The document describes achievement levels for research, planning, thinking, communication and social skills related to completing a project. It provides descriptors for limited, adequate, substantial and excellent skills at each level. For each skill level, examples of possible demonstrations of applied thinking and learning skills are given. The skills cover areas like investigating and finding information, self-management, problem solving, communicating with others, and working with a supervisor.
This document discusses personal effectiveness and defines it as one's ability to make progress despite difficulties. It lists the key elements of personal effectiveness as deciding, taking responsibility, taking risks, creating partnerships, being honest, expressing oneself, and fully committing. The document also discusses developing personal effectiveness physically, mentally, financially, educationally, emotionally, personally, and socially. It emphasizes the importance of active listening, body language, and having a positive mindset for enhancing personal effectiveness.
Understanding types of goals, ways to define goals, reasons for setting goals, goal setting techniques and tips for goals achievement, Understand difference between goal and vision. Also take a pledge to achieve your goals set by you. Learn its summary by way of a poem
The document provides information about preparing for a job interview, including researching the company, dressing appropriately, arriving on time, displaying good body language and communication skills during the interview. It lists common interview questions and emphasizes the importance of ethics, transparency, accountability and availability of jobs. Key steps in preparing for an interview are rehearsing answers, researching the company, dressing professionally, arriving 10 minutes early and maintaining eye contact, an open posture and positive answers during the interview.
The document discusses communication skills. It defines communication as the process of transmitting and receiving verbal and nonverbal messages. Communication occurs constantly and is effective when it achieves the desired response from the receiver. Good communication is important for work and making positive impressions. Key components of communication include the context, sender, message, medium, receiver, and feedback. Applying the 7Cs of communication - completeness, conciseness, consideration, concreteness, clarity, courtesy, and correctness - helps frame messages effectively. Communication involves understanding differences between people and how they interpret messages. Ethical behavior is also important in communication.
The document outlines the Trainers Methodology Level 1 qualification for TVET trainers and assessors. It describes the basic and core competencies required, including competencies in communication, applying math/science principles, environmental advocacy, IT use, team leadership, work ethics, and ensuring health and safety. Core competencies involve planning training sessions, facilitating learning, supervising work-based learning, conducting assessments, and maintaining training facilities. Successful completion leads to jobs as a TVET trainer, training facilitator, or competency assessor. Learning outcomes are provided for each competency unit.
This document discusses obstacles and how to manage them. It begins by defining an obstacle as something that stands in the way of progress. It then explores how individuals define obstacles personally and discusses common obstacles people may face. The document presents exercises for identifying daily obstacles and discusses methods for overcoming obstacles, such as using the five Ps: purpose, pride, patience, persistence, and perspective. It emphasizes that managing obstacles daily determines whether one makes progress or remains stagnant. The key message is that the most difficult obstacles are often self-imposed.
This document discusses personal effectiveness and defines it as one's ability to make progress despite difficulties. It lists the key elements of personal effectiveness as deciding, taking responsibility, taking risks, creating partnerships, being honest, expressing oneself, and fully committing. The document also discusses developing personal effectiveness physically, mentally, financially, educationally, emotionally, personally, and socially. It emphasizes the importance of active listening, body language, and having a positive mindset for enhancing personal effectiveness.
Understanding types of goals, ways to define goals, reasons for setting goals, goal setting techniques and tips for goals achievement, Understand difference between goal and vision. Also take a pledge to achieve your goals set by you. Learn its summary by way of a poem
The document provides information about preparing for a job interview, including researching the company, dressing appropriately, arriving on time, displaying good body language and communication skills during the interview. It lists common interview questions and emphasizes the importance of ethics, transparency, accountability and availability of jobs. Key steps in preparing for an interview are rehearsing answers, researching the company, dressing professionally, arriving 10 minutes early and maintaining eye contact, an open posture and positive answers during the interview.
The document discusses communication skills. It defines communication as the process of transmitting and receiving verbal and nonverbal messages. Communication occurs constantly and is effective when it achieves the desired response from the receiver. Good communication is important for work and making positive impressions. Key components of communication include the context, sender, message, medium, receiver, and feedback. Applying the 7Cs of communication - completeness, conciseness, consideration, concreteness, clarity, courtesy, and correctness - helps frame messages effectively. Communication involves understanding differences between people and how they interpret messages. Ethical behavior is also important in communication.
The document outlines the Trainers Methodology Level 1 qualification for TVET trainers and assessors. It describes the basic and core competencies required, including competencies in communication, applying math/science principles, environmental advocacy, IT use, team leadership, work ethics, and ensuring health and safety. Core competencies involve planning training sessions, facilitating learning, supervising work-based learning, conducting assessments, and maintaining training facilities. Successful completion leads to jobs as a TVET trainer, training facilitator, or competency assessor. Learning outcomes are provided for each competency unit.
This document discusses obstacles and how to manage them. It begins by defining an obstacle as something that stands in the way of progress. It then explores how individuals define obstacles personally and discusses common obstacles people may face. The document presents exercises for identifying daily obstacles and discusses methods for overcoming obstacles, such as using the five Ps: purpose, pride, patience, persistence, and perspective. It emphasizes that managing obstacles daily determines whether one makes progress or remains stagnant. The key message is that the most difficult obstacles are often self-imposed.
