The document provides an overview of the ACCESS program at Mason University, which provides additional academic support for international students. It details the program structure, courses, requirements, resources, and staff roles. The goal is to help international students develop their English skills and cultural adjustment through a team-based approach combining language, content, and student support.
This document provides an overview of sample items and performance tasks from the Smarter Balanced Assessment Consortium. It discusses the purpose and features of the sample items, how to navigate the sample item website, and the content claims and item types for the English Language Arts and Mathematics assessments. Timelines for the Smarter Balanced assessment system are also presented, as well as resources for reviewing sample items and getting support.
This document appears to be an observation form used to provide feedback on teaching lessons. It includes sections to note the context of the observation, identify good practices and areas for development, and make an overall judgment on the quality of the lesson. The observer and teacher then discuss actions and next steps. The form also includes a section on professional teaching standards that are assessed during the observation related to subjects knowledge, planning, expectations, assessment practices, relationships, progress, meeting student needs, use of teaching assistants, and homework.
This document provides an overview of the Teaching Knowledge Test (TKT), a test designed to evaluate teachers' knowledge of key concepts related to English language teaching. TKT consists of 3 modules that assess understanding of language concepts, factors influencing language learning, and teaching methods and strategies. The document outlines the content, format, timing and scoring of each TKT module to help candidates and course providers understand what knowledge and skills will be assessed.
This study examined the use of radio technology in primary schools in Kenya to improve distance education. Data was collected through interviews with head teachers and classroom teachers. The study found that radio can make learning more enjoyable and improve learning outcomes when used properly in the classroom. However, technical difficulties sometimes occur and inexperienced use can reduce its value. Overall, radio was found to be an effective educational tool when implemented according to established standards.
The document outlines progression pathways for students after completing their GCE N Level examinations at Junyuan Secondary School. It discusses options for promotion to Sec 5, technical institutes, polytechnics, and the application processes for foundation programmes at polytechnics and ITE diploma-to-polytechnic programmes. Key details provided include eligibility criteria based on subject grades, application timelines, and websites for further information.
A água potável é a água que pode ser consumida por pessoas e animais sem riscos à saúde. Ela pode ser oferecida a populações urbanas ou rurais com ou sem tratamento prévio, dependendo da origem do manancial. O tratamento de água visa reduzir a concentração de poluentes para níveis seguros para a saúde pública.
Pt e a falência da administração de colaboração de classesFrancisco Pedro
O documento argumenta que as manifestações contra o PT são resultado do fracasso de sua estratégia de colaboração de classes. A burguesia apoiou o PT enquanto lucrava, mas agora pressiona por um líder que mantenha o capitalismo durante a crise. O PT está fraco diante da burguesia e dos trabalhadores insatisfeitos, e deve partir para o confronto em defesa dos interesses da classe trabalhadora.
Stephane Piquart - Behave - Itinéraire d'un sourceur de sens.Evolubook
Voir la version enrichie interactive sur:
http://evolubook.com/flipbooks/Stephane-Piquart-Behave-sourceur-matieres-premieres-parfums
Portrait de Stéphane Piquart, créateur de BEHAVE, entrepreneur humaniste sourceur de matières premières pour la parfumerie.
Portrait numérique d’un entrepreneur humaniste et aventurier sourçant ses matières premières pour la parfumerie aux quatre coins de la planète, mais devant néanmoins maîtriser une vraie logique d’entreprise reposant sur des réalités économiques et d’organisation. Stéphane Piquart y dévoile aussi les préceptes qui le guident dans sa vie professionnelle et personnelle, les facteurs clés de son succès.
Sourceur de matières premières… Et pour les plus grands parfumeurs ! On se prend à rêver, envahi d’essences diverses dont les origines sont d’autant plus attirantes qu’elles sont méconnues et qu’on les imagine lointaines, inaccessibles, sortes de Graal que seuls quelques initiés peuvent tenter d’approcher. Un parfum d’aventure !
Au-delà de la fantasmagorie inhérente aux voyages vers des terres reculées pour aller chercher une matière rare, derrière l’image associée d’un aventurier empruntant à celle d’Indiana Jones, se niche une logique d’entrepreneur reposant sur des réalités économiques et d’organisation. Et même si cette note biographique s’attache à décrire ces réalités, le métier reste merveilleux dans ce qu’il évoque de rencontres, de belles matières et de savoir-faire hors du commun, et de la reconnaissance de l’altérité comme une valeur fondamentale de toute relation. Savourons.
This document provides an overview of sample items and performance tasks from the Smarter Balanced Assessment Consortium. It discusses the purpose and features of the sample items, how to navigate the sample item website, and the content claims and item types for the English Language Arts and Mathematics assessments. Timelines for the Smarter Balanced assessment system are also presented, as well as resources for reviewing sample items and getting support.
This document appears to be an observation form used to provide feedback on teaching lessons. It includes sections to note the context of the observation, identify good practices and areas for development, and make an overall judgment on the quality of the lesson. The observer and teacher then discuss actions and next steps. The form also includes a section on professional teaching standards that are assessed during the observation related to subjects knowledge, planning, expectations, assessment practices, relationships, progress, meeting student needs, use of teaching assistants, and homework.
