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The document outlines a lesson plan using an inquiry training model to teach students about the merits of cooperative societies, with phases including encountering the problem, gathering data through asking yes/no questions, group discussion and experimentation to form rules about the merits, and analysis of the inquiry process used. The lesson plan is designed to develop students' inquiry skills like observing and classifying while learning that cooperative societies ensure continuous existence, mobilize savings, protect members from exploitation, and give equal voting rights.
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Lesson plan
This lesson plan introduces accounting students to the concepts of revenue and expenses. It uses a concept attainment model where the teacher presents positive and negative examples of revenues like sales proceeds and rent received, and expenses like salaries paid and rent paid. Students observe the examples, form hypotheses about the underlying concepts, test their hypotheses by sorting new examples, and develop definitions for revenue as income from normal business activities and expenses as amounts spent to earn a profit. The goal is for students to independently analyze examples to distinguish between revenues and expenses.
Name of the student teacher
1) A wholesaler is a person who buys goods in large quantities from producers and sells them in smaller quantities to retailers.
2) The key functions of a wholesaler include assembling goods from different manufacturers, warehousing and storage, dispersing goods to retailers, transporting goods, financing manufacturers, and bearing various risks in the distribution process.
3) A wholesaler also grades products based on quality, packages them, and may apply their own brand names.
Lesson plan sham nad
The document provides a lesson template on the topic of the steps in the staffing process. It outlines the content to be covered, which includes defining staffing, the key terms like manpower planning and job analysis, and listing the main steps in the staffing process. These steps are identified as manpower planning, job analysis, recruitment, selection, orientation and placement, remuneration, training and development, performance evaluation, and promotion and transfer. The classroom interaction procedure describes engaging students in a discussion of a case study example to help them identify and understand the various stages involved in the staffing process.
Gagne's Nine Instructional Events- Example
Gagne's nine instructional events provide a framework for effective teaching and include gaining student attention, informing them of the learning objective, stimulating recall of prior knowledge, presenting new material, providing guidance, eliciting student performance, giving feedback, assessing performance, and enhancing retention and transfer of knowledge. An example of applying these events is teaching students to identify proper nouns by first gaining their attention, explaining the objective, reviewing nouns, defining proper nouns, demonstrating their use, having students practice, providing feedback on their work, assessing their understanding, and enhancing retention with additional practice identifying proper nouns.
Lesson plan by Lekshmi
The document discusses market leader strategies. It defines different types of firms in a market - market leader, market challenger, market follower, and market nicher. A market leader has 40% market share while a market challenger has 30%. The key strategies for a market leader are expanding the total market, defending market share, and expanding its own market share. These strategies include identifying new customers and uses, continuous innovation, and increasing sales in new areas. The document provides examples and classroom activities to help students understand these concepts.
Assessment for Learning in an Elementary Math Classroom presentation
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The integrated situation a writing process
The document outlines an 11-step process for integrating and assessing integration in two sessions:
1) A brainstorming stage where learners view pictures/videos and describe what they see to introduce the topic before the teacher provides an introduction.
2) A planning stage where learners use graphic organizers like tables to elicit their ideas about writing on the topic.
3) Between sessions, learners draft writing selecting ideas for their own situation.
4) An assessing integration session where the teacher reads drafts, some learners read theirs, and the best is written on the board for proofreading and copying with adaptations.
Chapter 2 Learning Targets
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
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Lesson plan
This lesson plan introduces accounting students to the concepts of revenue and expenses. It uses a concept attainment model where the teacher presents positive and negative examples of revenues like sales proceeds and rent received, and expenses like salaries paid and rent paid. Students observe the examples, form hypotheses about the underlying concepts, test their hypotheses by sorting new examples, and develop definitions for revenue as income from normal business activities and expenses as amounts spent to earn a profit. The goal is for students to independently analyze examples to distinguish between revenues and expenses.
Name of the student teacher
1) A wholesaler is a person who buys goods in large quantities from producers and sells them in smaller quantities to retailers.
