Improve Personal And Professional Development Skills Information Technology Essay

Improve Personal And Professional Development Skills Information Technology Essay The purpose of this report is to identify the personal development skill as well as professional development skill to the extent of understanding the ways to get better idea about those and then do a personal audit which finally refers to make a plan for personal development for next year. Every organization has a goal to achieve. To achieve that goal organization identifies its target area where the potential problem may arise and can be solved and the training and workshop required developing the skill of the employee. Among those area Human resources is the most important part. To improve that resources organization attempts various program attributable to improve the professional development skill which could effectively give effort to the organization in line with the achievement of the organizational goal. Task-1 1.1. METHODS to improve personal and professional development skills Personal development is the process of improving ones self-knowledge; develop the potentiality of certain areas, building the capability and quality. As Bob Aubrey said, Personal development  refers to activities that improve self-knowledge and identity, develop talents and potential, build human capital and employability, enhance quality of life and contribute to the realization of dreams and aspirations. Professional development is referred to develop the personal and career skills where the person could effectively provide his/her knowledge to the organization. As described by Speck, M. Knipe, Professional development has been described as intensive and collaborative, ideally incorporating an evaluative stage 1.2 Differences between counseling and mentoring Counseling refers to the process of setting by a counselor with a person to help the persons in particular problem or overall development of attitude and behavior. Counseling basically helps an individual to get their problems identified, solve them in pro-active manner and improve their overall skill way better than before. While saying about counseling Gladding Samuel T said, Counseling emphasizes growth as well as remediation. In an organization counseling helps the employee to identify their problems and solve them. In the organization counseling may deal with its internal skills development like performance appraisal, handling employee grievances, disciplinary procedures, coaching and so on. And deal with external areas such as, conflict resolution, dispute resolution, Mediation, etc. Counseling should be looked upon in terms of the amount of direction that the counselor gives the counselee.   This direction ranges from full direction  (directive counseling)  to  no direction (nondirective   Ã‚  counseling)(source: www.tpub.com) Directive counseling refers to the process of listening to the proper problem, getting knowledge of the problem of a member; refer the member to potential solving and lastly encouraging the member to solve it. This types of counseling encompasses advice, help to releases emotional activities and thinking. Non-directive counseling refers to; listen to the counselee, help him or her to identify the problem and sort out the proper course of action. Mentoring is the process and technique of sharing knowledge among the person who is less experienced knowledgeable. Mentoring is the most effective way to get the employees share their knowledge between who is knowledgeable and not knowledgeable. Mentoring is the ongoing relationship that helps to solve the potential problems which can be more informal and any person can be mentor and mentee where the organization may need not to bring other external mentors at all time.-   Mentoring is a process for the informal transmission of knowledge,  social capital, and the psychosocial support perceived by the recipient as relevant to work, career, or professional development; mentoring entails informal communication, usually face-to-face and during a sustained period of time, between a person who is perceived to have greater relevant knowledge, wisdom, or experience (the mentor) and a person who is perceived to have less (the mentee) (Bozeman, B. and Feeney, M. K., 2007. Toward a useful theory of mentoring: A conceptual analysis and critique.) Mentoring can be done in the following areas: à ¢- ºBusiness à ¢- ºExecutive à ¢- ºPerformance à ¢- ºSkills à ¢- ºPersonal Example: In an organization there can be various problems that may arise in ongoing business activities. The concerned problems such as the company namely NIKE has facing employee motivational factors are not productive to the degree of expectations. Also conflicts in working arena among the employees arising in different level at different times. After identification of this problem NIKE has taken counseling to solve the problem. Again at the stage of mentoring this situational conflict, the company has taken various initiatives which encompass the increasing of new employee. 1.3. Pprofessional development skills in achieving personal or organisations goals and objectives Professional development skill encompasses to all sort of development starting from college to organizations. There is various ways to develop skills. There are a variety of approaches to professional development, including consultation, coaching, and communities of practice, lesson study, mentoring, reflective supervision and technical assistance.(National Professional Development Center on Inclusion.   What do we mean by professional development in the early childhood field?) Among the various skills three development skills are explained below which gives more accurate to achieve the goals and objectives. These are Leadership skills, Multitasking skills and Coaching. These are explained below: Leadership skill Leadership is the process of acquiring free consent by one person of many others where the person influences to the fraternity that followed by. In an organization leadership is as to be the leading by the key person where the goals oriented business is ongoing. The interests of the organization are in common and everyone within the organization follows the leader. The use of positive reinforcement is a successful and growing technique used by leaders to motivate and attain desired behaviors from subordinates. Organizations such as Frito-Lay, 3M, Goodrich, Michigan Bell, and Emery Air Freight have all used reinforcement to increase productivity.