Assessment for learning (AfL) focuses on maximizing feedback between teachers and students to improve student learning. It involves teachers understanding where students are in their learning, where they need to go, and how to help them get there. Key aspects of AfL include sharing learning goals, using questions to gauge understanding, and providing feedback to guide next steps. Research shows AfL can significantly improve student achievement when implemented properly. Both formative and summative assessments can support AfL by informing teacher instruction and student learning.
Developing a teacher performance appraisalCarlo Magno
This document discusses frameworks for developing teacher performance appraisals. It begins by introducing the SABER model for assessment standards. It then discusses selecting a teaching framework to define the domains and components of teacher performance that will be assessed. Some example teaching frameworks mentioned include Marzano's teacher evaluation model, Danielson's framework for teaching, and learner-centered teaching frameworks. The document goes into detail describing the domains and elements of Marzano's model. It also provides a brief overview of Danielson's framework and the learner-centered teaching framework. The goal is to guide the development of a teacher performance appraisal by selecting an appropriate teaching framework to define the assessment domains and guide the item writing process.
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
The document discusses innovative assessment in higher education. It defines innovative assessment as encompassing a wide range of techniques and methods, not just new inventions, with the common goal of improving student learning. Innovative assessment aims to produce deep learning, motivate and commit students, and develop transferable skills through assessment done with and by learners. Critics argue innovative assessment may be less rigorous or demanding for students, while proponents believe it can provide fairer assessment of a broader range of skills and more reliable evaluation of learning when using multiple methods.
How do we know when our students are learning?Assessment of student learning is necessary to determine students’ strengths and weaknesses so that we can determine if students have learned the objectives and developed their skills. During the next year we will be providing faculty with resources to help them develop meaningful formative assessments to enhance their instruction. Faculty will be expected to include a formative assessment within each course and syllabus. Formative assessments help faculty determine how to modify their instruction from week to week to meet students’ needs. It is an assessment for learning. In contrast, summative assessments, such as course finals, are an assessment of learning. While both assessment approaches are necessary, our focus this year is to increase the use of formative assessments in our classes to improve learning. Fook & Sidhu (2010) succinctly captures the importance of assessment: “Many learning institutes have forgotten the ultimate purpose of the assessment actually is not only to prove but also to improve students’ learning” (p. 154).
Assessment for learning (AfL) focuses on maximizing feedback between teachers and students to improve student learning. It involves teachers understanding where students are in their learning, where they need to go, and how to help them get there. Key aspects of AfL include sharing learning goals, using questions to gauge understanding, and providing feedback to guide next steps. Research shows AfL can significantly improve student achievement when implemented properly. Both formative and summative assessments can support AfL by informing teacher instruction and student learning.
Developing a teacher performance appraisalCarlo Magno
This document discusses frameworks for developing teacher performance appraisals. It begins by introducing the SABER model for assessment standards. It then discusses selecting a teaching framework to define the domains and components of teacher performance that will be assessed. Some example teaching frameworks mentioned include Marzano's teacher evaluation model, Danielson's framework for teaching, and learner-centered teaching frameworks. The document goes into detail describing the domains and elements of Marzano's model. It also provides a brief overview of Danielson's framework and the learner-centered teaching framework. The goal is to guide the development of a teacher performance appraisal by selecting an appropriate teaching framework to define the assessment domains and guide the item writing process.
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
The document discusses innovative assessment in higher education. It defines innovative assessment as encompassing a wide range of techniques and methods, not just new inventions, with the common goal of improving student learning. Innovative assessment aims to produce deep learning, motivate and commit students, and develop transferable skills through assessment done with and by learners. Critics argue innovative assessment may be less rigorous or demanding for students, while proponents believe it can provide fairer assessment of a broader range of skills and more reliable evaluation of learning when using multiple methods.
How do we know when our students are learning?Assessment of student learning is necessary to determine students’ strengths and weaknesses so that we can determine if students have learned the objectives and developed their skills. During the next year we will be providing faculty with resources to help them develop meaningful formative assessments to enhance their instruction. Faculty will be expected to include a formative assessment within each course and syllabus. Formative assessments help faculty determine how to modify their instruction from week to week to meet students’ needs. It is an assessment for learning. In contrast, summative assessments, such as course finals, are an assessment of learning. While both assessment approaches are necessary, our focus this year is to increase the use of formative assessments in our classes to improve learning. Fook & Sidhu (2010) succinctly captures the importance of assessment: “Many learning institutes have forgotten the ultimate purpose of the assessment actually is not only to prove but also to improve students’ learning” (p. 154).
The document discusses evaluation in language curriculum design. It explains that evaluation aims to determine if a course is successful and where improvements are needed. Evaluation looks at all aspects of curriculum design, including results, planning, teaching quality, learner satisfaction, and cost-effectiveness. Gathering information involves interviews, surveys, and observations. It is important to gain support from those involved and determine who the evaluation is for and what information they need. Formative evaluation can help improve courses by involving teachers and designers and providing ongoing feedback. The results of evaluation are used to strengthen course design and implementation.
Lecture on the
different types of
inferential statistics and
when to use them.
Demonstration of
encoding data in SPSS
and computing statistics.
Hands on practice of
encoding a small data set
and computing statistics
in small groups.
Continuous and comprehensive evaluation (cce)Waheeda Bushra
CONTINUOUS & COMPREHENSIVE EVALUATION
The presentation is made for B. Ed. students.
Reference:
https://youtu.be/gRNq-mDcdQU (epg-Pathshala)
https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation
https://www.slideshare.net/NajmaKazi/cce-presentation-5457317
This document discusses formative and summative assessments. It begins by defining assessment and explaining that formative assessment involves gathering information during a course to provide feedback to improve student learning, while summative assessment measures student achievement at the end of a period. Formative assessments include oral questions, draft work, and peer reviews to help teachers and students identify areas for improvement. Summative assessments such as tests and projects are given at the end to evaluate learning and assign grades. The key difference is that formative assessment is for learning and summative assessment is of learning.
