This is a presentation presented on 13th March, 2016 at English Language Center, Nizwa College of Technology, Sultanate of Oman. 30 teachers who teach writing courses in ELC attended this presentation!
The document discusses assessment and evaluation in education. It distinguishes between assessment for learning (formative assessment) and assessment of learning (summative assessment), noting that the primary purpose of assessment is to improve student learning. It provides examples of different assessment strategies and tools that can be used, including rubrics, to support teachers and engage students.
This presentation discusses instructional strategies to support 21st century learning. It describes teacher-centered strategies like presentations, demonstrations, drill-and-practice, and tutorials that are directed by teachers. Student-centered strategies include discussion, cooperative learning, problem-based learning, games, simulations, and discovery activities where teachers facilitate and students participate actively. Both teacher and student-centered strategies are described along with their advantages and limitations. The presentation also covers integrating free materials like the internet, videos, and printed materials to support instruction.
This document summarizes a SCALE-UP project piloted at Sheffield Hallam University. SCALE-UP is an active learning pedagogy where students work in groups on conceptual exercises and problems. The university piloted SCALE-UP in 13 subjects across 7 schools with 37 instructors and found mostly positive results. Students reported high satisfaction with SCALE-UP modules and signs of improved problem-solving, understanding, and expectations. Instructors found benefits but that careful planning is needed for group work, resources, and pre-class activities. The university aims to evaluate conditions needed for wider SCALE-UP implementation and impacts on learning given mixed approaches and constraints generating conclusive data.
This document outlines the hard skills and soft skills needed for college readiness. It discusses balancing both hard academic skills like math computations alongside soft interpersonal skills such as collaboration. The document suggests activities for K-12 classrooms to blend hard and soft skills, such as group work, presentations, and self-evaluation. It acknowledges challenges in developing these skills and asks teachers what support they need to prepare students for college expectations.
The document discusses strategies for making lectures more interactive and active. It suggests using technology like polling systems and backchannel discussions to check understanding and get student feedback during lectures. It also provides examples of how to encourage student discussion and debate within lectures, both with and without technology. The document advocates adding more interactivity and engagement to lectures to address criticisms that they can be passive and hinder deep learning. It provides references and further reading on topics like flipped classrooms and backchannel communication.
The document discusses assessment and evaluation in education. It distinguishes between assessment for learning (formative assessment) and assessment of learning (summative assessment), noting that the primary purpose of assessment is to improve student learning. It provides examples of different assessment strategies and tools that can be used, including rubrics, to support teachers and engage students.
This presentation discusses instructional strategies to support 21st century learning. It describes teacher-centered strategies like presentations, demonstrations, drill-and-practice, and tutorials that are directed by teachers. Student-centered strategies include discussion, cooperative learning, problem-based learning, games, simulations, and discovery activities where teachers facilitate and students participate actively. Both teacher and student-centered strategies are described along with their advantages and limitations. The presentation also covers integrating free materials like the internet, videos, and printed materials to support instruction.
This document summarizes a SCALE-UP project piloted at Sheffield Hallam University. SCALE-UP is an active learning pedagogy where students work in groups on conceptual exercises and problems. The university piloted SCALE-UP in 13 subjects across 7 schools with 37 instructors and found mostly positive results. Students reported high satisfaction with SCALE-UP modules and signs of improved problem-solving, understanding, and expectations. Instructors found benefits but that careful planning is needed for group work, resources, and pre-class activities. The university aims to evaluate conditions needed for wider SCALE-UP implementation and impacts on learning given mixed approaches and constraints generating conclusive data.
This document outlines the hard skills and soft skills needed for college readiness. It discusses balancing both hard academic skills like math computations alongside soft interpersonal skills such as collaboration. The document suggests activities for K-12 classrooms to blend hard and soft skills, such as group work, presentations, and self-evaluation. It acknowledges challenges in developing these skills and asks teachers what support they need to prepare students for college expectations.
The document discusses strategies for making lectures more interactive and active. It suggests using technology like polling systems and backchannel discussions to check understanding and get student feedback during lectures. It also provides examples of how to encourage student discussion and debate within lectures, both with and without technology. The document advocates adding more interactivity and engagement to lectures to address criticisms that they can be passive and hinder deep learning. It provides references and further reading on topics like flipped classrooms and backchannel communication.
The document provides guidance on developing a study guide for open and distance learning students. It defines a study guide as a tool that promotes independent learning and discusses various types of study guides, including academic and administrative guides. The document also outlines principles for writing study guides, such as using an active voice and accessible language. Potential contents are described, such as course overviews, unit outlines, learning objectives, and assessment information. The document emphasizes that study guides should support self-directed learning.
This document provides an overview of Scholarship of Teaching and Learning (SoTL). It defines SoTL as research on effective teaching practices within one's own classroom with the goal of improving student learning. SoTL uses qualitative or mixed methods approaches and aims to answer specific research questions about teaching challenges. Though requiring IRB approval, SoTL is considered valid research that can be published and used for tenure. The document outlines starting with a research problem, collecting and analyzing student data, presenting findings at conferences, and publishing in specialized journals to disseminate SoTL research.