Building effective leaders requires developing their unconscious, subconscious, and conscious minds. The unconscious is shaped by culture, values, and experiences and operates imperceptibly. The subconscious manages operations to balance productivity and capabilities. The conscious mind focuses on current operations and decisions. Developing self-awareness allows leaders to recognize how their thoughts and behaviors impact others, enabling them to stay productive and gain others' trust and respect while reducing mistakes over time.
The document discusses the International Baccalaureate (IB) Middle Years Programme (MYP). It provides an overview of the MYP framework which focuses on global contexts for learning, approaches to teaching, areas of interaction and learner profile attributes. It emphasizes developing students as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. Assessment in the MYP aims to support and encourage student learning through various strategies and tasks.
This presentation discusses teamwork and its importance. It defines a team as a group working together towards a common goal, and teamwork as the process of collaborating within that group. The presentation outlines key objectives and benefits of teamwork, including increased work efficiency, learning opportunities, productivity, and improved employee relations. It notes that teamwork fosters trust, creativity, complementary strengths, conflict resolution skills, and a shared sense of ownership. The presentation concludes by emphasizing the importance of teamwork within the hospitality industry.
The document contains responses to common questions. Jose spells his name J-O-S-E and lives in the city center. He is a student in his last year of secondary school. On weekends, people in his town usually go to the park or lake for picnics or go shopping. Last night, Jose went home, did homework, and had dinner. Last year he went to the beach on holiday with his family. He went to bed at 11:30pm. He enjoys watching football and playing tennis. In the future, he wants to visit the USA for its exciting cities.
This document provides guidance on designing an effective curriculum vitae (CV) or resume. It discusses the differences between a CV and resume, including that a CV is a summary of one's life experiences while a resume focuses on career objectives. Tips are provided, such as tailoring documents to specific jobs, avoiding common mistakes like inconsistencies, and using concise bullet points. Sample CVs and formats for different countries are also referenced.
The document discusses building and maintaining self-esteem. It defines self-esteem as how much you value yourself, your abilities, and accomplishments. Some ways to build self-esteem mentioned include engaging in positive self-talk, remembering your good qualities, focusing on achievements, planning for the future, and not imitating others or thinking negatively about yourself. Developing good self-esteem can lead to benefits like taking responsibility, feeling proud of accomplishments, and approaching challenges positively.
Guidelines for writing an impressive CV (resume) for applying for a job in the IT industry. Important topics discussed:
What Is a Resume?
Why We Need of a Resume?
Why We Need a Good Resume?
The Goal of a Resume
Success strategy in writing a CV
How to Stand Out?
Structure of a Typical Resume (CV)
This document discusses self-esteem, what it is, what affects it, and how to improve it. Self-esteem refers to how one sees themselves and is shaped by life experiences. High self-esteem is associated with confidence, courage, and openness, while low self-esteem is associated with lack of confidence, fear, and isolation. The document provides 12 steps to improve self-esteem, such as forgiving mistakes, focusing on strengths, learning new things, and dressing well. Improving self-esteem ultimately means developing a more positive view of oneself.
Writing a thank you note is a lost art that needs to be practiced. This step-by-step lesson plan takes the novice from step 1 to a completed Thank You letter.
The document outlines an agenda for a presentation on developing personal effectiveness, covering topics such as the difference between activities and accomplishments, time management using the 80/20 principle, developing self-motivation, understanding communication, and creating a personal action plan. The presentation is intended to provide knowledge and strategies to help participants focus on the right things and apply knowledge effectively to achieve meaningful results.
This document discusses strategies for developing confidence in students. It emphasizes the importance of confidence for learning and provides ideas for increasing student engagement and confidence through formative assessment, tapping into student strengths and interests, and connecting learning beyond the classroom. Specific strategies mentioned include using clear learning intentions and success criteria, descriptive feedback, student-owned assessment, passion projects, inquiry-based learning, and connecting students' strengths to opportunities outside of school. The overall message is that building real confidence requires focusing on students' strengths, interests, and success.
Myron Sta. Ana, the Philippines' top young corporate trainer and fast-rising motivational speaker talks about life principles, tips and motivational points about how college students can prepare themselves better and effectively for the challenges and opportunities of the real world beyond college education.
The document contains advice on becoming more effective personally and professionally. It discusses the importance of continuous self-improvement through daily efforts that compound over time. Various tips are provided related to physical, mental, financial, career, and personal effectiveness. Maintaining a positive attitude, learning from the past, delaying gratification, and cultivating gratitude are emphasized as well. The overarching message is that small consistent actions can lead to major accomplishments if done each day with perseverance.
This document discusses goal setting and provides guidance on creating effective goals. It defines what constitutes a goal and identifies the purpose, aim, target, and types of goals. It also outlines frameworks for setting goals, including FRAME and SMART goals. Some key aspects of effective goal setting include writing goals down, creating specific plans and timelines to achieve the goals, getting commitment from others, and reviewing progress regularly. Common mistakes in goal setting and benefits are also reviewed such as increased motivation, performance, and self-confidence from having clear goals.
The document provides guidance on creating an effective resume. It discusses including key sections such as contact information, an objective statement tailored to the specific position, a reverse chronological listing of education and work experience with accomplishments, relevant skills, and optional interests. Examples are given of how to structure each section concisely with relevant details. The purpose of a resume is summarized as a concise summary of one's background to secure an interview.