2) The key functions of a wholesaler include assembling goods from different manufacturers, warehousing and storage, dispersing goods to retailers, transporting goods, financing manufacturers, and bearing various risks in the distribution process.
3) A wholesaler also grades products based on quality, packages them, and may apply their own brand names.
Lesson plan sham nad
The document provides a lesson template on the topic of the steps in the staffing process. It outlines the content to be covered, which includes defining staffing, the key terms like manpower planning and job analysis, and listing the main steps in the staffing process. These steps are identified as manpower planning, job analysis, recruitment, selection, orientation and placement, remuneration, training and development, performance evaluation, and promotion and transfer. The classroom interaction procedure describes engaging students in a discussion of a case study example to help them identify and understand the various stages involved in the staffing process.
Gagne's Nine Instructional Events- Example
Gagne's nine instructional events provide a framework for effective teaching and include gaining student attention, informing them of the learning objective, stimulating recall of prior knowledge, presenting new material, providing guidance, eliciting student performance, giving feedback, assessing performance, and enhancing retention and transfer of knowledge. An example of applying these events is teaching students to identify proper nouns by first gaining their attention, explaining the objective, reviewing nouns, defining proper nouns, demonstrating their use, having students practice, providing feedback on their work, assessing their understanding, and enhancing retention with additional practice identifying proper nouns.
Lesson plan by Lekshmi
The document discusses market leader strategies. It defines different types of firms in a market - market leader, market challenger, market follower, and market nicher. A market leader has 40% market share while a market challenger has 30%. The key strategies for a market leader are expanding the total market, defending market share, and expanding its own market share. These strategies include identifying new customers and uses, continuous innovation, and increasing sales in new areas. The document provides examples and classroom activities to help students understand these concepts.
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This document outlines the objectives and content of a workshop on assessment for learning in mathematics. The workshop will discuss what assessment for learning is and research in the area. It will explore assessment tasks, rubrics, and record keeping. Presentation materials will cover assessment strategies including setting learning targets, examples of strong/weak work, descriptive feedback, self-assessment, focusing on one quality at a time, revision, and self-reflection. The overall goal is for learners to implement a new assessment strategy in their math class within 4 weeks.
The integrated situation a writing process
The document outlines an 11-step process for integrating and assessing integration in two sessions:
1) A brainstorming stage where learners view pictures/videos and describe what they see to introduce the topic before the teacher provides an introduction.
2) A planning stage where learners use graphic organizers like tables to elicit their ideas about writing on the topic.
3) Between sessions, learners draft writing selecting ideas for their own situation.
4) An assessing integration session where the teacher reads drafts, some learners read theirs, and the best is written on the board for proofreading and copying with adaptations.
Chapter 2 Learning Targets
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
Advance organizer lesson plan
This document outlines a 45-50 minute lesson plan for first semester university students on compound and simple sentences. The objectives are for students to identify parts of simple and compound sentences and demonstrate understanding of sentence types. Materials include jumble sentence cards stored at the teacher's easel. Procedures include reviewing simple sentences, explaining sentence patterns, modeling text types, and a closure involving student comments. Assessment involves a 5 question test scored out of 5.
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The document summarizes the scoring, grading, and communicating of results process for a field study student. It includes details on how the student will be rated based on tasks like observation, analysis, reflection, and portfolio submission. It also provides examples of how the student computed grades based on performance and exams. Finally, it discusses how the resource teacher communicated learner assessment results and grades to parents during homeroom meetings and after 15 days of exams.
Fs 2 report
This document discusses using traditional and authentic assessment for formative and summative purposes in outcome-based teaching and learning. It defines traditional assessment as paper-and-pencil tests that can be supply types requiring completion, essays, or short answers, or selected response types like problems solving. Authentic assessment is defined as non-paper tasks requiring learners to demonstrate learning through a product or process. The key aspects of outcome-based teaching and learning discussed are aligning content, teaching activities, and assessment tasks with intended learning outcomes to assess if students attained the outcomes.