This document provides information about a faculty mentorship program for developing online/blended courses. It outlines that faculty will receive a holistic, personalized approach to course design with feedback. Mentors will work with faculty to meet course goals and have courses reviewed using a Quality Matters rubric. Faculty will receive a $1000 stipend for participation and have opportunities to become mentors in the future. A timeline is provided for the program throughout an academic year.
This document discusses the role and responsibilities of an academic counselor in IGNOU's open learning program. It explains that counselors provide advice and guidance to students about their academic program and courses. Counselors must have knowledge about the program structure, self-learning materials, assignments, examinations and how to provide feedback to students. They facilitate learning through counseling sessions and help students with various academic and non-academic issues. The goal of counseling is to support independent learning and enhance students' skills and performance.
The document discusses using portfolio assessment to evaluate the reading comprehension of Iranian high school students. It defines portfolios and their characteristics, compares them to traditional assessment, and outlines the benefits and challenges of using portfolios. It then describes a study that examined the effects of portfolio assessment on students' reading test performance, finding that the experimental group who used portfolios performed better.
The document summarizes key points from a book about improving student learning through assessment and feedback. It describes a case study of a program that had many innovative coursework assignments but students did not put in much effort or find the feedback useful. The program lacked formative assessment, had too much assessment variety, and provided feedback too slowly. The document recommends focusing assessment, increasing formative tasks, reducing variety, separating feedback from marks, and ensuring consistency across courses to improve the student experience and learning.
This document outlines various sources of data that can be used to document teaching effectiveness, including instructor self-assessment, student perceptions, student learning outcomes, peer reviews, and administrative feedback. It provides examples of tools that can gather evidence from each of these sources, such as course portfolios, teaching journals, student surveys and ratings, peer classroom observations, and student achievement metrics. The document also discusses strategies for analyzing and presenting this evidence, including using graphs to plot trends in student evaluations and matrices to group written student comments.
This document provides guidance to students on Assignment 2 of the Masters module "Critical Issues in the Secondary School". It discusses choosing a critical issue in one's subject area to research, such as teaching controversial topics in history. Advice is given on focusing the research with a specific question, submitting a synopsis, conducting research, referencing, and structuring the assignment. Key requirements are that the issue relates to one's teaching, can be investigated through research and reflection, and aids professional development.
Starting off on the Right Track: Avoiding Mistakes New (and Not-So-New) Instr...Kate Irwin-Smiler
Slides from American Association of Law Libraries 2010 session D-5: Starting off on the Right Track: Avoiding Mistakes New (and Not-So-New) Instructors Make
Engineering Knowledge, Skills, and AbilitiesLisa Benson
This document discusses key knowledge, skills, and abilities (KSAs) that engineering students need to develop for successful careers. It defines three ways of knowing - "knowing that" which involves declarative knowledge, "knowing how" which involves procedural knowledge, and "knowing why" which involves curiosity and continuous learning. The document proposes assessing students' problem-solving processes and provides examples of activities that develop different ways of knowing in engineering courses. It assigns reflection essays for students to discuss experiences with "knowing that, how, why" and how to develop important KSAs in future teaching.
Teaching English Abroad is Fun, and you Get Paid to Travel The World!
In this free book The TEFL University provides a full 120 hour, Internationally recognised TEFL course (Teaching English As A Foreign Language). It covers all aspects of teaching EFL (English As A Foreign Language), in any environment.
Students are able to download the course FREE and can take their own time to study all of its modules. They can then take our 'online' TEFL Certification exam if they wish.
People can also download and study this course as a simple way to understanding what it is like and what is required of a TEFL trained teacher in the world today.
This course also includes following modules:
Grammar Awareness
Teaching English to Young Learners
Teaching Business English
Teaching with Limited Resources
Teaching Large Classes
We are sure that everyone downloading this free book will find it both useful and informational.
Trauma-informed Teaching: Using Best Practices in Course Design to Mitigate ...SC CTSI at USC and CHLA
In this 90-minute interactive workshop, facilitators provide research-based and experience-tested effective practices to aid participants in defining trauma, identifying the effects of trauma on learning, and tailoring course design and teaching approaches to help mitigate these effects.
Participants will actively collaborate in breakout groups, while using the chat, and via polling to plan, accomplish, and share updates to the design and teaching of their online courses with the goal of mitigating the effects of trauma in university students.
This workshop is recommended for university faculty and/or those assisting faculty with the design and teaching of their online courses. In particular, examples will focus on the impact of trauma on student research goals and expectations. This might also be of interest to graduate students who are TAs. This workshop is capped at 200 participants.
The document provides 10 tips for getting a research paper accepted for publication. The tips include choosing the right journal and article type, using the correct structure for the paper, writing a good cover letter, and being prepared to address common reviewer questions and make revisions based on reviewer feedback. Following guidelines, clearly communicating the significance of the research, and responding thoroughly to reviewer comments can help improve the chances of getting a paper accepted.
Writing to Learn PowerPoint (Without Graphics)hgould
The document discusses several writing strategies:
1. Write to Learn strategies can help students comprehend content and use writing to demonstrate understanding.
2. The Important Thing strategy has students work with a partner to summarize key ideas from a text using a template.
3. Reflection journals allow students to periodically reflect on their understanding of a concept and track growth over time.