The document discusses the importance of setting goals and provides tips for effective goal setting. It notes that only 3% of people have written goals, according to a Harvard study. It emphasizes that goals should be SMART (specific, measurable, attainable, relevant, and time-bound). The document encourages readers to write down their goals in different life areas and provides principles for accomplishing goals, including envisioning the goal, identifying steps to achieve it, planning, and getting support.
This document provides guidance on effective CV/resume writing for job searches. It discusses the differences between a CV and resume, with CVs being longer documents that emphasize academic and research experience while resumes are shorter summaries of skills and qualifications. The document then covers best practices for formatting CVs, including using a chronological, functional, or combined format. It lists recommended sections to include such as contact information, education, work experience, honors/awards, and references. Finally, it provides tips for each section, such as listing education in reverse chronological order and focusing the professional experience section only on relevant jobs.
Comfort Zones: What happens when you step outside of them?Caroline Cummings
Most growth comes from stepping outside of your comfort zone - also known as pushing yourself to say more and be more. We find out what we're made of when we step outside of our comfort zones and into our bravery zones. What are you made of?
The document provides guidance on effective goal setting. It discusses framing goals positively and with precision, setting priorities, ensuring goals are realistic but not too low. It outlines seven types of goals including physical, family, and financial. It describes SMART goals as being specific, measurable, attainable, realistic, and tangible. The document emphasizes setting specific goals that specify who is involved, what will be accomplished, when, which obstacles may arise, and why the goal is important. It recommends keeping records of progress and committing goals to paper while setting high yet achievable long-term goals.
A personal development plan helps individuals and organizations map out goals and steps for career growth. It involves assessing current skills and qualifications, identifying strengths and weaknesses, setting long-term aims and required future skills. The plan then outlines how to achieve goals through setting short-term milestones and timelines. Benefits include motivation, focus on self-improvement, and encouraging employees' career planning. However, businesses must consider if high expectations from plans could cause more harm than not offering them.
This document discusses planning for a NEASC accreditation by focusing on 21st century skills. It emphasizes explicitly connecting mission, leadership, focus, goals and measures. The document identifies four high-leverage goals for student learning: critical and creative problem solving, analyzing and constructing arguments based on evidence, meaningful and purposeful communication and collaboration, and digital literacy and information fluency. It provides learning targets and success criteria for assessing these skills. It also discusses finding coherence by aligning assessment, instructional practices, professional goals, and organizational goals with the student learning goals.
The document discusses approaches to learning (ATL) in the International Baccalaureate (IB) program. It outlines five categories of ATL skills - communication, social skills, self-management skills, research skills, and thinking skills. Each category contains multiple skill clusters and indicators that describe aspects of developing those skills over time, from novice to expert levels. The goal is for students to become stronger, more self-regulated learners by developing these skills purposefully across all years of the IB program.
Building effective leaders requires developing their unconscious, subconscious, and conscious minds. The unconscious is shaped by culture, values, and experiences and operates imperceptibly. The subconscious manages operations to balance productivity and capabilities. The conscious mind focuses on current operations and decisions. Developing self-awareness allows leaders to recognize how their thoughts and behaviors impact others, enabling them to stay productive and gain others' trust and respect while reducing mistakes over time.
The document discusses the International Baccalaureate (IB) Middle Years Programme (MYP). It provides an overview of the MYP framework which focuses on global contexts for learning, approaches to teaching, areas of interaction and learner profile attributes. It emphasizes developing students as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. Assessment in the MYP aims to support and encourage student learning through various strategies and tasks.
This presentation discusses teamwork and its importance. It defines a team as a group working together towards a common goal, and teamwork as the process of collaborating within that group. The presentation outlines key objectives and benefits of teamwork, including increased work efficiency, learning opportunities, productivity, and improved employee relations. It notes that teamwork fosters trust, creativity, complementary strengths, conflict resolution skills, and a shared sense of ownership. The presentation concludes by emphasizing the importance of teamwork within the hospitality industry.
The document contains responses to common questions. Jose spells his name J-O-S-E and lives in the city center. He is a student in his last year of secondary school. On weekends, people in his town usually go to the park or lake for picnics or go shopping. Last night, Jose went home, did homework, and had dinner. Last year he went to the beach on holiday with his family. He went to bed at 11:30pm. He enjoys watching football and playing tennis. In the future, he wants to visit the USA for its exciting cities.
This document provides guidance on designing an effective curriculum vitae (CV) or resume. It discusses the differences between a CV and resume, including that a CV is a summary of one's life experiences while a resume focuses on career objectives. Tips are provided, such as tailoring documents to specific jobs, avoiding common mistakes like inconsistencies, and using concise bullet points. Sample CVs and formats for different countries are also referenced.
The document discusses building and maintaining self-esteem. It defines self-esteem as how much you value yourself, your abilities, and accomplishments. Some ways to build self-esteem mentioned include engaging in positive self-talk, remembering your good qualities, focusing on achievements, planning for the future, and not imitating others or thinking negatively about yourself. Developing good self-esteem can lead to benefits like taking responsibility, feeling proud of accomplishments, and approaching challenges positively.
Guidelines for writing an impressive CV (resume) for applying for a job in the IT industry. Important topics discussed:
What Is a Resume?
Why We Need of a Resume?
Why We Need a Good Resume?
The Goal of a Resume
Success strategy in writing a CV
How to Stand Out?
