DistanceLearningCentre.com
|
|
- Ashley Wheeler
- 5 years ago
- Views:
Transcription
1 DistanceLearningCentre.com Subject: Topic 1: Further Study Skills: How to Guide How to Prepare for a Presentation Recommended reading: Recommended further reading for this topic is listed in the back pages of these learning materials. Further resources: Further resources to deepen your learning on specific aspects of this topic are listed throughout these learning materials. Read and make notes: Before starting work, we recommend that you read through all the content in this document, and make notes about the key information that you will be learning, anything that you don t understand and need to explore further, and the tasks that you will need to carry out. DistanceLearningCentre.com, 2016
2 Contents Press CTRL + Click in the contents list to go to the relevant page Introduction Aaargh! Preparing for a presentation Know your subject Practise Reflecting on your performance David Kolb Graham Gibb Gary Rolfe (et al)... 9 Recommended reading PDFs Websites Sources and credits Sources for these learning materials Image credits DistanceLearningCentre.com, 2016
3 Introduction In this topic: In this topic we will look at how to prepare for a presentation and how to use reflective processes to improve and develop your presentation skills. This guide is for students who will complete Further Study Skills as part of their Diploma, and those who are preparing for a presentation or a group activity in the university interview process. DistanceLearningCentre,
4 1. Aaargh! Let s just get it out of the way now presentations are really scary! They take us out of our comfort zone, test a lot of skills that we might not use very often, and make us feel nervous and uncomfortable. But it s not the end of the world! By preparing, practising, and feeling confident in the preparation you have done, you will ensure that you will not only be fine, but you ll be excellent. Things to do: Think back to a time when you have spoken in public and it went well. This could have been giving a speech at a wedding, a training exercise you ran at work, explaining something to a group, or telling a joke to your friends. Everybody will sit somewhere on a scale, with fine with public speaking at one end, and hate it and can t do it at the other. But everybody will have one example of a time when public speaking went ok. Nobody burst into flames, nobody fainted, and nobody died (if any of these things did happen to you though, my deepest sympathies!). Your job right now is to remember that time. Close your eyes. Picture it. What were you feeling before you started speaking? What was it like when you were speaking? What did it feel like when you were finished? Hopefully it felt good. You were relieved. And you were proud of your achievements. Remember, you can always do what you set your mind to. It s now time to put the fears and apprehensions aside, and focus on the positive affirmation I will be prepared, so I can do this. DistanceLearningCentre,
5 1.1 Preparing for a presentation Do you know the phrase 'Proper Prior Planning Prevents P*** Poor Performance'? It s a good one to keep in mind when you re preparing for a presentation or an interview situation, because it is completely true. But how do we plan and prepare for a presentation? Important points: 1. Know your subject 2. Practise 3. Be confident using your resources, equipment, hand-outs etc. (if you re using them). 4. Do a dummy presentation to an audience (of one person or more), get feedback, and reflect on your performance. 5. Make sure you are confident in your abilities. The more you repeat the above steps, the more you will be sure of your success. 1.2 Know your subject If you are preparing for the Further Study Skills assessment, you will have chosen your topic based on your interests and your passion for the subject. You should have a good idea of the basics of the topic, and will be engaged in detailed and thorough research. Use the Study Skills: How to Plan an Essay topic to help you structure your planning for your presentation. Pay particular attention to the type of sources you are using. Make sure that they are relevant, suitable, unbiased and appropriate. It s likely that you ll be using the internet for a lot of your research because you ll be exploring a current and up-to-date issue. Your approach to research should be cautious and intelligent at all times. During the research phase, there is nothing wrong with going into more depth and detail than you think you ll need. The worst thing that will happen is that you ll have some interesting ideas to discuss if you offer Questions and Answers at the end of the presentation. If you are preparing for your university interview process, you may have been told the topic that you will be discussing, either in a group activity or as part of your personal interview. Research around the topic in the same way that you would if you were planning a presentation on it. Be detailed and thorough. Plan for mini presentations using mind maps, so that you can structure your ideas and knowledge, and would be able to take part in informed discussion in an interview situation. DistanceLearningCentre,
