"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
1. Earthsoft Foundation of Guidance
Edge-Aggressive-Reliable-Trust-Honesty-Soft-Obedient-Fun-Transparent
Making earth little softer
2. About us
Earthsoft Foundation of Guidance (EFG) has uploaded following
presentations at http://myefg.in/downloads.aspx
Be mentor using your education, knowledge & experience to
contribute for a social cause & do conduct free training seeking
help of existing platforms. Kindly share with your friends
•Motivation for higher study, Planning for study, Education
guidance, Career guidance, Career available after SSC & HSC
•Personality development – 3 files
•How to prepare resume, Tips to attend interview successfully
•Religion related –To understand basic religion, Do & Don’t tips
•Health related - Be vegetarian, Be healthy, Manage health
•Corporate - Project management, Assertiveness, Ownership,
Effective communication, Leadership, Be entrepreneur
•Finance - To avoid speculation in stock market
•Social - Women empowerment, Choosing life partner, conflict
resolution, stop ragging, stop alcohol, snakebite treatment
Making earth little softer
3. Objectives
• To identify characteristics of the best teacher
• Effective teaching and learning methods
• Strategies to implement
• Using questioning to enhance learning
• Instructional coach
• Designing & planning a lesson
• Classroom management
• About Teachers
• Understanding students
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4. Stake holders & entities
SCHOOL
regulated?
teachers textbooks curriculum
equitable ? Personal Social
benefits benefits
assessment
finansing management
evaluation
open and
measurable and efficient & participatory ?
accountable ? effective
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5. Input & Output
Central steering
framework
Uniform plan &
programm
Inspection
Outcome
monitoring
Uniform
textbooks
Centralized
Teacher training
Support to Support to
teachers schools
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6. Construction
Accountable Management
COMPETENT
RESPONSIBLE
Teacher Professional
FREE CHILDREN
Development
ASSESSMENT & EVALUATION
Activity
PILOT PILOT
PROGRAMMES SCHOOLS
SCHOOL
INNOVATION NETWORK
N E W CURRICULUM & TEXTBOOKS
Training Informing
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7. Education system
• Everybody has his own perspective based on:
• Incidental knowledge
• Particular experience
• Own success story and of course,
• Interests
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8. We Learn and Retain:
10% of what we READ
20% of what we HEAR
30% of what we SEE
50% of what we HEAR and SEE
Higher levels of retention can be achieved
through active involvement in learning.
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9. The Pedagogical Cycle
• A science & art of education aiming the full
development of the human being by skills
acquisition & enhancement
• A set of actions, responses, communications
that define activity in the classroom
• Structure Define following
• Question Action Response Communication
• Response Structure
• React Question
Response
Reaction
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10. Make a difference
Realistically, can you really
make a difference? Yes!
I cannot do everything but
still I can do something.
I will not refuse to do which I
can do, & will surely do!
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11. “The aim of teaching is simple:
It is to make student learning possible”
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12. What is teaching?