Learning Targets
The document provides information on learning targets:
- Learning targets are specific goals that clearly state what students should know and understand, linked to adopted standards.
- Effective learning targets are measurable, specific to a lesson, written in student-friendly language, and shared with students.
- Research shows students perform better when learning targets are clear.
- Examples are given to distinguish learning targets from goals and standards.
- Guidance is provided on writing learning targets aligned to specific math standards.
Math Di
This document discusses strategies for differentiated instruction in math, including tiered assignments, compacting, interest centers, flexible grouping, learning contracts, and choice boards. Tiered assignments provide the same content at different levels of complexity. Compacting assesses student knowledge and allows them to work ahead. Interest centers and groups allow learning based on student interests. Flexible grouping changes group composition based on the task. Learning contracts specify skills and assignments negotiated between teacher and student. Choice boards offer various activity options for students to demonstrate their learning.
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The document discusses the importance of using learning targets to maximize student learning and raise test scores. It defines key terms like content standards, learning targets, and concepts. Effective lessons are built around clear learning targets that ensure students learn specific concepts and skills rather than just completing worksheets. Examples of well-written learning targets are provided, along with guidance on developing targets aligned to grade-level standards and assessing student understanding of the targets.
Learning Targets
The document provides guidance on writing effective learning targets, outlining a process for teachers to 1) identify the intended learning for a lesson, 2) define the essential thinking processes, 3) design assessments of understanding, and 4) write the learning target as an "I can" statement along with what students need to understand and how they will show their understanding. Sample learning targets are provided and teachers are instructed to work with colleagues to write and provide feedback on each other's learning targets.
Curriculum and Instruction Learning Targets
The document discusses the importance of establishing clear learning targets to guide effective instruction, assessment, and student learning. It emphasizes that learning targets should be broken down into specific statements of intended learning that are understandable to students. When teachers identify precise learning targets and student outcomes, they can better plan intentional lessons, select appropriate assessments, and help students understand what is expected of them.
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The lesson plan aims to teach students about motivation as part of the directing function of management. It begins with an introductory activity where students discuss role models and how they were influenced. They then form groups to further discuss ideas and details about motivation, focusing on its features and need. Finally, students explain their understanding of the meaning and features of motivation. The key points covered are that motivation is stimulating people to accomplish goals, creates job satisfaction, and is necessary with features that enable organizations to achieve their objectives.
(671541027) lesson plan
1. The lesson plan is for a Business Studies class on organizing. It aims to help students understand the meaning and concepts of organizing like division of work and departmentation.
2. The teacher will introduce the topic of organizing through questions about planning school functions. Students will then discuss organizing steps for a hypothetical stitching unit in groups.
3. Key points about organizing that will be emphasized are that it is the process of establishing effective relationships and structure among workers, it involves dividing total work into functions, and putting similar activities into departments to improve efficiency.
Formative assessment
This document discusses formative assessment strategies used by educators. Formative assessments are designed to provide feedback to teachers and students to improve learning, as opposed to summative assessments which make judgments about performance. The document outlines several formative assessment strategies used by a high school math teacher, including observation, performance tasks, questioning, and quizzes/tests. These strategies help the teacher understand students' thinking processes and identify areas needing improvement to modify instruction.
Math Profile Assessment Tool
This presentation shows how a Profile Assessment Tool can be used in math to provide a teacher with achievement as well as diagnostic information about each student's math skills.
Learning Targets by Karen Kidwell
The original presentation is available online at the link on the last slide. With all the talk about "Standards" this is aimed at a US audience, but it's still a good introduction to Robert Marzano's ideas about how to clarify for yourself exactly what you want the students to know and be able to do.
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A quick-and-dirty, "just the facts" kind of lesson on what Learning Objectives are and how their created.
