Models of Organisational Learning

Size: px
Start display at page:

Download "Models of Organisational Learning"

Transcription

1 Models of Organisational Learning Vygotsky s social constructivist Kolb s Experiential Learning Argyris s Model Single and Double Loop Learning

2 Vygotsky s Social Constructivism

3 Vygotsky s Social Constructivism Vygotsky's theory: Lev Vygotsky also believed that people construct their own knowledge. People use language not only for social communication but to plan, guide and monitor their behaviour in a self-regulatory fashion. Called inner speech or private speech. It was an important tool of thought during the early childhood years.

4 Vygotsky s Social Constructivism Vygotsky believed children must use language to communicate with others before they can focus inwards on their own thoughts. After a while, the self-talk becomes second nature to children and they can act without verbalising. When this occurs, children have internalised their egocentric speech in the form of inner speech which becomes their thoughts. He believed that children who use a lot of private speech are more socially competent.

5 Vygotsky s Social Constructivism Vygotsky - a social constructivist. Believed a child construct knowledge through social interaction with each other and the content of the knowledge is influenced by the culture in which the student lives, which includes language, belief and skills. Thus, he says that the teacher should create many opportunities for the child to learn with the teacher and peers in co-constructing the knowledge.

6 Vygotsky s Social Constructivism Identified two tasks as basic to a child's development: (1) The social situation that defines a child's life (intermental level). The psychological structures that develop in connection with this mode of life (intramental level) Theory: Social interaction plays a fundamental role in the development of cognition.

7 Vygotsky s Social Constructivism Everything is learned on 2 levels: a) First through interaction with others. b) Then integrated into the individual's mental structure. Believed that learners need socially rich environments in which to explore subjects with teachers and peers. Opportunities to work with more experienced peers are especially important to help learner develop a higher level of cognitive functioning.

8 Vygotsky s Social Constructivism Social Constructivist: Situated Cognition is an important assumption in the social constructivist approaches. It refers to the idea that knowledge is embedded in and connected to the context in which the knowledge developed. Give real-world experiences. ZPD - Zone of Proximal Development: A way to increase one's learning through interactions with others. An area of exploration for which the learner is cognitively prepared but requires social interaction to fully develop._

9 Vygotsky s Social Constructivism Zone of Proximal Development: Older, mature children and other experts can contribute to the learning experience of the younger children. As tasks get harder to perform alone, we seek help from others. Therefore, we have to collaborate with others to solve that task -- working in the zone of proximal development. We take what these interactions provide and assimilate into our reality, forming our own experiences then

10 Vygotsky s Social Constructivism Zone of Proximal Development: Older, mature children and other experts can contribute to the learning experience of the younger children. As tasks get harder to perform alone, we seek help from others. Therefore, we have to collaborate with others to solve that task -- working in the zone of proximal development. We take what these interactions provide and assimilate into our reality, forming our own experiences then

11 Vygotsky s Social Constructivism Principles of Social Constructivism: 1. Learning and development is a social and collaborative activity 2. The ZPD serves as a guide for learning 3. Learning occurs in a meaningful context and not be separated from learning and knowledge children develop in the "real world" Out-of-school experiences should be related to a person's school experience.

12 Vygotsky s Social Constructivism Types of social constructivist activities: 1. Workshops 2. Situated Learning 3. Collaborative Learning 4. Cooperative Learning 5. Games and Simulations 6. Case studies 7. Problem-solving

13 Vygotsky s Social Constructivism Social constructivist approaches (a) Scaffolding - a technique of changing the level of support over the course of a teaching session, a more skilled person, a teacher or a more-advance student, adjust the amounts of guidance to fit the student's current performance level. When the task to the student is new, the teacher may use directed instruction but as the student's competence increases, less guidance is provided.

14 Vygotsky s Social Constructivism (b) Cognitive Apprenticeship In a cognitive apprenticeship, teachers often model strategies for students. Then, teacher or skilled peers support student's effort at doing the task. Finally, they encourage students to continue to work independently. But the key aspect is the expert's evaluation of when the learner is ready to take the next step with support from the expert.

15 Vygotsky s Social Constructivism (c) Tutoring - involves a cognitive apprenticeship between an expert and a novice. There is cross-age tutoring (older students tutor younger students) and same-agetutoring (peer in the same class) (d) Cooperative Learning - occurs when students work in small group to help each other to solve a task that individually cannot be done or will take too long to complete.

16 Kolb s Experiential Learning

17 Experiential Learning The term experiential is used to emphasis any role for subjective experience in the learning process. Difference from cognitive and behavioural theories, which tend to emphasize cognition over affect, and behavioral learning theories that deny the learners experience.

18 Experiential Learning The theory is called experiential has its intellectual origins in the experiential works of Dewey, Lewin, and Piaget. Taken together, Dewey s philosophical pragmatism, Lewin s social psychology, and Piaget s cognitivedevelopmental genetic epistemology form a unique perspective on learning and development. (Kolb, 1984).

19 Experiential Learning Experiential learning theory defines learning as "the process whereby knowledge is created through the transformation of experience.

20 Beginnings of experiential learning In the early 1980's, many theorists stressed that the heart of all learning lies in the way we process experience, in particular, our critical reflection of experience. They spoke of learning as a cycle that begins with experience, continues with reflection and later leads to action, which itself becomes a concrete experience for reflection

21 Beginnings of experiential learning For example: A teacher might have an encounter with an angry student who failed a test. This is the concrete experience. Reflection of this experience would involve trying to explain it to oneself Comparing it to previous experiences to determine what is the same and what is unique, analyzing it according to personal or institutional standards Formulating a course of action connected to the experiences of others, such as talking to other teachers who have also faced angry students. Talking to other teachers, the action, will then lead to further reflection

22 Kolb s Experiential learning The ELT model portrays two related modes of grasping experience - Concrete Experience (CE) - and Abstract Conceptualization (AC) And two related modes of transforming experience - Reflective Observation (RO) - and Active Experimentation (AE).

