Introduction:
Hello, my name is Nerisa Pampilo, a Media Coordinator at Aurelian Springs Institute of Global Learning here in Halifax County Schools, North Carolina. I am very excited to explore different ideas and classroom practices of educators and learn from them hopefully as part of the peer review team. Thank you very much for inviting me to enroll this course.
Please check this link of my learning product for Culturally Responsive Teaching and Learning in a Global Classroom. https://www.participate.com/learning-products/learning-product-for-you-belong-here-culturally-responsive-teaching-and-learning-in-a-global-classroom/6f6c4650-54c3-422f-8691-5f9124cbc89f
Peer Review: Giving Feedback
Introduction
Hello, everyone. My name is Nerisa Pampilo. I have been in the library profession for 25 years. I finished my Bachelor of Secondary Education Major in Library Science in 1991. I graduated my Master of Science in Library Science in 1995. I am a Media Coordinator at Aurelian Springs Elementary School in Halifax County Public Schools in North Carolina. I believe that we as educators should continue to explore new ways to regenerate our passion and nurturing attitude towards a pursuit of a dynamic and never-ending quest for effective teaching and learning strategies with our students. It gives a lot of experiences and a great deal of excitement to have enrolled courses in Participate and hopefully be a part of the peer review team. Thank you very much.
Reflection:
I feel accomplished with a certain degree of satisfaction when I received feedback from the peer-review team. I work hard on all of my works with the students so that they will be able to learn and understand our lesson and make a difference in their lives. It was always meaningful and helpful when someone reviews my work and who would be able to give constructive feedback that will help impact student learning and improved my classroom practice. This will be my greatest take away that I need to share with the teachers as part of my new role as a peer reviewer. There is a great deal of encouragement in the part of a teacher to receive commendation and constructive criticism and feedback to strengthen their teaching and learning practice which is my main goal and I hope that I can supplement some of the best practices to them in the process.
Flipgrid Introduction:
Hello, Mabuhay. My name is Nerisa Pampilo. I am a media coordinator at Aurelian Springs Institute of Global Learning here in Halifax, North Carolina. I have been the library profession for 25 years and I very excited to be a part of the peer review team because I want to explore various teaching and learning practices and learn from them and also be able to nurture and share thoughts and ideas, give commendation and constructive criticisms and feedback that will encourage and inspire teachers to strengthen and improve their practice. It’s my passion to turn my library into an exciting and interesting hub for students’ learning and make it more meaningful to the students when they come to the library. I love to cook Filipino food and see things in order. Maraming salamat po or thank you very much.
flipgrid.com/c0db40
Feedback
Hello, Ms. Elena Lenis. I am Nerisa Pampilo. I commend you for finding an amazing book, “The Boy Who Harnessed the Wind by William Kamkwamba”. It was really rich with the interdisciplinary approach that was perfect for you to talk about Sustainable Development Goals and the underlying world problems that can be presented in the reading. I am glad that you have touched base those critical thinking skills and global mindset of the kids and how you focused on what can be done to make a difference, starting from a very simple and even insignificant to others but turned out to have changed the lives of the community.
I like the chart you presented that revealed the flow of your lesson but I can’t see the whole picture of both pages. I like to see the highlight of the story when the windmill came into existence that change the life of the people in the community. You can make use of the lesson plan template from participate and the tree thinking map for your students.
I want to give you credit for making the comparison of the works of Kelvin Doe and William's and it would have been better also if you had the Venn Diagram ready for students to fill-in when you had the discussions of their works and contributions. However, I will still say, “well-done” to a great start of unfolding to the kids a big lesson like sustainable development goals and tied them up with the world problems generated from the book you have read in the class.
Resources:
What will I be reviewing?
Different courses require different types of learning products, but the most common are:
LESSON PLAN WITH SELF-CHECKMost Participate courses challenge teachers to design a lesson plan that applies the concepts of the course and helps students develop global competencies. Most teachers will use our template, which provides space for both the lesson plan description and also some reflection and self-assessment.
STUDENT WORKTeachers also must submit documentation of student work and a student reflection to demonstrate the learning that occurred and how students are thinking about their own global competency.
