The Lunar New Year Discussion: This group activity brings students together and share ideas/opinion and their practice during Tet. | The Lunar New Year Discussion: This group activity brings students together and share ideas/opinion and their practice during Tet.
Tips to improve your english by testing yourselfJaslynn joan
English learners can improve their ability to remember and use new words by testing themselves.
Source<> http://www.edubilla.com/blog/tips-to-improve-your-english-by-testing-yourself/
The Lunar New Year Discussion: This group activity brings students together and share ideas/opinion and their practice during Tet. | The Lunar New Year Discussion: This group activity brings students together and share ideas/opinion and their practice during Tet.
Tips to improve your english by testing yourselfJaslynn joan
English learners can improve their ability to remember and use new words by testing themselves.
Source<> http://www.edubilla.com/blog/tips-to-improve-your-english-by-testing-yourself/
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
Social Emotional Learning Guided ResponsesIntroduction to Soci.docxpbilly1
Social Emotional Learning Guided Responses
Introduction to Social Emotional Learning
To address issues of bullying and other social-emotional concerns, schools are adopting social and emotional learning (SEL) programs (Jones & Bouffard, 2012). Researchers and programs have varying definitions of SEL. Jones and Bouffard (2012) defined SEL considering three categories: emotional processes (e.g. emotional knowledge, regulation, empathy, etc.), social/interpersonal skills (e.g. understanding social cues, interpreting others’ behaviors, interacting positively, etc.), and cognitive regulation (e.g. attention control, inhibiting in appropriate responses, etc.).
Research findings on the relationship between SEL and student outcomes varies, depending on the SEL program and research. However, overall findings indicate a correlation to academic achievement, behavioral adjustment, and emotional health and well-being (Jones & Bouffard, 2012).
There are many questions to consider when examining SEL:
What is the purpose of public schools? Is it to address academic learning or more, such as social emotional learning?
If SEL should be adopted in schools, there are other questions to consider:
How much time and money should be spent on SEL?
Should SEL be determined by individual teachers or should it be systematic throughout schools and districts? Are there risks to systematic SEL?
Should students be tested on SEL?
What type of SEL programs should be used? (NOTE - There are many addressed in the supplemental readings: Promoting Alternative Thinking Strategies (PATHS), Quiet Time Program, Fast Track, Positive Behavioral Interventions & Supports (PBIS), and Mindful Schools).
To prevent bullying, should SEL be used? Is it an appropriate replacement for zero tolerance policies regarding bullying?
Please answer the question prompts under each response thoroughly. You should support your opinion with information from the readings; however, you also may share your own experiences and observations in the responses. Use the guide below to receive full credit.
All questions for each response prompt (e.g. Response 1, Response 2) are fully answered. For each prompt, there are at least two pieces of information from the readings supporting your opinion. Information can be noted with the use of specific facts, quotes, or cited with page number.
Response 1: Bullying
In preparing for this response, it is recommended that you note the following information from the CNN article, Bullying is a ‘Serious Public Health Problem’ Report Says:
· Effects of Bullying
· What is Bullying
· Ideas on Prevention (e.g. zero tolerance practices, SEL)
After reading this article, do you agree or disagree with using SEL to help prevent bullying? Should zero tolerance practices be used? If so, how? Please explain.
Response 2: Mindfulness
There are many different types of SEL programs. Mindful Schools is one program, and this reading, Research on Mindfulness, provides a summa.
EDU 650 Exceptional Education / snaptutorial.com donaldzs112
For more classes visit
www.snaptutorial.com
EDU 650 Week 1 Journal No Excuses University Culture of Universal Achievement
EDU 650 Week 1 Assignment Education Philosophy
Doing better things: transforming how we use Turnitin for learningJisc
Students have an increasing expectation for academic interactions via the same all-pervasive technologies they use socially. How to marry this need for digital engagement with the rigours and expectations of the assessment process is a challenge faced by many institutions.
Beyond being a mechanism for managing academic misconduct Turnitin, via Feedback Studio is increasingly being adopted by institutions as a tool for Electronic Management of Assessment (EMA) in order to address this challenge.
Learn how technology is engaging and empowering students in the assessment process through innovative approaches to providing constructive and timely feedback beyond a tick or a cross.
DUE IN 48 HOURS - 14 PEER RESPONSES Each set of 2 responses has .docxkanepbyrne80830
DUE IN 48 HOURS - 14 PEER RESPONSES
Each set of 2 responses has its own instructions:
Respond substantively to a minimum of two of your peers
BOTH POSTS FOR THESE RESPONSES ARE ATTACHED AS POWERPOINTS..
TAMMY’S POST AND SHEMAIAH’S POST
Respond to at least two classmates’ postings.
