This document provides information about a National Language A course offered at Monash University. The course aims to improve students' oral and written communication skills in the national language based on their intellectual abilities. It will be delivered through both face-to-face and online lectures over 8 weeks. Students will develop skills such as effective oral and written use of the national language, comprehending various written materials, and composing different text types properly and effectively. Assessment includes an online quiz and final written exam. The course adopts a blended student-centered and research-led learning approach, and provides student support services.
Mpu3123 titas unit guide (heutagogy summer 2016)ninawariz
This document provides information about an undergraduate unit on Islamic and Asian Civilizations taught at Monash University. The 3-credit unit covers topics including the introduction to civilizations studies, interactions between Malay, Chinese, and Indian civilizations, Islam in Malay civilization, contemporary issues in Islamic and Asian civilizations, and their implications for national development in Malaysia. The unit aims to introduce students to civilizations studies and foster respect and national identity. It is delivered through both online and face-to-face lectures over 8 weeks and assessed through quizzes and a final exam.
This document provides an overview and schedule for an Islamic and Asian Civilizations course. It outlines the course objectives, which are to introduce students to concepts of civilizations and issues related to the development of Islamic and Asian countries. The course learning outcomes focus on understanding key concepts of Islamic and Asian civilizations, the importance of religion and culture, and effective communication skills. Assessment will consist of learning exercises, group assignments, online quizzes, and a final exam, making up 60% and 40% of the grade respectively. The schedule provides the topics and learning activities for each week, including both face-to-face and online lectures.
Mpu3212 mpw2113 national language a (heutagogy summer 2016)wanarizwan
This document provides information about a National Language A course offered at Monash University. The course aims to improve students' proficiency in the national language for both oral and written communication in official, creative, and non-creative contexts according to their intellectual abilities. The course will be delivered on-campus in Malay and is compulsory for all Malaysian students pursuing an undergraduate degree. It involves both face-to-face and online lectures over 8 weeks, with assessments including learning exercises, assignments, quizzes, presentations and a final exam. The course covers topics like pronunciation, grammar, oral and written communication skills.
Mpu3123 titas unit guide (heutagogy summer 2016)wanarizwan
This document provides information about an undergraduate unit on Islamic and Asian Civilizations taught at Monash University. The 3-credit unit will be delivered through both online and face-to-face lectures over 8 weeks. It aims to introduce students to the concepts of civilizations, interactions between various civilizations, and contemporary issues. Assessment will include online quizzes, assignments, and a final exam. The unit is compulsory for all Malaysian undergraduate students as stipulated by the Malaysian Ministry of Education.
Mpu3212 national language a week 1 ppt (summer 2016)ninawariz
This document provides an overview of a National Language A course offered during the summer semester of 2016. It outlines the course objectives, learning outcomes, attendance policy, learning and teaching approach, unit schedule, and assessment tasks. The course aims to improve students' proficiency in the Malay language through oral and written communication in both formal and informal contexts. Students will be assessed through learning reinforcement exercises, an individual or group assignment, an online quiz, a group presentation, and a final written exam, which together contribute to 60% of the overall grade. The final exam makes up the remaining 40% of the grade.
Mpu3212 mpw2113 national language a (heutagogy summer 2016)wanarizwan
This document provides information about a National Language A course offered at Monash University. The course aims to improve students' proficiency in the national language for both oral and written communication in official, creative, and non-creative contexts. It is a compulsory course for all Malaysian students pursuing an undergraduate degree. The course will be delivered through both face-to-face and online lectures over 8 weeks. Students will be assessed through learning exercises, an assignment, online quiz, group presentation, and a final exam. The course covers topics like pronunciation, grammar, types of oral and written communication, and different text genres.
Mpu3212 national language a week 1 ppt (summer 2016)wanarizwan
This document outlines the course details for MPU3212 National Language A taught in the Summer Semester of 2016. It includes the course objectives, learning outcomes, attendance policy, learning and teaching approach, unit schedule, and assessment tasks. Students will develop their proficiency in the Malay language through both in-person and online lectures and activities. Assessment will consist of learning reinforcement exercises, an assignment, an online quiz, a group presentation, and a final written exam. Students must complete all assessment tasks to pass the course.