6 SAQ 1: If you are using this Study Skills Guide because you are preparing for the assessment Further Study Skills, complete this SAQ. 1. How will you ensure that your presentation will be as good as it can be? Example 1: The university selection process Imagine you have applied for a Law degree, and have been informed that as part of the selection process you will be expected to take part in a group discussion on the topic of legal aid. In order to prepare for this, you would need to conduct research and draw mind maps for each of the following: What is legal aid? Why is it important? What s the current situation with legal aid? What do leading barristers and judges say about legal aid and the current situation? What do charities and human rights organisations say about it? Does legal aid ensure justice for all? What do I think about the right to legal aid? In order to explore and answer these questions, you would have to do quite a bit of research on each area, as they are not small topics. Once you have finished though, you should have a really solid and consistent knowledge base, enabling you to be an informed and constructive voice in group discussions on legal aid at the interview. If you haven t been told what topic you ll be discussing, either in a group or a personal interview, then do your preparation based on: 1. What interests you. 2. What s in the news. 3. Topical debates. Whatever your presentation research is about or for, focus on the following continuous cycle in your planning: DistanceLearningCentre,
7 Preparing for research: - background to the topic - what are the issues? How will it aid my argument? Finding research: - what is valid, reliable, ethical? - where will I find them? Organising research: - consequences of plagiarism - referencing correctly Using research: - explain - discuss - analyse - evaluate 1.3 Practise Now you have done your research, it s time to structure your presentation and practise it. You may want to do this in stages: Example 2: Stages of presentation practice 1. Plan a basic structure with an introduction, your main body, and your conclusion. Bullet point what you will discuss in each section of your presentation. 2. Mind map the sections of your presentation, paying particular attention to linking your ideas together. 3. Start drafting your presentation. Do this as an essay or a script. 4. Once you have a good working version of your presentation, it s time to start rehearsing. Do this in front of a mirror on your own. Use your script to help you and time yourself. 5. Reflect on your first attempt. What went well? Why? What did not work so well? Why? Next time, what will you do the same? What will you do differently? 6. Using your reflections, make the necessary changes and practise it again. Do this as many times as you need to until you are happy with your presentation. 7. Now focus on presentation style. You won t be standing there with a script when you come to give your final presentation, so think about how to do without one. Will you use flashcards? Or PowerPoint slides to keep you on track? What about a flipchart? Or perhaps you ll memorise your presentation? DistanceLearningCentre,
8 8. Keep practising without your script, using whichever method you have chosen to help you. Do it in front of a mirror, or maybe film yourself on your phone or computer. Reflect on each performance. What went well? Why? What did not work so well? Why? Next time, what will you do the same? What will you do differently? 9. When you re ready, ask somebody you trust to be your first audience. Ask them to make some notes on what you ve done well, and areas you might want to improve on. They should be supportive but realistic in their feedback 10. Reflect on everything you have learnt and make changes to your presentation if necessary. You are now ready to present! Further resources: Brunel University: Presentation skills University of Kent: Tips on making presentations MIT Undergraduate Research Opportunities Program: Public speaking tips TEDTalks: Learn by watching expert presenters. Browse and view hundreds of excellent, intelligent presentations on almost every subject you can think of. 1.4 Reflecting on your performance There has been a lot of mention so far of the need to reflect on what you have done. But reflective practice is a skill that requires knowledge and an understanding of the methodology behind it. At the beginning of this guide you were asked to remember a positive experience. This was a form of reflective practice because it made you think back to what had gone well, and how that had made you feel. The way that you will use reflective practice for developing and improving your presentation will be slightly different though, because it will be used to: analyse your performance in order to improve on it in the future; explain and explore what has gone well, and what can be improved; analyse your anxieties and weaknesses, as well as your successes and strengths. This analysis won t exist in a vacuum though. It s not just a case of saying, That was good, that was rubbish and forgetting all about it. Instead you are reflecting in order to improve, develop, grow in confidence, push yourself forward, and make yourself into a more skilled and dynamic presenter. The reflections are a step towards this, rather than the end result. Ultimately, reflective practice helps you to learn. DistanceLearningCentre,
