The document provides a lesson plan for teaching about counters to vocational students. It includes:
1. Details about the learning context including the trainees, classroom, and college. The trainees have a background in natural sciences and their skills range from performers to average.
2. A didactic reflection analyzing the curriculum, content, and appropriate teaching methods. The content will focus on counters down and the methods will include lecture, group work, and individual exercises.
3. The lesson plan outlines the objectives, process, principles, and materials. The objectives include defining counters and their components. The process includes introduction, explanation, exercises, and summary. Principles focus on classroom discussion and individual assessment. Materials include a project
1. The lesson plan is for a class of 11 trainees studying programmable logic controllers at the RCT College in Saudi Arabia. The lesson will cover counters up using a lecture, discussion, and group work format.
2. The objectives are for trainees to understand different types of counters, explain asynchronous and synchronous counters, draw output diagrams, and analyze counter construction.
3. The lesson will begin with an introduction on counters and pre-knowledge questions. Trainees will take notes and work individually, in pairs, and groups during explanations, exercises, and handouts on counters up.
This lesson plan summarizes a lesson on counters up. The trainees are 12 students studying at RCT College who vary in ability level. The lesson will take place in classroom 4.205 using a computer, projector, chairs and tables. The objectives are for students to understand different types of counters, their internal construction, and how to build counters that count up. The lesson will use various teaching methods including lecture, discussion, individual work, group work and discovery learning. Students will participate in activities, solve practice problems, and receive a lesson summary. The principles focused on making students active through discussion and collaborative work.
The document contains a lesson plan for teaching about demultiplexers. It includes information about the trainees, classroom, and college. The lesson plan objectives are to define demultiplexers, explain their truth tables and types, and draw waveforms. The plan uses various teaching methods like lecture, discussion, and group work. Trainees will take notes, solve handouts, and do an experiment on demultiplexers. The lesson aims to actively engage trainees and check their understanding of the topic.
1) The document provides a lesson plan for teaching trainees about shift registers. It includes information on the trainees, classroom, college, curriculum, content, methodology, and objectives of the lesson.
2) The lesson plan uses various teaching methods like lecture, classroom discussion, individual work, partner work and group work. Videos and handouts will also be used.
3) The lesson objectives are for trainees to understand what a shift register is, its types, how it works in serial in/serial out and serial in/parallel out modes, and design simple shift register circuits.
This document provides a brief history of mathematics and outlines the contributions of some early Greek mathematicians. It discusses how mathematics originated from early forms of counting and measurement. It then profiles six influential Greek mathematicians from the 6th-5th centuries BC, including Thales of Miletus, Pythagoras, Plato, Euclid, Apollonius of Perga, and Archimedes. It notes some of their key discoveries and contributions to the early development of mathematics, such as Thales' work in geometry and Pythagoras' famous theorem. The document aims to show how mathematics developed gradually through the work of these important early thinkers.
This lesson plan focuses on teaching trainees about magnitude comparators. The trainees will learn about the inputs, outputs, and truth tables of comparators. They will also learn how to design magnitude comparators with multiple bits, and identify the most and least significant bits. The lesson will use various teaching methods, including lecture, classroom discussion, individual work, partner work and group work. The objectives are for trainees to understand what comparators are, explain truth tables, differentiate between 4-bit and 8-bit comparators, and design an 8-bit comparator on the whiteboard.
This lesson plan summarizes a lesson on conductors and insulators that will be taught to 15 trainees between the ages of 19-21. The lesson will take place in a classroom in the main building of the college. The plan outlines the learning conditions, didactic reflection involving curriculum, content, and methodology analysis. It provides general and specific learning objectives and an overview of the intended 45-minute lesson process involving an opening activity to motivate students, a body to explain concepts through lecture and visuals, and a closing activity for assessment and feedback.
This document provides an overview of a module on teaching English that includes 5 lessons covering listening, speaking, reading, writing, and assessment. It introduces the objectives of the module which are to help teachers reflect on communication skills and strategies for effective English instruction. The module is self-paced and includes activities, self-check questions, and a pre-assessment and post-assessment to evaluate teacher performance.
1. The lesson plan is for a class of 11 trainees studying programmable logic controllers at the RCT College in Saudi Arabia. The lesson will cover counters up using a lecture, discussion, and group work format.
2. The objectives are for trainees to understand different types of counters, explain asynchronous and synchronous counters, draw output diagrams, and analyze counter construction.
3. The lesson will begin with an introduction on counters and pre-knowledge questions. Trainees will take notes and work individually, in pairs, and groups during explanations, exercises, and handouts on counters up.
This lesson plan summarizes a lesson on counters up. The trainees are 12 students studying at RCT College who vary in ability level. The lesson will take place in classroom 4.205 using a computer, projector, chairs and tables. The objectives are for students to understand different types of counters, their internal construction, and how to build counters that count up. The lesson will use various teaching methods including lecture, discussion, individual work, group work and discovery learning. Students will participate in activities, solve practice problems, and receive a lesson summary. The principles focused on making students active through discussion and collaborative work.
The document contains a lesson plan for teaching about demultiplexers. It includes information about the trainees, classroom, and college. The lesson plan objectives are to define demultiplexers, explain their truth tables and types, and draw waveforms. The plan uses various teaching methods like lecture, discussion, and group work. Trainees will take notes, solve handouts, and do an experiment on demultiplexers. The lesson aims to actively engage trainees and check their understanding of the topic.