(Source: Lussier Achua, 2010) So, Leadership encompasses those which are attitude, behavior, leading power. In the organization every person requires to attain these as this are present within every department from smaller to larger portion. Multitasking skill Multitasking is the ability to do several tasks at a time. In an organization which is comparatively smaller, shows up that one person is doing the different task at a time which required doing. Rapidly increasing technology fosters multitasking because it promotes multiple sources of input at a given time. Instead of exchanging old equipment like TV, print, and music, for new equipment such as computers, the Internet, and video games children and teens combine forms of media and continually increase sources of input. (Foehr, Ulla, MEDIA MULTITASKING AMONG AMERICAN YOUTH) Coaching Coaching refers to developing the ability of a coachee by coah by various activity to improve the quality of coachee. Coaching is helping to identify the skills and capabilities that are within the person, and enabling them to use them to the best of their ability and by that increasing the independence within the individual, and reducing reliance. (Rixon, Nick,  2007, UK Coaching Academy CD Goals and Motivations) As described by Eric Coaching is a process that enables learning and development to occur and thus performance to improve. To be a successful a Coach requires a knowledge and understanding of process as well as the variety of styles, skills and techniques that are appropriate to the context in which the coaching takes place (Eric Parsloe, 1999, The Manager as Coach and Mentor. pp 8) Coaching nowadays is not for only senior managers who could in return fulfill the demand of the organization in achieving the goal. But to that context coaching is now has great demand which also given to the lower hierarchy where staff are also required to do the coaching. 1.4 Time Management: the importance and benefits Time management is that skill which helps one to enable effective response to the increase of efficiency and productivity. In business organization time management is all the way important from organizing day to day activities to every departments planning arena. Time management is a set of principles, practices, skills, tools and systems that help individual to use their time to accomplish what they want. (http://www.successconsciousness.com/blog/time-management/importance-of-time-management, accessed on 16.12.2010, 8.00pm) So, time management in short can be said that the effective use of time personally or business in an effective manner so that every required task are done accurately. Urgent Not Urgent Important Crying baby Kitchen fire some calls Exercise Vocation Planning Not Important Interruptions Distractions Other Calls Trivia Busy work Time wasters Exhibit: Time Management The importance includes all the way where the idle time increases the cost increase to that level as the organizations are engaged to achieve the goal of maximizing wealth of shareholders and stakeholders. The key benefits that can be derived by effective time management are reducing business harassment, eliminating of idle time of every staff within the organization and diminishing stress. It also helps to get motivated as such where employees are getting return of their work within time. Such as, employees salary, increment, etc. 1.5 Value of a Continuing Professional Development (CPD) programme to both an organisation and an individual A Continuing Professional Development (CPD) is an organized learning to a particular subject where professionals get knowledge to the degree of higher efficiency. It helps to concentrate on the particular problem and helps to eliminate and manage that efficiently and orderly. CPD is defined as a commitment to structured skills enhancement and personal or professional competence. DTI, 2002, Accelerating Change This helps to acquire the best effort by personally which ultimately gives support to the organization that the persons are engaged into. As defined by Chartered Institute of Personnel and development in 2000, CPD can also be defined as the conscious updating of professional knowledge and the improvement of professional competence throughout a persons working life. It is a commitment to being professional, keeping up to date and continuously seeking to improve. It is the key to optimizing a persons career opportunities, both today and for the future. CPD value in individual In personnel development CPD gives the best way to segregate oneself from others so that the person can clarify and understand problems and solve them rapidly. It helps them to be up-to-date while increasing demand can make or arise problems in upcoming status. CPD value to the organization The value of CPD to the organization has greater impact as the market are more competitive and grower big than earlier. The ongoing demand to adapt the changes and be skilled within required demand needs to keep the knowledge and upgrading them swiftly so that the organization goals are met. The values of CPD in an organization like NIKE are given below: CPD enables staff to adapt the changes that are occurring daily CPD helps to achieve the organizational goal CPD Helps to identify and solve in the area that are required to get the accurate outcome from the staff TASK- 2 2.1 Personal skills audit Personal development is the process of improving ones self-knowledge; develop the potentiality, identify the weakness and increase the efficiency covering that weakness. The purpose of the audit is for you to be able to identify your own existing strengths and skills, and then to find where additional training or courses may fill gaps in your abilities. (http://www.sussex.ac.uk/sp2/1-2-2.html , accessed on 15.12.2010, 8.30pm) The personal skills audit refers to the process of analyzing ones capability and quality of performance. 2.2 The stages of a personal skills audit Skills audit refers to the process of gathering the information of lacking of individual. The skills audit requires being specific about the consequences and outcome where information will be useful. Also it can be more specific to the specific job task. The stages in personal skills audit are explained below: Stage 1- Performing a skill audit The first stages accomplices the identification of ones or the job tasks improvement requirement process. Where the SWOT analysis will be carried upon by oneself. There the Strengths, Weakness and Opportunity and Threats will be identified and action plan will be done accordingly. NEEDS/ABILITY GRID Needs/Ability Grid describes that A=Chores, B=Confidence, C=Effectiveness, D=Action needed and = Area of Training needed Exhibit 1: Needs / Ability Grid The SWOT analysis encompasses: S-Strengths: Where the person has strength that he believes to be working well. W-Weakness: Where the person has weakness in completing any task. O-Opportunities: Where the person has opportunity to establish his/her efficiency. T-Threats: In which area the person believes to be threat in consideration with the possible inflow of bad result comparing other. Stage 2- Selecting and writing up an Action plan After completing the stage 1 the person requires to identify and select the action plan according to the SWOT analysis. Documenting the action plan establishes the completeness of works to be writing up where the thought will be orderly organized. This can be done effectively followed by S.M.A.R.T. procedure. Stage 3- Documenting the record Whenever the stage 2 completes then it requires keeping up record of the entire document that are required to be done in process of doing the skills audit. The individuals required to do documents where they have developed their skills and where they have to develop yet. Skills audit for effective management leadership Skills audit are required to be done for the management as they helps one to identify and/or management to identify the existing problem and helps to ensure the effective uses of those personnel problems so that the organization can walk through in a good and efficient manner. A skills audit assesses performances, from both a task and process- management perspective. They employ a range of psychometrics which provides a 360 ° profile of the individual skills base within the organization and an assessment of its relevance to strategic objectives. Analysis of any skills gap is made against identification of organizational change drivers, in order to build direction and relevance into subsequent training and learning programmers. (http://www.businesspsychologycentre.com) Leadership is the most important part of the organization as well as management. While running the business organization needs and important representative to reach to the goal so that everything within the organization can be remain managed. 