College success
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This presentation provides students with time management, organization, and study skills strategies. It discusses developing time management through tools like planners and alarms. Being organized impacts aspects of student life like academics and work. The presentation recommends study skills like setting goals, taking notes, and using study groups. Different learning styles require tailored study tactics.
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Class 1 ADLT 670
This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design courses with the end in mind by focusing on what students should be able to do. The document reviews principles of adult learning, the components of effective teaching, and why curriculum design is important. It outlines assignments for students to develop goals and objectives, needs assessments, instructional strategies, and assessment strategies for a course.
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Planning for Assessment
Topic: Planning for Assessment
Student Name: Waqar Hassan
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"Project Founder: Prof. Dr. Amjad Ali Arain
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Class 1 overview 9 11-17 rev
This document outlines the agenda and goals for the first session of the ADLT 670 curriculum design course. The session will include introductions, an overview of the syllabus and assignments. An overview of the course will be provided, covering Thomas et al.'s 6 steps of curriculum design and the instructor's goals for students. Major learning goals will also be discussed, including assessing learners, instructional strategies, learning objectives, and integrating all aspects of design. Table polls will gather information about students and their goals. Components of effective teaching and why curriculum design is important for the TiME program will also be discussed. Assignments will be outlined.
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The document outlines a student learning plan assignment where students will create a learning plan to identify their educational, career, and personal goals and the steps needed to achieve those goals. The objectives are for students to identify their goals and choices to meet those goals, and to write a statement outlining the strategies required. The learning plan is designed to help students systematically plan, make decisions, and gather information to carry out their education, career, and personal plans.
Recommended
Class 1 ADLT 670
This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design courses with the end in mind by focusing on what students should be able to do. The document reviews principles of adult learning, the components of effective teaching, and why curriculum design is important. It outlines assignments for students to develop goals and objectives, needs assessments, instructional strategies, and assessment strategies for a course.
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The document discusses challenges with special education paperwork and compliance processes that take time away from directly helping students. It notes that special education teachers spend over a third of their time on paperwork instead of instruction. The document also discusses how a new electronic data and reporting system could help streamline processes, reduce paperwork, and allow teachers to spend more time teaching by automatically filling fields, tracking data, and ensuring compliance.
Planning for Assessment
Topic: Planning for Assessment
Student Name: Waqar Hassan
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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This teacher job description outlines the responsibilities and requirements for the role. Teachers are responsible for planning and implementing instructional programs that encourage student learning and academic growth. A bachelor's degree is required, with certification in the state of Georgia. Teachers must have strong subject matter knowledge, be able to develop concepts orally and in writing, and differentiate instruction to meet student needs. Duties include teaching to standards, assessing student learning, communicating with parents, and participating in professional development.
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The document discusses the key components of an effective lesson plan for teaching. It explains that a lesson plan is developed by a teacher to guide classroom instruction and achieve the learning aims and objectives. Some of the main elements that are described include identifying the objectives, structure of the lesson, materials and resources needed, ways to engage students and evaluate learning. Several websites that offer lesson plans and resources for teachers are also listed.
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This document outlines the agenda and goals for the first session of the ADLT 670 curriculum design course. The session will include introductions, an overview of the syllabus and assignments. An overview of the course will be provided, covering Thomas et al.'s 6 steps of curriculum design and the instructor's goals for students. Major learning goals will also be discussed, including assessing learners, instructional strategies, learning objectives, and integrating all aspects of design. Table polls will gather information about students and their goals. Components of effective teaching and why curriculum design is important for the TiME program will also be discussed. Assignments will be outlined.
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The document outlines a student learning plan assignment where students will create a learning plan to identify their educational, career, and personal goals and the steps needed to achieve those goals. The objectives are for students to identify their goals and choices to meet those goals, and to write a statement outlining the strategies required. The learning plan is designed to help students systematically plan, make decisions, and gather information to carry out their education, career, and personal plans.
