LEARNING INTERVENTION PROGRAM PLAN.docx
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This document outlines a learning intervention program plan for mathematics students who did not achieve mastery in certain skills based on first quarter examinations. The plan aims to help students achieve mastery in the identified unmastered skills through remediation classes within 2-3 weeks after periodic testing. It will be implemented by identified teachers and monitored by administrators to evaluate its effectiveness through analysis of pre- and post-testing results and a final program report.
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Goal: Demonstrate the ability to create a final project that uses both research-based and personal content while using presentation software to communicate with an intended audience.
Description:
During the first six-weeks you formulated a project plan, researched the content of the plan, and collected quality academic and non-academic sources. For the week 7 Final Project you will create a presentation (CO8) that builds upon the week 2 Project Plan and the week 4 Location and Access (Source Organization worksheet) that effectively communicates the knowledge you have gained during COMM120.
Please consider the following:
· Presentation will include an introduction, body, conclusion, and properly formatted reference/work cited slide in the citation style of your degree program (APA, MLA, or Chicago).
· Clear evidence that the topic was researched and expanded upon the week 2 Project Plan (CO2 & 5).
· Presentation provides audience with information to increase their knowledge of the topic presented (CO1).
· Presentation engages the audience by using elements such as images, graphs, and charts. Appropriate citations must be included.
· Three (3) vetted credible sources. One (1) of the sources must be scholarly and from the library.
· Appropriate length 7-9 slides.
If you have multimedia skills and want to add creative content to your presentation, please do! Try to add any of the following enhancements and as you do, think about how it will impact your presentation and improve communication with the intended audience.
· Voice narration, closed captioning, script.
· Appropriate background music (must be cited on reference page).
· Creative use of slide animations and transitions.
After submitting your presentation, review your TurnItIn Originality Report. (Note: Review the individual flags, decide why that text is flagged, and make corrections as appropriate.). Please see the attached rubric for grading guidelines.
Note: The Week 7 Final Project is a presentation and be turned in as a PowerPoint, a Prezi, or a different type of presentation software. If you chose something other than PowerPoint, you have to do the following:
· Submit a link to the presentation such as for Prezi.
· Ensure that the faculty can open the presentation.
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Attachments
Week 7 Project.pdf
(289.43 KB)
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The objectives of this research were 1) to develop the application for learning place value, 2) to determine
the efficiency of developed application, 3) to compare academic achievement to compare academic achievement between pre-lesson and post-lesson of students who learned with the developed application about place value, 4) to compare academic achievement between students who learned place value by the developed application and through traditional method during post-lesson, 5) to compare retention of
academic achievement of application for learning place value after 2 weeks, and 6) to find satisfactory of student who learned the application for learning place value. The sample group selected through purposive sampling was 5 content specialists and 400 pratomsuksa 1 students. The result of the study showed the qualitative assessment of the application for learning place value that was developed had overall highest
level of efficiency ( ̅= 4.73, S.D. =0.47) of the application for learning place value. Pratomsuksa 1 students showed with overall qualitative assessment equivalent to 89.07/91.84 that was higher than anticipated as 80/80. The academic achievement between pre-lesson and post-lesson by the application for learning place value appeared an average of 31.71 in pre lesson and an average of 53.49 in post-lesson.
The comparison of the academic achievement during pre-lesson and post-lesson of when students learned place value with the developed application showed 0.5 statistical significance. The academic achievement between the students with the application for learning place value an average of 53.49 during and an average of 41.33 during post-lesson. From the compare academic achievement between students who learned place value by the developed application and through traditional method during post-lesson, the student learning with the application for learning place value had higher academic achievement than those learning in the traditional method at 0.5 statistical significance. The retention of the students learning in post-lesson with the application for learning place value after 2 weeks did not have any differences. The satisfaction of the students learning with the application for learning place value was found at the highest level in overall after lesson.
Cody technology use_plan_presentation
This document outlines the process for creating a technology plan for East Public Schools. It discusses assembling a planning team made up of teachers, administrators, support staff and community members. The team will evaluate the current state of technology, create a vision and mission statement, and develop goals and objectives. Examples of goals include providing professional development for teachers and integrating technology into the curriculum. The plan will be implemented over 3 years and evaluated on an ongoing basis to ensure it remains effective.
COMM120 WEEK 7 AssignmentInstructionsGoal Demonstrate the abili
COMM120 WEEK 7 AssignmentInstructions
Goal: Demonstrate the ability to create a final project that uses both research-based and personal content while using presentation software to communicate with an intended audience.
Description:
During the first six-weeks you formulated a project plan, researched the content of the plan, and collected quality academic and non-academic sources. For the week 7 Final Project you will create a presentation (CO8) that builds upon the week 2 Project Plan and the week 4 Location and Access (Source Organization worksheet) that effectively communicates the knowledge you have gained during COMM120.
Please consider the following:
· Presentation will include an introduction, body, conclusion, and properly formatted reference/work cited slide in the citation style of your degree program (APA, MLA, or Chicago).
· Clear evidence that the topic was researched and expanded upon the week 2 Project Plan (CO2 & 5).
· Presentation provides audience with information to increase their knowledge of the topic presented (CO1).
· Presentation engages the audience by using elements such as images, graphs, and charts. Appropriate citations must be included.
· Three (3) vetted credible sources. One (1) of the sources must be scholarly and from the library.
· Appropriate length 7-9 slides.
If you have multimedia skills and want to add creative content to your presentation, please do! Try to add any of the following enhancements and as you do, think about how it will impact your presentation and improve communication with the intended audience.
