#john loughran

They have campaigned for Truth & Justice in a dignified manner for many years. Today they still await a date for an inquest into the unlawful killings of their loved ones. Will you stand alongside them tomorrow? The families of the New Lodge Six are held in the highest regard. They have campaigned for Truth & Justice in a dignified manner for many years. Today they still await a date for an…

John Loughran-UBS Financial Broker-Discloses $500K Pending Customer Dispute-NYC

April 2021- New York, NY According to publicly available records,   UBS Financial Services financial advisor John Loughran,  discloses a pending customer dispute and a prior settled customer dispute. The Financial Industry Regulatory Authority (FINRA) is the agency that licenses and regulates stockbrokers and brokerage firms. FINRA requires brokers and brokerage firms to report customer…

John Loughran-UBS Financial Broker-Discloses $500K Pending Customer Dispute-NYC

April 2021- New York, NY According to publicly available records,   UBS Financial Services financial advisor John Loughran,  discloses a pending customer dispute and a prior settled customer dispute. The Financial Industry Regulatory Authority (FINRA) is the agency that licenses and regulates stockbrokers and brokerage firms. FINRA requires brokers and brokerage firms to report customer…

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WHAT EXPERT TEACHERS DO: SYNTHESISING (CH. 8)

Synthesis is the process of putting all the component parts of a larger concept together to create an intelligible whole, much like assembling a puzzle pieces together.  In bringing the component parts together, the student creates a new idea and extends his or her knowledge.  

Teaching procedures that Loughran suggests to encourage synthesizing that we have explored already in CURR 303 include the jigsaw groupwork method, and the postbox procedure.  Procedures presented in this chapter that are of particular interest to me and that I would like to try to incorporate into my future teaching practice include: learning from discussion, and design and create a learning artifact.

In the learning from discussion procedure, students keep a running list of issues raised during a class discussion and then analyze that data to form conclusions.  They can also keep a list of questions that they feel were not addressed by the discussion that they think are important to reaching a logical conclusion.

In my past teaching experience I have had some success with class discussions, but, as Loughran mentions, I have worried that the students have not linked those discussions with learning.  The learning from discussion procedure provides a simple way to consolidate students learning after a class discussion, as well as encourage synthesizing, and is something I am eager to try with my future students.

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WHAT EXPERT TEACHERS DO: TRANSLATION (CH. 7)

Translation occurs when ideas and information are used in a different form than the one that they were presented and processed in.  Being able to translate ideas requires a deep understanding of subject matter.

Interesting teaching procedures that Loughran presents in this chapter to encourage translation include: 1) Story from a graph/graph from a story 2) Role-play 3) Model making 4) Creative writing 5) Writing your own method: Students are given the overall goal of a task and have students come up with the instructional steps to achieve it.

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WHAT EXPERT TEACHERS DO: LINKING (CH. 6)

Linking is the process of making connections across ideas so that prior knowledge and new knowledge interact with each other to deepen student understanding of a given topic, and helps in storing, structuring, and retrieving ideas.  Linking is not only important between related lessons, but also within a subject, and across subjects, and with personal experiences.  The better a student becomes at making links, the more likely it is that understandings will be rich.

Some of the teaching procedures that Loughran suggests for encouraging linking, we have tested or discussed in CURR 303, such as thinking hats, concept/mind maps, and what if’s (although not explicitly).  I find that mind maps are a really effective tool for not only linking purposes, as suggested in this chapter, but also for examining prior knowledge, and brainstorming.  As such a diverse teaching tool, I believe that mind maps will be featured prominently in my future teaching practice.  Some linking procedures that were new to me and are ones that I would like to try out in my future teaching practice are from there to here, and linking through labelled diagrams.  As a visual learner, the linking through a labelled diagram procedure appeals to me personally.

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WHAT EXPERT TEACHERS DO: PROCESSING (CH. 5)

There is a distinction often noticeable in students between knowing information, and being able to apply it in different ways and situations.  Teaching for the latter, which most would argue is a higher quality of education, requires that information is processed.  Processing of information means that it is deconstructed, looked at from different perspectives, and then linked to existing knowledge and ideas so that it might be able to be used in different ways and appropriately applied in different situations.  Processing is what helps a learner organize and store information in ways that make sense so that it can be more easily retrieved and used in the future.  Processing is also a way to consolidate learned information from short-term memory into long-term memory.  To do this, students must pay attention, or attend, to the information in ways that will encourage processing

Some teaching procedures that Loughran suggests to encourage processing are: 1) Jumbled text: One page of text is cut up so that each paragraph is a separate block.  Students must then read the text and arrange the blocks in an order so that the information makes sense. 2) Creating headings/sub-headings: Students are given a block of text with the headings and sub-headings removed.  They are then asked to read the text and create their own headings and sub-headings.  This will encourage students to process information in such a way that the headings and sub-headings they create are good indicators of the theme of text that follows.  This activity can be extended by asking students to paraphrase the text paragraphs into bullet points. 3) Question grid: Students write questions that they have as a result of thinking about a given topic or other form of information.  Classifying these questions into the 5 W categories (who, what, where, why, when and how) help students to begin to think about how to organize their learning on the topic.

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WHAT EXPERT TEACHERS DO: PRIOR KNOWLEDGE (CH. 4)

In one way or another, whether we are introduced to new things or are in a situation in which we are building on existing ideas, what we already know impacts our learning.  What we already know (our prior knowledge) can take many forms, such as things we have learned, things we have been told, things we have heard about or seen, and situations we have experienced.  Much of students’ prior knowledge can be erroneous, and it is therefore important as an educator to be skilled at working with prior knowledge.  Prior knowledge can also have an impact on how students feel about learning.  For example if they have experienced failure in a certain subject in the past, they may believe that they have low ability to learn that subject in the present.

Some teaching procedures that Loughran offers to assess and build off of students’ prior knowledge include: 1) Probe of prior views: Offer students a range of possible explanations to a question.  Students choose the response that they think offers the best explanation.  The type of response they pick may indicate some of their past experience with that concept area. 2) Summary reflective writing/log book: At the end of a lesson students can reflect on what they have just learned and how it connects to what they already know. 3) Card sorting: Major concepts that make up a theme are depicted on cards which the students are asked to sort into categories.  Through the categorization process, students’ prior knowledge about the theme and concepts underpinning the theme are revealed. 4) The Frayer model: A graphic organizer made up of the main concept in the centre, surrounded by essential characteristics, examples, non-essential characteristics, and non-examples categories.  This model encourages students to draw on their existing knowledge to determine what information is important for a given task.