This document discusses assessment for distance education. It defines assessment as a process of obtaining information about learner progress and achievement. Assessment is used for selecting learners, certification, motivating learners, and improving teaching practices. There are formative assessments that are continuous and help learners understand their progress, and summative assessments that are end-of-course tests reporting overall achievement. At the Indira Gandhi National Open University, assessments include tutor-marked assignments and continuous assessments depending on school and council decisions. Tutor comments provide two-way communication to support isolated distance learners by identifying areas for development and creating a teacher-learner dialogue to promote reflective thinking. Comments should always be positive and constructive, rarely negative, and never
Using exemplar scripts from previous exam years can help students learn exam skills. Teachers can annotate strong exemplar answers to highlight areas of knowledge, application, analysis, and evaluation that earned full marks, comparing them to lower-scoring answers. Teachers can also have students mark exam questions using rubrics to familiarize them with scoring criteria. Additionally, exemplars can be used for model writing during lessons.
This document compares and contrasts three methods of student assessment: assignments, examinations, and portfolios. It defines each method and discusses their level of difficulty, types, uses, strengths, and limitations. Assignments involve tasks that require student engagement and a final product. Examinations are systematic sets of questions to assess learning. Portfolios are collections of student work to demonstrate learning. Assignments and portfolios allow for higher-order thinking skills, while examinations can efficiently measure a large amount of content. However, assignments and portfolios require more resources and time to grade than examinations.
The document discusses learning goals, objectives, and outcomes. It defines learning goals as broad statements about the curriculum, objectives as more specific statements about instruction, and outcomes as what students will know and be able to do by the end of a course. Learning outcomes have three components: an action verb describing the performance, a learning statement specifying what will be demonstrated, and a criterion for acceptable performance. Different types of learning outcomes are also described, including cognitive, affective, and psychomotor outcomes. The importance of writing clear, measurable learning objectives and using assessment results to improve goals, teaching, and curriculum is emphasized.
Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes.
Proactively using social media throughout a crisisStephen Thompson
The document discusses how social media is developing and how it can be used to manage and mitigate crises. It notes the rise of more visual and private platforms, as well as fake news. It recommends using skepticism and alternative sources to address misinformation risks. It also discusses echo chambers, listening strategies like location and network tools, and crisis fundamentals like pre-planning, internal communication, and ongoing listening across multiple platforms and sources.
Riski uzņēmumu IT nodrošināšanā. Situācijas anatomija.HORTUS Digital
Riski ir visur. IT pasaule nav izņēmums, bet ikdienā par to tiek aizmirsts. IT risku tēma ir tuvu vai bezgalīgi plaša un laikā mainīga. Šodienas drošība viegli var kļūt par rītdienas lielāko risku. Riski, kas saistīti ar IT procesiem, ir ļoti liela un reāla problēma, kas, ja ignorēta, var izmaksāt milzu naudas, amatus un karjeras. Tai pat laikā ikdienā saskaros ar to, ka, ja arī sākotnēji klients prasa ļoti drošu un uzticamu risinājumu, tad ieraugot tāmi, pēkšņi visi iepriekš aplūkotie riski kļūst nesvarīgi. Tas nav pareizi un tāpēc par riskiem vajag runāt.
The document provides guidance on developing a study guide for open and distance learning students. It defines a study guide as a tool that promotes independent learning and discusses various types of study guides, including academic and administrative guides. The document also outlines principles for writing study guides, such as using an active voice and accessible language. Potential contents are described, such as course overviews, unit outlines, learning objectives, and assessment information. The document emphasizes that study guides should support self-directed learning.
This document provides an overview of Scholarship of Teaching and Learning (SoTL). It defines SoTL as research on effective teaching practices within one's own classroom with the goal of improving student learning. SoTL uses qualitative or mixed methods approaches and aims to answer specific research questions about teaching challenges. Though requiring IRB approval, SoTL is considered valid research that can be published and used for tenure. The document outlines starting with a research problem, collecting and analyzing student data, presenting findings at conferences, and publishing in specialized journals to disseminate SoTL research.
This document provides information about a faculty mentorship program for developing online/blended courses. It outlines that faculty will receive a holistic, personalized approach to course design with feedback. Mentors will work with faculty to meet course goals and have courses reviewed using a Quality Matters rubric. Faculty will receive a $1000 stipend for participation and have opportunities to become mentors in the future. A timeline is provided for the program throughout an academic year.
This document discusses the role and responsibilities of an academic counselor in IGNOU's open learning program. It explains that counselors provide advice and guidance to students about their academic program and courses. Counselors must have knowledge about the program structure, self-learning materials, assignments, examinations and how to provide feedback to students. They facilitate learning through counseling sessions and help students with various academic and non-academic issues. The goal of counseling is to support independent learning and enhance students' skills and performance.
The document discusses using portfolio assessment to evaluate the reading comprehension of Iranian high school students. It defines portfolios and their characteristics, compares them to traditional assessment, and outlines the benefits and challenges of using portfolios. It then describes a study that examined the effects of portfolio assessment on students' reading test performance, finding that the experimental group who used portfolios performed better.
