This document discusses bunking classes and identifies the key symptoms and factors contributing to student absenteeism. It begins with an introduction to Pareto diagrams and how they can be used to stratify problems. The document then analyzes data showing an increase in the number of students missing lectures each year. It identifies several common symptoms for absenteeism, and determines that poor teaching skills account for 80% of the frequency. Potential problems from bunking classes are defined, including students falling behind and wastage of resources. The team's key lesson is that absenteeism disrupts the learning environment.
"MATH" can be learned in few easy steps in our tuition centre in Singapore. Our Math tutor will approach in a distinguished manner to teach you like Fun and enjoyment.
Take admission in our maths classes to secure A in Math.
Website: http://www.mathprodigies.com/
Number: 83635713
Like us on Facebook - http://bit.ly/2EYBNaN
Follow us on Instagram - http://bit.ly/2HQr2Fj
This document provides the syllabus for a 16-week Mathematical Literacy for College Students course taught in Spring 2014. It outlines the instructor and contact information, meeting times and location, course description and outcomes, required materials, grading policies, important dates, and policies regarding attendance, academic honesty, withdrawals, and services for students with disabilities. The course aims to develop students' conceptual and procedural tools to support the use of key mathematical concepts in various contexts. Students will be assessed through exams, quizzes, online homework, focus problems, and a final exam.
This document discusses four trends in differentiating instruction: technology, group work, learning centers, and hands-on learning through laboratories. For each trend, benefits are outlined such as increased engagement through technology and opportunities for social skill development with group work. Challenges are also noted, like the cost of keeping technology updated and the potential for distraction. The document concludes with an example kindergarten STEM lesson plan incorporating learning centers to teach double digit addition.
The document provides examples and explanations about calculating averages and means. It discusses using averages in applied problems related to grades. It explains that averages are used to determine grades and can be impacted by subsequent scores. The document also notes that it is often easier to prevent problems than deal with consequences later, relating to the saying that "an ounce of prevention is worth a pound of cure."
The document summarizes the results of a questionnaire given to students at Vecpiebalga Secondary School in Latvia about autonomy in learning. Some key findings include:
- 89% of students said they like learning, with more saying they like it than not. Students reported learning most from lessons in class, at home, and from practical experience.
- When asked when the learning process ends, most students said it never ends.
- Autonomy in learning means being able to learn on your own and choosing how you want to learn. Its purpose is to become independent and enjoy learning. Less than half of students considered themselves autonomous learners.
- Languages, math, and science were seen as the best subjects
CMC Teacher Education SIG Presentation; EgwurubeCmcTchrEdSIG
The document discusses the challenges of online Business English teaching and learning at the University of La Rochelle in France. It presents the master's program, English language course objectives, patterns of interaction between students and teachers, compares learning strategies of online and on-campus students, and identifies pedagogical challenges of the online learning system. Students engaged well with feedback and resources, though some struggled with workload, materials, and late teacher responses. The system aimed to build a learning community but faced alignment issues with other course requirements.
The document summarizes the results of a questionnaire given to educators at LtoJ seminars. Some key findings include:
- 60% of educators spend 21-40% of the academic year reviewing concepts students should have already learned.
- 68% believe grades motivate 41-60% of students.
- The most common length of time between major shifts in instructional practices is 4-6 years.
- Educators rated increasing knowledge as the best way for leaders to implement changes over using personality or pressure.
- 83% felt they are always changing and always improving in their professional lives.
This document discusses bunking classes and identifies the key symptoms and factors contributing to student absenteeism. It begins with an introduction to Pareto diagrams and how they can be used to stratify problems. The document then analyzes data showing an increase in the number of students missing lectures each year. It identifies several common symptoms for absenteeism, and determines that poor teaching skills account for 80% of the frequency. Potential problems from bunking classes are defined, including students falling behind and wastage of resources. The team's key lesson is that absenteeism disrupts the learning environment.
"MATH" can be learned in few easy steps in our tuition centre in Singapore. Our Math tutor will approach in a distinguished manner to teach you like Fun and enjoyment.
Take admission in our maths classes to secure A in Math.
Website: http://www.mathprodigies.com/
Number: 83635713
Like us on Facebook - http://bit.ly/2EYBNaN
Follow us on Instagram - http://bit.ly/2HQr2Fj
This document provides the syllabus for a 16-week Mathematical Literacy for College Students course taught in Spring 2014. It outlines the instructor and contact information, meeting times and location, course description and outcomes, required materials, grading policies, important dates, and policies regarding attendance, academic honesty, withdrawals, and services for students with disabilities. The course aims to develop students' conceptual and procedural tools to support the use of key mathematical concepts in various contexts. Students will be assessed through exams, quizzes, online homework, focus problems, and a final exam.
