This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
This is an outlined discussion of The Teacher as a Person in the Society and other topics in The Teaching Profession which could be of use to students who are taking the subject.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
This is an outlined discussion of The Teacher as a Person in the Society and other topics in The Teaching Profession which could be of use to students who are taking the subject.
Middle School Counselors’ Toolbox for Career Explorationccpc
Susan Hunt
Coordinator, Employment Development/Business Partnerships
Glendale Unified School District
Glendale, CA
Laura Castagnari
Counselor
Toll Middle School
Glendale, CA
Jan Swinton
Associate Dean & Instructional Workforce Development
Glendale Community College
Glendale, CA
Middle School counselors now need interest surveys, job statistics, career pathway information, and familiarity with the local postsecondary offerings in order to be wise 1802 facilitators with students and parents. Glendale Unified and Glendale Community College teamed up to fill this toolbox and empower these counselors to deliver great guidance!
CCE: There is nothing more difficult to take in hand, more dangerous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.
Scholarship Program - Seoul National University
ASUNG KOREA CENTER
Welcome to Asung Official Slideshare Channel!
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Du học Hàn Quốc | Asung - Địa chỉ du học tin cậy | Chuyên tư vấn du học Hàn Quốc, làm visa du học Hàn Quốc, thông tin học bổng, đào tạo tiếng Hàn du học Hàn Quốc - Tư vấn du học
Basic Accident Prevention and Occupational Safety & Healthjhaymz02
Explain the basic principles and practice of accident and disease prevention in the workplace;
Express commitment in preventing the occurrence and recurrence of accidents and diseases within their organization.
Designed to provide employees and their families with income benefits and medical and other benefits in the event of work-connected sickness, injury or death.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1 2016 ncae basic facts - national career assessment examination
1. Basic Facts on the
National Career Assessment Examination
Department of Education
Bureau of Education Assessment
Dr. Nelia V. Benito, CESO IV
Director IV
2. DepED Order 55, s. 2016, Section 4 – Career Assessment
3. Rationale
In order to guide the conduct of career
guidance at the school level and to
ensure the development of skills and
competencies required in the world of
work, DepEd shall conduct a career
assessment through the Bureau of
Education Assessment (BEA) to
Grade 9 students beginning School
Year 2016-2017.
4. Specific Objectives
1. To provide guidance to individual learners for their
future educational and career choices; and
2. To provide a basis for profiling learners’ aptitude in
the four Senior High School Tracks:
a. Academic
i. Accountancy, Business, Management (ABM)
ii. Science, Technology, Engineering and Mathematics
(STEM)
iii. Humanities and Social Sciences (HUMSS)
b. Technical-Vocational-Livelihood
c. Sports
d. Arts and Design
5. Domains Measured
A. General Scholastic Aptitude (GSA)
is the average of the standard scores in
these areas:
Scientific Ability
Reading Comprehension
Verbal Ability
Mathematical Ability
Logical Ability
6. B. Occupational Inventory Interest (OII)
Is an inventory/checklist of
occupational interests which provides
an assessment on
inclinations/preferences for
comprehensive career guidance. A
profile chart of the students’
occupational inclinations and
preferences through the identified
cluster occupations is provided.
7. C. Aptitude for Senior High School (SHS)
Tracks
Measures the innate ability or potential
of a student to succeed in the
following SHS Tracks:
a. Academic- ABM, STEM, HUMSS
b. Technical-Vocational-Livelihood
c. Sports
d. Arts and Design
8. Target Clientele
The test shall be administered to all
Grade 9 learners who are currently
enrolled in public schools and private
schools with a government permit or
recognition.
Learners with special needs may also
be assessed provided that test
accommodations are met.
(Refer to DO. 55, s. 2016 Sec. 9)
9.
10.
11. Mode of Administration
Census will be the mode of
administration
Schedule of Administration
The test shall be administered annually
every last Wednesday and Thursday of
August.
12. Test Administration Scheme
Day
Booklet
Number
Test Domain
1 1
General-Scholastic Aptitude
Technical-Vocational-Livelihood
Sports
2 2
Academe
Occupational Interest
Arts and Design
The test shall be administered in two days.
13. Number of Examinees per Testing Room
30 examinees per room
Alphabetically arranged regardless of
gender
14. Test Results Interpretation
Test results shall be recommendatory.