This document provides an overview of the Teaching Knowledge Test (TKT), a test designed to evaluate teachers' knowledge of key concepts related to English language teaching. TKT consists of 3 modules that assess understanding of language concepts, factors influencing language learning, and teaching methods and strategies. The document outlines the content, format, timing and scoring of each TKT module to help candidates and course providers understand what knowledge and skills will be assessed.
This study examined the use of radio technology in primary schools in Kenya to improve distance education. Data was collected through interviews with head teachers and classroom teachers. The study found that radio can make learning more enjoyable and improve learning outcomes when used properly in the classroom. However, technical difficulties sometimes occur and inexperienced use can reduce its value. Overall, radio was found to be an effective educational tool when implemented according to established standards.
The document outlines progression pathways for students after completing their GCE N Level examinations at Junyuan Secondary School. It discusses options for promotion to Sec 5, technical institutes, polytechnics, and the application processes for foundation programmes at polytechnics and ITE diploma-to-polytechnic programmes. Key details provided include eligibility criteria based on subject grades, application timelines, and websites for further information.
A água potável é a água que pode ser consumida por pessoas e animais sem riscos à saúde. Ela pode ser oferecida a populações urbanas ou rurais com ou sem tratamento prévio, dependendo da origem do manancial. O tratamento de água visa reduzir a concentração de poluentes para níveis seguros para a saúde pública.
Pt e a falência da administração de colaboração de classesFrancisco Pedro
O documento argumenta que as manifestações contra o PT são resultado do fracasso de sua estratégia de colaboração de classes. A burguesia apoiou o PT enquanto lucrava, mas agora pressiona por um líder que mantenha o capitalismo durante a crise. O PT está fraco diante da burguesia e dos trabalhadores insatisfeitos, e deve partir para o confronto em defesa dos interesses da classe trabalhadora.
Stephane Piquart - Behave - Itinéraire d'un sourceur de sens.Evolubook
Voir la version enrichie interactive sur:
http://evolubook.com/flipbooks/Stephane-Piquart-Behave-sourceur-matieres-premieres-parfums
Portrait de Stéphane Piquart, créateur de BEHAVE, entrepreneur humaniste sourceur de matières premières pour la parfumerie.
Portrait numérique d’un entrepreneur humaniste et aventurier sourçant ses matières premières pour la parfumerie aux quatre coins de la planète, mais devant néanmoins maîtriser une vraie logique d’entreprise reposant sur des réalités économiques et d’organisation. Stéphane Piquart y dévoile aussi les préceptes qui le guident dans sa vie professionnelle et personnelle, les facteurs clés de son succès.
Sourceur de matières premières… Et pour les plus grands parfumeurs ! On se prend à rêver, envahi d’essences diverses dont les origines sont d’autant plus attirantes qu’elles sont méconnues et qu’on les imagine lointaines, inaccessibles, sortes de Graal que seuls quelques initiés peuvent tenter d’approcher. Un parfum d’aventure !
Au-delà de la fantasmagorie inhérente aux voyages vers des terres reculées pour aller chercher une matière rare, derrière l’image associée d’un aventurier empruntant à celle d’Indiana Jones, se niche une logique d’entrepreneur reposant sur des réalités économiques et d’organisation. Et même si cette note biographique s’attache à décrire ces réalités, le métier reste merveilleux dans ce qu’il évoque de rencontres, de belles matières et de savoir-faire hors du commun, et de la reconnaissance de l’altérité comme une valeur fondamentale de toute relation. Savourons.
This curriculum vitae outlines Bas De Kinder's experience and qualifications. He has over 20 years of experience in procurement and supply chain roles for companies like Philips and Vogel's. His specialties include early supplier involvement, contracting, sourcing from Asia, and supply chain management. He is seeking a new challenge in procurement and supply chain. He has a bachelor's degree in commercial economy and is fluent in English and German with experience working internationally.
El documento presenta datos de tres proyectos de inversión, incluyendo inversiones iniciales, ingresos y egresos para los años 0, 1 y 2. Se pide calcular el Valor Actual Neto (VAN) y la Tasa Interna de Retorno (TIR) para cada proyecto y determinar cuál recomendaría llevar a cabo teniendo en cuenta una rentabilidad pretendida del 60% y que los proyectos son mutuamente excluyentes. Los estudiantes deben enviar la solución al correo mardiles@mdp.edu.ar antes del 2 de no
This document provides an overview of single phase fully controlled rectifiers. It begins by explaining the advantages of fully controlled rectifiers over uncontrolled rectifiers, namely the ability to control output voltage/current and allow bidirectional power flow. It then discusses the operation of a single phase fully controlled half-wave rectifier with resistive and resistive-inductive loads. The full bridge configuration is introduced as the most popular topology. Operation in both continuous and discontinuous conduction modes is analyzed for a full bridge supplying an R-L-E load. Key points like conduction periods, voltage waveforms, and the relationship between firing angle and output voltage/current are explained.