9 The ideas behind reflective practice are based in psychology, and so there are theoretical methodologies that we can use to aid our reflections. By understanding the frameworks behind the methodology it encourages a structured approach to reflection; this in itself is extremely positive. We will look in detail at the works of Kolb, Gibbs and Rolfe. It s likely that you will be drawn to one approach in particular; this is fine, as there is no right or wrong way to engage in reflective practice David Kolb Concrete experience (doing something) Active experimentation (trying out what you have learnt) Reflective observation (thinking about what you did) Abstract conceptualisation (learning from what you did) Figure 1: Kolb s learning cycle, 1984 (adapted) Kolb s Learning Cycle is a useful tool to explore reflective practice because it promotes experiential learning. This means learning that is based on experience, or in other words, it s learning through doing. Look at the cycle carefully though, and you ll see that the participant doesn t learn through just doing something, or having an experience. The learning takes place when they reflect on the experience, learning from it by assessing the experience and making adjustments, and then finally through trying out the new adjustments and ideas. The cycle continues though, and this is because learning is continuous. You re unlikely to be 100% satisfied with your approach to your presentation, and so you will continue to reflect and tweak it to make it better. And sometimes, a tweak doesn t work and we have to try something else. In that case, the cycle would go round again. It must be noted that Kolb doesn t believe that there is a start point to the cycle, and he is clear that learning can take place at any point of the cycle. Methodologically, this is true. However you will find the process easiest to use if you start with the experience and work your way around the cycle. DistanceLearningCentre,
10 1.4.2 Graham Gibb Description What happened? Action plan What will you do differently next time? Feelings What were you thinking and feeling? Conclusion What else could you have done? Analysis What did you make of the situation? Evaluation What was positive / negative about the experience? Figure 2: Gibbs reflective cycle, 1988 (adapted) Gibbs reflective cycle, or Gibbs model of reflection, provides useful and clear questions, and requires detailed responses. It is based on the work of Kolb, and as such is a continuous cycle of reflection. This is what you would be expected to discuss in each section: Description: Keep the information to the point and relevant. If you are explaining your processes to a reader, use background and contextual information here. Feelings: Be honest about how you were thinking and feeling both at the time, and afterwards. The emotions that we feel influence our performance, so reflecting on what they were is a really important step in the reflective process. Evaluation: How did things go? What went well? What didn t go quite so well? How did your audience react? Refer to some reflective theory here to help guide your evaluation. And don t be too hard on yourself the evaluation is to help you to learn from your experience, not to beat yourself up. Analysis: What helped or hindered you? Why? How did this experience compare to previous experiences? What can you do to help yourself in the future? Conclusion: What have you learnt? How could you have done things differently? What will you replicate in the future, and what will you avoid or change? How will these changes help you in the future? Action plan: What are your goals for your presentations in the future and what actions will you take forward? Will you ask for advice or guidance? What will you do to ensure you are better equipped for the future? Source: adapted from: Gibbs, G., Learning by doing: a guide to teaching and learning methods. Oxford: Oxford Polytechnic Further Education Unit. DistanceLearningCentre,
11 Gibbs work is extremely popular because it gives the lots of questions, which is really helpful when you re trying to assess yourself Gary Rolfe (et al) What? What now? So what? Figure 3: Rolfe s reflective cycle, 2001 (adapted) The simplest of all the reflective models looked at in this topic, Rolfe s method is based on the three simple questions: what?, so what?, what now?. Overleaf are some questions that you may want to answer as part of your reflective process using Rolfe s method. DistanceLearningCentre,
12 What? went well? did I struggle with? did I find difficult? was I trying to achieve? was the reaction of the audience? were the consequences? did I feel? was positive about the experience? was negative about the experience? So what? does this teach me? was going through my mind at the time? did I base my actions on? could I have done to make it better? is my new understanding of the situation? extra knowledge have I got? Now what? will I do to improve? do I need to do to make things better? do I want the results to be next time? Source: adapted from: Rolfe, G., Freshwater, D., and Jasper, M., Critical reflection in nursing and the helping professions: a user s guide. Basingstoke: Palgrave Macmillan. You can of course adapt the questions and add in your own as appropriate. This is a very flexible model, but relies on you fully engaging with it in order for it to be successful. Full answers to very open questions such as these require you to think deeply about what you want to take out of the reflective process. SAQ 2: If you are using this Study Skills Guide because you are preparing for the assessment Further Study Skills, complete this SAQ. 1. What are the pros and cons of the reflective processes you ve looked at this topic? DistanceLearningCentre,
13 Let's recap this topic: In this topic we learnt about the stages of preparing for a presentation. We looked at the importance of knowing your topic and of doing detailed and thorough research. We then explored how you should put your presentation together, and ways to improve and develop your work including the use of reflective models. DistanceLearningCentre,