The document summarizes key points from a book about improving student learning through assessment and feedback. It describes a case study of a program that had many innovative coursework assignments but students did not put in much effort or find the feedback useful. The program lacked formative assessment, had too much assessment variety, and provided feedback too slowly. The document recommends focusing assessment, increasing formative tasks, reducing variety, separating feedback from marks, and ensuring consistency across courses to improve the student experience and learning.
This document outlines various sources of data that can be used to document teaching effectiveness, including instructor self-assessment, student perceptions, student learning outcomes, peer reviews, and administrative feedback. It provides examples of tools that can gather evidence from each of these sources, such as course portfolios, teaching journals, student surveys and ratings, peer classroom observations, and student achievement metrics. The document also discusses strategies for analyzing and presenting this evidence, including using graphs to plot trends in student evaluations and matrices to group written student comments.
This document provides guidance to students on Assignment 2 of the Masters module "Critical Issues in the Secondary School". It discusses choosing a critical issue in one's subject area to research, such as teaching controversial topics in history. Advice is given on focusing the research with a specific question, submitting a synopsis, conducting research, referencing, and structuring the assignment. Key requirements are that the issue relates to one's teaching, can be investigated through research and reflection, and aids professional development.
Starting off on the Right Track: Avoiding Mistakes New (and Not-So-New) Instr...Kate Irwin-Smiler
Slides from American Association of Law Libraries 2010 session D-5: Starting off on the Right Track: Avoiding Mistakes New (and Not-So-New) Instructors Make
Engineering Knowledge, Skills, and AbilitiesLisa Benson
This document discusses key knowledge, skills, and abilities (KSAs) that engineering students need to develop for successful careers. It defines three ways of knowing - "knowing that" which involves declarative knowledge, "knowing how" which involves procedural knowledge, and "knowing why" which involves curiosity and continuous learning. The document proposes assessing students' problem-solving processes and provides examples of activities that develop different ways of knowing in engineering courses. It assigns reflection essays for students to discuss experiences with "knowing that, how, why" and how to develop important KSAs in future teaching.
Teaching English Abroad is Fun, and you Get Paid to Travel The World!
In this free book The TEFL University provides a full 120 hour, Internationally recognised TEFL course (Teaching English As A Foreign Language). It covers all aspects of teaching EFL (English As A Foreign Language), in any environment.
Students are able to download the course FREE and can take their own time to study all of its modules. They can then take our 'online' TEFL Certification exam if they wish.
People can also download and study this course as a simple way to understanding what it is like and what is required of a TEFL trained teacher in the world today.
This course also includes following modules:
Grammar Awareness
Teaching English to Young Learners
Teaching Business English
Teaching with Limited Resources
Teaching Large Classes
We are sure that everyone downloading this free book will find it both useful and informational.
Trauma-informed Teaching: Using Best Practices in Course Design to Mitigate ...SC CTSI at USC and CHLA
In this 90-minute interactive workshop, facilitators provide research-based and experience-tested effective practices to aid participants in defining trauma, identifying the effects of trauma on learning, and tailoring course design and teaching approaches to help mitigate these effects.
Participants will actively collaborate in breakout groups, while using the chat, and via polling to plan, accomplish, and share updates to the design and teaching of their online courses with the goal of mitigating the effects of trauma in university students.
This workshop is recommended for university faculty and/or those assisting faculty with the design and teaching of their online courses. In particular, examples will focus on the impact of trauma on student research goals and expectations. This might also be of interest to graduate students who are TAs. This workshop is capped at 200 participants.
The document provides 10 tips for getting a research paper accepted for publication. The tips include choosing the right journal and article type, using the correct structure for the paper, writing a good cover letter, and being prepared to address common reviewer questions and make revisions based on reviewer feedback. Following guidelines, clearly communicating the significance of the research, and responding thoroughly to reviewer comments can help improve the chances of getting a paper accepted.
Writing to Learn PowerPoint (Without Graphics)hgould
The document discusses several writing strategies:
1. Write to Learn strategies can help students comprehend content and use writing to demonstrate understanding.
2. The Important Thing strategy has students work with a partner to summarize key ideas from a text using a template.
3. Reflection journals allow students to periodically reflect on their understanding of a concept and track growth over time.
This document discusses assessment for distance education. It defines assessment as a process of obtaining information about learner progress and achievement. Assessment is used for selecting learners, certification, motivating learners, and improving teaching practices. There are formative assessments that are continuous and help learners understand their progress, and summative assessments that are end-of-course tests reporting overall achievement. At the Indira Gandhi National Open University, assessments include tutor-marked assignments and continuous assessments depending on school and council decisions. Tutor comments provide two-way communication to support isolated distance learners by identifying areas for development and creating a teacher-learner dialogue to promote reflective thinking. Comments should always be positive and constructive, rarely negative, and never
Using exemplar scripts from previous exam years can help students learn exam skills. Teachers can annotate strong exemplar answers to highlight areas of knowledge, application, analysis, and evaluation that earned full marks, comparing them to lower-scoring answers. Teachers can also have students mark exam questions using rubrics to familiarize them with scoring criteria. Additionally, exemplars can be used for model writing during lessons.
This document compares and contrasts three methods of student assessment: assignments, examinations, and portfolios. It defines each method and discusses their level of difficulty, types, uses, strengths, and limitations. Assignments involve tasks that require student engagement and a final product. Examinations are systematic sets of questions to assess learning. Portfolios are collections of student work to demonstrate learning. Assignments and portfolios allow for higher-order thinking skills, while examinations can efficiently measure a large amount of content. However, assignments and portfolios require more resources and time to grade than examinations.