Dokumen ini membahas tentang warisan budaya Malaysia melalui cerita rakyat pelbagai kaum. Cerita rakyat merupakan ekspresi budaya suatu masyarakat yang menyampaikan nilai-nilai budaya seperti agama, kepercayaan, dan sistem sosial secara lisan. Cerita-cerita rakyat memiliki ciri seperti penyebaran secara lisan, bersifat tradisional, dan mengandung pengajaran moral. Dokumen ini memberikan contoh cerita raky
Course rationale for freshman seminar at lehigh university 5-18-09 v1jfd2
This document proposes a new 1-credit pilot course called "Adaptation to the American University: The First-Year Seminar" for international undergraduate students at Lehigh University. The course would introduce students to university academic strategies and skills for acculturating to American university life, including time management, navigating grading systems, classroom etiquette, and developing cross-cultural relationships. It would complement existing ESL courses and help form a learning community for international students. Collecting data on GPAs, surveys, and focus groups would assess the progress and success of this learning community for increasing student success and satisfaction.
This document summarizes the ACCESS program at George Mason University, which provides an academic pathway for international students to develop their English skills. It discusses a three-pronged approach to sustaining the program's quality through faculty training, materials development, and curriculum alignment. The program has grown from 20 students in its first year to over 50 students currently. To support further expansion, the presenters outline their work developing standardized assessments, training faculty, and creating shared course materials while maintaining a focus on students' linguistic and academic needs.
A Time to Act: Transforming Students for Responsible Global Citizenship (2022...bumbaugh
The document discusses the Global Citizenship Program (GCP) at Webster University. It provides background on the development of the GCP over time in response to accreditation reviews. It outlines the mission and requirements of the GCP, including its emphasis on skills, pathways for students, and a capstone course. It also discusses validation of the GCP through external reviews, assessment data, and its inclusion of high-impact practices linked to student success. The document calls for continuing efforts to scale high-impact practices and build a culture of care in order to fulfill the program's promise to students.
The document discusses redesigning the First Year Seminar course at Bronx Community College. It notes many students require remediation and have additional challenges like low income, family responsibilities, and being the first in their family to attend college. The redesign aims to facilitate student success, efficient course taking, and graduation by providing academic and social supports through the seminar. It involves collaborating across departments, training faculty, and integrating ePortfolios to promote student engagement, learning outcomes, self-assessment, and a cohesive first year experience.
Central Pacific College is an English language school located in Hawaii that offers 5 academic programs in English proficiency from beginner to advanced levels. It aims to provide high-quality ESL education through developing students' linguistic, social, cultural, and reflective competencies. Classes utilize a method called Student Development Activities which follow the process of Think, Do, Reflect to encourage organic language learning through hands-on projects. The school ensures quality and improvement through regular evaluations, faculty support, and opportunities for extracurricular learning outside the classroom.
The document summarizes education reforms in Hong Kong since 2000 aimed at developing students' whole-person growth and life-long learning abilities. Key reforms included curriculum, learning, assessment and accountability changes. Hong Kong performs well in international assessments but also faces challenges in developing students' creativity, confidence, and connection to their education. Ongoing reforms focus on enhancing teacher professional development and ensuring education supports Hong Kong's future.
Deciphering Best Practices for Underprepared College Students Christine Vodicka
This presentation gives an overview of services provided by the Tutoring and Academic Success Center (TASC) at Cleveland State University in Cleveland, Ohio. In particular, the Success Coaching and Viking Academic Boot Camp programs are explored in more detail.
CAA Global Education Conference 2011- BRIDGE-ing the gapCISA-GMU
The document discusses two foundation programs, the Degree Enhancement Track and English Enrichment Track, created by George Mason University to provide flexibility in admissions for international graduate students who need additional English language support or preparation due to having a three-year degree or lack of English proficiency. The programs aim to strengthen students' capabilities for success in their graduate programs through targeted coursework while still maintaining the university's established standards. They were developed in collaboration between the university's graduate school and English Language Institute and provide institutional credit courses in areas like academic writing, communication, and English strategies.
This document summarizes a FIG (Focused Inquiry Group) investigating core issues in basic skills education at Chabot College. The FIG will examine how the Reading Apprenticeship model impacts student outcomes, retention, engagement, and self-efficacy. Data will be collected through institutional research, surveys, assessments, and evaluating student work. The FIG currently involves faculty from English and other disciplines. Plans are outlined to expand training to more faculty and tutors over multiple semesters, with the goal of professional development in Reading Apprenticeship becoming institutionalized. Projected costs include attendance at training conferences.
This document summarizes the development of a clinically rich residency program for a Master of Arts in Teaching degree. It describes how the program was designed based on research and best practices to provide teacher candidates with extensive classroom experience through a year-long residency. Survey results from the first year found significant gains in candidates' confidence in their teaching abilities after completing the program. The program faculty will continue evaluating the residency model and revising it based on data and feedback to further improve teacher preparation.
The document discusses course planning and syllabus design. It covers developing a course rationale, describing entry and exit levels, choosing course content, sequencing content, and planning the syllabus. A course rationale answers questions about who the course is for, what it covers, and what teaching and learning will occur. It guides planning and provides focus. Entry and exit levels describe student proficiency before and after a course. Course content choices are based on objectives and needs. The document also reviews the Philippines' previous and current basic education curriculums.
This document discusses the importance of comprehensive school counseling programs, student and parent educational/career planning conferences, and individual learning plans in reducing failure rates among 9th grade students and helping them transition successfully. It notes that 9th grade has the highest failure rates which are correlated with dropping out. Comprehensive counseling programs, conferences, and ILPs can help connect students to post-secondary goals, exploratory courses, supportive adults, and ease the transition to high school. ILPs in particular provide a process for students to take responsibility for their future, educational achievement, and career goals.
