Careers guidance should be at the heart of school education, not an afterthought. Career management is not just something that those in danger of slipping into unemployment need to be good at - all young people are presented with a host of difficult decisions. What subjects to choose? College, industrial training or work? Which university will be best? Stay at home or live away? All of these choices have huge implications and young people are likely to need help to navigate them.
This presentation is brief summary of the Methodology, Results & Discussions, Summary of Findings as well as Conclusions of a dissertation on Creative EFL Teachers & their Students' Academic Achievements. A Case study in Moroccan High Schools.
This presentation is brief summary of the Methodology, Results & Discussions, Summary of Findings as well as Conclusions of a dissertation on Creative EFL Teachers & their Students' Academic Achievements. A Case study in Moroccan High Schools.
This slide is about the topic of Curriculum.
I retrieved it from:
Agumba, H. (2018). Curriculum: Lecture Slides. University of Johannesburg. Johannesburg.
Singapore GCE O Level Mathematics SyllabusDavid Yeng
The Singapore Mathematics is the world's best, adopted by thousands of schools around the world. It has been verified to be 2 years ahead of UK and US standards. However, it is also aligned to the UK system. Thus, you can be assured that when you use the Singapore Mathematics syllabus, your students will be more than prepared for the IGCSE!
This slide is about the topic of Curriculum.
I retrieved it from:
Agumba, H. (2018). Curriculum: Lecture Slides. University of Johannesburg. Johannesburg.
Singapore GCE O Level Mathematics SyllabusDavid Yeng
The Singapore Mathematics is the world's best, adopted by thousands of schools around the world. It has been verified to be 2 years ahead of UK and US standards. However, it is also aligned to the UK system. Thus, you can be assured that when you use the Singapore Mathematics syllabus, your students will be more than prepared for the IGCSE!
Student career concerns and aspirationsAnnie Abbott
Given the rising costs of higher education and a highly competitive job market, college students—and their parents—are thinking about their careers even as freshmen. Language departments often respond to that concern by promoting language learning and their courses as entrée into exciting careers. However, basic language courses rarely incorporate career-related content in a systematic way, and many instructors feel unprepared to teach about professions they have not been trained in themselves. It is possible to reconcile these different perspectives! We will share activities that introduce important professional content within exercises focusing on vocabulary, grammar and culture.
During the presentation we will share three types of activities that combine language acquisition and professional content: vocabulary listening comprehension, grammar with a focus on meaning, and cultural competence as an active skill.
To find out more about our intermediate Spanish textbook, Día a día; de lo personal a lo profesional, buy the book or request an exam copy at http://www.pearsonhighered.com/educator/product/Da-a-da-plus-MySpanishLab-with-Pearson-eText-Access-Card-Package/9780133999044.page.
To contact the authors, use the email addresses on the last slide.
Help a Reporter: Use Visual Content in Your Media Pitches and Press ReleasesMeagan Phelan
Meagan Phelan, Executive Director of the Science Press Package, gave this presentation at a PR News event at the National Press Club on 8 December, 2016.
BSEDEarly Childhood Teacher Work SamplePerformance Prompt.docxcurwenmichaela
BSED/Early Childhood Teacher Work Sample
Performance Prompt
Teaching Processes
Standards and Indicators
Scoring Rubrics
Developed by members of the Title II Renaissance Partnership for Improving Teacher Quality. These materials may be not reproduced and used without citing the Title II Renaissance Partnership for Improving Teacher Quality Project
Prompt for Teacher Work Sample for early childhood education
The Vision
Successful early childhood teacher candidates support learning by designing a Teacher Work Sample that employs a range of developmentally appropriate teaching strategies designed to teach children birth- eight years old. The work samples build on each student’s strengths, needs, and prior experiences. Through this performance assessment, Early Childhood teacher candidates provide credible evidence of their ability to facilitate the learning of young children by meeting the following standards:
· The teacher uses Contextual Factor information about the unique learning/teaching context appropriate to the developing child and adjusts content according to student individual differences to establish developmentally effective learning goals and objectives, plan an interactive instructional plan, and assess learning.
· The teacher sets significant, challenging, varied, and developmentally effective learning goals and objectives.
· The teacher uses multiple assessment modes and approaches aligned with developmentally effective learning goals and objectives to assess student learning before, during, and after instruction.
· The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts.
· The teacher uses on-going analysis of student learning to make instructional decisions.
· The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.
· The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.
Your Assignment
You are required to teach a unit, based on developmentally effective instructional goals and objectives utilizing the seven NAEYC Standards. You will also need to create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment), and after (summative assessment) instruction. Finally, you need to analyze and reflect on the developmental appropriateness of your instructional design, the age level educational context, the NAEYC Standards that were applied, and the individual learning gains demonstrated by your students while referring to the cognitive, socio-emotional, and physical domains of development.
The unit may take the form of one of the following, depending on the population of students in your early childhood classroom.
· Unit Work Sample: This is the traditional Teacher Work Sample, based on academic content that is appropriate to the age of .
