JMD 206 Module Outline: Methodology of Tourism PDF

JMD 206 Module outline: Methodology of Tourism Ms Claire Fordred Today’s lesson  Teacher as a leader You (the teacher) are in a position to have a positive impact on a learner’s life and to produce future leaders. Good leaders inspire others to do great t...

JMD 206 Module outline: Methodology of Tourism Ms Claire Fordred Today’s lesson  Teacher as a leader You (the teacher) are in a position to have a positive impact on a learner’s life and to produce future leaders. Good leaders inspire others to do great things! Teachers are leaders all day. Teachers lead by example in the way they act, speak, and behave. Teachers lead their students through challenging activities and rigorous learning.  Leadership styles in the classroom Authoritative leadership Affiliative leadership Democratic leadership Pacesetting leadership Coaching leadership  Authoritative leadership Authoritative leaders push their learners to pursue common goals. They balance maintaining a high bar and inspiring their learners to success. Authoritative leaders rely heavily on strategy, using data to set high expectations and take thoughtful risks. Authoritative leaders can also be relentless in their pursuit of meaningful growth and demonstrate determination and resilience. Authoritative leaders may be teachers with many years of experience or higher degrees.  Affiliative leadership  Affiliative leaders are people who their learners can trust and feel safe going to. They validate their colleagues and build friendship among their learners qualities that promote inclusivity, equity, and culturally responsive practices. A school’s success largely depends on building culture and values. This requires affiliative leadership to push staff and learners alike in the same direction.  Democratic leadership Democratic leaders are the first to seek feedback and share decision-making responsibilities. This often means gathering feedback from students, staff, administrators, and families to implement school-wide changes and policies. This approach helps build community and nurture partnerships among stakeholders.  Pacesetting Leadership  Pacesetting leaders essentially focus on the practice of leading by example inside or outside the classroom.  Setting the tone of a school and inspiring other teachers by their skills, dedication, and achievements.  Coaching Leadership  Coaching leaders take young or struggling teachers under their wings to mentor. (MENTOR TEACHER) This style of leadership is usually time-consuming and requires much empathy and patience on the leader’s part. It has significant benefits to teacher development and student academic success. Leadership opportunities for teachers  Extracurricular activities Academic leader per Grade (Grade Team leader) New Teacher Mentor Community outreach coordinator  Extracurricular activities Extracurricular activities are crucial to involve students in their school communities and engage them in topics outside of the curricula. Countless studies show that learner involvement in extracurriculars is directly beneficial to their academic success and personal perseverance. Teachers can take the initiative by starting a club or sport and host learners after school or during lunch for meetings. Leading a club is also a way for teachers to share their personal interests or past professional experience with students and help students think about future career choices that interest them.  Academic leader per Grade When teams are organized by grade, a leader is responsible for creating interventions for struggling students, incentivizing specific behavior or achievements, and planning grade-wide events or trips. When teams are organized by department, the lead oversees developmentally appropriate, rigorous content for multiple grade levels, along with academic standard growth and proficiency analysis Team leads dedicate many extra hours to ensure communication and cooperation in their departments.  New Teacher Mentor Whether a first-year teacher or an experienced educator new to a school, a new staff member requires special attention and onboarding. Getting to know a new school involves many details that are essential for all teachers. A new teacher mentor should be honest, understanding, and patient to best support a new teacher and strengthen teacher retention.  Community Outreach Coordinator An event like a fundraiser is an impactful way for schools to raise money for special supplies, field trips, and scholarships. Teachers who can gather resources to manage events like this are how schools and communities intertwine and benefit each other. This teacher leader is a go-getter who can access resources, motivate volunteers, and ultimately support students and their families.  Teacher as a leader in the class Show respect Be consistent Be reasonable Build responsibility Build positive relationships Enjoy teaching  Wrapping up Teacher as a leader: how and why. What influences do teachers play? Discuss a teacher you had as a leader or even a role model  Reading The Importance of Teacher Leadership Skills in the Classroom  Aims in setting quality assessment papers A fair, valid, realistic and balanced paper. Questions need to be set on work given / set out in the curriculum (CAPS). Questions need to be in alignment with the content and objectives. Questions should generate a fair spread of results - thus Bloom’s Taxonomy is important. The paper must reflect a standard that is fair to all candidates deserving a pass (i.e. it should contain ‘easy’ and complex questions).  