Course Syllabus
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The document discusses the importance of reading the course syllabus for college students. It provides details on the typical information included in syllabi such as instructor information, required materials, course schedule and assignments, grading policies, academic dishonesty policies, and available student support services. It emphasizes that the syllabus outlines all important course information that students need to know, such as due dates and exam dates, and that students should refer to the syllabus throughout the semester.
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- Assessing the effectiveness of implementation by looking at student activities, teacher activities and use of support materials.
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The document discusses curriculum content and its elements. It defines curriculum as all learning planned by the school, whether individual or group activities inside or outside the school. Content is defined as information to be learned and can come in various forms like audio, text, or video. The document outlines criteria for selecting content, including significance, relevance to learners' lives, variety, suitability, validity, interest, utility, and feasibility. It emphasizes organizing content through sequencing, continuity, and integration to improve learning.
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This document discusses key criteria for developing a valid test, including ensuring test items match instructional objectives and emphasis, including enough items to adequately measure objectives, achieving scorer agreement, having an appropriate difficulty level to differentiate performance, reliability in scoring, fairness for all test takers, providing sufficient time, and an absence of bias.
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The document discusses the concept of curriculum, defining it as the totality of a student's learning experiences, both inside and outside of the classroom, and describes the traditional subject-centered curriculum and more modern competency-based and experience-based models. It also outlines the main components of a curriculum, including its objectives, content, instructional methods, and evaluation processes.
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This document discusses educational aims, goals, and objectives and how they provide direction for instruction. Aims are general statements that guide educational policy at a national level, goals are more specific and refer to subject areas, and objectives are measurable and behavioral, stating what students will know by the end of a course. Objectives provide focus for instruction, guidelines for learning, targets for assessment, and communicate expectations to students and others. They allow for evaluation of instruction.
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The document discusses innovative teaching methods used by teachers. It describes several teaching methods and aids that teachers can use, including multimedia tools, projected and non-projected materials, audio/visual aids, and traditional materials. The purpose is to evaluate these innovative methods and how well they satisfy student learning. The study will focus on teachers at Mabuhay Central Elementary School and Malinao Elementary School, examining which methods they use and how frequently to deliver classroom instruction.
Implementing and Enriching the Curriculum
This document provides information on curriculum implementation and enrichment. It discusses:
- The importance of properly implementing a curriculum for it to be effective.
- Two perspectives on how curriculum can be implemented - one giving teachers full control and one with authoritarian control.
- Factors that affect the success of implementation like teacher training, resources and support.
- Assessing the effectiveness of implementation by looking at student activities, teacher activities and use of support materials.
- Enriching the core curriculum by providing additional exciting learning opportunities beyond what is required. This includes planning enrichment units and evaluating their impact.
The concept of curriculum
The document discusses various definitions and perspectives on the concept of curriculum. It provides over a dozen definitions of curriculum from different scholars, such as John Delnay defining curriculum as all planned learning for which the school is responsible. It also discusses different models of curriculum development, such as Ralph Tyler's four questions model from 1949 and Hilda Taba's grass-roots approach from 1962 involving teacher participation. The document examines curriculum from philosophical, historical, political, cultural and other dimensions and frames it as a dynamic concept that changes with society.
Dimensions of curriculum design
The document discusses six dimensions of curriculum design:
1. Scope refers to the breadth of content, topics, experiences, and organizing themes included in the educational plan. The curriculum can be divided into chunks like units or chapters.
2. Sequence involves arranging the content and experiences in a logical order, either based on the subject matter or patterns of cognitive, affective, and psychomotor development.
3. Continuity provides vertical repetition of content to strengthen learning and develop skills over time, similar to a spiral curriculum described by Bruner.
4. Integration erases boundaries between subjects and disciplines, instead organizing around real-world themes.
5. Articulation sequences content either vertically from one grade
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The document summarizes the objectives and key aspects of secondary education in Pakistan according to various national plans and policies. The Sixth Five Year Plan from 1983-1988 aimed to increase literacy rates and school enrollment. Major components included utilizing mosques for early classes, expanding school buildings, introducing mixed enrollment, and increasing teachers. The national education policies of 1979 and 1998-2010 sought to make Islamic principles part of curricula and expand equitable access to secondary education.
