This document discusses goals for teacher professional development. It suggests that having both long-term and short-term goals can be beneficial. Psychological research shows that setting specific goals helps learning and development. The document then discusses how goal setting could be incorporated into a course for teacher training, such as having students articulate their goals and priorities for their teaching practice. Examples are given of generic goals for field experience and exercises for reflecting on goals.
Skye Playsted TAFE Qld PD Reflective Practice in beginner adult ESOLSkyePlaysted
In this session, I introduce findings from a recent study (in press) and the holistic approach to reflective practice which formed the framework of the study. This framework, (Farrell, 2015) offers teachers of adult beginner refugee-background students a helpful approach to ongoing professional learning. It acknowledges the "complex, challenging but ultimately rewarding field" (Ollerhead, 2012, p. 80) of beginner adult EAL education, and the place of reflective practice and teacher learning in this field.
Skye Playsted TAFE Qld PD Reflective Practice in beginner adult ESOLSkyePlaysted
In this session, I introduce findings from a recent study (in press) and the holistic approach to reflective practice which formed the framework of the study. This framework, (Farrell, 2015) offers teachers of adult beginner refugee-background students a helpful approach to ongoing professional learning. It acknowledges the "complex, challenging but ultimately rewarding field" (Ollerhead, 2012, p. 80) of beginner adult EAL education, and the place of reflective practice and teacher learning in this field.
Student Motivation Training Presentation Laura Wilkes
This presentation was part of a 60-minute training session for teachers studying at Sun-Yat-Sen University in Guangzhou, Nov 2015. For this training resource, you will need the podcast of Jeremy Harmer talking about student motivation here: https://www.mixcloud.com/LauraWilkes/jeremy-harmer-talking-about-student-motivation/
This presentation tries to convey the important principles and maxims of teaching which would facilitate teachers' teaching and students' learning in the class
Contracts TEMPLATEMethod Name GetCDByCDID()Class Name CDList.docxmaxinesmith73660
Contracts TEMPLATE
Method Name: GetCDByCDID()
Class Name: CDList
ID:
Clients (Consumers):
This method will mostly be called by a user interface module in response to an end user wanting to select and display more information for only one CD from the current list of CDs.
The current list of CDs is populated and maintained by a CDList object, and this method is one of the methods of the CDList class.
So the user interface layer module would call this method on a CDList object (called myCDList below), passing in the ID of the selected CD (value of 2 below) like this:
CD myCD = myCDList.GetCDByCDID(2);
Associated Use Cases:
Place Order
Description of Responsibilities:
This method searches the current list of CDs that the end user is working with and returns a CD whose ID matches the argument to the method. Otherwise, the method will return NULL (no CD with this ID).
Arguments Received:
int id
The ID of the selected CD to search for and return
Type of Value Returned:
A CD object or null (if no object is found)
Definition of the CD class follows (in Java):
class CD
{
public CD(int id, String title, String category)
{
this.CDID = id;
this.CDTitle = title;
this.CDCategory = category;
}
public int CDID;
public String CDTitle;
public String CDCategory;
}
Pre-Conditions:
1. The CDList object must be populated with a number of CD to select from by CDID. The object could be populated from records in the database, data from a file, or from memory before the method is called.
2. For testing purposes, it was decided that the CDList object will be populated with a number of CD in the constructor method of the CDList class. Thus the right sequence of calling this method is:
CDList myCDList = new CDList();
CD myCD = myCDList.GetCDByCDID(2);
Post-Conditions:
1. The method either returns a CD matching the CDID provided or returns null if no CD was found matching the provided CDID.
EDES 6103 Curriculum and Instructional Leadership
Spring 2014
Philosophy Statement
Philosophy of Education Statement
What are my core beliefs about teaching and learning?
What is it?
A philosophy is a set of beliefs that regulates actions. Because our brains are programmed to make decisions quickly, over time our experiences create an “automatic pilot” which influences the things we do. A philosophy statement of education is a concise summary of your personal beliefs about teaching and learning. What should the aim of education be? Should teachers focus on students or subject matter? Should students have a say in what they learn? Which subjects should be emphasized? What role do parents play in a student’s education?