Set induction
This document discusses skills for introducing a lesson in microteaching. It explains that teachers should write the date, subject, and standard on the board without immediately stating the lesson title. Lessons should be 5 minutes and include teaching the lesson, discussion, reteaching, and feedback. Teachers are free to select the standard and unit to teach based on observing sub-skills. Key aspects of introduction that are evaluated include arousing curiosity, reviewing prior knowledge, using teaching aids, time management, and overall impression. The document also provides guidelines for effective questioning techniques in teaching. It defines a question and lists purposes of questioning like increasing student participation and thinking at higher cognitive levels. Research shows that most classroom questions require only recall of facts while
Teachers' Training Part - I
The document provides guidance for teachers on effective lesson planning and teaching methods. It recommends that teachers refer to standard textbooks before teaching, and contact experienced teachers if needing help. It then outlines the typical structure of a lesson, including introduction, aim, explanation, recapitulation, and evaluation. A variety of teaching techniques are suggested such as using visual aids, real-world examples, and ensuring student participation and understanding of concepts. Teachers are advised to be well-prepared and keep students engaged.
How2 tell rubrics of assessment for evaluation of teaching demos
This is a rubric prepared for Teacher Trainers/ Supervisors/ Principals and the teachers themselves to be able to do self-evaluation if their practices are already aligned to the learner-centered strategy
Module 2 slides
This document discusses the characteristics of well-written learning objectives and instructional objectives. It states that objectives should describe observable and measurable outcomes, be student-oriented, sequentially appropriate, attainable within a reasonable time frame, and developmentally appropriate. Objectives guide instructional planning, the learning process, and assessment of student progress. They should measure the intended learning outcomes and not just describe content or activities.
T&L - What is AFL
This document discusses assessment for learning (AfL), which is a process where teachers and students seek and interpret evidence of learning to determine a student's progress and how to improve. It provides examples of what AfL looks like in the classroom, such as teachers setting clear objectives and students self-assessing. AfL can also raise standards by helping schools identify weaknesses and create improvement plans. The document suggests AfL strategies for both teachers and students to enhance the learning process.
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The Engagement Marketing Cycle
The Engagement Marketing Cycle as outlined by Gail F Goodman in her book published in 2012 - the underlying concept behind email marketing. Thanks to Constant Contact
Costumes
The costumes used in the title sequence will fit typical conventions of modern male teenagers. Trainers, especially Adidas Originals, will be important as trainer culture has developed in recent years. Adidas Spezial shoes in particular associate with indie music culture. Trousers will be skinny and regular to fit current trends. The jacket color will be light to suit the upbeat mood, and will be a popular brand like Napapijri or The North Face. Popular brands featured will include Adidas, Nike, and Fred Perry, which has significance from cementing itself within subcultures.
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This document outlines a 45-50 minute lesson plan for first semester university students on compound and simple sentences. The objectives are for students to identify parts of simple and compound sentences and demonstrate understanding of sentence types. Materials include jumble sentence cards stored at the teacher's easel. Procedures include reviewing simple sentences, explaining sentence patterns, modeling text types, and a closure involving student comments. Assessment involves a 5 question test scored out of 5.
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The document summarizes the scoring, grading, and communicating of results process for a field study student. It includes details on how the student will be rated based on tasks like observation, analysis, reflection, and portfolio submission. It also provides examples of how the student computed grades based on performance and exams. Finally, it discusses how the resource teacher communicated learner assessment results and grades to parents during homeroom meetings and after 15 days of exams.
Fs 2 report
This document discusses using traditional and authentic assessment for formative and summative purposes in outcome-based teaching and learning. It defines traditional assessment as paper-and-pencil tests that can be supply types requiring completion, essays, or short answers, or selected response types like problems solving. Authentic assessment is defined as non-paper tasks requiring learners to demonstrate learning through a product or process. The key aspects of outcome-based teaching and learning discussed are aligning content, teaching activities, and assessment tasks with intended learning outcomes to assess if students attained the outcomes.
Learning Targets
The document provides information on learning targets:
- Learning targets are specific goals that clearly state what students should know and understand, linked to adopted standards.
- Effective learning targets are measurable, specific to a lesson, written in student-friendly language, and shared with students.
- Research shows students perform better when learning targets are clear.