23 Kolb s Experiential learning Process

24 Kolb s Experiential learning Process We experience an event or what is known a s concrete experiences Based on that experience, we perform observations and reflections to compare past experiences and knowledge to understand the event. These reflections are assimilated and distilled into abstract concepts from which new implications for action can be drawn. These implications can be actively tested and serve as guides in creating new experiences

25 Kolb s Experiential learning Process In grasping experience some of us perceive new information through experiencing the concrete, tangible, FELT qualities of the world, relying on our senses and immersing ourselves in concrete reality. Others tend to perceive, grasp, or take hold of new information through symbolic representation or abstract conceptualization THINKING about, analyzing, or systematically planning, rather than using sensation as a guide.

26 Kolb s Experiential learning Process Similarly, in transforming or processing experience some of us tend to carefully WATCH others who are involved in the experience and reflect on what happens, While others choose to jump right in and start DOING things. The watchers favor reflective observation, while the doers favor active experimentation.

27 Kolb s Experiential Learning

28 Kolb s Experiential learning Do Test!!!

29 Kolb s Experiential learning Process

30 Kolb s Learning Style Diverging. The Diverging style s dominant learning abilities are Concrete Experience (CE) and Reflective Observation (RO). People with this learning style are best at viewing concrete situations from many different points of view. It is labeled Diverging because a person with it performs better in situations that call for generation of ideas, such as a brainstorming session.

31 Kolb s Learning Style Diverging. People with a Diverging learning style have broad cultural interests and like to gather information. Research shows that they are interested in people, tend to be imaginative and emotional, have broad cultural interests, and tend to specialize in the arts. In formal learning situations, people with the Diverging style prefer to work in groups, listening with an open mind and receiving personalized feedback.

32 Kolb s Learning Style Assimilating. The Assimilating style s dominant learning abilities are Abstract Conceptualization (AC) and Reflective Observation (RO). People with this learning style are best at understanding a wide range of information and putting into concise, logical form. Individuals with an Assimilating style are less focused on people and more interested in ideas and abstract concepts.

33 Kolb s Learning Style Assimilating Generally, people with this style find it more important that a theory have logical soundness than practical value. The Assimilating learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.

34 Kolb s Learning Style Converging. The Converging style s dominant learning abilities are Abstract Conceptualization (AC) and Active Experimentation (AE). People with this learning style are best at finding practical uses for ideas and theories. They have the ability to solve problems and make decisions based on finding solutions to questions or problems.

35 Kolb s Learning Style Converging Individuals with a Converging learning style prefer to deal with technical tasks and problems rather than with social issues and interpersonal issues. These learning skills are important for effectiveness in specialist and technology careers. In formal learning situations, people with this style prefer to experiment with new ideas, simulations, laboratory assignments, and practical applications.

36 Kolb s Learning Style Accommodating. The Accommodating style s dominant learning abilities are Concrete Experience (CE) and Active Experimentation (AE). People with this learning style have the ability to learn from primarily hand-on experience. They enjoy carrying out plans and involving themselves in new and challenging experiences. Their tendency may be to act on gut feelings rather than on logical analysis.

37 Kolb s Learning Style Accommodating. In solving problems, individuals with an Accommodating learning style rely more heavily on people for information than on their own technical analysis. This learning style is important for effectiveness in actionoriented careers such as marketing or sales. In formal learning situations, people with the Accommodating learning style prefer to work with others to get assignments done, to set goals, to do field work, and to test out different approaches to completing a project.

38 Kolb s Experiential learning Process

39 Argyris s Single Loop / Double Loop

40 Argyris s Model What is Organizational Learning? Chris Argyris and Donald Schön (1978) defined organizational learning (OL) as: "the detection and correction of error Argyris is also known a the Father of Organizational Learning

41 Argyris s Model Argyris and Schon (1974) assert that people hold maps in their heads about how to plan, implement and review their actions. Espoused theory The world view and values people believe their behaviour is based on Theory-in-use The world view and values implied by their behaviour, or the maps they use to take action

42 Argyris s Model They are suggesting that people are unaware that their theories-in-use are often not the same as their espoused theories, and that people are often unaware of their theories-in-use.

43 Argyris s Model Example When asked about how a person would deal with a disagreement with a client, a management consultant responded that he would first state his understanding of the disagreement, then negotiate what kind of data he and the client could agree would resolve it. This represents his espoused theory (or the theory behind what he says) which is of joint control of the problem.

44 Argyris s Model A tape recording of the consultant in such a situation however, revealed that he actually advocated his own point of view and dismissed the client's. This indicated his theory-in-use (or the theory behind what he did), which more closely approximates his unilateral control of the problem and a rejection of valid information exchange.

45 Argyris s Model Argyris and Schön (1974) initially looked to three elements: Governing variables: those dimensions that people are trying to keep within acceptable limits. Any action is likely to impact upon a number of such variables thus any situation can trigger a trade-off among governing variables. Action strategies: the moves and plans used by people to keep their governing values within the acceptable range. Consequences: what happens as a result of an action. These can be both intended - those actor believe will result - and unintended. In addition those consequences can be for the self, and/or for others.

46 Argyris s Model

47 Argyris s Model Where the consequences of the strategy used are what the person wanted, then the theory-in-use is confirmed. This is because there is a match between intention and outcome. There may be a mismatch between intention and outcome. In other words, the consequences may be unintended. They may also not match, or work against, the person s governing values.

48 Argyris s Model Argyris and Schön suggest two responses to this mismatch, and these are can be seen in the notion of single and double-loop learning.

49 Argyris s Model For Argyris and Schön learning involves the detection and correction of error. Single-loop Where something goes wrong, it is suggested, an initial port of call for many people is to look for another strategy that will address and work within the governing variables. In other words, given or chosen goals, values, plans and rules are operationalized rather than questioned.

50 Argyris s Model Double-loop An alternative response is to question to governing variables themselves, to subject them to critical scrutiny. Such learning may then lead to an alteration in the governing variables and, thus, a shift in the way in which strategies and consequences are framed.