1) The document provides a lesson plan for teaching trainees about shift registers. It includes information on the trainees, classroom, college, curriculum, content, methodology, and objectives of the lesson.
2) The lesson plan uses various teaching methods like lecture, classroom discussion, individual work, partner work and group work. Videos and handouts will also be used.
3) The lesson objectives are for trainees to understand what a shift register is, its types, how it works in serial in/serial out and serial in/parallel out modes, and design simple shift register circuits.
This document provides a brief history of mathematics and outlines the contributions of some early Greek mathematicians. It discusses how mathematics originated from early forms of counting and measurement. It then profiles six influential Greek mathematicians from the 6th-5th centuries BC, including Thales of Miletus, Pythagoras, Plato, Euclid, Apollonius of Perga, and Archimedes. It notes some of their key discoveries and contributions to the early development of mathematics, such as Thales' work in geometry and Pythagoras' famous theorem. The document aims to show how mathematics developed gradually through the work of these important early thinkers.
This lesson plan focuses on teaching trainees about magnitude comparators. The trainees will learn about the inputs, outputs, and truth tables of comparators. They will also learn how to design magnitude comparators with multiple bits, and identify the most and least significant bits. The lesson will use various teaching methods, including lecture, classroom discussion, individual work, partner work and group work. The objectives are for trainees to understand what comparators are, explain truth tables, differentiate between 4-bit and 8-bit comparators, and design an 8-bit comparator on the whiteboard.
This lesson plan summarizes a lesson on conductors and insulators that will be taught to 15 trainees between the ages of 19-21. The lesson will take place in a classroom in the main building of the college. The plan outlines the learning conditions, didactic reflection involving curriculum, content, and methodology analysis. It provides general and specific learning objectives and an overview of the intended 45-minute lesson process involving an opening activity to motivate students, a body to explain concepts through lecture and visuals, and a closing activity for assessment and feedback.
This document provides an overview of a module on teaching English that includes 5 lessons covering listening, speaking, reading, writing, and assessment. It introduces the objectives of the module which are to help teachers reflect on communication skills and strategies for effective English instruction. The module is self-paced and includes activities, self-check questions, and a pre-assessment and post-assessment to evaluate teacher performance.
This document discusses the use of Massive Open Online Courses (MOOCs) for teacher professional development. It provides instructions for teachers to identify relevant competencies, search for MOOCs on topics related to those competencies, and describe three suitable MOOCs they found. The document also includes questions for teachers to reflect on how MOOCs can help with lifelong learning and how the technology used in MOOCs can inform their own teaching. It concludes with a rubric for evaluating teachers' work on exploring and engaging with MOOCs.
This document appears to be an evaluation form for a student's slideshow presentation on the topic of bread and pastry production. It provides boxes for the student to be rated on developing and utilizing their slideshow, completing analysis questions, writing a reflection, and assembling a portfolio. It also includes the student's presentation storyboard and their written responses analyzing their presentation, reflecting on difficulties, and listing what is included in their attached electronic portfolio.
The document describes a student's observation of a learning resource center where they observed available learning resources such as print materials, audio resources, visual aids, and ICT resources. The student analyzed how the resources were arranged and classified, as well as the strengths and weaknesses of the center. They provided suggestions for improving the center by purchasing additional computers to accommodate the class size.
This document contains a lesson plan for teaching Boolean statements. The lesson plan aims to help students understand the purpose and rules of Boolean statements, which are important for electronic fields as they can be used to control devices. The plan outlines the curriculum, content, methodology and objectives of the lesson. It details how the 50 minute class will be structured, including an opening discussion, lectures on Boolean rules and concepts, individual and group exercises, and a closing quiz. The trainer will use various teaching methods like lectures, discussions and demonstrations to help motivate and engage students in actively learning about Boolean statements.
Student evaluation of teaching for Kiarash AhiKiarash Ahi
Kiarash Ahi, a teaching assistant, received positive reviews from students in his ECE-3201-001L course. The 12 responding students unanimously gave Ahi high ratings across 13 metrics evaluating his teaching effectiveness. They praised his clear explanations, preparation, feedback, and willingness to help students learn. While some felt the labs were not well-timed with lectures, most found the labs more useful than lectures for learning. Overall, the students indicated Ahi was an excellent instructor who stimulated their interest and promoted learning.
Teacher certification policy in indonesia what do we know so far?Iwan Syahril
These are the slides from my presentation in the Comparative and international Education Society Annual Meeting March 2013 in New Orleans, USA. It was about one of Indonesia's biggest education reform initiatives, the teacher certification program. My study was still a preliminary stage, and in here I attempted to unpack what we had known about the impact of the Indonesian certification program. The results were quite surprising.
This document contains information about a student named Jundel L. Deliman who is taking the Bachelor of Secondary Education program. It details his performance in Field Study 3 Episode 7, which focuses on evaluating electronic resources for instructional use. He is rated on various tasks including observation, analysis, reflection, portfolio, and submission. The document provides guidelines for him to observe a mathematics class on sequences and then analyze appropriate electronic resources to support teaching that topic. It includes his analysis matrix and reflections. His portfolio section displays instructional materials he found online related to formulating and solving equations and problems.
The document outlines a lesson plan for teaching trainees about summing amplifiers. It includes the following sections: opening/motivation, body, and close. In the opening, the trainer will welcome trainees and ask questions to recall the previous lesson. The body includes explaining summing amplifiers, drawing circuits, discussing equations, and giving trainees questions and exercises. In the close, the trainer will discuss applications of summing amplifiers, give trainees a quiz, and explain anything they don't understand. Trainees are expected to listen, take notes, ask questions, work individually and in groups, and share their understanding.