Hispanic Association of Colleges and Universities Phoenix, 2005
Analyze the need for Accelerated Dual Language education
Discuss the characteristics of the Accelerated Dual Language model
Share the experience of the implementation & assessment of the Accelerated Dual Language model
Present services and opportunities to establish Accelerated Dual Language programs
The document summarizes two foundation year programs for conditionally admitted international students: George Mason University's ACCESS program and Drexel University's International Gateway program. Both programs provide academic coursework and support to help students improve their English proficiency and acculturate to the university. Key components include intensive English classes, credit-bearing courses, advising support, and co-curricular activities. Evaluation of the programs focuses on English gains, academic performance, retention, and advancing the universities' internationalization goals. The document advocates for collaborative program development and ongoing evaluation to continuously improve foundation year programs.
Alex Thorp - Tensions in teaching - reconciling teaching and testing eaquals
The document discusses tensions between teaching and testing in language assessments. It notes developments in validity theory that emphasize consequences and alignment. Assessment literacy empowers teachers to critically evaluate tests and ensure they reflect what students need, like language skills, transferable skills, and study strategies. Trinity College London qualifications aim to assess real-world communication through integrated exams like ISE that test speaking, listening, reading and writing together. They hope this places students at the center and leads to positive impacts on teaching.
Using The Curriculum To Improve Performancemelbourn02
The document discusses plans to innovate the school curriculum to improve student performance and outcomes. It describes the current strengths and weaknesses, including that some students are not making sufficient progress. The proposed solution is to implement a new curriculum pathway with 4 hours per week of additional literacy and numeracy support for struggling students from Year 7 to Year 9. Initial results suggest this intervention has improved student confidence and engagement. The document also shares approaches used by other schools to structure their curriculum and support all students.
This curriculum vitae outlines Bas De Kinder's experience and qualifications. He has over 20 years of experience in procurement and supply chain roles for companies like Philips and Vogel's. His specialties include early supplier involvement, contracting, sourcing from Asia, and supply chain management. He is seeking a new challenge in procurement and supply chain. He has a bachelor's degree in commercial economy and is fluent in English and German with experience working internationally.
El documento presenta datos de tres proyectos de inversión, incluyendo inversiones iniciales, ingresos y egresos para los años 0, 1 y 2. Se pide calcular el Valor Actual Neto (VAN) y la Tasa Interna de Retorno (TIR) para cada proyecto y determinar cuál recomendaría llevar a cabo teniendo en cuenta una rentabilidad pretendida del 60% y que los proyectos son mutuamente excluyentes. Los estudiantes deben enviar la solución al correo mardiles@mdp.edu.ar antes del 2 de no
This document provides an overview of single phase fully controlled rectifiers. It begins by explaining the advantages of fully controlled rectifiers over uncontrolled rectifiers, namely the ability to control output voltage/current and allow bidirectional power flow. It then discusses the operation of a single phase fully controlled half-wave rectifier with resistive and resistive-inductive loads. The full bridge configuration is introduced as the most popular topology. Operation in both continuous and discontinuous conduction modes is analyzed for a full bridge supplying an R-L-E load. Key points like conduction periods, voltage waveforms, and the relationship between firing angle and output voltage/current are explained.
Dokumen ini membahas tentang warisan budaya Malaysia melalui cerita rakyat pelbagai kaum. Cerita rakyat merupakan ekspresi budaya suatu masyarakat yang menyampaikan nilai-nilai budaya seperti agama, kepercayaan, dan sistem sosial secara lisan. Cerita-cerita rakyat memiliki ciri seperti penyebaran secara lisan, bersifat tradisional, dan mengandung pengajaran moral. Dokumen ini memberikan contoh cerita raky
Course rationale for freshman seminar at lehigh university 5-18-09 v1jfd2
This document proposes a new 1-credit pilot course called "Adaptation to the American University: The First-Year Seminar" for international undergraduate students at Lehigh University. The course would introduce students to university academic strategies and skills for acculturating to American university life, including time management, navigating grading systems, classroom etiquette, and developing cross-cultural relationships. It would complement existing ESL courses and help form a learning community for international students. Collecting data on GPAs, surveys, and focus groups would assess the progress and success of this learning community for increasing student success and satisfaction.
This document summarizes the ACCESS program at George Mason University, which provides an academic pathway for international students to develop their English skills. It discusses a three-pronged approach to sustaining the program's quality through faculty training, materials development, and curriculum alignment. The program has grown from 20 students in its first year to over 50 students currently. To support further expansion, the presenters outline their work developing standardized assessments, training faculty, and creating shared course materials while maintaining a focus on students' linguistic and academic needs.
A Time to Act: Transforming Students for Responsible Global Citizenship (2022...bumbaugh
The document discusses the Global Citizenship Program (GCP) at Webster University. It provides background on the development of the GCP over time in response to accreditation reviews. It outlines the mission and requirements of the GCP, including its emphasis on skills, pathways for students, and a capstone course. It also discusses validation of the GCP through external reviews, assessment data, and its inclusion of high-impact practices linked to student success. The document calls for continuing efforts to scale high-impact practices and build a culture of care in order to fulfill the program's promise to students.