2.3 The importance of identifying learning style The importance of identifying learning style are so vast that by this process an organization could easily be able to identify the target area where the potential official has the most weakness and also has another area that they could be easily use that. The Kolb Learning-Style Inventory is an assessment tool, developed by David A. Kolb, Ph.D. The tool identifies preferred learning styles, and explores how the different styles influence: Making career choices, Problem-solving, Working in teams, Goal-setting, Resolving conflict, Managing others, Dealing with new situations, Communicating at work, Communicating at home (http://www.banffcentre.ca/departments/leadership/assessment_tools/kolb) Exhibit: Kolbs learning style The Four Learning Styles identified in this assessment are: Diverging: combines preferences for  experiencing  and  reflecting Assimilating: combines preferences for  reflecting  and  thinking Converging: combines preferences for  thinking  and  doing Accommodating: combines preferences for  doing  and  experiencing (http://www.banffcentre.ca/departments/leadership/assessment_tools/kolb) 2.4 Monitoring the effectiveness of my own learning style The monitoring of the awareness and effectiveness of that learning are the continuous follow up of the existing learning which could help to understand the situation. Following are the key role to monitor the effectiveness of own learning style: Make strategic goal oriented planning Identification of key areas to be developed Using performance evaluation tools Memorizing frequently Task-3 3.1 personal development plan Personal development plan refers to the process of making own more efficient and career oriented. Personal Development Planning can be defined as a process that helps you to think about your own learning, performance and/or achievements and to plan for your personal, educational and career development. (http://www.lboro.ac.uk/library/skills/Advice/PDP.pdf,) 3.2 Purposes of Personal Development Plan Personal Development Plan is the most organized way to make better oneself. The purposes of Primary development Plan are as follows: The key reason for Personal development Plan is identified here: Personal development directs your attention to important things. Personal development increases your capacity. Personal development connects you with positive people. (http://www.articleclick.com/Article/Three-Reasons-Why-Personal-Development-Is-Important/1056612, accessed on 16.12.2010, 7.30pm) Since, the Personal development Plan is more important so the person needs more concentration on the part to get better result. 3.3 My personal Development Plan for next year Personal Development Plan is important for every person as it helps to increase the efficiency of any person who carried out the plan. My personal development plan for next year will be as follows: 3.3.1 Identification of the development area (SWOT analysis) At first it is required to identify the personal development area where my personal weakness, strengths, opportunities and threats to be covered. So at first I will conduct an SWOT analysis. This will be done in various angels where the perfect outcome of the testing will be sorted out. 3.3.2 Object oriented future target After identification of SWOT analysis where my potentiality and problems will be identified than I will build up an object oriented future to target for the next year. Even though this process involves this years activity. And the changes level wont be so much vast but the initial planning will be helpful for change to target area from the beginning of next year. 3.3.3 Identify resources and gather accordingly, if needed To accomplish the work I require to be pointed out the resources that are available and after that I will take a control and inventory assessment where any more resources, if required, will be identified and shall be gathered accordingly. 3.3.4 Implementation of the plan and monitoring After all the process done, now I require to go for implementation where I shall have to monitor after implementation. Nowadays the job market is so much competitive that one needs to assure that he or she could compete with others to win a job. By assessing personal skills and understanding the growth of the market with Continuous Personnel Development I could get myself developed to the level where competition is expected and will have the potentially to distinguish. 3.3.5 Skill audit Skills Level of skills Low High Remarks Managing time organizing 1 2 3 4 5 Taking decisions and solving problems 1 2 3 4 5 Preparing plan 1 2 3 4 5 Delegating 1 2 3 4 5 Motivating 1 2 3 4 5 Target mapping 1 2 3 4 5 Communicating via written 1 2 3 4 5 Communicating orally 1 2 3 4 5 Coaching 1 2 3 4 5 After investigation of the above area I have identified that the following parts needed to be developed Managing time organizing Communicating via written Communicating orally Taking decisions and solving problems Preparing plan 3.3.6 Development plan with resource and time Development skills area Aims Resources Time Lag Managing time organizing Continuous develop the time management skill Work breakdown structure, Gantt Chart Entire year Taking decisions and solving problems Need to try decision in particular situation and possible solution Try to solve different case study 3 months Preparing plan Need to try every work by follow plan Planning activity Entire year Communicating via written To be an expert writer Reading newspaper, article, try to follow general written procedures and monitor continuous development Entire year Communicating orally Try to develop professional communication skill for oral communication Regular listing news Entire year conclusion The business growth level is diversified now. The demand of staff potentiality is increasing more with the diverse requirement. The job market is also becoming more competitive than before which requires more competent staff to accomplish multitasking capability. This intensifies the requirement to be capable of handling various tasks at a time with the expectation of return as required. This at finally requires to get the staff motivated and knowledgeable where employee return will be higher as expected.