This document provides information about Learning Episode 4 which focuses on using the TPACK framework to choose appropriate teaching resources for a particular unit. It discusses the intended learning outcomes of applying technological, pedagogical, and content knowledge. The document then explains the TPACK framework and its three main components: technological knowledge, pedagogical knowledge, and content knowledge. It also provides details about the student's plan to complete tasks for the episode, including choosing a topic, finding relevant resources, and developing additional teaching aids. The student reflects on applying their various knowledge areas and how to further enhance their TPACK skills in the future.
This document provides information for parents about a briefing session at Frontier Primary School on January 12, 2018. It includes an introduction of the new principal and an outline of the programme about PSLE and post-primary matters. The programme will cover customized learning programmes, assessments, revision, homework, and secondary school posting. There will also be a sharing session by P6 form teachers in the classrooms. Details are provided about the various P6 customized programmes and workshops to prepare students for PSLE.
The document describes observations of three teachers' lessons by a resource teacher. All three teachers began their lessons by clearly stating the objectives and intended learning outcomes. Their objectives were specific, measurable, attainable, results-oriented and time-bound. This helped guide the structure and progression of the lessons. The objectives addressed cognitive and psychomotor domains as students gained knowledge and skills. Having objectives in these domains helps create a well-rounded learning experience for students.
This document provides instructions for students on submitting an assignment for their OUMH1103 Learning Skills for Open Distance Learners course. It outlines that students must find information on important skills employers seek in graduates from reliable sources. Their assignment is to write an academic report of 2000-2500 words discussing the key skills and providing suggestions for graduates, educational institutions, and the government. The report should have an introduction, body, references, and follow APA style. Students will be assessed based on criteria such as the introduction and development of ideas in the body paragraphs.
This document discusses the development of an English instructional module for Grade 7 STE learners in La Union National High School. It notes the importance of English competence for education, careers, and global competitiveness. The school's English performance on mastery tests and the national achievement test is moderate, indicating room for improvement. The document reviews literature showing that appropriate instructional materials can positively impact student performance. It then proposes developing an English instructional module to enhance the learners' English skills through content-based instruction.
The document provides templates and guidelines for students to create a slideshow presentation. It includes forms to plan the presentation objectives, title, content, and enhancements. The templates will help students storyboard the presentation slides. Additional sections provide questions for students to analyze the good features of slide presentations, which features they included, and difficulties encountered. Finally, a learning rubric is given to assess students' work.
This lesson plan uses the ASSURE model to teach 5th grade students about the Great Depression. Students will learn about the social and economic impacts of the Great Depression by playing a PowerPoint Jeopardy game and reading resources. They will then apply their knowledge by writing formal letters in Microsoft Word to First Lady Michelle Obama. The lesson integrates technology such as computers, the internet, and Word to engage students and help them meet the objectives of understanding the Great Depression and writing formal letters.
Teacher Work Sample - Church Street SchoolFihayya Plair
The document outlines a teacher work sample for a unit on subtracting single-digit numbers for a 1st grade math class, including contextual factors of the school and students, learning goals and objectives, assessment plans consisting of pre, formative and post assessments, and a design for instruction including administering a pre-assessment and criteria for proficiency.
The document discusses key principles of the Common Core State Standards for mathematics education:
1) There should be a focus on depth over breadth, spending more time on fewer topics to allow for deeper understanding rather than a "mile wide, inch deep" approach.
2) Mathematics curriculum should be coherent, with concepts building on each other across grades in a logical progression.
3) The goal of mathematics problems given to students should be for students to learn mathematics concepts and skills, not just get the right answer. Answers are part of the learning process, not the end goal.
The document discusses using technology to enhance reading instruction. It describes software like Kidspiration and Timeliner that make learning fun. It also discusses using Alphasmarts keyboards and digital cameras in lessons. One article discusses the Soliloquy reading program that helps struggling readers through speech recognition. Another discusses using simulations to help teaching reading diagnosis skills. Overall, the document argues that technology can make reading more engaging for students and help teachers assess and improve reading skills.
This document provides guidelines for teachers on preparing daily lessons. It allows more experienced teachers flexibility in lesson planning by letting them use Daily Lesson Logs instead of detailed lesson plans. Teachers with less than two years of experience must still prepare detailed lesson plans that include objectives, subject matter, procedures, assessment, and assignments. The logs and plans should reference materials like textbooks and be written in the language of the Teachers' Guides or Manuals. Modifications are allowed to suit learners as long as standards are met.
This document summarizes a study that analyzed the mathematics performance of grade five students in Thailand using the Newman Procedure. The study aimed to identify the levels at which students make errors in problem solving and compare performance between high- and low-achieving students as well as between students in Bangkok and a poorer performing province. Most students struggled at the comprehension and transformation levels. Poor performers made more errors in comprehension, while good performers performed well across levels. Students in the poorer province struggled more with comprehension, while those in Bangkok struggled with transformation.
The document contains a lesson plan for teaching about demultiplexers. It includes information about the trainees, classroom, and college. The lesson plan aims to define demultiplexers, explain their truth tables and types, draw their waveforms, and show a typical application. The trainer will use lecture, discussion, individual work, group work and an experiment to engage trainees and ensure the objectives are met. Feedback will be gathered through a summary question at the end to evaluate if the goals were achieved. Various teaching materials like a projector, whiteboard, and practical equipment will be utilized.