Why write one?
To be an effective teacher/counselor, your beliefs about teaching and learning and assisting must be based on an explicit set of values. It is the first-step in becoming a Reflective Professional.
In his book The Skillful Teacher (1990), Stephen Brookfield explai.
Student Motivation Training Presentation Laura Wilkes
This presentation was part of a 60-minute training session for teachers studying at Sun-Yat-Sen University in Guangzhou, Nov 2015. For this training resource, you will need the podcast of Jeremy Harmer talking about student motivation here: https://www.mixcloud.com/LauraWilkes/jeremy-harmer-talking-about-student-motivation/
This presentation tries to convey the important principles and maxims of teaching which would facilitate teachers' teaching and students' learning in the class
Contracts TEMPLATEMethod Name GetCDByCDID()Class Name CDList.docxmaxinesmith73660
Contracts TEMPLATE
Method Name: GetCDByCDID()
Class Name: CDList
ID:
Clients (Consumers):
This method will mostly be called by a user interface module in response to an end user wanting to select and display more information for only one CD from the current list of CDs.
The current list of CDs is populated and maintained by a CDList object, and this method is one of the methods of the CDList class.
So the user interface layer module would call this method on a CDList object (called myCDList below), passing in the ID of the selected CD (value of 2 below) like this:
CD myCD = myCDList.GetCDByCDID(2);
Associated Use Cases:
Place Order
Description of Responsibilities:
This method searches the current list of CDs that the end user is working with and returns a CD whose ID matches the argument to the method. Otherwise, the method will return NULL (no CD with this ID).
Arguments Received:
int id
The ID of the selected CD to search for and return
Type of Value Returned:
A CD object or null (if no object is found)
Definition of the CD class follows (in Java):
class CD
{
public CD(int id, String title, String category)
{
this.CDID = id;
this.CDTitle = title;
this.CDCategory = category;
}
public int CDID;
public String CDTitle;
public String CDCategory;
}
Pre-Conditions:
1. The CDList object must be populated with a number of CD to select from by CDID. The object could be populated from records in the database, data from a file, or from memory before the method is called.
2. For testing purposes, it was decided that the CDList object will be populated with a number of CD in the constructor method of the CDList class. Thus the right sequence of calling this method is:
CDList myCDList = new CDList();
CD myCD = myCDList.GetCDByCDID(2);
Post-Conditions:
1. The method either returns a CD matching the CDID provided or returns null if no CD was found matching the provided CDID.
EDES 6103 Curriculum and Instructional Leadership
Spring 2014
Philosophy Statement
Philosophy of Education Statement
What are my core beliefs about teaching and learning?
What is it?
A philosophy is a set of beliefs that regulates actions. Because our brains are programmed to make decisions quickly, over time our experiences create an “automatic pilot” which influences the things we do. A philosophy statement of education is a concise summary of your personal beliefs about teaching and learning. What should the aim of education be? Should teachers focus on students or subject matter? Should students have a say in what they learn? Which subjects should be emphasized? What role do parents play in a student’s education?
Why write one?
To be an effective teacher/counselor, your beliefs about teaching and learning and assisting must be based on an explicit set of values. It is the first-step in becoming a Reflective Professional.
In his book The Skillful Teacher (1990), Stephen Brookfield explai.
What is Special Education 1iStockphotoThinkstockPre-.docxhelzerpatrina
What is Special Education? 1
iStockphoto/Thinkstock
Pre-Test
1. You can use the terms disability and handicap interchangeably. T/F
2. The history of special education began in Europe. T/F
3. The first American legislation that protected students with disabilities was passed in the 1950s. T/F
4. All students with disabilities should be educated in special education classrooms. T/F
5. Special education law is constantly reinterpreted. T/F
Answers can be found at the end of the chapter.
6Curriculum and
Assessment
Socialstock/Socialstock/Superstock
Learning Objectives
After reading this chapter, you should be able to
• Describe the various forms a curriculum can assume in the classroom.