• It's about motivating students to learn that is
relevant, meaningful, and memorable
• It's about caring for students & their skills,
knowledge, intelligence & personality, having
passion & conveying that passion to students
• Good teaching is also about bridging the gap
between theory and practice
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13. How do we teach
While teaching observe the following…
• Be prepared
• Know the complete content
• Know it like a movie
• Manage time
• Seek participation
• Allow variety of teaching approaches
• Give eye-to-eye contact during teaching
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14. Teaching methods
Teachers to know
• The most advised teaching method is the
participatory teaching method
• A teacher following this is called a reflective
teacher, who believes in the constructivist
learning theory
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15. Participatory teaching method
• Participatory teaching is also termed as
interactive teaching method or learner centered
teaching method
• This method stresses the subjectivity of learners
and the self construction of knowledge
Shift in
approach
Learners are empty plate Learners can construct
who are supposed to be knowledge and learn on
imparted with knowledge their own if properly
(teach concept) guided (learn concept)
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16. Participatory teaching method
Question and answer method:
• Buzz groups
• Discussion
• Brainstorming
• Role play
• Songs and jingles (tune/ring)
• Use of interactive media materials
• Games
• Devil’s Advocate
• Case study
• Field visit
• Debate
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20. Learning
Become Part Of Learning Community
(Formal & Informal)
Enhance Different Skills
(Cognitive & Transferable)
Ask Critical Questions
(What, How, Why)
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21. Outcomes - based learning
Agreed Statement Of Learning Intent
Common (Shared) Knowledge
Process enabling outcome To Be Achieved
Methodology
The Criteria For Judging Achievement
Apply Knowledge
Evaluate Application
Present Application
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22. Process to deliver
Ground Rules
Assure students
Materials used
Learning goals
Means of achieving
Facilitate
Arrange classroom
Presentation material
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23. Problem solving skills
Outcome Problem
evaluated diagnosed
Action Solutions
taken planned
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26. Future
100 years from now it will not matter
What kind of car I drove,
What kind of house I lived in,
How much I had in the bank account,
Or what my clothes looked like
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27. Effective Teaching
Following will result in effective learning
• It must have a known organization pattern and
apparent structure.
• Better learning via right questioning
• Learning is partially an art and a skill
• Lower order questions – factual, naming, etc.
• Higher-order questions – evaluate, analyze,
compare, solve a problem….
• Better classroom setting
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28. Effective Teaching
Knowledge
Evaluation Comprehension
Synthesis Application
Analysis
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29. Teacher Development
Survival &
Growth
Maturity Consolidation
Renewal
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30. Community Knowledge
• Connecting students to the outside world…
• To know the students’ community..use following
• Eating in the community
• Living in the community
• Reading local community papers
• Talking with community members
• Going to meetings of the community
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31. Teaching tools
Most developed teaching tools are:
Content knowledge
Pedagogical skills
Reflective skills
Communication skills
Management skills
Positive attitude
Dispositions
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32. Important to build
• Pedagogical skill
• An ethic of loving & caring
• Content &
• Knowledge
• Practices
• Philosophy
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33. Ways to have effective teaching...
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34. Organization
• Things run smoothly.
• Students will understand more of
what you are teaching.
• Will have a set plan of what we are
going to teach to the students
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35. Structure
• An understanding of the curriculum process and
responsibilities of a state-based program of
study
• Having the structure helps organization
processes run smoother
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36. Academic Structure as a Goal
• Objectives
• Review
• Motivation
• Transition
• Clarification
• Scaffolding
• Examples
• Directions
• Enthusiasm
• Closure
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37. Deeply involving
• It's about immersing oneself in the field deeply,
talking, consulting, assisting practitioners, and
liaison with their stake holders & communities
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38. Activities
• Using activities than learning out of the book
helps students that have different learning skills.
• Types of activities: hands-on, group/social work
(helps more interactions) outside work.
• Within activities, you have self- discovery.
• With self-discovery, “A sense of self-
determination, existed but not realized within...”
• The students have a boost of confidence when
they realize that they have accomplished
something by themselves.
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39. Enthusiasm
• Using enthusiasm students attention span will
increase and increase learning.
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40. Technology
• Using the sources that are available.
(Computers, phones, etc.)
• Use technology just not in the classroom but
outside of the classroom as well
• Helps interacting with students just not in the
class rooms
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41. Technology
• Technology getting better and newer.
• Offers more opportunities to hit high points
• With the students growing up new technologies
are only effective way of learning at some point
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43. Why am I Teaching?
• 10 reasons for you to make students an offer
they can’t refuse; taking to students :
• Allows to bring new ideas & current thinking
• Stimulates your clinical reasoning skills
• Enhances your career opportunities
• Develops professional organizational skills
• Opportunity to share expertise with colleagues
• Creates and improves your links with
universities and national associations
• Enhances your reputation within your workplace
• Reduces your workload
• Develops teaching skills
• Is deeply rewarding for all involved
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44. Questions You May Have
• What can I teach?