Multigrade: Teacher and Students

| Multigrade teaching involves the teaching of children from two or more grade levels in one classroom. Such contexts requires the employment of particular teaching methodologies and classroom administration. Since Multigrade classes are smaller and can be established more cheaply than complete schools, they can be more numerous, therefore more dispersed and thus located closer to the settlements where the children live. This means both that younger children can attend and that the time children spend travelling between school and home can be reduced to an acceptable level. This in turn means that there is sufficient time outside school hours for the children to continue to contribute to the family's economic activity . Attending school is therefore likely to be more acceptable to the families concerned, and thus both increase the number of children receiving education and reduce the failure rate. Multigrade schools, being smaller and more dispersed, would enjoy much closer links with the smaller communities that they would be set up to serve. This would have a very positive effect on local attitudes and access to education. The professional teacher is a key resource person in the Multigrade context. The local content is a significant part of the curriculum, it is particularly important to resolve the issue of appointing well-trained and locally-oriented teachers. Introduction  1. An average primary school teacher is ill equipped to handle a multigrade classroom situation. 2. The nature of the curriculum and textbooks, which are prepared almost entirely in a monograde context create further problems. 3. Teacher training programmes have not focused on practical issues and techniques for handling multigrade teaching studies. 4. There is no training package for multigrade teachers. The aspects could be;  Ã‚  Ã¢â‚¬â€œÃ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Time management-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Improving teaching skills-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Preparation and organisation of the teaching learning materials. –  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Organisation of art and cultural activities. 5. Timetables are not flexible enough. Teachers of MC should have extra preparation time. Teachers assigned to MC should preferable be those who are most willing to teach. In service and information concerning appropriate groupings, classroom organization, instructional strategies and curriculum modification should be provided to principals and teachers. In a MC there is respect for different learning styles. Teachers structure a positive learning environment where children feel successful, develop positive self-concepts and are helpful and sensitive to others. The student benefit from having the opportunity to stay with the same teacher and classmates and experience the same teaching style and routine over a two-year (ore more) period. In a MC there is time to recognize that a childs social and emotional needs are as important as academic needs. Another advantage of more than one year in a MC is the relationship developed between the teacher and the entire family. Students feel they are successful when they are working at their own level and know that everyone should be able to do the same thing at the same time. Each child is accepted at his or her own place on the developmental learning situation. The teacher takes time to assess evaluates and plan next steps for each child. Separate subjects are replaced by an integrated curriculum, which engages children in meaningful activities that explore concepts and topics relevant and meaningful to the lives of the children. In a classroom where all children are learning at different rates and are not all the same age, there is a little competition. By helping each other, students reinforce their own understanding of knowledge, skills and attitudes. Conversations are encouraged as the children talk through their work in progress. These conversations help them understand just what they have learned. Multigrade classrooms take the focus of meeting the needs of the whole group of learners instead meet the needs of each individual student. | I. On the conference on MGT in  1988, organised by UNESCO, five general problems came out:a. Inadequately trained teachers. b. Scarcity of varied levels and types of materials. c. Lack of flexible and special types of curriculum organization. d. Inadequate school facilities. e. Lack of incentives for teachers in multiple classes. II. Multigrade in Vietnam, the problems. a. There is a serious shortage of teachers, especially skilled teachers for MGT. b. Teachers of MGT are working in different isolated conditions. c. The training of teachers for MG classes does not meet the requirement in either quality or quantity. d. Most of the MG schools lack textbooks, guidebooks and reference material. e. Multigrade classes are in very bad conditions. III. What is the principals role in a multigrade chool? a. The principal plays a key-role in creating a supportive school culture. b. The principal, the head teacher must ensure that all teachers feel supported. c. The head must provide teachers with opportunities to learn multigrade teaching methods, monitor the progress of implementation and give the teachers praise, feedback and suggestions. d. The head should be adept at facilitating positive, cooperative interactions among teaching team members. IV. There are definite characteristics of successful multigrade teachers, which should be considered in teacher selection. . Well-organizedb. Creative and flexiblec. Willing to work hard. d. Resource full. e. Self directed. f. Willing to work closely with the community. g. Strong belief in the importance of cooperation and personal responsibility in the classroom with the ability to develop these characteristics in pupils. h. Prior successful experience at the grade levels to be taught. V. Seven general types of activities found in most class rooms:a. Quiet or individual study. b. Testingc. Whole class instruction. d. Partner worke. Group discussionf. Reference work. QUESTIONS/ACTIVITY  1. How will / can you create an enabling and effective teaching- learning environment in a multigrade classroom. 