• Identify and describe forces that shape curriculum development.
• Analyze key aspects of both formative and summative assessments, including validity, reliability, and
transparency.
• Define, compare, and contrast traditional quantitative measures with assessment for learning and
alternative/authentic assessment.
Section 6.1Defining Curriculum
The aim of education should be to teach us rather how to think, than what
to think—rather how to improve our minds, so as to enable us to think for
ourselves, than to load the memory with the thoughts of other men.
—John Dewey
Teachers make important decisions about what students should learn on a daily basis. How-
ever, they do not do so in a vacuum. In this chapter, you will examine the meaning of curricu-
lum, the process of curriculum development, and the forces that shape it. You will discover
that deciding what students should learn is not an easy task. It is further complicated by the
influence and expectations of several groups in addition to teachers. Expectations range from
standards set by state legislatures to national programs to recommendations espoused by
professional organizations. In the midst of all these influences, the teacher is expected to be a
pivotal player in making curricular decisions.
Teachers also determine what their students know or have learned, and this chapter also
introduces the role of assessment in the classroom. We have all taken assessments. In fact, a
good portion of the time you spent in school likely involved preparing for an exam or waiting
for its results. School is typically about defined stages: pre-assessment, teaching, learning,
and then post-assessment or evaluation. Assessments are meant as a guide to planning for
additional teaching and learning. Thus, it is important that they provide information that will
help teachers improve instruction. And yet, if teachers lack understanding of assessment’s
purposes, they may focus solely on determining what students have or have not learned, with
no plans for future learning. If teachers are to prepare students for the changing world they
will inherit, they must help them become resourceful, creative, lifelong learners who own
their learning by taking responsibility for it. Assessment ca ...
Week 6 - Discussion 1Learning Reflection In this discussio.docxdannies7qbuggie
Week 6 - Discussion 1
Learning Reflection
In this discussion, you have an opportunity to consider your learning from this course and engage in final conversation about the course with the instructor and other class peers. In the 1960’s, Bruce Tuckman related a model for group dynamics that suggested groups transition similarly along a continuum of activity for optimal functioning. These transitions were labeled
Storming, Norming, Performing, and Adjourning
. When we first entered our class together six weeks ago, we began Storming and Norming as a class. Throughout the course we have been Performing, and now we are in our moment of Adjourning. Though some of you may have opportunities for classes with peers in the future, this week marks the end of our unique opportunity as a group. Therefore, it is an effective time to reflect and debrief from our learning as we prepare for the next steps in our educational journeys.
Initial Post –
Post a response that addresses each of the following areas:
Construct a list of the top three concepts, skills, resources, and so forth that you have gained in this course and that are most relevant to your life. These could be knowledge, skills, or attitudes related to the course topic, related to your abilities as a graduate student, or other relevant learning for you professionally that has come from this course experience. Include a brief description of each item in your list.
List three concepts, skills, resources, and so forth that you are still curious about now that the course is nearly completed. Describe how you plan to acquire learning with items on your list.
Reflect in no more than one paragraph about the most memorable challenge you experienced during his course and most memorable success. The challenges and successes may be related to your coursework, study experiences, or interactions with peers and the instructor. They might also be something more personal, such as an application of new concepts/knowledge or skills in your work environment or life generally.
State which class you are taking next and explain in no more than a paragraph how you envision this course relates to that next course in the scheme of your total program learning experience. ( my next class is
EDU 695 MAED Capstone
)
Week 6 Discussion Guidance
Discussion 1
This discussion, “Learning Reflection”, focuses on the “forming, storming, norming, performing, and adjourning” model design for teamwork by Bruce Tuckeman in his article
Developmental Sequence in Small Groups
. (as cited in Team Formation, 2014). In the “Forming” stage, each person in the team is establishing a role determined by strengths, personality traits, and group dynamics. In the next stage, members begin “storming” against what was established in the forming stage, creating conflict situations as the ‘honeymoon’ behavior wears off and working style differences infer with collaborative efforts. If teams are able to work through their “storming” .
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.
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.