This document contains a lesson plan for teaching trainees about encoders. The plan includes information about the learning conditions such as the trainees, classroom, and college. It describes the didactic reflection including analyzing the curriculum, content, and appropriate methods. The plan lists general and specific learning objectives. It outlines the intended process through opening, body, and closing sections. It provides details on methodology, media, time allocation, and expected trainer and trainee actions. Lists of teaching materials, didactic principles, and references are also included.
This document discusses the use of Massive Open Online Courses (MOOCs) for teacher professional development. It provides instructions for teachers to identify relevant competencies, search for MOOCs on topics related to those competencies, and describe three suitable MOOCs they found. The document also includes questions for teachers to reflect on how MOOCs can help with lifelong learning and how the technology used in MOOCs can inform their own teaching. It concludes with a rubric for evaluating teachers' work on exploring and engaging with MOOCs.
This document appears to be an evaluation form for a student's slideshow presentation on the topic of bread and pastry production. It provides boxes for the student to be rated on developing and utilizing their slideshow, completing analysis questions, writing a reflection, and assembling a portfolio. It also includes the student's presentation storyboard and their written responses analyzing their presentation, reflecting on difficulties, and listing what is included in their attached electronic portfolio.
The document describes a student's observation of a learning resource center where they observed available learning resources such as print materials, audio resources, visual aids, and ICT resources. The student analyzed how the resources were arranged and classified, as well as the strengths and weaknesses of the center. They provided suggestions for improving the center by purchasing additional computers to accommodate the class size.
This document contains a lesson plan for teaching Boolean statements. The lesson plan aims to help students understand the purpose and rules of Boolean statements, which are important for electronic fields as they can be used to control devices. The plan outlines the curriculum, content, methodology and objectives of the lesson. It details how the 50 minute class will be structured, including an opening discussion, lectures on Boolean rules and concepts, individual and group exercises, and a closing quiz. The trainer will use various teaching methods like lectures, discussions and demonstrations to help motivate and engage students in actively learning about Boolean statements.
Student evaluation of teaching for Kiarash AhiKiarash Ahi
Kiarash Ahi, a teaching assistant, received positive reviews from students in his ECE-3201-001L course. The 12 responding students unanimously gave Ahi high ratings across 13 metrics evaluating his teaching effectiveness. They praised his clear explanations, preparation, feedback, and willingness to help students learn. While some felt the labs were not well-timed with lectures, most found the labs more useful than lectures for learning. Overall, the students indicated Ahi was an excellent instructor who stimulated their interest and promoted learning.
Teacher certification policy in indonesia what do we know so far?Iwan Syahril
These are the slides from my presentation in the Comparative and international Education Society Annual Meeting March 2013 in New Orleans, USA. It was about one of Indonesia's biggest education reform initiatives, the teacher certification program. My study was still a preliminary stage, and in here I attempted to unpack what we had known about the impact of the Indonesian certification program. The results were quite surprising.
This document contains information about a student named Jundel L. Deliman who is taking the Bachelor of Secondary Education program. It details his performance in Field Study 3 Episode 7, which focuses on evaluating electronic resources for instructional use. He is rated on various tasks including observation, analysis, reflection, portfolio, and submission. The document provides guidelines for him to observe a mathematics class on sequences and then analyze appropriate electronic resources to support teaching that topic. It includes his analysis matrix and reflections. His portfolio section displays instructional materials he found online related to formulating and solving equations and problems.
The document outlines a lesson plan for teaching trainees about summing amplifiers. It includes the following sections: opening/motivation, body, and close. In the opening, the trainer will welcome trainees and ask questions to recall the previous lesson. The body includes explaining summing amplifiers, drawing circuits, discussing equations, and giving trainees questions and exercises. In the close, the trainer will discuss applications of summing amplifiers, give trainees a quiz, and explain anything they don't understand. Trainees are expected to listen, take notes, ask questions, work individually and in groups, and share their understanding.
This document provides information about Learning Episode 4 which focuses on using the TPACK framework to choose appropriate teaching resources for a particular unit. It discusses the intended learning outcomes of applying technological, pedagogical, and content knowledge. The document then explains the TPACK framework and its three main components: technological knowledge, pedagogical knowledge, and content knowledge. It also provides details about the student's plan to complete tasks for the episode, including choosing a topic, finding relevant resources, and developing additional teaching aids. The student reflects on applying their various knowledge areas and how to further enhance their TPACK skills in the future.
This document provides information for parents about a briefing session at Frontier Primary School on January 12, 2018. It includes an introduction of the new principal and an outline of the programme about PSLE and post-primary matters. The programme will cover customized learning programmes, assessments, revision, homework, and secondary school posting. There will also be a sharing session by P6 form teachers in the classrooms. Details are provided about the various P6 customized programmes and workshops to prepare students for PSLE.
The document describes observations of three teachers' lessons by a resource teacher. All three teachers began their lessons by clearly stating the objectives and intended learning outcomes. Their objectives were specific, measurable, attainable, results-oriented and time-bound. This helped guide the structure and progression of the lessons. The objectives addressed cognitive and psychomotor domains as students gained knowledge and skills. Having objectives in these domains helps create a well-rounded learning experience for students.