The document discusses redesigning the First Year Seminar course at Bronx Community College. It notes many students require remediation and have additional challenges like low income, family responsibilities, and being the first in their family to attend college. The redesign aims to facilitate student success, efficient course taking, and graduation by providing academic and social supports through the seminar. It involves collaborating across departments, training faculty, and integrating ePortfolios to promote student engagement, learning outcomes, self-assessment, and a cohesive first year experience.
Central Pacific College is an English language school located in Hawaii that offers 5 academic programs in English proficiency from beginner to advanced levels. It aims to provide high-quality ESL education through developing students' linguistic, social, cultural, and reflective competencies. Classes utilize a method called Student Development Activities which follow the process of Think, Do, Reflect to encourage organic language learning through hands-on projects. The school ensures quality and improvement through regular evaluations, faculty support, and opportunities for extracurricular learning outside the classroom.
The document summarizes education reforms in Hong Kong since 2000 aimed at developing students' whole-person growth and life-long learning abilities. Key reforms included curriculum, learning, assessment and accountability changes. Hong Kong performs well in international assessments but also faces challenges in developing students' creativity, confidence, and connection to their education. Ongoing reforms focus on enhancing teacher professional development and ensuring education supports Hong Kong's future.
Deciphering Best Practices for Underprepared College Students Christine Vodicka
This presentation gives an overview of services provided by the Tutoring and Academic Success Center (TASC) at Cleveland State University in Cleveland, Ohio. In particular, the Success Coaching and Viking Academic Boot Camp programs are explored in more detail.
CAA Global Education Conference 2011- BRIDGE-ing the gapCISA-GMU
The document discusses two foundation programs, the Degree Enhancement Track and English Enrichment Track, created by George Mason University to provide flexibility in admissions for international graduate students who need additional English language support or preparation due to having a three-year degree or lack of English proficiency. The programs aim to strengthen students' capabilities for success in their graduate programs through targeted coursework while still maintaining the university's established standards. They were developed in collaboration between the university's graduate school and English Language Institute and provide institutional credit courses in areas like academic writing, communication, and English strategies.
This document summarizes a FIG (Focused Inquiry Group) investigating core issues in basic skills education at Chabot College. The FIG will examine how the Reading Apprenticeship model impacts student outcomes, retention, engagement, and self-efficacy. Data will be collected through institutional research, surveys, assessments, and evaluating student work. The FIG currently involves faculty from English and other disciplines. Plans are outlined to expand training to more faculty and tutors over multiple semesters, with the goal of professional development in Reading Apprenticeship becoming institutionalized. Projected costs include attendance at training conferences.
This document summarizes the development of a clinically rich residency program for a Master of Arts in Teaching degree. It describes how the program was designed based on research and best practices to provide teacher candidates with extensive classroom experience through a year-long residency. Survey results from the first year found significant gains in candidates' confidence in their teaching abilities after completing the program. The program faculty will continue evaluating the residency model and revising it based on data and feedback to further improve teacher preparation.
The document discusses course planning and syllabus design. It covers developing a course rationale, describing entry and exit levels, choosing course content, sequencing content, and planning the syllabus. A course rationale answers questions about who the course is for, what it covers, and what teaching and learning will occur. It guides planning and provides focus. Entry and exit levels describe student proficiency before and after a course. Course content choices are based on objectives and needs. The document also reviews the Philippines' previous and current basic education curriculums.
This document discusses the importance of comprehensive school counseling programs, student and parent educational/career planning conferences, and individual learning plans in reducing failure rates among 9th grade students and helping them transition successfully. It notes that 9th grade has the highest failure rates which are correlated with dropping out. Comprehensive counseling programs, conferences, and ILPs can help connect students to post-secondary goals, exploratory courses, supportive adults, and ease the transition to high school. ILPs in particular provide a process for students to take responsibility for their future, educational achievement, and career goals.
Hispanic Association of Colleges and Universities Phoenix, 2005
Analyze the need for Accelerated Dual Language education
Discuss the characteristics of the Accelerated Dual Language model
Share the experience of the implementation & assessment of the Accelerated Dual Language model
Present services and opportunities to establish Accelerated Dual Language programs
The document summarizes two foundation year programs for conditionally admitted international students: George Mason University's ACCESS program and Drexel University's International Gateway program. Both programs provide academic coursework and support to help students improve their English proficiency and acculturate to the university. Key components include intensive English classes, credit-bearing courses, advising support, and co-curricular activities. Evaluation of the programs focuses on English gains, academic performance, retention, and advancing the universities' internationalization goals. The document advocates for collaborative program development and ongoing evaluation to continuously improve foundation year programs.
Alex Thorp - Tensions in teaching - reconciling teaching and testing eaquals
The document discusses tensions between teaching and testing in language assessments. It notes developments in validity theory that emphasize consequences and alignment. Assessment literacy empowers teachers to critically evaluate tests and ensure they reflect what students need, like language skills, transferable skills, and study strategies. Trinity College London qualifications aim to assess real-world communication through integrated exams like ISE that test speaking, listening, reading and writing together. They hope this places students at the center and leads to positive impacts on teaching.