• How much we know
• Whether you are a experienced clinician
• How much will you have to offer a new student
• When can I take the time to teach?
• How can I enhance my teaching skills?
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45. Teaching Roles
Teaching roles include:
• Role Model – purposefully act out and articulate
professional knowledge, skills, and values
• Expert – Demonstrate specific skills and
activities, direct activities, provide information
• Facilitator – Provide opportunities for systematic
practice, suggest possibilities, provide feedback
• Consultant – Observe and react to student
performance at student’s request
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46. Teaching Roles
Some effective techniques include:
• Using the One Minute Approach
• Using personal stories to engage your student
• Asking effective questions
• Using clinical reasoning and reflective
techniques
• Maximizing teachable moments
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47. MicroSkills
Instead of giving the student all the answers, try
the following steps:
• Ask for a commitment from the learner
• Probe for underlying reasons
• Teach general rules
• Provide positive feedback
• Correct mistakes
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48. Asking Effective Questions
• Another effective teaching technique is asking
student effective questions
• Asking good questions --not telling
• Questioning allows the preceptor to:
• Determine learning needs
• Stimulate thinking
• Transfer responsibility for learning to the learner
• Model essential professional behavior
• To know both : what types of questions to ask
and how to ask questions effectively
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49. Effective Questioning
• Allow sufficient “wait time” for the student to
respond.
• Wait at least 3 seconds after asking the question
and after the student stops speaking
• Ask one question at a time. A barrage of
questions is confusing.
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50. Effective Questioning
• Whenever possible, ask rather than tell
• Ask one question at a time & as concisely
• Adjust the difficulty of question to the student’s
abilities, towards increasingly higher levels
• Include questions that help students explore
their attitudes and feelings
• Ask questions about processes & outcome
• Model the kinds of questions you want students
to ask themselves
• Avoid playing, “Guess what I’m thinking?”
• Be sensitive to the needs
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51. Types of Questions
• When to use low level or high level tasks
• Low-level questions ask for recall of facts,
concepts, principles, or definitions
• Higher-level questions ask students to analyze,
synthesize or evaluate information and to form
judgments
• Raise questions about affective feelings/issue in
addition to cognitive questioning
• Know the difference between close-ended
(yes/no responses) and open-ended questions
• Avoid questions that may humiliate the student
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52. Open-Ended Questions
• Open questions (divergent):
• Allow a range of possible answers, invite
reflection and speculation, and stimulate
problem solving.
• Require higher-level cognitive performance and
elicit longer answers.
• Expose student’s thinking processes and level
of expertise
• Allow students to display what they know and
don’t know
• Use it often, and in a sequence that helps
students build their understanding
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53. Open-Ended Questions
Open questions to be used to prompt students to:
• Analyse
• Decide
• Hypothesize
• Challenge
• Summarize: “What are the important topics that
emerged today?”
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54. Sharing Stories
• Teaching through stories can be an effective
way to get the bigger picture
• Through telling stories about your own learning
experience, you can illustrate important aspects
• You can help the student learn to tell their own
stories by:
• Asking the student to tell the story: What
happened? Why do you think it happened that
way?
• Helping them to analyze the story
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55. Learning Conversations
• Learning conversations are a form of debriefing
or reflecting on an experience.
• Three steps are involved, along with questions
to guide each step as in the table below.
Steps Questions to Ask
Tell the What happened? Why do you think it
story happened? How do you feel? What was
most important to you?
Help to How is this similar to your experience?
analyze How is it different? What stands out?
Incorporate What would you do differently?
learning What do you need to know more about?
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56. Teachable Moments
• Maximize teachable moments!
• A teachable moment is an unplanned
opportunity to connect what is happening in front
of you with a broader concept.
• Teachable moments can happen anywhere, any
time.