Development of Proposed Computer Program for Quarterly Assessments Activities Reggie Cruz
This document describes the development and validation of a computer program for quarterly assessments in senior high school learning disciplines. Experts validated the program's planning design, content, approach/methodology, and assessment/evaluation, providing feedback to improve the program. Users also expressed outstanding satisfaction with the program. The program was found to be an innovative and useful tool that aligns with 21st century skills and helps teachers and learners. Recommendations include obtaining further funding to support the program and maintaining/updating it based on expert feedback.
The document discusses 21st century skills and assessment. It begins by outlining key 21st century skills like critical thinking, problem solving, creativity, communication and collaboration. It then discusses how assessment of these skills has shifted from a focus on teaching and learning to incorporating assessment on a daily basis using various formative and summative methods. These include rubrics, checklists, self-reflection, peer review, observation, portfolios and questioning. The document emphasizes the need for assessment to be responsive, flexible, integrated, informative, using multiple methods and communicated to students to support learning.
Assessment and outcomes-based education (OBE) are closely linked. OBE shifts the focus from content delivery to equipping learners with the knowledge and skills needed for their future. Assessment must also focus on whether learners achieve important outcomes rather than just covering content. In OBE, learners are responsible for their own learning and progress, while lecturers take on more of a facilitating role to stimulate creativity and critical thinking. OBE benefits both students and lecturers by making learning more relevant, empowering, and focused on long-term success.
In the past, Since learning of basic knowledge was very important. The behaviourist approach was generally use as traditional instruction. In this instructional approach, knowledge is merely abstracted and the “learning” and “teaching” process is viewed as individual process, and “learning” is conceived as the accumulation of stimulus-response association. Drill and practice play an important role in this process. Also, the assessment practice is mainly based on testing, basic knowledge. Because, the proof of learning
generally is seen as changing the behaviors and increasing the right answer in test,
The document discusses problem-based learning (PBL) and how it could be implemented at Medanta. PBL is a student-centered pedagogy where students learn through solving open-ended problems. It begins with students being presented a problem to solve. To address the problem, students identify what they need to learn. They then research the issue and reconvene to apply their new knowledge to the problem. The role of instructors is to facilitate student learning rather than simply deliver information. PBL aims to develop lifelong learning and problem-solving skills.
The document discusses outcome-based education (OBE) principles and processes. Key points include:
- OBE focuses on defining clear learning outcomes that students should be able to demonstrate by the end of a course, rather than focusing on curriculum content.
- Core OBE principles are clarity of focus on intended outcomes, high expectations for students, designing the curriculum backwards from outcomes, and expanding opportunities for all students.
- The OBE process involves constructive alignment where teaching methods and assessments are aligned with learning activities to achieve intended outcomes.
This document discusses assessment and evaluation in outcome-based education. It outlines both old and new approaches to assessment, with the new approach focusing on active learning, critical thinking, and assessing learners on an ongoing basis based on outcomes rather than just exam scores. The role of lecturers shifts from being the sole source of knowledge to facilitating learning. Key benefits of the new approach include learners becoming problem solvers, effective communicators, and responsible citizens. Affective goals around attitudes and values are also important to assess but often neglected. The document emphasizes that changing assessment methods is crucial to changing student learning.
OUTCOMES-BASED EDUCATION (OBE) OR OUTCOMES-BASED TEACHING AND LEARNING (OBTL)JASMIN ROXAS
This document provides information about outcomes-based education (OBE), including:
- The key differences between traditional teaching and OBE, which focuses on what students can do rather than what teachers teach.
- The three views of OBE as an educational theory, systemic structure, or classroom practice.
- The constructive alignment framework which aligns intended learning outcomes, teaching methods, and assessments.
- Guidelines for writing effective intended learning outcomes, including making them student-focused, specific, and measurable.
The overall purpose is to explain the principles of OBE and provide tools to design curriculum and assessments aligned with learning outcomes.
This slide tackles the steps, guidelines, and parts of an online lesson. A checklist is provided to assess whether the online lesson conform to quality standards.
The document discusses the implementation of School Based Assessment (SBA) in Malaysia. It provides background on the motivation for moving away from an over-reliance on standardized exams and introduces the key components of SBA, including assessment by schools, central assessment, and psychometric assessment. Teachers will be empowered to conduct assessments to evaluate student achievement of learning objectives. SBA aims to provide a more holistic view of student abilities and reduce exam anxiety. A strategic plan is outlined for phased implementation across subjects between 2012-2016.
Professional teacher researcher gezim sukaGezim Suka
This document discusses what defines a professional teacher. It states that a professional teacher is committed to continuous learning, using best practices, and promoting student growth. They are responsible role models both inside and outside the classroom, maintaining high standards for dress, conduct, and competency. A professional teacher recognizes the importance of knowledge and uses instructional time effectively. Above all, they understand the significant impact they can have on students' lives and take their role seriously.
This document discusses the importance of outcome-based education. It provides the example of manufacturing analogy to illustrate how outcome-based education can be implemented. Specifically, it maps the key aspects of manufacturing like specifications, production process, performance indicators, and measurements to educational objectives, curriculum, learning outcomes, and assessment of outcomes respectively. The document emphasizes that the focus should be on what students learn and become rather than what teachers aim to teach. It also highlights some of the differences between passive learning and active learning in an outcome-based education system.
The document discusses outcome-based education, noting that it aims to align learning outcomes, content, and assessment through constructive alignment. It provides examples of issues that can occur when there is misalignment between an instructor's content, learning outcomes, and assessment. Additionally, it emphasizes the importance of student-centered learning and assessing what students are able to do rather than just what they know.
