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This document provides details about summer learning programs for 2011, including: 1) 98% of past attendees said the Summer Institute expanded their knowledge of differentiated instruction. 2) The 7-12 programs will be 2 days long and include modules that are half a day, covering topics through PowerPoints, handouts and guides. 3) Modules for combined grades or blending topics are allowed, and feedback will help evaluate any changes to the outlined content.
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Unit Outline BUS301 - Integrated Capstone Proj.docx
Unit Outline
BUS301 - Integrated Capstone Project
Unit Coordinator
Dr. Chun Jiang
Email Address
[email protected]
Lecture Time
N/A
Seminar/Workshop Time
Week 3, Monday 10:00am-1:00pm;
Week 7, Monday 10:00am-1:00pm;
Week 11, Monday 10:00am-1:00pm;
Week 14, Monday 10:00am-1:00pm;
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Year
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CONTENTS:-
Section 1: General Information
1.1. Administrative details
1.2. Core or elective unit
1.3. Unit weighting
1.4. Student workload
1.5. Mode of delivery
1.6. Pre-requisites 1.7. Other Resource requirements
Section 2: Academic Details
2.1 Unit Content and Structure
2.2 Student learning outcomes
2.3 Link to graduate attributes
2.4 Unit content and structure
2.5 Seminar/Workshop Topics
2.6 Teaching methods/strategies
2.7 Student assessments
2.8 Prescribed and recommended readings
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3.2 Dealing with academic misconduct
3.3 Penalties for academic misconduct
Section 4: Assessment Submission
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4.2 Penalties for late submission of assignments
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1.1 Administrativedetails:
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1.3 Unitweighting
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Indicate below, the expected student workload per Session for this unit:
No. timetabled hours/Session*
No. personal study hours/Session**
Total workload hours/Session***
3 hours face-to-face Seminar
6
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The document outlines a summer program offered by the Student Success/Learning to 18 branch to provide professional development for educators. It provides financial support to school boards to host sessions focused on topics like differentiated instruction, assessment, literacy and math. Sessions are usually two days and cover a core module plus additional local content. School boards must submit documentation of expenses to be reimbursed and provide facilitators an honorarium of $1,200 for four days of work. Participants do not pay to attend and boards receive funding for food and materials.
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This document provides an overview and updates from an academic manager's staff training on improving academics at a Job Corps center. It discusses:
- The center ranking highly in academics and TABE scores improving.
- Areas for further improvement like more applied and community-based learning, holding students accountable, and better communication between academics and trades.
- New policies including monthly projects and seminars, and accountability for staff in meeting requirements.
- Upcoming assessments and keeping areas inspection-ready.
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Unit Outline BUS301 - Integrated Capstone Proj.docx
Unit Outline
BUS301 - Integrated Capstone Project
Unit Coordinator
Dr. Chun Jiang
Email Address
[email protected]
Lecture Time
N/A
Seminar/Workshop Time
Week 3, Monday 10:00am-1:00pm;
Week 7, Monday 10:00am-1:00pm;
Week 11, Monday 10:00am-1:00pm;
Week 14, Monday 10:00am-1:00pm;
Consultation Times
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Block/Trimester
Trimester 2
Year
2017
1
UNIT OUTLINE
CONTENTS:-
Section 1: General Information
1.1. Administrative details
1.2. Core or elective unit
1.3. Unit weighting
1.4. Student workload
1.5. Mode of delivery
1.6. Pre-requisites 1.7. Other Resource requirements
Section 2: Academic Details
2.1 Unit Content and Structure
2.2 Student learning outcomes
2.3 Link to graduate attributes
2.4 Unit content and structure
2.5 Seminar/Workshop Topics
2.6 Teaching methods/strategies
2.7 Student assessments
2.8 Prescribed and recommended readings
Section 3: Academic Misconduct &Plagiarism
3.1 Definitions
3.2 Dealing with academic misconduct
3.3 Penalties for academic misconduct
Section 4: Assessment Submission
4.1 Assignment submission
4.2 Penalties for late submission of assignments
4.3 Assignment submission using ‘Turnitin’
Section 5: Appeals Section 6: Special Consideration
Section 7: Course Evaluation and Development
Section 8: Quality Assurance
SECTION 1: GENERAL INFORMATION
1.1 Administrativedetails:
Associated higher education awards
Duration
Level
Unit Coordinator
Bachelor of Business
14 weeks
AQF Level 7
Dr. Chun Jiang
1.2 Core or elective unit
Core Unit
Elective Unit
Other (Please specify below):
Mandatory unit for Bachelor of Business (Professional Accounting), Bachelor of Business (Business Management) and Bachelor of Business (Communication & Public Relations)
1.3 Unitweighting
Unit credit points
Total course credit points
6 Credit Points
; 144 Credit Points Bachelor of Business
1.4 Student workload
Indicate below, the expected student workload per Session for this unit:
No. timetabled hours/Session*
No. personal study hours/Session**
Total workload hours/Session***
3 hours face-to-face Seminar
6
9
* Total time spent per Session at lectures, tutorials, seminars, workshops, clinical and other placements, etc.