• A teachable moment occurs when:
• The student’s readiness is at peak
• The student is open to learn
• The student is actively seeking information
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57. Teachable Moments
• When a student asks a question
• When the student demonstrates knowledge that
has been acquired formally
• When the student makes a provocative
statement eg. “This always happens to me.”
• When the student expresses misinformation or
lack of information
• When a student expresses a need for change
• When you are performing a procedure
• When you have a teachable moment consider,
the environment, who is present, and your
approach to the student’s openness.
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58. On the first day…
• A successful teacher is ready – The teacher has
a warm, positive attitude and has positive
expectations that all students will succeed!
• The work is ready – The desks, books, papers,
assignments and materials are ready when the
bell rings.
• The room is ready – The classroom has a
positive climate that is work oriented!
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60. The Correct Question…
• DON’T ASK: “What am I going to cover
tomorrow?”
• DO ASK: “What are my students going to learn,
achieve, and accomplish tomorrow?”
• The role of the teacher is not to cover. The role
of the teacher is to UNCOVER.
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61. Dependency
• Learning has nothing to do with what the
teacher COVERS.
• Learning has to do with what the student
ACCOMPLISHES.
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62. What is a lesson plan?
• Teacher’s guide
• Design for the learning of the student
• Series of student centered learning
• Focused on what the student needs to know and
be able to do
• Covers one day or several days
• Allows for the teachable moment
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63. Pre-Planning Strategies
• Determine the learning styles of your students
• Determine reading levels/skills of students
• Inventory access to technology
• Connect writing to what is being taught
• Focus on academic expectations and core
content
• Establish a variety of instructional strategies
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64. Thinking It Through…
• “Best Practices” in Lesson Planning
Some Guiding Principles
• Think – Pair – Share
• Lesson Content
• Learning Level
• Instructional Methods, Materials, Activities
• Student Activities
• Evaluation Tools, Strategies, Activities
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65. The Lesson Plan
• Academic Focus
• Instructional Strategies
• Student Engagement
• Writing Strategy
• Reading Strategy
• Technology Strategy
• Assessment Strategy
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66. Thinking About Lesson Planning
How to Enhance
Quality Learning
Who Am I Planning For?
What Am I Supposed To Do?
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67. Two Types of Assignments…
• Ineffective Assignments:
• The teacher tells the class what is to be covered
• Effective Assignments:
• The teacher tells the students what they are to
have accomplished or mastered at the end of
the lesson
• Teach with the end in mind
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68. Creating Effective Assignments…
• Think what you want the students to accomplish
• Write each step as a single sentence.
• Write in simple language
• Duplicate the list of steps and give it to the
students
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69. Effective Assignments…
• Must have structure and be precise
Structure
• The assignment must have a consistent and
familiar format that the students can recognize
• The assignment must be posted daily in a
consistent location before students enter
Preciseness
• The assignment must state clearly and simply
what the students are to ACCOMPLISH
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70. Using words
• To teach for learning, use words, especially
verbs, that show learning has taken place.
Bloom’s Taxonomy
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• evaluation
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71. Powerful Issue
• Is a set of motivational and relevant questions
that engage students in the learning process
• Connects students and teachers to larger
communities
• Provides the momentum and tension for the
“curriculum participants” to work together
• Facilitate students to find answers from the
service users (stakeholders) in the community
• Motivate students to apply their learning to
develop community services
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72. Experiential learning cycle
Concrete
Experience
Active Reflective
Experimentation Observation
Abstract
Conceptualization
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73. About learning & curriculum
3 worlds, three knowledge-realities
Physical Psychological Encoded
Learning Studying
Encoding knowledge
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74. Authentic learning
• Learning in a realistic setting leads to real
knowledge
• Learning starting from an authentic problem
leads to real knowledge
• The core-concepts, ideas, problems to cover the
knowledge fields
• Cooperative learning accelerates learning,
deepens insights, is more fun
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75. Authentic learning
To want To think To do To learn
Problem Plan Realization Reflection
Frustration Knowledge Skill Knowledge
Wish Solution Result Knowledge
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76. Steps
• Begin with a Powerful Issue
• Promote discussion of service events, activities
and experiences
• Include Guide Reflection
• Base assessment on student’s demonstrated
learning and application of knowledge
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78. Need for Social Skills
• In order to assist the students in meeting the
needs, effective social skills instruction should
be employed.