This document discusses four trends in differentiating instruction: technology, group work, learning centers, and hands-on learning through laboratories. For each trend, benefits are outlined such as increased engagement through technology and opportunities for social skill development with group work. Challenges are also noted, like the cost of keeping technology updated and the potential for distraction. The document concludes with an example kindergarten STEM lesson plan incorporating learning centers to teach double digit addition.
The document provides examples and explanations about calculating averages and means. It discusses using averages in applied problems related to grades. It explains that averages are used to determine grades and can be impacted by subsequent scores. The document also notes that it is often easier to prevent problems than deal with consequences later, relating to the saying that "an ounce of prevention is worth a pound of cure."
The document summarizes the results of a questionnaire given to students at Vecpiebalga Secondary School in Latvia about autonomy in learning. Some key findings include:
- 89% of students said they like learning, with more saying they like it than not. Students reported learning most from lessons in class, at home, and from practical experience.
- When asked when the learning process ends, most students said it never ends.
- Autonomy in learning means being able to learn on your own and choosing how you want to learn. Its purpose is to become independent and enjoy learning. Less than half of students considered themselves autonomous learners.
- Languages, math, and science were seen as the best subjects
CMC Teacher Education SIG Presentation; EgwurubeCmcTchrEdSIG
The document discusses the challenges of online Business English teaching and learning at the University of La Rochelle in France. It presents the master's program, English language course objectives, patterns of interaction between students and teachers, compares learning strategies of online and on-campus students, and identifies pedagogical challenges of the online learning system. Students engaged well with feedback and resources, though some struggled with workload, materials, and late teacher responses. The system aimed to build a learning community but faced alignment issues with other course requirements.
The document summarizes the results of a questionnaire given to educators at LtoJ seminars. Some key findings include:
- 60% of educators spend 21-40% of the academic year reviewing concepts students should have already learned.
- 68% believe grades motivate 41-60% of students.
- The most common length of time between major shifts in instructional practices is 4-6 years.
- Educators rated increasing knowledge as the best way for leaders to implement changes over using personality or pressure.
- 83% felt they are always changing and always improving in their professional lives.
This document provides an overview of a mathematical literacy (MLCS) course designed for students who need college-level mathematics but not algebra. The MLCS course takes a contextualized approach, focusing on critical thinking over rote skills. It covers topics like statistics, geometry, and financial mathematics. The course materials include cycles of integrated content centered around problems. Lessons use authentic problems to introduce topics before presenting objectives. The materials provide support for instructors in building the course, lessons, and facilitating group work.
This document provides instructions for students to design and conduct a survey for a class assignment. Students will either work in pairs or individually to select a topic and design survey questions to interview classmates about. Each week students will interview a different classmate. At the end of the semester, students will write an individual report based on the collected interview data, which will be worth 20% of the student's final grade. The survey questions should include open-ended questions and introductory questions for interviewees.
AMATYC Webinar Tips and Tricks for a Successful Pathway Impkathleenalmy
The document summarizes a webinar on implementing developmental math pathways courses. It introduces the presenters, Kathy Almy and Dan Petrak, and provides an overview of pathways courses which create alternative routes through college-level math using contextual problems and emphasizing critical thinking. It then details Des Moines Area Community College's pilot and implementation of their College Prep Math course, including forming a design team, using a Google Community, and scaling the course. Finally, it provides tips for piloting a pathways course, such as communicating, working with advisors, planning for data collection, and expecting to tweak the course over time.
Number Talks are short daily routines where students practice solving math problems mentally. They focus on developing computational fluency over memorization. During Number Talks, students sit together and are given problems to solve mentally. They show when they're ready and the teacher records strategies. Problems start simply and are related in "number strings" to build skills. Number Talks are used in grades K-8 and help develop skills outlined in the Common Core, like addition and subtraction fluency. They connect classroom work, build accountability, and resources are provided for starting Number Talks.