Monash University Malaysia is jointly owned by Monash University and the Jeffrey Cheah Foundation. The document outlines the details of the MPU3212 National Language A course taught at Monash University Malaysia in Semester 2 of 2016. It includes the course objectives, learning outcomes, attendance policy, unit schedule, and assessment tasks. The course aims to improve students' proficiency in the Malay language through face-to-face and online lectures, exercises, assignments, quizzes, presentations, and a final exam worth 40% of the grade. Students must complete all assessments to pass the course.
Mpu3123 titas unit guide (heutagogy summer 2016)ninawariz
This document provides information about an undergraduate unit on Islamic and Asian Civilizations taught at Monash University. The 3-credit unit covers topics including the introduction to civilizations studies, interactions between Malay, Chinese, and Indian civilizations, Islam in Malay civilization, contemporary issues in Islamic and Asian civilizations, and their implications for national development in Malaysia. The unit aims to introduce students to civilizations studies and foster respect and national identity. It is delivered through both online and face-to-face lectures over 8 weeks and assessed through quizzes and a final exam.
This document provides an overview and schedule for an Islamic and Asian Civilizations course. It outlines the course objectives, which are to introduce students to concepts of civilizations and issues related to the development of Islamic and Asian countries. The course learning outcomes focus on understanding key concepts of Islamic and Asian civilizations, the importance of religion and culture, and effective communication skills. Assessment will consist of learning exercises, group assignments, online quizzes, and a final exam, making up 60% and 40% of the grade respectively. The schedule provides the topics and learning activities for each week, including both face-to-face and online lectures.
Mpu3212 mpw2113 national language a (heutagogy summer 2016)wanarizwan
This document provides information about a National Language A course offered at Monash University. The course aims to improve students' proficiency in the national language for both oral and written communication in official, creative, and non-creative contexts according to their intellectual abilities. The course will be delivered on-campus in Malay and is compulsory for all Malaysian students pursuing an undergraduate degree. It involves both face-to-face and online lectures over 8 weeks, with assessments including learning exercises, assignments, quizzes, presentations and a final exam. The course covers topics like pronunciation, grammar, oral and written communication skills.
Mpu3123 titas unit guide (heutagogy summer 2016)wanarizwan
This document provides information about an undergraduate unit on Islamic and Asian Civilizations taught at Monash University. The 3-credit unit will be delivered through both online and face-to-face lectures over 8 weeks. It aims to introduce students to the concepts of civilizations, interactions between various civilizations, and contemporary issues. Assessment will include online quizzes, assignments, and a final exam. The unit is compulsory for all Malaysian undergraduate students as stipulated by the Malaysian Ministry of Education.
Mpu3212 national language a week 1 ppt (summer 2016)ninawariz
This document provides an overview of a National Language A course offered during the summer semester of 2016. It outlines the course objectives, learning outcomes, attendance policy, learning and teaching approach, unit schedule, and assessment tasks. The course aims to improve students' proficiency in the Malay language through oral and written communication in both formal and informal contexts. Students will be assessed through learning reinforcement exercises, an individual or group assignment, an online quiz, a group presentation, and a final written exam, which together contribute to 60% of the overall grade. The final exam makes up the remaining 40% of the grade.
Mpu3212 mpw2113 national language a (heutagogy summer 2016)wanarizwan
This document provides information about a National Language A course offered at Monash University. The course aims to improve students' proficiency in the national language for both oral and written communication in official, creative, and non-creative contexts. It is a compulsory course for all Malaysian students pursuing an undergraduate degree. The course will be delivered through both face-to-face and online lectures over 8 weeks. Students will be assessed through learning exercises, an assignment, online quiz, group presentation, and a final exam. The course covers topics like pronunciation, grammar, types of oral and written communication, and different text genres.