• Social Skills: Basic skills needed to successfully
interact with adults, peers and children
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79. Social Skills Assessment
Social Skills Survey
• Can be completed by student, teacher or parent
• May be determined by age/maturity
• Average and rank scores
• Deliver necessary Social Skills Instruction
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81. Adult learning
• Learn by doing
• Learn by solving practical problems
• Learn through the application of past experience
• Learn best in informal environment
• Through a variety of training method
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82. Instructional Coaching
• An instructional coaching is to bring evidence-
based practices into classrooms by working with
teachers and other school leaders
• Builds capacity for effective instructional
practices within specific content areas
• Creates a partnership approach with teachers.
• Customizes professional development to match
each teacher’s needs and interests
• Coaching helps the school establish a common
understanding across all teachers.
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83. Role of coach
• Resource Provider
• Data Coach
• Curriculum Specialist
• Instructional Specialist
• Mentor
• Classroom Supporter
• Learning Facilitator
• School Leader
• Catalyst for Change
• Learner
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84. Coaching big four
• Content
• Instructional Practices
• Assessment for Learning
• Classroom Management
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85. Coaching Components
Enroll
Teachers
Identify
Observe
Need
Collaboratively
Explore Data
(CED)
Model Lesson Effective Teaching
Demonstration Strategies
Co-Plan and Collaborative
Co-Teach Reflection
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87. Powerful Instructions
Principles of Powerful Instruction
• Meaningfulness, Prerequisites
• Open Communication
• Organized, Essential Ideas
• Learning Aids
• Novelty
• Active Practice
• Safe Spaces/Encouraging Places
• Consistency
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88. Presentation Principles
• Involve (To the Extent You Can)
• Review/Summarize
• Explain
• Demonstrate
• Question
• Share Feedback
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89. ART of Presenting
• The ART of Presenting
• art noun: skill acquired by experience, study,
and observation
• Set attainable goals – ORGANIZATION
• Use the best format/materials to meet those
goals - IMPLEMENTATION
• Assess your progress regularly – SUMMARY
and EVALUATION
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90. Good Presenting
Key Principles of Good Presenting
• Clearly identified objectives : Identify key points
first!
• Sensitivity and adaptability: show interest, listen,
be open to change
• Periodic summary: what have we just covered?
Why was it important?
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91. Presentation “Stages”
• Introduction – including connections to other
material
• Material Body – 15-minute segments
• Periodic Summary – after each 15-minute
segment
• Conclusion – End with a bang, reconnect to
main points ,connect to upcoming materials
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92. What About Other “Basics?”
• Clothes?
• Body Language?
• Establishing Rapport?
• (Pre -presentation, During, Post - presentation)
• What About Using Technology? When?
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93. Present Like You Mean It !
• Prepare and Practice – But Be Willing To Let
Learning Happen
• Share Your Passion – And Recognize the “Light
Bulb” When it Goes Off.
• Enjoy the “Space” that Good Presenting and
Good Teaching Creates for You and Your
Students.
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94. Common Mistakes
• Avoid excessive bullet points
• Let your key message stand out
• Many people do not run spell cheek before
finalising presentation - BIG MISTAKE! Nothing
makes you look stupider then spelling errors.
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96. Who am I?
• Who am I?
• What are my values?
• What have I learned about myself through this
experience?
• Do I have more/less understanding or empathy
than I did before volunteering?
• In what ways, if any, has your sense of self been
impacted or altered through this experience?
