Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Student learning can be hampered if the objectives are not clear. This Webinar will focus on writing clear criterion objectives. Clear objectives will help you write better lessons and assessments, as well as, help learners organize their learning Some hands-on objective writing will be done.
Using bloom's taxonomy to construct cohesive lesson objectives and assessmentsMichelle Walker-Wade
Using bloom's taxonomy to construct cohesive lesson objectives and assessments is intended to be used as a teacher professional development tool. In addition to this PowerPoint, "students" should have prior knowledge of Bloom's Taxonomy of verbs and how this comprehensive list of verbs is constructed.
Program planning and development presentation slides for online training webinar on writing better program objectives developed for Cooperative Extension Service professionals in Louisiana.
A presentation about assessment in Moroccan high school. The standards-based approach to the teaching of English suggested in this Slideshare requires performance-based assessment.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
2. Characteristics of Objectives
(Mager, 1998)
O It describes student performance.
O It is about ends rather than means.
O It describes the conditions under which
performance occurs on the job.
O It describes the standards of acceptable
performance.
3. In short, an objective will
describe the:
O What the student should be able to do
(performance)
O The conditions under which the doing will
occur (conditions)
O The criteria by which the performance will
be judged (acceptable performance)
4. Sample:
O Given the tool kit and PC assembling
manual, the students will be able to
disassemble and assemble the contents
of the system unit within 2 hours.
5. Standards and Competencies
in the K to 12 Curriculum
O Contains content and performance
standards and competencies
O Uses the standard-based instruction
6. Content Standards
O Define what students should know and be
able to do
O Are benchmark which identify the
expected understandings and skills for a
content standard at different grade levels
7. Performance Standards
O Describe how well students need to
achieve in order to meet content
standards
O Are levels of proficiency which the
students are expected to demonstrate
what they know and what they are able to
do
8. Competencies
O Are specific tasks performed with mastery
O Refer to ability to perform activities within
an occupation or function to the standards
expected by drawing from one’s
knowledge skills, and attitudes
10. Content Standards
The learner understands the
standards of English in order to participate
in various oral communication demands
(situation , purpose and audience)
11. Performance Standard
O The learner has sufficient facility in
English to inderstand spoken discourse
and to talk and interact with others about
personal experiences and text listened to
or read
12. Competencies
O Listens and interacts with others in a
group or class discussion
O Listens and responds to texts, recall the
main ideas, and relates them to personal
experiences
O Converses, asks questions, and talks
about events and personal experiences in
a group
O Tell stories, recite sor reads aloud
informally or for audience
Editor's Notes
It does not say about what the instructor will do or try to accomplish nor it describe the course content or the textbook.
It describes the product of instruction rather than the process of instruction. It describes what the students will be able to do when they are competent, rather than describing how they be made competent.
Ex. Tools, equipment, environment, and circumstances that will influence performance.
It tells how well someone must perform before being considered competent on that objective.
The K to 12 Program covers kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School ) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.