14 Answers to SAQs SAQ 1: 1. How will you ensure that your presentation will be as good as it can be? Answer: 1. By: preparing thoroughly; knowing your subject in depth and detail; practising (both on your own and with an audience); reflecting on your rehearsals and making adjustments where necessary. SAQ 2: 1. What are the pros and cons of the reflective processes you ve looked at this topic? Answer: 1. Kolb Pros: Following the cycle means that you are learning through doing (experiential learning). It encourages you to try out new things and to constantly be looking for improvements and ways to adapt. Kolb Cons: When do you ever stop?! At what point do you say ok, this is fine? Would this constant questioning and adjusting mean that you could lose confidence in your presentation and your abilities? Gibbs Pros: Clear questions and patterns of how to use the method. It is applicable to lots of different settings, and could be utilised well for lots of different things you could experience in your educational and professional life. Gibbs Cons: Really time consuming of course good reflective practice should take some time, and this would get easier with practise, but this is a weakness. Rolfe Pros: simple and easy to remember. Yet still have lost of possibilities and questions that could be raised. Rolfe Cons: You have to think of the questions yourself to some extent. Sometimes thinking of such open questions can be challenging, especially when you are new to reflective practice. DistanceLearningCentre,
15 Recommended reading PDFs DLC Student Handbook: Population Reference Bureau Presentation do's and don ts Tips for preparing great slides: Websites DLC Library: DLC Forum: University of Leicester Deliver better presentations: DistanceLearningCentre,
16 Sources and credits Sources for these learning materials The description of what you would be expected to discuss in each part of Gibbs' reflective cycle is adapted from: Gibbs, G., Learning by doing: a guide to teaching and learning methods. Oxford: Oxford Polytechnic Further Education Unit. The questions that you may want to answer as part of your reflective process using Rolfe s method are adapted from: Rolfe, G., Freshwater, D., and Jasper, M., Critical reflection in nursing and the helping professions: a user s guide. Basingstoke: Palgrave Macmillan. Image credits Aaargh! Girl screaming Maks Karochkin / Flickr / CC-BY-2.0 DistanceLearningCentre,
How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102.
How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102. PHYS 102 (Spring 2015) Don t just study the material the day before the test know the material well
More informationMENTORING. Tips, Techniques, and Best Practices
MENTORING Tips, Techniques, and Best Practices This paper reflects the experiences shared by many mentor mediators and those who have been mentees. The points are displayed for before, during, and after
More informationPUBLIC 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 informationHow we look into complaints What happens when we investigate
How we look into complaints What happens when we investigate We make final decisions about complaints that have not been resolved by the NHS in England, UK government departments and some other UK public
More informationNo Parent Left Behind
No Parent Left Behind Navigating the Special Education Universe SUSAN M. BREFACH, Ed.D. Page i Introduction How To Know If This Book Is For You Parents have become so convinced that educators know what
More informationClient Psychology and Motivation for Personal Trainers
Client Psychology and Motivation for Personal Trainers Unit 4 Communication and interpersonal skills Lesson 4 Active listening: part 2 Step 1 Lesson aims In this lesson, we will: Define and describe the
More informationBackstage preparation Igniting passion Awareness of learning Directing & planning Reflection on learning
Part II - Youthpass tools and methods Backstage preparation Igniting passion Awareness of learning Directing & planning Reflection on learning Learning interview An interview to help people talk about
More informationa) analyse sentences, so you know what s going on and how to use that information to help you find the answer.
Tip Sheet I m going to show you how to deal with ten of the most typical aspects of English grammar that are tested on the CAE Use of English paper, part 4. Of course, there are many other grammar points
More informationGetting Started with Deliberate Practice
Getting Started with Deliberate Practice Most of the implementation guides so far in Learning on Steroids have focused on conceptual skills. Things like being able to form mental images, remembering facts
More informationWhite 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 informationVirtually Anywhere Episodes 1 and 2. Teacher s Notes
Virtually Anywhere Episodes 1 and 2 Geeta and Paul are final year Archaeology students who don t get along very well. They are working together on their final piece of coursework, and while arguing over
More informationALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING
ALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING LeanIn.0rg, 2016 1 Overview Do we limit our thinking and focus only on short-term goals when we make trade-offs between career and family? This final
More informationWhy 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 informationIN THIS UNIT YOU LEARN HOW TO: SPEAKING 1 Work in pairs. Discuss the questions. 2 Work with a new partner. Discuss the questions.