** Total time students are expected to spend per Session in studying, completing assignments, etc. *** That is,* + ** = work load hours.
1.5 Delivery mode
Tick all applicable delivery modes for the subject:
Face to face on site
E-learning (online)
Intensive (provide details)
Block release (provide details)
Work-integrated learning activity
Mixed/blended
Distance/independent learning (un-timetabled)
Full-time
Part-time
External
Fast track (provide details)
Other (please specify)
1.6 Pre-requisites
Are students required have undertaken a prerequisite or co-requisite subject for this subject?
Yes ...
C:\Fakepath\Seguin La Grow
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This document provides information about the Post Graduate Certificate in Further Education & Training module called "The Employable Teacher". It outlines the syllabus, learning outcomes, assessments, deadlines, and support services. The module launch is on January 6th and covers topics like curriculum design, assessment, differentiation, and lifelong learning. Students will complete two written assignments - one analyzing a curriculum and one creating an educational presentation - by the February 26th deadline. University support services are available to help students succeed.
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The document provides information to help students succeed in the Bachelor of Construction program at Unitec New Zealand. It outlines the program structure and courses, highlights important documents and resources for guidance, and describes the assessment processes. Students are advised to be well organized, put in effort, and understand that success depends on both coursework and exams. The document also includes tips on time management, referencing, and developing independent learning skills needed for tertiary education.
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This document outlines the grading policy for an online graduation project seminar class. It details the grading scale and criteria such as class participation, in-class activities, journals, a culminating project, and quizzes/tests. Standards for written work are also provided, along with information on getting help, computer access, deadlines, absenteeism, and cheating. Grades are determined by total points earned divided by total possible points using the A-F grading scale.
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Trtsss
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Unit Outline BUS301 - Integrated Capstone Proj.docx
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More from CathGal
2011 summer program info
The document outlines a summer program offered by the Student Success/Learning to 18 branch to provide professional development for educators. It provides financial support to school boards to host sessions focused on topics like differentiated instruction, assessment, literacy and math. Sessions are usually two days and cover a core module plus additional local content. School boards must submit documentation of expenses to be reimbursed and provide facilitators an honorarium of $1,200 for four days of work. Participants do not pay to attend and boards receive funding for food and materials.
Sample blogging letter to parents rev jan 2011
The teacher is informing parents that the class will be participating in a private class blog to promote cooperative learning. Students will periodically be asked to respond to prompts posted by the teacher related to their course curriculum. The blog is protected and only accessible to students with permission in order to maintain privacy and prevent public access. Students are instructed to only share the blog address with parents and must follow ground rules to ensure a safe learning environment. Parents are invited to view the blog and contact the teacher with any questions or concerns.
Final Position Paper For Vivian And Jerry April 10 2010
Literacy involves reading, writing, listening, speaking, and communicating. It is a social practice that is culturally constructed and involves critical thinking. Literacy skills are essential for learning and should be incorporated across all subjects through explicit instruction, independent reading time, and consistent reinforcement. As technology advances rapidly, schools must respond by offering varied literacy approaches to support all students as lifelong learners.