This document summarizes math performance data from the 2010 Colorado Student Assessment Program (CSAP) for 5th grade students at Montclair Elementary. It shows that Latino students made up the largest group at 28% of students and performed the lowest with only 25% proficiency. Overall proficiency has increased from 46% in 2008 to 54% in 2010. However, subgroups like English language learners, students with disabilities, and economically disadvantaged students had much lower proficiency rates compared to the state average. The presentation aims to identify which student groups need the most academic support in math.
This document provides information about Psy 200 Introductory Statistics including the instructor's contact information, required materials, course description and objectives, grading breakdown, and policies. The course will cover descriptive and inferential statistics through lectures, in-class labs, homework assignments, quizzes, and exams. Students will learn to conduct basic statistical analyses by hand and using SPSS software. The grading is based on in-class labs, quizzes, assignments, and exams. Students can also earn extra credit through optional assignments.
Aims CC - Fall Conference - Just-in-Time Teaching - Sept 2016Jeff Loats
This document discusses the Just-in-Time Teaching (JiTT) instructional strategy. JiTT involves students completing online pre-class assignments called "WarmUps" that consist of conceptual questions about the upcoming material. The instructor reviews student responses just before class to modify their lesson plan as needed. Research shows JiTT improves student preparation and engagement compared to traditional lectures. The document advocates adopting JiTT and provides guidance on writing effective WarmUp questions and incorporating student feedback into class discussions to improve learning.
This lesson provides an orientation to an English communication course that aims to improve students' oral and written skills for global business. It outlines the course objectives, required textbook, contact details, grading criteria, and classroom rules. The lesson emphasizes arriving on time, participating, submitting assignments on time, and not using phones or disappearing during class time as these most annoy teachers.
Number talks instructional strategy November 3 Staff Development DayLoomisUSD
This document provides an overview of Number Talks, a strategy for teaching math that focuses on developing number sense and problem solving skills. It discusses how Number Talks allow students to invent strategies, generalize approaches, and build conceptual understanding. The document outlines Number Talks goals for different grade levels from Kindergarten to 5th grade. It also provides guidance on preparing for and facilitating Number Talks, such as selecting an appropriate location, allowing wait time, and encouraging student communication. Sample Number Talk problems and discussions are presented.
Tips And Tricks for Teaching Math Online 2Fred Feldon
The document provides tips and strategies for teaching math online effectively. It discusses why students take online classes, success and retention rates being equal to or better than traditional classes. Key differences in teaching online include increased flexibility but also a learning curve and more time required. Using a course management system is recommended over building a course from scratch. Strategies for building a community of learners, supplementing the course with original materials, and preventing cheating are also outlined.
This document provides an overview of Number Talks, which are short classroom discussions about computation problems that are solved mentally. The goals of Number Talks are to develop number sense, fluency with small numbers, subitizing, and making tens. Key components discussed include the classroom environment, the teacher's role in facilitating discussion, and using purposeful computation problems that elicit specific strategies focusing on number relationships. Sample Number Talk problems and strategies are provided for different grade levels, including kindergarten, first grade, second grade, third grade, and fourth grade.
What Students Really Think About iClickers: Survey ResultsElizabeth Hodas
The document summarizes survey results from students at Harvey Mudd College on their use and experience with clicker technology, also known as personal response systems, in various courses between 2010-2011. Key findings include:
- Students generally agreed that clickers increased their participation, engagement, and performance in courses.
- Students liked that clickers allowed for anonymous participation and feedback to check their understanding compared to peers.
- The most common suggestions for improvement were to space clicker questions out more in class and to not associate grades with clicker responses.
This document discusses math literacy pathways for college students, including the Math Literacy for College Students (MLCS) course. It provides an overview of the history and goals of developmental math pathways, which aim to better prepare students for non-STEM courses through contextualized learning focusing on critical thinking over deficiencies. The MLCS course covers integrated and layered math topics across one semester to give students the mathematical maturity for statistics and liberal arts math. Early outcomes indicate 60-70% pass rates for MLCS and no significant differences in subsequent gen ed math courses based on taking algebra or MLCS. The document discusses challenges and options for implementing MLCS to replace or augment traditional sequences.
This document summarizes the development and goals of Mathematical Literacy for College Students (MLCS), an alternative pathway to college readiness in mathematics. MLCS was developed as part of broader developmental pathways initiatives to create multiple routes to needed college-level math courses beyond algebra. The one-semester MLCS course uses authentic, contextualized problems to build mathematical maturity for statistics and liberal arts math courses. Early outcomes data suggests MLCS students pass subsequent courses at rates comparable or higher than traditional sequences. The document discusses challenges and options in implementing MLCS to better prepare more students for college success.