Using assessment data for improving teaching practice acer conference 2009 pptrobertsfiona
This document discusses how assessment data can be used by teachers, school leaders, and system leaders to improve teaching practice and student outcomes. It describes a cycle of inquiry where assessment data is analyzed to identify student and teacher needs, inform changes to practice, and evaluate impact on learning. Key aspects include having relevant data, developing inquiry skills, and using evidence-informed conversations to deepen professional knowledge and refine teaching skills at all levels of the education system.
This document outlines a training session on lesson planning using the Present, Practice, Produce (PPP) format. The session begins with introductions and a group discussion on the importance of lesson planning. It then provides a lecture on incorporating language skills and methodology into lessons, explaining the PPP format and its elements. Trainees participate in an activity to create a lesson plan in groups using the PPP format and materials provided. They then assess another group's lesson plan. The document aims to prepare participants for practicum by teaching effective lesson planning techniques.
Student-led conferences require preparation from both students and teachers. Teachers must design assignments that foster self-reflection, collect student work in portfolios, and help students learn to evaluate their own work. Students must organize their work, write reflection letters, and practice presenting to teachers. The goal is for students to take responsibility for their learning by sharing work and setting goals at conferences led by themselves with their parents.
The document discusses evaluation in language curriculum design. It explains that evaluation aims to determine if a course is successful and where improvements are needed. Evaluation looks at all aspects of curriculum design, including results, planning, teaching quality, learner satisfaction, and cost-effectiveness. Gathering information involves interviews, surveys, and observations. It is important to gain support from those involved and determine who the evaluation is for and what information they need. Formative evaluation can help improve courses by involving teachers and designers and providing ongoing feedback. The results of evaluation are used to strengthen course design and implementation.
Lecture on the
different types of
inferential statistics and
when to use them.
Demonstration of
encoding data in SPSS
and computing statistics.
Hands on practice of
encoding a small data set
and computing statistics
in small groups.
Continuous and comprehensive evaluation (cce)Waheeda Bushra
CONTINUOUS & COMPREHENSIVE EVALUATION
The presentation is made for B. Ed. students.
Reference:
https://youtu.be/gRNq-mDcdQU (epg-Pathshala)
https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation
https://www.slideshare.net/NajmaKazi/cce-presentation-5457317
This document discusses formative and summative assessments. It begins by defining assessment and explaining that formative assessment involves gathering information during a course to provide feedback to improve student learning, while summative assessment measures student achievement at the end of a period. Formative assessments include oral questions, draft work, and peer reviews to help teachers and students identify areas for improvement. Summative assessments such as tests and projects are given at the end to evaluate learning and assign grades. The key difference is that formative assessment is for learning and summative assessment is of learning.
Development of Proposed Computer Program for Quarterly Assessments Activities Reggie Cruz
This document describes the development and validation of a computer program for quarterly assessments in senior high school learning disciplines. Experts validated the program's planning design, content, approach/methodology, and assessment/evaluation, providing feedback to improve the program. Users also expressed outstanding satisfaction with the program. The program was found to be an innovative and useful tool that aligns with 21st century skills and helps teachers and learners. Recommendations include obtaining further funding to support the program and maintaining/updating it based on expert feedback.
The document discusses 21st century skills and assessment. It begins by outlining key 21st century skills like critical thinking, problem solving, creativity, communication and collaboration. It then discusses how assessment of these skills has shifted from a focus on teaching and learning to incorporating assessment on a daily basis using various formative and summative methods. These include rubrics, checklists, self-reflection, peer review, observation, portfolios and questioning. The document emphasizes the need for assessment to be responsive, flexible, integrated, informative, using multiple methods and communicated to students to support learning.
Assessment and outcomes-based education (OBE) are closely linked. OBE shifts the focus from content delivery to equipping learners with the knowledge and skills needed for their future. Assessment must also focus on whether learners achieve important outcomes rather than just covering content. In OBE, learners are responsible for their own learning and progress, while lecturers take on more of a facilitating role to stimulate creativity and critical thinking. OBE benefits both students and lecturers by making learning more relevant, empowering, and focused on long-term success.
In the past, Since learning of basic knowledge was very important. The behaviourist approach was generally use as traditional instruction. In this instructional approach, knowledge is merely abstracted and the “learning” and “teaching” process is viewed as individual process, and “learning” is conceived as the accumulation of stimulus-response association. Drill and practice play an important role in this process. Also, the assessment practice is mainly based on testing, basic knowledge. Because, the proof of learning
generally is seen as changing the behaviors and increasing the right answer in test,
The document discusses problem-based learning (PBL) and how it could be implemented at Medanta. PBL is a student-centered pedagogy where students learn through solving open-ended problems. It begins with students being presented a problem to solve. To address the problem, students identify what they need to learn. They then research the issue and reconvene to apply their new knowledge to the problem. The role of instructors is to facilitate student learning rather than simply deliver information. PBL aims to develop lifelong learning and problem-solving skills.
The document discusses outcome-based education (OBE) principles and processes. Key points include:
- OBE focuses on defining clear learning outcomes that students should be able to demonstrate by the end of a course, rather than focusing on curriculum content.
- Core OBE principles are clarity of focus on intended outcomes, high expectations for students, designing the curriculum backwards from outcomes, and expanding opportunities for all students.
- The OBE process involves constructive alignment where teaching methods and assessments are aligned with learning activities to achieve intended outcomes.