Using The Curriculum To Improve Performancemelbourn02
The document discusses plans to innovate the school curriculum to improve student performance and outcomes. It describes the current strengths and weaknesses, including that some students are not making sufficient progress. The proposed solution is to implement a new curriculum pathway with 4 hours per week of additional literacy and numeracy support for struggling students from Year 7 to Year 9. Initial results suggest this intervention has improved student confidence and engagement. The document also shares approaches used by other schools to structure their curriculum and support all students.
The National Competency-Based Teacher Standards (NCBTS) provides a single framework that defines effective teaching in the Philippines. It is intended to guide all aspects of a teacher's professional development and practice. The NCBTS framework is organized into 7 domains that represent distinct areas of the teaching and learning process, with each domain defined by a principle related to enhancing student learning. The NCBTS aims to establish consistent standards for quality teaching across the country and provide a common language for teachers to evaluate and improve their practice.
This document provides information for parents about the Grade 3 Mandarin preparatory class curriculum at an international school. It outlines what students will learn in Chinese language and literature, how students' learning will be assessed through formative and summative assessments, and how parents can support their child's Chinese language development at home. Key areas of study include How the World Works, How We Express Ourselves, and Sharing the Planet. Students will be assessed through observations, performances, selected responses, and open-ended tasks. Parents are encouraged to check homework, read with their child, and expose them to the Chinese environment.
2011 Meet the Parents Session - 3NA (Year End)damaisec
The document outlines the key points from a meet-the-parents session for Secondary 3 Normal Academic students. It discusses the impact of recent Ministry of Education directions, reviews of school programmes, academic performance criteria for promotion, and progression opportunities after secondary education. It also covers the school's use of information and communication technology for teaching and upcoming programmes for 2012.
This document summarizes the process undertaken by the English Department at Wilbur Wright College to redesign their developmental education program. They analyzed research on acceleration and completion models, studied other college programs, and held discussions with faculty. Their proposed new structure combines developmental reading and writing into an accelerated 6-credit course to simplify pathways and integrate skills. This proposal aims to better serve students and promote long-term success through a rigorous holistic approach to placement and a redesigned first-year experience in English. Outstanding issues to resolve include deciding on the final program structure and securing support for implementation.
Similar to Fall 2012 - Faculty Training PT 1.pptx (20)
Universities with existing IEPs are being targeted by corporate educational services providers for partnerships, resulting in credit-bearing matriculation pathway programs for international students who still require ESL support. In this colloquium, directors of various university-based IEPs in the United States share perspectives vis-à-vis their university-developed alternatives to corporate partnership models.
Internationalization, WAC, and L2 Writers tesol vfinalCISA-GMU
This document summarizes a presentation about a research project on undergraduate L2 (second language) writers. The research was conducted to support the claim that small, specialized programs can provide space and incentive to build an ESL-ready curriculum. The presentation describes a center-based model called ACCESS that provides comprehensive support for conditionally admitted undergraduate L2 students, including enhanced English courses, advising, and acculturation activities. It also discusses collaboration between applied linguistics, composition, and WAC faculty to develop ESL-ready versions of general education courses. Finally, it presents preliminary research findings on faculty and student perceptions of writing expectations and support in the ACCESS program.
NAFSA 2011 Region VIII Presentation-Expanding ACCESS to International StudentsCISA-GMU
National Association for International Education (NAFSA), Region VIII Conference
November 3-5, 2011 - Philadelphia, PA
PRESENTERS:
Nicole Sealey, Director for the Center for International Student Access, Mason
Rick Davis, Associate Provost, Undergraduate Education, Mason
Karyn Mallett, Assistant Director, English Language Institute, Mason
Ghania Zgheib, Faculty, English Language Institute, Mason
SESSION TITLE: Expanding ACCESS to International Students
ABSTRACT: Mason's recent foray in international education is an innovative new foundation year program for international freshman designed to increase their academic English language skills while enrolled as full-time students. The presenters will discuss historical development of the program; its academic foundation utilizing cross-departmental collaboration between university and intensive English programs; and its implementation this past fall. The program provides a cohort-style, credit-bearing, custom curriculum, along with academic and student services designed for students studying abroad. The session will address research-backed program revisions; implications for comprehensive approaches to language-supported internationalization in US higher education; and the development of a new university entity developed to manage administration of the program, which builds further on interdepartmental partnerships.
SEM 2011 Expanding ACCESS to International StudentsCISA-GMU
The document discusses George Mason University's ACCESS program, which was created to expand access to international students. [1] The program provides provisional admission to international freshmen who meet academic qualifications but have lower English proficiency. [2] It offers these students a comprehensive first-year experience including enhanced English courses, advising, and extracurricular support. [3] An evaluation found the program exceeded its first-year retention target and received positive feedback, though it requires ongoing adjustments to balance resources and fully develop the enrollment model.
CAA Global Education Conference 2011- Expanding ACCESS to International StudentsCISA-GMU
Session Title: Expanding ACCESS to International Students
Session Abstract: Mason’s recent foray in international education is an innovative new foundation year program for international freshmen designed to increase their academic English language skills while enrolled as full-time students. The presenters will discuss the historical development of the program (beginning with a university encounter with INTO); its academic foundation utilizing cross-departmental collaboration between university and intensive English programs; its implementation this past fall providing cohort-style, credit-bearing, custom curriculum, along with academic and student services designed for students studying abroad; research-backed program revisions and implications for comprehensive approaches to language-supported internationalization in U.S. higher education, and the development of a new university entity developed to manage administration of the program which builds further on interdepartmental partnerships.