Shaping the future of CPD: Improving recruitment in a challenging climateKatie Eldridge
This document discusses challenges with teacher recruitment in the current climate and some potential solutions. It notes declining applicant numbers for teaching positions across subjects from 2011-2016. Improving recruitment requires finding ways to attract teachers and keep them in the profession. While programs like Teach First have high costs, their retention rates after two years are low. The document suggests recruitment problems stem from a confusing training system, high costs to become a teacher, lack of recruitment planning, regional shortages, and an unattractive profession. Potential opportunities mentioned include increasing the number of men and teachers from black, Asian and minority ethnic backgrounds in the profession.
Math Lit 4 Credit Hour Syllabi Optionskathleenalmy
The document provides a suggested syllabus for a 4-credit math literacy course aimed at preparing students for statistics or liberal arts math. The syllabus divides content across 4 cycles and specifies lessons from the Math Lit textbook to cover in each cycle. It allocates class time for each lesson and notes that some lessons should be assigned as homework to save class time. The syllabus emphasizes statistics concepts and excludes some algebra topics.
The document discusses Pareto analysis and how it was used to analyze the problem of students bunking lectures.
1) Pareto analysis identified the key reasons causing students to bunk lectures, with late wakeup being the top reason affecting 27% of students.
2) The Pareto diagram showed that focusing on the top 3-4 reasons could help address over 80% of the problem. This included late wakeup, lack of strict attendance rules, and dislike of subjects.
3) Addressing the major causes, such as implementing biometric attendance and helping students with time management, can significantly reduce the problem of bunking lectures.
Pareto diagram is a graphical tool used to prioritize problems based on their frequency. It is based on Pareto's principle that 80% of problems are caused by 20% of causes. This document discusses using a Pareto diagram to analyze reasons why students bunk lectures. Data from 120 students showed late wakeup, lack of attendance rules, and dislike of subjects were the most common reasons, collectively accounting for over 80% of bunking. Focusing efforts on addressing these key causes, like implementing biometric attendance and improving subject teaching, could significantly reduce bunking with minimal effort. Pareto analysis is a useful method for problem solving that helps prioritize where to focus for maximum impact.
Dr. Michelle Dalrymple gave a presentation on improving math education. She discussed common myths about math ability and the importance of teachers not giving up on students. Effective teaching requires focusing on student progress, making mistakes part of the learning process, and supporting positive relationships between teachers and students. Technology should only comprise a small portion of math class time, as mastery of core skills is more important. Differentiated instruction and hands-on activities can help engage students at different levels.
This document discusses different techniques for analyzing problems, including stratification of symptoms, Pareto analysis, and identifying the most frequent causes. It explains that Pareto analysis uses the 80/20 rule to identify the top 20% of causes that account for 80% of the problems. The document provides steps for performing a Pareto analysis, including arranging causes by frequency, adding a cumulative percentage column, plotting the data on a graph, and identifying the key causes above the 80% line. The learning from this technique is that it helps prioritize problems by focusing first on the most impactful few causes.
This document provides an overview of a mathematical literacy (MLCS) course designed for students who need college-level mathematics but not algebra. The MLCS course takes a contextualized approach, focusing on critical thinking over rote skills. It covers topics like statistics, geometry, and financial mathematics. The course materials include cycles of integrated content centered around problems. Lessons use authentic problems to introduce topics before presenting objectives. The materials provide support for instructors in building the course, lessons, and facilitating group work.
This document provides instructions for students to design and conduct a survey for a class assignment. Students will either work in pairs or individually to select a topic and design survey questions to interview classmates about. Each week students will interview a different classmate. At the end of the semester, students will write an individual report based on the collected interview data, which will be worth 20% of the student's final grade. The survey questions should include open-ended questions and introductory questions for interviewees.
AMATYC Webinar Tips and Tricks for a Successful Pathway Impkathleenalmy
The document summarizes a webinar on implementing developmental math pathways courses. It introduces the presenters, Kathy Almy and Dan Petrak, and provides an overview of pathways courses which create alternative routes through college-level math using contextual problems and emphasizing critical thinking. It then details Des Moines Area Community College's pilot and implementation of their College Prep Math course, including forming a design team, using a Google Community, and scaling the course. Finally, it provides tips for piloting a pathways course, such as communicating, working with advisors, planning for data collection, and expecting to tweak the course over time.
