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This document outlines criteria for assessing student performance in 4 areas: understanding and oral comprehension, vocabulary, content tests, and exposition. For each area, it provides 4 levels of performance scores from excellent to not satisfactory. It includes descriptors for what constitutes student work at each level. For example, for understanding it describes what students at different levels can do such as follow all instructions independently or need help understanding. The document also includes a separate section for peer assessment of group work with criteria like contribution, preparation, cooperation and problem solving.
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Andrea evaluated her own performance in her English class for the semester of January to May 2010. She rated herself on a scale of 1 to 5 in various categories related to participation, homework completion, punctuality, and respectfulness. Her total score was 57, indicating that she generally participated well but could improve in some areas like completing all homework and speaking more English in class. To improve, she plans to make sure she does all homework assignments, speak more English by watching movies, and study more after class through practice.
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These documents describe several warm-up and getting-to-know-you activities that can be used with elementary and secondary students. The activities include having students find words from a dictionary that describe themselves starting with each letter of their name, writing three facts about themselves including one lie for classmates to identify, brainstorming job-related words, taking turns adding sentences to a story using the word "because", and a letter-based vocabulary game. The goal of these activities is to help students learn more about each other and build rapport at the start of a new class or unit.
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1. Suggestions for how to introduce peer observations, such as emphasizing it is a tool for practice and learning from others.
2. Sample observation tasks like having trainees identify what to observe and provide written feedback on strengths and areas for improvement.
3. Details on preparing for the observation, such as clarifying the purpose and ensuring trainees do not interrupt the lesson.
4. Recommendations that the lesson observation last at least 20 minutes and that trainees use a feedback sheet to structure their feedback discussion, beginning with strengths and then suggestions.
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Self evaluation
Andrea evaluated her own performance in her English class for the semester of January to May 2010. She rated herself on a scale of 1 to 5 in various categories related to participation, homework completion, punctuality, and respectfulness. Her total score was 57, indicating that she generally participated well but could improve in some areas like completing all homework and speaking more English in class. To improve, she plans to make sure she does all homework assignments, speak more English by watching movies, and study more after class through practice.
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2) Classifying mistakes by type and when a teacher should/should not correct.
3) Techniques for error correction, including peer correction, partial repetition by the teacher, and delayed correction through group activities with example cards. The goal is to help students learn without criticism by focusing on meaning.Warming Up Activities!
These documents describe several warm-up and getting-to-know-you activities that can be used with elementary and secondary students. The activities include having students find words from a dictionary that describe themselves starting with each letter of their name, writing three facts about themselves including one lie for classmates to identify, brainstorming job-related words, taking turns adding sentences to a story using the word "because", and a letter-based vocabulary game. The goal of these activities is to help students learn more about each other and build rapport at the start of a new class or unit.
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The document provides guidance for conducting peer lesson observations among teacher trainees. It includes:
1. Suggestions for how to introduce peer observations, such as emphasizing it is a tool for practice and learning from others.
2. Sample observation tasks like having trainees identify what to observe and provide written feedback on strengths and areas for improvement.
3. Details on preparing for the observation, such as clarifying the purpose and ensuring trainees do not interrupt the lesson.
4. Recommendations that the lesson observation last at least 20 minutes and that trainees use a feedback sheet to structure their feedback discussion, beginning with strengths and then suggestions.
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This document contains the plan for a seminar on effective teaching methods. It includes sections on a warm-up activity, discussing why students forget material over time, preparing a strong course syllabus, elements of an effective lecture, and sources of information. The conclusion emphasizes that learning changes behavior, a well-prepared syllabus is key, and lectures should engage students in producing new knowledge rather than just repeating what is known. The overall goal is to discuss how to structure teaching to maximize long-term retention and application of course material.
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Classroom Management Case Study
Mrs. Sepulvedare had problems with some students talking and misbehaving during class discussions in her 8th grade class. To address this, the document recommends:
1) Changing student seating arrangements so that friends aren't sitting together and seats are assigned based on behavior and academic performance.
2) Reconsidering teaching methods to more fully engage distracted students by calling on them and having them participate.
3) Giving leadership tasks like choosing topics or finding materials to make those students feel invested in learning.
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The lesson plan aims to teach students the difference between indirect and direct objects. It has four stages: 1) The teacher explains the concepts using slides, addressing potential problems with understanding. 2) Students complete exercises in their workbooks individually or in pairs. 3) Students read about the Global Positioning System and answer true/false questions. 4) Students practice translating prepositions of direction, with the teacher ready to clarify confusion. The plan allocates time and materials to each activity and identifies skills practiced.
