Cycle of Inquiry - Planning around Content Standards
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1) The document outlines the process and objectives for an inquiry meeting to help support teachers (PTs) with conducting an inquiry focused on 1-2 content standards over 6 weeks. 2) It discusses culturally responsive teaching principles and having participants discuss what these principles look like in the classroom. 3) The major steps of an inquiry outlined are: identifying a focus standard, administering an entry-level assessment, planning lessons, doing an observation lesson, analyzing student work and assessments, and reviewing evidence of teacher learning.
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Session 5
Here are some key points about modifying rubrics:
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- Rubrics can assess process skills through observations, conferences, skill practice assignments in addition to formal lab reports.
- It's okay to pick and choose relevant criteria from multiple rubrics to best suit your needs.
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3. Presentations are given on balancing one's personal and professional responsibilities over the school year and on the stages teachers go through in their first year.
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School of Social Sciences1Course title Research Methods (C3.docx
School of Social Sciences
1
Course title: Research Methods (C39RE)
Professor Rania Kamla [email protected]
Dr Bing Xu [email protected]
Dr Esinath Ndiweni [email protected]
Course Introduction
Research Methods develops research skills which are essential for your dissertation and for a career in accounting, finance or research. It is designed to help you to prepare for the dissertation by allowing you the opportunity to learn about approaches to research and how to use them.
To research is to methodically search for new knowledge and/or practical solutions in the form of answers to specific questions. Developing skills in providing robust, convincing answers to different questions is critical to success in many professional, as well as, academic settings. This course will provide you the opportunity to understand how to gather relevant data/evidence, how to analyse and interpret evidence, how to make sense of complex situations, how to draw conclusions or make recommendations and how to communicate your finding.
A series of lectures will provide you with a sound grounding in social science research methods and guide you through the assigned readings. This will be complemented with tutorials/workshops to develop a range of practical research skills. The assessments provide you with an opportunity to apply the knowledge and provide a sound foundation for the honours year, in particular the dissertation.
Aims and Objectives
· To provide the knowledge and skills required to conduct a sizeable piece of independent research
· To generate an understanding of the social science research process
· To develop an appreciation of the nature of accountancy and finance research
· To enable students to practice their skills and test their understanding of aspects of the research process
Learning Outcomes
· Understand differences between qualitative and quantitative research
· Select and develop a research topic in accountancy or finance
· Identify, access and evaluate literature relevant to the research topic
· Select an appropriate research methodology
· Obtain relevant data
Personal Abilities
· Work independently
· Analyse and interpret research results
· Communicate and present ideas effectively by written and verbal means
Teaching Overview
This course comprises of lectures and tutorials, detailed in the table below. The lectures will last for up to 2 hours and the tutorials are an hour long.
Week
Topic
Tutorial
1
Purpose of Research & An introduction to the dissertation
2
What to Research and how to select YOUR research Question
3
Literature Review - using other peoples’ research – reviewing literature, plagiarism and referencing.
Finding a research question
4
How to research – using library resources
Setting your dissertation aims & objectives
5
Content Analysis /Interviews most popular qualitative methods
Planning your sources of evidence
6
Reading Week Coursework Preparation
None
7
Descriptive statistics.
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Assessment Institute August 21 2008
The document discusses assessment at Middlesex County College. It defines assessment as gathering data to improve student learning and outlines the assessment process of identifying learning outcomes, assessment techniques, gathering and using data. The purpose of assessment is to evaluate programs and courses, guide decision making to improve student learning, and communicate effectiveness. Sample learning outcomes are provided for biology, psychology, and dental hygiene programs and courses. Templates for defining learning outcomes and assessment plans are also included to help faculty develop and implement the assessment process.
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Companion Materials Looking Through the Lens of Rubrics
Companion Materials Looking Through the Lens of Rubrics
How Can We Use Assessment Techniques to Enhance the Learning of Pareducators?...
How Can We Use Assessment Techniques to Enhance the Learning of Pareducators?...
School of Social Sciences1Course title Research Methods (C3.docx
School of Social Sciences1Course title Research Methods (C3.docx
Documenting Your Teaching Efforts in a Way that Counts
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- 14. Structured Conversation Person 3 Talks for 2 minutes Persons 1 and 2 LISTEN
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- 22. Inquiry Content Standard Focus
- 23. Inquiry Content Standard Focus
- 24. Inquiry Content Standard Focus
- 26. Inquiry Content Standard Focus
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- 38. Observation Tools 1 – Teaching Special Population 2 – Equity Observation 3 – Teaching English Learners 4 – Technology Integration Expert Jigsaw
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