• Your values,
• Your sense of "community,"
• Your willingness to serve others
• Your self-confidence/self-esteem
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97. About me
• Have your motivations for volunteering
changed? In what ways?
• How has this experience challenged stereotypes
or prejudices you have/had?
• Any realizations, insights, or especially strong
lessons learned or half-glimpsed?
• Will these experiences change the way you act
or think in the future?
• Have you given enough, opened up enough,
cared enough?
• How have you challenged yourself, your ideals,
philosophies, concept of life or the way you live?
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98. Why love
teaching?
• Making a difference in student’s lives
• School atmosphere is full of new ideas & hope
• To be able to collaborate with teachers and
help students
• Rewarding: to be able to make an impression
on others
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99. Introspect
• Analyse, describe your experience, what would
you change about situation if you were in charge
• What have you learned about this agency, these
people, or the community?
• Moments of failure, success, indecision, doubt,
humor, frustration, happiness, sadness?
• Do you feel your actions had any impact? What
more needs to be done?
• Does this experience compliment or contrast
with what you're learning in class? How?
• Has learning experience taught you more, less,
or the same as the class? In what ways?
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100. Know the path
• From your service experience, are you able to
identify any underlying or overarching issues
which influence the problem?
• What could be done to change the situation?
• How will this alter your future
behaviors/attitudes/and career?
• How is the issue/agency you're serving
impacted by what is going on in the larger
political/social sphere?
• What does the future hold? What can be done?
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101. 4Fs - Roger Greenaway
Future
Findings Facts
Feelings
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102. Purpose
Teachers’
training
Integration
Personal sense
of efficacy
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103. Workshop plan
Incentive:
Career
development
Structure,
Next steps
Recommend Organisation,
maybe
Content
Broaden offer
& choice : case
multiculturalism
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104. Good practices
• Teacher has to be provided with more choices
• Find good balance
• Use self-assessment of teachers as input
• Use parents and community view as input
• Better flow of information on INSET
• Evaluation from other teachers, etc…
• Modernisation of topics
• Selection of teacher students
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105. Praise
• Authentic
Ben Bissell (1992)
• Specific
• Immediate
• Clean
• Private
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106. Teacher’s career
• Define clear levels of progression
• Define role & responsibility and key result areas
• Define goals & objectives and measure
• Link with finances i.e. Salary increase
• Precise instructions for progression (in terms of
competencies & procedures)
• Create motivating procedures (in order to
reward best teachers)
• Connect ma people in teaching professions
• Ensure equal access for all teachers
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107. Why use teaching aids?
• Teaching aids are useful to:
• Reinforce what you are saying
• Ensure that your point is understood
• Signal what is important/essential
• Enable students to visualise or experience
something that is impractical to see or do in real
life
• Engage students’ other senses in the learning
process, facilitate different learning styles
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108. Teachers training
• One of the most neglected aspects of teacher
training is thorough preparation in the diverse
communication skills
To re-set the conceptions, models and practices
of teacher training according to:
• a new paradigm of personal and professional
development
• a new perception of teaching proficiency
• alternative methodologies
• focused on teaching contents
• different from traditional models of schooling
training
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109. What is needed
To reach this aim, it will be important:
• To conceive new methodologies of teacher
training
• To promote and implement innovating methods
of teaching-learning
• To produce pedagogical materials
• To produce theoretical deepening
• To describe methodologies to implement good
practices on “historical recreation as a
pedagogical project”
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110. Objetives
• To develop knowledge
• Thus to increase pupil motivation
• To promote students creativity and artistic
expressions
• To implement various projects
• To implement active cultural education
promoting tolerance, accepting cultural and
human differences
• To promote the participation of families and
other members of the community in school
projects
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111. Evaluation
Project Report has contextualization, objectives,
contents, activities, methodology, resources and
evaluation
Teachers to present a Project Report including:
• Teaching materials
• Sheets for group work
• Learning guides
• Project methodology guides
• Study visit guides
• Film analysis
• Record of activities and final products
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113. Students liking
Kids are easily attract to new technologies like
computers, IPAD, smart phones, mainly because
they talk the same language…the language of
games and fun, rich colors and movement .