51 Single / Double loop learning governing variable action strategy consequences single-loop learning double-loop learning

52 Learning types single-loop learning adaptive learning, which focuses on how to improve incremental change. It solves problems but ignores the question why the problem arose in the first place; doubleloop learning generative learning, aimed at transformational change by changing the status quo. Double loop learning uses feedback from past actions to question assumptions underlying current views. When considering feedback, managers and professionals need to ask not only what should we do next, but also, why are we doing what we are doing and even more importantly what else should we be doing? deuterolearning learning how to learn by seeking to improve both single- and double-loop learning. source: Argyris and Schön, Organizational Learning, 1978

53 Argyris s Model Organisational learning context When the error detected and corrected permits the organization to carry on its present policies or achieve its presents objectives, then that error-and-correction process is single-loop learning. Single-loop learning is like a thermostat that learns when it is too hot or too cold and turns the heat on or off.

54 Argyris s Model The thermostat can perform this task because it can receive information (the temperature of the room) and take corrective action. Single-loop learning seems to be present when goals, values, frameworks and, to a significant extent, strategies are taken for granted. The emphasis is on techniques and making techniques more efficient. Any reflection is directed toward making the strategy more effective.

55 Argyris s Model Double-loop learning occurs when error is detected and corrected in ways that involve the modification of an organization s underlying norms, policies and objectives Double-loop learning involves questioning the role of the framing and learning systems which underlie actual goals and strategies. Reflection here is more fundamental: the basic assumptions behind ideas or policies are confronted hypotheses are publicly tested processes are disconfirmable not self-seeking.

56 Argyris s Models Models The next step that Argyris and Schön take is to set up two models that describe features of theories-in-use that either inhibit or enhance double-loop learning. The belief is that all people utilize a common theory-in-use in problematic situations. This they describe as Model I and it can be said to inhibit double-loop learning. Model II is where the governing values associated with theories-in-use enhance double-loop learning.

57 Argyris s Models Model I Argyris has claimed that just about all the participants in his studies operated from theories-in-use or values consistent with Model I It involves making inferences about another person s behaviour without checking whether they are valid and advocating one s own views abstractly without explaining or illustrating one s reasoning

58 Argyris s Models Model I The theories-in-use are shaped by an implicit disposition to winning (and to avoid embarrassment). The primary action strategy looks to the unilateral control of the environment and task plus the unilateral protection of self and others. Exposing actions, thoughts and feelings can make people vulnerable to the reaction of others.

59 Argyris s Models For example: If my behaviour is driven by my not wanting to be seen as incompetent, this may lead me to hide things from myself and others, in order to avoid feelings of incompetence. Therefore our potential for growth and learning is seriously impaired.

60 Argyris s Models Model I theory-in-use characteristics The governing Values of Model I are: Win, do not lose Suppress negative feelings Emphasize rationality Primary Strategies are: Control environment and task unilaterally Protect self and others unilaterally

61 Argyris s Models Model I theory-in-use characteristics Usually operationalized by: advocating courses of action which discourage inquiry e.g.. "Lets not talk about the past, that's over." Treating ones' own views as obviously correct Face-saving moves such as leaving potentially embarrassing facts unstated Consequences include: Defensive relationships Low freedom of choice Reduced production of valid information Little public testing of ideas

62 Argyris s Models Model II The significant features of Model II include the ability to call upon good quality data and to make inferences. It looks to include the views and experiences of participants rather than seeking to impose a view upon the situation. For example, if my behaviour is driven by wanting to be competent, honest evaluation of my behaviour by myself and others would be welcome and useful

63 Argyris s Models Theories should be made explicit and tested, positions should be reasoned and open to exploration by others. In other words, Model II can be seen as dialogical and more likely to be found in settings and organizations that look to shared leadership.

64 Argyris s Models It looks to: Emphasize common goals and mutual influence. Encourage open communication, and to publicly test assumptions and beliefs. Combine advocacy with inquiry

65 Argyris s Models Model II characteristics The governing values of Model II include: Valid information Free and informed choice Internal commitment Strategies include: Sharing control Participation in design and implementation of action

66 Argyris s Models Model II characteristics Operationalized by: Attribution and evaluation illustrated with relatively directly observable data Surfacing conflicting view Encouraging public testing of evaluations Consequences should include: Minimally defensive relationships High freedom of choice Increased likelihood of double-loop learning

Critical Thinking in Everyday Life: 9 Strategies

Critical Thinking in Everyday Life: 9 Strategies Critical Thinking in Everyday Life: 9 Strategies Most of us are not what we could be. We are less. We have great capacity. But most of it is dormant; most is undeveloped. Improvement in thinking is like

More information

AGENDA LEARNING THEORIES LEARNING THEORIES. Advanced Learning Theories 2/22/2016

AGENDA LEARNING THEORIES LEARNING THEORIES. Advanced Learning Theories 2/22/2016 AGENDA Advanced Learning Theories Alejandra J. Magana, Ph.D. admagana@purdue.edu Introduction to Learning Theories Role of Learning Theories and Frameworks Learning Design Research Design Dual Coding Theory

More information

Ministry of Education General Administration for Private Education ELT Supervision

Ministry of Education General Administration for Private Education ELT Supervision Ministry of Education General Administration for Private Education ELT Supervision Reflective teaching An important asset to professional development Introduction Reflective practice is viewed as a means

More information

Effectively Resolving Conflict in the Workplace

Effectively Resolving Conflict in the Workplace Effectively Resolving Conflict in the Workplace Presented by: Jordan Rodney June 2016 What Do You See in This Picture? What Do You See in This Picture? What Do You See in This Picture? What Do You See

More information

Full text of O L O W Science As Inquiry conference. Science as Inquiry

Full text of O L O W Science As Inquiry conference. Science as Inquiry Page 1 of 5 Full text of O L O W Science As Inquiry conference Reception Meeting Room Resources Oceanside Unifying Concepts and Processes Science As Inquiry Physical Science Life Science Earth & Space

More information

Express, an International Journal of Multi Disciplinary Research ISSN: , Vol. 1, Issue 3, March 2014 Available at: journal.