The document discusses learning goals, objectives, and outcomes. It defines learning goals as broad statements about the curriculum, objectives as more specific statements about instruction, and outcomes as what students will know and be able to do by the end of a course. Learning outcomes have three components: an action verb describing the performance, a learning statement specifying what will be demonstrated, and a criterion for acceptable performance. Different types of learning outcomes are also described, including cognitive, affective, and psychomotor outcomes. The importance of writing clear, measurable learning objectives and using assessment results to improve goals, teaching, and curriculum is emphasized.
Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes.
Proactively using social media throughout a crisisStephen Thompson
The document discusses how social media is developing and how it can be used to manage and mitigate crises. It notes the rise of more visual and private platforms, as well as fake news. It recommends using skepticism and alternative sources to address misinformation risks. It also discusses echo chambers, listening strategies like location and network tools, and crisis fundamentals like pre-planning, internal communication, and ongoing listening across multiple platforms and sources.
Riski uzņēmumu IT nodrošināšanā. Situācijas anatomija.HORTUS Digital
Riski ir visur. IT pasaule nav izņēmums, bet ikdienā par to tiek aizmirsts. IT risku tēma ir tuvu vai bezgalīgi plaša un laikā mainīga. Šodienas drošība viegli var kļūt par rītdienas lielāko risku. Riski, kas saistīti ar IT procesiem, ir ļoti liela un reāla problēma, kas, ja ignorēta, var izmaksāt milzu naudas, amatus un karjeras. Tai pat laikā ikdienā saskaros ar to, ka, ja arī sākotnēji klients prasa ļoti drošu un uzticamu risinājumu, tad ieraugot tāmi, pēkšņi visi iepriekš aplūkotie riski kļūst nesvarīgi. Tas nav pareizi un tāpēc par riskiem vajag runāt.
After acl-reconstruction - POSTSURGICAL ACL REHABILITATION PROTOCOLpriyaakumarr
This is an outline of the major exercises that are commonly incorporated. Individual patient response should be considered and therefore modifications may need to be made. Communication should be made to the Surgeon if concerns arise during rehabilitation.
To Know more visit - http://www.dramrajani.com/
This document advertises the sale of various illegal goods and services, including stolen credit card information, bank login credentials, money transfers through fraudulent means, and document forgery services. Contact information is provided for negotiating the purchase of these illegal items through email and messaging applications. Pricing and sample account information is listed for different types of stolen credit cards and bank logins from various countries. Payment is expected through anonymous payment methods like bitcoin or money transfer services.
Plastics will be a key material trend for spring/summer 2016 according to fashion forecasting sources. Materials like vinyl, PVC, and synthetic leathers that mimic plastic will be used widely for clothing, accessories, and shoes. Bold graphic prints drawing inspiration from plastics packaging will also be prevalent design themes.
This document provides results from a racing event with 55 entries across various classes including Prototype, GT Le Mans, GT Daytona, and Prototype Challenge. It lists each entry's number, drivers, chassis, total laps completed, time, gap to the previous entry, number of retirement pits, and total points. The winner of the Prototype class was the #10 Cadillac DPi with Jeff Gordon, Ricky Taylor, and Max Angelelli completing 24 hours, 57 minutes, and 34 seconds.
The document discusses the European Union. In a few short sentences, it mentions "WE in thE EUropEan Union" but does not provide much meaningful or essential information beyond naming the region.
Modelling and remote sensing of land surfacemehmet şahin
This document describes a study that used artificial neural networks and remote sensing to model and estimate land surface temperature in Turkey. Specifically, it used a generalized regression neural network with meteorological and geographic data from 10 stations as inputs to estimate monthly mean land surface temperature as the output. It also used the Becker and Li method to estimate land surface temperature values from NOAA satellite data. The results found low errors between the estimated and measured temperatures, showing these methods can accurately predict land surface temperature.
This document advertises the sale of various illegal goods and services, including stolen credit card information, bank login credentials, money transfers through fraudulent means, and document forgery services. Contact information is provided for interested buyers to arrange purchases through email and messaging applications. Pricing and samples are listed for different types of stolen financial and personal information from various countries. Payment is expected through anonymous payment methods like bitcoin or money transfer services.
Common sense of backpack buckle 2 --smart industrial (asia) corporation limitedEdward Young
This document provides information about Smart Industrial (Asia) Corporation Limited, including their address, website, and contact person. It discusses three major backpack buckle brands, five common buckle types, an example buckle reference SB6462, and common buckle testing types like strain relief, instant pull, opening/closing, temperature, salt spray, and other environmental tests. The purpose is to introduce Smart Industrial as a backpack buckle manufacturer and describe relevant buckle product and testing information.
For Dada art is no comfortable armchair (but a piece of furniture or a business investment)! For Dada art is the unexpected appearance of thought and beauty, which is just as unpredictable, single and unrepeatable as life itself.
Let’s just free Her from the captivity of museums, exhibition halls, galleries, literary magazines or reading sessions and present art in the streets!