6 1 IN THIS UNIT YOU LEARN HOW TO: ask and answer common questions about jobs talk about what you re doing at work at the moment talk about arrangements and appointments recognise and use collocations
More informationPREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL
1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,
More informationStudy Group Handbook
Study Group Handbook Table of Contents Starting out... 2 Publicizing the benefits of collaborative work.... 2 Planning ahead... 4 Creating a comfortable, cohesive, and trusting environment.... 4 Setting
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationStudent Handbook 2016 University of Health Sciences, Lahore
Student Handbook 2016 University of Health Sciences, Lahore 1 Welcome to the Certificate in Medical Teaching programme 2016 at the University of Health Sciences, Lahore. This programme is for teachers
More informationCognitive 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 informationRESOLVING CONFLICT. The Leadership Excellence Series WHERE LEADERS ARE MADE
RESOLVING CONFLICT The Leadership Excellence Series WHERE LEADERS ARE MADE RESOLVING CONFLICT The Leadership Excellence Series TOASTMASTERS INTERNATIONAL P.O. Box 9052 Mission Viejo, CA 92690 USA Phone:
More informationEssay on importance of good friends. It can cause flooding of the countries or even continents..
Essay on importance of good friends. It can cause flooding of the countries or even continents.. Essay on importance of good friends >>>CLICK HERE
More informationSoaring 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 informationEVERYTHING DiSC WORKPLACE LEADER S GUIDE
EVERYTHING DiSC WORKPLACE LEADER S GUIDE Module 1 Discovering Your DiSC Style Module 2 Understanding Other Styles Module 3 Building More Effective Relationships MODULE OVERVIEW Length: 90 minutes Activities:
More informationWhat to Do When Conflict Happens
PREVIEW GUIDE What to Do When Conflict Happens Table of Contents: Sample Pages from Leader s Guide and Workbook..pgs. 2-15 Program Information and Pricing.. pgs. 16-17 BACKGROUND INTRODUCTION Workplace
More informationThe Writing Process. The Academic Support Centre // September 2015
The Writing Process The Academic Support Centre // September 2015 + so that someone else can understand it! Why write? Why do academics (scientists) write? The Academic Writing Process Describe your writing
More informationEvidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators
Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and
More informationNCFE - 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 informationHow to organise Quality Events
How to organise Quality Events Dear locals, The Quality Assurance Committee s role is to help and support the locals in organising quality events. Quality is the term frequently used in education but often
More informationHow To Take Control In Your Classroom And Put An End To Constant Fights And Arguments
How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments Free Report Marjan Glavac How To Take Control In Your Classroom And Put An End To Constant Fights And Arguments A Difficult
More informationTU-E2090 Research Assignment in Operations Management and Services
Aalto University School of Science Operations and Service Management TU-E2090 Research Assignment in Operations Management and Services Version 2016-08-29 COURSE INSTRUCTOR: OFFICE HOURS: CONTACT: Saara
More informationTutoring First-Year Writing Students at UNM
Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students
More informationCustom Program Title. Leader s Guide. Understanding Other Styles. Discovering Your DiSC Style. Building More Effective Relationships
Custom Program Title Leader s Guide Module 1 Discovering Your DiSC Style Module 2 Understanding Other Styles Module 3 Building More Effective Relationships by Inscape Publishing MODULE OVERVIEW Length:
More informationThe 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 informationThe Success Principles How to Get from Where You Are to Where You Want to Be
The Success Principles How to Get from Where You Are to Where You Want to Be Life is like a combination lock. If you know the combination to the lock... it doesn t matter who you are, the lock has to open.
More informationPresented by The Solutions Group
Presented by The Solutions Group Email communication Non-verbal messages Listening skills The art of asking questions Checking for understanding Is email the appropriate communication method for your message?