Exam and test assessments should: Be professional. Be well-formatted. Be user friendly and error-free. Be of an appropriate standard. Have instructions which are clear, explicit and unambiguous - questions must be worded clearly and simply. Use typesetting features such as bold, italics, indentation or boxes effectively to help candidates focus their attention on the task  Exam and test assessments should: Be moderated/checked by a colleague. Have the appropriate time allocation. – Be realistic Measure skills and knowledge and concepts. Be credible – reflect on the strengths and weaknesses of the learners.  Steps in setting a question paper  Make sure you have the most recent curriculum and you are familiar with the assessment criteria.  Be aware of the subject aims (Tourism specific aims, p8 in CAPS).  Decide on what type of paper you will be setting - e.g. essay, fill in paper.  Decide on how many marks.  Determine the time allocation.  Be aware that you must cater for all cognitive levels.  Remember what skills you want to test - Keep Bloom’s Taxonomy in mind.  Set paper and memo / marking guideline.  Moderation Action verbs: Bloom’s Revised Taxonomy Action verbs: Bloom’s Revised  Keep the following in mind:  When setting a test/exam paper you are normally required to include a grid analysis and a marking guideline- TABLE OF SPECIFICATION/ TABLE OF COGNITIVE LEVELS  The grid should show the marks allocated for each question and the level into which each the question falls.  For example: show that you have a 60% lower order and 40% higher order weighting.  Cognitive levels of questions for an exam Questions Knowledge (L1) Comprehension Application (L3) Analysis Evaluation (L5) Create (L2) (L4) (L6) 1,1 4 1,2 4 1,3 4 1,4 4 1,5 4 1,6 6 2,1 4 2,2 4 2,3 2 6 2,4 4 2,5 4 8 8 14 6 10 4 TOTAL 30 20 60% 40%  Reference list: https://www.ecexams.co.za/2017_Assessment_Instructions/AssIn_29_2017_Exam_Guidelines/Tourism%20GR %2012%20Exam%20Guidelines%202017%20Eng.pdf  Reference list American.edu. (n.d.). Teacher Leadership Roles Inside and Outside of the Classroom. [online] Available at: https://soeonline.american.edu/blog/teacher-leadership- roles#:~:text=Teachers%20are%20leaders%20all%20day  JMD 206 Module outline: Methodology of Tourism Ms Claire Fordred Today’s lesson  Classroom management Classroom management is at the heart of the educator’s work. The educator must be able to organise and manage learners in a confined space to enable them to feel safe and concentrate on tasks. Classroom management includes all activities needed for the main task – teaching and learning – to happen effectively. Effective classroom management helps to establish and maintain conditions in the classroom which enhance effective teaching and learning.  How to succeed in classroom management Teachers must have good skills in: oLong-term planning (to design a learning programme and work schedule) oShort-term planning (to prepare lesson plans) The management tasks relating to execution of tasks in the classroom are as follows: oPlanning oOrganising oControl  Planning Setting learning aims and objectives Taking decisions about learning strategies Teaching methods Assessment methods Forms and instruments Assignments Solving problems in the class within the broad guidelines of departmental and school policy.  Organising Arranging learners in structures (e.g. small groups with a leader, rows with a leader etc.) to ensure maximum cooperation and learner involvement. Tasks and responsibilities may be delegated to individual learners (e.g. to act as a group leader, to be responsible for handing out scripts, taking the school attendance register to the office. It is important to give all learners the opportunity to be responsible for tasks.  Control Control of expendable and durable items in the classroom. Learner assessment and educator reflection on his or her own teaching practices could also be seen as part of control.  Final questions What is it and why it is important? What do you regard as important classroom management?  Video 5 Tips on Classroom Management | High School Teacher Vlog https://www.youtube.com/watch?v=p3Vhx55qjcI  Readings Three readings 1. Classroom management 2. Classroom Management and Facilitation Approaches 3. A Review into Effective Classroom Management and Strategies for Student Engagement: Teacher and Student Roles in Today’s Classrooms  Reference list Joubert, R & Prinsloo, S. 2013. Creating Safe and Effective Classrooms. Pretoria: Van Schaik  JMD 206 Module outline: Methodology of Tourism Ms Claire Fordred Today’s theme Learning how to do presentations Improving presentation styles https://ctl.wustl.edu/resources/improving-presentation-style-in- lectures/ Other points to cover Discuss how they will differ for each grade. What makes a good presentation. Discuss what resources do you use when designing presentation. What style do you have with your presenting skills.  Presentation tips for teachers 1) Give Lots of Thought to Your Visual Aids Visual aids have a research-backed ability to decrease learning time, improve comprehension, and increase retention. They’re critical for teachers. Don’t simply add visuals as a quick after- thought. Be thoughtful about the ways movie clips, info graphics, and even GIFs can enhance the content. Keep in mind that entertainment value is just as important as a visual aid’s ability to support your argument. Students who are entertained will also retain your lessons.  