This document discusses assessment and evaluation in outcome-based education. It outlines both old and new approaches to assessment, with the new approach focusing on active learning, critical thinking, and assessing learners on an ongoing basis based on outcomes rather than just exam scores. The role of lecturers shifts from being the sole source of knowledge to facilitating learning. Key benefits of the new approach include learners becoming problem solvers, effective communicators, and responsible citizens. Affective goals around attitudes and values are also important to assess but often neglected. The document emphasizes that changing assessment methods is crucial to changing student learning.
OUTCOMES-BASED EDUCATION (OBE) OR OUTCOMES-BASED TEACHING AND LEARNING (OBTL)JASMIN ROXAS
This document provides information about outcomes-based education (OBE), including:
- The key differences between traditional teaching and OBE, which focuses on what students can do rather than what teachers teach.
- The three views of OBE as an educational theory, systemic structure, or classroom practice.
- The constructive alignment framework which aligns intended learning outcomes, teaching methods, and assessments.
- Guidelines for writing effective intended learning outcomes, including making them student-focused, specific, and measurable.
The overall purpose is to explain the principles of OBE and provide tools to design curriculum and assessments aligned with learning outcomes.
This slide tackles the steps, guidelines, and parts of an online lesson. A checklist is provided to assess whether the online lesson conform to quality standards.
The document discusses the implementation of School Based Assessment (SBA) in Malaysia. It provides background on the motivation for moving away from an over-reliance on standardized exams and introduces the key components of SBA, including assessment by schools, central assessment, and psychometric assessment. Teachers will be empowered to conduct assessments to evaluate student achievement of learning objectives. SBA aims to provide a more holistic view of student abilities and reduce exam anxiety. A strategic plan is outlined for phased implementation across subjects between 2012-2016.
Professional teacher researcher gezim sukaGezim Suka
This document discusses what defines a professional teacher. It states that a professional teacher is committed to continuous learning, using best practices, and promoting student growth. They are responsible role models both inside and outside the classroom, maintaining high standards for dress, conduct, and competency. A professional teacher recognizes the importance of knowledge and uses instructional time effectively. Above all, they understand the significant impact they can have on students' lives and take their role seriously.
This document discusses the importance of outcome-based education. It provides the example of manufacturing analogy to illustrate how outcome-based education can be implemented. Specifically, it maps the key aspects of manufacturing like specifications, production process, performance indicators, and measurements to educational objectives, curriculum, learning outcomes, and assessment of outcomes respectively. The document emphasizes that the focus should be on what students learn and become rather than what teachers aim to teach. It also highlights some of the differences between passive learning and active learning in an outcome-based education system.
The document discusses outcome-based education, noting that it aims to align learning outcomes, content, and assessment through constructive alignment. It provides examples of issues that can occur when there is misalignment between an instructor's content, learning outcomes, and assessment. Additionally, it emphasizes the importance of student-centered learning and assessing what students are able to do rather than just what they know.
Using assessment data for improving teaching practice acer conference 2009 pptrobertsfiona
This document discusses how assessment data can be used by teachers, school leaders, and system leaders to improve teaching practice and student outcomes. It describes a cycle of inquiry where assessment data is analyzed to identify student and teacher needs, inform changes to practice, and evaluate impact on learning. Key aspects include having relevant data, developing inquiry skills, and using evidence-informed conversations to deepen professional knowledge and refine teaching skills at all levels of the education system.
This document outlines a training session on lesson planning using the Present, Practice, Produce (PPP) format. The session begins with introductions and a group discussion on the importance of lesson planning. It then provides a lecture on incorporating language skills and methodology into lessons, explaining the PPP format and its elements. Trainees participate in an activity to create a lesson plan in groups using the PPP format and materials provided. They then assess another group's lesson plan. The document aims to prepare participants for practicum by teaching effective lesson planning techniques.
Student-led conferences require preparation from both students and teachers. Teachers must design assignments that foster self-reflection, collect student work in portfolios, and help students learn to evaluate their own work. Students must organize their work, write reflection letters, and practice presenting to teachers. The goal is for students to take responsibility for their learning by sharing work and setting goals at conferences led by themselves with their parents.
This document outlines the agenda for a class on reflection and advocacy in teaching. It includes activities like reflecting on what students have learned, sharing words of wisdom, and discussing reflective practice and its role in teaching. It also covers maintaining relationships with colleagues, parents, and community members to support students. Students brainstorm ways to advocate for art, such as displaying student work, organizing art shows, and presenting their ideas to other art educators.
The document provides information on effective lesson planning for teachers. It discusses the importance of lesson planning for time management, building teacher confidence, and providing a clear structure for teaching. The key components of a lesson plan are outlined as general information, objectives, materials, procedure, and assessment. Objectives should be specific, measurable, and attainable. Assessment can occur throughout the lesson and at the end using methods like exit slips. The document also covers ordering lesson activities, reflecting on lessons, and considering elements like motivation and sequencing. Overall, the document emphasizes that thorough lesson planning is essential for effective teaching and student learning.
The document discusses creating intrinsic motivation through fun in English as a Foreign Language (EFL) classrooms. It includes a literature review discussing how students prefer teachers who make learning fun. The literature review also examines different types of fun in digital games and how intrinsic motivation relates to language learning strategies and achievement. A fishbone diagram and matrix diagram analyze the main and root causes of low motivation. Interviews with teachers and academics suggest making lessons enjoyable through engaging activities, humor, and balance. A student questionnaire finds that the majority look forward to English class and learn more when lessons are enjoyable.
Curricular and examination reforms [22 09-2014]Jani Reddy
The document discusses reforms to state curricula and evaluations in Andhra Pradesh. It outlines revisions made to syllabi, textbooks, and academic standards from classes 1-10. It also describes the implementation of continuous and comprehensive evaluation (CCE) from classes 1-8, and reforms to high school evaluations including: conducting exams in fewer subjects; including internal marks; implementing grading on a scale of A1-D2; evaluating co-curricular activities; and training teachers on the reformed assessment processes.