A project made up by the Dunaway Gallery attempts to make Tristan Tzara’s literary works widely known by placing parts and verses of his Dadaist poems and manifestos on 20 outdoor benches.
The artists Zsolt Dóró, Dániel Farkas, Attila Nyakas and Norbert Szabó merged their visual worlds with the visual motives and the morals of Tzara’s poems. The poems and manifestos appear on the back of the benches, both the extracts and the full texts. Every single bench is an individual work of multidisciplinary art. They have functional aims and bring art close to the public. The project was realized in the form of an unconventional outdoor exhibition on the Danube Battery of Szentendre. Now the benches are waiting to go to the streets of Zurich next spring to be able to herald that art is no comfortable armchair but an outdoor bench we can sit on.
This document discusses the benefits of physical activity for managing diabetes. It recommends aerobic exercise like walking for 20-40 minutes 4-7 days per week, as well as strength training 2-3 days per week. Exercise helps control blood sugar levels and reduces the risks of diabetes complications. The document provides guidelines on monitoring blood sugar during exercise and what to eat at different blood sugar levels before exercising. It emphasizes that exercise and proper nutrition can help manage diabetes and reduce health risks.
Hypha Discovery is a company that provides drug metabolites and metabolite identification services to pharmaceutical and agrochemical companies. They use microbial biocatalysis and mammalian liver preparations to produce phase I and phase II metabolites. Hypha can produce over 90% of human drug metabolites and has experience working with eight of the ten largest pharmaceutical companies. Their services include producing metabolites for identification, quantification standards, and DMPK/toxicology studies from milligram to gram quantities.
Etapas del Desarrollo Embrionario-Ing. AgroindustrialRobert C.
El documento describe las etapas del desarrollo embrionario de un pollo y el maíz. En el pollo, se detallan etapas como la fecundación, segmentación, blastulación, formación de la cavidad amniótica, aumento del tamaño del embrión, perforación de la cáscara y nacimiento. En el maíz, se explican etapas como la emergencia del coleoptilo, formación de hojas visibles, floración, llenado de los granos y madurez fisiológica.
Интернет-бизнес Как повысить доставляемость вашей email-рассылки (email-рассы...Александр Круглов
Сайт сервиса АвтоВебОфис (АвтоОфис): https://autoweboffice.ru/?r=acs&id=118&lg=ru
Из видео Вы узнаете:
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fidelink is your number 1 trusted seller of legit tools like"credit card,cvv,logins,dumps with match pins,paypal account,verifone with software and cable.also specialise in train and flight ticket booking.
The Dubai Health Authority has issued a law requiring all residents and their dependents in Dubai to have mandatory private health insurance. The law will be implemented in phases, starting with companies employing over 1000 people in 2015. By the deadline for each phase, all individuals in that phase must have insurance. Employers are responsible for arranging insurance plans that meet the Essential Benefits Plan requirements and for paying premiums. Insurers must offer plans within the annual premium range set by DHA of AED 520 to AED 730 per person. The minimum required plan benefits include an annual limit of AED 150,000 per person and coverage for inpatient, outpatient, maternity services and medications.
This newsletter provides information about the Ecology and Evolutionary Biology (EEB) department at the University of Tennessee. It summarizes the following key points:
- EEB alumni obtain jobs across various sectors including academia, government agencies, non-profits, and private companies both within the US and internationally.
- The EEB curriculum was recently updated to provide students with more flexibility in course selection and ensure training in key areas like evolution, ecology, and research skills.
- Two EEB faculty members published new books on invasive species and identification of woody plants. Another faculty member received awards for his contributions to biogeography.
- Changes are being implemented to the undergraduate biology curriculum based on recommendations
LESSON PLAN
Name:
Task Objective Number:
GENERAL INFORMATION
Lesson Title & Subject(s):
Topic or Unit of Study:
Grade/Level:
Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays)
STANDARDS AND OBJECTIVES
Your State Core Curriculum/Student Achievement Standard(s):
To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to Browse Standards (Standards Wizard). Select your state. Select standard(s).
Lesson Goals:
(A statement describing the overall purpose of the lesson; what the students are expected to know or do at the end of the lesson)
Lesson Objective(s):
(Your objective(s) should align with the knowledge and skills taught as well as with the assessment chosen for this task. All learning objectives must include a Specific Behavior, Condition, and Measurable Criteria)
MATERIALS AND RESOURCES
Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates)
Resources:
Supplementary information and/or places where you found information for the lesson
INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous learning, definitions of terms reviewed)
1. Presentation of New Information or Modeling:
(e.g., term definitions, concepts, processes and/or approaches)
1. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding – including any questions to ask or anticipate from students)
1. Independent Student Practice:
(e.g., teacher monitored, check for student understanding – including any questions to ask or anticipate from students)
1. Culminating or Closing Procedure/Activity/Event:
(e.g., review terms, concepts, and/or learning process; establish connections to the next lesson; check for student understanding – including any questions to ask or anticipate from students)
Pedagogical Strategy (or Strategies):
(e.g., direct instruction, cooperative learning groups, partner work)
Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning disabled, physically disabled, and/or gifted/accelerated learners.
Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and post-assessment plans—formal and/or informal, summative and/or formative, etc.).