More informationWriting Center Workshops (Must choose at least one)
Writing Center Workshops (Must choose at least one) Winning Essays for Scholarships and Graduate School Admission When: Monday, September 8 th and November 10 th from 3:00 p.m. until 4:00 p.m. Wednesday,
More informationMaking Confident Decisions
Making Confident Decisions STOP SECOND GUESSING YOURSELF Kim McDevitt Power Packs Project September 2015 Americans make 70 conscious decisions a day! * *A recent study from Columbia University decision
More informationMy Little Black Book of Trainer Secrets
My Little Black Book of Trainer Secrets Type to enter text How to Train Any Audience on Any Topic Dear Friend and Colleague, This special report is going to show you how you can influence any group or
More informationP-4: Differentiate your plans to fit your students
Putting It All Together: Middle School Examples 7 th Grade Math 7 th Grade Science SAM REHEARD, DC 99 7th Grade Math DIFFERENTATION AROUND THE WORLD My first teaching experience was actually not as a Teach
More informationThe Teenage Brain and Making Responsible Decisions About Sex
Rvsd 2/1/12 Lesson Goals Review What We Know About the Teenage Brain Review the Decision Making Model Discuss the Role that Values play in Supporting Good Decision Making Understand How Emotions Can Interfere
More informationIBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme
IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme Name Student ID Year of Graduation Start Date Completion Due Date May 1, 20 (or before) Target Language
More informationCOACHING A CEREMONIES TEAM
Ceremonies COACHING A CEREMONIES TEAM Session Length: 60 Minutes Learning objectives: Understand the importance of creating a positive atmosphere. Learn how this atmosphere can be accomplished. Learn key
More informationWORK 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 informationKelli Allen. Vicki Nieter. Jeanna Scheve. Foreword by Gregory J. Kaiser
Kelli Allen Jeanna Scheve Vicki Nieter Foreword by Gregory J. Kaiser Table of Contents Foreword........................................... 7 Introduction........................................ 9 Learning
More informationOn May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty
Argese 1 On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty students. In this lesson, we engaged the students in active learning and used instructional methods that highlighted
More informationCase study Norway case 1
Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher
More informationLEARNER VARIABILITY AND UNIVERSAL DESIGN FOR LEARNING
LEARNER VARIABILITY AND UNIVERSAL DESIGN FOR LEARNING NARRATOR: Welcome to the Universal Design for Learning series, a rich media professional development resource supporting expert teaching and learning
More informationE C C. American Heart Association. Basic Life Support Instructor Course. Updated Written Exams. February 2016
E C C American Heart Association Basic Life Support Instructor Course Updated Written Exams Contents: Exam Memo Student Answer Sheet Version A Exam Version A Answer Key Version B Exam Version B Answer
More informationCritical 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 informationWELCOME PATIENT CHAMPIONS!
WELCOME PATIENT CHAMPIONS! 1. MUTE YOUR COMPUTER 2. DIAL INTO THE CONFERENCE LINE: 1-866-814-9555 a. Conference code: 5695726185 3. If you have questions, use the chat box. We will get started soon. Facilitating
More informationSTRETCHING AND CHALLENGING LEARNERS
STRETCHING AND CHALLENGING LEARNERS Melissa Ling JANUARY 18, 2013 OAKLANDS COLLEGE Contents Introduction... 2 Action Research... 3 Literature Review... 5 Project Hypothesis... 10 Methodology... 11 Data
More informationRed Flags of Conflict
CONFLICT MANAGEMENT Introduction Webster s Dictionary defines conflict as a battle, contest of opposing forces, discord, antagonism existing between primitive desires, instincts and moral, religious, or
More information"Be who you are and say what you feel, because those who mind don't matter and
Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and
More informationand. plan effects, about lesson, plan effect and lesson, plan. and effect
Lesson plan about cause and effect. Parental involvement in education does it enrich college and. Note that your job plan should resemble the organization of the paper you should resort to effects, ideas
More informationExecutive Session: Brenda Edwards, Caddo Nation
The Journal Record Executive Session: Brenda Edwards, Caddo Nation by M. Scott Carter Published: July 30th, 2010 Brenda Edwards. (Photo courtesy of Oklahoma Today/John Jernigan) BINGER Brenda Edwards understands
More informationResearchers, speak out! Annina Huhtala, Kaskas
Researchers, speak out! Annina Huhtala, Kaskas Media @anninahuh Kaskas Media is... A communications agency specialized in science communications and outreach. Dedicated to helping scientific knowledge
More informationThe Keele University Skills Portfolio Personal Tutor Guide
The Keele University Skills Portfolio Personal Tutor Guide Accredited by the Institute of Leadership and Management Updated for the 2016-2017 Academic Year Contents Introduction 2 1. The purpose of this
More informationCareer Preparation for English Majors Department of English The Ohio State University
Course Development Note: At the request of Debra Moddelmog, Chair of the Ohio State Department of English, Ruth Friedman, the department s Career/Internship Advisor, developed the following course syllabus