- Examples are given to distinguish learning targets from goals and standards.
- Guidance is provided on writing learning targets aligned to specific math standards.
Math Di
This document discusses strategies for differentiated instruction in math, including tiered assignments, compacting, interest centers, flexible grouping, learning contracts, and choice boards. Tiered assignments provide the same content at different levels of complexity. Compacting assesses student knowledge and allows them to work ahead. Interest centers and groups allow learning based on student interests. Flexible grouping changes group composition based on the task. Learning contracts specify skills and assignments negotiated between teacher and student. Choice boards offer various activity options for students to demonstrate their learning.
Learning Targets Edi
The document discusses the importance of using learning targets to maximize student learning and raise test scores. It defines key terms like content standards, learning targets, and concepts. Effective lessons are built around clear learning targets that ensure students learn specific concepts and skills rather than just completing worksheets. Examples of well-written learning targets are provided, along with guidance on developing targets aligned to grade-level standards and assessing student understanding of the targets.
Learning Targets
The document provides guidance on writing effective learning targets, outlining a process for teachers to 1) identify the intended learning for a lesson, 2) define the essential thinking processes, 3) design assessments of understanding, and 4) write the learning target as an "I can" statement along with what students need to understand and how they will show their understanding. Sample learning targets are provided and teachers are instructed to work with colleagues to write and provide feedback on each other's learning targets.
Curriculum and Instruction Learning Targets
The document discusses the importance of establishing clear learning targets to guide effective instruction, assessment, and student learning. It emphasizes that learning targets should be broken down into specific statements of intended learning that are understandable to students. When teachers identify precise learning targets and student outcomes, they can better plan intentional lessons, select appropriate assessments, and help students understand what is expected of them.
Innovative
The lesson plan aims to teach students about motivation as part of the directing function of management. It begins with an introductory activity where students discuss role models and how they were influenced. They then form groups to further discuss ideas and details about motivation, focusing on its features and need. Finally, students explain their understanding of the meaning and features of motivation. The key points covered are that motivation is stimulating people to accomplish goals, creates job satisfaction, and is necessary with features that enable organizations to achieve their objectives.
(671541027) lesson plan
1. The lesson plan is for a Business Studies class on organizing. It aims to help students understand the meaning and concepts of organizing like division of work and departmentation.
2. The teacher will introduce the topic of organizing through questions about planning school functions. Students will then discuss organizing steps for a hypothetical stitching unit in groups.
3. Key points about organizing that will be emphasized are that it is the process of establishing effective relationships and structure among workers, it involves dividing total work into functions, and putting similar activities into departments to improve efficiency.
Formative assessment
This document discusses formative assessment strategies used by educators. Formative assessments are designed to provide feedback to teachers and students to improve learning, as opposed to summative assessments which make judgments about performance. The document outlines several formative assessment strategies used by a high school math teacher, including observation, performance tasks, questioning, and quizzes/tests. These strategies help the teacher understand students' thinking processes and identify areas needing improvement to modify instruction.
Math Profile Assessment Tool
This presentation shows how a Profile Assessment Tool can be used in math to provide a teacher with achievement as well as diagnostic information about each student's math skills.
Learning Targets by Karen Kidwell
The original presentation is available online at the link on the last slide. With all the talk about "Standards" this is aimed at a US audience, but it's still a good introduction to Robert Marzano's ideas about how to clarify for yourself exactly what you want the students to know and be able to do.
Learning Objectives: A mini-lesson for the non-specialist
A quick-and-dirty, "just the facts" kind of lesson on what Learning Objectives are and how their created.