They also think the same way:
• Not linearly
• Always search for new and interesting things,
• Looking for multiple options,
• Doing multiple things, pursuing great
achievements.
This close relationship between kids and
technologies has created a new type of teachers.
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114. Students liking
Preparation (of classroom materials) - How
often do you make hands-out for students
using a computers?
Professional use of e-mail - How often do
you use email communication with school
and district administration?
Delivering Instruction - e.g. How often do
you use a computer to deliver instruction
to your class?
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115. Students assets
• Accommodation (of materials to students needs)
- e.g. How often do you adapt an activity to
students individual needs using a computer?
• Student Use (of technology during class time) -
e.g. During class, how often students work
individually using a computer, this year?
• Student (use for creating) Products - e.g. How
often do you ask students to produce a
multimedia project using technology?
• Grading (teachers’ use of technology for
grading) - e.g. How often do you record students
grades using a computer?
Making earth little softer
117. Conclusion
• There is no single teaching method that is
suitable for all learners.
• All these teaching and learning methods are to
be used interchangeably.
• It is advised that a teacher should use a variety
of teaching and learning methods in a single
period so as to provide a great variability
Making earth little softer
118. Steve Yelon, (1996) MSU Professor Emeritus
2009 TASEM - What is Effective Classroom Teaching?
Jim Knight, University of Kansas
Todd Whitaker (2004)
Annette Breaux and Todd Whitaker (2006)
Delivered by: Razwan Faraz
Adopted from: Book by Stephen R Covey
A powerpoint presentation by
Marney sobel & Mary anne lapenna Thank You
Keith Lakes, Behavior Consultant
Lisa Smith, Instruction/Behavior Consultant
What Is Effective Classroom Teaching?
Kevin M. Johnston
MSU TA Programs
Making earth little softer
Notes de l'éditeur
I am only one, but still I am one.
It's about motivating students to learn, which should be done in a manner that is relevant, meaningful, and memorableIt's about caring for your craft/skills, having a passion for it, and conveying that passion to everyone, most importantly to your studentsGood teaching is also about bridging the gap between theory and practiceIt's about immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaison with their communities
Provide for activity changesBe somewhat unpredictable Put some paces in your teaching Change of settings
Discuss the meaning and characteristics of a reflective teacher.Suggest one way in which you can make your lesson reflectivein the new era of science and technology
Future’s wheels
It's about motivating students to learn, which should be done in a manner that is relevant, meaningful, and memorableIt's about caring for your craft/skills, having a passion for it, and conveying that passion to everyone, most importantly to your studentsGood teaching is also about bridging the gap between theory and practiceIt's about immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaison with their communities
Based on Neale, A. (2003). 10 reasons for you to make students an offer they can’t refuse! OTNow, 8-9.Studies of practice education tell us that taking a student:Allows students to bring new ideas and current thinking to your workplace 2. Stimulates your clinical reasoning skills 3. Enhances your career opportunities 4. Develops professional organizational skills 5. Provides an opportunity to share expertise with future colleagues 6. Creates and improves your links with universities and national associations 7. Enhances your reputation within your workplace 8. Reduces your workload (really!) 9. Develops teaching skills 10. Is deeply rewarding for all involved Based on Neale, A. (2003). 10 reasons for you to make students an offer they can’t refuse! OTNow, 8-9.
