Handout 10 sse
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This document contains a survey for students to self-assess their learning experiences across several key areas: listening and communication, use of language, performance and presentation, use of numbers and data, discussion and debate, and use of digital technology. For each area, the survey lists several statements for students to select if true and provide examples. The goal of the survey is to gather evidence on students' perceptions of their own learning experiences.
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IELTS Speaking Tips
اين اسلايد حاوي نكات كليدي و ارزشمند در بخش اسپيكينگ آزمون آيلتس مي باشد از جمله معيارها و نحوه ي نمره دهي اين بخش در آزمون آيلتس
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اين اسلايد حاوي نكات كليدي و ارزشمند در بخش اسپيكينگ آزمون آيلتس مي باشد از جمله معيارها و نحوه ي نمره دهي اين بخش در آزمون آيلتس
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Coherence
Do the ideas in the essay flow smoothly from one idea to another? Y/N
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Clarity
Has the writer used specific language in the thesis and topic sentences? Y/N
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Does this essay contain ample supporting details to support.
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Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
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Exercise #1 Individual Worksheet Format
Audience Contact Analysis
Student Name:
Date:
Name of Company/Brand:
Category:
Instructions: Please follow the instructions specified in Exercise 1 in the Assignment Tab on the Course Menu. Save this Worksheet to your desktop. Answer each question using the space you need. Upload your completed Worksheet to the Assignment Drop box by the due date.
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2. Which contact tools (audience/consumer contact points) is the company/brand using? (List and Describe)
3. In your opinion, are the various contact tools integrated and presenting/sending a unified, consistent, image and message?
4. What is your overall assessment of the effectiveness of usage of the company/brand’s consumer contact points?
PAGE
1
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, s ...
Curriculum Development Project
This document outlines a curriculum for teaching English language arts to juvenile delinquents in a residential treatment facility. It identifies the overarching goals for students as becoming literate individuals who can communicate effectively, identify themes and tones, evaluate messages, and clarify understanding. Key questions and standards addressed are listed, along with expected knowledge, skills, and content. Formative and summative assessments are recommended to track student progress toward goals.
speech-styles_done.pptx
Good morning, Ma'am!
Teacher: Good morning! How can I help you?
10. Students
Student 1: Hey, have you seen the new episode of our favorite show?
Student 2: No, I haven't! Tell me about it.
LET'S CHECK YOUR ANSWERS!
1. d
2. a
3. c
4. c
5. b
6. d
7. b
8. d
9. Consultative
10. Casual
speech-styles_done.pptx
Good morning, Ma'am!
Teacher: Good morning! How can I help you?
10. Student to teacher
Student: Ma'am, I have a question about our assignment.
Teacher: Sure, go ahead. What do you need help with?
LET'S CHECK YOUR ANSWERS!
1. d
2. a
3. c
4. c
5. b
6. d
7. b
8. d
9. Consultative
10. Consultative
speech-styles_done.pptx
Good morning, Ma'am!
Teacher: Good morning! How can I help you?
10. Student to teacher
Student: Ma'am, I have a question about our assignment.
Teacher: Sure, go ahead. What do you need help with?
LET'S CHECK YOUR ANSWERS!
1. d
2. a
3. c
4. c
5. b
6. d
7. b
8. d
9. Consultative
10. Consultative
CLINICAL SOURCEBOOK (PORTFOLIO) Each student will develop a
CLINICAL SOURCEBOOK (PORTFOLIO): Each student will develop a Clinical
Sourcebook of useful neurogenic diagnostic/therapy materials for each disorder, such as readings
for collecting language samples, good quality pictures to use in testing for prosopagnosia,
therapy techniques for cognitive rehabilitation, etc. This sourcebook is a major class requirement,
intended to serve as a professional tool for clinical activities in adult rehabilitation. As you move
through your disability’s courses, you will be adding to your sourcebook (e.g., motor speech,
voice, communication modalities). You are to find and develop your informational content based
on what works for you as a quick reference in preparation for Level 4.