Structure of a Typical Resume (CV)
This document discusses self-esteem, what it is, what affects it, and how to improve it. Self-esteem refers to how one sees themselves and is shaped by life experiences. High self-esteem is associated with confidence, courage, and openness, while low self-esteem is associated with lack of confidence, fear, and isolation. The document provides 12 steps to improve self-esteem, such as forgiving mistakes, focusing on strengths, learning new things, and dressing well. Improving self-esteem ultimately means developing a more positive view of oneself.
Writing a thank you note is a lost art that needs to be practiced. This step-by-step lesson plan takes the novice from step 1 to a completed Thank You letter.
The document outlines an agenda for a presentation on developing personal effectiveness, covering topics such as the difference between activities and accomplishments, time management using the 80/20 principle, developing self-motivation, understanding communication, and creating a personal action plan. The presentation is intended to provide knowledge and strategies to help participants focus on the right things and apply knowledge effectively to achieve meaningful results.
This document discusses strategies for developing confidence in students. It emphasizes the importance of confidence for learning and provides ideas for increasing student engagement and confidence through formative assessment, tapping into student strengths and interests, and connecting learning beyond the classroom. Specific strategies mentioned include using clear learning intentions and success criteria, descriptive feedback, student-owned assessment, passion projects, inquiry-based learning, and connecting students' strengths to opportunities outside of school. The overall message is that building real confidence requires focusing on students' strengths, interests, and success.
Myron Sta. Ana, the Philippines' top young corporate trainer and fast-rising motivational speaker talks about life principles, tips and motivational points about how college students can prepare themselves better and effectively for the challenges and opportunities of the real world beyond college education.
The document contains advice on becoming more effective personally and professionally. It discusses the importance of continuous self-improvement through daily efforts that compound over time. Various tips are provided related to physical, mental, financial, career, and personal effectiveness. Maintaining a positive attitude, learning from the past, delaying gratification, and cultivating gratitude are emphasized as well. The overarching message is that small consistent actions can lead to major accomplishments if done each day with perseverance.
This document discusses goal setting and provides guidance on creating effective goals. It defines what constitutes a goal and identifies the purpose, aim, target, and types of goals. It also outlines frameworks for setting goals, including FRAME and SMART goals. Some key aspects of effective goal setting include writing goals down, creating specific plans and timelines to achieve the goals, getting commitment from others, and reviewing progress regularly. Common mistakes in goal setting and benefits are also reviewed such as increased motivation, performance, and self-confidence from having clear goals.
The document provides guidance on creating an effective resume. It discusses including key sections such as contact information, an objective statement tailored to the specific position, a reverse chronological listing of education and work experience with accomplishments, relevant skills, and optional interests. Examples are given of how to structure each section concisely with relevant details. The purpose of a resume is summarized as a concise summary of one's background to secure an interview.
The document discusses the importance of setting goals and provides tips for effective goal setting. It notes that only 3% of people have written goals, according to a Harvard study. It emphasizes that goals should be SMART (specific, measurable, attainable, relevant, and time-bound). The document encourages readers to write down their goals in different life areas and provides principles for accomplishing goals, including envisioning the goal, identifying steps to achieve it, planning, and getting support.
This document provides guidance on effective CV/resume writing for job searches. It discusses the differences between a CV and resume, with CVs being longer documents that emphasize academic and research experience while resumes are shorter summaries of skills and qualifications. The document then covers best practices for formatting CVs, including using a chronological, functional, or combined format. It lists recommended sections to include such as contact information, education, work experience, honors/awards, and references. Finally, it provides tips for each section, such as listing education in reverse chronological order and focusing the professional experience section only on relevant jobs.
Comfort Zones: What happens when you step outside of them?Caroline Cummings
Most growth comes from stepping outside of your comfort zone - also known as pushing yourself to say more and be more. We find out what we're made of when we step outside of our comfort zones and into our bravery zones. What are you made of?
The document provides guidance on effective goal setting. It discusses framing goals positively and with precision, setting priorities, ensuring goals are realistic but not too low. It outlines seven types of goals including physical, family, and financial. It describes SMART goals as being specific, measurable, attainable, realistic, and tangible. The document emphasizes setting specific goals that specify who is involved, what will be accomplished, when, which obstacles may arise, and why the goal is important. It recommends keeping records of progress and committing goals to paper while setting high yet achievable long-term goals.
A personal development plan helps individuals and organizations map out goals and steps for career growth. It involves assessing current skills and qualifications, identifying strengths and weaknesses, setting long-term aims and required future skills. The plan then outlines how to achieve goals through setting short-term milestones and timelines. Benefits include motivation, focus on self-improvement, and encouraging employees' career planning. However, businesses must consider if high expectations from plans could cause more harm than not offering them.
This document discusses planning for a NEASC accreditation by focusing on 21st century skills. It emphasizes explicitly connecting mission, leadership, focus, goals and measures. The document identifies four high-leverage goals for student learning: critical and creative problem solving, analyzing and constructing arguments based on evidence, meaningful and purposeful communication and collaboration, and digital literacy and information fluency. It provides learning targets and success criteria for assessing these skills. It also discusses finding coherence by aligning assessment, instructional practices, professional goals, and organizational goals with the student learning goals.
The document discusses approaches to learning (ATL) in the International Baccalaureate (IB) program. It outlines five categories of ATL skills - communication, social skills, self-management skills, research skills, and thinking skills. Each category contains multiple skill clusters and indicators that describe aspects of developing those skills over time, from novice to expert levels. The goal is for students to become stronger, more self-regulated learners by developing these skills purposefully across all years of the IB program.
