
creative.
Think about how to communicate
clearly: good levels of English.
Use images, web links, videos,
recordings as much as you want as
long as the total at the end is about
2,500 words worth of writing.
8. While we’re talking about assignments:
The other 25%: two part portfolio of 1,000 words =
500 words on finding appropriate reading material.
500 words comparing and contrasting two pieces of reading.
Submit it 20th November.
You will also submit a formative assignment (not formally graded) on 19th October.
This is an opportunity for you to be given some feedback to help you in the
assessed assignments.
9. Before you go any
further this year, one
thing you need to do
is start setting
yourself some goals.
You will then reflect
on whether you have
achieved them.
10. What are your SMART goals?
You have your own SMART goal
template. Think about what
YOU want to achieve and why,
how you will achieve it, by
when and how you will know.
11. Online learning this week
• Scan and email your completed SMART goals sheets to
me.
• On Canvas:
1. Complete the Induction activity in Quizzes
2. Complete the Getting to Know You activity in Quizzes.
3. Set up your blog and send the link by to me by
email (follow the instructions).
4. Make your first blog entry.
Think about what you have done this week, how you
have felt, what you have
learnt.
You can call your blog anything you want (within
reason).
12. And finally…your
checklist
Make sure you know where to find
my email address
Read the module guide
Complete and email your SMART goal
sheet
Complete the Induction and Getting
to Know You activities
Set up you blog and complete your
first entry
Submit the link to your blog by email
Editor's Notes
15 minutes max
This is an opportunity to immediately build up their confidence by congratulating them on being offered a place to study at LJMU. As university students, this is a great opportunity for them to develop their knowledge and skills so that when they start L4 next year, they are in an excellent position to succeed, and will probably be better equipped than many coming straight from school of college. Key induction material/activties will be delivered but also some online resources will be signposted.
5 minutes
Emphasise that it’s a workshop needing active engagement and learning rather than being being lectured to ( in fact will probably be telling them things more in this session than any other to come), so we expect plenty of talk from them and asking of questions. The online is a compulsory part of their learning hours. I thought just summarising the aims really briefly like this here, can avoid going through the whole module guide with them. We will show them where that is later. This only needs to be pretty brief so that they get into an activity (next slide) very quickly.
15 minutes including getting feedback from some of them. During the feedback, employ plenty of questioning to push them on the ‘why?’ and ‘what did you learn?’ elements so that you can start modelling reflection – also ask their partners for their thoughts on these questions so that the individual student doesn’t feel too in the spotlight being challenged (offering different perspectives too).
10 mins (15 max) Although they will be needing to develop more academic-style reflections for some assignments on their degree, with references to models and literature, the simple D,I,O is possibly better suited to their requirements now and we don’t want to overload them in week 1 so we’ll stick to this at the moment. They also don’t have to refer to theory in their reflective blog (although if they do that would be great – and there is a reflective writing book on their reading list, which they could choose to look at)
5 mins - you could ask whether any of the group is willing to orally turn their experience into DIO; if not, you can model some of their examples they have just given using the format to illustrate. Although they will be needing to develop more academic-style reflections for some assignments on their degree, with references to models and literature, the simple D,I,O is possibly better suited to their requirements now and we don’t want to overload them in week 1 so we’ll stick to this at the moment. They also don’t have to refer to theory in their reflective blog (although if they do that would be great – and there is a reflective writing book on their reading list, which they could choose to look at)
This could take up to 10 minutes if there are questions. Be explicit in the link between what they have just been doing, an aim of the module and this assignment (becoming a reflective and effective learner but also developing professional skills in terms of digital skills and that reflection is often part of a job with, e.g., performance reviews) so that they can start to see the relevance of what they have been doing and feel a little more confident before they are introduced to the assignment – they will have a sense of what they need to do. Here we are saying they need good levels of English but as it is a blog, they don’t need to write it in a strictly academic style of writing so we don’t need to speak to them about that now (it will come in following weeks). As long as it is well-written English, that’s fine. We can also reassure them that their writing will improve as they develop this semester and so not to worry too much about what they write early on negatively affecting their mark. In fact we want to see a development in their writing as they add to the blog (and they can always go back and edit). Some of the things they may want to include are examples of work they have done in other modules, activity sheets or PowerPoint slides from other classes if they want to use them to show how they are developing or how they are using that material to think about their own learning. They can also add links to podcasts, TV programmes, music, links to library books, images from the web or even photographs they have taken (e.g. a photo of a group mind map from a class or a picture of themselves doing something)
5 mins max. There are further instructions on Canvas if they want to look at them but emphasise that the first few weeks will all be building up to them being able to understand the instruction fully and complete it successfully, so no need to worry now. Emphasise the importance of the formative assignment as a safe place to make mistakes and to get some helpful advice before writing the portfolio.
5 mins including the video. To help them prepare for these assignments and their classes (as a link with the previous slide), they need to set goals. The use of the video is to break up the tutor-talk a bit.
5- 10 mins. Ask for an example of one or two of them – open up a Q and A about the MART bit (and the S if it needs to be more specific) as a way of modelling for their own. If none are willing to offer and example, give one of your own and get them to do the MART bit through the discussion. They will then just take the sheet with them to do at home as they have to email it to us as part of their online learning this week. They could do it in class if there is time and you think they are wanting to do something written at this point – they could complete or develop it then at home.
10 mins. To scan and email, they are having to show they have found out how to scan a document and attach it to an email. Ask them where they would find help in the library to do this (at the Hub). It also checks that they have made a note of your email address. Their email etiquette as a further personal/professional skill can then also be assessed by you (but only mention this next week if some of them need a reminder of how they should write an email to their tutor – see what they are like without telling them what you expect/want). You then need to get Canvas up and show them the module and where they will find everything they need for these tasks. It could be worth opening up the e-portfolio to show them where it is but they need to follow the instructions on Canvas, and show them how to copy the URL to email you. Instructions and links for these tasks are all in the resources for Week 1. You can then show them the other features on Canvas, e.g. the You and Your Studies and Module Guide tiles.
To finish – make sure they are all clear and ask if they have any questions. If anything comes to them during the week, they can just email.
The session is meant to finish quite early as there is a lot of information they need to take on board. Offer the final half hour or so as an opportunity for any students to stay and speak to you about the module, course or any issues they have (e.g. they may need to be referred to SAW and not sure where to go).