· Voice narration, closed captioning, script.
· Appropriate background music (must be cited on reference page).
· Creative use of slide animations and transitions.
After submitting your presentation, review your TurnItIn Originality Report. (Note: Review the individual flags, decide why that text is flagged, and make corrections as appropriate.). Please see the attached rubric for grading guidelines.
Note: The Week 7 Final Project is a presentation and be turned in as a PowerPoint, a Prezi, or a different type of presentation software. If you chose something other than PowerPoint, you have to do the following:
· Submit a link to the presentation such as for Prezi.
· Ensure that the faculty can open the presentation.
· turn in a document with the presentation material so it can go through Turnitin.
· If you have a question, please contact your faculty member.
Attachments
Week 7 Project.pdf
(289.43 KB)
1
Field Experience Project Part 1
Context Information and Math Lesson Observation
Primary Goals:
● Communicating and collaborating with school personnel
● Practice reflective/analytic skills involved in instructional decision-making
● Analyze critical aspects of lesson planning and teaching
The focus learner is preferably a student who: has been identified
as having specific learning disability (SLD), or struggles with
mathematics and receives intervention support (Tie ...
Project planning
Project planning involves defining the project scope, determining necessary resources and timelines, and breaking down tasks into a work breakdown structure. A draft plan is created and refined based on team feedback to establish a baseline project plan. Progress is then monitored against the plan, which is updated as needed based on how the project evolves. Key steps in project planning include visualizing the project, planning tasks, designing processes and deliverables, implementing and tracking the project, and evaluating outcomes.
Learning tool M4T4: Assesment and improving the program
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The document outlines a training course to improve the performance of underperforming customer service agents. The 4-week course aims to advance agents' skills in customer satisfaction (CSAT) and relationship metrics (NES) through 60 hours of training. Agents must meet targets of 68% for NES and 93% for CSAT or face disciplinary action. The facilitator will track agents' progress, issues, and results to present to management. The goal is to transform bottom performers into positive contributors through a structured program addressing the key factors affecting CSAT and NES.
Quick Start Users Guide-June 2014-Working Draft
This document provides guidance to educators on developing performance measures to assess student learning in three phases: design, build, and review. The design phase involves creating a purpose statement, identifying targeted content standards, and developing a test blueprint. The build phase consists of writing item stems and tasks, developing scoring keys and rubrics, and organizing items into test forms. Finally, the review phase includes evaluating items for alignment and quality, analyzing assessment data, and refining the performance measure. Educators use an online platform called Homeroom to access training, templates, and resources to guide them through each step of the process for creating valid and reliable assessments of student mastery of content standards.
edited Leveling-of-Expectation FOR INSET
This document outlines the objectives and structure of an INSET training program for teachers. It includes:
1. The session objectives which are for participants to express expectations, identify outputs and outcomes, and understand training objectives.
2. An introductory activity where participants complete a worksheet individually to share what they know, what will make the training successful, expectations after training, and preparations made.
3. The training objectives which are to evaluate school progress and support teacher professional development and learning in 7 domains outlined in the Professional Standards for Teachers.
4. Target outcomes including understanding educational programs and projects, continuous professional learning, mid-year performance review, assisting all student types, and connecting teaching to learning outcomes.
Indicadores smart
This document provides guidance on writing SMART objectives for program planning and evaluation. It defines what objectives are and how they differ from goals and strategies. Objectives should be specific, measurable, achievable, realistic, and time-phased (SMART). The document includes examples of non-SMART versus SMART objectives and provides a checklist for assessing whether objectives are SMART. The overall purpose is to explain how to write clear, measurable objectives that can be used to monitor program implementation and progress toward goals.
The training process
The document outlines the 5 steps of the training process: 1) Analyze objectives and requirements, 2) Design learning objectives and program structure, 3) Develop materials and pilot test, 4) Implement the program by training participants, and 5) Evaluate program and project performance through data collection. The training process aims to transfer skills from the classroom to the workplace with organizational support.
Learning tool M2T3: Conduct the specific work-based learning
This learning tool was created in the framework of the Erasmus+ TOTVET project financed with the support from the European Commission.
Utkarsh quality assurance observation formats_teacher training bn 18 july
This document summarizes a quality assurance report for a teacher training conducted as part of the Utkarsh program in 2017-2018. The report assessed the trainers' preparation, training quality, and arrangements. For preparation, indicators like adherence to plans and availability of resources were evaluated. For training quality, delivery of objectives, model, resources, and assessments were assessed, as well as participation and conclusion of sessions. Outcomes like achievement of objectives and participant understanding were also reviewed. The report provided feedback on what worked well and could be improved to enhance future trainings under the Utkarsh model.
Action Plan
This technology action plan includes several evaluation components to measure outcomes and progress towards goals. It will:
1) Use data from needs assessments, campus and district improvement plans, and technology plans to inform the action plan.
2) Provide assessments of professional development activities to improve the use of data and decision making with instructional technology.
3) Evaluate professional development effectiveness through participant feedback and monitoring teacher implementation of skills learned.
Elective-ICT.pdf
This document provides information on the Teaching Syllabus for Information and Communications Technology (ICT) as an elective course for Senior High School students in Ghana. The syllabus is designed to provide advanced ICT skills to prepare students for further study and careers in ICT. It covers 12 themes over three years of study, including hardware, software, networking, programming, and educational technology. The syllabus outlines general aims, scope of content, time allocation, and provides details on course structure and organization for each year of study.
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