Getting to rubrics: innovation in social innovation education july 2014Tim Curtis
The document discusses developing rubrics for assessing social innovation education. It proposes using a combination of frameworks, including the AshokaU Changemaker designation criteria, 21st century skills, and the QAA Enterprise and Entrepreneurship Guide learning outcomes. The rubrics would assess students' abilities to utilize social networks, interpret information, analyze systems, view failure as learning opportunities, communicate problems and solutions, and reflect on learning. Assessment criteria would include exceeds, meets, approaching, and not at standards. Peer assessment is also discussed as an important part of the process.
Enhancing and Assessing Your Work-Based Learning PlanNAFCareerAcads
Does your academy’s work-based learning plan need to be fine-tuned? Participants will learn how to integrate a four-year, sequenced work-based learning plan into the curriculum, involve advisory boards to enhance the plan
and measure quality and effectiveness.
Presenter:
Laura Fidler,
National Academy Foundation
PROJECT OUTLINE - ASSIGNMENT SHEET
______________________________________________________________________________
This document is issued at an appropriate time to clarify the requirements of major assessments.
Course Number
BBA7023
Course Title:
Leadership in the 21st century
Program
BBA Hospitality and/or BBA ESE
Lecturer
Dr D. S. Newnham
Assignment Type
Project
Assignment Name
Group presentation
Semester
7
Hand-out date:
Course Week 19, 2018.2
Campus / Learning Level
Bulle / 6
Hand-in date:
Week 22, 2018.2
Overall Grade Weighting %
60%
Grade Distribution %
100% Group
Hand-in Place:
Power point slides
TII (electronic copy) through Moodle
Academic Reception (hard copy)
Assignment overview:
The group presentation is based on the analysis of a given business case study. The students are required to research the history of the company provided and of the leadership and follow styles. The students will be required to analyzed the emotional intelligence factors of the leader/s and followers and how this impacted upon the company’s success or loss. Furthermore, the students are required to assess issues connected to leadership such as national and gender diversity; ethical behavior and environmental footprints.
Overall aim:
To develop new knowledge and future actions that are constructed based on insights and experiences of leadership potential within a case study provided.
Five significant areas
The assessment is designed on the five significant areas of leadership development framework as outlined below:
1. To attend to the changing context and demands of current and potential leadership roles and indicated expectations and realities that the world of learning, work and business opportunities face.
1. To develop professional skills and demonstrate how these influences leadership goals and underscore assumptions about business environments.
1. To examine their personal and leadership intentions based on their core values, and to be aware how their values shape the choices and decisions of their working environments.
1. To develop self-and group awareness skills as a leader and demonstrate how their work gives a distinctive style.
Learning Outcomes and Transferable Skills
· LO1 Apply critical and reflective thinking abilities in the workplace .
· LO2 Exhibit the ability to distinguish and work with diversity; cognitive, gender and national
· LO3 Demonstrate responsible decision-making and personal accountability
· LO4 Evaluate and solve a leadership problem through the design of a change scenario that considers followers, organizational culture and social environment
· LO5 Appraise and apply leadership skills and abilities such as effectively leading change, resolving conflict, and motivating others.
Resources Available:
1) Case study provided in class.
2) Documents as per course description
3) Documents on Moodle / homework folder under each topic
Tasks, Organization and Grading:
The students will critically ev.
The document discusses the skills needed for 21st century learners and teachers in a digital age. It outlines 8 common skills for learners: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. Each skill is further defined by components like thinking creatively, solving problems effectively, and using media literacy. The document also describes 8 characteristics of 21st century teachers: being adaptable, visionary, collaborative, risk-taking, lifelong learners, good communicators, role models, and leaders. Teachers must leverage new technologies, learn from students, and continue developing their skills to meet the needs of learners in a digital world.
Student Learning Outcomes (SLOs) define the specific knowledge, skills, attitudes, and habits students are expected to obtain from a learning experience. SLOs are more specific than goals and describe observable student behaviors. Well-written SLOs are flexible, learner-focused, realistic, applicable, integrated, assessable, timely, and use action verbs to describe the intended learning. When writing SLOs, authors should consider the domain or competency addressed, include conditions and criteria for evaluation, and ensure the outcome can be demonstrated through observable student behavior. Examples of SLOs are provided for different domains that specify behaviors like identifying gaps, developing social media plans, and contributing suggestions.
This document discusses project-based learning (PBL), describing it as an instructional approach where students work in teams on real-world problems and create presentations to share what they've learned. The benefits of PBL for students include deeper subject knowledge, increased self-direction and motivation, and improved research and problem-solving skills. As a teacher's role shifts to that of a coach and facilitator in PBL, they must help students design projects aligned to standards and allow for varied assessments.
This document outlines innovations in social education. It discusses the need for social innovation to be more innovative and use asynchronous learning formats like MOOCs. It also addresses creating open frameworks to recognize pre-existing and developed capabilities in students. The document then provides context on designations like AshokaU Changemaker and the desire to give all students access to social innovation expertise. It examines capabilities and learning outcomes at different levels. It also reviews skills frameworks and rubrics for assessing skills like creativity, problem solving, and utilizing social networks. Assessment criteria are proposed for capabilities involved in social ventures.