Express, an International Journal of Multi Disciplinary Research ISSN: , Vol. 1, Issue 3, March 2014 Available at:  journal. The Role of Teacher in the Postmethod Era by Mahshad Tasnimi Department of English, Qazvin Branch, Islamic Azad University, Tehran, Iran E-mail: mtasnimi@yahoo.com Abstract In the postmethod era, the role

More information

EFFECTIVE CLASSROOM MANAGEMENT UNDER COMPETENCE BASED EDUCATION SCHEME

EFFECTIVE CLASSROOM MANAGEMENT UNDER COMPETENCE BASED EDUCATION SCHEME EFFECTIVE CLASSROOM MANAGEMENT UNDER COMPETENCE BASED EDUCATION SCHEME By C.S. MSIRIKALE NBAA: Classroom Management Techniques Contents Introduction Meaning of Classroom Management Teaching methods under

More information

Cognitive Thinking Style Sample Report

Cognitive Thinking Style Sample Report Cognitive Thinking Style Sample Report Goldisc Limited Authorised Agent for IML, PeopleKeys & StudentKeys DISC Profiles Online Reports Training Courses Consultations sales@goldisc.co.uk Telephone: +44

More information

Politics and Society Curriculum Specification

Politics and Society Curriculum Specification Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction

More information

Abstractions and the Brain

Abstractions and the Brain Abstractions and the Brain Brian D. Josephson Department of Physics, University of Cambridge Cavendish Lab. Madingley Road Cambridge, UK. CB3 OHE bdj10@cam.ac.uk http://www.tcm.phy.cam.ac.uk/~bdj10 ABSTRACT

More information

Critical Incident Debriefing in a Group Setting Process Debriefing

Critical Incident Debriefing in a Group Setting Process Debriefing Critical Incident Debriefing in a Group Setting Process Debriefing BACKGROUND FOR OVERLAY OF PROCESS MODEL ONTO CISD Unevenness of outcomes using CISD Some clients get better Some get worse More complicated

More information

ACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING

ACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING ACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING Action learning is a development process. Over several months people working in a small group, tackle important organisational

More information

Academic literacies and student learning: how can we improve our understanding of student writing?

Academic literacies and student learning: how can we improve our understanding of student writing? Academic literacies and student learning: how can we improve our understanding of student writing? Mary R. Lea Open University, UK Your challenges What are the problems that you face in supporting student

More information

Behaviors: team learns more about its assigned task and each other; individual roles are not known; guidelines and ground rules are established

Behaviors: team learns more about its assigned task and each other; individual roles are not known; guidelines and ground rules are established Stages of Team Development Each team will experience all four stages of development. Not all teams will choose a leader. In that situation, the team must establish a collaborative process for getting through

More information

SIMULATION CENTER AND NURSING RESOURCE LABORATORY

SIMULATION CENTER AND NURSING RESOURCE LABORATORY SIMULATION CENTER AND NURSING RESOURCE LABORATORY AWARDED ACCREDITATION 2014-2019 SIMULATION DESIGN BEST PRACTICES LEARNER CENTERED OBJECTIVES COLLABORATION QUALITY AND SAFETY CONFIDENCE AND COMPETENCY

More information

Simulation in Maritime Education and Training

Simulation in Maritime Education and Training Simulation in Maritime Education and Training Shahrokh Khodayari Master Mariner - MSc Nautical Sciences Maritime Accident Investigator - Maritime Human Elements Analyst Maritime Management Systems Lead

More information

STEPS TO EFFECTIVE ADVOCACY

STEPS TO EFFECTIVE ADVOCACY Poverty, Conservation and Biodiversity Godber Tumushabe Executive Director/Policy Analyst Advocates Coalition for Development and Environment STEPS TO EFFECTIVE ADVOCACY UPCLG Advocacy Capacity Building

More information

1. Programme title and designation International Management N/A

1. Programme title and designation International Management N/A PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation International Management 2. Final award Award Title Credit value ECTS Any special criteria equivalent MSc

More information

Section 1: Basic Principles and Framework of Behaviour

Section 1: Basic Principles and Framework of Behaviour Section 1: Basic Principles and Framework of Behaviour Section 1 Basic Principles and Framework of Behaviour 1. BASIC PRINCIPLES AND FRAMEWORK OF BEHAVIOUR Introduction Children experiencing behavioural

More information

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics 5/22/2012 Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics College of Menominee Nation & University of Wisconsin

More information

White Paper. The Art of Learning

White Paper. The Art of Learning The Art of Learning Based upon years of observation of adult learners in both our face-to-face classroom courses and using our Mentored Email 1 distance learning methodology, it is fascinating to see how

More information

COUNSELLING PROCESS. Definition

COUNSELLING PROCESS. Definition Definition COUNSELLING PROCESS The word process means an identifiable sequence of events taking place over time usually there is the implication of progressive stages in the process, Counselling has a

More information

Strategic Practice: Career Practitioner Case Study

Strategic Practice: Career Practitioner Case Study Strategic Practice: Career Practitioner Case Study heidi Lund 1 Interpersonal conflict has one of the most negative impacts on today s workplaces. It reduces productivity, increases gossip, and I believe

More information

Innovative Methods for Teaching Engineering Courses

Innovative Methods for Teaching Engineering Courses Innovative Methods for Teaching Engineering Courses KR Chowdhary Former Professor & Head Department of Computer Science and Engineering MBM Engineering College, Jodhpur Present: Director, JIETSETG Email:

More information

Debriefing in Simulation Train-the-Trainer. Darren P. Lacroix Educational Services Laerdal Medical America s

Debriefing in Simulation Train-the-Trainer. Darren P. Lacroix Educational Services Laerdal Medical America s Debriefing in Simulation Train-the-Trainer Darren P. Lacroix Educational Services Laerdal Medical America s Objectives Discuss and relate the relevance of debriefing to simulation-based learning Identify

