Enhancement Of Teaching And Learning PDF

ENHANCEMENT OF TEACHING AND LEARNING The concept of quality is a complex. For example, pre- service teachers and in-service teachers may differ in how they define what quality learning and teaching means. We look at enhancing quality at three levels: micro, meso and macro. Assuring the quality of le...

ENHANCEMENT OF TEACHING AND LEARNING The concept of quality is a complex. For example, pre- service teachers and in-service teachers may differ in how they define what quality learning and teaching means. We look at enhancing quality at three levels: micro, meso and macro. Assuring the quality of learning and teaching has gained importance in recent years. Engaging in any quality assurance or enhancement process requires documenting evidence. Monitoring quality requires evidence. The focus of this course has been on gathering evidence through the processes of evaluation and reflection. There are two key terms requiring a clear definition: Quality assurance – refers to the maintenance and monitoring of standards related to learning and teaching Quality enhancement – refers to the continuous improvement of learning and teaching, informed by rigid evaluation data. Reviewing courses or subjects, curriculum and even individual classes, tutorials and practical for quality assurance and enhancement should be undertaken frequently. At a micro level, informal reviews can take place daily when an educator reflects on a class or curriculum design. UNSW Sydney 2017 TEST TAKING COACHING Teaching is considered a noble profession, and many refer to it as a calling and passion, not just a job. In the academe and basic education classrooms, there are numerous responsibilities are bestowed upon teachers. As educators, we are expected to serve as good role models, responsible citizens, and inspiring classroom facilitators. Teachers must also possess credentials and experiences that would indicate capabilities to manage the demands on the profession. PREPARATION BEFORE TAKING THE LET Self-motivation: Schools typically employ licensed teacher-applicants. Visualize yourself holding that license, credentials that would enhance your resume and help with your professional teaching career. An examinee should clearly establish the reasons for taking the test. Is it employment-related or a personal goal? Knowing your goals and having the willpower will help you immensely. What’s your objective for taking the LET? Know your learning style Reviewing the exam using notes, cue cards, diagrams, listening to music, reading while walking and singing. Reading whenever (e.g., while queuing in a supermarket or commuting), as long that you have your notes around. Knowing your learning style is key. Using that understanding, you can devise a particular plan that will work best for you. Know your learning preferences, limitations, and capabilities. How do you learn? Prepare a plan for your review Preparing a review plan will help as you will be able to see your roadmap, the areas to focus more and the timing for the review. This will make your review more effective and efficient. How would you prepare for the LET? Don’t hesitate to ask for help if you need it Know that there are people who can assist you while preparing, such as friends, former professors, classmates, reviewers, among others. Also, sometimes it is helpful to participate in group reviews. Instead of reviewing alone, studying with a group of friends or co-examinees may help as you will be able to exchange ideas, ask questions right away and reinforce the concepts and learnings. Who are the people who could help you prepare? Stay positive Positive thoughts and visualizing the success would help you become motivated. Treat the review as an enjoyable challenge, instead of a boring and time-consuming ordeal. And don’t forget to treat yourself. At times you will feel down, which is normal. Your CEP 1 may seem tedious sometimes but continue to push through. STRATEGIES AND TECHNIQUES IN STUDYING 1. SQRRR A reading comprehension method named for its five steps: survey, question, read, recite, and review. The method was introduced by Francis P. Robinson, an American education philosopher in his 1946 book Effective Study. The method offers a more efficient and active approach to reading textbook material. It was created for college students but is extremely useful for young students as well. This method is proven useful globally. Survey The first step, survey, or skim advises that one should resist the temptation to read the book and instead first go through a chapter and note headings, sub-headings and other outstanding features, such as figures, tables, and summary paragraphs. This survey step only takes 3-5 minutes, but it provides an outline or framework for what will be presented. The reader should identify ideas and formulate questions about the content of the chapter. Question Generate questions about the content of the reading. For example, convert headings and sub-headings into questions, and then look for answers in the content of the text. Other more general questions may also be formulated: What is this chapter about? What question is this chapter trying to