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Course Selection
The document provides advice on selecting courses in college by discussing factors to consider such as required versus elective courses, balancing course load and other commitments, choosing professors, creating a course plan, knowing when to withdraw from a course, and maintaining good academic standing. Students are encouraged to meet with advisors to determine required courses, prerequisites, and course offerings, and to get recommendations on professors. Careful course scheduling and tracking of GPAs are also presented as important aspects of successful course selection.
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The document discusses time management strategies for college students. It recommends that students pledge to spend at least 40 hours per week on their studies, similar to a typical work week. This 40 hours should include 15 hours in class and at least 25 hours studying outside of class. The document also outlines the "ABC(&D)s" of time management: (A) anticipate and plan, (B) break tasks down, (C) cross things off to-do lists, and (D) don't procrastinate. Following these time management strategies can help students feel less stressed and more successful.
Learning Styles
This document discusses learning styles and provides characteristics and strategies for three main learning styles: visual, auditory, and tactile/kinesthetic. Visual learners benefit from seeing information presented visually through pictures, diagrams, and color. Auditory learners prefer listening to lectures and talking through information. Tactile/kinesthetic learners learn best through hands-on activities and physical movement. The document provides tips for how learners can capitalize on their individual strengths based on their preferred learning style.
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The document discusses strategies for active reading. It recommends annotating texts by writing key information such as main points, definitions and examples in margins. Annotating helps the reader stay engaged, improve comprehension and create study tools. It provides a purpose for reading and increases concentration. The document demonstrates how to annotate, including covering text and reading annotations aloud to test understanding. It emphasizes active reading by focusing on text and learning as you read.
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School Science, Technology, Engineering, and MathCourse.docx
School: Science, Technology, Engineering, and Math
Course Number: Math 302
Course Name: Statistics
Credit Hours: 3 Credit Hours
Length of Course: 16 Weeks
Prerequisite: College Algebra (MATH110), or College Trigonometry (MATH111), or Calculus (MATH225)
Table of Contents
Course Description
Evaluation Criteria
Course Scope
Course Outline
Course Objectives
Policies
Course Delivery Method
Academic Services
Course Resources
Supplemental Materials
Evaluation Procedures
Course Description (Catalog)
This is an interactive course designed to help students achieve a greater understanding of the statistical methods and models available to analyze and solve the wide variety of problems encountered in business, science, medicine, education, the social sciences, and other disciplines. Successful completion of this course will provide students with a working knowledge of the principles of both descriptive and inferential statistics, probability, averages and variations, normal probability distributions, sampling distributions, confidence intervals, statistical hypothesis tests, and correlation and regression analyses. The emphasis of the course will be on the proper use of statistical techniques and their application in real life -- not on mathematical proofs. This course will use Microsoft Excel for some of the work. Students should have a basic familiarity with Excel and have access to this software application. (Prerequisite: MATH110 or MATH111 or MATH225)
Table of Contents
Course Scope
Successful completion of this course will provide you with a working knowledge of the principles of statistics and enable you to solve problems involving simple probability, averages and variations, normal probability distributions, sampling distributions, confidence intervals, and the testing of statistical hypotheses. The course is designed for students who seek an understanding of how statistics can be applied in disciplines that require the use of descriptive and inferential statistical methods. The emphasis of the course will be on the proper use of statistical techniques and their implementation rather than on mathematical proofs. However, some mathematics is necessary in order to understand the proper application of the techniques. Thus, you should be familiar with basic mathematics as covered in MATH110 or an equivalent course.
Table of Contents
Course Objectives
After completing the course, the student should be able to:
CO-1. Distinguish meaningful statistics from those that are not meaningful.
CO-2. Categorize data by type.
CO-3. Organize data into tabular form.