A description of the NETS*T and 21st Century Skills framework being used as criteria for grading mini-projects submitted for INTC 3610 Technology for Educators
Purpose Reading Steps
History
Step 1
Preview: Identify Author, titles, topics, sub-topics, and visuals. Think about the possible argument or information within the reading and think topically (PERSIA).
Purpose: Develop at least 2 detailed questions or statements that will identify what content/argument you are to get from the reading. Write at the beginning of article.
Step 2
Purpose Read: While reading underline and highlight content or statements that answer your purpose points.
Your should use 2 highlighters and color code based upon which purpose point it is connected to.
Monitor: As you read, notice how content and analysis is being used by the author. You should be evaluative.
You may have to adjust your purpose points as well.
Step 3
Connect
In the margins, you are to write down any similarities to the content you have read.
These similarities should be things you have learned in the past or things you have experienced.
Step 4
Thesis (What is your/authors claim for the reading?)
Should include topics and should be complex-split and well developed.
Should answer your purpose points
Recommendations on Managing Virtual Teams
· Develop a team web page where virtual team members can share information and get to know one another.
· Create ways for team members to interact and communicate informally. Use real-time communication tools like Instant Messaging or social media sites such as Facebook or Twitter to create a virtual water cooler of sorts that allows people on virtual teams to communicate more spontaneously.
· Build a collective online "resource bank" to share information and experiences.
· Find ways to "spotlight" team members.
· Send electronic newsletters or updates to the team.
· Create ways to virtually celebrate successes as a team.
· Partner team members at different locations on projects and rotate these periodically.
· Make sure teams meet face-to-face at least once early on in the team's formation. Spend some part of the meeting focused on building relationships and learning about team members' capabilities.
· Be sure team members feel empowered to make and act on decisions. Because virtual leaders do not have "face time" with team members to check in, leaders are more likely to micromanage team members without realizing it.
· Help people manage conflicts, not avoid them. Conflict is likely to be ignored or may escalate quickly in a virtual setting. Therefore, leaders need to more proactively manage conflict.
· The team leader should model and reinforce these positive behaviors.
· Use criteria and/or assessments when selecting individuals for virtual teams.
· Use team-building sessions – ideally conducted at an initial or subsequent face-to-face team meeting – to help team members strengthen working relationships and create team momentum that can enhance team effectiveness.
· Assess development needs for team members and team leaders and conduct skill-building focused on these areas.
· Reassess ...
This document outlines a curriculum design project for a nursing course on needs assessment and curriculum design. It includes the group members, objectives, and outline of topics to be covered such as the introduction to needs assessment, importance of needs assessment, steps in conducting needs assessment, curriculum design components and attributes, and models of curriculum design. The objectives are explained and key aspects of needs assessment and curriculum design are defined such as target audience, types of needs assessment, determinants of needs assessment, and stages of curriculum design.
This document outlines different models and approaches for capacity development. It discusses assessing capacity needs, strategizing and planning interventions, implementation, and monitoring and evaluation. Key principles for capacity development include starting with existing capacity, taking a holistic perspective, and viewing it as an ongoing learning process. When applying these approaches in practice, the focus is on strengthening various levels of competence through institutional reform, leadership development, education, and accountability mechanisms. The document provides a step-by-step guide for creating a context-specific model that engages stakeholders, assesses needs and resources, identifies entry points, and develops a flexible and iterative set of sequenced interventions.
Understanding by design teaching ellen meier ctscmyrnacontreras
This document introduces the Understanding by Design (UbD) framework created by Grant Wiggins and Jay McTighe. It explains that UbD focuses on developing student understanding through a backwards design process. This process involves first identifying the desired results or understandings, then determining acceptable evidence, and finally planning the learning experiences and instruction. The document provides an overview of the key elements of UbD including essential questions, stages of backward design, filters for selecting enduring understandings, facets of understanding, and implications for teaching and assessment.
The workshop is an introduction to the Intel® Teach Essentials course on how to integrate ICT into existing classroom curricula to promote learning. The workshop is a blend of various hands-on-activities combined with a PowerPoint presentation to introduce various aspects of the course
This document discusses creating strategic coherence in education systems by focusing efforts and connecting goals, measures, and practices. It emphasizes aligning goals for student learning across universal, building/department, and classroom levels. Student learning should focus on critical skills like problem solving, communication, and using evidence to construct arguments. Assessment practices should value what is being measured and reliably measure student progress towards goals. The document provides examples of aligning goals and assessments for a history teacher and discusses balancing formative and summative assessments. It presents coherence as connecting mission, leadership, focus, goals, measures and practices through data-driven improvement cycles to prepare students for the future.
Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...AkifaAbbas
This document provides guidance for an assignment brief assessing identity for a creative media or art and design course. It can be used for units A1, A2, or B2, with different expectations for each. The brief asks learners to explore their own identity and develop creative work relating to the theme of "Who am I?" for an exhibition. The document provides details on requirements, inspiration, assessment criteria, and guidance on evidencing skills in informing ideas, problem solving, technical skills, professional practice, and communication through the assignment.
This document provides guidance on developing student learning outcomes and assessing student achievement of those outcomes. It discusses the importance of writing measurable learning outcomes using action verbs from Bloom's taxonomy. Outcomes should describe what students will know and be able to do rather than internal processes like understanding. The document also discusses the difference between outputs, outcomes and goals, and emphasizes the importance of directly assessing student learning through exams, assignments or other demonstrations of knowledge and skills. University, program and course-level outcomes are interrelated and assessments should be aligned across levels. Both direct and indirect assessment methods are recommended.