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This document provides information about Year 6 SATs for parents. It discusses:
- What SATs are and the expected levels of achievement
- The organization of the SATs, including the testing schedule and subjects covered each day
- How the reading, grammar/spelling, and math tests are structured
- How the school is preparing students and suggestions for how parents can help, such as practicing times tables and reading together
- Links to online revision resources for English and maths
Collaboration phase I
Presentation for the course on self-regulated learning taught at the Master's program in learning, education and technology at the University of Oulu, Finland.
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The lesson plan discusses applying critical thinking skills to interact with texts using intensive reading strategies. It involves asking students about prior knowledge on a topic to link new learning. The teacher will model predicting a text by reading signs and guessing what will happen next. Students will then have a guided practice with an example text before doing independent practice reading the rest of the story and being assessed on their predictions.
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Study Tips
- Take detailed notes in class and rewrite them soon after to fill in details and correct mistakes. Ask questions if you don't understand concepts as instructors expect you to understand examples worked in class.
- Study examples in your notes and then do corresponding exercises to reinforce concepts. Refer back to examples as needed. Rework any problems you missed on tests to better understand the material.
- Start studying for tests several days in advance and get a good night's sleep before the test. Keep up with homework to avoid cramming. Ask questions in class to check your understanding and engage with the material.
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This document discusses the importance of self and peer assessment in online teaching and learning in the post-COVID era. It outlines how formative assessments help monitor student learning by helping students improve weaknesses and helping teachers address problems. Several examples of self and peer assessment techniques are provided, including exit slips, checklists, rubrics, and giving feedback. The benefits of self-assessment include developing evaluation skills, independent learning, and treating mistakes as learning opportunities. Benefits of peer assessment include reducing teacher workload while improving feedback quality and promoting scholarship. Challenges to assessment are addressed by starting small and keeping assessment structured.
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The teacher taught lessons to three year groups and reflected on their effectiveness. For Year 7, they covered assessments and spelling but found the lessons monotonous. Low-level disruption affected the pace. With Year 8 reading Romeo and Juliet, the teacher analyzed the prologue too much and the class was immature during discussion of insults. For Year 9 preparing for assessments, the teacher realized students need examples for peer assessment and guidance was too minimal when writing drafts. Action points include providing more scaffolding for peer assessment, planning contentious topics for Romeo and Juliet, and using strategies to minimize disruption.
Classroom teaching competence -How to build your capcity as an effective teac...
Better teaching methods will help you to be an effective teacher and escalate your lesson delivery students of all learning styles will enjoy your class. A CCE implementation step of CBSE.
Key stage 1 sats meeting
The document provides information about the upcoming KS1 SATs for children:
- The SATs assess children in reading, writing, and mathematics through short tasks and tests administered by teachers. Teacher assessment is also an important part of the overall evaluation.
- The tests cover a range of skills like spelling, reading comprehension, and math problem-solving. Results are reported to the local education authority and parents.
- Parents are advised to continue regular reading at home with children and practicing numeracy skills. They should ensure children get enough sleep and not stress them about the tests. The tests aim to support the teacher's overall assessment of the child's progress and abilities.
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- 1. ASSESSMENT
- 2. PUNCTUATION AND CRITERIA 4 EXCELLENT 3 GOOD 2 REGULAR 1 NOT SATISFACTORY UNDERSTANDING / ORAL COMPREHENSION The student understands the commands given by the teacher. He/she ask properly questions about the activity before start. The student can follow the activity properly but he/she need to check some commands given by the teacher. The student does somethings but just trying or copying because he/she didn’t understand clearly the given commands. The student does nothing because he/she doesn’t know what to do. He didn’t understand the previous commands. VOCABULARY The student uses all the new vocabulary from the lesson in English The student uses more than half of the new vocabulary from the lesson. The student uses less than half of the new vocabulary from the lesson. The student can’t use the new vocabulary from the lesson and use the mother tongue. CONTENT. TEST The student answers correctly from 9 to 10 of the 10 questions. The student answers correctly from 7 to 8 of the 10 questions. The student answers correctly from 5 to 6 of the 10 questions. The student answers correctly less than 5 of the 10 questions. EXPOSITION The water cycle process The exposition covers the 3 states(evaporation, condensation and precipitation) It is explained in order, and easy to understand. The exposition covers the 3 states (evaporation, condensation and precipitation). The student hesitates when doing the exposition, or it is possible to understand but not at all. The exposition covers the 3 states (evaporation, condensation and precipitation). The student needs sometimes help reading the information. The exposition doesn’t cover the 3 states (evaporation, condensation and precipitation). It is difficult to understand the exposition or the student needs to read it all. INTEREST AND PARTICIPATION The student shows an active participation. Do some properly question, pay attention in class. The student does not show an active participation. Pay attention in class. The student does not show an active participation. Pay attention in class but sometimes is playing with others or distracted. The student does not show an active participation. Does not pay attention to the teacher nor to other students.
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