DOCUMENTATIONFor our SDG mini-courses, we simply ask for documentation of what the teacher did with their class. This can be a photograph, a video, sample student work, a flier for an event-- almost anything. Since these are mini-courses and award fewer credit hours than our core courses, we are less prescriptive about what teachers submit. That being said, we do need to be able to see some evidence of action and connection to the course.
REFLECTIONEvery course requires learners to submit a reflection (most often written) on their learning and impact on practice. These reflections should go beyond a simple description of what happened and include deeper thinking about the impact on student learning and teacher practice.
What earns a badge?As a peer reviewer, you will need to determine whether or not the submitted work meets the criteria for earning the badge, which a teacher can use for continuing education units. Most learning products should earn a badge, though there are some minimum requirements that must be met. If a learning product doesn’t meet these, simply click “return to learner” and use the “Join the discussion” button to let the teacher know what needs to happen to earn the badge.
MINIMUM CRITERIA FOR AWARDING BADGE:
Different courses require different types of learning products, but the most common are:
- Resource Collection
- Lesson plan with self-check
- Student artifact
- Documentation (photo, video, audio)
- Reflection
LESSON PLAN WITH SELF-CHECKMost Participate courses challenge teachers to design a lesson plan that applies the concepts of the course and helps students develop global competencies. Most teachers will use our template, which provides space for both the lesson plan description and also some reflection and self-assessment.
STUDENT WORKTeachers also must submit documentation of student work and a student reflection to demonstrate the learning that occurred and how students are thinking about their own global competency.
DOCUMENTATIONFor our SDG mini-courses, we simply ask for documentation of what the teacher did with their class. This can be a photograph, a video, sample student work, a flier for an event-- almost anything. Since these are mini-courses and award fewer credit hours than our core courses, we are less prescriptive about what teachers submit. That being said, we do need to be able to see some evidence of action and connection to the course.
REFLECTIONEvery course requires learners to submit a reflection (most often written) on their learning and impact on practice. These reflections should go beyond a simple description of what happened and include deeper thinking about the impact on student learning and teacher practice.
What earns a badge?As a peer reviewer, you will need to determine whether or not the submitted work meets the criteria for earning the badge, which a teacher can use for continuing education units. Most learning products should earn a badge, though there are some minimum requirements that must be met. If a learning product doesn’t meet these, simply click “return to learner” and use the “Join the discussion” button to let the teacher know what needs to happen to earn the badge.
MINIMUM CRITERIA FOR AWARDING BADGE:
- Open access: The main reason that badges are not being awarded right now is because teachers are not properly sharing their google docs. As an open education Resource organization, we encourage teachers to make their lesson plans public to the Participate community, but at the VERY least, you need to be able to see it. If you can not access a document that is linked, return to learner. In your feedback, clarify that the teacher needs to change sharing settings to “Anyone with the link can see.”
- Alignment to course objectives: Rarely do we receive learning products that have nothing to do with the course of origin, but it does happen. Sometimes it’s obvious (uploading a picture of a pet or a link to an unrelated website), and sometimes it’s more subtle (the course is about culture, but the lesson plan is only about animal habitats). If the main idea and objective of the course is not evident at all in the work a teacher submits, return to learner with some questions about how they are making connections between their learning product and the content of the course.
- Evidence of learning: The student work teachers submit should show evidence of the learning objectives from the lesson plan (even if that student is struggling to master that concept). If the learning objective is about argument writing, you should be able to read what a student has written. Sometimes an activity does not result in a visible product, in which case the student reflection should demonstrate the learning. If you cannot see evidence of the learning objectives at least attempted in the student work sample or the reflection, return to learner and request that they submit a student work sample or reflection that shows how that student was understanding a concept or skill from the lesson.
- Spirit of global: This is something that we’ve not had an issue with, but it deserves a mention. Because our courses tackle issues like culture, diversity, sustainability and globalization, there may be moments when teachers feel uncomfortable or challenged politically or philosophically. That’s ok-- in fact we hope it can be a learning opportunity for all of us. What’s not ok is a teacher making culturally insensitive comments or using material that espouses bigotry or pushes stereotypes. If you detect evidence of this kind of attitude or behavior in a lesson plan or reflection, return to learner and ask for clarity around the statement, activity, or material in question.
