REDI for the classroom: a strength way to deal with medication training.


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REDI for the classroom: a flexibility way to deal with medication instruction An expert advancement workshop for instructors OHT 1 Workshop points Build up a comprehension of key components and procedures for compelling medication training and improving understudy versatility.
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Slide 1

REDI for the classroom: a strength way to deal with medication training An expert improvement workshop for instructors OHT 1

Slide 2

Workshop points Develop a comprehension of key components and procedures for powerful medication instruction and upgrading understudy versatility. Create aptitudes in utilizing intuitive and comprehensive procedures inside of the classroom. Think about own practice for cultivating students’ flexibility, learning and wellbeing. OHT 2

Slide 3

Resilience is … the ability to “bounce once again from adversity” (Wolin & Wolin 1999) Being strong includes “the inborn and supported limit of people to manage life stressors in ways that empower them to lead sound and satisfying lives” (Howard & Johnson 1999) OHT 3

Slide 4

A versatility advancing classroom Adapted from Henderson & Milstein 1996 OHT 4

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Enhancing flexibility and medication instruction OHT 5

Slide 6

Interactive methodologies Provide chances to take part in a scope of understudy focused gathering exercises for creating information, comprehension and aptitudes. Incorporate exercises, for example, combined sharing little gathering recreations and critical thinking pretends class exchange. OHT 6

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Inclusive methodologies Aim to guarantee all understudies are incorporated and recognized in the classroom and amid learning associations. Are major to improving the flexibility and wellbeing of understudies, whatever the stage, subject, school movement and age of the understudies. OHT 7

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Team-building diversions Paired sharing Brainstorming Small gathering learning exercises Shared critical thinking Cooperative learning errands Self-assesment Listening to shared/individual concerns Discussion or level headed discussion Building connectedness in the classroom (cont.) From a presentation by Helen Cahill, Youth Research Center, University of Melbourne OHT 8A

Slide 9

Building connectedness in the classroom (cont.) Presenting to or showing others Using blending exercises Researching main problems Doing genuine work for genuine crowds Designing and running exercises Making time for no particular reason and festivity Community administration Sharing a feeling of reason From a presentation by Helen Cahill, Youth Research Center, University of Melbourne OHT 8B

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Taking turns Sharing materials Managing materials Asking for elucidation Using calm voices Staying on undertaking Moving discreetly to gatherings Checking for comprehension Using names Staying with the gathering Ignoring diversions Interpersonal abilities for gathering work (cont.) Based on Bennett, Rolheiser and Stevahn 1991 OHT 9A

Slide 11

Negotiating Active listening Resolving clashes Reaching assention Including everybody Following bearings Criticizing thoughts not individuals Energizing/empowering the gathering Disagreeing in a pleasing way Celebrating achievement Interpersonal aptitudes for gathering work (cont.) Based on Bennett, Rolheiser and Stevahn 1991 OHT 9B

Slide 12

Action learning Based on Kolb Experiential Learning Cycle 1984 OHT 10 .:tslides

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