BSEDEarly Childhood Teacher Work SamplePerformance Prompt.docxjasoninnes20
BSED/Early Childhood Teacher Work Sample
Performance Prompt
Teaching Processes
Standards and Indicators
Scoring Rubrics
Developed by members of the Title II Renaissance Partnership for Improving Teacher Quality. These materials may be not reproduced and used without citing the Title II Renaissance Partnership for Improving Teacher Quality Project http://www.uni.edu/itq/
Prompt for Teacher Work Sample for early childhood education
The Vision
Successful early childhood teacher candidates support learning by designing a Teacher Work Sample that employs a range of developmentally appropriate teaching strategies designed to teach children birth- eight years old. The work samples build on each student’s strengths, needs, and prior experiences. Through this performance assessment, Early Childhood teacher candidates provide credible evidence of their ability to facilitate the learning of young children by meeting the following standards:
· The teacher uses Contextual Factor information about the unique learning/teaching context appropriate to the developing child and adjusts content according to student individual differences to establish developmentally effective learning goals and objectives, plan an interactive instructional plan, and assess learning.
· The teacher sets significant, challenging, varied, and developmentally effective learning goals and objectives.
· The teacher uses multiple assessment modes and approaches aligned with developmentally effective learning goals and objectives to assess student learning before, during, and after instruction.
· The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts.
· The teacher uses on-going analysis of student learning to make instructional decisions.
· The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.
· The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.
Your Assignment
You are required to teach a unit, based on developmentally effective instructional goals and objectives utilizing the seven NAEYC Standards. You will also need to create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment), and after (summative assessment) instruction. Finally, you need to analyze and reflect on the developmental appropriateness of your instructional design, the age level educational context, the NAEYC Standards that were applied, and the individual learning gains demonstrated by your students while referring to the cognitive, socio-emotional, and physical domains of development.
The unit may take the form of one of the following, depending on the population of students in your early childhood classroom.
· Unit Work Sample: This is the traditional Teacher Work Sample, based on academic content that is app ...
Reformulating Indonesia's Professional Teaching Standards for English Languag...Chairil Korompot
This is my plenary speech at the 61st TEFLIN International Conference on 9 October 2014 in Solo, Central Java, Indonesia. The conference was organised by the English Department of the Faculty of Teacher Training and Educational Science of Universitas Sebelas Maret, Solo, from 7 to 9 October 2014.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. Need Of Career Education In Schools
To enable students to “understand their own career aspirations and
develop positive attitudes towards work and learning”
3. GOALS
The goals of the career education & guidance curriculum are to enable
students to:
o Understand concepts related to lifelong learning, interpersonal
relationships, and career planning
o Develop learning skills, social skills, a sense of social
responsibility, and the ability to formulate and pursue educational
and career goals
o Apply this learning to their lives and work in the school and the
community
4. ROLES AND RESPONSIBILITIES
o Students: A commitment to work, study, and the development of
appropriate skills. Extracurricular activities and community service, to
extend and enrich their knowledge and skills
o Parents: Awareness to what is being taught in the courses their children
are taking and what their children are expected to learn
o Teachers: To develop instructional strategies to help students achieve the
curriculum expectations, as well as appropriate methods for assessing and
evaluating student learning
o Principals: To support student learning, principals ensure that the CEGS
curriculum is being properly implemented in all classrooms using a
variety of instructional approaches
5. Assessment And Evaluation Of Student Achievement
In order to ensure the quality of assessment and evaluation level of students,
teachers must use strategies that:
o Address both what students learn and how well they learn
o Are varied in nature and designed to provide opportunities for students to
demonstrate the full range of their learning
o Promote students’ ability to assess their own learning and to set specific
goals
o Include the use of samples of students’ work that provide evidence of
their achievement
o Are communicated clearly to students and parents at the beginning of the
course or the school term and at other appropriate points throughout the
school year
6. What Are The Strategies?
These strategies include:
o Modification of some or all of the course expectations, based on the
student’s level of English proficiency
o Use of a variety of instructional strategies (e.g., extensive use of visual
cues, graphic organizers, scaffolding; previewing of textbooks; pre-
teaching of key vocabulary; peer tutoring; strategic use of students’ first
languages)
o Use of a variety of learning resources (e.g., visual material, simplified
text, bilingual dictionaries, and culturally diverse materials)
o Use of assessment accommodations (e.g. granting of extra time; use of
oral interviews and tasks requiring completion of graphic organizers and
cloze sentences instead of essay questions and other assessment tasks
that depend heavily on proficiency in English)
7. Achievement Chart
The purpose of the achievement chart is to:
o Provide a common framework that encompasses all curriculum
expectations for all courses outlined in this module
o Guide the development of quality assessment tasks and tools
(including rubrics)
o Help teachers to plan instruction for learning
o Assist teachers in providing meaningful feedback to students
o Provide various categories and criteria with which to assess and
evaluate students’ learning
8. Curriculum Expectations for courses
In Standard 9 Learning Strategies are:
o Learning Skills, Personal Knowledge and Management Skills
o Interpersonal Knowledge and Skills
o Exploration of Opportunities
In Standard 10 Career Studies are:
o Personal Management
o Exploration of Opportunities
o Preparation for Transitions and Change
In Standard 10 Discovering the Workplace are:
o Essential Skills for Working and Learning
o Personal Management
o Exploration of Opportunities
o Preparation for Transitions and Change
9. CONTD….
The strands in the Standard 11 Designing Your Future are:
o Personal Knowledge and Management Skills
o Interpersonal Knowledge and Skills
o Exploration of Opportunities
o Preparation for Transitions and Change
The strands in the Standard 11 Leadership and Peer Support are:
o Personal Knowledge and Management Skills
o Interpersonal Knowledge and Skills
o Exploration of Opportunities
10. CONTD….
The strands in the Standard 12 Advanced Learning Strategies are:
o Learning Skills
o Personal Management
o Exploration of Opportunities
o Preparation for Transitions and Change
The strands in the Standard 12 Navigating the Workplace are:
o Essential Skills for Working and Learning
o Personal Management
o Exploration of Opportunities
o Preparation for Transitions and Change
11. Learning Strategies (skills for success in standard 9)
o Improve reading, writing, oral communication and practical application of
mathematics
o Evaluate the importance of various inter-personal and teamwork skills in
a variety of learning situations
o Effective use of technology (e.g., CD-ROMs, the Internet, word
processors)
o Identify the employability skills being developed through their school
studies
o Communication skills to gather information from peers, teachers, and/or
school and community programs
o Create portfolio and use them to select an appropriate pathway for
secondary school studies
12. CAREER STUDIES, STANDARD 10
o Use a self-assessment process to develop a personal profile for use in
career development planning
o Use a variety of assessment tools to produce a personal profile and
identify occupations that are suited to their personal profile
o Identify internal and external influences (e.g., previous successes, peer
pressure, parental expectations, family responsibilities) affecting to career
opportunities
o Demonstrate an understanding of the decision-making process as it relates
to career planning
o Use a variety of resources to identify summer or part-time job
opportunities in their community
o Demonstrate the ability to prepare effectively for the job interview
process
13. Discovering The Workplace, Standard 10
o Describe learning and thinking strategies, and use them effectively in
school or in the community
o Plan for, assess, and document their on-going development and
demonstration of selected workplace essential skills
o Identify the most important workplace essential skill requirements for a
range of occupations
o Describe how the essential skills are transferable from home to school,
school to work, occupation to occupation, and sector to sector
o Identify non-verbal and verbal communication
o Describe factors, changing the workplace and the implications that these
may have for their learning and work plans
14. DESIGNING YOUR FUTURE, STANDARD 11
o Analyze their personal characteristics, strengths, interests, skills, and
competencies to determine career related goals
o Identify the transferable skills and personal management skills most
valued by employers, and explain how their own skills can contribute to
employability
o Describe the purpose and content of both comprehensive portfolios and
portfolios targeted for specific purposes
o Identify effective risk, stress, and anger management strategies and use
them appropriately in school and community based activities
o Identify the financial implications of their postsecondary choices and
describe in their action plan how they will manage their finances after
secondary school
15. CONTD….
o Summarize their leadership qualities and experiences
o Describe the dimensions of diversity within their community and
identify the value of diversity as well as the challenges it poses
o Produce a comprehensive list of the leadership and peer support
opportunities available in their school and
o Design and present a plan to address a need identified within the
school or community where they can make a positive contribution
o Identify occupations or fields of work that require skills in
leadership and peer support
16. Advanced Learning Strategies standard 12
o Analyze their learning skills and styles to determine their learning
strengths and needs, and develop strategies to maximize their learning
o Identify possible challenges (e.g., learning difficulties, physical barriers,
family, finances, location) to effective learning in their selected
postsecondary work or educational destination
o Identify and use strategies for self-advocacy to meet learning and
personal needs
o Demonstrate effective use of strategies for improving their personal-
management skills (e.g., use of agenda, goal setting, time management,
priority management, budgeting)
17. CONTD….
o Identify traditional and emerging approaches to learning in modern
workplaces (e.g., formal instruction, independent computer- based
learning, mentorship, apprenticeship)
o Assess how well their transferable and essential skills (e.g., writing, oral
communication, numeracy, computer skills) and other personal
information (e.g., learning styles, family commitment, finances) align
with selected fields of work
o Demonstrate effective use of decision-making, goal-setting, and action-
planning skills and strategies to prepare for transition to their first
postsecondary destination
18. Navigating The Workplace, Standard 12
o Demonstrate an understanding of the workplace essential skills necessary
for success in life, school, and work
o Plan for, assess, and document their on-going development and
demonstration of selected workplace essential skills
o Locate information on the most important workplace essential skill
requirements for a range of occupations, and identify the varying
complexity levels of tasks associated with these skills;
o Demonstrate effective use of strategies for communicating orally (e.g.,
active listening, paraphrasing, verbal affirmation) in real or simulated
workplace settings
o Demonstrate effective use of a problem- solving process to deal with
issues in school and in the workplace.