- Focus on the process. Lesson plans are imperfect documents-- they can describe what happens, but they’re often unable to capture the powerful reasons behind the design of a learning experience. As a peer reviewer, we encourage you to focus on the reflection over the lesson plan itself; process over product. Is the teacher able to explain why they intentionally designed an activity the way they did? After they teach the lesson, can they talk about the impact that it had on student learning? Are they thinking deeply about why a lesson was successful or not, or are they simply reporting back on what happened and whether or not the students liked it? Regardless of the state of a lesson plan or activity description, focus your feedback on how the teacher is reflecting on it.
- Ask neutral questions. Asking about the decision-making process behind an action can provide helpful insight about a learner's thinking. Consider the difference between saying, "I think this is going to go over your students' heads," and asking, "How are you choosing your resources to take into account students' background knowledge?" The latter starts a conversation and leads to reflection.
- Anchor feedback in course objectives and competencies. Countless elements and qualities make up a good lesson plan (flow, scaffolding, gradual release, etc) , but our focus is on the development of global competencies, specifically the ones addressed in the course. The other elements can be mentioned in your feedback (especially if they may impact global learning), but shouldn't count for or against a teacher earning a badge. (More on global competencies in the next course.)
- Position yourself as a co-learner. We encourage you to try out some of the strategies and ideas from the course in your classroom too! This could lead to deeper partnership and understanding, plus could give you a really different perspective to offer! Comments like “This was a new idea for me,” or “I want to try this in my classroom too” can be really helpful.
- Stay supportive. We’re not saying to only give positive feedback (in fact, that is not very supportive in the long run), but an encouraging tone is very important in creating a safe learning experience, especially in an online environment. We recommend saying your feedback out loud to hear how it sounds. Consider structures like “Pluses and Deltas” or “I like, I wish, What if” to find a good balance between positive and critical.
- Watch: Rebecca Itow’s TED Talk
- Seven Keys to Effective Feedback (ASCD)
Learning Product for Peer Review: Giving Feedback
Hi Nerisa! My name is Kimm, and I work with the peer review program at Participate. I am going to continue to work with your through this process, and I will be taking a look at your responses. I would love to offer you some feedback and discuss next steps.
Nerisa, I am happy to hear that you found the peer reviewers comments helpful in refining your own classroom instruction. That is great! And we're excited that you want to continue to pass on this support to others!
I loved watching your Flipgird introduction. It was so great to "meet" you, Nerisa. What I really appreciated was how you discussed your desire to nurture and share ideas to improve practices in other teachers. I think this is great and exactly what we look for in a reviewer. I also wish that I lived closer to you so I could share some of that cooking you say you like to do!
Learning Product for Peer Review: Giving Feedback
Thank you for sharing your bio with me as well. I enjoyed reading more about you. Media specialists are near and dear to my heart! And you have a great deal of experience in this area. I'm sure this is such a asset to your school.
Learning Product for Peer Review: Giving Feedback
Your responses demonstrates you understood the expectations of the respective course. I like how you provided relevant examples to enhance and expand the lesson. You've also guided the learner to where resources could be located. We'd love you to continue offering feedback to teachers who use our platform for professional delivery- welcome to our program! You'll receive an email soon with more details on how to get started!
"You've been awarded a badge for completing Peer Review: Giving Feedback!"
Peer Review: Giving Feedback
Awarded by: SH
Congratulations! SH has awarded a badge for completing Peer Review: Giving Feedback.
Hi Nerisa! My name is Kimm, and I work with the peer review program at Participate. I am going to continue to work with your through this process, and I will be taking a look at your responses. I would love to offer you some feedback and discuss next steps.
Nerisa, I am happy to hear that you found the peer reviewers comments helpful in refining your own classroom instruction. That is great! And we're excited that you want to continue to pass on this support to others!