Number Talks are short daily routines where students practice solving math problems mentally. They focus on developing computational fluency over memorization. During Number Talks, students sit together and are given problems to solve mentally. They show when they're ready and the teacher records strategies. Problems start simply and are related in "number strings" to build skills. Number Talks are used in grades K-8 and help develop skills outlined in the Common Core, like addition and subtraction fluency. They connect classroom work, build accountability, and resources are provided for starting Number Talks.
This document summarizes math performance data from the 2010 Colorado Student Assessment Program (CSAP) for 5th grade students at Montclair Elementary. It shows that Latino students made up the largest group at 28% of students and performed the lowest with only 25% proficiency. Overall proficiency has increased from 46% in 2008 to 54% in 2010. However, subgroups like English language learners, students with disabilities, and economically disadvantaged students had much lower proficiency rates compared to the state average. The presentation aims to identify which student groups need the most academic support in math.
This document provides information about Psy 200 Introductory Statistics including the instructor's contact information, required materials, course description and objectives, grading breakdown, and policies. The course will cover descriptive and inferential statistics through lectures, in-class labs, homework assignments, quizzes, and exams. Students will learn to conduct basic statistical analyses by hand and using SPSS software. The grading is based on in-class labs, quizzes, assignments, and exams. Students can also earn extra credit through optional assignments.
Aims CC - Fall Conference - Just-in-Time Teaching - Sept 2016Jeff Loats
This document discusses the Just-in-Time Teaching (JiTT) instructional strategy. JiTT involves students completing online pre-class assignments called "WarmUps" that consist of conceptual questions about the upcoming material. The instructor reviews student responses just before class to modify their lesson plan as needed. Research shows JiTT improves student preparation and engagement compared to traditional lectures. The document advocates adopting JiTT and provides guidance on writing effective WarmUp questions and incorporating student feedback into class discussions to improve learning.
This lesson provides an orientation to an English communication course that aims to improve students' oral and written skills for global business. It outlines the course objectives, required textbook, contact details, grading criteria, and classroom rules. The lesson emphasizes arriving on time, participating, submitting assignments on time, and not using phones or disappearing during class time as these most annoy teachers.
Number talks instructional strategy November 3 Staff Development DayLoomisUSD
This document provides an overview of Number Talks, a strategy for teaching math that focuses on developing number sense and problem solving skills. It discusses how Number Talks allow students to invent strategies, generalize approaches, and build conceptual understanding. The document outlines Number Talks goals for different grade levels from Kindergarten to 5th grade. It also provides guidance on preparing for and facilitating Number Talks, such as selecting an appropriate location, allowing wait time, and encouraging student communication. Sample Number Talk problems and discussions are presented.
Tips And Tricks for Teaching Math Online 2Fred Feldon
The document provides tips and strategies for teaching math online effectively. It discusses why students take online classes, success and retention rates being equal to or better than traditional classes. Key differences in teaching online include increased flexibility but also a learning curve and more time required. Using a course management system is recommended over building a course from scratch. Strategies for building a community of learners, supplementing the course with original materials, and preventing cheating are also outlined.
This document provides an overview of Number Talks, which are short classroom discussions about computation problems that are solved mentally. The goals of Number Talks are to develop number sense, fluency with small numbers, subitizing, and making tens. Key components discussed include the classroom environment, the teacher's role in facilitating discussion, and using purposeful computation problems that elicit specific strategies focusing on number relationships. Sample Number Talk problems and strategies are provided for different grade levels, including kindergarten, first grade, second grade, third grade, and fourth grade.
What Students Really Think About iClickers: Survey ResultsElizabeth Hodas
The document summarizes survey results from students at Harvey Mudd College on their use and experience with clicker technology, also known as personal response systems, in various courses between 2010-2011. Key findings include:
- Students generally agreed that clickers increased their participation, engagement, and performance in courses.
- Students liked that clickers allowed for anonymous participation and feedback to check their understanding compared to peers.
- The most common suggestions for improvement were to space clicker questions out more in class and to not associate grades with clicker responses.
This document discusses math literacy pathways for college students, including the Math Literacy for College Students (MLCS) course. It provides an overview of the history and goals of developmental math pathways, which aim to better prepare students for non-STEM courses through contextualized learning focusing on critical thinking over deficiencies. The MLCS course covers integrated and layered math topics across one semester to give students the mathematical maturity for statistics and liberal arts math. Early outcomes indicate 60-70% pass rates for MLCS and no significant differences in subsequent gen ed math courses based on taking algebra or MLCS. The document discusses challenges and options for implementing MLCS to replace or augment traditional sequences.