More informationPREVIEW LEADER S GUIDE IT S ABOUT RESPECT CONTENTS. Recognizing Harassment in a Diverse Workplace
1 IT S ABOUT RESPECT LEADER S GUIDE CONTENTS About This Program Training Materials A Brief Synopsis Preparation Presentation Tips Training Session Overview PreTest Pre-Test Key Exercises 1 Harassment in
More informationPART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS
PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to
More informationStrategic 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 informationOccupational Therapy and Increasing independence
Occupational Therapy and Increasing independence Kristen Freitag OTR/L Keystone AEA kfreitag@aea1.k12.ia.us This power point will match the presentation. All glitches were worked out. Who knows, but I
More informationLEADERSHIP AND COMMUNICATION SKILLS
LEADERSHIP AND COMMUNICATION SKILLS DEGREE: BACHELOR IN BUSINESS ADMINISTRATION DEGREE COURSE YEAR: 1 ST 1º SEMESTER 2º SEMESTER CATEGORY: BASIC COMPULSORY OPTIONAL NO. OF CREDITS (ECTS): 3 LANGUAGE: ENGLISH
More informationIntroduction to Communication Essentials
Communication Essentials a Modular Workshop Introduction to Communication Essentials Welcome to Communication Essentials a Modular Workshop! The purpose of this resource is to provide facilitators with
More informationThe Common European Framework of Reference for Languages p. 58 to p. 82
The Common European Framework of Reference for Languages p. 58 to p. 82 -- Chapter 4 Language use and language user/learner in 4.1 «Communicative language activities and strategies» -- Oral Production
More informationFundraising 101 Introduction to Autism Speaks. An Orientation for New Hires
Fundraising 101 Introduction to Autism Speaks An Orientation for New Hires May 2013 Welcome to the Autism Speaks family! This guide is meant to be used as a tool to assist you in your career and not just
More informationRESPONSE TO LITERATURE
RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature
More informationLucy Calkins Units of Study 3-5 Heinemann Books Support Document. Designed to support the implementation of the Lucy Calkins Curriculum
Lucy Calkins Units of Study 3-5 Heinemann Books 2006 Support Document Designed to support the implementation of the Lucy Calkins Curriculum Lesson Plans Written by Browand, Gallagher, Shipman and Shultz-Bartlett
More information2014 Free Spirit Publishing. All rights reserved.
Elizabeth Verdick Illustrated by Marieka Heinlen Text copyright 2004 by Elizabeth Verdick Illustrations copyright 2004 by Marieka Heinlen All rights reserved under International and Pan-American Copyright
More informationCareer Series Interview with Dr. Dan Costa, a National Program Director for the EPA
Dr. Dan Costa is the National Program Director for the Air, Climate, and Energy Research Program in the Office of Research and Development of the Environmental Protection Agency. Dr. Costa received his
More informationENG 111 Achievement Requirements Fall Semester 2007 MWF 10:30-11: OLSC
Fleitz/ENG 111 1 Contact Information ENG 111 Achievement Requirements Fall Semester 2007 MWF 10:30-11:20 227 OLSC Instructor: Elizabeth Fleitz Email: efleitz@bgsu.edu AIM: bluetea26 (I m usually available
More informationUtilizing FREE Internet Resources to Flip Your Classroom. Presenter: Shannon J. Holden
Utilizing FREE Internet Resources to Flip Your Classroom Presenter: Shannon J. Holden www.newteacherhelp.com This Presentation I gave this presentation to the Missouri Association of Secondary School Principals
More informationACCOUNTING FOR MANAGERS BU-5190-AU7 Syllabus
HEALTH CARE ADMINISTRATION MBA ACCOUNTING FOR MANAGERS BU-5190-AU7 Syllabus Winter 2010 P LYMOUTH S TATE U NIVERSITY, C OLLEGE OF B USINESS A DMINISTRATION 1 Page 2 PLYMOUTH STATE UNIVERSITY College of
More informationPractice Learning Handbook
Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social
More informationPersonal 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 informationGraduate/Professional School Overview
Graduate/Professional School Overview Three to six months prior to applying Assess educational goals, career direction, financial resources, etc. Consider why you plan to go to graduate school Identify
More informationCourse Content Concepts
CS 1371 SYLLABUS, Fall, 2017 Revised 8/6/17 Computing for Engineers Course Content Concepts The students will be expected to be familiar with the following concepts, either by writing code to solve problems,
More informationMe on the Map. Standards: Objectives: Learning Activities:
Me on the Map Grade level: 1 st Grade Subject(s) Area: Reading, Writing, and Social Studies Materials needed: One sheet of construction paper per child, yarn or string, crayons or colored pencils, pencils,
More informationWest s Paralegal Today The Legal Team at Work Third Edition
Study Guide to accompany West s Paralegal Today The Legal Team at Work Third Edition Roger LeRoy Miller Institute for University Studies Mary Meinzinger Urisko Madonna University Prepared by Bradene L.
More informationPractice Learning Handbook
Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social
More informationThe Multi-genre Research Project
The Multi-genre Research Project [Multi-genre papers] recognize that there are many ways to see the world, many ways to show others what we see. ~Tom Romano, teacher, author, and founder of the multi-genre
More informationWhat is an internship?