I loved watching your Flipgird introduction. It was so great to "meet" you, Nerisa. What I really appreciated was how you discussed your desire to nurture and share ideas to improve practices in other teachers. I think this is great and exactly what we look for in a reviewer. I also wish that I lived closer to you so I could share some of that cooking you say you like to do!
Learning Product for Peer Review: Giving Feedback
Thank you for sharing your bio with me as well. I enjoyed reading more about you. Media specialists are near and dear to my heart! And you have a great deal of experience in this area. I'm sure this is such a asset to your school.
Learning Product for Peer Review: Giving Feedback
Your responses demonstrates you understood the expectations of the respective course. I like how you provided relevant examples to enhance and expand the lesson. You've also guided the learner to where resources could be located. We'd love you to continue offering feedback to teachers who use our platform for professional delivery- welcome to our program! You'll receive an email soon with more details on how to get started!
"You've been awarded a badge for completing Peer Review: Giving Feedback!"
Peer Review: Giving Feedback
Awarded by: SH
Congratulations! SH has awarded a badge for completing Peer Review: Giving Feedback.
Peer Review: Global Competencies:
Global Citizens Reflection:
The global citizens compiled under Kids are Heroes were taking heroic actions for the benefits of other people or for the good of the community. They were driven or moved with the desires of their hearts to show compassion, love, empathy, care, and kindness to others. They do things with an open hearts from volunteering, creating a foundations to help others in need, campaigning for sustainable development, doing community services, leading and raising awareness for a cause, including spending their own time, money, efforts and talents through speaking and conveying their knowledge to make a difference and make our world a better place. Most of them have the quality of being a leader who can lead and follow and who have the right attitude towards people in need, compassionate, kind, caring and has the ability to push themselves as an agent of change, resilient, persistent, vigilant, pessimistic and keen to see through the situations of other people, more knowledgeable and manifest more awareness of people's circumstances and needs.
Framework Reflection:
The most important competencies are empathy, kindness, compassion, and acceptance of other people's diverse culture. Most of the students are self-centered and don't see the needs of others. They don't see their connection with other people's situation. They seemed not to care about other people's situation, circumstances, and needs. It's necessary and just fitting to start something that they can relate to with through stories, readings, passages, videos then we connect it to everyday life and ask for reflection and learning. It needs to be practiced consistently over and over again so that they can develop social awareness and personal attitude. I can tell that the students are developing their competencies by their behavior toward other students in the class who are underprivileged or who are not showing much that they have and they cared for them and I can tell also by the way they write their reflection when they think of helping other people in need when they are capable already or if they are able to help so I can tell that they have a change of hearts and acceptance of others and also willingness to take action when they can to make a difference to the lives of others and the world in general.
Competencies Demonstrated:
Most of the competencies shown were empathy, self-awareness and social awareness, respect and acceptance of people's diverse cultures, global mindedness, and connection, curiosity and communication. As students understand and analyze the situation of other people, and think of something that they can do for them to benefit from it, it's a representation of their skill and ability showing their analytical and critical thinking, understanding global issues, a manifestation of their global awareness and intercultural knowledge. We might not be able to see all these competencies at one glance but over time we can also tell that all the other competencies were already demonstrated as the students' care and empathy have unveiled and revealed the other interconnected competencies.
Evidence of Competencies:
Change of behavior, social awareness, and personal attitude, have built the right relationships in harmony with other students and established connection including their own personal reflection and acceptance of other people were substantiated and corroborated each day in the classroom in the lives of the students. As reflected in their strong desires and wants to develop their own plan to take actions to make a difference and to lead and follow examples of others, and when they will be asked the questions what can you do to make a difference and help others who are in need, you can tell how their minds were moving towards empathy and understanding and awareness in much more than just global issues but more on people's situations, circumstances and needs when faced with various problems around the world.
Giving Feedback:
What feedback would you give this teacher to help her be more intentional about designing learning experiences that develop these competencies?
Remember the following best practices for giving productive feedback:
- Introduce yourself and address feedback directly to teacher.
- Focus on process/ reflection.
- Ask neutral questions.
- Anchor feedback in course objectives.