Mpu3212 national language a week 1 ppt (summer 2016)wanarizwan
This document outlines the course details for MPU3212 National Language A taught in the Summer Semester of 2016. It includes the course objectives, learning outcomes, attendance policy, learning and teaching approach, unit schedule, and assessment tasks. Students will develop their proficiency in the Malay language through both in-person and online lectures and activities. Assessment will consist of learning reinforcement exercises, an assignment, an online quiz, a group presentation, and a final written exam. Students must complete all assessment tasks to pass the course.
Monash University Malaysia is jointly owned by Monash University and the Jeffrey Cheah Foundation. The document outlines the details of the MPU3212 National Language A course taught at Monash University Malaysia in Semester 2 of 2016. It includes the course objectives, learning outcomes, attendance policy, unit schedule, and assessment tasks. The course aims to improve students' proficiency in the Malay language through face-to-face and online lectures, exercises, assignments, quizzes, presentations, and a final exam worth 40% of the grade. Students must complete all assessments to pass the course.
This document outlines the course details for MPU3123 Islamic and Asian Civilisations. The course objectives are to introduce students to concepts of civilizations including the interactions between various Malay, Chinese, and Indian civilizations, issues in contemporary Islamic and Asian civilizations, and their implications for national development. Students will learn about key concepts of Islamic and Asian civilizations and apply effective communication skills. Assessment includes weekly exercises, group assignments, online quizzes, and a final exam, totaling 60% continuous assessment and 40% final exam. The course will be delivered through a blended of face-to-face and online learning over 12 weeks.
Monash University Malaysia offers an Islamic and Asian Civilisations course (MPU3123). The course is aimed at introducing students to various civilizations and promoting respect between students. It covers topics on different civilizations, their interactions, contemporary issues, and implications for nation building in Malaysia. Students will be assessed through learning exercises, online quizzes, a group assignment, and a final exam. The course runs over 12 weeks with lectures, assignments, and other activities outlined in the schedule.
This document outlines the course details for MPU3123 Islamic and Asian Civilisations. The course objectives are to introduce students to various civilizations, including their interactions and contemporary issues. It will be assessed through learning exercises, group assignments, online quizzes, and a final exam, totaling continuous assessments of 60% and an exam of 40%. The course will involve both face-to-face and online learning components. Students must attend a minimum of 80% of lectures and complete all assessments to pass.
Mpu3212 national language a week 1 ppt (summer 2016)wanarizwan
This document outlines the course details for MPU3212 National Language A taught in the Summer Semester of 2016. The course is aimed at improving students' proficiency in the Malay language. It will assess students through various means such as assignments, presentations, online quizzes, and a final exam. Students must achieve a minimum 80% attendance rate and complete all assessments to pass the course. The assessments include weekly online exercises, a group assignment, an online quiz, a group presentation, and a final written exam.
This document provides an overview and schedule for an Islamic and Asian Civilizations course. The course objectives are to introduce students to concepts of civilizations, interactions between Malay, Chinese, and Indian civilizations, issues in contemporary Islamic and Asian civilizations, and their implications for national development. Students will be assessed through learning exercises, group assignments, online quizzes, and a final exam, which together contribute 60% of the overall grade. The course will include both face-to-face and online lectures delivered through a blended and self-directed learning approach over 12 weeks.
Mpu3123 titas unit guide (heutagogy summer 2016)wanarizwan
This document provides information about an undergraduate unit on Islamic and Asian Civilizations taught at Monash University. The 3-credit, 8-week unit covers introductions to civilizational studies, interactions between Malay, Chinese, and Indian civilizations, the role of Islam in Malay civilization, contemporary issues in Islamic and Asian civilizations, and their implications for national development in Malaysia. Assessment includes online quizzes, assignments, and a final exam. The unit aims to help students understand civilizational knowledge and respect diverse cultures and identities.