The document summarizes a CLIL training session that covered various topics:
1. The final session included an exam on creating CLIL units, implementation, and evaluation.
2. Participants took a quiz on CLIL and analyzed CLIL activities using Cummins' matrix.
3. Proper planning of CLIL units was discussed, including establishing a vision, context, unit concept and mind map, and selecting appropriate task types and materials.
4. Examples of CLIL activities and assessments were provided, focusing on making activities student-centered, meaningful, and inclusive of multiple intelligences.
Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
Literacy coaching for high impact InstructionLisa Shaw
This document discusses strategies for literacy coaching, including setting instructional targets, planning for teaching and learning, unpacking standards, and using high-leverage instructional practices like effective questioning and thinking prompts. It provides examples of how to analyze standards and curriculum, plan learning assessments and activities, and develop student-focused learning goals and evaluation criteria. The document emphasizes using student-centered, evidence-based approaches to help teachers improve literacy instruction.
This document summarizes a professional development session on assessment for learning (AFL). The presenter discussed moving away from traditional assessment practices towards a more formative approach. Key points included:
1) The presenter advocated giving students more feedback and fewer grades in order to increase learning. Feedback should be specific and actionable for students.
2) Traditional practices like assigning grades for every assignment were questioned. Research suggests this has little impact on learning. The focus should be on learning, not task completion.
3) Creating student-friendly learning intentions and criteria was a focus. Teachers worked on drafting intentions for upcoming lessons to increase clarity and engagement.
4) Increasing feedback through methods like student conferences and
This document provides guidance on lesson planning for foreign language instruction. It discusses why lesson planning is important, noting that lessons shape student learning and impact their attitudes. It also explains that lesson planning allows teachers time to consider goals, objectives, student needs and instructional decisions. The document then outlines common elements of effective lesson planning, including setting purpose, backward design, research-based strategies, assessment, scaffolding and more. It emphasizes applying these elements and student characteristics in the planning process.
Art Education - The Challenges of Curriculum TransitionChristine Miller
This presentation examines a school district's Art I Foundation curriculum change into the Understanding by Design curriculum template. Find out the challenges and successes for this National Art Education Association annual conference in New York City March 2017.
This document contains an agenda for an education planning session. It includes a picture book presentation, a session on planning, and work time for monographs. During the picture book presentation, students complete a peer evaluation. They then discuss different types of planning they saw during placements and any questions about planning. An example of a poor teaching task involving puzzles is described. Principles of backward design and starting with the end in mind are discussed. Different types of planning including long-range, short-term unit plans, and daily/weekly lesson plans are outlined. Effective instructional planning involves considering the teacher, learner, subject matter, and environment. Collaborative planning is discussed using different expertise. Homework involves continuing monograph research and preparation
This document provides information about language assessment for teachers. It discusses assessing student progress in language in relation to content and performance standards. It emphasizes evaluating student achievement of overall expectations in language rather than every curriculum expectation. The document also addresses assessing student work in a balanced manner across four categories: knowledge and understanding, thinking, communication, and application. It includes examples of assessment tools like exemplars, developmental continua, and teacher moderation. It provides a sample writing assessment task for grade 5 students and describes the process for teacher moderation of student work. Various digital tools for creating learning objects to support writing structures and organization are also listed.
This document outlines how to design an innovative activity using the communicative approach in STEM schools. It discusses the communicative approach, which focuses on meaningful communication and real-world language use. The document provides examples of classroom activities that employ the communicative approach, such as adapting, modifying, or creating activities. It also discusses how to design activities using a cycle that incorporates skills, teaching strategies, resources, assessment, time, and feedback. The document aims to help teachers design activities that allow students to achieve learning outcomes through engaging, communicative lessons and activities.
This document provides information about language assessment for teachers. It discusses assessing student progress on language content and performance standards. It also addresses how to evaluate student work in categories like knowledge, thinking, communication and application. The document provides examples of language assessment tasks, rubrics and teacher moderation activities. It describes assessing writing through rubrics and comparing student work to achievement levels. Finally, it discusses using resources like exemplars, continuums and webcasts to guide assessment and moderation.
- Students will develop observational drawing skills through creating a self-portrait focused on analyzing facial features and proportions.
- The teacher will model drawing techniques step-by-step using a tablet and students will practice drawing their own portraits, applying what they learned about proportions.
- Students' self-portraits will be assessed using a rubric to evaluate their understanding of proportions and observational drawing skills. Accommodations will be provided for students with IEPs, 504 plans, or who are English learners.
This document provides guidance for planning a curriculum embedded unit with real world connections using a project-based learning approach. It outlines key aspects of planning such an interdisciplinary unit, including developing an engaging driving question, launching the project, creating authentic products, incorporating showcases and field experiences, providing feedback and assessment, and considering next steps. Planning requires collaboration across departments to identify overlaps and ensure coherence, as well as outreach to experts and community partners to connect learning to the real world. The process emphasizes student agency, developing cultural and social capital, and creating value for an authentic audience.
This document outlines the objectives and processes of several teacher training sessions. Session I aims to familiarize participants with the 5-day schedule and their responsibilities. Session II involves discussing classroom issues, learner needs, and expectations for revised curriculum. Session III covers expectations for learner outcomes and ensuring academic standards. Session IV demonstrates pre-reading activities like picture interactions. Session V outlines reading processes and generating discourses after reading.
This document provides an overview for a course on collaborative teacher inquiry. It discusses moving from an emphasis on curriculum requirements to applying principles in various contexts. It introduces the collaborative teacher inquiry process where teachers examine their own practice using research techniques. Students will form groups to conduct an inquiry on an area of literacy teaching, producing a monograph on their findings and an independent lesson plan with a digital resource. The document outlines assignments including a social justice picture book lesson, collaborative inquiry topics from previous years, and a schedule for the picture book presentations.