2. How could teachers spend more time on a particular subject or practice work? 3. How can a teacher maintain discipline in a multigrade classroom? 4. Which teaching aids are specific for a multigrade teaching? 5. How can a teacher be enabled to organise the subject matter in the best possible way? 6. How can the teacher understand the gaps in his or her teaching method, and appreciate student needs better? FACTS  1. Multigrade teachers must be trained to give different lessons at the same time to pupils at different grade levels. . Children sit in grade-groups facing their own blackboard (BB)3. If there are two grade groups in the class the BB are placed either end of the classroom with children facing opposite directions. 4. During the lessons the teacher moves frequently between the different groups. 5. Give reading instructions to one grade; give dictation to the other grade. 6. One grade is copying handwriting math exercises from the BB, the other grade will be instructed on a new math item. 7. The extra work involved in multigrade teaching must be recognized by giving teachers  50% additional salary for two rades and  75% for three or more grades. 8. Teachers in multigrade classrooms must receive a lot of support and must meet regularly with teachers from other multigrade schools. | Direct Instruction Direct instruction is highly teacher-directed and commonly used. It is effective for providing information or developing step-by-step skills. This strategy also works well for introducing other teaching methods or actively involving students in knowledge construction. a. Structured Overview  Ã¢â‚¬â€œ organizing concepts and materials in a manner that is easily understood by students. b. Explicit Teaching  Ã¢â‚¬â€œ explicit teaching involves six teaching functions:|  · daily review  · presenting new material  · conducting guided practice  · providing feedback and correctives  · conducting independent practice  · weekly and monthly review| | c. Mastery Lecture  Ã¢â‚¬â€œ a method to deliver significant amounts of information in a relatively short period of time. The quality of a lecture may be improved by incorporating audio and visual aids and encouraging interaction between the teacher and the students. d. Drill and Practice  Ã¢â‚¬â€œ structured, repetitive review of previously learned concepts in order to increase level of mastery. . Compare and Contrast  Ã¢â‚¬â€œ students look for similarities and differences. f. Didactic Questions  Ã¢â‚¬â€œ tend to be convergent, factual and often begin with â€Å"what,† â€Å"where,† â€Å"when,† and â€Å"how. † These may also include â€Å"why† and â€Å"what if† q uestions. g. Demonstrations  Ã¢â‚¬â€œ teacher shows and tells how to do something. h. Guides for Reading, Listening, and Viewing  Ã¢â‚¬â€œ providing leading questions, diagrams, or statements to assist students in focusing on the important ideas within text, lecture, media, or other presentations. A follow-up discussion may assist in summarizing the activity. Indirect Instruction Indirect instruction is mainly student-centred, although direct and indirect instruction can complement each other. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students' interest and curiosity, often encouraging them to generate alternatives or solve problems. It is flexible in that it frees students to explore diverse possibilities and reduces the fear associated with the possibility of giving incorrect answers. Indirect instruction also fosters creativity and the development of interpersonal skills and abilities. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry (Martin, 1983). The indirect instruction strategy can be used by teachers in almost every lesson. This strategy is most appropriate when:  | thinking outcomes are desired * attitudes, values, or interpersonal outcomes are desired * process is as important as product * students need to investigate or discover something in order to benefit from later instruction * there is more than one appropriate answer * the focus is personalized understanding and long term retention of concepts or generalizations * ego involvement and intrinsic motivation are desirable * decisions need to be made or problems need to be solved * life-long learning capability is desired| a. Problem Solving  Ã¢â‚¬â€œ students work through a situation or problem in order to arrive at a solution. b. Case Studies  Ã¢â‚¬â€œ real life scenarios are presented for analyzing, comparing and contrasting, summarizing, and making recommendations. c. Inquiry  Ã¢â‚¬â€œ as topics are explored, thinking is emphasized as students ask relevant questions and develop ways to search for answers and generate explanations. d. Reading for Meaning  Ã¢â‚¬â€œ information and insight are obtained from written material. e. Reflective Discussion  Ã¢â‚¬â€œ discussion occurs in order for students to understand a concept in more depth. f. Concept Formation  Ã¢â‚¬â€œ students are given data about a particular concept. The data is classified or grouped and descriptive labels are given to the groupings. By linking their examples to the labels and explaining their reasoning, students are able to form their own understanding of the concept. g. Concept Mapping  Ã¢â‚¬â€œ a word or topic is used to generate other related words. These may be organized in web form. . Concept Attainment  Ã¢â‚¬â€œ examples and non-examples are given to develop an understanding of a concept. i. Cloze Procedure  Ã¢â‚¬â€œ students need to supply key words which have been omitted from a passage. Experiential learningExperiential learning is inductive, learner centred, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learnings to other contexts are critical factors in effect ive experiential learning. Experiential learning