ROSEMARY’S POST:
Help Ingrid to understand how the district’s CFA can assist her instructional efforts. Given her current second-quarter goals, offer one suggestion for an appropriate formative assessment strategy in Language Arts and Math.
The tricky thing would be spending time on a lesson while having students understand the material. However, more than half may fail or barely pass on the assessments. As a new teacher, I know that she may feel a little bit more pressure. Mentoring Ingrid includes explaining to her that Common Formative Assessments (CFAs) are provided to the students multiple times a year for several reasons. One of the main reasons would be to ensure that every student in the classroom is at the same level. This means that she will know if a student is falling behind or working ahead of the other students, meaning they may need more attention. Another reason would be a perpetual configuration of the classroom, school, and district assessments to prepare students better for success on the state assessments, according to Ainsworth (2008). Basically, she could do a practice test for the state assessment at the end of the year. Ingrid would ensure all her students will pass since she knows what needs to be worked on to prepare them for testing. One formative assessment strategy for Language Arts and Math would be to set daily assessments such as one or two questions on the material being taught. This way, she knows who is grasping the material and where they may be lost. According to Hansen (2015), for math, the assessment will include adding, subtracting, and multiplying fractions, dividing a whole number by a fraction, and estimating.
What advice would you give Melanie for developing assessments for learning that encourage and bring smiles to her kindergartners?
The advice that I can give Melanie is that every kid loves playing games. My favorite thing about students in kindergarten is that they have the wildest or craziest imaginations ever. I would use those towards any assessment because she could ask them what they think the number one looks like. She can have them draw what the number looks like to them. I would also tell her not to give up on helping them learn because within the first 5-6 years of anyone’s life is where we will learn the most.
Discuss how and why formative assessment is considered an evaluation for learning and why summative assessments are considered assessments of learning. What advice would you give these teachers to help them evaluate the advantages of each?
Formative assessments refer to various methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and acad.
The Role of a Learning Technologist in Transforming Digital Learning Practice...Chrissi Nerantzi
18 January 2018, London, invited contribution to the Inside Government event Embracing Technology Enhance Learning in Higher Education
https://chrissinerantzi.wordpress.com/2018/01/20/inside-government-event-18-1-18/
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter 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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
ILTA: assessment and feedback with Chrissi Nerantzi and Haleh Moravej
1. Chrissi Nerantzi
Academic Developer
Manchester
Metropolitan
University, UK
@chrissinerantzi
ILTA141
Introduction to Learning, Teaching and Assessment
Haleh Moravej
Senior Lecturer in
Nutrition Science
Manchester
Metropolitan
University, UK
@halehmoravej
Chrissi Nerantzi
Academic Developer
Manchester
Metropolitan
University, UK
@chrissinerantzi
source: http://upload.wikimedia.org/wikipedia/commons/3/32/Moofushi_Kandu_fish.jpg
2. #ILTA141
Assessment and feedback
•Purposes and principles of assessment, including the MMU regulatory framework
•Practical marking activity inc. writing feedback
•Using assessment and related feedback to develop practice
3. 3
Why do students
need to be assessed?
Why do students
want feedback? Ask
them!
Task: Ask students, capture their responses and come back in 5 minutes
4. PBL
Grown since 1960s pioneered at McMaster
University
http://www.mcmaster.ca/home.cfm
with medical students (Howard Barrows)
Strong evidence that it works well!!!
Whole university approach: Maastricht University
http://www.maastrichtuniversity.nl/web/Main/AboutUM.htm
http://www.maastrichtuniversity.nl/web/Main/Education/EducationalProfile/Probl
emBasedLearning.htm
4
5. moving away from… towards…
Traditional
lecture
Small group
learning
Subject
based
Problem
based
Competitive
learning
Co-
operative
earning
Can be used:
•Face-to-face
•Blended
•Fully online
5
6. Why PBL?
• Developing ‘skills’ and subject specific
reasoning skills
• Learning takes place in ‘context’ for students
• Self-directed learning is promoted
Savin-Baden (1996)
source: Busfield, J & Peijs, T (2003) Learning Materials in a Problem
Based Course 6
7. PBL, a curriculum design approach
• Problems embedded in scenarios
• Students discover problems
• Learner ownership
• In small groups (PBL tutorials)
• Search for solutions
• PBL tutor
content
ill-structured
scenarios/triggers
threshold
concepts
7
9. Challenges
• Resource intensive
• Stressful for staff and students
• Time intensive (Des Marchais, 1993)
• Covering less curriculum content 80%
(Albanese and Mitchell, 1993)
• Scenarios too ill-structured: students
disorientated (McLoughlin & Oliver, online)
9
10. process: the FISh model (Nerantzi & Uhlin, 2012)
stage 1: Focus
stage 2: Investigate
stage 3 : Share
10
11. FISh (Nerantzi & Uhlin, 2012)
Step 1: Focus
What do we see?