Presenters:
* Nicole Sealey, Director, Center for International Student Access, George Mason University
* Rick Davis, Associate Provost, Undergraduate Education, George Mason University
* Karyn Mallett, Assistant Director, English Language Institute, George Mason University
* Ghania Zgheib, Faculty, English Language Institute and Ph.D. Student, Graduate School of Education, George Mason University
CAA Global Education Conference 2011-Internationalization in ActionCISA-GMU
Session Title: Internationalization in Action: Developing a Peer Learning Partnership with International and Honors Programs
Session Abstract: Mason’s ACCESS program for international students and Honor’s College are going where few freshmen have gone before: a pilot Peer Learning Partnership program is designed around variations of “Research Methods” courses. This program helps international students to strengthen developing research skills and Honors students to have hands-on opportunities to become more cross-culturally competent.
Presenters:
* Linda Schwartzstein, Vice Provost, Academic Affairs, George Mason University
* Zofia Burr, Dean, Honors College, George Mason University
* Nicole Sealey, Director, Center for International Student Access, George Mason University
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Fall 2012 - Faculty Training PT 1.pptx
1. Where Innovation is Tradition
Fall 2012 Faculty Training
Day 1 – August 13, 2012
2. • 10:00AM ─ Introductions
• 10:15AM ─ ACCESS Program Overview & Structure
• 10:45AM ─ ACCESS Student Performance Requirements
• 11:00AM ─ Introducing ACCESS Faculty Resources
• 11:45AM ─ Break for Lunch
• 12:30PM ─Working with Students with “Lower” English
Levels, Part I
• 1:30PM ─ Faculty reporting, grading expectations &
• strategies to close the cultural gap
• 2:15PM ─ Content & Language Support Team Group
Meetings
4. Purpose Mission
• The primary purpose of the The Center for International Student
center, working in close Access endeavors to be a resource and
partnership with Mason’s advocate for international & immigrant
academic departments and student academic needs. The Center will
accomplish this by providing
the English Language Institute, developmental support and
is to combine the best elements acculturation to Western educational
of teaching excellence in the styles in a manner that both respects
areas of prescriptive English and celebrates individual student
academic language support, culture and epistemology and prepares
customized general education students for personal and academic
courses and programming, and success. The Center’s ultimate goal is to
specialized student support promote the development and retention
services to create distinctive of well-rounded, culturally conscious,
and civically engaged international
programs for students with student-citizens who are able to
international educational positively contribute to our local and
backgrounds. global society.
6. • ACCESS is designed for academically
qualified undergraduate international
students who could benefit from additional
assistance in developing proficiency in the
English language.
• ACCESS allows freshmen to develop their
academic English language skills while taking
a full-time academic course load toward their
Bachelor's degree.
7. Mason makes use of multiple
language-supported, content-based
instruction models
Theme-based: ESL uses content to introduce ELI
linguistic concepts to aid student
development
Adjunct model: ELI support faculty sits in ELI
content class and provides supplemental & CISA
instruction afterwards
Sheltered model: Content instructor teaching CISA
modified content used to aid students in
developing linguistic skills
8. • Identified by admissions staff for the
program based on:
Meeting all general admissions requirements
Meeting alternative English proficiency
requirement
Internet-based TOEFL: 68 (-20 points)
IELTS: 5.5 (-1.0)
ELI Proficiency Exam: B1
• Offered “provisional” admission
9.
10. 1. Students are our primary focus.
2. Developing English language proficiency and
successful cultural adjustment to Western
educational systems are major goals for our
students.
3. Growth during the first year of collegiate study is
a critical process that sets the stage for future
success.
4. Having high expectations for our students will
lead to high achievement.
5. Respect and appreciation for all types of diversity
is an integral part of our identity.
11. 120
100
80
Fall
60
Spring
40 Sophomore
20
0
2010 Cohort 2011 Cohort 2012 Cohort
12. Using innovative
team teaching Incorporating
approach Peer Advising
from successful
Mason Undergrads
Enhanced Freshman
American
English Transition
Cultures
Composition I to College I
(3 credits)
(3 credits) (1 credit)
Public
Mathematics* Speaking
(3-4 credits) (3 credits
+ 1 credit)
Offered with in-class
and after-class
language support
Additional tutoring made available during afternoon and evening hours
13. Using innovative
team teaching Incorporating
approach Peer Advising
from successful
Mason Undergrads
Enhanced
Freshman
English Research
Transition
Composition Methods
to College II
II (3 credits)
(1 credit)
(3 credits)
World
Major
History
Course
(3 credits
(2-3 credits)
+ 1 credit)
Offered with in-class
and after-class
language support
Additional tutoring made available during afternoon and evening hours
14. • Earn a minimum 2.0 GPA by the end of
the year;
• Earn a minimum grade of C or better in
all courses; and
• Pass the first Math course required in
desired major.
15. • Completes 70% of required tasks and
event attendance.
• Portfolio designed for students to
demonstrate foundations and skills for
lifelong integrative learning, transfer, and
creative and critical thinking.
