PD 100CB - Lifelong Success - Introduction
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This document outlines the syllabus for a college success course. It introduces the instructor, Marsha Fralick, and discusses the goals and objectives of the course which are to help students develop self-knowledge, communication skills, and techniques to improve their grades in school, work, and personal life. The syllabus provides information on assignments, materials, grading policies, and course objectives. It encourages students to attend class, be respectful of others, and contact the instructor for help.
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ONE QUESTION
LARGE CLASS I have given you the whole module under the question requirements.
QUESTION
You need to teach vocabulary of character personality traits such as honest, stubborn, or sensible. NOT moods such as ahppy and sad.
When considering presentation techniques have in mind the target language is NON VISUAL you can’t draw honest so think of another way to convey the meaning
Please include
List of words of words you will teach
Assumed knowledge of students list of vocabulary structures you will expect your students to know
Anticipated problems.
Solution
s.
Prearations and aids
Step by step entire lesson and timing
THIS IS MY LAST CHANCE HELP
Understandably, before teachers begin teaching their first large class, they tend to think about the challenges inside the classroom. However, after a few days, it becomes clear that responsibilities outside class are equally challenging.
Welcome to this module on
teaching large classes.
Teaching large volumes of students at any one time is always a challenge, and so it is particularly important for the teacher to be well prepared. This module can help you overcome the difficulties generated from a large class, but it will also help you make the most of the benefits that it can provide.
In this module, you will find out:
a variety of methods and techniques to help you teach a large class of students to communicate in English
how to manage your time outside class
ways to manage a large group of students
how to keep your students participating and motivated
how to cater for students with different proficiency levels
how to arrange students
how to promote learner independence
how to organise feedback
how to monitor and assess student performance in a large class
WHAT DO WE MEAN BY LARGE CLASS
When we say 'large' we generally mean a class of 30-60 students, in some instances up to 100. The educational system of some countries precludes the formation of language groups that are so large, however in other countries, for instance India, China or South Korea, such classes are quite common.
School administrations may choose to split students into smaller groups for the following reasons:
Overpopulation and a lack of teachers.
The traditional belief that still prevails in some parts of the world where the aim of a language course is to prepare students for an examination (usually a formal, written, grammar-based one) rather than teach them to communicate in English. A lesson is therefore viewed as a lecture where a certain amount of knowledge is to be passed on to the students.
Depending on room size it would be difficult to divide the class but definitely possible.
Assess competency and delegate stronger class members to lead smaller groups within class room.
Delegate 4 class members if your class is 60 and instruct them each to distribute and collate homework.
Failing to prepare before entering the class means the class is doomed to fail
Rising to the challenge stimulates professional gro.
Who is in my classroom
The document discusses students with special needs and learning disabilities that teachers may encounter in their classrooms. It provides information on learning disabilities and low incidence disabilities. It also offers teaching strategies for breaking down barriers to learning for students with different needs, such as adapting instruction methods, skills levels, participation levels, and more. Teachers are encouraged to get support from special needs departments and visiting teachers and to become involved with students' individual education plans.
Who is in my classroom
The document discusses students with special needs and learning disabilities that teachers may encounter in their classrooms. It provides information on learning disabilities and low incidence disabilities. It also offers teaching strategies for breaking down barriers to learning for students with different needs, such as adapting instruction methods, skills levels, participation levels, and more. Teachers are encouraged to get support from special needs teachers and departments and to take responsibility for meeting the educational needs of special needs students.
Teacher effectiveness
I hope this will helpful for all, those who are working with educational institution and those who are working with students.
transition from HS 2015
This document provides information to help students with Autism Spectrum Disorder (ASD) transition from high school to college. It discusses differences between support in high school versus college, the importance of self-advocacy and independence skills. Specific topics covered include disclosing a diagnosis, choosing classes, communicating with professors, time management, and utilizing disability support services. Videos are included to illustrate social challenges and strategies that can help college students with ASD succeed in their transition.
IEC Do's & Don'ts
The document provides a list of dos and don'ts for student conduct and success in college. It recommends establishing healthy relationships with professors and staff, being organized, attending classes regularly, studying effectively, seeking help when needed, balancing academics with other activities, and developing good time management skills. It advises against inappropriate behaviors like plagiarism, skipping classes, and comparing oneself to others. The overall message is that following best practices for student life and academics can help maximize learning and achievement.
Managing large classes.pptx
This a detailed presentation outlining the pros and cons of teaching large classes and specific strategies to deal with such class.
Meeting 1 2012
This document summarizes an orientation meeting between an academic advisor and a new student. The advisor discusses filling out forms, responsibilities of advisors and advisees, writing a letter to their future self, available academic resources and support services on campus, policies around class attendance and withdrawals, majors and minors, using the course catalog, asking questions, and scheduling an individual advising session. Important upcoming dates are also reviewed.