What is an internship? An internship or work placement is an important opportunity to gain working experience in a particular career area. There are generally two types of internship that are available,
More informationEduroam Support Clinics What are they?
Eduroam Support Clinics What are they? Moderator: Welcome to the Jisc podcast. Eduroam allows users to seaming less and automatically connect to the internet through a single Wi Fi profile in participating
More informationGrade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If
Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationExperience Corps. Mentor Toolkit
Experience Corps Mentor Toolkit 2 AARP Foundation Experience Corps Mentor Toolkit June 2015 Christian Rummell Ed. D., Senior Researcher, AIR 3 4 Contents Introduction and Overview...6 Tool 1: Definitions...8
More informationPRESENTED BY EDLY: FOR THE LOVE OF ABILITY
HOW TO BE YOUR CHILD S BEST IEP ADVOCATE PRESENTED BY EDLY: FOR THE LOVE OF ABILITY 888-EDLYOWL (888-335-9695) info@edlyeducation.com Nothing presented either orally or written in this seminar should be
More informationELP in whole-school use. Case study Norway. Anita Nyberg
EUROPEAN CENTRE FOR MODERN LANGUAGES 3rd Medium Term Programme ELP in whole-school use Case study Norway Anita Nyberg Summary Kastellet School, Oslo primary and lower secondary school (pupils aged 6 16)
More information- SAMPLE ONLY - PLEASE DO NOT COPY
Copyright 2015 by Center for Work Ethic Development, LLC. All rights reserved. The Center for Work Ethic Development, The A Game, and Bring Your A Game to Work are registered trademarks of Center for Work
More informationFile # for photo
File #6883458 for photo -------- I got interested in Neuroscience and its applications to learning when I read Norman Doidge s book The Brain that Changes itself. I was reading the book on our family vacation
More informationPlanning a Dissertation/ Project
Agenda Planning a Dissertation/ Project Angela Koch Student Learning Advisory Service learning@kent.ac.uk General principles of dissertation writing: Structural framework Time management Working with the
More informationACCOUNTING FOR MANAGERS BU-5190-OL Syllabus
MASTER IN BUSINESS ADMINISTRATION ACCOUNTING FOR MANAGERS BU-5190-OL Syllabus Fall 2011 P LYMOUTH S TATE U NIVERSITY, C OLLEGE OF B USINESS A DMINISTRATION 1 Page 2 PLYMOUTH STATE UNIVERSITY College of
More informationLecturing Module
Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional
More informationShockwheat. Statistics 1, Activity 1
Statistics 1, Activity 1 Shockwheat Students require real experiences with situations involving data and with situations involving chance. They will best learn about these concepts on an intuitive or informal
More informationUsing Rhetoric Technique in Persuasive Speech
Using Rhetoric Technique in Persuasive Speech Rhetoric is the ancient art of using language to persuade. If you use it well, your audience will easily understand what you're saying, and will be influenced
More informationAcademic Integrity RN to BSN Option Student Tutorial
Academic Integrity RN to BSN Option Student Tutorial Slide 1 Title Slide Hello, Chamberlain RN to BSN option students. Welcome to our Brainshark Student Tutorial on Academic Integrity I am Amy Minnick,
More informationProgramme Specification. BSc (Hons) RURAL LAND MANAGEMENT
Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained
More informationThe Stress Pages contain written summaries of areas of stress and appropriate actions to prevent stress.
Page 1 of 8 STRESS OF INTERPERSONAL RELATIONS *** Interpersonal stress involves the areas of Esteem and Acceptance. When you are feeling stress in this area, we expect that you will begin to: Become blunt
More informationPGCE Secondary Education. Primary School Experience
- PGCE Secondary Education Primary School Experience 1. The Aims of Primary School Observation (a) that you appreciate the role and ways of working of primary school teachers and ways in which these may
More informationbabysign 7 Answers to 7 frequently asked questions about how babysign can help you.
babysign 7 Answers to 7 frequently asked questions about how babysign can help you. www.babysign.co.uk Questions We Answer 1. If I sign with my baby before she learns to speak won t it delay her ability
More informationRottenberg, Annette. Elements of Argument: A Text and Reader, 7 th edition Boston: Bedford/St. Martin s, pages.
Textbook Review for inreview Christine Photinos Rottenberg, Annette. Elements of Argument: A Text and Reader, 7 th edition Boston: Bedford/St. Martin s, 2003 753 pages. Now in its seventh edition, Annette
More information