Impact of continuing professional development (cpd) of teachers in informatio...Emmanuel Sala
This document discusses the attitude of secondary school students on the impact of continuing professional development of teachers in information and communication technology (ICT) on learning science. It notes that technology has changed education, requiring teachers to update their skills through professional development. However, many teachers lack ICT training, which affects their ability and willingness to integrate technology into teaching. The document recommends that governments support ICT-related teacher training and professional development policies to improve the quality of teaching and positively impact student learning and attitudes.
This document provides an overview of the National Language A course offered in Semester 1 of 2017. The course aims to improve students' proficiency in the language through activities like lectures, tutorials, assignments, role-plays, and exams. Students will develop skills in listening, speaking, reading, and writing. Assessment will include weekly exercises, a group assignment, oral presentations, an online quiz, and a final written exam. Students must attend at least 80% of lectures and complete all assessments to pass the course.
This document is a survey questionnaire for a study on teachers' online learning delivery and learners' participation and performance. It contains 4 parts: (1) demographic profile of participants, (2) assessment of teachers' online instruction delivery, (3) level of learners' participation and teachers' delivery extent, and (4) timeliness of learners' activity submissions. Participants are asked to provide honest assessments by selecting options on scales regarding various indicators of online teaching and learning. The purpose is to gather data to develop a coaching and mentoring plan to improve online education.
BED 110: Teaching Competency :III: Practice lessons and Introduction to Inte...DrVikasSTupsundar
1) The document provides an orientation for the BED 110 course which focuses on practice lessons and introduction to internship.
2) It discusses the objectives and importance of practice lessons, which allow student teachers to gain experience teaching before entering the profession.
3) The introduction to internship component aims to develop teacher perspectives, capacities, and skills through engagement with schools. Students will observe lessons, develop lesson plans, assist teachers, and conduct two lessons of their own.
ABSTRACT
Many engineering subjects are highly mathematical, analytical and descriptive. To make students understand the basic concepts, theory, analysis, design and application, new teaching-learning systems need to be explored. One of these is the Start-Stop-Continue technique. From the present study, it is concluded that given an ambient environment, the learning process can be made very effective and all the course objectives can be achieved. Action research has helped in empowering the students in acquiring knowledge. With this approach, the students’ performance has improved from mediocre to very
good.
A Retention Initiative: Refining Your Learning Skills for Academically Dismis...SueHalifax
This document describes a 10-day summer program called "Refining Your Learning Skills for Academically Dismissed Students" at Dalhousie University aimed at helping first-year students who have been academically dismissed. The program focuses on developing study skills, time management, and building student confidence and commitment. Approximately 77% of students who complete the program pass and are allowed to return to classes in the fall rather than having to sit out a year. Critical success factors of the program include a caring instructional team, a holistic curriculum, high expectations, feedback on assignments, academic supports, and involvement of advisors and faculty. Student feedback indicates the program has helped improve motivation, time management, and outlook
MUHAMMAD AKBAR ZAHIDI - international journal of innovation and applied studiesmuhammadakbarzahidi
This document summarizes a study that examined the failure factors of Teaching English as a Second Language (TESL) students in a teaching graduate program at an Institute of Teacher Education in Malaysia. The study used interviews and questionnaires with 52 TESL students to identify failure factors in five domains: personal problems, lecturers, facilities, syllabus, and school factors. The findings showed that syllabus factors contributed most to failure, with poor lecturer communication also being a significant issue. Personal difficulties like health problems and difficulty of the TESL field also contributed to failure. The results suggest improvements are needed in the syllabus, lecturer communication skills, and support for students with personal challenges.