Ec week 17 lesson notes
This document provides an agenda for a teacher professional development session. It includes presentations on differentiated instruction, a brainstorming activity on differentiation, and time for working on monographs and preparing portfolios, cover letters, resumes and interview skills. Presenters will discuss their experiences with peer feedback sessions. Teachers will learn about differentiated instruction through examples and strategies. They will get into groups to create differentiated literacy lessons. The document provides resources for building teaching portfolios and preparing for job interviews.
Grade 8 parent presentation 2013
The document provides information for parents on helping their child transition to high school, including the role of high school counselors in supporting students' academic, social, and emotional development. It also outlines the changes and challenges of adolescence and offers advice for parents on establishing rules and communicating with their teen. Details are given on course requirements, schedules, and elective options to help parents and students prepare for the start of high school.
Grade 8 parent presentation 2013
The document provides information for parents on helping their child transition to high school, including an overview of the role of high school counselors in supporting students' academic, social, and emotional development. It also outlines the changes and challenges of adolescence and offers advice for parents on establishing rules and communicating with their teen. Finally, it provides details on course requirements, sample daily schedules, and next steps for parents and students in the high school selection process.
gifted and talented students
The document discusses strategies for differentiating instruction to meet the needs of gifted students in a mixed-ability classroom. It defines gifted students and notes their specific needs, such as mastering content faster than peers. The document recommends pre-assessing students to understand their strengths, interests, and learning needs. It provides examples of differentiated strategies like curriculum compacting, independent studies, tiered lessons, and choice that allow gifted students to learn at an appropriate pace and level of challenge.
Achieving academic excellence among students
This document discusses achieving academic excellence among students. It defines academic excellence as high academic performance as well as good behavior and broad knowledge. It says the primary stakeholder responsible for academic excellence is the student. To ensure excellence, students must have a strong desire to learn, identify their interests and career goals, understand their learning styles, and maintain a healthy lifestyle. Academically excellent students exhibit qualities like diligence, punctuality, and self-motivation. They enjoy benefits like scholarships but must also avoid risks like pride, challenges from teachers, and distractions from drugs or relationships.
IEC do's & don'ts for New Students
The document provides a list of dos and don'ts for student conduct and behavior at college. It emphasizes the importance of being respectful, attending classes regularly, studying effectively, maintaining a healthy lifestyle, seeking help when needed, and balancing academics with other activities. Exam dos include starting on time, managing time well, and reading instructions carefully. Exam don'ts include panicking if unable to answer questions or not understanding every word.
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ONE QUESTIONLARGE CLASS I have given you the whole module under th.docx
ONE QUESTIONLARGE CLASS I have given you the whole module under th.docx
Recently uploaded
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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PD 100CB - Lifelong Success - Introduction
- 1. Introduction
- 3. What Do I Want from College
- 4. What is this course about?
- 5. Success As You Define It
- 7. Commitment to Change Your Life the Way You Want
- 9. Who Should Take This Class? Transfer Student New Student Undecided Students Students Who Get Good Grades Students Who Need to Improve Grades
- 10. What Will You Get Out of This Course?
- 11. What Will You Get Out of This Course? Super Learning Techniques Self Knowledge Communication Skills
- 12. What Will You Get Out of This Course? You will learn about yourself and apply this knowledge to your career and personal life. You will have fun.
- 13. You will get what you put into it.
- 14. Grading Policy
- 15. Recommended Materials 3 Ring Notebook Notebook paper (Spiral notebooks not recommended) Highlighter Pen
- 17. What is in the Syllabus?
- 18. College Success Web Site www.collegesuccess1.com
- 19. Take a Look at the Web Site
- 20. Course Credit General education credit for California State Universities, Area E Associate degree credit
- 21. Course Objectives Read these on your own
- 22. Assignments Read (or at least skim) the chapters to be covered before you come to class We will read approximately one chapter per week
- 23. Contact me if you need help E-MAIL IN PERSON (after class)
- 24. How to make the instructor happy
- 25. Arrive on time However, better late than never!
- 26. Attendance is essential You will be dropped for missing class
- 28. Appreciate Differences Culture Race Language Academic Ability Physical Disability Lifestyle
- 29. Be prepared Read the material before you come to class. However, come if you’re not prepared. You will miss a great deal of material if you are not here.
- 30. How to irritate the instructor and other students Talking while another student is talking Talking while the instructor is talking Cell Phones
- 31. Academic Accommodations Let me know privately if you have any disabilities so that I can provide assistance and understanding Learning disability Hearing or vision problems Health problems Other situations which may affect your academic performance
- 32. Group Activity: How to be an “A” student
- 33. Assignment: Measure Your Success Success Wheel