So create a booklet with everything that that is Aphasia, including stroke, TbI, motor speech.
This needs to include conditions, definitions, pictures, treatments..and so on.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will a ...
SOC110HM Course Paper Guidelines Option 1 Journal A.docx
SOC110HM
Course Paper Guidelines
Option 1: Journal Assignment
Students should keep a journal throughout the semester when they are
exposed to or participate in race-related conversations, taking care not to
reveal names or identities in their entries, unless it was a public event (class
presentation, campus speaker/event, etc.) They should then have a closing
entry (longer than the rest) in which they analyze all preceding entries for
appearances of the 4 frames of colorblindness, as well as analyzing to what
extent the settings in which the entries occurred were multiracial and/or
incorporated diverse viewpoints.
Option 2: Internet Analysis
In consultation with their instructor, students should select a particular
Internet site or group of sites in which race-related postings occur. These
sites must be public-access (e.g., not friends’ Facebook accounts). Students
should use the 4 frames of colorblindness to analyze the content posted, and
choose enough examples of content so that all 4 frames are represented in
the analysis.
Option 3: Media Analysis
In consultation with their instructor, students should select (a) a film that
has race as a major theme (e.g., Crash; Mississippi Burning; A Time to Kill;
American History X); OR (b) a TV program or programs that deal with racial
content (e.g., episode of talk show when race-related theme is considered;
episode of sitcom that confronts race directly); OR (c) 2-3 OpEd pieces in a
mainstream newspaper that discuss race-related issues. The paper should
present quotes that illustrate all 4 frames of colorblindness and analyze
them accordingly.
The next two pages of this handout contain the QEP rubric, upon which the
student’s submission will be graded. Each element will be worth a possible
total of 10 points.
Components Missing Level I Level II Level III
Critical Thinking
Elements
Purpose
The purpose of the paper
should be to evaluate
whether the evidence
collected by the student
mirrors Bonilla-Silva’s
argument about the ubiquity
and perilousness of
colorblindness for society
Identification of purpose is
vague and/or does not
elaborate/exemplify the
purpose.
( ____ points)
Clearly identifies the purpose of
the writing, with only limited
elaboration /exemplification.
( ____ points)
Clearly identifies the purpose of the
writing using elaboration/exemplification
and/or the vocabulary of the discipline
(as appropriate).
( ____ points)
Question at Issue
Is colorblindness the primary
way we as a society deal
with race? Are there
alternative treatments of
race that student
discovers/suggests?
Question is not stated or is not
defined. An attempt to
elaborate/exemplify is vaguely
outlined. Question is not
informed by the vocabulary of
the discipline.
( ____ points)
Clarifies the question through
limited elaboration/
exemplification.
( ____ points)
Clarifies the question through
elabo.
Reflective analysis helps you to make an evidence-based argument.docx
Reflective analysis
helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts,
it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others.
Your Reflective Analysis should accomplish four tasks:
1.
It should make
an argument
about your writing development. Read the FWP Outcomes and choose
ONE
of the Outcomes as the focus for your argument. You have lots of options here.
2.
It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:
a.
1 major project from 101
b.
1 major project from 102
c.
2 informal compositions from either 101 or 102
d.
Any other supporting compositions you would like to use
3.
It should do “meta-analysis” of those artifacts as it makes its argument. “Meta-analysis” is your examination of your own work, your writing-about-your-writing.
4.
It should be directed to a specific audience: Professional employer, friend, teacher, parent or guardian, future child, yourself…you choose.
Citing Your Own Writing
:
In your Reflective Analysis, you should, of course, provide proper in-text citation of your sources, just as you would with any other source in a composition. In this case, however, your sources are your own compositions; so, you’ll be citing yourself. Here is an example:
In my second project for English 101, I discuss the impact of drafting on my writing development: “I have always drafted because I have been required to. But I really wanted to reflect analytically on how the process of drafting actually impacted my overall writing development. Was I becoming a ‘better’ writer?” (“Drafting and Development” 1).