Assessment for Effective Lecture on Knowledge Retention towards Student Learn...AI Publications
This study assessed the effective lecture for knowledge retention towards student learning. The survey involved 42 university students (fourth year in Chemical Engineering and Sustainability Energy Department, UNIMAS) where all of them were tested before and after the class through a 10 questions quiz as assessment. From this quiz assessment, only 50% (21 students) of the students managed to answer at least 7 questions correctly before the lecture was delivered. After delivering lecture, 100% (42 students) of the students managed to answer 10 questions correctly. However, after four weeks, only 90% (38 students) of the students managed to score 10 questions correctly due to short knowledge retention.
language teaching practice in government and private schools of sangharpawan lal
This document summarizes a research study on language teaching practices in government and private schools in Sanghar, Pakistan. The study aims to identify and explore language teaching practices and factors affecting them. Research questions ask about practices used and impacting factors. A literature review found private school performance appraisal and education systems superior to public schools. The methodology involved observations of 100 students in various schools. Findings showed grammar teaching aids used more in public schools, while private school teacher attitudes were better. Discussion noted the importance of practice and activities for skills development. The conclusion stated current approaches are unsatisfactory and pre-service teacher education needs improvement.
This document summarizes a study on the barriers students face in developing English language communication skills in government higher secondary schools in Anantnag district, Jammu and Kashmir, India. The study involved surveying 50 students through a questionnaire, observation, and interviews with teachers. Key findings include that the majority of students do not listen to English news, speak English in class, or read English books. Most teachers use languages other than English for instruction. Major barriers identified are lack of vocabulary, poor grammar skills, syllabus-oriented rather than skill-based teaching, inadequate time for practice, and lack of exposure to English outside the classroom. The study concludes that lack of well-trained English teachers is a key factor in students' poor
This document provides information about a Pre-Calculus course offered in the spring semester of 2016. It includes details about the course objectives, content, teaching methods, assessment, and academic policies. The course focuses on polynomial, rational, exponential, logarithmic, and trigonometric functions and their applications. It will be taught through lectures and independent study, and students will be assessed through assignments, tests, a final exam, attendance, and class participation.
The document is a lesson observation form for a teacher, Helen Ward, who was observed teaching a BTEC Level 3 IT course on event drive systems. The summary is:
1) The observer provided an overall grade of 1 (outstanding) for the lesson and identified several strengths, including excellent planning, pacing, questioning techniques, and student engagement.
2) The document includes sections to record information about the lesson context, evidence from the observation, and the impact on students.
3) In the evidence section, the observer praised the teacher's preparation, teaching methods, management of learning, assessment and feedback provided to students.
Mpu3212 national language a week 1 ppt (summer 2018) 1ninawariz
This document provides an overview of the MPU3212 National Language A course offered in the summer semester of 2018. It outlines the learning outcomes, attendance policy, assessment tasks, and unit schedule. The course aims to improve students' language skills in listening, speaking, reading and writing. Assessment includes learning reinforcement exercises, an online quiz, a group written report, individual oral presentations within groups, and a final written exam worth 60% of the overall grade. Students must complete all assessments and attend a minimum of 80% of lectures to pass the course.
Bab 6 Teknik dan prosedur menulis karanganwanarizwan
Dokumen tersebut memberikan panduan tentang cara merangkum dan menulis karangan dalam bahasa Melayu. Dokumen tersebut membahas tentang bagaimana mentafsirkan tajuk karangan, merangka karangan, membina perenggan pendahuluan, isi dan penutup, serta menyemak karangan. Dokumen tersebut juga memberikan contoh rangkaian ayat dalam setiap perenggan dan contoh pembinaan perenggan karangan lengkap.
This document outlines the course details for MPU3123 Islamic and Asian Civilisations. The course objectives are to introduce students to concepts of civilizations including the interactions between various Malay, Chinese, and Indian civilizations, issues in contemporary Islamic and Asian civilizations, and their implications for national development. Students will learn about key concepts of Islamic and Asian civilizations and apply effective communication skills. Assessment includes weekly exercises, group assignments, online quizzes, and a final exam, totaling 60% continuous assessment and 40% final exam. The course will be delivered through a blended of face-to-face and online learning over 12 weeks.