This document summarizes the development and goals of Mathematical Literacy for College Students (MLCS), an alternative pathway to college readiness in mathematics. MLCS was developed as part of broader developmental pathways initiatives to create multiple routes to needed college-level math courses beyond algebra. The one-semester MLCS course uses authentic, contextualized problems to build mathematical maturity for statistics and liberal arts math courses. Early outcomes data suggests MLCS students pass subsequent courses at rates comparable or higher than traditional sequences. The document discusses challenges and options in implementing MLCS to better prepare more students for college success.
Shaping the future of CPD: Improving recruitment in a challenging climateKatie Eldridge
This document discusses challenges with teacher recruitment in the current climate and some potential solutions. It notes declining applicant numbers for teaching positions across subjects from 2011-2016. Improving recruitment requires finding ways to attract teachers and keep them in the profession. While programs like Teach First have high costs, their retention rates after two years are low. The document suggests recruitment problems stem from a confusing training system, high costs to become a teacher, lack of recruitment planning, regional shortages, and an unattractive profession. Potential opportunities mentioned include increasing the number of men and teachers from black, Asian and minority ethnic backgrounds in the profession.
Math Lit 4 Credit Hour Syllabi Optionskathleenalmy
The document provides a suggested syllabus for a 4-credit math literacy course aimed at preparing students for statistics or liberal arts math. The syllabus divides content across 4 cycles and specifies lessons from the Math Lit textbook to cover in each cycle. It allocates class time for each lesson and notes that some lessons should be assigned as homework to save class time. The syllabus emphasizes statistics concepts and excludes some algebra topics.
The document discusses Pareto analysis and how it was used to analyze the problem of students bunking lectures.
1) Pareto analysis identified the key reasons causing students to bunk lectures, with late wakeup being the top reason affecting 27% of students.
2) The Pareto diagram showed that focusing on the top 3-4 reasons could help address over 80% of the problem. This included late wakeup, lack of strict attendance rules, and dislike of subjects.
3) Addressing the major causes, such as implementing biometric attendance and helping students with time management, can significantly reduce the problem of bunking lectures.
Pareto diagram is a graphical tool used to prioritize problems based on their frequency. It is based on Pareto's principle that 80% of problems are caused by 20% of causes. This document discusses using a Pareto diagram to analyze reasons why students bunk lectures. Data from 120 students showed late wakeup, lack of attendance rules, and dislike of subjects were the most common reasons, collectively accounting for over 80% of bunking. Focusing efforts on addressing these key causes, like implementing biometric attendance and improving subject teaching, could significantly reduce bunking with minimal effort. Pareto analysis is a useful method for problem solving that helps prioritize where to focus for maximum impact.
Dr. Michelle Dalrymple gave a presentation on improving math education. She discussed common myths about math ability and the importance of teachers not giving up on students. Effective teaching requires focusing on student progress, making mistakes part of the learning process, and supporting positive relationships between teachers and students. Technology should only comprise a small portion of math class time, as mastery of core skills is more important. Differentiated instruction and hands-on activities can help engage students at different levels.
This document discusses different techniques for analyzing problems, including stratification of symptoms, Pareto analysis, and identifying the most frequent causes. It explains that Pareto analysis uses the 80/20 rule to identify the top 20% of causes that account for 80% of the problems. The document provides steps for performing a Pareto analysis, including arranging causes by frequency, adding a cumulative percentage column, plotting the data on a graph, and identifying the key causes above the 80% line. The learning from this technique is that it helps prioritize problems by focusing first on the most impactful few causes.
Here in this presentation we have presented the data of students bunking the lecturesand the various reasons because of it they bunk their class.All this is shown through a pareto diagram which was our challenge.The lessons learned from pareto
This presentation discusses Pareto Diagram for bunking lectures.Pareto Diagram is based on Pareto’s Law which states that in almost every case, 80% of the total problems incurred are caused by 20% of the problem cause type, therefore by concentrating on the major problems first, you can eliminate the majority of your problems.
Late arrival of students banasthai vidyapith-sanchi saxenaSaNchi SaXena
This document presents a cause-effect diagram analyzing the root causes of students arriving late to class. The diagram identifies potential causes such as lack of parental interest, bad weather, transportation issues, and student factors like poor time management. The three root causes were determined to be lack of motivation, poor exam performance putting them behind, and being blacklisted by teachers. Recommended solutions include setting clear expectations, using alarms, having students face consequences, and not excusing lateness. The team learned the importance of time management and organization to avoid being late.