Presentation tips for teachers 2) Don’t Read from the Slides One of the biggest presentation mistakes teachers make is reading directly from the slides. Not only is this incredibly boring for anyone to sit through (child or adult) but it’s an ineffective way to teach. Do what you can to keep your slide content to a minimum. Let the visual do most of the legwork rather than the text. Research shows an audience learns 79% more from text less visuals. 3) Tell a Story Storytelling is one of many presentation tips used by speakers across all industries. Telling a story with your content will make your lesson more compelling. It’s a whole lot easier for your students to remember details from a story. Any set of data has a killer story to tell, it’s just a matter of finding it. If you’re struggling to come up with narratives, then recruit a presentation mentor to help you get the wheels turning.  Presentation tips for teachers 4) Simplify Your Topics It’s easy to share a ton of details about a topic that you know everything about. It’s hard for your audience to understand it all. Edit your lessons down to one main idea per slide. Supporting points can be broken out across additional slides. Don’t worry about high slide counts. Worry about how easy your topic is for your audience to understand. 5) Keep Telling Them What They’re Learning All of our presentation tips revolve around our method: Tell your audience what you are going to say, say it, then tell them what you just said. This works well on student audiences. Introducing, delivering and reiterating a topic helps solidify it in the minds of any audience. This effective tip is found in nearly all high-quality presentations.  Presentation tips for teachers 6) Include Plenty of Interaction No one wants to be talked at for any significant long time. Especially not students who are forced to stay seated for hours at a time. Don’t speak straight through your presentation without a little engagement. Use questions, role-playing and small group discussions to get students involved. This will make it easier for you to hold their attention. Presentation tips on audience engagement create excitement and interest in your deck. 7) Show Your Personality Set aside formality in favor of a more casual approach. Conversational speech will make you an effective teacher. Take time to get to know your students and their parents. Avoid using formal language that will make you appear distant. Crack a bad joke or two to make you more relatable and show some personality. Discuss how they will differ for each grade It's important that you tailor the style of voice, imagery and slide layout to be as relevant and engaging as possible for your specific audience. How can you connect with different audiences when presenting? Know your audience. Use appropriate language. Engage your audience. Use visuals and media. Adapt to the situation. Follow up with your audience. Here's what else to consider. Discuss how they will differ for each grade Use different Pedagogy  What makes a good presentation BEST SITE WITH ALL THAT IS NECESSARY https://venngage.com/blog/how-to-make-a-good-presentation/  Presentation tips for teachers Create a Dynamic Presentation Talk to your audience, not at them. Project enthusiasm for the topic without preaching.... Present your material in a well-organized manner.... Speak to the knowledge level of your audience.... Choose your major points carefully and illustrate them with examples or stories. To create effective presentations, good preparation, organisation, visuals and dynamic delivery are needed. Preparation begins with an examination of content, learners and context. Understanding and selecting the essential content is the first step in the process.  Discuss what resources do you use when designing presentation Best Presentation Tools To Use for Your Next Project https://www.indeed.com/career-advice/career-development/best- presentations-tools  What style do you have with your presenting skills What is the style of presentation? Presentation styles are the techniques a teacher uses when delivering a speech. The best style to choose for a presentation often varies depending on the subject you're discussing, your audience and the way you prefer to explain the subject matter. There are four basic methods of speech delivery: manuscript, memorized, impromptu, and extemporaneous. Presentation Types and Styles Explained https://pumble.com/blog/presentation-types/  Improving Presentation Style https://ctl.wustl.edu/resources/improving-presentation-style-in- lectures/  Tips for presenting to school and college students https://www.linkedin.com/pulse/tips-presenting-school-college- students-rob-rattray/  Video School presentations: Mastering 5 key presentation skills for students https://youtu.be/K5mVmHxHiIQ  Reading The Impact of Using PowerPoint Presentations on Students’ Learning and Motivation in Secondary Schools  JMD 206 Module outline: Methodology of Tourism Ms Claire Fordred Today’s lesson  Multi-level teaching Multi-level instruction is based on the premise that one lesson will be taught to the whole class. It is an approach to planning that assumes the individualisation, flexibility and inclusion of all students regardless of their personal level of skills.  