Question.1743 - vThis activity is designed to provide an opportunity for you to reflect on what you have accomplished during this course. You will think about and then discuss the influence the previous activities have had on you as a teacher or trainer. Self-assessment and reflection are important professional development skills for teachers in all phases of their careers. This activity will also serve as your review for the final exam. If you do a thorough job on this assignment, you will be well prepared for you final. Objectives Upon completion of this activity you will be able to: self-assess your accomplishments during this course and discuss how the course has influenced you as a teacher or trainer. use the postings of your peers as a guide to further reflection and self-assessment.. Viewing Part of being a reflective teacher is having the ability to reflect on what others do and relate it to our own teaching practice. Before you begin your assignment, watch the following video. Think about what this teacher did by letting the children discover learning on their own. How does this impact you and your teaching practice? How does this relate to the CTE classroom? Add your comments to your reflection submission. New experiments in self-t…16/11/2023, 06:47 ECT 3365 Course Reflection https://webcourses.ucf.edu/courses/1437353/assignments/8083456 2/5 Reading Teacher Reflection Article (https://webcourses.ucf.edu/courses/1437353/files/100669483/download) (https://webcourses.ucf.edu/courses/1437353/files/100669483/download?download_frd=1) Reflective Practice Article (http://www.teachingenglish.org.uk/articles/reflective-teaching exploring-our-own-classroom-practice) Please read these articles before completing the assignment Instructions This course had five pretty large activities. There was a considerable amount of content in each of these activities; therefore, it is important to review the material presented. Reflection on the video: Post your thoughts about Sugata Mitra's research projcet. Activity one--Selection of a "course" The first activity asked you to select a course you teach or could teach based upon your occupational expertise and work background. We went to the Web and Florida Department of Education to review possible courses. Guiding questions: Discuss the influence this activity has had on you as a teacher and offer anything that stands out for you as having affected your journey from industry to the classroom. What did you learn about the Frameworks and the courses currently taught in your area of expertise. What did you learn about your own preparation for teaching courses in your field? Activity two--Planning your "course" In this activity you decided on a course and initiated a plan for teaching. This was individual work with moderate discussion. Planning is essential because work experience in an occupation will only take you so far in teaching. Knowing how to teach takes preplanning if you would like the lesson, workshop or activity to go well. Planning includes: student competencies or objectives, teaching techniques, learning assessments, technologies, room setup, equipment and supplies, and most of all knowledge of your students. Guiding questions:16/11/2023, 06:47 ECT 3365 Course Reflection https://webcourses.ucf.edu/courses/1437353/assignments/8083456 3/5 Discuss the influence this activity has had on you as a teacher and offer anything that stands out for you as having affected your journey from industry to the classroom. Why is planning important in course development? What have you learned about writing competencies and objectives? Activity three--Managing your "course" Several small groups were assigned for this activity. The plan was to concentrate on one area of managing the classroom as a teacher or trainer. Each of the areas discussed are critical in management. Although these were group projects, it is requested that each person review the products developed individually. Because of recent school safety breaches and injuries to student and teachers, the topic of safety was emphasized. It behooves each of us — no matter the teaching setting —to be aware of our surroundings and be safety proactive. Be sure to read the safety Discussions. Remember that more teachers lose their licenses for ethical violations than poor teaching! Take some time to read through the ethics discussions. Guiding questions: Discuss the influence this activity has had on you as a teacher and offer anything that stands out for you as having affected your journey from industry to the classroom. How does safety affect you and your students in your setting? What are some ethics issues that are pertinent to your instructional area? Activity four — Teaching (a skill to others) In this activity, each person taught an occupational skill to a group of classmates. You may have found it a bit challenging to explain a skill without seeing the other person. Questions and clarifications were offered - just as in class. Guiding questions: Discuss the influence this activity has had on you as a teacher and offer anything that stands out for you as having affected your journey from industry to the classroom. How can face-to-face appearances, visual cues, and reactions affect the explanation of a procedure? What new techniques did you learn for explaining a skill? Discuss the four modes of reflective thinking. (from the reading) Activity five —- Assessment16/11/2023, 06:47 ECT 3365 Course Reflection https://webcourses.ucf.edu/courses/1437353/assignments/8083456 4/5 You developed three assessment instruments designed to measure attitude, knowledge and a skill.. Guiding questions: Discuss the influence this activity has had on you as a teacher and offer anything that stands out for you as having affected your journey from industry to the classroom. Why do we need to have clear assessment procedures identified up front for our students and/or trainees? Why is it important to assess attitudes in vocational teaching or training? Explain the statement, "skills hire, attitudes fire." How can a poorly written knowledge test be "abused" by those who are good test takers? Do This Post your reflection on this course by clicking on "Start Assignment" at the top of this page. Use the headings listed below to format your reflection. Write at least two paragraphs for each heading topic using the guiding questions in the section above. Check your work for spelling and grammar errors. Format Use these Headings in your assignment: Reflection on video Activity one--SELECTION OF A "COURSE" Activity two--PLANNING YOUR "COURSE" Activity three--MANAGING YOUR "COURSE" Activity four — TEACHING (A SKILL TO OTHERS) Activity five — ASSESSMENT Note: All Discussions used over the entire course have been left open for you to re-read. Refer to the old Discussions; but DO NOT reply to past Discussions. Grading Criteria (50 Points) This activity is valued at 50 points, or 5% of the total grade for ECT 3365. This is a time to reflect and discuss —- take advantage of the opportunity. ENJOY THIS TIME. Optional viewing16/11/2023, 06:47 ECT 3365 Course Reflection https://webcourses.ucf.edu/courses/1437353/assignments/8083456 5/5
