Topic: The Global Teacher

1. State the characteristics of a global teacher by classifying them into three: Character, competence, Lifelong
learning

1. The ability to develop relationships with their students (character)

The most frequent response is that a great teacher develops relationships with students. The research
literature agrees with them: Teachers need to be able to build trusting relationships with students in order to
create a safe, positive, and productive learning environment. For example, a student in Boston told us that
great teachers are “Willing to listen to students when there is a problem.”

2. Patient, caring, and kind personality

Personality characteristics related to being a compassionate person and having a sensitivity to student
differences, particularly with learners, was the second most frequently reported quality. Again, there is
research to support that teacher dispositions are strongly related to student learning and development.

3. Knowledge of learners (competence)

This is a broad category that incorporates knowledge of the cognitive, social and emotional development of
learners. It includes an understanding of how students learn at a given developmental level; how learning in a
specific subject area typically progresses like learning progressions or trajectories; awareness that learners
have individual needs and abilities; and an understanding that instruction should be tailored to meet each
learner’s needs. One student eloquently described it as: “The teacher understands the pace and capacity of
the student.”

4. Dedication to teaching

Dedication refers to a love of teaching or passion for the work, which includes commitment to students’
success. Responses often referred to loving the subject matter or simply being dedicated to the work. To a
student, this means a teacher should be “always willing to help and give time.”

5. Engaging students in learning (lifelong learning)

Students also said that teachers should be able to engage and motivate students to learn. Researchers talk
about three types of engagement that are required for students to learn: cognitive, emotional, and behavioral.
Survey respondents mostly focused on making content interesting and the ability to motivate students to
learn. A student in Pennsylvania said great teachers are, “motivating students to succeed in and out of
school.”

2. State concrete steps you will undertake to be a global teacher.

Step 1: Rethink the Role of English. ...
Step 2: Reconsider Your Role as Teacher. ...
Step 3: Rethink Your Classroom Atmosphere. ...
Step 4: Integrate Global Topics Into Your Teaching. ...
Activities to Accomplish the Above Goals. ...
Step 5: Experiment With Global Education Activities. ...
Step 6: Make Use of Your International Experience in Class.

3. State an object that can represent or symbolize an effective teacher in the 21 st century. Give your reason
why you select that object.

A seed symbolizes a shy person everything held tight on the inside and you don`t know what but after you
water it and show it love an care you allow it to grow it can blossom into a wild harvest you never expected
places where you plant seeds is a guarentee for a future harvest.

1. State a situation for each attribute of teacher as a critical thinker:

a. self control

Put teaching critical thinking skills at the forefront of your lessons. Every subject offers opportunities for
critical thinking. Check understanding and offer room for discussion. It will help even if such periods are brief.
You’ll begin to see critical thinking as a culture rather than just an activity.
b. concern for others
Students will benefit from practicing critical thinking. Keep it at the forefront of your teaching. You’ll offer
richer lessons, deeper exploration, and better lifelong learning.
c. open-mindedness
Students cannot think critically if they do not have the information they need. Begin any critical thinking
exercise with a review of related information. This ensures they can recall facts pertinent to the topic. These
may stem from things like:

•reading assignments and other homework

•previous lessons or critical thinking exercises
•a video or text
Employ the above strategy of questioning to ensure students are up to speed.
d. judgment
Assigning a specific problem is one of the best avenues for teaching critical thinking skills. Leave the goal or
“answer” open-ended for the widest possible approach. This is the essence of asking essential questions that
have no easy answer. It requires discovery and synthesis of knowledge through critical thinking.

2. What is critical thinking?

Critical thinking is the objective analysis of facts to form a judgment. The subject is complex, and there are
several different definitions which generally include the rational, skeptical, unbiased analysis or evaluation of
factual evidence.

Topic: Distance Education: Alternative Learning System Beyond Borders

1. What are the different modes of distance education?

6 modes of Distance Education

•Distance Education via Video Conferencing. ...

•Synchronous and Asynchronous Distance Education. ...
•Open Schedule Online Courses. ...
•Hybrid Distance Education. ...
•Computer Based Distance Education. ...
•Fixed Time Online Course.

2. Read the advantages of distance education on pages 16-17 from the book, Special Topic 3. Then select
which are the first three most striking for you. Then state why they are important.
3. Delivery types in distance education can be synchronous or asynchronous. Show the difference between
these two types.

Synchronous is efficient, reliable and is used for transferring a large amount of data. It provides real-time
communication between connected devices. Chat Rooms, Video Conferencing, telephonic conversations, as
well as face to face interactions, are some of the examples of Synchronous while...

Asynchronous data flows in a half duplex mode, 1 byte or a character at a time. It transmits the data in a
continuous stream of bytes. In general, the size of a character sent is 8 bits to which a parity bit is added i.e. a
start and a stop bit that gives the total of 10 bits. It does not require a clock for synchronization; rather it uses
the parity bits to tell the receiver how to interpret the data.