answer? How does this information help me? The Question step again only takes 3-5 minutes to complete, but it will motivate the reader to seek answers to the questions. Read (R1) Use the background work done with "S" and "Q" to begin reading actively. This means reading to answer the questions raised under "Q". Passive reading, in contrast, results in merely reading without engaging with the study material. Recite (R2) The second "R" refers to the part known as "Recite." The reader should try to retrieve from memory what was learned in the same manner as telling someone else about the information. It is important that the reader use his/her own words in order to formulate and conceptualize the material. Try recalling and identifying major points (heading/subheadings) and answers to questions from the "Q" step. This recital step may be done either in an oral or written format and is related to the benefits of retrieval (testing effect) in boosting long-term memory for the material. Review (R3) The final "R" is "Review." Once you reach the end of the passage, say back to yourself what the point of the whole passage is - again, using your own words. 2. Speed Reading Speed reading is the process of rapidly recognizing and absorbing phrases or sentences on a page all at once, rather thanidentifying individual words.Most people read at an average rate of 250 words per minute (wpm), though some are naturally quicker than others. We'll nowexplore some of the skills that you can use to accelerate your readingThe Pointer MethodUtah schoolteacher Evelyn Nielsen Wood was one of the pioneers of speed reading. In the 1950s, she claimed that she couldread at up to 2,700 wpm if she swept a finger along the line as she read. This became known as the Pointer method and is also sometimes called "hand pacing" or "Meta guiding." Holding a card undereach line and drawing it down the page as you read works just as well.The Tracker-and-Pacer Method This is a variant of the Pointer method where you hold a pen, with its cap still on, and underline or track each line as you read it, keeping your eye above the tip of the pen. This will help to increase the pace at which you take in each line and improve your focus on the words. Whether you underline the words is your choice. Try to spend no more than one second on each line and then increase your speed with each subsequent page. You will probably find that you retain very little information at first, but, as you train your brain and you become more comfortable with the technique, your comprehension should improve. Note: An advantage of the Pointer and Tracker-and-Pacer methods is that they should reduce your need to skip back and re-read sentences – a hindrance to speed reading that is known as "regression." The Scanning (or Previewing) Method "Scanning" involves moving your eyes quickly down the page – often down the center – and identifying specific words and phrases as you go. These can be key sentences (often the first sentence of each paragraph), names, numbers, or trigger words and ideas. Learning to expand your peripheral vision can help with this. You won't read every word, but your eye will land on what is important to allow you to grasp the basic idea. It may be helpful to use a mind map to organize the information you take in. When to Speed Read These techniques can all help you to read more quickly, but are they appropriate for what you're trying to achieve? Effective speed reading is a balance between pace and comprehension. Studies have found that the faster you read the less information you take in, particularly when it comes to remembering detail. So, speed reading is clearly not the answer if you're reading a complex legal or technical document, even if you are pushed for time. Similarly, it would be sensible to slow down if the material you're reading is new or unfamiliar, or if you must teach it to someone else. 3. Study Less, Study Smart When you're learning new material, it can be overwhelming when you think about how much time you need to truly understand it all. This studying technique can help you stay focused and take on more information with shorter study sessions. Study in chunked sessions: Your ability to retain information diminishes after about 25-30 minutes, so break it up into multiple, smaller sessions. Reward yourself with fun activities during your breaks Have a dedicated study area: Don't study where you do anything else. Don't study in your bed, where you play games (even if it's your computer), or in front of the TV. Know the difference between recognition and recollection: Recognition requires a trigger for you to remember something and you may not get that on a test. Study actively with focus on recollection. Quiz yourself and don't just glance over highlighted notes. Take good notes: Find a note-taking method that works for you and expand on them after your class lecture to increase retention and understanding. Be ready to teach what you've learned: If you can teach it to someone else, you have a solid grasp on the material. Read textbooks effectively: Use the SQ3R Method—survey, question, read, recite, review—to actively retain information. Just reading it is not enough.