Answer Below:
A Comprehensive Exploration of Diverse Thinking Modes for Effective Problem-Solving PREPARATION (equipment & materials needed) For this teaching plan, instructors should ensure access to multimedia tools for presenting scenarios and examples, and additionally, provide access to relevant articles, case studies, and texts that support the various modes of thinking. Materials required: Computer/Laptop Internet connection to access the course materials. Textbooks and other scholarly materials to study the scenario prompts provided within the course. INTRODUCTION (student competency and relevance to actual work in business/industry. Student will be able to:........) Reiterate the importance of diverse thinking modes by emphasizing their relevance to student competency and their applicability in real-world business and industry settings, with a few enactments and group projects an inclusive environment of learning curve can be established among the students. Clearly outline what students should be able to do by the end of the lesson. As a pivotal aspect of cognitive development and problem-solving skills, diverse thinking modes play a crucial role in educational settings. This exploration aims to underscore their significance, drawing explicit connections to real-world applications in business and industry. LESSON (teach the occupational skill) Revisit the measurable objective, ensuring that the lesson effectively teaches students about the four primary modes of thinking: Technological, Situational, Deliberate, and Dialectical. Use examples and scenarios to enhance understanding as discussed below. Technological Thinking: Digital Solutions: Action/Step: Implement project management software to enhance problem-solving. Example: Utilize tools like Trello or Asana to organize tasks, track progress, and collaborate on problem-solving projects. Automation Integration: Action/Step: Identify routine tasks and explore automation tools. Example: Use Zapier to automate repetitive data entry, freeing up time for the team to focus on critical problem-solving aspects. Data Analysis: Action/Step: Employ data analytics tools for insights. Example: Use tools like Tableau to analyze project data, identify patterns, and make data-driven decisions in problem-solving. Innovative Tools: Action/Step: Research and introduce cutting-edge collaboration tools. Example: Implement virtual reality (VR) collaboration platforms to enhance remote team problem-solving experiences. Cybersecurity Measures: Action/Step: Assess potential risks related to data security. Example: Implement end-to-end encryption to ensure the security of sensitive information during online problem-solving collaborations. Situational Thinking: Adaptability: Action/Step: Train the team on adaptability in problem-solving. Example: Conduct scenario-based training sessions to simulate unexpected challenges and practice adaptive problem-solving. Risk Assessment: Action/Step: Regularly evaluate potential risks in project planning. Example: Use a risk matrix to identify and assess the impact and likelihood of various risks in problem-solving projects. Crisis Management: Action/Step: Develop crisis response plans. Example: Create a playbook outlining steps to take in case of unexpected crises during problem-solving processes. Resource Allocation: Action/Step: Prioritize resource allocation based on situational needs. Example: Allocate additional team members to a project with tight deadlines to optimize problem-solving efficiency. Stakeholder Consideration: Action/Step: Implement strategies for understanding stakeholder perspectives. Example: Conduct stakeholder interviews to gather insights and consider diverse viewpoints in problem-solving. Deliberate Thinking: Critical Analysis: Action/Step: Train the team in critical thinking techniques. Example: Use the "5 Whys" method to systematically analyze and identify root causes in complex problems. Strategic Planning: Action/Step: Develop comprehensive problem-solving plans. Example: Create a Gantt chart outlining specific tasks and timelines for each phase of a problem-solving project. Decision Trees: Action/Step: Teach the team to create decision trees for complex decisions. Example: Use decision tree diagrams to visually map out potential outcomes and decision paths in problem-solving scenarios. Scenario Modeling: Action/Step: Train the team on scenario modeling techniques. Example: Conduct workshops using tools like Monte Carlo simulation to model different scenarios and their impact on problem-solving outcomes. SWOT Analysis: Action/Step: Integrate SWOT analysis into problem-solving strategies. Example: Conduct a SWOT analysis to assess internal strengths, weaknesses, external opportunities, and threats in a problem-solving context. Dialectical Thinking: Debate and Dialogue: Action/Step: Encourage open discussions within the team. Example: Host regular brainstorming sessions where team members debate and discuss various problem-solving approaches. Conflict Resolution: Action/Step: Implement conflict resolution training. Example: Use role-playing scenarios to train team members on resolving conflicts and integrating diverse perspectives in problem-solving. Devil's Advocate: Action/Step: Assign a rotating "devil's advocate" role in team discussions. Example: During problem-solving meetings, designate one team member to challenge prevailing assumptions and stimulate alternative thinking. Collaborative Critique: Action/Step: Foster a culture of constructive critique. Example: Establish regular feedback sessions where team members provide constructive criticism on proposed problem-solving strategies. Synthesis of Ideas: Action/Step: Encourage collaborative idea synthesis. Example: Use collaborative online platforms to gather input from team members, fostering the synthesis of diverse ideas in problem-solving. SUMMARY (using student involvement summarize what has been learned and how the skill can be used): Engage students in summarizing the lesson content and encourage discussions on how the acquired skills can be practically applied in career and technical education. Emphasize the practical utility of diverse thinking modes. This teaching plan aims to align with the specified headings and deliver a comprehensive understanding of diverse thinking modes, emphasizing their relevance in career and technical education for enhanced problem-solving and practical knowledge application. References Dedicate a separate page for references, ensuring that students have access to relevant texts, articles, or case studies supporting the significance and application of different thinking modes in education and career & technical fields.More Articles From Strategic Management
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