UNDERSTANDING BY DESIGN. module 5.. aj. :)Jinwei Segundo
This document provides an overview of Understanding by Design, an educational framework for designing curriculum and lessons. It describes the three stages of Understanding by Design as Desired Results, Assessment Evidence, and Learning Plan. It also outlines the six facets of understanding as Explanation, Interpretation, Application, Perspective, Empathy, and Self-Understanding. Finally, it provides examples of learning activities and teaching methods that can be used to engage students and promote deep learning.
This document outlines a unit plan for an 8-week digital storytelling unit for grade 8 technology students. The unit focuses on how technological tools and techniques can affect, innovate, or reinvent storytelling. Students will create a digital version of an original short story by applying multimedia tools and techniques learned in class. Formative assessments include individual exercises in storyboarding, photo narration, animation, and video editing to help students acquire skills for their summative project of transforming a written story into a digital format. The unit aims to develop skills in investigation, design, planning, creation, and evaluation while emphasizing the learner profiles of inquirers, thinkers, communicators, and reflective learners.
Similar to Aligning ATL skills with MYP projects achievement levels (20)
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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.
How to Setup Warehouse & Location in Odoo 17 Inventory
Aligning ATL skills with MYP projects achievement levels
1. Research skills
Criterion A: Investigating
Achievement
levels
Level descriptor
The student is able to demonstrate:
Task-specific clarification
Possible demonstrations of ATL skills
1–2
• limited research skills.
Some sources are identified, but they
may be limited in number, breadth
and/or depth. Some sources are
recorded inappropriately or not at all.
• Collect and record data/sources.
• Access information to be informed and
inform others through the project.
3–4
• adequate research skills.
Data/sources are collected, used
and/or recorded in a general, basic
and appropriate manner.
• Collect, record and verify data/sources.
• Find information specific to and surrounding
the project, using a variety of media.
• Process data and report results.
• Construct a bibliography according to
recognized conventions.
5–6
• substantial research skills.
Sources are selected and applied
effectively to demonstrate various
perspectives. Learning is transferred
from inquiry to action.
• Collect, record, verify, and use a range of
sources/data.
• Identify primary and secondary sources.
• Compare, contrast and draw connections
among resources.
• Seek a range of perspectives from multiple
and varied sources to inform the project.
• Make connections between various sources
of information, prior knowledge and subject-
specific knowledge.
• Take effective notes during project
development.
7–8
• excellent research skills.
Research is systematic and effective
to the project, with insightful
understanding of perspectives.
Information is documented fully and
correctly.
• Collect and analyse data to identify solutions
and make informed decisions to further the
project.
• Create references and citations, use
footnotes/ endnotes and construct a
bibliography according to recognized
conventions.
• Locate, organize, analyse, evaluate,
synthesize and ethically use information
from a variety of sources and media
(including digital social media and online
networks).
• Use critical-literacy skills to analyse and
interpret information.
• Understand the impact of media
representations and modes of presentation
when analysing information.
• Demonstrate awareness of media
interpretations of events and ideas
(including digital social media).
• Understand and implement intellectual
property rights.
Further Guidance for MYP Projects. Geneva: International Baccalaureate Organization, May 2015. PDF.
2. Self-management skills
Criterion B: Planning
Achievement
levels
Level descriptor
The student is able to demonstrate:
Task-specific clarification
Possible demonstrations of ATL skills
1–2
• limited self-management skills.
Organization of time and information
is limited. Planning and/or action is
inconsistent.
• Set goals.
• Keep a basic log or timeline planning for the
project.
• Manage time and effort for short periods of
time.
3–4
• adequate self-management
skills.
Goals are appropriate. Personal and
external deadlines are met without
undue worry. Steady progress is
made throughout the project.
• Set goals that are challenging and realistic.
• Plan short- and long-term milestones; meet
deadlines.
• Keep an organized and logical system of
information.
• Practise strategies to overcome distractions.
• Practise dealing with disappointment and
unmet expectations.
5–6
• substantial self-management
skills.
Time and energy are well applied,
with clear planning and organization.
Self-awareness is apparent.
• Organize time and energy for a sustained
period of time.
• Keep and use a weekly planner for
milestones.
• Practise strategies to develop mental focus.
• Practise analysing and attributing causes for
failure.
• Practise managing self-talk and positive
thinking.
• Practise dealing with change throughout the
project.
7–8
• excellent self-management
skills.
Self-awareness of strengths and
limitations guide effective planning
and completion of the project. The
project is viewed as a positive
engaging experience that provides
the opportunity for further learning
experiences.
• Make plans that are logically sequential and
efficient.
• Demonstrate persistence and perseverance.
• Use appropriate strategies for organizing
complex information.
• Select and use technology effectively and
productively.
• Practise strategies to overcome distractions.
• Practise being aware of body–mind
connections.
• Practise “bouncing back” after adversity,
mistakes and failures.
3. Thinking skills
Criterion C: Taking action
Achievement
levels Level descriptor
The student is able to demonstrate:
Task-specific clarification
Possible demonstrations of ATL skills
1–2
• limited thinking skills.
Thinking is inflexible and does not
consider possible consequences.
There is limited examination and
exploration of options.
• Identify problems.
• Present one perspective.
• Draw simple conclusions.
• Consider ideas and possible solutions.
3–4
• adequate thinking skills.
