This document discusses the purposes of assessment in primary schools. Formative assessment is used to guide instruction and involves gathering information to understand students' progress, while summative assessment evaluates learning at a point in time. The key difference is that formative assessment informs next steps in teaching, while summative assessment provides summaries of achievement. Effective assessment uses information to adapt teaching, provides feedback to help students improve, and engages students in self-assessment.
Teaching Higher Order Thinking & 21st Century SkillsTimothy Wooi
Higher Order Thinking and 21st Century Skills
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
Brearn Wright -- Making Learning MeaningfulBrearn Wright
These are presentation notes for Power Point entitled "Making Learning Meaningful." This presentation will lead to teacher improvement on the Classroom Assessment Scoring System (CLASS). Teachers will improve in the domain of Instructional Support and the dimension of Concept Development. Particularly, this presentation will help teachers with the following behavior indicators -- integration and connections to the real world.
Teaching Higher Order Thinking & 21st Century SkillsTimothy Wooi
Higher Order Thinking and 21st Century Skills
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
Brearn Wright -- Making Learning MeaningfulBrearn Wright
These are presentation notes for Power Point entitled "Making Learning Meaningful." This presentation will lead to teacher improvement on the Classroom Assessment Scoring System (CLASS). Teachers will improve in the domain of Instructional Support and the dimension of Concept Development. Particularly, this presentation will help teachers with the following behavior indicators -- integration and connections to the real world.
The Explosive Child: Summary CPS by Dr. Ross GreeneKathy Gregory
This presentation is meant to summarize Dr. Ross Greene's book, "The Explosive Child". None of this work is original to me, all of this work is from the work of Dr Ross Greene.
Education World Global ECE Conference Workshops.
Workshop 4: “What happens if we invest in developing staff and then they leave us?” – A ‘Hackathon’ on Strategies for Attracting and Retaining Teachers, 22 January 2016.
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
The Explosive Child: Summary CPS by Dr. Ross GreeneKathy Gregory
This presentation is meant to summarize Dr. Ross Greene's book, "The Explosive Child". None of this work is original to me, all of this work is from the work of Dr Ross Greene.
Education World Global ECE Conference Workshops.
Workshop 4: “What happens if we invest in developing staff and then they leave us?” – A ‘Hackathon’ on Strategies for Attracting and Retaining Teachers, 22 January 2016.
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
Content personalisation is becoming more prevalent. A site, it's content and/or it's products, change dynamically according to the specific needs of the user. SEO needs to ensure we do not fall behind of this trend.
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
By David F. Larcker, Stephen A. Miles, and Brian Tayan
Stanford Closer Look Series
Overview:
Shareholders pay considerable attention to the choice of executive selected as the new CEO whenever a change in leadership takes place. However, without an inside look at the leading candidates to assume the CEO role, it is difficult for shareholders to tell whether the board has made the correct choice. In this Closer Look, we examine CEO succession events among the largest 100 companies over a ten-year period to determine what happens to the executives who were not selected (i.e., the “succession losers”) and how they perform relative to those who were selected (the “succession winners”).
We ask:
• Are the executives selected for the CEO role really better than those passed over?
• What are the implications for understanding the labor market for executive talent?
• Are differences in performance due to operating conditions or quality of available talent?
• Are boards better at identifying CEO talent than other research generally suggests?
Observation Power Point Presentation 9 10 2010lggvslideshare
Example of Professional Development Workshop designed to expand upon teacher expertise, enrich the learning environment, and better understand the whole child.
The information in these slides was shared by Amudha Mahendiran and Terry Evans, members of the Early Childhood team at The Source for Learning, Inc., during VAECE's 2017 Annual Conference in Hampton Roads, VA, on Saturday, April 1, 2017.
PRESENTATION OVERVIEW
Participants in this session learned about different methods to observe children and how to use their observations to assess a child’s progress and guide their curriculum.
ABOUT EARLY CHILDHOOD AT THE SOURCE FOR LEARNING
SFL’s Early Childhood Education Division includes PreschoolFirst--a research-based, online child assessment system that has proven effective in early childhood classrooms -- as well as a wide range of professional development and management services for the early childhood community. The Division’s PD webinar series features cutting-edge and trending topics presented in a one-hour format by SFL’s early childhood education team, with guest appearances by ECE industry experts.
This presentations provides a working definition of fostering children's thinking skills. In addition, it gives examples and strategies for how teachers can foster children's thinking skills in the classroom. This presentation also connects fostering children's thinking skills to the Early Learning Framework. The Power Point also provides suggestions for teachers on how to improve their ability to foster children's thinking skills. Unfortunately, video clips are not included in the presentation.
Slides from presentation to help early childhood educators use the resources of the Illinois Early Learning Project to implement the Project Approach in their classrooms and programs.
Inquiry Approach and Problem Solving Method.pptxshesubaru
Inquiry Approach
What is the Inquiry Approach?
