Aimhi implementation formatted2 (1)
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This document discusses several topics related to implementing the AIMHI project in a classroom, including school organization, formative assessment, and strategies for being an effective teacher. Some specific points covered are using vertical forms and whanau groups, formative assessment giving students control over their learning, and qualities of an effective teacher such as firmness, fairness, and making the curriculum relevant.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
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Chapter 4
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Chapter 5
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Chapter 6
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Aimhi implementation formatted2 (1)
- 1. What we learned from the AIMHI project and its implementation in your classroom.
- 2. School organisation Internal Assessment You the Teacher Quick Check Teacher Resource Manual
- 3. Vertical forms Whanau groups along ethnic lines Year 9 induction program Tutor Time Length of lessons (60, 70 minutes vs. 45 minutes)
- 4. Lateness, wagging and truancy ( If students aren’t in class their learning is compromised.) Girls and boys classes Detentions and “punishment” systems ( “kill your own snakes”) Homework (in library for resources)
- 5. Formative Assessment gives students control over their own learning Formative assessment allows students to see evidence that they are capable of making progress. Giving of comments without grades (Inside the Black box, Black et al)
- 6. 1. Show respect 2. Be comfortable talking to them as young adults. 3. Show empathy. 4. Sense of humour, but don’t try too hard.
- 7. 1. Firmness. 2. Fairness. 3. Making Curriculum relevant 4. Preparation and Organization. 5. Explanations.
- 8. 6. Providing interest and variety. 7. Group Work. 8. Multi-level teaching 9. Encouragement.
- 9. The are you as good as you could be? (Teacher Resource Manual)
Editor's Notes
- . (Teachers thought it was effective but report found students learned how to wag, where to smoke etc.)Lines( Extra lesson to catch up on homework, assignments. Best at lunch, interval with small groups. Teachers find effective but some resistance to an “extra” task.) ( Created schools within a school problem)
- Improved record keeping, dedicated truancy or community liaison officer) If wagging records can be accurately maintained, they are good indicators of teachers who are not performing, struggling or incompetent.(Abandoned after one year. Boys behavior stayed the same, girls behavior became worse than in mixed classes, involve parents, one-to one talks with adult they respecthave Homework books checked by form teachers.
- Learners who attribute their success to factors within their own control are more likely to exceed. Feedback, Feedforward and self assessment are criticalGiving comments without grade (Black et al.)Feedback and feedforward (descriptive rather than judgmental)Important for Formative assessment to happen well before end of unit.
- . Know their names. Treat students as people not “kids”But don’t try to be their parent and also don’t try to be one of them.Genuine caring for students decreases misbehaviour.
- Well-managed classroom, with established rules and routines.Treat all students fairly and equally. Relate to their everyday life experiences.Be on time, be prepared, and provide clear outlinesKnowing why something is important helps students make connections. Important also for them to feel safe asking questions.
- When structured properly is beneficial.. Prepare materials for mixed level abilities.Making them feel important has an important impact on the way they feel about their teacher the subject and their performance.Non-Confrontational behaviour management. Be consistent. Deal with student one on one away from the rest of class. Involve parents if serious.