More information

CDA Renewal 1: Professionalism-Beliefs, Knowledge, Action

CDA Renewal 1: Professionalism-Beliefs, Knowledge, Action CDA Renewal 1: Professionalism-Beliefs, Knowledge, Action Slide #1: This module is designed as one part in a series of eight different modules for completing the necessary educational requirements for

More information

NCFE - Level 3 Award in Education and Training

NCFE - Level 3 Award in Education and Training NCFE - Level 3 Award in Education and Training Assignment Brief Assignment - Group A Roles, Responsibilities and Relationships in Education and Training 1 Roles, Responsibilities and Relationships in Education

More information

COSCA COUNSELLING SKILLS CERTIFICATE COURSE

COSCA COUNSELLING SKILLS CERTIFICATE COURSE COSCA COUNSELLING SKILLS CERTIFICATE COURSE MODULES 1-4 (REVISED 2004) AIMS, LEARNING OUTCOMES AND RANGES February 2005 page 1 of 15 Introduction The Aims, Learning Outcomes and Range of the COSCA Counselling

More information

International Baccalaureate (IB) Primary Years Programme (PYP) at Northeast Elementary

International Baccalaureate (IB) Primary Years Programme (PYP) at Northeast Elementary International Baccalaureate (IB) Primary Years Programme (PYP) at Northeast Elementary Michael Clow, Principal Bill Parker, IB Coordinator Northeast Elementary School was designated an International Baccalaureate

More information

The Foundations of Interpersonal Communication

The Foundations of Interpersonal Communication L I B R A R Y A R T I C L E The Foundations of Interpersonal Communication By Dennis Emberling, President of Developmental Consulting, Inc. Introduction Mark Twain famously said, Everybody talks about

More information

Developing an Assessment Plan to Learn About Student Learning

Developing an Assessment Plan to Learn About Student Learning Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that

More information

University of Toronto Mississauga Degree Level Expectations. Preamble

University of Toronto Mississauga Degree Level Expectations. Preamble University of Toronto Mississauga Degree Level Expectations Preamble In December, 2005, the Council of Ontario Universities issued a set of degree level expectations (drafted by the Ontario Council of

More information

WORK OF LEADERS GROUP REPORT

WORK OF LEADERS GROUP REPORT WORK OF LEADERS GROUP REPORT ASSESSMENT TO ACTION. Sample Report (9 People) Thursday, February 0, 016 This report is provided by: Your Company 13 Main Street Smithtown, MN 531 www.yourcompany.com INTRODUCTION

More information

Alpha provides an overall measure of the internal reliability of the test. The Coefficient Alphas for the STEP are:

Alpha provides an overall measure of the internal reliability of the test. The Coefficient Alphas for the STEP are: Every individual is unique. From the way we look to how we behave, speak, and act, we all do it differently. We also have our own unique methods of learning. Once those methods are identified, it can make

More information

PUBLIC SPEAKING: Some Thoughts

PUBLIC SPEAKING: Some Thoughts PUBLIC SPEAKING: Some Thoughts - A concise and direct approach to verbally communicating information - Does not come naturally to most - It did not for me - Presentation must be well thought out and well

More information

Introduction. 1. Evidence-informed teaching Prelude

Introduction. 1. Evidence-informed teaching Prelude 1. Evidence-informed teaching 1.1. Prelude A conversation between three teachers during lunch break Rik: Barbara: Rik: Cristina: Barbara: Rik: Cristina: Barbara: Rik: Barbara: Cristina: Why is it that

More information

Litterature review of Soft Systems Methodology

Litterature review of Soft Systems Methodology Thomas Schmidt nimrod@mip.sdu.dk October 31, 2006 The primary ressource for this reivew is Peter Checklands article Soft Systems Metodology, secondary ressources are the book Soft Systems Methodology in

More information

Introduction 1 MBTI Basics 2 Decision-Making Applications 44 How to Get the Most out of This Booklet 6

Introduction 1 MBTI Basics 2 Decision-Making Applications 44 How to Get the Most out of This Booklet 6 Contents Introduction 1 Using Type to Make Better Decisions 1 Objectives 1 MBTI Basics 2 Preferences and Type 2 Moving from Preferences to Type: Understanding the Type Table 2 Moving from Type to Type

More information

Unpacking a Standard: Making Dinner with Student Differences in Mind

Unpacking a Standard: Making Dinner with Student Differences in Mind Unpacking a Standard: Making Dinner with Student Differences in Mind Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Grade 7 Reading Standards

More information

Explorer Promoter. Controller Inspector. The Margerison-McCann Team Management Wheel. Andre Anonymous

Explorer Promoter. Controller Inspector. The Margerison-McCann Team Management Wheel. Andre Anonymous Explorer Promoter Creator Innovator Assessor Developer Reporter Adviser Thruster Organizer Upholder Maintainer Concluder Producer Controller Inspector Ä The Margerison-McCann Team Management Wheel Andre

More information

Soaring With Strengths

Soaring With Strengths chapter3 Soaring With Strengths I like being the way I am, being more reserved and quiet than most. I feel like I can think more clearly than many of my friends. Blake, Age 17 The last two chapters outlined

More information

Going back to our roots: disciplinary approaches to pedagogy and pedagogic research

Going back to our roots: disciplinary approaches to pedagogy and pedagogic research Going back to our roots: disciplinary approaches to pedagogy and pedagogic research Dr. Elizabeth Cleaver Director of Learning Enhancement and Academic Practice University of Hull Curriculum 2016+ PgCert

More information

The Good Judgment Project: A large scale test of different methods of combining expert predictions

The Good Judgment Project: A large scale test of different methods of combining expert predictions The Good Judgment Project: A large scale test of different methods of combining expert predictions Lyle Ungar, Barb Mellors, Jon Baron, Phil Tetlock, Jaime Ramos, Sam Swift The University of Pennsylvania

More information

UNDERSTANDING DECISION-MAKING IN RUGBY By. Dave Hadfield Sport Psychologist & Coaching Consultant Wellington and Hurricanes Rugby.