This document discusses mentoring colleagues and the role of an instructional coach. It provides an overview of the Australian Professional Standards for Teachers, which outline what teachers should know and be able to do at various stages of their career. An instructional coach can help mentors grow by modeling high-level teaching skills, supporting colleagues undergoing accreditation, and establishing a professional learning hub for workshops, observations, and sharing best practices. The coaching process involves setting goals, lesson planning, observations, and debrief meetings to help teachers improve.
Leadership in Languages MLTANSW workshop 2015MLTA of NSW
The document discusses challenges facing language programs at Ravenswood, a girls' school in Sydney. It asks how to increase student numbers in senior language classes to avoid combining HSC and IB classes. Another trend is more students choosing the IB diploma over the HSC, impacting language class structures. Suggested strategies include engaging students through interesting programs, external accreditation opportunities, immersion experiences, and flexibility in timetabling. The document advocates fighting to ensure quality time, dedicated spaces, resources, and passionate teachers for language programs.
This document discusses qualities of effective leadership and team management. It begins by outlining Australian teaching standards regarding professional engagement and ethics. It then presents qualities of effective leaders, including prioritizing, decision-making, respecting staff, setting goals together, and leading by example with integrity. The document also identifies poor leadership qualities like indecisiveness, not fighting for one's team, and micromanaging. Finally, it suggests discussing scenarios to demonstrate how skills, relational qualities, and personal character can help solve problems faced by leaders.
This document provides an overview of a workshop about unpacking the Australian Professional Standards for Teachers for accreditation in New South Wales. It discusses the four levels of accreditation, the three domains and focus areas of the standards, and how the standards are numbered. It also covers the process for maintaining proficient teacher accreditation, including professional development requirements. Teachers must meet requirements in specific standard descriptors and undertake further studies or complete a professional development progress report. The document provides information on developing a professional learning plan and lists useful resources for teachers.
This document provides guidance for developing effective K-10 language programs. It discusses key elements to consider, such as the purpose of the program, format, topics, goals and how they will be assessed. Different approaches are outlined, including understanding backwards design and using a multidisciplinary approach. The importance of scope and sequence, program and unit outlines, teaching strategies, evaluation and assessment types are explained. Questions to guide planning and reflection at each stage of program development are provided.
Maria Lobytsyna - Using Authentic, Online textsMLTA of NSW
This document discusses using authentic audio-visual texts in language classrooms. It provides examples of audio-visual resources used such as documentaries, interviews, films and songs. It also discusses platforms like Moodle and Edmodo that can be used and the importance of audio-visual texts in language curriculums. Challenges in teaching comprehension of audio-visual texts and developing higher-order thinking skills are also addressed. The document concludes with considerations around copyright and ways to embed and use audio-visual content within online courses.
Kylie Farmer, AFMLTA Australian Curriculum: LanguagesMLTA of NSW
This document discusses the Australian Federation of Modern Language Teachers' Associations (AFMLTA) and the Australian Curriculum. It outlines AFMLTA's vision and strategic plan, which focuses on member services, leadership/advocacy, research, and governance. It provides information on AFMLTA's support for languages teachers, including professional recognition awards, resources, and representation in curriculum development. The document also summarizes implementation timelines and benefits of the Australian Curriculum: Languages for students, teachers, and language education overall.
William De Jean - From Fading to FlourishingMLTA of NSW
This document discusses reconnecting the personal and professional aspects of one's career. It outlines three lessons: stay connected to yourself, speak to each other about who you are as a group, and that any actions taken to improve yourself or your community will benefit your entire profession.
Caroline david how to motivate students and make languages central - no photosMLTA of NSW
The document discusses strategies for increasing language learning participation rates at Smith's Hill High School. It notes that 100 students were surveyed about their motivations, which included overseas study tours, interesting classes, passionate teachers, a sense of achievement, choice of languages, and contact with native speakers. It then provides many tactics for connecting with students early, building rapport, gaining administrative support, engaging students through interactive activities, using technology and media, emphasizing the benefits of language learning, and organizing overseas study tours. The overall aim is to promote language programs and increase student enrollment numbers.
John Hajek presented many ideas to inspire language teachers on how to maintain student engagement with language learning beyond mandatory schooling. He suggested unconventional marketing strategies like using humor, celebrity endorsements, and popular songs translated into other languages. He also emphasized raising expectations for language learning and addressing issues like underfunding, perceptions that languages are too difficult, and lack of support from principals. The goal is to increase the desire for language learning and overcome the challenges facing languages in Australian schools and society.
Melissa gould drakeley – engaging primary students with digital resourcesMLTA of NSW
Primary students can be engaged with digital resources like Buddy Poke for practicing speaking, creating avatars to personalize learning, and playing memory and vocabulary games online. Consolidating knowledge can be done on Quia through games and quizzes on various topics. Class tools provides widgets and activities to extend student learning, such as quizzes on Indonesian time indicators.
Penelope johnstone using advertising commercials to teach language and cultureMLTA of NSW
Penelope Johnstone presented on programming for transitioning Italian language learning from primary to secondary school. She discussed using a song about weather to teach vocabulary across grades in an engaging way. Students created fashion shows displaying appropriate clothing for different seasons. Technology like video conferencing was used to strengthen collaboration between schools and improve language skills through peer teaching. The presentation aimed to facilitate long-term retention of Italian vocabulary and ensure a smooth transition to secondary language studies.