occurs when learners:| participate in an activity * critically look back on the activity to clarify learnings and feelings * draw useful insights from such analysis * put learnings to work in new situations (Pfeiffer & Jones, 1979) Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary:| * experiencing  (an activity occurs) * sharing  or publishing (reactions and observations are shared) * analyzing  or processing (patterns and dynamics are determined) * inferring  or generalizing (principles are derived) * applying  (plans are made to use learnings in new situations) a. Field Trips  Ã¢â‚¬â€œ students are given an opportunity to learn by taking part in educational activities that take place outside of the classroom. | b. Conducting Experiments  Ã¢â‚¬â€œ students are given a hypothesis to test under specific conditions. | c. Simulations  Ã¢â‚¬â€œ the students are presented with an artificial problem, situation, or event which has some aspect of reality. | d. Games  Ã¢â‚¬â€œ these are structured learning activities which have rules and methods of establishing who wins or how the activity ends. | e. Focused Imaging  Ã¢â‚¬â€œ students visualize an object, event, or situation. f. Field Observations  Ã¢â‚¬â€œ students make observations of naturally occurring events found outside of the classroom. | g. Role Playing  Ã¢â‚¬â€œ students are presented with a real problem situation and given individual parts or roles to play. | h. Synectics  Ã¢â‚¬â€œ analogies are used to help students compare and contrast topics which appear to be unrelated. | i . Model Building  Ã¢â‚¬â€œ students design and construct an object. | j. Surveys  Ã¢â‚¬â€œ are research tools that involve asking questions to a specific group of individuals. The responses are then analyzed. | | | Independent Study Independent study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. In addition, independent study can include learning in partnership with another individual or as part of a small group. Independent study encourages students to take responsibility for planning and pacing their own learning. Independent study can be used in conjunction with other methods, or it can be used as the single instructional strategy for an entire unit. The factors of student maturity and independence are obviously important to the teacher's planning. a. Essays  Ã¢â‚¬â€œ writing that students do that involves some level of research. Research may be used to support their opinions on a specific topic. b. Computer Assisted Instruction  Ã¢â‚¬â€œ programs which are available to be used on the computer to assist student learning. . Reports  Ã¢â‚¬â€œ enable students to express their knowledge or ideas related to a given topic. These reports may be presented in written or oral form. d. Learning Activity Package  Ã¢â‚¬â€œ a planned series of activities for the students to complete. e. Correspondence Lessons  Ã¢â‚¬â€œ lessons that are administered through an outside agency other than the scho ol. Typically this was in print form, but now may involve audio, video, or computer elements. f. Learning Contracts  Ã¢â‚¬â€œ these allow for instruction to be individualized and encourages student responsibility. When students are new to this method, teachers may have to provide a more structured format that includes the learning objectives, some choice of resources, as well as time constraints. As students become more familiar with this method and more independent, increased responsibility can be given to the students. g. Homework  Ã¢â‚¬â€œ assignments and activities that are to be completed away from the school. h. Research Projects  Ã¢â‚¬â€œ these projects contain some elements of research and may be conducted individually, with a partner, or in small groups. i. Assigned Questions  Ã¢â‚¬â€œ questions that are given to the students to complete individually or in small groups. j. Learning Centres  Ã¢â‚¬â€œ stations are set up in the classroom which include tasks or activities that may need to be completed individually or in a group. Interactive instructionInteractive instruction relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. The interactive instruction strategy allows for a range of groupings and interactive methods. It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of observation, listening, interpersonal, and intervention skills and abilities by both teacher and students. | a. Debates  Ã¢â‚¬â€œ students are divided into two groups. Each group is assigned a side of an issue to defend. After developing arguments for their side, students present new information or introduce rebuttals for information presented by their opposition. b. Role Playing  Ã¢â‚¬â€œ a topic or theme is chosen and relevant concepts are identified. A concept is selected which involves a compelling issue and adequate roles for everyone. A key question from the concept is chosen and possible viewpoints are discussed. Situations and viewpoints are chosen and students are assigned roles to play. | c. Panels  Ã¢â‚¬â€œ students are divided into small groups. Each studen t individually presents information to the rest of the class. The panel is run by a moderator. | d. Brainstorming  Ã¢â‚¬â€œ as many ideas as possible are suggested. All ideas are recorded with no criticism or evaluation permitted. | e. Peer Practice  Ã¢â‚¬â€œ students practice what they have learned with a peer. | f. Discussion  Ã¢â‚¬â€œ familiar material is used for discussions. The problem or issue can be one that does not require a particular answer or one where it is important for students to discover an answer. Opinions must be supported. Discussion should conclude with consensus, a solution, clarification of insights gained, or a summary. | g. Laboratory Groups  Ã¢â‚¬â€œ groups of students in a laboratory setting. | h. Co-operative Learning Groups  Ã¢â‚¬â€œ small groups of students, usually two to six members, share the various roles and are interdependent in achieving the group learning goal. | i. Problem Solving  Ã¢â‚¬â€œ real life problems are presented to the