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Set specific, measurable, achievable, realistic and time-based academic goals. Organize your study plan by scheduling 20-30 minute blocks for each subject across your calendar. Stick to the schedule and attend all classes, read materials, avoid procrastinating, meet deadlines, manage your time well and seek help from professors when needed to achieve academic success.
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This document discusses Kirkpatrick's 4 levels of evaluation for assessing curriculum and courses:
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Programs should have clearly defined student learning outcomes focused on knowledge, skills, and competencies. Assessment measures should be independent from grades and evaluations, and use multiple methods including at least one direct measure of student learning. Analysis of longitudinal data should result in relevant findings to plan and enact improvements to the program.
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The document summarizes a class session on curriculum design in medical education. The agenda includes examining a completed curriculum, planning a needs assessment, and conducting their own needs assessment. A needs assessment identifies necessary knowledge and skills to achieve educational goals. Components of an educational gap include what is happening, what should be happening, the cause, and symptoms. Approaches include strategic, competency-based, job/task analysis, and training/educational needs assessments. Data gathering strategies are interviews, focus groups, surveys, observation, and extant data. Students choose a scenario to work on in small groups and consider questions about designing the educational experience.
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This document provides an overview of curriculum design in medical education, with a focus on goals and learning objectives. It discusses the relationship between goals, objectives, instructional strategies, and assessment. Goals are broad statements that describe what learners should be able to do by the end of a course, while objectives use action verbs to specify observable and measurable outcomes. The document provides examples of well-written learning objectives and categorizes objectives as learner objectives, process objectives, or outcome objectives. It also references Bloom's taxonomy of learning domains. Learners are asked to practice writing their own goals and objectives for feedback before the next class.
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DON'T MISS THIS WORKSHOP !
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This document provides an agenda and overview for a class session on designing and implementing curricula. It discusses integrating course design using backward design by beginning with learning goals and aligning objectives, instructional strategies, and assessment. The document also covers establishing significant learning goals in different domains, writing measurable objectives, considering situational factors, anticipating barriers to implementation, and the difference between audit-ive and educative assessment. Students are asked to consider how to best implement their curricular projects and self-assess their performance in the course.
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Set specific, measurable, achievable, realistic and time-based academic goals. Organize your study plan by scheduling 20-30 minute blocks for each subject across your calendar. Stick to the schedule and attend all classes, read materials, avoid procrastinating, meet deadlines, manage your time well and seek help from professors when needed to achieve academic success.
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1) Level 1 assesses learner satisfaction and reaction.
2) Level 2 assesses learning outcomes through tests and skills demonstrations.
3) Level 3 evaluates behavior change and skills application in work settings using methods like checklists and observations.
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This document discusses strategies for engaging adult learners through interactive instructional methods. It begins by outlining Malcolm Knowles' principles of andragogy, which emphasize that adult learners are self-directed, draw on life experiences for learning, and are problem-centered. The document then presents several interactive teaching strategies like concept mapping, Jane Vella's four I's model, and polling tools. It emphasizes that involving learners through activities like discussion and practice leads to higher retention rates. The strategies aim to make lectures more engaging and gather real-time feedback to meet learners' needs.
4. how will you know when you are achieving your aims co dev toolkit - activi...
To effectively evaluate your progress towards achieving your goals, you must first clearly define what you intend to accomplish. One helpful way to do this is to describe the specific behaviors you expect to see from learners and hear them say once a particular outcome is reached. The document then provides some examples of ways to measure success, such as evaluating learners' work, observing classroom behaviors, and getting feedback from learners themselves.
1)tenants of an effective assessment process
Programs should have clearly defined student learning outcomes focused on knowledge, skills, and competencies. Assessment measures should be independent from grades and evaluations, and use multiple methods including at least one direct measure of student learning. Analysis of longitudinal data should result in relevant findings to plan and enact improvements to the program.