How do we understand what we see?
What do we need to find out more about?
Specify learning issues/intended learning outcomes!
Step 2: Investigate
How and where are we/am I going to find answers?
Who will do what and by when?
What main findings and solutions do we/I propose?
Step 3: Share
How are we going to present our findings within the group?
What do we want to share with the FDOL community?
How can we provide feedback to another group?
What reflections do I have about my learning and our group work?
11
12. Roles
I facilitateteam meetings/tutorials,
stimulatedebate
make sure that everybody is
participatingand that
the PBL process is used.
I also co-ordinate learning and tasks
(who does what and by when)
I record what is
said/agreedduring
meetings,
record any issues
summariseand
synthesise
I share/read the
problem
scenario,
draw attention to
key elements of
the scenario
I keep track of time
during
meetings/tutorials,
remindteam
membershow much
time is left
I facilitatethe PBL
process and
reflection,ask open
questions. I need to
rememberto step
back and not
lecture!
13. (part 1) “Just finished marking 150 essays, the one and only assignment for this challenging module. Can’t
understand why students don’t do well! Is one essay too much? I have been using this essay title for the last 10
years – I love it! – and students just don’t seem to engage with it, not even the brighter ones, which is really
strange!
I have given the students an extensive reading list and during the lectures I always tell them that they can ask me
if they don’t understand something. Not sure what I am doing wrong… Students have never complained about
anything and the module evaluation is always positive.
They had a whole month to write the essay… but I know that many just do it a few days before the handing in
date. At least they hand it in I guess.
(part 2) Writing feedback is hard work too! I don’t know these people. I see them 2h a week over 10 weeks and
there are 150 of them in the lecture theatre, well they are usually not all there. I find it really time consuming to
write feedback on their assignments. I tend to write loads and tell them what they did wrong. That should be
useful for them! But I am actually not sure if they read it. Most of them just see the mark and don’t bother
collecting the feedback. Am I wasting my time?”
Please investigate the above carefully. Identify possible problems, then define your learning outcomes. Carry out
research to resolve the issues identified. You will be asked to present your findings to another group and engage
in a conversation about these.
Please work together and apply the Mills 5-stage PBL model in your investigation. Please remember that you will
be working together. Co-ordinate team activities and assign roles, such as chair, reader, scribe and timekeeper.
A PBL facilitator will help you to get started. Please also access the online PBL resources to familiarise yourself
further with PBL. Ask your facilitator if you are unsure about something.
You are welcome to use some of the resources made available and identify further ones for your research.
13
14. critique
“Solange arrives at her English university. She is a keen student and wants to do well.
After a few weeks, she is asked to write an assignment. When she sits at her
computer, she finds that she can only think of the complex ideas she has grappled
with on the course in her mother tongue, which is not English. It is an enormous strain
to write these ideas and she cannot think directly in English. She has to translate her
thoughts one by one. When she gets the essay back, she is extremely disappointed
with her mark. She is used to excellent results. Some of the feedback relates to her
use of English and is very discouraging. Her tutor has written:
‘There are hints of some interesting ideas in this essay but they are often difficult to
understand because you do not express them clearly. Please check your English
carefully before you hand in your work There are too many errors here.’” (Duhs, 2010,
6)
Discuss the feedback. Try to redraft it so that it feeds forward
and helps Solange to feel less apprehensive about her next essay.
15. references
Albanese M A & Mitchell S (1993) Problem-based learning: a review of literature on its outcomes and implementation issues.
Acad Med, pp. 68: 52-81.
Barrows, H S (2000) Problem-based learning applied to medical education, Southern Illinois School of Medicine: Illinois
Des Marchais, J E (1993) A student-centred, problem-based curriculum: 5 years' experience. Can Med Assoc J, pp. 1567-1572.
McLoughlin, M & Darvill, A (2007) Peeling back the layers of learning: A classroom model for problem-based learning, in: Nurse
Education Today , 27, pp. 271-277.
McLoughlin, C & Oliver, R (online) Problem-based learning (PBL):Developing learning capability through the WWW, available at
http://elrond.scam.ecu.edu.au/oliver/docs/99/ODLAA.pdf [accessed 11 February 2011]
Mills, D (2006) Problem-based learning: An overview, available at
http://www.c-sap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4 [accessed 5 March 2010]
Savin-Baden, M, (1996) Problem-based learning: a catalyst for enabling and disablling disjunction prompting transitions in learner
stances? Ph D thesis University of London. Institute of Education
Woods, D R (1994) How to Gain the Most from PBL, Hamilton: McMaster University
15