- Position yourself as co-learner.
- Stay supportive.
Hello, my name is Nerisa Pampilo.
Elena, I really found it very interesting and heartwarming when I saw evidence of students change of hearts and behavior towards helping other people's needs and it's a phenomenal undertaking and a global mindedness and connection for students to realize our deeper connection with each other that we are always part and parcel of the society and the world we live in. It was really powerful for your students to realize how amazing it would be to think of actions even how little it would be that benefit not themselves but other people to make the world a better place. It was amazing that they were able to establish connection and revealed intercultural mindedness. That was how I had imagined your class when you talked about the story, "The Boy Who Harnessed the Wind". It was also notable that you were able to uncover a lot of global competencies with your students and you have to continue to do some follow-up lesson or reflection with them so that you can always enhance their competencies. You can probably ask them, "If you were the boy in the story, what can you do differently to make a change in your community with the given limitations and indifference of other people?" I liked the way you concluded your lesson about the emphasis of the impact of quality education to everyone which would also drives students' reflection on the importance of education in their lives.
Use the space below to answer the following questions:
- What is most exciting about becoming a peer reviewer?
- What questions still remain about your new role?
- What skills or knowledge would you like to continue to build?
I really found it very interesting and exciting to read, study, analyze and work with teacher's unique ideas and flow of their lessons. I enjoyed giving feedback, imagining the class and anticipating the kind of teacher and teacher's work I would be reviewing. How about if I found myself intimidated by some work of excellence by various teachers? Is there a case like that when reviewing or maybe not? I was thinking ahead, however, I should feel grateful, astonished yet fortunate to have the chance to meet remarkable teachers in their field of expertise. I want to see that coming so that I can also challenge myself to improve my craft in my pursuit of becoming a better educator. Being a peer reviewer would be a noteworthy experience for me to enhance my teaching and learning competencies and skills. I want to focus on sharing and nurturing skills, enhance and also build more global knowledge and awareness of the issues around the world that impact the lives of people in the society. I want to inspire and give encouragement to others. Therefore, it is significant to me to make constructive criticism and feedback, and give acknowledgment and support to make a difference to other teachers while doing my work.
Comments From Ms. SH:
Hi Nerisa! I work with the peer review program with Participate, and would like to share some feedback on your submission.
Thank you for sharing your first reflection. Yes! This is what it's all about--students using empathy to create good!
I agree that is very important to give student many, varied opportunities to develop empathy and self awareness. This helps to springboard them into action.
It sounds like you've got a great handle on what we're looking for with global competencies-- we agree that it is so important for teachers to both recognize and validate their students' backgrounds when planning and delivering lessons.
I also appreciate your thoughtful approach to providing feedback. Your questions and supportive tone would help your learner grow even stronger in their work. Thank you for taking this course. We are looking forward to your continued work with the Peer Review Team. Congratulations! I have awarded you a badge for your work with this course.
I really appreciate you for taking your precious time to review my course. Maraming salamat po, thank you very much!
Peer Review Training
Comments From Ms. SH
Hi Nerisa! Thank you for linking the various learning products. The work you completed with the Giving Feedback course has satisfied the requirements for this course, but we have enjoyed reading through your other learning products as well. We really liked reading in your reflection that you have enjoyed reading and analyzing other teacher's work. This is definitely something we look for in reviewers--those who genuinely like doing this type of work. We also agree that being a peer reviewer will also help you enhance your teaching and learning competencies. We're looking forward to continuing this work with you. Congratulations! We have awarded you a badge for your work with this course.
Challenges
My mother gave me my name, meaning "Sea Nymph", a female nature deity of the sea or female spirit of sea waters in mythology, and it also means light, horn, sun ray or shining light in which my family hope me to be as the first girl of my family of eight siblings.
Why Do You Value Feedback And Collaboration As A Teacher? Why Is It Important To You?
I value feedback and collaboration because I considered them as my life support as a teacher whether it's positive or not, it's still important to me since it gives me strength and direction to enhance my competencies so that I will become effective in my teaching and learning experience with my students.