This document provides instructions for students on submitting an assignment for their OUMH1103 Learning Skills for Open Distance Learners course. It outlines that students must find information on important skills employers seek in graduates from reliable sources. Their assignment is to write an academic report of 2000-2500 words discussing the key skills and providing suggestions for graduates, educational institutions, and the government. The report should have an introduction, body, references, and follow APA style. Students will be assessed based on criteria such as the introduction and development of ideas in the body paragraphs.
This document discusses the development of an English instructional module for Grade 7 STE learners in La Union National High School. It notes the importance of English competence for education, careers, and global competitiveness. The school's English performance on mastery tests and the national achievement test is moderate, indicating room for improvement. The document reviews literature showing that appropriate instructional materials can positively impact student performance. It then proposes developing an English instructional module to enhance the learners' English skills through content-based instruction.
The document provides templates and guidelines for students to create a slideshow presentation. It includes forms to plan the presentation objectives, title, content, and enhancements. The templates will help students storyboard the presentation slides. Additional sections provide questions for students to analyze the good features of slide presentations, which features they included, and difficulties encountered. Finally, a learning rubric is given to assess students' work.
This lesson plan uses the ASSURE model to teach 5th grade students about the Great Depression. Students will learn about the social and economic impacts of the Great Depression by playing a PowerPoint Jeopardy game and reading resources. They will then apply their knowledge by writing formal letters in Microsoft Word to First Lady Michelle Obama. The lesson integrates technology such as computers, the internet, and Word to engage students and help them meet the objectives of understanding the Great Depression and writing formal letters.
Teacher Work Sample - Church Street SchoolFihayya Plair
The document outlines a teacher work sample for a unit on subtracting single-digit numbers for a 1st grade math class, including contextual factors of the school and students, learning goals and objectives, assessment plans consisting of pre, formative and post assessments, and a design for instruction including administering a pre-assessment and criteria for proficiency.
The document discusses key principles of the Common Core State Standards for mathematics education:
1) There should be a focus on depth over breadth, spending more time on fewer topics to allow for deeper understanding rather than a "mile wide, inch deep" approach.
2) Mathematics curriculum should be coherent, with concepts building on each other across grades in a logical progression.
3) The goal of mathematics problems given to students should be for students to learn mathematics concepts and skills, not just get the right answer. Answers are part of the learning process, not the end goal.
The document discusses using technology to enhance reading instruction. It describes software like Kidspiration and Timeliner that make learning fun. It also discusses using Alphasmarts keyboards and digital cameras in lessons. One article discusses the Soliloquy reading program that helps struggling readers through speech recognition. Another discusses using simulations to help teaching reading diagnosis skills. Overall, the document argues that technology can make reading more engaging for students and help teachers assess and improve reading skills.
This document provides guidelines for teachers on preparing daily lessons. It allows more experienced teachers flexibility in lesson planning by letting them use Daily Lesson Logs instead of detailed lesson plans. Teachers with less than two years of experience must still prepare detailed lesson plans that include objectives, subject matter, procedures, assessment, and assignments. The logs and plans should reference materials like textbooks and be written in the language of the Teachers' Guides or Manuals. Modifications are allowed to suit learners as long as standards are met.
This document summarizes a study that analyzed the mathematics performance of grade five students in Thailand using the Newman Procedure. The study aimed to identify the levels at which students make errors in problem solving and compare performance between high- and low-achieving students as well as between students in Bangkok and a poorer performing province. Most students struggled at the comprehension and transformation levels. Poor performers made more errors in comprehension, while good performers performed well across levels. Students in the poorer province struggled more with comprehension, while those in Bangkok struggled with transformation.
The document contains a lesson plan for teaching about demultiplexers. It includes information about the trainees, classroom, and college. The lesson plan aims to define demultiplexers, explain their truth tables and types, draw their waveforms, and show a typical application. The trainer will use lecture, discussion, individual work, group work and an experiment to engage trainees and ensure the objectives are met. Feedback will be gathered through a summary question at the end to evaluate if the goals were achieved. Various teaching materials like a projector, whiteboard, and practical equipment will be utilized.
This document contains a lesson plan for teaching trainees about encoders. The plan includes information about the learning conditions such as the trainees, classroom, and college. It describes the didactic reflection including analyzing the curriculum, content, and appropriate methods. The plan lists general and specific learning objectives. It outlines the intended process through opening, body, and closing sections. It provides details on methodology, media, time allocation, and expected trainer and trainee actions. Lists of teaching materials, didactic principles, and references are also included.
This lesson plan covers a 50 minute lesson on binary systems for 12 trainees. The trainer will begin by motivating the trainees with questions about binary systems. The lesson will then explain how to read, write, and convert binary and decimal numbers through lectures, examples, exercises, and group work. Trainees will learn the benefits of binary systems and practice discriminating and converting between binary and decimal numbers. The lesson will conclude by having trainees work in groups to answer questions on a worksheet and reflecting on what they have learned.
This lesson plan covers a 50 minute lesson on binary systems for 12 trainees. The trainer will begin by motivating the trainees with questions about binary systems. The trainer will then explain how to read, write, and convert binary numbers, providing examples and exercises. Trainees will practice converting between binary and decimal both individually and in groups. To close, the trainer will have trainees work in groups on a handout, review answers, and take any final questions from the trainees.
This document contains a lesson plan for teaching a class about binary systems. It includes details about the learning context such as the trainers, classroom, and college. It outlines the curriculum, content, methodology, and didactic analyses. The lesson plan has general and specific objectives to explain binary systems, their benefits, and how to convert between binary and decimal numbers. The plan details the opening, body, and closing sections of the lesson using various teaching methods like lecture, discussion, individual and group work. It includes the timing and expected actions from the trainer and trainees. Worksheets and exercises are provided to reinforce the concepts along with a list of teaching materials and references used.