UNDERSTANDING DECISION-MAKING IN RUGBY By. Dave Hadfield Sport Psychologist & Coaching Consultant Wellington and Hurricanes Rugby. UNDERSTANDING DECISION-MAKING IN RUGBY By Dave Hadfield Sport Psychologist & Coaching Consultant Wellington and Hurricanes Rugby. Dave Hadfield is one of New Zealand s best known and most experienced sports

More information

10.2. Behavior models

10.2. Behavior models User behavior research 10.2. Behavior models Overview Why do users seek information? How do they seek information? How do they search for information? How do they use libraries? These questions are addressed

More information

Myers-Briggs Type Indicator Team Report

Myers-Briggs Type Indicator Team Report Myers-Briggs Type Indicator Team Report Developed by Allen L. Hammer Sample Team 9112 Report prepared for JOHN SAMPLE October 9, 212 CPP, Inc. 8-624-1765 www.cpp.com Myers-Briggs Type Indicator Team Report

More information

The role of prior experiential knowledge of adult learners engaged in professionally oriented postgraduate study: an affordance or constraint?

The role of prior experiential knowledge of adult learners engaged in professionally oriented postgraduate study: an affordance or constraint? The role of prior experiential knowledge of adult learners engaged in professionally oriented postgraduate study: an affordance or constraint? Linda Cooper, University of Cape Town, South Africa. Paper

More information

Master s Programme in European Studies

Master s Programme in European Studies Programme syllabus for the Master s Programme in European Studies 120 higher education credits Second Cycle Confirmed by the Faculty Board of Social Sciences 2015-03-09 2 1. Degree Programme title and

More information

PHILOSOPHY & CULTURE Syllabus

PHILOSOPHY & CULTURE Syllabus PHILOSOPHY & CULTURE Syllabus PHIL 1050 FALL 2013 MWF 10:00-10:50 ADM 218 Dr. Seth Holtzman office: 308 Administration Bldg phones: 637-4229 office; 636-8626 home hours: MWF 3-5; T 11-12 if no meeting;

More information

Vorlesung Mensch-Maschine-Interaktion

Vorlesung Mensch-Maschine-Interaktion Vorlesung Mensch-Maschine-Interaktion Models and Users (1) Ludwig-Maximilians-Universität München LFE Medieninformatik Heinrich Hußmann & Albrecht Schmidt WS2003/2004 http://www.medien.informatik.uni-muenchen.de/

More information

(Still) Unskilled and Unaware of It?

(Still) Unskilled and Unaware of It? (Still) Unskilled and Unaware of It? Ramblings Some Thoughts on First Year Transitions in HE Paul Latreille Oxford Brookes Friday 13 January 2017 Study / academic skills Particular academic abilities

More information

Change Mastery. The Persuasion Paradigm

Change Mastery. The Persuasion Paradigm CHANGE 23 Change Mastery The Persuasion Paradigm Success as a change agent of any description is based on your ability to influence others. Using authority and rank is a poor tool for persuading others

More information

Assessment and Evaluation

Assessment and Evaluation Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation

More information

The Use of Drama and Dramatic Activities in English Language Teaching

The Use of Drama and Dramatic Activities in English Language Teaching The Crab: Journal of Theatre and Media Arts (Number 7/June 2012, 151-159) The Use of Drama and Dramatic Activities in English Language Teaching Chioma O.C. Chukueggu Abstract The purpose of this paper

More information

Running Head: STUDENT CENTRIC INTEGRATED TECHNOLOGY

Running Head: STUDENT CENTRIC INTEGRATED TECHNOLOGY SCIT Model 1 Running Head: STUDENT CENTRIC INTEGRATED TECHNOLOGY Instructional Design Based on Student Centric Integrated Technology Model Robert Newbury, MS December, 2008 SCIT Model 2 Abstract The ADDIE

More information

Objectives. INACSL Standard (2016) 5/15/2017. Debriefing Process Meeting the National Standard

Objectives. INACSL Standard (2016) 5/15/2017. Debriefing Process Meeting the National Standard Debriefing Process Meeting the National Standard Annette Benson RN, MS, CNE Health Simulation Specialist South Central College Mary Rowan, PhD, APRN, CNM Simulation Coordinator U of M School of Nursing

More information

A cautionary note is research still caught up in an implementer approach to the teacher?

A cautionary note is research still caught up in an implementer approach to the teacher? A cautionary note is research still caught up in an implementer approach to the teacher? Jeppe Skott Växjö University, Sweden & the University of Aarhus, Denmark Abstract: In this paper I outline two historically

More information

Why Pay Attention to Race?

Why Pay Attention to Race? Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several

More information

Reviewed by Florina Erbeli

Reviewed by Florina Erbeli reviews c e p s Journal Vol.2 N o 3 Year 2012 181 Kormos, J. and Smith, A. M. (2012). Teaching Languages to Students with Specific Learning Differences. Bristol: Multilingual Matters. 232 p., ISBN 978-1-84769-620-5.