The 5 Stages of the Writing Process
In today’s world, good writing is essential especially for both employers and employees. It is therefore vital for students to be well-prepared as far as authentic writing is concerned so as to be competitive as they enter the job market. Writing is a skill. Th ...
This document provides a lesson plan for an 8th grade Desktop Publishing course. The first unit focuses on identifying media styles, elements, and biases. Students will learn the 5 W's of journalism by researching news stories and rewriting them. They will analyze different journalistic styles and viewpoints. Students will be assessed based on their understanding of the material as demonstrated through discussions, rewritten news stories, and analysis of the quality and accuracy of sources. The overall goal is for students to gain skills in desktop publishing, journalism, and technology that will ultimately be applied to creating a school newsletter.
1) Meet with department heads to discuss the current state of each department and their needs.
2) Evaluate curriculum and programs to ensure they are meeting the needs of students and industry.
3) Develop a strategic plan to improve the quality of education and research at the faculty.
Blended course design requires analyzing current courses, considering learner and technology factors, and redesigning content delivery and assessments. Key elements include learning objectives, content delivery both online and face-to-face, interactions and collaboration, and support for learners and faculty. Effective blended design balances familiar and new technologies, focuses on pedagogy over technology, and allows time for reflection and feedback throughout the iterative design process.
This document provides guidance for developing an effective teaching method. It recommends that lecturers understand student profiles, prepare presentations while updating their subject knowledge, and use a mix of teacher-centered and learner-centered methods. Teacher-centered methods allow control but are less engaging while learner-centered methods like group discussions make students more active. The document also discusses Bloom's taxonomy of learning objectives and evaluating teaching methods based on achieving objectives and student enjoyment. Overall it aims to help lecturers understand how students learn and devise engaging assessments.
Here are some possible responses to fill in the blanks:
If I am the dean of the faculty of letters and human sciences in Agadir, I will work to improve the quality of education.
If am a Business English teacher, I will focus on making lessons engaging and practical.
If I am the coach of the Moroccan national team, I will develop a strong training program to help the team succeed.
If I am the minister of education and training in Morocco, I will implement reforms to improve access to education across the country.
If I win 200 million, I will donate much of it to charitable causes and help
The Research Skills And Projects Blended Learning Course From Design To Imple...Hazel Owen
Please cite as: Owen, H., & Young, C. (2007, April 18-19). Designing and implementing a collaborative writing project within a Wiki. Paper presented at the 7th Annual English Language Teaching Conference - Working with ELT Materials: From Design to Implementation, Sultan Qaboos University, Muscat, Oman.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
- As the dean of a faculty, my first priority would be ensuring high quality education by reviewing curriculum and resources.
- As a Business English teacher, I would focus on building rapport with students to create an engaging learning environment.
- As the minister of education, I would work to improve access to education across the country by increasing funding and building new schools.
The document discusses the exhibition process at MHS students. It explains that the exhibition requires students to apply skills and demonstrate content knowledge through presenting a completed class project. Students will go through lessons to prepare their presentation to a committee. The presentation grade will count as 15% of the student's grade in the class the project was from. The document also provides the exhibition timeline and ways families can support students.
Assessment can be difficult, especially when designing new and different types of assignments such as presentations and problem-based projects. This session is designed to help you get a handle on assessment at all levels in order to help you update your courses with more confidence.
This document discusses strategies for effective classroom communication. It emphasizes the importance of communication for student learning and motivation. It provides tips for preparing effective presentations and engaging students. These include practicing presentations, getting feedback, and using various techniques like mini-lectures and multimedia. The document also discusses strategies for responding to students, including evaluating communication dynamics, establishing guidelines, and using technology to enhance interaction.
The daily lesson plan aims to teach 12th grade students effective report writing skills. It includes objectives around understanding different types of reports, producing well-written reports by writing clearly and concisely, adapting writing styles, conducting research, and improving organization and time management. The plan outlines procedures for discussing concepts like outlining, adapting to audiences, researching credibility, and practicing skills through activities. It concludes by finding real-world applications and generalizing lessons on clear communication, adapting styles, using evidence, and managing time and tasks.
Improving outcomes for our low attainersgavinholden
The document discusses strategies for improving outcomes for low-ability students. It recommends:
1. Focusing on key concepts, literacy and numeracy skills, and making the curriculum relatable.
2. Using interactive teaching methods like modeling, questioning, and appropriate challenge.
3. Structuring lessons with clear learning objectives and regular reviews to aid recall.
The document provides examples of techniques to develop literacy, writing, and vocabulary skills. It also discusses using starters and plenaries, varied activities, and putting learning in context to improve recall for low-ability students.
Project work is an effective teaching method in English for Specific Purposes settings. It leads to authentic language use focused at the discourse level through multi-skill activities centered around a theme of interest. Students work together over several weeks, both inside and outside the classroom, to achieve a common goal such as creating a brochure, bulletin board, video, or article. The eight fundamental steps to developing a project include defining a theme, determining the final outcome, structuring the project, identifying language skills needed, gathering information, compiling and analyzing information, presenting the final product, and evaluating the project.
The document discusses key design qualities for effective lesson planning:
- Content & Substance: Lessons should clearly state what students will learn and be able to do, using required standards and materials.