16. • Electronic Language Acquisition Portfolio
(e-LAP)
• English Proficiency Assessment
17. Students are divided into cohorts of 20 (aka
“clusters”) for class assignments (Section 1.3.4, p. 5)
Course Sections Average Section
Enrollment
COMM 100 3 19
ENGH 121 5 19
HIST 125 1 40
PROV 099 5 1
PROV 103 AC1 3 20
PROV 104 AC1 2 20
PROV 105 AC1 3 19 to 38
PROV 110 AC1 1 20
UNIV 100 AC1 5 20
18.
19. • Collaborative resources from multiple
units/departments (Section 1.4.2, p. 6)
• Teaching resources & feedback
mechanisms
20.
21. Student Affairs Administration Academic Affairs
Advisory Boards
Director
Assistant Director Faculty Fellow
Office Assistant
BRIDGE Course
SSAs Coordinators
BRIDGE Course
PASS Team Instructors
Area
Academic Units
Coordinators
ACCESS Course
Program Support Coordinators
Specialist
ACCESS Course
Instructors
22. Assistant Director Student Success Advisors
• Coordinates PASS team: • Teaches UNIV 100
Leads PA, PE, PT
selection, communications, • Advises
& training
ACCESS/BRIDGE
Participates in PLP selection
& communication students
• Coordinates UNIV 100 • Process documentation
Curriculum, Instruction &
Student Development related to student
Portfolio progression
• Coordinates Academic • Connects students with
Advising
• Official Staff Liaison to interventions as needed
Academic Advising office
23. BRIDGE Coordinator LLC Coordinator
• Coordinates co-curricular • Official liaison to Housing
programming & Residence Life
• Coordinates BRIDGE • Plans and executes
Peer Scholars initiative holistic student
• Coordinates Preparation engagement initiatives
for Graduate Study
transition course
• Coordinates student
progression resources
(e.g., testing)
24. Communications & Program
Support Specialist Office Coordinator
• Coordinates co-curricular • Manages all resource
activities and events requests, satellite
• Executes marketing and public locations, and office supplies
relations materials • Manages personnel records &
• Official liaison to University processes hiring
Admissions documentation
• Communications with • Manages financial records &
prospective students processes funding requests
Administrative Assistant
• Support to the director
• Executive Meeting planner
26. • Software systems
• Resource Protocol (1.4.1, p. 5)
Resource protocols
Resource request form
• Communications
Course coordinator/direct supervisor
SSA assigned to your cluster
Director
27.
28. NOTE LOCATION CHANGES IN YELLOW
• English – Anna Habib/Laurie Miller (MH D101)
• Communication – James Steele/Esther Kim (MH
D201A)
• History – Steve Harris-Scott/Ghania Zgheib (MH
D111)
• American-Cultures – Melissa Ferro (IN 215A)
• Freshman Transition – James Jones (MH D217)
NicoleSome students are directly admitted and able to do well with tutoring support.But some students (as John said last week) come in with 88 and still need considerable supportIf students are coming in a range of 72-90, we have a high level of expectation that they will make the leap needed to be successful while enrolled primarily in General Ed/Major courses called content
CISA Core Values, Standards, and Practices: A message to our studentsWe—the faculty, staff, and administrators of CISA—see the following statements as the five (5) corevalues that form the foundation of the work that we do. Each one is followed by an explanation of thestandards we believe in and the practices we will employ during the coming year to help our studentssucceed:1.2.1. Students are our primary focus.Our students, along with their academic and personal success, are the central elements of theCenter for International Student Access. We actively serve the students enrolled in our first-yearprograms through customized academic programming, co-curricular activities, workshops,tutoring, mentoring, and personal adjustment counseling.1.2.2. Developing English language proficiency and successful cultural adjustment to Western educationalsystems are major goals for our students.We will use best practices and strategies for educating our students, taking full advantage of thewide-range of resources that Mason has to offer. Our goal is to provide our students with thenecessary tools for future success in their academic coursework and social enrichment asmultilingual speakers of English.1.2.3. Growth during the first year of collegiate study is a critical process that sets the stage for future success.Growth is a part of life; we act as guides to help students grow to their full academic potential,which requires that we provide both challenge and support. Our students will have experiences,assignments, and activities that may be very different or more demanding than what they‘veencountered in the past—therefore, individual effort, a willingness to try, and practicing newskills will be required from our students in order to reap the full benefits of the ACCESS program.This includes actively demonstrating personal and social responsibility skills in an increasinglyglobal community.1.2.4. Having high expectations for our students will lead to high achievement.Our desire is to elevate our students to their highest levels of achievement. More importantly, wewant our students to want this for themselves. We may ask for a lot, but we are also willing togive our best effort in return to our students. Students who successfully complete the ACCESSprogram will demonstrate hard work and commitment to their personal and academic goals.1.2.5. Respect and appreciation for all types of diversity is an integral part of our identity.Mason is recognized for its diversity and actively strives to demonstrate a commitment to itthrough its diversity statement and principles. CISA extends that respect to its students for theircultural backgrounds, experiences, and ways of understanding the world, and we actively seekways to foster opportunities for individuals in the Mason community to learn from and beenriched by our students. Further, we actively endeavor to increase the diversity of our students,CISA ACCESS Faculty Handbook 2011-2012 3faculty, and staff, and we strive to help our students to achieve the same appreciation and respectfor the different forms of diversity that members of our community bring to the institutionthrough interactions with both domestic and international students alike.