More information

To tell the TRUTH: Dealing with Negativity in the Workplace

To tell the TRUTH: Dealing with Negativity in the Workplace To tell the TRUTH: Dealing with Negativity in the Workplace A ONE-DAY WORKSHOP FOR CSSEA OCTOBER 24, 2012 WITH KATHRYN THOMSON WWW.LEADERSHIPMIND.COM What s my story? 1. What is the story I tell myself

More information

International Variations in Divergent Creativity and the Impact on Teaching Entrepreneurship

International Variations in Divergent Creativity and the Impact on Teaching Entrepreneurship International Variations in Divergent Creativity and the Impact on Teaching Entrepreneurship Jacqueline J. Schmidt John Carroll University Tina Facca John Carroll University John C. Soper John Carroll

More information

The Evaluation of Students Perceptions of Distance Education

The Evaluation of Students Perceptions of Distance Education The Evaluation of Students Perceptions of Distance Education Assoc. Prof. Dr. Aytekin İŞMAN - Eastern Mediterranean University Senior Instructor Fahme DABAJ - Eastern Mediterranean University Research

More information

Available online at International Journal of Current Research Vol. 7, Issue, 07, pp , July, 2015

Available online at  International Journal of Current Research Vol. 7, Issue, 07, pp , July, 2015 z Available online at http://www.journalcra.com International Journal of Current Research Vol. 7, Issue, 07, pp.18663-18668, July, 2015 INTERNATIONAL JOURNAL OF CURRENT RESEARCH ISSN: 0975-833X RESEARCH

More information

The Socially Structured Possibility to Pilot One s Transition by Paul Bélanger, Elaine Biron, Pierre Doray, Simon Cloutier, Olivier Meyer

The Socially Structured Possibility to Pilot One s Transition by Paul Bélanger, Elaine Biron, Pierre Doray, Simon Cloutier, Olivier Meyer The Socially Structured Possibility to Pilot One s by Paul Bélanger, Elaine Biron, Pierre Doray, Simon Cloutier, Olivier Meyer Toronto, June 2006 1 s, either professional or personal, are understood here

More information

Success Factors for Creativity Workshops in RE

Success Factors for Creativity Workshops in RE Success Factors for Creativity s in RE Sebastian Adam, Marcus Trapp Fraunhofer IESE Fraunhofer-Platz 1, 67663 Kaiserslautern, Germany {sebastian.adam, marcus.trapp}@iese.fraunhofer.de Abstract. In today

More information

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering

More information

ED 294 EDUCATIONAL PSYCHOLOGY

ED 294 EDUCATIONAL PSYCHOLOGY ED 294 EDUCATIONAL PSYCHOLOGY Readings and Website Information Required Text: Moreno, R. (2010). Educational Psychology. Hoboken, NJ: John Wiley & Sons Inc. Course Materials/Grades: Syllabus, Daily Outlines,

More information

Types of curriculum. Definitions of the different types of curriculum

Types of curriculum. Definitions of the different types of curriculum Types of curriculum Definitions of the different types of curriculum Leslie Owen Wilson. Ed. D. When I asked my students what curriculum means to them, they always indicated that it means the overt or

More information

CALIFORNIA STATE UNIVERSITY NORTHRIDGE

CALIFORNIA STATE UNIVERSITY NORTHRIDGE CALIFORNIA STATE UNIVERSITY NORTHRIDGE A Project Based Learning Curriculum Promotes Executive Functioning Skills in Students A graduate project submitted in partial fulfillment of the requirements For

More information

Team Dispersal. Some shaping ideas

Team Dispersal. Some shaping ideas Team Dispersal Some shaping ideas The storyline is how distributed teams can be a liability or an asset or anything in between. It isn t simply a case of neutralizing the down side Nick Clare, January

More information

SCHOOL OF EDUCATION STUDIES (Edgewood Campus) BACHELOR OF EDUCATION (B.ED) EXAMINATIONS - NOVEMBER 2010

SCHOOL OF EDUCATION STUDIES (Edgewood Campus) BACHELOR OF EDUCATION (B.ED) EXAMINATIONS - NOVEMBER 2010 1 SCHOOL OF EDUCATION STUDIES (Edgewood Campus) BACHELOR OF EDUCATION (B.ED) EXAMINATIONS - NOVEMBER 2010 Module Title: Education Studies 220 Module Code: EDES 220 Duration : 3 HOURS Marks : 100 INTERNAL

More information

Study Abroad Housing and Cultural Intelligence: Does Housing Influence the Gaining of Cultural Intelligence?

Study Abroad Housing and Cultural Intelligence: Does Housing Influence the Gaining of Cultural Intelligence? University of Portland Pilot Scholars Communication Studies Undergraduate Publications, Presentations and Projects Communication Studies 2016 Study Abroad Housing and Cultural Intelligence: Does Housing

More information

SACS Reaffirmation of Accreditation: Process and Reports

SACS Reaffirmation of Accreditation: Process and Reports Agenda Greetings and Overview SACS Reaffirmation of Accreditation: Process and Reports Quality Enhancement h t Plan (QEP) Discussion 2 Purpose Inform campus community about SACS Reaffirmation of Accreditation

More information

ECE-492 SENIOR ADVANCED DESIGN PROJECT

ECE-492 SENIOR ADVANCED DESIGN PROJECT ECE-492 SENIOR ADVANCED DESIGN PROJECT Meeting #3 1 ECE-492 Meeting#3 Q1: Who is not on a team? Q2: Which students/teams still did not select a topic? 2 ENGINEERING DESIGN You have studied a great deal

More information

George Mason University Graduate School of Education Education Leadership Program. Course Syllabus Spring 2006

George Mason University Graduate School of Education Education Leadership Program. Course Syllabus Spring 2006 George Mason University Graduate School of Education Education Leadership Program Course Syllabus Spring 2006 COURSE NUMBER AND TITLE: EDLE 610: Leading Schools and Communities (3 credits) INSTRUCTOR:

More information

1. Professional learning communities Prelude. 4.2 Introduction

1. Professional learning communities Prelude. 4.2 Introduction 1. Professional learning communities 1.1. Prelude The teachers from the first prelude, come together for their first meeting Cristina: Willem: Cristina: Tomaž: Rik: Marleen: Barbara: Rik: Tomaž: Marleen:

More information

Using portfolio assessment as an innovation to assess problembased learning in Hong Kong schools

Using portfolio assessment as an innovation to assess problembased learning in Hong Kong schools Using portfolio assessment as an innovation to assess problembased learning in Hong Kong schools Sharon Lynne Bryant and Andrew Anthony Timmins Hong Kong Institute of Education, Hong Kong, SAR, China This

More information

Maintaining Resilience in Teaching: Navigating Common Core and More Site-based Participant Syllabus

Maintaining Resilience in Teaching: Navigating Common Core and More Site-based Participant Syllabus Course Description This course is designed to help K-12 teachers navigate the ever-growing complexities of the education profession while simultaneously helping them to balance their lives and careers.