You can choose from one of the flowing outcome:
1) Students will learn
the terminology, rhetorical ideas, and practical approaches of writing
persuasively/argumentatively
.
Assessment/Deliverables:
•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.
•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as
argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and r.
ORAL COM -.WEEK 1.pptx
This document discusses communicative strategies for introducing and focusing conversations. It describes the "nomination" strategy as introducing a new topic to start a discussion. The "restriction" strategy involves limiting a conversation to a specific topic or issue. It provides examples of each strategy and asks readers to identify the purpose and examples of nomination and restriction in a multiple choice quiz.
WEEK 3.pptx
This document provides an overview of different types of writing techniques, including informative, persuasive, and argumentative essays. It discusses the key features and structures of each type. For informative essays, the objectives are to educate readers by imparting facts without arguing a position. Persuasive essays aim to convince readers of the author's viewpoint by combining facts with emotions. Argumentative essays require stating a claim, supporting it with evidence, and addressing alternative positions. The document also provides examples of outlines for each essay type and techniques for effectively writing in each style.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docx
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
2nd Quarter Writing Position Paper- Final na.pptx
This document provides instruction on writing a position paper. It defines a position paper as an essay that presents an opinion and makes a claim about an issue while supporting a stand with arguments and evidence. The document outlines the objectives, components, and guidelines of an effective position paper, including presenting a clear thesis, assessing opposing views logically and objectively, and supporting the position with facts and sources. It also provides tips on selecting a topic, crafting arguments, outlining the paper, and writing in a confident yet balanced manner.
Preparation of questionnaire
Preparation of questionnaireResearch Scholar - HNB Garhwal Central University, Srinagar, Uttarakhand.
This document discusses the design and construction of questionnaires. It defines a questionnaire as a set of written questions related to a research topic that, when answered by respondents, provides data to complete a research project. The document outlines advantages such as ease of construction and distribution, as well as disadvantages like inability to use with illiterates and potential for wrong or missing information. It provides steps for constructing a questionnaire including pretesting and revising it. The document also discusses types of questions, characteristics of good research instruments, and guidelines for formulating effective questionnaire items.Year 10 extended research project
This document provides information about different types of learners and learning styles. It describes independent learners, team workers, effect participators, self-managers, reflective learners, and creative thinkers. For each learning style, it lists abilities and skills. The document then provides students with briefs and topics for an extended research project. Students are asked to choose a topic to research, consider presentation methods, and complete a lesson plan. The lesson plan template includes tasks, outcomes, presentation modes, and deadlines.
Class lecture notes #3 (statistics for research)
The document discusses the definition, advantages, disadvantages and construction of questionnaires. It describes the types of questions that can be included such as open-ended, multiple choice, dichotomous and Likert scale questions. Guidelines for creating valid, reliable and unbiased questionnaire items are also provided, such as using clear wording, objectifying responses and logically grouping questions.
Moving mountains: Handling challenging content stakeholders
Claire Mahoney provides a workshop on stakeholder management in content strategy. She discusses identifying stakeholder types, analyzing problems with stakeholders, and developing targeted approaches through appropriate communication tactics, behaviors, and language. The workshop involves individual reflection, group discussion of specific stakeholder problems, and developing plans to address issues through changed behaviors and communication styles tailored to each stakeholder. Mahoney emphasizes adapting one's approach with empathy, defining roles and processes clearly, and celebrating successes.
How To Write An Effective Personal Statement That Stands Out
Beat the competition in getting that place in university by writing an effective personal statement that stands out. Do so with the help of some tips on what to avoid, what to include and how to write them.
Sample Intake Form Not for actual use. PRESENTING COMPLAINT .docx
Sample Intake Form: Not for actual use.