students to solve. The teacher, acting as a facilitator, encourages the students to use an â€Å"If . . . , then . . . , because . . . † method of solving the problem. | j. Circle of Knowledge  Ã¢â‚¬â€œ small groups of students sit in a circle to think and discuss information. The ideas from each small circle are then shared with the rest of the class. | k. Tutorial Groups  Ã¢â‚¬â€œ groups set up to offer remediation. This remediation may be done by the teacher or a peer. | l. Interviewing  Ã¢â‚¬â€œ students familiarize themselves with the topic of the interview and create questions to ask the interviewee. Interviews usually take place face-to-face. | Cooperative teaching:  According to Bauwens and Hourcade (2001), cooperative teaching refers to a direct form of collaboration in which a general educator and one or more support service providers voluntarily agree to work together in a co-active and coordinated fashion in the general education classroom. These educators who possess distinct and complementary sets of skills, combine roles and share resources and responsibilities in a sustained effort while working towards the common goal of school success for all students. Collaborative teaching, where two educators take responsibility for planning, teaching, and monitoring the success of all learners in a class, looks different from day to day and classroom to classroom. Why? Collaborative teaching, when done right, is a dynamic process that educators constantly reconfigure to fit their instructional plans and the learning needs of their students. team teaching  Ã¢â‚¬â€œ a method of coordinated classroom teaching involving a team of teachers working together with a single group of students didactics,  education,  educational activity,  instruction,  pedagogy,  teaching  Ã¢â‚¬â€œ the activities of educating or instructing; activities that impart knowledge or skill; â€Å"he received no formal education†; â€Å"our instruction was carefully programmed†; â€Å"good classroom teaching is seldom rewarded† Peer Teaching Practice in which students take on a teaching role in a school setting in order to share their knowledge with other students. multi-grade teaching   ‘ technique of simultaneously teaching more than one grade by a single teacher’.

Lust for Power; Destruction of Humanity

Lust for Power; Destruction of Humanity â€Å"Power†, the literal meaning of this word is â€Å"control†. Unfortunately, we are living in a world where the lust for power has resulted in the destruction of humanity. From the lower class clerks to the industrialists of the highest class, everyone is involved in a race, a race to get to the top. And they are willing to use any means to get there. Leg pulling has become a culture now a days, no one can digest anyone else’s success. Everybody is blinded by this hunger for attaining power.Take any one; a student can do anything to get an A in his finals, even if it may involve sabotaging his fellow students’ work. A country can go to unthinkable extents to get to the top, even if has to take down another country and kill numerous of innocent people. In our country, â€Å"Pakistan†, we are going through the same phase. Every day we see T. V shows where politicians are busy shouting and yelling, blaming ot her politicians, fighting just to get power and get a hold of our country’s treasury, or at least what’s left of it.No one really cares about the people; everyone is just interested in making their own lives better. We kill, we destroy, and we hurt the feelings of other human’s, just to satisfy our hunger. Is this what we have been taught? Are these our moral and social ethics? Is this what our Religion has guided us to do? No it is totally against everything. But we are all too busy thinking about our wants and we forget that we are humans. We have figuratively turned into cannibals. If this keeps up, very rightly man himself will become the reason for the extinction of his own self!

Essay on Dyslexia in Pediatrics - 1121 Words

Dyslexia is a learning disability that affects reading, writing, spelling, and sometimes speaking in children. Dyslexia is known as one of the common disabilities in children. Dyslexia can be mild or severe, every child diagnosed with dyslexia is different in some ways. Treatment for dyslexia should be introduced as early as possible for best results, however, it is never too late for improvement. (Bucciarell Rais, 2008) Dyslexia can be inherited through a person’s family or it can be caused by the way the brain has developed during pregnancy and early childhood. The only risk factor known of developing dyslexia is if someone in the family has been diagnosed, as it can be genetic. (Bucciarell Rais, 2008) Symptoms of dyslexia†¦show more content†¦Remediation helps children with dyslexia learn language skills in a different way than children who are not dyslexic. Remediation includes teaching a child small amounts of information at a time, teaching the same conc epts many times, and involves all the senses (hearing, touching, seeing, smelling, and speaking). Another treatment method used for children with dyslexia is compensatory strategies. Compensatory strategies teach the child to work around the effects of dyslexia. These strategies include: recording classroom lessons, homework assignments, and texts, using flashcards, sitting in the front of the classroom, using a computer that provides spelling and grammar checks, and allowing for more time for the child to complete assignments and homework. (Bucciarell Rais, 2008) Researchers have been studying genes trying to find a link to dyslexia. In a recent search, researchers have discovered a variation of a gene that is responsible for about seventeen percent of the cases of the reading disability dyslexia. This information is a potential piece of the puzzle in solving this disorder adding new hope for a cure. Researchers previously identified a region on chromosome 6 that may provide some understanding of the genes linked to dyslexia. The region houses 19 genes