More information

Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving

Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Minha R. Ha York University minhareo@yorku.ca Shinya Nagasaki McMaster University nagasas@mcmaster.ca Justin Riddoch

More information

Personal Tutoring at Staffordshire University

Personal Tutoring at Staffordshire University Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4

More information

USING SOFT SYSTEMS METHODOLOGY TO ANALYZE QUALITY OF LIFE AND CONTINUOUS URBAN DEVELOPMENT 1

USING SOFT SYSTEMS METHODOLOGY TO ANALYZE QUALITY OF LIFE AND CONTINUOUS URBAN DEVELOPMENT 1 Abstract number: 002-0409 USING SOFT SYSTEMS METHODOLOGY TO ANALYZE QUALITY OF LIFE AND CONTINUOUS URBAN DEVELOPMENT 1 SECOND WORLD CONFERENCE ON POM AND 15TH ANNUAL POM CONFERENCE CANCUN, MEXICO, APRIL

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course

More information

Children need activities which are

Children need activities which are 59 PROFILE INTRODUCTION Children need activities which are exciting and stimulate their curiosity; they need to be involved in meaningful situations that emphasize interaction through the use of English

More information

VIA ACTION. A Primer for I/O Psychologists. Robert B. Kaiser

VIA ACTION. A Primer for I/O Psychologists. Robert B. Kaiser DEVELOPING LEADERS VIA ACTION LEARNING A Primer for I/O Psychologists Robert B. Kaiser rkaiser@kaplandevries.com Practitioner Forum presented at the 20th Annual SIOP Conference Los Angeles, CA April 2005

More information

Entrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany

Entrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany Entrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany Jana Kitzmann and Dirk Schiereck, Endowed Chair for Banking and Finance, EUROPEAN BUSINESS SCHOOL, International

More information

Inside the mind of a learner

Inside the mind of a learner Inside the mind of a learner - Sampling experiences to enhance learning process INTRODUCTION Optimal experiences feed optimal performance. Research has demonstrated that engaging students in the learning

More information

Formative Assessment in Mathematics. Part 3: The Learner s Role

Formative Assessment in Mathematics. Part 3: The Learner s Role Formative Assessment in Mathematics Part 3: The Learner s Role Dylan Wiliam Equals: Mathematics and Special Educational Needs 6(1) 19-22; Spring 2000 Introduction This is the last of three articles reviewing

More information

Recursive Loops of Game-Based Learning: a Conceptual model.

Recursive Loops of Game-Based Learning: a Conceptual model. Recursive Loops of Game-Based Learning: a Conceptual model. Paul R Kearney PhD Student School of Education Deakin University Melbourne Australia pkearney@unitec.ac.nz Maja Pivec Information Design, FH

More information

Engaging Youth in Groups

Engaging Youth in Groups COURSE SYLLABUS Engaging Youth in Groups Spring 2014 Professor: Jenell Holstead, Ph.D. Office: UWGB - MAC C321 Email: holsteaj@uwgb.edu Phone: 920-465-2372 Credits: Course Number: Schedule: Location: Three

More information

Improving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Held in Brasilia

Improving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Held in Brasilia Image: Brett Jordan Report Improving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Thursday 17 Friday 18 November 2016 WP1492 Held in

More information

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference.

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference. Curriculum Policy Independent Boarding and Day School for Boys and Girls Royal Hospital School November 2017 ISI reference Key author Reviewing body Approval body Approval frequency 2a Director of Curriculum,

More information

Quality in University Lifelong Learning (ULLL) and the Bologna process

Quality in University Lifelong Learning (ULLL) and the Bologna process Quality in University Lifelong Learning (ULLL) and the Bologna process The workshop will critique various quality models and tools as a result of EU LLL policy, such as consideration of the European Standards

More information

Student Assessment and Evaluation: The Alberta Teaching Profession s View

Student Assessment and Evaluation: The Alberta Teaching Profession s View Number 4 Fall 2004, Revised 2006 ISBN 978-1-897196-30-4 ISSN 1703-3764 Student Assessment and Evaluation: The Alberta Teaching Profession s View In recent years the focus on high-stakes provincial testing

More information

UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE

UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE 2011-2012 CONTENTS Page INTRODUCTION 3 A. BRIEF PRESENTATION OF THE MASTER S PROGRAMME 3 A.1. OVERVIEW

More information

Vision for Science Education A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

Vision for Science Education A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Vision for Science Education A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Scientific Practices Developed by The Council of State Science Supervisors Presentation

More information

Pedagogical Content Knowledge for Teaching Primary Mathematics: A Case Study of Two Teachers

Pedagogical Content Knowledge for Teaching Primary Mathematics: A Case Study of Two Teachers Pedagogical Content Knowledge for Teaching Primary Mathematics: A Case Study of Two Teachers Monica Baker University of Melbourne mbaker@huntingtower.vic.edu.au Helen Chick University of Melbourne h.chick@unimelb.edu.au

More information

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012) Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference

More information

NAME: East Carolina University PSYC Developmental Psychology Dr. Eppler & Dr. Ironsmith

NAME: East Carolina University PSYC Developmental Psychology Dr. Eppler & Dr. Ironsmith Module 10 1 NAME: East Carolina University PSYC 3206 -- Developmental Psychology Dr. Eppler & Dr. Ironsmith Study Questions for Chapter 10: Language and Education Sigelman & Rider (2009). Life-span human

More information

Training materials on RePro methodology

Training materials on RePro methodology Training materials on RePro methodology INNOCASE Project Transfer of Innovations Leonardo da Vinci Programme 2 Leonardo da Vinci Pilot Project RePro - Real-Life Business Projects in Multicultural Student

More information

Providing Feedback to Learners. A useful aide memoire for mentors

Providing Feedback to Learners. A useful aide memoire for mentors Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and

More information