A workshop focused on aligning your course objectives to your assessments and activities planned for your course. Includes a discussion of the value of Bloom's Taxonomy within each domain to help you choose objectives that best match what you want students to learn. Also covers Quality Matters standards 2, 3, 4 and points to the online QM self-review tool.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
A workshop focused on aligning your course objectives to your assessments and activities planned for your course. Includes a discussion of the value of Bloom's Taxonomy within each domain to help you choose objectives that best match what you want students to learn. Also covers Quality Matters standards 2, 3, 4 and points to the online QM self-review tool.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
Differentiate between outcome-based assessment criteria and process-based assessment-based criteria.
The outcomes-based approach to teaching and learning is increasingly being used in higher education as the model for best practice in constructing courses and evaluating students' work. Learn more about this approach with this simple, practical guide to building your own outcomes-based programs.
Imagine taking your students through a scary story about a scary ghost and they get to learn the most important passive structures of the English language. At the same time, when they do a follow up exercise, they get to learn a bit about Islamic ideas and facts. The exercise is designed in such as way that "Islam" has been integrated into language teaching. Actual names of the students have been used to make it more personal and friendly. Some of the ideas in the sentences about students are in fact true! Enjoy this free iESL grammar lesson from ibatefl.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. If our aim is to improve student
performance, not just measure it, we must
ensure that students know the performances
expected of them, the standards against
which they will be judged, and have
opportunities to learn from the assessment in
future assessments.
(Grant Wiggins, 2002)
3. Feedback is information about how we have
performed in relation to a stated goal.
Feedback tells us what did or did not
happen:
4. Effective feedback provides:
information about what happened or was
done
an evaluation of how well or otherwise the
action or task was performed
guidance as to how performance can be
improved.
5. Is specific and avoids vague comments.
Is varied in its method of application.
Uses models showing desired outcomes.
6. Shows a valuing of student work.
Uses marks or grades only some of the time.
Provides time for students to act upon
advice.
Enables students to know how they will
benefit.
7. Feedback can occur at any point in the
learning cycle:
– while students are working on a task
– while students are presenting a task
– at the end of the task.
8. Acknowledges success and provides an
indication in several areas where
improvement could occur.
Is accessible – must be able to be read and
understood.
Students are made aware of the purposes of
feedback.
9. A whole-school policy?
Communicate clearly to both students and
parents how feedback on learning will be
provided.
Clarify with parents the feedback strategies
to be used.
10. Teacher comments should focus on
improvement in future tasks.
‘Comments like “Use paragraphs!” are
useless – if I knew how to use them, I would
have done so.’
‘I could do better if I was told exactly what I
could do better.’
11. Effective comments are clear, brief and
related to the specific learning intention.
Some research indicates that too much
praise can negatively impact on boys and
more able students.
12. Thereis no one appropriate way of providing
feedback to students.
Rather,the nature of the task and the
context of the work in the particular learning
area should determine the form in which the
feedback occurs.
13. In some learning areas, moderate and
focused praise is essential in building student
self-confidence.
Inother areas, students need to focus on the
processes not just the outcomes.
14. Ticking of correct answers can be counter-
productive.
Peer correction and periodic teacher checks
could be more effective:
– peer assessment/feedback needs practice
and teacher guidance
– peer assessment/feedback helps make
students more reflective of their own work.
15. Some learning areas require ongoing and
regular student-teacher dialogue, with
feedback to guide students through smaller
key developmental steps.
In other learning areas, keeping the balance
between feedback about content or
knowledge and feedback about process is
crucial as feedback often needs to correct
key misunderstandings.
16. Verbal feedback should encourage higher order
thinking of a more open-ended kind.
Use of a positive tone of voice, with regular
indications that the teacher is listening, enables
the students to feel at ease and to be willing to
actively participate in the dialogue.
Avoid damaging self-esteem – concentrate on the
task rather than the student.
17. Work with students to ensure understanding
of the meaning and application of assessment
criteria prior to their commencement of a
task.
Use wall displays and checklists which
identify what is being sought in the learning.
18. Give verbal feedback while students work on
a task.
Model the standard of work required and
frame feedback in relation to this.
Ask students to maintain learning journals.
19. Use self-adhesive notes to give quick
feedback, without devaluing the student’s
work, especially in the case of major
projects.
Encourage students to write a learning
intention at the outset.
20. Consciously focus on highlighting successes.
Use marks or grades sparingly, not constantly.
Make use of student self-assessment or peer
assessment.