Synthesis Of Finn March 2010
1) The document discusses the concept of questioning as being at the core of developing literacy with an attitude as described in Finn's book. Questioning encourages students to generate ideas, argue about truth and value, and reflect on significance.
2) It describes the author's experience as a young immigrant student who was placed in a slow reading group and experiences "differential schooling", as well as her later experience teaching students in a similar community where she aimed to connect curriculum to students' lives but fell short of encouraging them to see problems as societal and enable collective action.
3) It argues that technologies like blogs, videos and podcasts can facilitate developing the type of powerful literacy described by Freire by focusing
Synthesis Of Finn March 2010
1) The document discusses the concept of "literacy with an attitude" as described by author James Finn. Finn advocates for an inquiry-based approach to education that encourages students to question information and think critically about societal issues.
2) The author reflects on their experience as both a student and teacher, noting how their early schooling focused more on rote learning rather than questioning. As a new teacher, they tried to connect lessons more to students' lives but fell short of encouraging critical analysis of social factors.
3) Modern technologies like blogs and videos can help facilitate the kind of empowering "powerful literacy" described by Freire and Finn by giving students a voice and making literacy more relevant and
Synthesis Of Finn March 2010
1) The document discusses the concept of "literacy with an attitude" as described by author James Finn. Finn advocates for an inquiry-based approach to education that encourages students to question information and think critically about societal issues.
2) The author reflects on their experience as both a student and teacher, noting how their early schooling focused more on rote learning rather than questioning. As a new teacher, they tried to connect lessons more to students' lives but fell short of encouraging critical analysis of social factors.
3) Modern technologies like blogs and videos can help facilitate the kind of empowering, critical literacy advocated by Finn by giving students a voice to express views on important issues. The document argues teachers
Synthesis Of Finn March 2010
1) The document discusses the concept of "literacy with an attitude" as described by author James Finn. Finn advocates for an inquiry-based approach to education that encourages students to question information and think critically about societal issues.
2) The author reflects on their experience as both a student and teacher, noting how their early schooling focused more on rote learning rather than questioning. As a new teacher, they tried to make the curriculum more relevant to students' lives but fell short of encouraging them to see problems as societal and work towards solutions.
3) Modern technologies like blogs and videos allow students to express their views on issues in an authentic way and relate literacy learning to real-world problems,
September 2009 P A Day
This document discusses differentiated instruction for 21st century learners. It provides an overview of key concepts like starting instruction where students are, knowing students individually, and responding to student needs. Examples of differentiation strategies like choice boards, tiered assignments, and learning contracts are described. The importance of assessment for learning is emphasized, and principles of assessment in a differentiated classroom are outlined.
Introduction
Catherine Furfaro is a literacy resource teacher nearing retirement with a long career in education. She grew up in a large immigrant family and was the first to attend university. After teaching grades 6-8, she took 10 years off to raise her family but enjoyed teaching her own children. She later taught kindergarten and grade 1, learning about literacy acquisition. Her role expanded to supporting students with special needs. After 7 years in grade 1, she taught grades 6 and secondary school. She was then invited to be a literacy resource teacher, assisting teachers across the school board. Despite finding it a less active role, she enjoys collaborating and keeping up with research. She is pursuing her Master's degree because she still loves
I Am From
The document is a poem titled "I am From..." by Catherine Furfaro describing where the author is from. It summarizes that the author is from reading groups as a child, visiting the library, translating readings into Italian with her mother, participating in spelling bees for prizes, enjoying various books and authors, studying English classics in school, reading to her children, teaching novels and poetry to students, and gaining spiritual inspiration from various religious figures and texts. The author draws their identity from their experiences with reading, education, family, and faith.
My Views Of Literacy Jan 2010
This document discusses the author's experience growing up with an illiterate immigrant mother from Italy. The author's mother encouraged a love of reading in the author and would have her read stories aloud each night. Despite being illiterate, the author's mother demonstrated dexterity in "reading" other forms of text like facial expressions and tone to successfully run a corner grocery store and interact with customers. The author wonders if a focus on printed text has hampered skills in reading other forms of communication. The author's experience helping her mother shaped a lifelong devotion to literacy and equal access. As a teacher, the author focuses on literacy as a means of engagement and equity.
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