Multi-level teaching Multi-level instruction is the process of teaching one primary objective or concept to the class while allowing for varying outcomes for an individual learner or a small group of learners. Multi-level instruction allows teachers to deliver on-grade level, standards-based instruction to an entire class, but when appropriate, to respond to any learner who may require instruction whether below or beyond the current learner objective.  Multi-level teaching  Multi-level instruction is a critical skill for educators. When teachers adjust the learner outcomes for those who require it, learners don’t become bored from the lack of challenge or disengaged in a lesson that is too difficult or frustrating. Multi-level instruction provides success for each learner within rigorous standards and acknowledges diverse learner characteristics.  Multi-level instruction was originally designed as a means of providing appropriately adjusted instruction for gifted learners.  Multi-level teaching  Educators quickly found that multi-level instruction processes can and should be followed for every learner for whom the stated, on-grade level curricular objectives may need to be adjusted. While the majority of learners achieve the objective of the lesson, some may achieve either more challenging objectives or less challenging (but highly relevant) learner objectives at the same time. Multi-level teaching  In short, what is a Multi-level class?  In a sense, every class is multi-level. Classes are made of learners, and everyone is different. Every teaching context is different.  Combined classes of different levels. Classes of mixed proficiency levels. Classes of mixed motivational levels. Why Multi-level teaching is important?  Working with learners with diverse abilities is a challenge in its own right. Multi-level teaching assures that each learner is challenged at their own level, minimizing both boredom and frustration and increasing learning outcomes. Beyond “grade level” to personal excellence and just the “right work” for each learner.  Develop multi-level learning goals Identify the overall learning goals for the lesson or unit. State anticipated successful learning levels for learners functioning at the highest, middle and lowest level in the class. Consider alternative, adapted learning goals for learners at the high and low ranges if needed.  Keys for multi-level learning goals Focus on the higher levels of thinking in Bloom’s taxonomy. Higher level goals incorporate lower level abilities. Amazingly, higher level goals make it easier to have learners function at multiple levels of ability. Reason: because higher level goals can always be implemented at various levels of sophistication. You end up with higher levels of learning for ALL your learners that is also more interesting. Advantages of multi-level classrooms  Learners are able to learn at their own pace (within reason) Learners learn to work well in groups Learners become independent learners, modelling future occupational work environments Learners become partners in learning  Disadvantages of Multi-level teaching Difficulties on classroom management. Lack of Discipline establishment in the classroom. Lack of control Difficulties for the teacher to know his/her learners’ interests and needs. Lack of attention and personal contact with all the learners. Difficulties on classroom evaluation or assessment. Participation.  Multi-level teaching is difficult and time consuming.  Wrapping up Provide scenarios and reasons if you would use it and how.  Video Teaching Multi Level Classes https://youtu.be/cqWOVefLhMs  Readings Multi grade in South Africa Responsive-Instruction_Multi-level-Instruction week 11 Some_of_the_challenges_of_teaching_multilevel_clas week 11  Reference list  Inclusive School Network, 2011. USING MULTI-LEVEL INSTRUCTION FOR A CLASSROOM OF DIVERSE LEARNERS. [Online] Available at: https://inclusiveschools.org/using-multi-level-instruction-for-a-classroom-of-diverse-learners/ [Accessed 06 June 2021].  Nashville International Centre for Empowerment, n.d. General Strategies for Managing a Multilevel Classroom. [Online] Available at: https://niceclasses.jimdofree.com/resources/managing-a-multilevel-class/ [Accessed 06 June 2021].  Pearson, 2010. Inclusive Academic Instruction: Chapter 11. [Online] Available at: https://slideplayer.com/slide/2769929/ [Accessed 06 June 2021].  Powell, S. V., 2015. Teaching in/managing Multi-level classrooms. [Online] Available at: https://slideplayer.com/slide/4744027/ [Accessed 06 June 2021].  VTO 310 Module outline: Methodology of Tourism Ms Claire Fordred Today‟s lesson  Theme 3: Time Management Why is time management important? Effective self-management is determined by time, and all educators must realise that they have a responsibility with regard to the utilisation of time. This means that time should not be wasted, and that work and time have to be planned.  Basics of time management Time management, like any other management task, benefits from analysis and planning. It is a personal process and must fit our individual styles of work and personal circumstances.  