An Investigation of Errors Related to Solving Problems on Percentagestheijes
In primary schools of Viet Nam, solving problems on percentages is a very important bit of knowledge because it not only provides a full range of knowledge of percentages but also a lot of practical applications and has a great effect in the development of thinking for students. However, it is a kind of new and difficult problem, so students often commit errors to solve problems on percentages. A survey of 149 primary school students was done. The students had to answer 7 questions about the problems on percentages. Results show that they suffer some errors such as: misunderstanding kinds of problems, doing wrong calculation, confusing the units of measurements. At the end of the paper, some suggestions in mathematics education are made to teachers to support students avoiding errors in solving problems on percentages
1) Mathematics is an important subject taught around the world, but many students perceive it as difficult and boring.
2) There are several potential reasons why students may dislike math, including past failures, low confidence, relationships with teachers, memorization requirements, and an emphasis on getting the "right" answer.
3) While math requires memorization, the goal is understanding; making mistakes is part of learning, but many students feel frustration from this process.
Pareto diagram for causes of bunking lectures.Also, identifying the significant causes which cause 80% of the problem and them recommendations for the same.
Team Members - Poonam Mulchandani, Aparna jindal, Kalyani A.
This document summarizes a research paper submitted for a college statistics course. The paper examines reasons for student failure in the College of Fine Arts and Design (CFAD) at the University of Santo Tomas in Manila, Philippines. It includes an introduction outlining the background, objectives, significance and scope of the study. The paper will use surveys and interviews of 150 randomly selected CFAD students who have failed more than 6 units to understand the causes of failure, such as financial problems or poor study habits. A literature review in chapter 2 examines previous research on related topics. Chapter 3 discusses the descriptive research methodology to be used, including the questionnaire instrument and statistical analysis.
The survey found that students were generally satisfied with the Business Management program, particularly with regards to teacher communication, weekly course load, and class sizes. However, nearly half did not feel the "Talent and Management Development" course was relevant, indicating an area for improvement. Students were also pleased with the school's accessibility and facilities. While most aspects received positive feedback, the report recommends addressing long free periods between classes, better balancing individual and group work, and improving exam scheduling. It suggests conducting student surveys more frequently to enable quicker program improvements.
Here are some key characteristics of a successful student based on the essay:
- Organization - Using tools like calendars, planners, and computers to stay organized. Having a dedicated study space.
- Time management - Scheduling time for homework, studying, extracurricular activities, work, and leisure. Avoid procrastination.
- Effective studying - Using study techniques like flashcards, study groups, reviewing notes. Studying in moderation without overdoing it.
- Hard work and determination - Putting in consistent effort towards academics and not giving up when challenges arise.
- Believing in one's abilities - Having confidence that success is possible through effort and perseverance.
So in summary, a
This document discusses a Pareto chart created to analyze problems at a school. The chart shows that the most common problems were violation of school rules at 45 instances, bunking at 42 instances, and disobeying teachers at 41 instances. These top three problems accounted for over 60% of the total problems. The document then provides some potential solutions to the problems identified in the chart and lessons the team learned from creating the chart.
Similar to QCL-14-v3_[pareto diagram]_[banasthali vidyapith]_[monika kumari] (20)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
2. Outline
1) Introduction to pareto program.
2) Stratification of the problem.
3) Identification of symptoms that account for
80% frequency .
4) Problem definitions
5) Lesson learned by the team
4. What is a pareto diagram ?
A Pareto chart, named after Vilfredo Pareto, is a type
of chart that contains both bars and a line graph,
where individual values are represented in
descending order by bars, and the cumulative total is
represented by the line.
Because the reasons are in decreasing order, the
cumulative function is a concave function. To take the
example above, in order to lower the amount of late
arrivals by 78%, it is sufficient to solve the first three
issues.
5. This diagram shows the pareto chart of titanium investment
casting defects. The left vertical axis is the frequency of
occurrence, but it can alternatively represent cost or another
important unit of measure.
The right vertical axis is the cumulative percentage of the total
number of occurrences, total cost, or total of the particular unit of
measure.
6. The purpose of the Pareto chart is to highlight the
most important among a (typically large) set of factors.