Problems and solutions are
identified, recorded and justified.
Situations are anticipated and
negotiated through critical analysis
and creative solutions, drawing from
different sources.
• Practise observing carefully in order to
recognize problems.
• Gather information strictly relevant to the
project.
• Draw reasonable conclusions and
generalizations.
• Evaluate and manage risk.
• Consider ideas from multiple perspectives.
• Identify obstacles and challenges.
• Use brainstorming and visual diagrams to
generate new ideas and inquiries.
5–6
• substantial thinking skills.
Information is carefully selected,
processed and tested before
application to the project inquiry or
action. Ideas, challenges and
solutions are generated, transferred
and implemented, synthesizing
learning.
• Interpret data useful to the project.
• Test generalizations, hypotheses and
conclusions.
• Revise understanding based on new
information and evidence.
• Make guesses, ask “what if” questions.
• Apply existing knowledge to generate new
ideas, products or processes.
• Consider multiple alternatives, including
those that might be unlikely or impossible.
• Make connections between subject groups,
prior learning and experiential learning.
• Combine knowledge, understanding and
skills to create products or solutions.
4. Achievement
levels Level descriptor
The student is able to demonstrate:
Task-specific clarification
Possible demonstrations of ATL skills
7–8
• excellent thinking skills.
Conceptual understanding and
contextual learning influence the
development of the project. Critical
thinking, creative thinking and
transfer are natural and complex
processes that drive the project
development to successful
completion.
• Evaluate evidence, arguments and
propositions.
• Recognize unstated assumptions and bias.
• Develop contrary or opposing arguments.
• Analyse complex concepts and contexts into
their constituent parts and synthesize them
to create new understanding.
• Use models and simulations to explore
complex systems and issues.
• Troubleshoot systems and applications.
• Create original works and ideas; use
existing works and ideas in new ways.
• Practise flexible thinking—develop multiple
opposing, contradictory and complementary
arguments.
• Create novel solutions to authentic
problems.
• Make unexpected or unusual connections
between objects and/or ideas.
• Apply skills and knowledge in unfamiliar
situations.
• Change the context of an inquiry to gain
different perspectives.
5. Communication and social skills
Criterion C: Taking action
Achievement
levels
Level descriptor
The student is able to demonstrate:
Task-specific clarification
Possible demonstrations of ATL skills
1–2
• limited communication and
social skills.
Communication with supervisor,
experts or others is infrequent or
unclear. There are missed
opportunities for further social
connections.
• Organize information.
• Structure report following advice.
• Establish communication with supervisor.
3–4
• adequate communication and
social skills.
Communication with those involved
is clear and basic. The project is
completed with little input from
others, and limited feedback is given
or considered.
• Organize and depict information logically.
• Maintain communication with people
relevant to the project.
• Work with others within clear expectations.
• Read critically and for comprehension.
• (Give and) Receive feedback.
5–6
• substantial communication
and social skills.
The project is clearly organized and
communicated. The process involves
social skills at various stages of
development and communication is
effectively maintained in order to
consider the perspectives and
opinions of others.
• Participate in, and contribute to, digital
social media networks.
• Read a variety of sources for information.
• Communicate information and ideas
effectively to audiences using a variety of
media and formats.
• (Give and) Act meaningfully on feedback
received.
If applicable for the product/outcome:
• Delegate and share responsibility for
decision-making.
• Help others to succeed.
• Share ideas, collaborate and build
relationships with peers and experts using a
variety of digital environments and media.
6. Achievement
levels
Level descriptor
The student is able to demonstrate:
Task-specific clarification
Possible demonstrations of ATL skills
7–8
• excellent communication and
social skills.
Interaction with others, through clear
and consistent communication,
builds a sense of community in the
development of the project. The
student demonstrates understanding
of perspective, interpretation and
empathy, and effectively transfers
this knowledge to his or her own
communication strategies.
• Use intercultural understanding to interpret
communication.
• Use appropriate forms of writing and
speaking for different purposes and
audiences.
• Use a variety of media to communicate with
a range of audiences.
• Use and interpret a range of terms and
symbols.
• Paraphrase accurately and concisely.
• Preview and skim texts to build
understanding.
• Work effectively with experts and/or
supervisor.
• Listen actively to other perspectives and
ideas.
If applicable for the product/outcome:
• Encourage others to contribute.
• Negotiate effectively.
• Build consensus.
• Exercise leadership and take on a variety of
roles within groups.
• Make fair and equitable decisions.
• Manage and resolve conflict, and work
collaboratively.
• Interpret and use effectively modes of non-
verbal communication.
Students’ use of the inquiry cycle as an indicator of achievement for MYP projects
MYP projects offer students important opportunities to conduct independent inquiry into ideas and activities
of personal interest. Through inquiry, action and reflection, students can practise and improve their ATL
skills. Typically, students demonstrate higher achievement levels with regard to ATL skills as their projects
move through more complete and repeated cycles of inquiry.
Teachers often observe patterns of achievement like this:
Achievement levels Aspects of inquiry Cycle(s) of inquiry
1–2
• Inquiry (asking questions, defining
goals)
OR
• Action (working on or completing a
product or performance)
• Only one aspect of the cycle
3–4 • Inquiry and action • Incomplete cycle
5–6
• Inquiry, action and reflection (self-
assessment)
• One complete cycle
7–8 • Inquiry, action and reflection • Multiple, iterative cycles