Carmelina fede – flipping the classroomMLTA of NSW
This document describes a flipped classroom model for teaching grammar. In a traditional grammar lesson, a new concept is introduced, notes are taken, and exercises are completed for homework. In the flipped model, exercises are completed in class with individual assistance, and a composition exercise requiring deeper understanding is assigned. The flipped model involves recording lessons and posting them online for students to access from home to free up class time for active learning activities like peer tutoring and exercises with teacher guidance. Potential pros are reusable resources, opportunities for tutoring and guidance, and less work taken home, though cons include time to prepare recordings and student access to technology.
Lynda kartout alliance francaise – support for french teachersMLTA of NSW
This document outlines the French language and cultural programs offered by the Alliance Française de Sydney for schools in 2014. It includes a simulated "Tour de France" program that teaches French regions through the adventures of the character Kadel the Kangaroo. Other programs include French story times, term and holiday classes for kids and teens, workshops on French culture, pronunciation and preparing for the HSC. It also describes the NSW French Challenge exams and "La Perouse" competition for selected students.
Jonathan petersen indonesian at coffs harbour ccsMLTA of NSW
The document discusses strategies for teaching Indonesian language at Coffs Harbour Christian School. It outlines four key approaches: maintaining continuity from primary to tertiary education; promoting the language within the school; linking with the local Indonesian community; and adopting a whole school focus on the language. Recent achievements in implementing these approaches are also mentioned.
Barbara schaffer dec connected classroom blogMLTA of NSW
The document discusses the benefits that blogs can provide for teachers and students. It states that blogs allow teachers to connect with others, share information, promote reflection and dialogue, curate content, and create an ongoing record of events and learning. Blogs also provide an authentic audience for student writing and allow them to showcase successes. The document encourages challenging oneself by reading, commenting on, and creating blogs, as well as setting them up for students. It notes blogs can be used to create engaging content and foster collaboration among teachers, students, and wider communities.
Some universities in New South Wales, including the University of New South Wales, give bonus points to students who achieve excellent results in subjects directly related to the courses they apply for. These bonus points are calculated automatically and can increase a student's chances of receiving an offer. While bonus points are not exclusive to language students, studying a second language can fulfill requirements for certain degrees and enhance personal growth opportunities like studying abroad. There is potential to foster cooperation between Go8 universities on policies around bonus points and language learning.
The document summarizes the NSW Board of Studies review of languages education, which includes 6 proposals to improve and expand language learning in NSW. The proposals focus on making languages mandatory in primary school, increasing flexibility and hours of language learning in high school, strengthening recognition of language proficiency, and raising the overall profile of languages education. It also provides an update on the development of the Australian Curriculum, including restructuring of strands and delayed timeline for implementation.
Building Community Beyond the Staffroom aims to connect teachers online through a Ning community. The community provides a space for teachers to share resources and support, discuss relevant topics, and collaborate with one another. It serves as a one-stop shop through integrated sites and functions like forums, chat, and regular updates to foster a more active and supportive environment for teachers.
This document outlines a program called "Expanding Horizons with Asia" that was launched by the Sydney Regional Director to incorporate Hindi language and Indian culture into the curriculum of 7 primary schools in Sydney. The program aimed to teach students about India through history, geography, literature, festivals, music, dance and art. Each school participated in weekly Hindi lessons and bi-termly video conferences. Teachers integrated language, culture and arts across terms with a focus on Holi, crafts, cooking and Diwali. The program compared facts about Australia and India such as geography, population density, and national symbols. There were plans to continue and expand the program to more schools in the following years.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
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.
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.
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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
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
2. Aims
• to reflect on the attributes of a quality
assessment task
• to link those qualities to the Professional
Standards for Accomplished Teachers of
Languages and Cultures
• to examine the process of assessment for
learning through the experience of staff at
the Saturday School of Community
Languages, Merewether HS
• to discuss the possible application of the
above to participants’ own contexts
3. Professional Standards for Teachers
of Languages and Culture
• Promote reflection
• Stimulus for professional
dialogue
http://www.decs.sa.gov.au/curric/files/links/prof_standards.pdf
4. • Professional standards for
accomplished teachers of
languages and cultures.
Accomplished languages and cultures
teaching is reflected through the
following dimensions:
• educational theory and practice
• language and culture
• language pedagogy
• ethics and responsibility
• professional relationships
• awareness of wider context
• advocacy
• personal characteristics
5. Which standards does assessment
relate to?
• Language Pedagogy
“….approach to assessment
examines understanding,
learning and performance, and
uses assessment to foster
learning as well as evaluate
learning.............”
“…..select assessment tasks
which are appropriate to the
purposes of the assessment and
use the assessment for effective
feedback and reporting.”
6. ACTIVITY
• What makes a quality
assessment task?
Take a few minutes to think about this and discuss it
with your colleagues.
Jot down no more than 5 points.
7. The 10 principles: Assessment for
Learning
Assessment Reform Group, 2002
http://www.qca.org.uk/qca_4336.aspx
8. 1. Assessment for learning
should be part of effective
planning of teaching and
learning
2. Assessment for learning
should focus on how
students learn
9. 3. Assessment for learning
should be recognised as
central to classroom
practice
4. Assessment for learning
should be regarded as a
key professional skill for
teachers
10. 5. Assessment for learning
should be sensitive and
constructive because any
assessment has an
emotional impact
6. Assessment for learning
should take account of the
importance of learner
motivation
11. 7. Assessment for learning
should promote
commitment to learning
goals and a shared
understanding of the
criteria by which they are
assessed
8. Learners should receive
constructive guidance
about how to improve
12. 9. Assessment for learning
develops learners’
capacity for self-
assessment so that they
can become reflective
and self-managing
10. Assessment for learning
should recognise the full
range of achievements of
all learners
13. Our challenge at SSCL
Merewether High School
• To overcome the
perception that Saturday
School is not as important
as mainstream school
• To encourage students
and teachers to focus on
the process rather than just
the product.