4. Describe how the four types of interaction in distance education result to reciprocal exchange of
communication and understanding of the course content.

a. Learner-Content Interaction – The first type of interaction takes place between the student and the content,
or the subject matter that is delivered to him or her. Interaction with content takes place when the learner,
with the help of the teacher or the teaching institution, establishes new knowledge by encountering new
information and combining it with the body of knowledge already retained by him or her.

b. Learner-Instructor – The interaction that transpires between students and instructor is intended to help
reinforce student understanding of the material or elucidate meaning. Interaction with instructors can help
students clarify unclear points and reinforce correct interpretation of course information. Most often this type
of interaction is transmitted by electronic means such as chat discussion or e-mail communications. Unlike the
traditional classroom where the instructor takes the center stage as a lecturer, in distance education, the
instructor becomes more of a facilitator.

c. Learner-learner – The interaction that occurs among students is extremely dissimilar between a web-based
learning and a traditional classroom setting. The internet format excluded physical interaction, which may
have an impact in learning. Learner-learner interaction can be between one student and another or between
several students. Teamwork or collaborative learning involves students working together in groups to
complete academic requirements. This form of learner-learner interaction is intended to promote
understanding of the course content and stimulate critical learning.

d. Learner-Technology/System – Students’ experience with computers can affect their learning in distance
education as well as improve their computer skills. How students view their interaction with technology is
affected by their access to the technology. Many students may not have access to the computer lab or a
personal computer. In order to effectively participate in distance education, learners must be computer-
literate.

Do the following for your final work:

Part I: Reflection Paper
Write a reflection paper on critical thinking by answering and giving reasons to each of the following
questions:
Are you logical? Are you open-minded?
Are you aware of Are you a communicator?
yourself? Are you a mediator?
Are you honest?

In answering this part, be guided by this:

 Write a general introduction by stating what critical thinking is. Make sure you acknowledge the authors or
the sources properly.
 The following paragraphs are reflections on the critical thinking skills. For each skill, write:
o a description
o Then give an answer, whether in affirmative or negative form. If your answer is negative, state what
you may do to achieve such critical thinking skill. Give a proof for your answer by stating indicators or
behaviour that you do. Write your answer in narrative form. An example frame is given. You may have
also other ways of doing this but in the same order.

Example frame: Being logical means _______________. When I take a look at myself, I can say that I
am/I am not logical because _________________. To achieve having logical thinking, I will endeavour
to ______________.
 Write a concluding paragraph

Part II. Analysis of a research paper

Look for a research on the critical thinking in line with student achievement. Make a report on the
research by stating the following: Title of the research, Author/s, Source
Write in narrative form by stating the following:
 What is the statement of the problem?

Critical thinking skills are increasingly necessary for success in professional health care careers. Changes in the
contemporary healthcare system in the United States arguably make these critical thinking skills more
important than they have ever been, as clinicians are required on a daily basis to evaluate multiple bits of
information about patients with multiple-systemic health concerns and make appropriate treatment decisions
based on this information. We believe the IJES, with its emphasis on engaging undergraduate and graduate
students in research and scholarly activity, is a valuable resource for promoting the higher-order critical
thinking skills necessary for preparing exercise science students with an interest in professional healthcare
careers such as physical therapy.
 What are the findings:

The research findings typically published in this journal are highly relevant to physical therapy given the
central role of exercise within this healthcare profession.
Higher-order critical thinking skills are necessary for students preparing for and/or enrolled in professional
programs, especially the ability to evaluate and synthesize information, which are vital for problem-solving.
Essentially, critical thinking is learning to think independently and to develop one’s own opinions supported by
existing evidence. In learning scenarios that promote and foster problem-solving and critical thinking skills, it is
much more difficult for the student to simply adhere to the role of the passive student; rather, this type of
learning prompts the student to assume the role of a self-reliant thinker and researcher.
 What do the researchers recommend?
Thus, we see the International Journal of Exercise Science (IJES), with its aim on engaging undergraduate and
graduate students in scholarly activity, as a quite suitable vehicle for promoting critical thinking skills in
exercise science students interested in entering professional programs such as physical therapy. For example,
a very meaningful way to engage students is to enlist their support in a research effort of interest to them and
for them to assist in the publication process. Given changes seen among Kinesiology majors on the
undergraduate level in recent years, the IJES, with its emphasis on student involvement in the research
process, is a great venue for disseminating research findings emphasizing this type of undergraduate student
involvement.

We encourage all authors who work with undergraduate students interested in physical therapy to publish in
this journal. Doing so will help to “raise the level” of critical thinking skills for all students involved. Among
other things, doing so would also provide another valuable measure for evaluating applicants to physical
therapy programs. We believe that student experiences of this nature are helpful when making admissions
decisions for physical therapy programs, in part because evidence of prior research experiences provide some
indication of a given student’s ability to handle the level of critical thinking necessary for success within a
physical therapy education program.
 What striking part have you seen from the research? How useful is it? Is it relevant during this 21 st
century? Why?

The striking part according to the research is that higher-order critical thinking skills are increasingly necessary
for success in professional health care careers. Changes in the contemporary healthcare system in the United
States arguably make these critical thinking skills more important than they’ve ever been, as clinicians are
required on a daily basis to evaluate multiple bits of information about patients with multiple-systemic health
concerns and make appropriate treatment decisions based on this information.

source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4738974/