The career choice of the student
based on his/her aptitude and
occupational interest shall prevail as
facilitated by the guidance
counselor/teacher and as guided by
the trends in the labor market.
15. Test Results Utilization
Reporting and interpretation of the
results shall be used in career
advocacy, career guidance and
homeroom guidance.
It can be used for entry assessment
to the specific Senior High School
(SHS) tracks/strands in all public and
private schools.
16. Prior to entering SHS, the aptitude of
students in select programs shall be
measured in order to ensure that they
have the potential to complete the
program.
The Certificate of Ratings (CORs) shall
include a report on the students’ General
Scholastic Aptitude, Occupational Interest
Inventory (with first and second
preferences), and the track they opt to
pursue vis-a-vis their aptitude in the SHS
tracks.
Results shall be reported in Standard
Scores and Percentile Ranks.
17. Cut-Off Score
There is a required cut-off score for
students who wish to enroll in the
Science, Technology, Engineering, and
Mathematics (STEM) Strand.
The final grade both in Science and Math
in Grade 10 should be 85 and above.
Learners should also have at least a
percentile rank of 86 and above in the
STEM subtest.
18. However, there will be no prescribed
cut-off score for the scholastic grades
and scores in any subtest for those
who desire to enter into the HUMSS
and ABM Strands, and the TVL Track.
19. Screening of Students
(Sports, Arts and Design Tracks)
There will be two screenings for students who
wish to enroll in the Sports and Arts and
Design Tracks.
The first screening will be the results of the
NCAE in the corresponding subtests.
Aptitude should be at least a percentile rank
of 51 and above.
The second screening for the Sports Track
will be done through skills-related fitness
tests, while for the Arts and Design Track, it
will be through a performance and skills
assessment. Both screenings will be
administered by the accepting schools.
20. Table 1. Criteria for entry to senior high school (SHS) tracks/strands
SHS Tracks/Strands
Criteria
Academic Track
Sports
Track
Arts and
Design
Track
TVL
Track
STEM
Strand
ABM
Strand
HUMSS
Strand
General
Academic
Strand
Scholastic
Grades at
Grade 10
Final Grade no
lower than 85
both in Math
and Science
None None None None None None
Career
Examination
Results
Percentile rank
of 86 and
above in the
STEM subtest
None None None
Percentile rank of 51
and above in the
corresponding career
subtests
None
Alternative
Entry
Requirements
Write up of
scientific
inquiry process,
draft
experiment,
and other such
summative
assessments
Simple
business
concept/idea,
marketing
ideas, and
other such
summative
assessments
Essay on
current social
issues, short
story or
articles,
book/movie
reviews, and
other such
summative
assessments
Essay on a
project of
interest,
project plan,
and other
summative
assessments
Skills-
related
fitness
tests
administ
ered by
the
acceptin
g schools
Performanc
e and skills
assessment
administere
d by the
accepting
schools
Livelihood
project
idea/s, and
other such
summative
assessments
Accepting schools shall administer alternative entry requirements as
needed.
Schools may also opt to have other alternative assessment aside from
21. Test Results Dissemination
Test results will be released not more than
three months after the examination. Specific
test data shall be disseminated to different
stakeholders.
1. Internal Stakeholders
a. Learners
They shall receive individual Certificate of
Rating (COR) that contains the obtained
test
scores in the domains and level of
preferences in the occupational fields.
22. b. School/Division/Region
A report on the Institutional
Performance Profile (IPP) or summary
of test results by domain shall be
released to these offices.
c. Policy makers, program managers,
and learning resource developers
A report on the national test results by
specific variable shall be provided.
23. II. External Stakeholders
a. Parents/Guardians
-An orientation forum shall be
conducted by the guidance counselor
to inform them of the test results and
the in-demand and hard-to-fill
occupations by industry per region, to
guide them in the track or course for
senior high school.
24. b. Academe, community leaders, local
government units, non government
organizations (NGOs), civil society
organizations, legislators, industries, local and
foreign donors, researchers, and other
government agencies
Test results by specific scope
(municipal/congressional and school year) and
variable (gender, type of school, etc.) shall be
provided upon request.
25. The procedure on the releasing of test results and guidelines
on the utilization of national examination results are discussed in
D.O. 55, s. 2016 Section 14.