This document contains a lesson plan for teaching converting Laplace transforms. The lesson plan will be taught to 15 electronics students in Riyadh, Saudi Arabia. It includes the learning objectives, which are for students to understand the importance of Laplace transforms, properties and theories of Laplace transforms, and how to solve differential equations using Laplace transforms. The lesson will be taught over 9 minutes using methods such as lecture, discussion, and group/partner/individual work. Students will work on 3 handouts applying Laplace transforms to exponential, sinusoidal, and cosine functions. The lesson aims to help students more easily solve complex differential equations.
The document describes a lesson plan for teaching students about decoders. It includes:
1) Details about the class such as the number of students, their location, and the classroom.
2) An overview of the lesson which discusses decoders, number systems, logic gates, and behavioral goals for students to understand digital systems.
3) The lesson plan outlines the objectives, methodology, and activities which include lectures, classroom discussions, individual exercises, and a group practical work session.
This document provides an analysis of a curriculum for a course on De Morgan's theorems. It discusses the course objectives to provide students with basic knowledge of converting number systems and analyzing De Morgan's laws. It outlines four credit hours and contact hours of four hours per week. The document then analyzes the content to be taught, including explaining De Morgan's theorems and rules in detail. It discusses the importance of students understanding De Morgan's statements for applications in electronics. Finally, it provides a lesson plan that uses various teaching methodologies like lectures, group work and games to help students learn about De Morgan's theorems and apply the concepts.
This document provides an analysis of a curriculum for a course on De Morgan's theorems. It discusses the course objectives to provide students with basic knowledge of converting number systems and analyzing De Morgan's laws. It outlines four lessons that will explain converting number systems, De Morgan's theorems in detail, the importance of Boolean statements, and the methodology used including lectures, group work and classroom conversations. It also provides the lesson plan, objectives, overview of the process, didactic principles and materials used.
This lesson plan is for a 50-minute class on decimal systems for 12 trainees studying electronic technology. The lesson will begin with an opening discussion to assess students' prior knowledge of decimals. The trainer will then explain how to read and write decimal numbers, providing examples and dividing students into groups to practice conversions. Students will be given a handout to solve practice questions in groups while the trainer monitors their progress. To close, the trainer will review answers, provide a lesson summary, and take any remaining student questions. Attached materials include a projector, whiteboard, worksheets, and flipchart to support explanations and hands-on practice during the lesson.
This lesson plan outlines a 50-minute lesson on simple digital circuits for 12 trainees. The lesson will use various teaching methods including lecture, classroom conversation, group work, and individual work. The trainer will explain logic gates and their truth tables, show circuit examples, and give the trainees exercises to solve. The objectives are for trainees to understand simple digital circuits, define and identify logic gate parts, and draw circuits on the whiteboard. Principles of methodological change, securing learning progress, motivation, self-activity, and vividness will guide the lesson.
This document describes 11 learning models:
1. Lesson study - A Japanese model where teachers collaboratively plan, teach, observe and reflect on lessons to improve instructional effectiveness.
2. Examples non-examples - A visual method where teachers present examples and non-examples to help students analyze images and apply concepts.
3. Picture and picture - Teachers present pictures to students who must logically sequence them. This allows assessment of individual understanding.
4. Numbered heads together - Students work in groups with assigned numbers and teachers randomly call numbers to promote individual preparation and accountability.
This document describes 11 learning models:
1. Lesson study - A Japanese model where teachers collaboratively plan, teach, observe and reflect on lessons to improve instructional effectiveness.
2. Examples non-examples - A visual method where teachers present examples and non-examples to help students analyze images and apply concepts.
3. Picture and picture - Teachers present pictures to students who must logically sequence them. This allows assessment of individual understanding.
4. Numbered heads together - Students work in groups with assigned numbers and teachers randomly call numbers to promote individual preparation and group discussion.
This lesson plan is for a 5-day unit teaching students how to write an opinion essay. The unit focuses on the standard of writing opinion pieces supported with reasons and information. Students will learn the components of an opinion essay using the "OREO" structure of Opinion, Reasons, Elaboration/Evidence, and Restate Opinion. Each day focuses on a different step of the planning and writing process, such as identifying opinions in texts, completing an E-Frame planning sheet, and using the E-Frame to draft the introduction, body paragraphs, and conclusion of an essay. Formative and summative assessments are included to monitor student learning.
This document outlines a lesson plan for teaching capacitors in series and parallel. It includes the learning objectives, which are to describe how a capacitor works, calculate charging time, distinguish between series and parallel circuits, and explain capacitor charge and discharge. The lesson plan consists of an opening activity, lecture and examples on capacitor charging, worksheets for practice, a demonstration experiment, explanation of series and parallel capacitor circuits, and a closing reflection. Formal lesson plan requirements such as page layout and numbering are also specified.
Using e-feedback in large classes in a business writing courseIATEFL BESIG
The document summarizes using computer-mediated e-feedback in a large business English writing course. It describes the course context, objectives, components, and constraints of large class sizes and limited time. It discusses using Moodle to provide writing tasks and instructor e-feedback. Feedback addressed content, organization, mechanics, and vocabulary. A student survey found that most felt the general e-feedback was sufficient and helped improve their writing and learning.