Three tests of time o As tourism educators, we should make use of the following three tests of time:  Test of necessity Scrutinise each activity to make sure it is necessary (urgent/important?) for the realisation of our own objectives or the objectives of the school. It is common to overdo things. This test should help to reduce tasks.  Three tests of time Test of appropriateness After essential tasks have been identified, it is necessary to determine who should do them.  For example: appropriateness with regard to position, skills or development stage.  Three tests of time Test of efficiency Once satisfied that we are doing the essential tasks, we should ask ourselves, “Is there a better way to perform these tasks?” This will encourage us to find a faster, better way, and to use better technology or better procedures to handle routine activities.  Establishing priorities In determining how we use our time, we should be clear about our priorities and relate our activities to them. It is critical to distinguish between what is urgent and what is important. Setting priorities in the use of time is a two-step process: 1. List things that need to be done. 2. Prioritise items on the list.  Use the „ABC method‟ to determine our priorities Place each item on the list into one of the following categories: Priority A  Very important and urgent – must be done today.  These are the critical items that only our own skills can accomplish, things that cannot be delegated.  Tasks that we are really paid to do, and the tasks that return the maximum value for the time spent.  Use the „ABC method‟ to determine our priorities Place each item on the list into one of the following categories: Priority B Less important and less urgent – should be done today. These are items of medium value. Items in this category may contribute to improved performance, but are not essential or do not have critical deadlines.  Use the „ABC method‟ to determine our priorities Place each item on the list into one of the following categories: Priority C Unimportant and may stand over – nice if they were done today. This is the lowest value category. While interesting or easy, these tasks could be postponed or scheduled for slack periods.  Setting deadlines Once tasks are prioritised, setting deadlines for each task will further assist in effective time use. It is important to know how many hours are available that particular day for task completion, and set time deadlines for each one. Always start with the A items before moving to the B items. Set aside blocks of time for important A tasks and set realistic deadlines. Even if we cannot complete all our tasks in one day, we will be most effective if we concentrate on the priorities first.  Time wasters The following are self-generated or internal time wasters:  Disorganisation (work area, not productive)  Procrastination (postponing tasks: boring)  Inability to say “no” (take on more we can handle, don’t be offensive, offer alternative)  Lack of interest (in the job, consider ways to make work more interesting)  External time wasters (Interruptions eg. E-mails, office socialising, unscheduled visitors)  Effective time management planning In order to improve control and use of time, as Tourism educators we should pay attention to the following:  Setting objectives (Importance of tasks determined by measuring tasks and activities against objectives: mark 100 Tourism tests in 2 days)  Scheduling time Scheduling time for different tasks should reflect how we set priorities and plan.  Effective time management planning It is important to schedule activities for the day according to a priority list. The following aspects must be taken into account when scheduling:  List the activities for which the time has already been set and cannot be changed.  Schedule activities against a fixed time.  This will encourage discipline to start an activity at the fixed time.  Effective time management planning  For a long and difficult activity, schedule time long before it is due.  Divide the task into “mini jobs” and schedule time for each of them. This will ensure that difficult and lengthy tasks will be finished in good time.  Group similar activities. For example, set time aside to make phone calls and to answer all correspondence.  Schedule time for unexpected things  Setting up a “to do” list This should be done as follows:  Write down, in random order, all the tasks that need to be done in the coming week.  Prioritise them according to their importance or urgency.  Then classify them as A, B or C priorities.  Determine the time that should be spent on each of these tasks or activities.  Hints for effective time management The following should aid in effective time management: Physical exercise, enough sleep, healthy diet Don’t take too many tasks at the same time Be well prepared for every day’s teaching Don’t postpone decisions When a task is started, finish it Accumulated marking could turn life into a nightmare (learners want immediate feedback) Be careful to over commitment to your teaching Know what is in your diary and prioritise  Video 10 Time Management Tips for Teachers: How to get more done during the day https://youtu.be/4gcTvwpYUdM Improve Your Time Management as a Teacher with This Tip https://youtu.be/oIca-uwhYgE Cracking the time management code for Teachers https://youtu.be/pDjpgCZhJX4  Readings Time Management for Teachers  Reference list Joubert, R & Prinsloo, S. 2013. Creating Safe and Effective Classrooms. Pretoria: Van Schaik (Page 94-96)