PRESENTING COMPLAINT: __________________________________________________________________________
Psychological:
DEPRESSION: Appetite Change
Depressed Affect Anhedonia
Sleep Disturb. Low Energy Conc./Memory
Social Withdrawal Suicidal Thoughts Hopelessness Helplessness Crying Onset ___________________________
Recurring: Y/N
ANXIETY: Ruminating Nervousness Worry Panic Attack Avoids Situations PTSD Onset: ____________________
SLEEP QUALITY: Good Difficulty Falling Asleep Wakes up early Nightmares Onset: ______________________
OTHER: Anger Irritability Mania ___________________________________________________________________
Guilt
Perfectionism//Eating
Abuse/Trauma
Addiction: Gambling
Pornography
Shopping
Family history of psychological problems: Y/N
If yes, please describe: ___________________________________________________________________________________
Current Stress: ______ Stressors: ____________________________ Coping: _____________________________________
Self-Esteem: __________________________________________________________________________________________
Appearance: Well-groomed
Unkempt
Unusual
Other: _____________________________________________
Cooperation: Cooperative
Indifferent
Dependent
Defiant
Manipulative Guarded Hostile
Affect: Normal
Flat
Blunted
Constricted
Labile __________________________________________________
Speech: Normal
Slow
Too detailed
Pressured
Incoherent
Slurred
Perseverating
Mood: Normal
Depressed
Anxious
Euphoric/Manic _____________________________________________
Thought Content: Coherent Illogical
Delusions Hallucinations___________________________________________
Orientation: Person _____
Place______
Time______
Judgment: Intact Impulsive
Immature
Impaired __________________________________________________
Motor: Relaxed/calm
Restless
Agitated
Tense
Tremors
Tics ______________________________________
Attention/Concentration: Normal
Mildly Distractible Majorly Distractible
Employment: Title: ______________________ Tenure: ________ In field: ______ Work supportive: Y/N ___________
_____________________________________________________________________________________________________
Education: Highest Grade: _______________________ Special Ed: Y/N Held back: Y/N LD: Y/N _______________
Medical: _________________________________________________ Allergies: Food____________ Meds_____________
Meds: ________________________________________________________________________________________________
Hit in Head/Knocked Unconscious: Y/N __________________________________________________________________
Current Exercise: Y/N Type: ____________ Frequency: ____________ Duration: ____________ Onset: ___________
Previous Counse.
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Handout 10 sse
- 1. Gathering Evidence: Students’ Learning Experiences Q1: Listening and expressing myself Please tick the statements that are true for you & give examples in the OTHER box ☐ I listen actively ☐ I express what I think and feel clearly in an appropriate tone ☐ I agree or disagree respectfully ☐ I use suitable body language and expression when communicating with others ☐ I ask well thought-out questions and listen to the answer ☐ I use different styles of communication suited to the situation Other: _____________________________________ Q2: Using language Please tick the statements that are true for you & give examples in the OTHER box ☐ I understand and use a wide vocabulary ☐ I speak and write in well-constructed sentences ☐ I edit, correct and improve my written work ☐ I use a range of writing forms to express my ideas Other: _____________________________________ Q3: Performing and presenting Please tick the statements that are true for you & give examples in the OTHER box ☐ I express my ideas and emotions through performance and presentation such as visual art, music, drama, design and graphics ☐ I make choices about how I can best present my ideas to others, taking account of my audience ☐ I communicate using a variety of styles, including role-play, drama, posters, and storytelling Other: _____________________________________ Q4: Using numbers and data Please tick the statements that are true for you & give examples in the OTHER box ☐ I use numerical data for a range of different purposes ☐ I present, interpret, and compare information and data using charts/diagrams Other: _____________________________________ Q5: Discussing and debating Please tick the statements that are true for you & give examples in the OTHER box ☐ I participate confidently in class discussion ☐ I present my point of view and I am able to explain and support it ☐ I respond to opposite arguments constructively Other: _____________________________________
- 2. Q6: Using digital technology to communicate Please tick the statements that are true for you & give examples in the OTHER box ☐ I use digital technology creatively to present, interact with and share ideas for different audiences ☐ I make decisions about how best to communicate for particular purposes ☐ I am respectful and responsible in my digital and online communications Other: _____________________________________