- Organization of Knowledge: Lessons should be organized using techniques like mini-lessons, research, and experiments to engage different learning styles.
- Clear & Compelling Product Standards: Students should understand performance expectations and evaluation criteria through rubrics, examples, and feedback opportunities.
- Protection from Adverse Consequences: Lessons should allow students to try tasks without fear of failure through support structures, checkpoints, choices, and using student talents.
The document provides strategies for accelerating academic learning for English learners. It discusses identifying students' academic needs, describing an instructional model, and identifying learning strategies. Academic needs include developing vocabulary, reading to acquire information, understanding oral presentations, participating in discussions, and writing to communicate knowledge. The document also discusses the role of academic content, input texts, the teacher's role, thinking strategies, metacognitive strategies, and assessing student writing.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
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Richard Seddon, George Grey,
Social Laboratory, New Zealand,
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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
A New Approach in Teaching Projects and Presentations Course to Level 4 Students Using English Newspapers of Oman
1. A New Approach in Teaching Projects and
Presentations Course to Level 4 Students
Using English Newspapers of Oman
Justin James
Lecturer, Nizwa College of Technology
Sultanate of Oman
2. Aims
Reflect on the challenges in the Projects and
Presentations course.
Analyze the difficulties students have in this course.
Discuss the challenges teachers have in teaching this
course.
Introduce an alternate methodology to teach this
course
Demonstrate how this methodology works.
3. Present the outcomes of the new methodology
Showcase how this methodology is beneficial to
students & teachers
Motivate teachers to employ alternate
methodologies to teach challenging courses like
Projects and Presentations
4. Main Objectives of the Course
To know what academic research is, how to conduct it
& how to record it in a report form.
To choose a topic of interest, form hypothesis &
choose suitable research methods to get primary data.
To find and read secondary data & to get practical
experience in quoting from references and to use
information from them appropriately.
5. To learn referencing & preparing a bibliography.
To learn and practice specific skills like analysing to
arrive at findings and solutions & compiling them.
To present the report orally using relevant presentation
tools
6. Learning Outcomes - After the completion of
the course, Students should be able to:
Do independent research at work places/future
Independently interact with people in formal situations
Independently write a research/formal report in work
situation
Work confidently in a research group / team
Independently prepare and deliver oral presentation in
work situation using audio-visual aids and images.
7. Challenges in Projects and Presentations Course
Introducing the concept
Teaching the methodology
Selecting topics
Finding secondary sources
Collecting primary data
Analysing and interpreting data
Writing report
Citing references
Preparing presentation
Presenting the report
8. Difficulties of Students
Understanding the concept
Lack of ability to understand
research methodology
Poor writing abilities
Lack of experience in
Summarizing and
Paraphrasing
Writing a formal report
Presenting a formal reports
Poor oral communication skills
Lack of experience in making
formal presentations
Group dynamics and time
management
9. Challenges Faced by Teachers
A Big Headache
Finalizing topic
Difficult to make the students
understand research
methodology
Plagiarism
Copy and Paste
Difficult to make them
generate a questionnaire
Lots of editing
Students lack of group
dynamics
Their weak computer skills
Motivating students
Weekly targets not achieved
Use of unauthentic/inaccurate
translations
Has to rewrite the whole report
Time management/reporting
work progress
10. Introduce an alternate methodology
to teach this course
Use of authentic materials
News papers (Online/Printed)
Blogs
Magazines (Online/Printed)
Any other socially relevant materials
11. Model Research topics
The origin and growth of newspapers in Oman
Times of Oman plays an important role in creating
awareness about the world among Omani youth.
The effects of news about conflicts in the world published in
Times of Oman
How do advertisements published in Times of Oman
promote business in Oman?
12. What are the impact of Oman National News on the
expatriates living in Oman?
Impact of car Advertisements published in Muscat
Daily on Customers
Impact of War News published in Muscat Daily on the
society
13. How this methodology works?
Procedure
Introduce the authentic material (Newspaper)
Explain the rationale for using authentic material
Discuss various research possibilities in Newspapers
Arrive at various topics for research
Distribute topics
14. Form Hypothesis and Objectives
Choose research methods/introduction to
methodology
Preparing questionnaires
Literature Review & Collecting secondary data
Summarizing and paraphrasing
Primary Data analysis
44. How this methodology is beneficial to
students?
Students
Cultivate the habit of reading newspapers
Become aware of the world affairs
Understand the background of the chosen topic
Critical thinking skills increase
Discuss with people about a topic of importance
and collect their opinion
45. Form their own opinions
Arrive at conclusions
Provide solutions
Use referencing easily using websites
Prepare effective power point
presentations
Do effective oral presentations
46. How this methodology is beneficial to teachers?
Find many authentic/interesting topics
Preparing questionnaire is easy as they have many questions
about the news in their minds
Editing made easy with the help of editing tools
Easy to motivate students as they are working on current topics
Easy to manage time and achieve targets as students are
motivated
Monitoring their work progress is easy as we follow them through
every step
Training students to prepare slides and present their reports are
made easy as many samples are provided to them
48. Conclusion
Teaching of Projects and Presentation course becomes an
interesting experience
It is made easy with the help of many internet tools
Use of authentic topics for doing research helps the students to
conduct the research effectively
Effective management of teaching and learning of the course
.