In quality control, it often represents the most common
sources of defects, the highest occurring type of
defect, or the most frequent reasons for customer
complaints, and so on.
Wilkinson (2006) devised an algorithm for producing
statistically based acceptance limits (similar to
confidence intervals) for each bar in the Pareto chart.
These charts can be generated by simple spread
sheet programs, such as OpenOffice.org
Calc and Microsoft Excel [1] and specialized statistical
software tools as well as online quality charts
8. Is your child bunking lectures ?
Often when children pass into their preteen years, they
discover the fun of bunking lectures. It may start out by
accidentally missing one lecture, but it soon snowballs
into something much worse. Soon they will have missed a
lot of important lectures and then they end up performing
poorly in exams.
9. Number of
students
year
With the help of this graph we can easily identify that the
students are missing their lectures year by year more of.2010
there were 10 number of students missing their lectures and
so in 2011 there were 20, in 2012 there were 30,in 2013 there
were 35 and in 2014 there were 40. we can notice that the
number of students bunking the classes are been increased.
0
5
10
15
20
25
30
35
40
45
2010 2011 2012 2013 2014
students
10. Therefore, the symptoms for not attending the lectures can be :
Negative remarks from the
teacher.
Incomplete assignment or
any project.
being lazy, unfocussed and
less ambitious.
Lack of personal interest in
studies.
facing a genuine problem at
school, problems like getting
teased by his mates or say he
may be getting bullied.
Available opportunities for
entertainment like malls,
movie halls etc.
a particular teacher keeps
picking on them.
Inability to keep up with the
subject.
indulge in some other
activity that he cannot find
time for otherwise.
peer pressure.ie. to hang
out with peers.
His mates often mass
bunk and your child may be
doing the same to fit in.
The mental capacity of a
students does not matches
with the course opted.etc.
12. Identification of Symptoms which are mostly possible :
Some of the factors which are mostly been observed in the
students are :
Lack of personal interest in studies.
facing a genuine problem at school, problems like getting
teased by his mates or say he may be getting bullied.
Available opportunities for entertainment like malls, movie
halls etc.
a particular teacher keeps picking on them.
His mates often mass bunk and your child may be doing the
same to fit in.
The poor teaching skills of a teacher also keep away student
from the school.
13. Graph 1.2
With the help of this diagram we can easily identify that the 80%
of the frequency symptoms can be the poor teaching skills of the
teacher.
0
5
10
15
20
25
30
35
Student
1
Student
2
14. Relative Importance of Factors Used to Decide on Lecture
Attendance(graph 1.3)
The figure lists various factors from the highest mean
importance score to the lowest (based on a five-point scale in
which 1 was “not at all important” and 5 was “extremely
important.
16. Problem definitions :
There are some major problems which can take place when
the students are bunking lectures. These problems are :
Problem of not in touch : the child may face the problem of
not getting in touch with the subjects. He may loose his
internal credits. Though he may be easily identified within
the teachers, school staffs or may be the peers as a truant .
Not controlled early :another drawback can be that if the
bunking of the student is not controlled early, he may end up
bunking a LOT more lectures in junior and senior college
which can make the child lazy, unfocussed and less
ambitious which may also indicate that he is not taking
17. Dynamic teaching-learning environment :The absenteeism
disturbs the dynamic teaching learning environment and
adversely affects the overall well being of classes.
Wastage : Bunking lectures may do the wastage of
educational resources, time and human potential and also
causes rework and wastage time of lectures.
Valuable information : when students are absent from the
class they miss a lot of valuable information which results
from peer-lecturer interaction and the benefits of the specific
examples lecturers use to clarify difficult concepts.
Future destruction : bunking the lectures can spoil the future
of the student .They will not be able to learn the actual
means of discipline and other moral values which is taught
in the classroom.
18. This picture shows that the child is running from the classroom
and so because of that one child the whole classroom discipline
and even the concentration of the teacher is been disturbed.
20. Lesson learned by the team :
Student absenteeism is a serious issue in public
education. Concerted efforts have been expended aimed
at engaging students and promoting active learning,
but schools/colleges are still full of “clock watchers”.
Many students regularly skip lectures and student
absenteeism is a major concern for lecturers at institutions of
higher learning. Absences create a dead, tiresome, unpleasant
classroom environment that make students who come to class
uncomfortable and the lecturer irritable .
21. Thank you
Helpline :-
Google search : 1) A qualitative research
2) MIT faculty news letter