The document summarizes the use of computer-mediated e-feedback in a large business English writing course at Ruppin Academic Center in Israel. The course aimed to develop students' business writing skills through online tasks and feedback provided via the Moodle learning management system. A survey found that most students found the general e-feedback on their writing assignments to be helpful in improving their work and learning. The feedback allowed for ongoing, customized feedback to individual students in a large class setting.
1. The document outlines three sessions of a lesson plan for senior high school students. The objective is for students to identify their strengths and weaknesses as learners and understand that diversity within the class can lead to unity.
2. During the first session, students will answer introductory questions about themselves and work in groups to share responses. In the second session, students will identify their strengths and illustrate them through creative means. The third session involves group presentations of their strengths and weaknesses and a discussion of how diversity creates unity.
3. Formative assessments show that students earned over 90% in each session, with no students requiring remedial lessons. The teacher found that differentiating activities in groups worked well and allowed students
This document contains a daily lesson log for teaching students about graphic organizers and study strategies. It outlines the objectives, content, learning resources, and procedures for 4 teaching sessions over the course of a week. The objectives are for students to learn about and classify different graphic organizers, create a KWL chart on a topic of their choosing, and present what they want to learn about the topic and how they will find answers. The procedures describe introducing different graphic organizers, having students create KWL charts in groups, and giving group presentations on their topics. The log also includes space for reflection on what teaching strategies worked well and areas for improvement.
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
Tool for Analyzing and Adapting Curriculum Materia.docx
Aa
1. TTC-Riyadh / Vocational Pedagogy / EL-7 / Lesson Plan / counters up 2014
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1. Learning Condition:
1.1: Trainees:
They are 11 trainees in class and each trainee has at the General Certificate of
Secondary Education in the natural sciences.
The learning level of the students has major differences. Performers are Abdullah,
Ahmad and Hassan. They participate very actively in class. Their contributions to
teaching are good to very good. The work orders and homework get quickly accepted.
Also the presentation of results should be assessed positively. And as we can see that
the rate of the average scores of students in general good.
The class has experience and skill in the practice of group work, partner work and
individual work and have an experience in the technical field practice, and the age of
them between 22 to 25 and all students are together along well and collaborators, also
they have ability to understand the topic well, and this is one of the most important
points of interest that is found in students. And I will make discussion with them about
everything.
1.2: Classroom:
In this classroom number 4.205 in EL building. I will use the computer and the
Projector to explain the lesson. Also, I use some chairs and tables in this classroom to
make students taking notes and doing practical work together.
To make sure the classroom clean and equipment is working, so we must go early to
organize the chairs and clean the classroom.
The lesson affects the student's activity when the students make conversation and
write the answers on the task sheet and whiteboard.
2. TTC-Riyadh / Vocational Pedagogy / EL-7 / Lesson Plan / counters up 2014
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1.3: College:
RCT College is one of the best technical colleges in KSA, and there are six
technical majors is one of the most important majors in our practical life. The duration
of the study where six terms to get Diploma Certificate. The number of students is also
where about 1,200 students and 80 teachers. And there are many classrooms and
workshops for each department to compare the theoretical and practical. And also
where the curriculum is clear and contains of the theoretical part and practical part.
2. Didactic Reflection:
2.1: curriculum analysis
This course is Programmable Logic Controllers [248 ELC]. The contact hours for
this course are 4 hours. The hours of lecture are 0 hours. The hours of workshop are 4
hours. In this course the trainees will study programmable logic controllers: its
construction, its programming and applications in industrial control processes. This
course aims to introduces the trainees to the basics of PLCs elements in industry and
its implementation, programming and practical applications in industry.
2.2:content analysis
The topic is about the Programmable Logic Controllers main, my lesson counters,
so that provide how you can make counter count from 10 to 0. Also how you can
build internal construction for counters. Also, how make counters count dawn and
how count from 8 to 0 also 8,6,4,2,0. Finally, the trainees must know the kinds of
counter and know the internal construction for counters and what is the function of
counter and where we use it.
3. TTC-Riyadh / Vocational Pedagogy / EL-7 / Lesson Plan / counters up 2014
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2.3:Didactic analysis
The trainer starts the lesson with the inductive approach by asking the trainees
some questions that lead them to find the topic of the lesson. These question, in line
with the principle of motivation, will show the important of the topic . After that, we will
use the Vertical reduction by focus on one topic of our unit topics(counters).It has
(counters up and down, asynchronous, synchronous ). But chose one topic of all is
counters down. We make interesting lesson by body language, and write clearly
answer on the whiteboard, make group work to share information and knowledge and
help each other. We use the whiteboard with good drawing. And we will give trainees
handouts, these handout include the most important information of the topic, but they
are not completed. So, the trainees will need to completed these information by filling
the gaps during the explanation. As a result, this method will keep trainees busy
during the lesson in line with the principle of self- activity.
Finally, the trainees will make a summary by answering some questions that cover all
parts of the lesson. In this way, the trainers can get the feedback from trainees and
make sure that objectives of the lesson are achieved.
2.4:Methodology analysis
In this lesson I will use several methods such as; Lecture, Classroom conversation,
individual work, Partner work, Group work, Discovery . Lecture is the most method
using when I teach to students on the whiteboard if the teacher explain something step
by step, or smart board if the teacher show them PowerPoint presentation . Classroom
conversation should allow all students of class as well as the teacher himself to talk to
other, discussion students together with teacher. Individual work is students work
independently on the tasks. Partner work is working in pair where only two students
work to solve tasks during the lesson. Group work by grouping three to six students to
solve tasks and discussion together. Discovery is the modern organization of work to
target the capacity to perform occupational tasks.