CO-4. Represent data using frequency distributions, histograms, frequency polygons, ogives, bar charts, Pareto charts, time series graphs, pie charts, box plots, stem and leaf , and other statistical displays..
CO-5. Compute measures of central tendency and measures of variance for quantitative data.
CO-6. Explain basic probability theory.
CO-7. Examine the outco.
6b Class Content
This document outlines the content and schedule for an introductory leadership course for student veterans. The course covers topics like leadership theories, military operations orders, and networking. It includes lectures, guest speakers, group discussions, and assignments. Time is also allotted for student feedback, addressing course-related issues, and flex weeks for catchup or additional development of the new course material. The semester culminates with course evaluations before the standard reading and finals weeks.
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Additional FilesBM0421_assignment_support-1.pptBusine.docx
Additional Files/BM0421_assignment_support-1.ppt
Business Research Analysis
BM0421
Week 12 - Assignment Guidance
*
Part A - Overview
The word limit of 1,250 words refer to the body of the assignment.
You are required to present a copy of the questionnaire and its coding plan in an appendix to your assignment.
The words in the body of the assignment relate to the critical justification of the questionnaire and coding plan presented, as well as other supporting documents.
*
Part A – Hints!
Write in “applied terms” by making reference to the case scenario, avoid writing in a theoretical style.
Credit will be given to additional referencing to research methods texts in support of the arguments you are making.
Think about issues relating to flow, structure, coding, question types, presentation, instructions in your justification.
Do NOT go out and collect data with your questionnaire!
Part B- Overview
The word limit of 1,750 words refers to the body of the assignment.
Any useful graphs and tables should be in the body of this report, not hidden away in the appendices!
The assignment requires you to show how you have selected the relevant graphs, tables, summary statistics and hypothesis tests, so simply submitting Excel or SPSS output with no discussion will result in few or no marks being awarded to this part of the assignment.
Part B is a practical application to a problem, so unlike your essay type subjects and Part A, does not require additional referencing.
Part B – Statistical Analysis
You are required to justify the selection of presentation techniques, summary statistics and hypothesis tests in terms of data types, sample sizes, assumptions that can or cannot be made etc.
For your hypothesis tests, present fully and if significance is found, do provide indication as to why!
Use graphs and tables sparingly within your presentation, sometimes you may be asked specifically, if so, present accordingly, otherwise use your judgement.
Part B – Statistical Analysis – Hints!
Look for key words such as difference (then consider numbers of samples, the relationship between them, sample size etc) or association (consider data types involved).
Present all findings, significant or otherwise!
Part B – Managerial Implications
These are not a repeat of your findings but applications of these findings in the decision making process, this is combined within the section containing the analysis and findings.
Apply your analysis and the case scenario to any findings and discussion, do not pluck ideas out of thin air or make very general observations about the problem.
All results can play a part in this process, significant or otherwise.
General Points I
This is an individual piece of work. Students are likely to discuss the analytical aspects of the assignment (OK – this is a positive part of the learning process), but any written results and recommendations should be undertaken without discussion and without electr.
Additional FilesBM0421_assignment_support-1.pptBusine.docx
This document provides guidance for a business research analysis assignment. It outlines the word limits for Parts A and B of the assignment and notes that graphs, tables and other materials should be included directly in the body of the report, not just in appendices. For Part A, students must justify a questionnaire and coding plan presented in an appendix. For Part B, students must select and justify appropriate statistical analysis techniques based on the data and apply the results to implications for management decision making. The document provides additional details and hints for each part and general points about the individual nature of the work and referencing standards. It also includes assessment criteria related to knowledge, structure and research.
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CLASSROOM AND COURSE MANAGEMENT: The Nuts and Bolts of Successful Beginnings
1) At the beginning of the semester, discuss study habits and strategies students will need to succeed in the course. Introduce students to academic citizenship to help with retention and success.
2) Make your attendance policy and its rationale clear in the syllabus. Gather basic information about students through index cards to help them feel cared for.