Based on Neale, A. (2003). 10 reasons for you to make students an offer they can’t refuse! OTNow, 8-9.Studies of practice education tell us that taking a student:Allows students to bring new ideas and current thinking to your workplace 2. Stimulates your clinical reasoning skills 3. Enhances your career opportunities 4. Develops professional organizational skills 5. Provides an opportunity to share expertise with future colleagues 6. Creates and improves your links with universities and national associations 7. Enhances your reputation within your workplace 8. Reduces your workload (really!) 9. Develops teaching skills 10. Is deeply rewarding for all involved Based on Neale, A. (2003). 10 reasons for you to make students an offer they can’t refuse! OTNow, 8-9.
What can I teach?It is always surprising how much we know from our own clinical experience. Whether you are a relatively new clinician or have years of experience, you will have much to offer a new student When can I take the time to teach?We teach through all that we say and do and can incorporate teaching into our daily clinical activities. It always takes more time at the beginning of the practicum but as the student gains independence you may actually find that you have the time to spare.How can I enhance my teaching skills?You are working on this right now by going through this module. You can talk to your colleagues who have taken students. You will also find resources at the end of this module.
In this section, we’ll look at techniques for effective clinical teaching and how they can assist you in creating an effective practice education environment.
Teaching is often thought of as the activity of telling students something, or giving them information; however, -- should be the dominant activity of clinical instruction.
Allow sufficient “wait time” for the student to respond. This is the most important rule for effective questioningWait at least 3 seconds after asking the question and after the student stops speaking. This gives the student time to formulate and think through their response. Pausing for three seconds results in dramatic increases in student participation, length of response, and more elaborate and better supported responsesAsk one question at a time. A barrage of questions is confusing.
. For example, “What is the recommended timetable for polio immunization?” While this type of question can be useful to help you assess a student’s understanding of basic facts, health professions education often focuses too much on lower-level cognitive performance.. For example, “What would you recommend with regard to screening mammography for this 45-year-old patient? Such questions enable the preceptor to see how learners use their knowledge to make decisions.
Open questions can be used to prompt students to:Diagnose: “What is your interpretation of the data?”Decide: “What interventions do you suggest?”Hypothesize: “What would you do if this patient was 20 and not 40 years old?Challenge: “What leads you to that conclusion?”Summarize: “What are the important issues that emerged today?”
Dan Fallon, Carnegie Corporation of New York, February 2004 letter to the eleven Teachers for a New Era institutuionsValue-added assessmentusually refers to a specific technique or assessment settingValue-added measurementis usually used in discussing attempts to measure such intangibles as the impact of school environment, the long-term effect of prior teaching, teacher experience, and socioeconomic characteristicValue-added modelingrefers to the full range of statistical and mathematical formulations encompassing all value-added assessment techniques
Quote from Taking the lead…An instructional coach is someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders our one-on-one support for teachers, coaches, and school leaders around evidence-based literacy strategies and the instructional coaching process with the goals of increasing student engagement, improving student achievement, and building teacher capacity in schools.
Quote from Taking the lead…An instructional coach is someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders our one-on-one support for teachers, coaches, and school leaders around evidence-based literacy strategies and the instructional coaching process with the goals of increasing student engagement, improving student achievement, and building teacher capacity in schools.
Quote from Taking the lead…An instructional coach is someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders our one-on-one support for teachers, coaches, and school leaders around evidence-based literacy strategies and the instructional coaching process with the goals of increasing student engagement, improving student achievement, and building teacher capacity in schools.
Model—I do (You watch me)Co-teach—we doObserve- You do (I watch you)Collaborative Exploration of Data::Based on the partnership principles • Involves observations to open up dialogue, rather than to state a single truth• Should be – constructive, but provisional – empathetic and respectful• Coach and teacher identify what data will be gathered
To develop pedagogical knowledge about historical recreation process – from dramaturgical conception to scenic materialization;To develop new pedagogical methodologies to increase pupil motivation;To promote students creativity and artistic expressions, increasing European citizenship education and preserving European historical-cultural heritage;To implement pedagogical projects of historical recreation; To implement active cultural education promoting tolerance and accepting cultural and human differences within historical recreation projects framework.To promote the participation of families and other members of the community in school projects.