The steps in the Inquiry Approach
Instructional Characteristics of Inquiry Approach
Outcomes of Inquiry Teaching
How to Facilitate Inquiry Teaching
Problem Solving Method
Advantages of Problem Solving Method
Guidelines for Its Effective Use of Problem Solving Method
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Advantages and Disadvantages of CMS from an SEO Perspective
Assessing for leaning
1.
2.
3. Assessment serves different functions in education and so we discuss
its purpose in helping learning in the context of other purposes.
4. In Primary schools assessment, evaluation, testing
involve gathering information about children’s ideas and skills and
making judgements for various purposes.
• to find out where children are in the development of desired ideas, skills, and
attitudes (assessment for learning, or formative assessment).
• to find out what children have achieved at a certain point to report to parents
(assessment of learning or summative assessment).
5. What’s the difference between them?
It is not so much the way they are
carried out but in the use that is made of the
information that they provide.
They both involve information gathered
by teachers, but it is only formative assessment
when the information is used to decide the
appropriate next steps for individual children and
to adapt teaching accordingly.
6. Summative Assessment
• provides a summary of what has been achieved at a certain time.
• can provide information about individual children or about a whole class.
•relates to progression in learning against public criteria.
• it enables results from different children to be combined for various
purposes because they are based on the same criteria.
•it should be based on evidence relating to the full range of learning goals.
7. Why Formative Assessment?
• By finding what ideas the children bring to try to understand a new
experience, the teacher is in a position to ensure that these are taken into
account, so that new ideas or modification of existing ones, make sense to the
children.
• By noticing how they make their observations, express their predictions, and
plan their investigations, the teacher can see where the children are in the
development of these skills, and he or she is in a position to decide if they need
help to do these things more sicentifically.
• Having a clear view of progression in learning and making sure that relevant
information about where children are in this progression is picked up during the
regular course of interactions with children.
8. Classroom practice enriches if:
• assessment is used by teachers to adapt teaching.
• teachers give feedback to children in terms of how to improve their work, not in terms
of judgmental comments, grades, or marks.
•Children are actively engaged in learning.
• children are engaged in self-assessment and in helping to decide the next steps in
learning.
•Teachers regard all children as being capable of learning.
9.
10. Using Assessment to adapt teaching
Gathering and interpreting
information Planning investigations
•Questioning Do the children:
•Asking children to draw their ideas 1. start with a useful general approach even if
•Concept maps details are lacking or need further thought?
•Discussing words 2. identify the variable that has to be changed
•Listening to children-only and the things that should be kept the
discussions same for a fair test?
•Observing what children do as well 3. identify what to look for what or measure
as looking at what they produce. to obtain a result in an investigation?
4. succeed in planning a fair test using a given
framework of questions?
5. compare their actual procedures after the
event with what was planned?
6. Spontaneouslystructure their plans so that
independent, dependent, and controlled
variables are identified and steps taken to
ensure that the results obtained are as
accurate as they can reasonably be?
11. Observing
Do the children:
1. succeed in identifying obvious differences and similarities between objects and materials?
2. make use of several senses in exploring objects or materials?
3. Identify differences of detail between objects or materials?
4. identify points of similarity between objects where differences are more obvious than similarities
5. use their senses appropriately and extend the range of sight using a hand lens or microscope as
necessary?
6. distinguish form many observations those that are relevant to the problem in hand?
Communicating
Do the children:
1. Talk freely about their activities and the ideas they have, with or without making a written record?
2. Listen to other’s ideas and look at their results?
3. Use drawings, writing, models, paintings to present their ideas and findings?
4. Use tables, graphs, and charts when these are suggested to record and organize results?
5. Regularly and spontaneously use information books to check or supplement their investigations?
6. Choose a form for recording or presenting results that is both considered and justified in relation tp the type
of information and the audience?
12. Respect for evidence
Do the children:
1. attempt to justify conclusions in terms of evidence even if the interpretation is
influenced by preconceived ideas?
2. realize when the evidence doesn’t fit a conclusion based on expectations, although
they may challenge the evidence rather than the conclusion?
3. check parts of the evidence that don’t fit an overall pattern or conclusions?
4. accept only interpretations or conclusions for which there is supporting evidence?
5. show a desire to collect further evidence to check conclusions before accepting
them?
6. recognize that no conclusion is so firm that it can’t be challenged by further
evidence?
13. Feedback form Teacher to Children
How?
mark Tells how well the child has done.
Gives a judgment that encourages
children to labe lthemselves.
Judgmental comments
Provides a grade or a mark that
children use often to compare
themselves with each other or with
Non-judgmental comments what they want to achieve.
Focuses on the
task, not the person
Provides comments on
what to do next and
Encourages children to think ideas about how to do it.
about the work, not about
their feelings or ability.
14. Children assessing their own work
• give children some way
of judging where they are
in relation to this goal.
•share with children
the goal of learning in
an activity so that • help them think
they know where about their learning
they are going Teachers need to:
• ensure children
have the skills and
confidence to take
the next steps.