3) Be sensitive to students' special needs and disabilities, which may include learning, and provide accommodations and study tips per the document's suggestions.
Hrt6570 21
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Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course
Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course
School Science, Technology, Engineering, and MathCourse.docx
School Science, Technology, Engineering, and MathCourse.docx
Additional FilesBM0421_assignment_support-1.pptBusine.docx
Additional FilesBM0421_assignment_support-1.pptBusine.docx
Additional FilesBM0421_assignment_support-1.pptBusine.docx
Additional FilesBM0421_assignment_support-1.pptBusine.docx
CLASSROOM AND COURSE MANAGEMENT: The Nuts and Bolts of Successful Beginnings
CLASSROOM AND COURSE MANAGEMENT: The Nuts and Bolts of Successful Beginnings
ADOVH Student Strategies to Approach Assessment Questions.pdf
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Course Syllabus
- 1. Your Course Syllabus Is Your Friend
- 2. The info is all there One of the steps to becoming a successful college student is to know how to read the syllabus for important course information; information that other students might miss Unlike high school, the professor is letting you know ahead of time what topics will be covered each day and when exams are
- 3. Anatomy of a Syllabus The first items on a syllabus should give course information: Course title/number Instructor Information Materials and Required Textbook Days and hours of the class Location of the class General information (professor’s philosophy about the class) Expectations regarding assignments Grading Course Schedule
- 4. Instructor Information Full name/title Office location Where to leave assignments Office hours Email address Office phone number Pay close attention to any restrictions ex. “No calls between 10:30pm and 8:30am.”
- 5. Textbooks Your syllabus will list all required reading materials for your class. Information should include: Title Author Date/Edition Publisher
- 6. Materials Although many courses only require print material, there are also some courses that require additional materials, such as: lab/safety equipment, art supplies, special calculators, etc. Be sure you are aware of what special materials you are required to have for the class, if any.
- 7. Course Descriptions & Objectives This info will most likely be similar to the description in your course catalog : a paragraph describing the general content of the course. Info about instructional methods may also be included
- 8. Course Calendar/Schedule A daily or weekly schedule of topics to be covered. Dates for exams, quizzes, and major assignments Required special events may also be included ex. a lecture by a visiting speaker, a musical performance, field trip, etc. *This schedule can be tentative and subject to change depending on the progress of the class*
- 9. Attendance & Tardiness A statement regarding attendance should be included Professors should state how many absences are allowed before penalization. Usually if you miss any more classes than allowed, it will reduce your grade. Sometimes, too many tardies can equal an absence. If this is the case, it should be stated in the syllabus.
- 10. Class Participation If active participation is required – especially if it plays a part in your grade – then the syllabus will typically say so. The syllabus will also usually indicate how participation will be graded.
- 11. Missed Exams or Assignments The syllabus should give you the following information about missed exams and assignments: Whether or not they can be made up How many points are deducted each day for a late assignment If the professor will take it later than the specified due date
- 12. Lab Safety & Health If necessary, the syllabus should include a short statement about the importance of these issues In some courses, these issues can literally be a matter of life and death.
- 13. Academic Dishonesty The syllabus should address questions related to academic dishonesty Cheating Plagiarism These matters are very serious, and the end result of either could be an Fx in the class.
- 14. Grading Each syllabus should indicate how the students will be evaluated. How grades are weighted Factors included in the grading process Information regarding extra credit opportunities, if they are available.
- 15. Available Support Services The library is probably the oldest resource, and perhaps still the richest. Campbell’s Student Support Services offers: One-on-one tutoring Tutoring Center Writing center Group reviews for specific courses Disability services Career guidance Retention assistance
- 16. Be proactive from the beginning After the first day of classes, go through your syllabi and highlight all the important information – keep the syllabus for each class in your notebook for that class. An even better way to ensure you know when assignments are due and exams will be held is to transfer all due dates onto a calendar.
- 17. Last But Not Least Whether your professor says it in class or not, if it’s in the syllabus, you must adhere to it. Not knowing is not an excuse if it’s in the syllabus.