14A.

TEACHING

SELECTED WORKSHOPS CONDUCTED

https://docs.google.com/document/d/17z1rEuo8kJSv2nefM-VeW6NuEzLaG8LOyd3M-hBRh3A/edit

With over five decades as an experienced pedagogue and tutor, learners benefit from selected varied teaching strategies tailored to suit individual learning styles, learning preferences and multiple intelligences.

Selected student-focused teaching strategies include:

· brainstorming that encourages you to think aloud and not be intimidated

· visualization where you picture in advance what you intend to do

· problem-based learning strategies that cater for your curiosity and desire to explore the world

· storyboarding where you visually represent in sequence your thoughts

· experiential learning that allows to actually experience real life situations

· differentiation that treats each learner as an individual

· repetition that undergirds clear understanding

· reciprocal teaching where you become the teacher at times

· peer teaching when you share with and learn from your colleagues

· collaborative or cooperative learning that encourages effective team work

· critical thinking that analyses available facts, evidence, observations, and arguments to form a reasonable logical judgement

· problem solving that generates numerous viable solutions

· teaching thinking skills to better navigate learning

· dual coding or combining words and visuals in teaching materials to reinforce concepts in two different ways

· class discussions stimulating useful interactions

· inquiry-based learning that allows you to satisfy your curiosity

· divergent thinking that takes you beyond your imagination

· convergent thinking that enables you to find a solution

· project work to allow you to explore the world around you

· interdisciplinary approach to minimise mental compartmentalisation

· providing timely feedback and feedforward

· open communication for self expression

· addressing errors and misconceptions to prevent repetition

· revision that reinforces conceptual understanding

· effective questioning techniques to provoke deep thinking

· individualised or personalised learning to cater for individual differences

· using technology to enhance learning

· flip models and other visual aids to introduce concepts and new ideas

· index card usage to ‘trick’ the brain into learning more because of bite-sized information

· modeling that shows learners what to do after telling them how to do

· scaffolding to support learning by providing props to enhance learning

· behaviour management to ensure there is order in the learning space.

· professional development that encourages each learner to self develop

· speeded activities to encourage better time management

· reflection that helps in reinforcing learned concepts

· homework to reinforce learning

· gamification so you’ll be really having fun and more fun, etc.

NB: Foregoing list is not exhaustive.

Year/s

Target Group

Venue

Prof. Dev.

Assessment

Present

2008 - Present

UTT faculty & staff

HNU faculty and students, Huazhong Normal University HNU, Wuhan, Hubei Province, Central China

All UTT campuses (ongoing), CARPHA, PBL

Assessment in PBL

2007

UTT Faculty, O’Meara & Pt. Lisas Campus, University of Trinidad and Tobago (UTT)

UNISA faculty, Institute for Curriculum & Learning Dev., University of South Africa

Assessment Instrument Design, PBL

Faculty, Chikankata Mission Centre, Zambia, Africa

Chikankata Mission Centre, Zambia, Africa

Individualised Examination Construction

2006

Faculty, University of Trinidad and Tobago

O’Meara Campus, University of Trinidad and Tobago

One-on-One PBL assessment

Faculty, University of Trinidad and Tobago, O’Meara Campus, University of Trinidad

and Tobago

Research Methods Learning and Skills Development

2004

Faculty, Anglia Polytechnic University, UK degree students

School of Accounting and Management, Trinidad

Measurement & Evaluation, PBL

Deans and Faculty, University of Belize, Central America

Item Writing

2002

CXC Chief examiners, Ministry of Education, Jamaica

Item Writing

CXC Examiners/Asst. Examiners

RCLRC, Trinidad

Item Writing

2001

CXC Examiners

UWI, Trinidad

Item Writing

2000

Educators, Ministry of Education, Barbados

Meas. & Eval., PBL

1998/1999

Diploma students ECIAF, Trinidad

Measurement & Evaluation

1994-1999

Secondary school teachers, Learning Resource Centre, Trinidad

Item Writing

1992-1995

Secondary school teachers, Ministry of Education, Trinidad

Professional Development, PBL

1985-1986

Secondary school teachers, ILEA, London, England

Professional Development

1977

Secondary Heads in industry, Scientific Research Council, Jamaica.

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