If You Could Describe Your Experience As A Teacher In 3 Words, What Would They Be? Why?
Meaningful, interesting and challenging.
Why Did You Decide To Become A Peer Reviewer?
I decided to become a peer reviewer because I want to explore and investigate teacher's work, give them support and direction, or constructive criticism and feedback, acknowledge their strength and weaknesses and communicate to them so that we can collaboratively learn from each other to enhance our teaching and learning practice.
Please Upload A Headshot Of Yourself From The Waist Up So We Can Get To Know You Better!
Why Do You Value Feedback And Collaboration As A Teacher? Why Is It Important To You?
I value feedback and collaboration because I considered them as my life support as a teacher whether it's positive or not, it's still important to me since it gives me strength and direction to enhance my competencies so that I will become effective in my teaching and learning experience with my students.
If You Could Describe Your Experience As A Teacher In 3 Words, What Would They Be? Why?
Meaningful, interesting and challenging.
Why Did You Decide To Become A Peer Reviewer?
I decided to become a peer reviewer because I want to explore and investigate teacher's work, give them support and direction, or constructive criticism and feedback, acknowledge their strength and weaknesses and communicate to them so that we can collaboratively learn from each other to enhance our teaching and learning practice.
Please Upload A Headshot Of Yourself From The Waist Up So We Can Get To Know You Better!
www.participate.com/collections/Participate-Peer-Mentors/60786c06-0a06-40be-8d62-9633d3c59f95?utm_source=challenge&utm_medium=influitive&utm_campaign=peer_mentor&utm_content=collections_promo
www.ted.com/playlists/171/the_most_popular_talks_of_all
Do You Prefer Longer Courses, Or Short Pieces?
Short pieces
When Do You Like To Learn?
I like to learn starting from the moment I read something interesting of the course whether at the introductory part, objectives and the resources and when I got to reflect the impact of the course to my practice and with my students.
How Long Do You (Or Can You) Typically Spend On A Pd Experience?
It depends on the topic or how interesting and exciting is the topic but most of the time, 30 to an hour of short PD will be enough for me to learn new things.
Do You Like Being Rewarded By Your Pd Experiences?
Yes, I always feel good when I get something no matter what it is.
How Do You Want To Be Rewarded?
It doesn't matter to me whether it is a word of mouth or word of acknowledgement, a certificate or a badge, pat on the back, anything will do for me.
Is There Anything Else You Would Like Us To Know About Your Learning Style?
I love to learn with visuals and verbal most of the time but I want to engage more of the physical activities to challenge myself sometimes on things that I don't usually participate.
I want to have control over my personal information like my address, phone, SSN and some of the family affairs that are so private for me that I am in autonomy and that holds our individuality and confidentiality but other than that I will be fine.
I am just concerned about some personal or business transactions of those people who will take advantage of using my information maliciously over the internet and some other things that are illegally employed for whatever reasons other than promoting educational upliftment.
You have to help me safeguard the autonomy and confidentiality of my personal information at all times in a way that they won't fall into a wrong hands but I don't care if it's used for educational purposes though, like what we are having at Participate.
I want to travel to Paris as my first destination or maybe do country hopping or island hopping. I love doing it when I can.
I am scared of any snake whether it's big or small but I took one garden snake at my house just to please my youngest son who loves all kinds of animals. I placed it in a big bucket with the help of our custodian when one of our teachers found it at her student's desk in one summer that I had participated in a summer school. That was memorable because my son was so happy but my husband who was also afraid of a snake was fussing at me. You can just imagine how scared I was while driving with that snake inside the bucket beside me.