Set induction
This document discusses skills for introducing a lesson in microteaching. It explains that teachers should write the date, subject, and standard on the board without immediately stating the lesson title. Lessons should be 5 minutes and include teaching the lesson, discussion, reteaching, and feedback. Teachers are free to select the standard and unit to teach based on observing sub-skills. Key aspects of introduction that are evaluated include arousing curiosity, reviewing prior knowledge, using teaching aids, time management, and overall impression. The document also provides guidelines for effective questioning techniques in teaching. It defines a question and lists purposes of questioning like increasing student participation and thinking at higher cognitive levels. Research shows that most classroom questions require only recall of facts while
Teachers' Training Part - I
The document provides guidance for teachers on effective lesson planning and teaching methods. It recommends that teachers refer to standard textbooks before teaching, and contact experienced teachers if needing help. It then outlines the typical structure of a lesson, including introduction, aim, explanation, recapitulation, and evaluation. A variety of teaching techniques are suggested such as using visual aids, real-world examples, and ensuring student participation and understanding of concepts. Teachers are advised to be well-prepared and keep students engaged.
How2 tell rubrics of assessment for evaluation of teaching demos
This is a rubric prepared for Teacher Trainers/ Supervisors/ Principals and the teachers themselves to be able to do self-evaluation if their practices are already aligned to the learner-centered strategy
Module 2 slides
This document discusses the characteristics of well-written learning objectives and instructional objectives. It states that objectives should describe observable and measurable outcomes, be student-oriented, sequentially appropriate, attainable within a reasonable time frame, and developmentally appropriate. Objectives guide instructional planning, the learning process, and assessment of student progress. They should measure the intended learning outcomes and not just describe content or activities.
T&L - What is AFL
This document discusses assessment for learning (AfL), which is a process where teachers and students seek and interpret evidence of learning to determine a student's progress and how to improve. It provides examples of what AfL looks like in the classroom, such as teachers setting clear objectives and students self-assessing. AfL can also raise standards by helping schools identify weaknesses and create improvement plans. The document suggests AfL strategies for both teachers and students to enhance the learning process.
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Lesson pla1
- 1. LESSON PLAN: INQUIRY TRAINING MODEL Name of the student teacher: Sreelekshmi S B Std:XI Name of the Subject: Business studies Div:B Name of the school: Govt.H.S.S Kalanjoor Str:52 Name of the unit: Forms of business organization Date:15/09/2015 Name of the topic:Merits of co-operative society Duration: 45 min Focus: Identify the merits of co-operative society through inquiry process skill Instructional objectives: To develop inquiry skill such as observing, classifying, experimenting etc through merits of co-operative society. Learning strategies: Inquiry process model Support system : Usual class room aids Pre requisites: To get an idea about merits of co-operative society Syntax Phase 1 Encounter with the problem and explaining inquiry procedure Teacher starts the class with introduction to recall the related previous knowledge. 1. What do you mean by co-operative society? 2. What are the features of co-operative society? Then teacher explain the procedure to be adopted to identify the concept through Law of readiness
- 2. Phase 2 inquiry training model. You are going to find the answers by yourself through asking questions. You have to ask such type of question which gives answer “yes” or “no”. If the question is not that type I will ask you to reframe the question . So get ready to task is you think over it. Whether this co-operative society formed easily? Whether it ensure continuous existence? Data gathering Student: Is it mobilize savings? Teacher: yes Student: Is it save members from exploitation? Teacher: Yes Student: Is it give more importance to profit? Teacher: No Student: Is it ensure one man one vote? Teacher: Yes Student: Does death and insolvency of a member influence the continuity of the business? Teacher :No
- 3. Phase 3 Phase 4 Phase 5 Group discussion Experimentation Teacher divides the students into different groups and asks them to discuss the above points they collected. Students discuss and experience the collected data. Formation of rules On the basis of discussion and with teachers help students could make explanations about the topic merits of co-operative society. Analysis of the inquiry process Teacher asks the inquiry procedure done in the class to identify the+ merits of co- operative society and students explain the inquiry process. Follow up activities What are the merits of co-operative society? Enrichment programme Prepare an assignment on merits of co-operative society. Principle of reaction Teacher ensures that phrasing of the questions and electing yes or no answer is done correctly. Co-operative learning Reflective learning
- 4. Social system Teacher is dominant, teacher guide them to use the source material and perform experiments and conduct discussion with students during inquiry process.