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The document provides instructions for using a lesson planner tool. It allows teachers to schedule instructional units, lesson plans, and standards coverage for classes in a calendar view. Teachers can view materials and create new materials to add to lesson plans. The steps shown allow teachers to schedule standards coverage, create lesson plans by selecting standards and content format, and add resources and identifiers before scheduling plans to the calendar or sharing them.
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The document discusses key design qualities for effective lesson planning:
- Content & Substance: Lessons should clearly state what students will learn and be able to do, using required standards and materials.
- Organization of Knowledge: Lessons should be organized using techniques like mini-lessons, research, and experiments to engage different learning styles.
- Clear & Compelling Product Standards: Students should understand performance expectations and evaluation criteria through rubrics, examples, and feedback opportunities.
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The document summarizes a class session on curriculum design in medical education. The agenda includes examining a completed curriculum, planning a needs assessment, and conducting their own needs assessment. A needs assessment identifies necessary knowledge and skills to achieve educational goals. Components of an educational gap include what is happening, what should be happening, the cause, and symptoms. Approaches include strategic, competency-based, job/task analysis, and training/educational needs assessments. Data gathering strategies are interviews, focus groups, surveys, observation, and extant data. Students choose a scenario to work on in small groups and consider questions about designing the educational experience.
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This document summarizes a class session on objectives and goals for curriculum design in medical education. It discusses the relationship between goals, objectives, and other curriculum elements. It explains how to write learning goals and objectives using backward design and Bloom's Taxonomy. Goals are broad statements of intent, while objectives use action verbs to specify what learners will know or be able to do by a certain time. The document provides examples of goals and objectives and categories of objectives. It describes how goals, objectives, and instructional strategies should be in harmony and encourages participants to draft goals and objectives for their own curricular design projects.
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The document outlines the components of an assessment plan for a degree program, including the mission statement, program goals, curriculum, learning outcomes, measures and criteria, and methods of oversight. It provides examples for each component. The mission statement indicates the program will educate future school psychologists. The goal is for students to be prepared to face ethical dilemmas with integrity. The curriculum maps courses to this goal and outcomes. Assessment includes student presentations and surveys, with 80% and 75% targets respectively. The director oversees data collection and analysis and shares results with faculty for discussion and improvement.
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Learning objectives and goals class session 3, 2017
This document provides an overview of curriculum design in medical education, with a focus on goals and learning objectives. It discusses the relationship between goals, objectives, instructional strategies, and assessment. Goals are broad statements that describe what learners should be able to do by the end of a course, while objectives use action verbs to specify observable and measurable outcomes. The document provides examples of well-written learning objectives and categorizes objectives as learner objectives, process objectives, or outcome objectives. It also references Bloom's taxonomy of learning domains. Learners are asked to practice writing their own goals and objectives for feedback before the next class.
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The document outlines the basic information, goals, content, policies, and schedule of an online course. It details the instructor information, technologies used, textbook, and support resources. The goals are aligned to program standards and outcomes. Assessments include various projects, assignments, and exams. The content is organized into modules and lessons, and created by instructors. Policies govern submissions, disabilities, email, misconduct, and grading.
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This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design instruction with the desired outcomes in mind. The document describes the types of learners in the class and their roles. It also outlines key principles of adult learning, the components of effective teaching, and why curriculum design is important. The assignments for the course are also introduced, including creating goals and objectives, needs assessments, and exploring instructional and assessment strategies.
Failure Is N O T An Option D A T A
1. The document discusses using data to guide decision making and continuous improvement through collecting the right data, using it properly, and involving the right people.
2. Key data to collect includes test scores, unit/course results, attendance, discipline, and surveys disaggregated by student subgroups.
3. Data should be used by teachers to identify student strengths/weaknesses and guide curriculum, instruction, and assessment changes through collaborative meetings.
Bx D Presentation Cstd Hamilton
This document provides an overview of a workshop on creating blended learning programs. It discusses key concepts in blended learning such as learning styles, the 8 phases of adult learning, and examples of blended learning models. It also outlines steps for developing a blended learning program, including defining objectives and strategies, building content components, and program implementation. The overall goal is to provide a structured process to design blended learning programs that effectively address the needs of adult learners.