14. RESEARCH PROJECT (PART OF HALF YEARLY
ASSESSMENT)
Teachers:
• Meet and brainstorm ideas
Students:
• from 7-10 are required to
complete a research project.
• are given a selection of topics
from which to choose.
• are given a selection of media
to use for the presentation of
their research eg power point,
photo story, oral presentation
15. • PROJECT
• Outcomes:
• TASK
• Marking Guidelines:
• Points to Note
• It is important to follow the due dates carefully as each
section is significant and is marked.
• It is necessary to plan your project and return it to the class
teacher on the ‘Student Question and Plan’ sheet.
• You will need to hand in the ‘Parent Evaluation and Student
Progress’ sheet.
• It is essential that you seek clarification or ask for help at any
time if you are uncertain of anything.
• Due Dates and Marks
• 17th MAY Student Questions and Plan sheet due
(10Marks)
• 31st MAY Parent Evaluation and Student Progress sheet
due (5 Marks)
• 21st JUNE Project Due (85 Marks)
16. Why have the planning sheet and
the parent evaluation and student
progress sheet?
• requires some planning – can’t
leave the project till the night
before
• teacher can give assistance before
it’s too late
• parental involvement – parents are
aware of requirements of the
project & can assist
• promotion of our school and
accountability
18. STUDENT QUESTIONNAIRE AND
PLAN (due 17 May)
th
My Choice is:
I am going to create and include (explain
your section or choice):
I need to do these things in order to
complete my project (eg research write,
draw etc):
Teacher’s Response:
19. Parent Evaluation and Student
Progress (due 31 May) st
Project Task: ___________
• In relation to his/her project my child is:
– EXPERIENCING DIFFICULTY
– COPING WELL
– COPING VERY WELL & ENJOYING THE
PROJECT
• So far they have:
• Parent Comment:
Parent Signature: Date:
20. Student’s Response ( due 31 st
May)
I am:
• Having difficulty
• Doing well
• Doing really well
I have used my time:
• Not very well
• Effectively
• Very wisely
Comment: How can we help?
Signature: Date:
21. Reflection Statement
The following statement is
designed to assess the
suitability of the task for each
student and will be used in
the development of future
tasks.
Please take the time to
complete this section honestly
and thoughtfully.
22. The least challenging part of
the task for me was …….
because……..
The most challenging part of
the task for me was…….
because………
The most enjoyable part of
the task for me was
because………
23. From the project I learned:
You may list as many things as you wish.
There is no need to complete all of
the sections below or you may wish to
add more. You should include
statements about time management
or research as well as things about the
language and culture.
24. Parents’ Comments 1
So far my child has done:
Parent comment:
• So far Nick is doing very well with his
project and there are no difficulties. We
don’t believe he will have any difficulties
but could you pay particular attention to
his spelling.
• Has been planning and drawing for the
project to get ready to publish it.
• Research/made enquiries about family
members – constructed scaffold-
researched basic Chinese family structure.
Working well.
• Researched family names, bought
cardboard. Collected information for
power point and started writing speech.
We have given Louisa most of the Chinese
names. She will be collecting more
information.
25. Parents’ Comments 2
“…. is very responsible in doing her
assignments considering her lack of
time due to school homework and
work responsibilities”
“The timing of the assignment isn’t ideal
as it clashes with her half yearly &
assignments which need to be
completed for her report.”
“ I think Sophie is getting a better
understanding of differences of
Australian & Chinese family life &
learning more about her heritage”
26. Students’ Comments
“There aren’t many
differences between my
family and my friend’s. The
only obvious difference
was the time that we
brushed our teeth.”
“.. some things don’t
translate across cultures.”
27. Students’ Comments cont’d
“ I learnt what a mind map
was.”
“I also learned to organise all
the information so that
when I make a book it
looks organised”
“I learnt that google
language tool exists”
28. Student comments cont’d
“The most enjoyable part for me
was finishing it.”
“Sorry but too much normal
school homework at ….”
“No comment.”
“I’m having a few problems with
vocabulary.”
29. What can teachers learn from the
planning and evaluation sheets?
• Students’ preferred learning
styles
• Students’ interest areas
• Areas of students’ strengths and
weaknesses
• Data for planning of future
lessons and tasks
31. 17-20 Applies a wide range of sophisticated linguistic structures to
express original ideas.
Uses language and visual imagery that is appropriate to the
specified age group.
Uses culturally appropriate language tools to enhance meaning.
Clearly demonstrates awareness of the similarities and differences
between Australian and........ families.
13-16 Applies a range of linguistic structures to express original ideas.
Most language and visual imagery is appropriate to the specified
age group.
Uses culturally appropriate language tools to enhance meaning.
Demonstrates awareness of the similarities and differences
between Australian
9-12 Applies a range of basic linguistic structures to express scaffolded
ideas.
Some language and visual imagery is appropriate to the specified
age group.
Makes some use of culturally appropriate language tools to
enhance meaning.
Demonstrates some awareness of the similarities and differences
between Australian and ……..
32. Less teacher speak
Teacher Comments:
You have demonstrated strengths in the following
areas:
………………………………………………………………
………………………………………………………………
………………………………………………………………
.......................................................................................
In future tasks you should consider the following:
………………………………………………………………
………………………………………………………………
………………………………………………………………
34. Due Dates and Marks
Date 28th March Student Questions and Plan
sheet due (10 Marks)
Date 4th April Parent Evaluation and Student
Progress sheet due (10 Marks)
Date 9th May Project due (70 Marks)
Date 9th May Reflection Statement due
(10
Marks)
Increase the range of choice in the project to
cater for different interests and learning
styles.
Incorporate more teaching and learning
strategies into lessons that cater for different
interests and learning styles.