Scenarios:
In order to continue with my review, I need to see your lesson plan as part of the requirement of the course using a Participate template that you can access below. However, you can also look for activities or project at Participate collection that you can adapt or modify in conjunction with your lesson or project that you can conduct with your group of students which is aligned with the objective of the course that you are participating in Participate. Please let me know if you have any questions.
https://docs.google.com/document/d/133TxZyYwnJLXRpDEpQxPXYwRX8HX5DNaVpNPmbkSMt8/edit
The objectives of this course are to (integrate the global competencies for the course such as curiosity, critical thinking, and knowledge and understanding of global issues into your academic curriculum). You were able to describe a lesson of high engagement; however, it doesn’t quite match the objectives of this course. Could you go back to review the course objectives and then revise your "learning objectives" and "ask for compelling questions" to incorporate the learning from this course into your classroom. To edit the work, you will revisit the lesson plan in your google doc to make revisions. Subsequently, in your reflection, please go back to you learning product and "Join the Discussion" so that you could you tell me how your students were impacted by this teaching? It is also one of the ways we can continue to grow in this work is through in the process. I would love to see you reflect on this lesson plan. What worked well? What would you change next time? In what ways did this lesson impact your students. Thanks, and please let me know if you have questions and I will be here to support you.
I appreciate you for taking time to revise your lesson plan, however, I need you to go back and think about how can you incorporate the objective, "knowledge and understanding of global issues". You need also to respond to some other missing components of the lesson plan. Subsequently, I was unable to see your student work and student reflection that you need to submit to complete the requirements of the course so that I can proceed with the review. Thanks, and please let me know if you have questions and I will be here to support you.
I have encountered a similar situation on some of the scenarios. The participant is not a teacher and didn't submit a lesson plan, student work, and reflection. I told him that in order for me to proceed with the review, he has to submit the requirements of the course. I also gave him the lesson plan template of Participate or he can also explore the Participate collection to find a lesson plan or project that he can adapt or modify in conjunction with the objective of the course. Since he has no students assigned, I told her to check if he can administer or conduct the lesson or project to a group of students so that he can comply with the requirements of the course. I also had one that I have to give one of my finished lesson plans as a reference. There are cases that I need to go outside of the box to reach out to the participants so that he can finish the course. So, sometimes, I need to shoot him an email to make a friendly follow-up so that he can talk to me his problem and we think of what we can do to solve the problem.
Learning Product for Peer Review: Navigating Trouble Spots From KM
Hi Nerisa! I am happy you decided to take this course. I hope you found it to be a good addition to the Meet Up discussions we held. As always, I'll take a look through your work, and I would love to offer you some feedback on your work.
Learning Product for Peer Review: Navigating Trouble Spots
It sounds like you've got a solid understanding on what we're looking for with global competencies and support. You've navigated these trouble spots beautifully. I love how you highlight the positives as you encourage redirection. Your feedback is direct and helpful-- your suggestions would reflect effective adjustments to the teachers' learning products.
Learning Product for Peer Review: Navigating Trouble Spots
In your final response, you discussed a situation where the learner is not in the classroom. I am glad you brought this up. Yes, we have many learners who fit this situation. It sounds like you handled this very well--especially by offering one of your lesson plans. I loved what you had to say about "thinking outside of the box." That's what we often have to do to meet the needs of our learners. There certainly isn't a "one size-fits all" when it comes to this work. The key is to support the learners, no matter where they are coming from, so that they can grow in this work.
Nerisa, we are so glad you're a part of our team. It's been so great to work and learn alongside of you. Please don't hesitate to reach out to me if I can help you in any way. Thank you for taking this course, and thank you for your dedication to the review team. Congrats on another badge well earned!
****Thank you very much for the badge. I will certainly contact you for assistance and I appreciate everything you do for us!
****It’s my pleasure, Nerisa. It’s great that you’ve joined us
www.participate.com/assignments/peer-review-navigating-trouble-spots/13359c69-d51e-4695-baca-5da3f2482d75?utm_source=challenge&utm_medium=influitive&utm_campaign=course_promo&utm_content=peer_review_navigating_trouble_spots
www.participate.com/blog/3-ways-to-use-participate-discussions-for-professional-learning
sites.google.com/site/twittereducationchats/education-chat-calendar
www.16personalities.com/esfj-personality
www.ted.com/playlists/171/the_most_popular_talks_of_all
www.participate.com/collections/Participate-Peer-Mentors/60786c06-0a06-40be-8d62-9633d3c59f95?utm_source=challenge&utm_medium=influitive&utm_campaign=peer_mentor&utm_content=collections_promo