Levels Of Nursing Practice
The document provides guidance for preceptors on their roles and responsibilities. It discusses defining preceptor roles, distinguishing them from regular staff roles, outlining Benner's levels of nursing practice, and listing available preceptor resources. It also covers establishing goals for orientees using the SMART method, applying principles of adult education, and effectively documenting an orientee's progress.
Planning For Students With Behavioural, Emotional And Social Difficulties - S...
This document discusses planning and teaching approaches for students with behavioral, emotional, and social difficulties (BESD). It outlines learning objectives such as identifying appropriate learning objectives for students with BESD and building them into daily planning. It recommends active teaching strategies, structure, clear rules, and building relationships. It also suggests strategies to remove barriers like helping students manage stress and providing breaks, individual workstations, and support from other students and staff. Effective planning should incorporate personal targets, involve collaboration, and draw on inclusion principles.
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The document discusses developing curriculum, learning, teaching and assessment practices to align with Curriculum for Excellence (CfE) framework in Scotland. It emphasizes building on existing successful practices, focusing on learner skills, attributes and capabilities, using varied evidence to assess progress, and strengthening moderation and partnership through professional dialogue.
How to Prepare for a Skills Test.pdf
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The document discusses principles of effective grading and assessment. It emphasizes that grades should communicate students' current achievement levels and focus on mastery of learning targets. Multiple factors like effort and work habits should be evaluated separately. Assessments should also differentiate between formative assessments for learning and summative assessments of learning. Portfolios and conferences are discussed as tools to involve students, demonstrate growth, and communicate achievement. Standardized tests represent one way to assess learning but are not the only measure and teachers should communicate test information accurately.
Ch13LectPP
The document discusses strategies for motivating and teaching students with learning problems. It emphasizes that motivation is essential for effective interventions and describes intrinsic and extrinsic motivation techniques. It also discusses teaching learning strategies, adapting content instruction, providing tutoring and homework support, improving test performance, and developing study skills. The goal is to help students learn independently and find academic success.
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Executive learners are independent learners who are knowledgeable about their strengths and challenges, understand tasks to be accomplished, have a repertoire of learning strategies, and have help-seeking behaviors. Teachers can guide students to become executive learners by choosing strategies carefully, presenting content and strategies concurrently, teaching strategies in stages from awareness to skill, and making strategy discussion a regular part of class routines. Developing independence requires teaching students personal responsibility through self-monitoring with tools like MARKER and organizational systems like time management. Memory can be enhanced through techniques like distributed practice, overlearning, and mnemonic devices like acronyms, acrostics, and keyword strategies.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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- 1. Time Management, Organization, and Study Skills
- 2. The purpose of this presentation is to provide students with methods and strategies that are beneficial to their success. There is no single, right way to tackle the skills needed to be successful in college.
- 3. RECOGNITION Multiple approaches to gathering facts and content STRATEGIC Organizing tasks and using multiple strategies for expressing what you know AFFECTIVE How to stay engaged and motivated through challenges
- 4. Private Good Higher salaries and benefits Improved health and life expectancy Public Good Increased tax revenue Reduced crime rates
- 5. Developing your time management skills is important to your success There are a multitude of tools and strategies available to you
- 6. Use a daily or weekly planner Use sticky notes or to do lists Wear a watch or use an alarm Use technology, such as applications for your mobile devices
- 7. Being organized impacts many different aspects of a students life, such as Residence Life Academic Success Time Management Success in the Workplace
- 8. Color coding Flash cards Flow charts Outlines Three ring binders with dividers
- 9. Different learning styles require different study skills. Students must find study tactics and habits that work for their needs. Often the answer is to study smarter not harder.
- 10. Set achievable goals Know your learning style Take notes (either written or recorded) Participate in study groups Utilize peer tutors
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