that are mostly expressed in the brain. This discovery has provided sufficient information leading to more possibilities for finding advanced treatment and maybe a cure. (Gardner, 2005) AShow MoreRelatedDyslexi A Learning Disability Characterized By Difficulty1650 Words   |  7 PagesDyslexia is a learning disability characterized by difficulty in reading fluently, as well as comprehending what is read, even in the absence of any other disabilities and with a normal IQ. There are several categories in which individuals with dyslexia may have trouble, such as language skills, phonological decoding and awareness, verbal comprehension, rapid naming, processing, and auditory short-term memory. One factor that stands out with dyslexia and one that causes a lot of controversy isRead MoreTexas Dyslexia Reform: Implementing a Policy in Its Infancy Essay1696 Words   |  7 Pagesstudents with dyslexia in 1985, continues to set the standard when it comes to dyslexia education reform (T. Flanders, personal communication, August 30, 2011). Until recently, little consideration was made in the use of assistive technology (AT) for students with mild disabilities, specifically in the field of dyslexia education and intervention (Edyburn, 2006, p. 18). With the passing of Senate Bill 866, concerning the implementation of classroom technology plans for students with dyslexia, the pursuitRead MoreVisual Information Processing Paper1276 Words   |  6 Pagesdifferent effects to visual information processing. (Diamant. 2008) Dyslexia occurs in about 3 million of the population, it occurs when there is an eye teaming or eye tracking and perceptual problem. It can be a result of vision impairment, and cause words on a page to move or jump. This impairment is caused by small lesions in the cortical region of the brain. It has been Alleged that Meares-Irlen Syndrome is more common in dyslexia. Irlen syndrome is a visual perceptual distortion that can occurRead MoreEssay on Developmental Coordination Disorder1160 Words   |  5 PagesAdditional impairments have been noted. These include: anxiety, depression, short-term memory problems, and attention problems (Appleford School, 2008; Vasconcelos, 2009). As such, a variety of comorbid disorders have also been identified, such as ADHD, dyslexia, and Asperger’s syndrome. Due to the high prevalence of co-occurrence, some psychologists question whether DCD is â€Å"reliably distinguishable from the features of other developmental disorders† (He nderson Henderson, 2003, p. 9). Even if that wereRead MoreThe Effects Of Occupational Therapists On Occupational Therapy1109 Words   |  5 Pages This is obviously a broad definition, and one that can be achieved in various groups, and through various methods. Occupational therapists can specialize in hand therapy, stroke rehabilitation, driving, community mobility, low vision patients, pediatrics, or geriatrics. In any of these specialties, a therapist can address their patient’s daily living activities, leisure, work, education, or social participation. An increased ability to participate in any of these activities can be facilitated throughRead MoreMy Internship With The Mesa County Valley School District 511336 Words   |  6 PagesThrough my internship with both the Mesa County Valley School District 51, as well as Family Health West’s Pediatric Rehabilitation, I have learned a vast amount about occupational therapy. I have learned about its importance and its necessity, as well as the array of ways it can help individuals in need. I have also gained countless experiences that I am very thankful for. Additionally, I have accomplished all of the goals I sought to when starting this internship with leaps and bounds. I helpedRead MoreFlint Michigan Water Case Study752 Words   |  4 Pagescreativity and the ability to weigh consequences and make good decisions, impairs language skills, shortens attention span, and predisposes to hyperactive and aggressive behavior. Lead exposure in early childhood is linked to later increased risk for dyslexia and school failure.†(p. 3). 3. On December 3rd, 2015, the mayor of Flint, MI Karen Weaver declared a state of emergency because of the high levels of lead in the water supply. Two weeks later President Obama directed FEMA to help provide equipmentRead MoreAttention Deficit Hyperactive Disorder ( Adhd )1678 Words   |  7 Pagesuse for a child’s behavior, ADHD is a real disease. ADHD affects everyone differently, it can be the child who cannot sit still in class, or it can be the child who loses interest in the assignment easily. ADHD is usually paired with some degree of dyslexia; this makes it even harder for a child to understand language and learn. Children are often misdiagnosed and not diagnosed early enough. â€Å"A [doctor or therapist] could make a mistake, especially if he or she doesn’t have extensive experience withRead Morearguments against the flu vaccine1311 Words   |  6 Pagescardiovascular collapse, autism, seizures, mental retardation, hyperactivity, dyslexia and many other central nervous system (CNS) disorders.( CDC, Pinkbook). The American Academy of Pediatrics (AAP) says it best: â€Å"Mercury in all of its forms is toxic to the fetus and children and efforts should be made to reduce exposure to the extent possible to pregnant women and children as well as the general population† (AAP. Pediatrics- para 8, 2001). 2 Phenoxyethanol is an anti bacterial agent being used asRead MoreAuditory Processing Disorder ( Adhd )928 Words   |  4 PagesProcessing Disorder. Alabama Asha lists the disorders that will often appear with Auditory Processing Disorder: †¢ â€Å"Peripheral (conductive and sensory) hearing loss †¢ Specific Language Impairment (SLI) †¢ Learning Disabilities (LDs) †¢ Reading disorders (dyslexia) †¢ Attention deficit/hyperactivity disorder (ADHD) †¢ Emotional and psychological disorders †¢ Developmental Delay †¢ Seizure disorders †¢ PDD, autism, and autism spectrum disorders† It is important for speech language pathologists and audiologists to