4. TTC-Riyadh / Vocational Pedagogy / EL-7 / Lesson Plan / counters up 2014
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3:Lesson Plan:
3.1:General Information:
Topic: counters dawn.
Name and ID Number: : Essa Mayouf - 260
Date: 19/11/2014
3.2:Objectives:
General Objectives:
The Trainees :
1. follow rules of good communication. (Affective).
2. write notes about the lesson. (Cognitive).
3. distribute the work load in a group equally. (Affective).
4. listen to others with respect . (Affective).
5. organize the classroom at the end of lesson. (psychomotor).
Specific Learning Objectives:
The students:
1. Define kind of counter. (Cognitive / Reorganization )
2. Explain the Asynchronous and synchronous counters . ( Cognitive).
3. List of several type of counters.( Cognitive).
4. Draw the output of Asynchronous and synchronous counters .( psychomotor).
5. Detect internal construction of counter. ( Cognitive / Reorganization )
5. TTC-Riyadh / Vocational Pedagogy / EL-7 / Lesson Plan / counters up 2014
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3.3:Intended Process:
Opening / Entrance / Motivation
Methodology
Media
Time
MinutesExpected Trainer-action Expected Trainee-action
Introduction.
-The teacher gives the
students a problem in
order to attract the
attention
-Teacher checks from
students the pre
knowledge about the
subject .
- Students listen to teacher.
-Students try to remember about subject .
Inductive
Approach
Classroom
Conversation
Lecture
Whiteboard
Projector
slide (1)
10
Body (Information / Elaboration)
Methodology
Media
Time
MinutesExpected Trainer-action Expected Trainee-action
- Teacher explains types
of counters.
- Teacher Show them the
form of counters.
-Students take notes and focus the with teacher
raise them hands if they have questions.
Lecture
Whiteboard
slide (2)
7
- Teacher describes
ripple and parallel
counters.
-Teacher shows students
the timing diagram.
-Students Listen – take some notes about
important points .
Classroom
Conversation
Lecture
Whiteboard
slide (3)
10
-Teacher describes
ripple counters with MOD
number <2n.
-Teacher gives exercise
and choose student to
answer it. And give them
the final answer .
- Students shows the timing diagram.
-Students write notes and focus with teacher.
-Students try solve the question.
Classroom
Conversation
Lecture
Individual work
Whiteboard 7
6. TTC-Riyadh / Vocational Pedagogy / EL-7 / Lesson Plan / counters up 2014
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-Teacher gives the
student Handouts .
-Teacher distributes
Handouts .
-Teacher gives the correct
answer.
-Students try to get the solution.
-Students take notes.
Lecture
Handout 1
Group work
projector
slide
( 4 )
Whiteboard
7
-Teacher explain to
students the time delay.
-Teacher gives to
students example about
it and choose student to
continue the answer.
-Teacher shows the
correct answer.
-Students focus with teacher and take notes .
-Students Calculate and get the solution.
-Students try to get the solution.
-Students take notes.
Lecture
Handout 2
Classroom
Conversation
Individual work
projector
slide
( 5 )
Whiteboard
6
Close (Reflection, Exercises, Homework, Feedback)
Methodology
Media
Time
MinutesExpected Trainer-action Expected Trainee-action
-The teacher gives the
students a lesson summary.
-Students take notes.
Classroom
Conversation
projector
slide
(6-7 )
3
7. TTC-Riyadh / Vocational Pedagogy / EL-7 / Lesson Plan / counters up 2014
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4:The principle in this lesson focused on…
the classroom conversation to make the students more active.
the individual work to measure the knowledge of the students, and to analysis if
my method success the lesson or not.
the partner work is for the students to support each other and let them find out
the right answer according to what they understand.
he lecture is a short to explain what needs to explain.
4.1 :list of attached teaching material : We will to use :
1. Projector.
2. Whiteboard.
3. Pen for whiteboard.(different colors)
4. Task sheet.
5. Practical board.
6. Wires.
5: References:
RCT curriculum
8. TTC-Riyadh / Vocational Pedagogy / EL-7 / Lesson Plan / counters up 2014
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Table of content
1. Learning Condition :……………………………………………………………………………………………………….….…………2
1.1. Trainees::………………………………………………………………………………………………………………………………………….……2
1.2. Classroom:........................... :……………………………………………………………… :…………………………………………… 2
1.3: College:..........................................................................................................................................3
2. Didactic Reflection:..............................................................................................................3
2.1: curriculum analysis: .......................................................................................................................3
2.2. content analysis: ............................................................................................................................3
2.3. Didactic analysis:............................................................................................................................4
2.4. Methodology analysis:...................................................................................................................4
3:Lesson Plan:: .............................................................................................................................5
3.1:General Information:…………………………………………………………………………………………………………....….……5
3.2:Objectives:………………………………………………………………….……………………………………………………………………….……5
3.3:Intended Process: …………………...……………………………………………………………………………………………..………….………….6
3.3:Intended Process: …………………...……………………………………………………………………………………………..………….………….7
4:The principle in this lesson focused on ……………………………….…………………………..8
4.1 :list of attached teaching material : We will to use…………………………,………………………………………………….………….8
5: References:………………………………….……………………………………..………………………………...8