Monash University Malaysia offers an Islamic and Asian Civilisations course (MPU3123). The course is aimed at introducing students to various civilizations and promoting respect between students. It covers topics on different civilizations, their interactions, contemporary issues, and implications for nation building in Malaysia. Students will be assessed through learning exercises, online quizzes, a group assignment, and a final exam. The course runs over 12 weeks with lectures, assignments, and other activities outlined in the schedule.
This document outlines the course details for MPU3123 Islamic and Asian Civilisations. The course objectives are to introduce students to various civilizations, including their interactions and contemporary issues. It will be assessed through learning exercises, group assignments, online quizzes, and a final exam, totaling continuous assessments of 60% and an exam of 40%. The course will involve both face-to-face and online learning components. Students must attend a minimum of 80% of lectures and complete all assessments to pass.
Mpu3212 national language a week 1 ppt (summer 2016)wanarizwan
This document outlines the course details for MPU3212 National Language A taught in the Summer Semester of 2016. The course is aimed at improving students' proficiency in the Malay language. It will assess students through various means such as assignments, presentations, online quizzes, and a final exam. Students must achieve a minimum 80% attendance rate and complete all assessments to pass the course. The assessments include weekly online exercises, a group assignment, an online quiz, a group presentation, and a final written exam.
This document provides an overview and schedule for an Islamic and Asian Civilizations course. The course objectives are to introduce students to concepts of civilizations, interactions between Malay, Chinese, and Indian civilizations, issues in contemporary Islamic and Asian civilizations, and their implications for national development. Students will be assessed through learning exercises, group assignments, online quizzes, and a final exam, which together contribute 60% of the overall grade. The course will include both face-to-face and online lectures delivered through a blended and self-directed learning approach over 12 weeks.
Mpu3123 titas unit guide (heutagogy summer 2016)wanarizwan
This document provides information about an undergraduate unit on Islamic and Asian Civilizations taught at Monash University. The 3-credit, 8-week unit covers introductions to civilizational studies, interactions between Malay, Chinese, and Indian civilizations, the role of Islam in Malay civilization, contemporary issues in Islamic and Asian civilizations, and their implications for national development in Malaysia. Assessment includes online quizzes, assignments, and a final exam. The unit aims to help students understand civilizational knowledge and respect diverse cultures and identities.
Impact of continuing professional development (cpd) of teachers in informatio...Emmanuel Sala
This document discusses the attitude of secondary school students on the impact of continuing professional development of teachers in information and communication technology (ICT) on learning science. It notes that technology has changed education, requiring teachers to update their skills through professional development. However, many teachers lack ICT training, which affects their ability and willingness to integrate technology into teaching. The document recommends that governments support ICT-related teacher training and professional development policies to improve the quality of teaching and positively impact student learning and attitudes.
This document provides an overview of the National Language A course offered in Semester 1 of 2017. The course aims to improve students' proficiency in the language through activities like lectures, tutorials, assignments, role-plays, and exams. Students will develop skills in listening, speaking, reading, and writing. Assessment will include weekly exercises, a group assignment, oral presentations, an online quiz, and a final written exam. Students must attend at least 80% of lectures and complete all assessments to pass the course.
This document is a survey questionnaire for a study on teachers' online learning delivery and learners' participation and performance. It contains 4 parts: (1) demographic profile of participants, (2) assessment of teachers' online instruction delivery, (3) level of learners' participation and teachers' delivery extent, and (4) timeliness of learners' activity submissions. Participants are asked to provide honest assessments by selecting options on scales regarding various indicators of online teaching and learning. The purpose is to gather data to develop a coaching and mentoring plan to improve online education.
BED 110: Teaching Competency :III: Practice lessons and Introduction to Inte...DrVikasSTupsundar
1) The document provides an orientation for the BED 110 course which focuses on practice lessons and introduction to internship.
2) It discusses the objectives and importance of practice lessons, which allow student teachers to gain experience teaching before entering the profession.
3) The introduction to internship component aims to develop teacher perspectives, capacities, and skills through engagement with schools. Students will observe lessons, develop lesson plans, assist teachers, and conduct two lessons of their own.
ABSTRACT
Many engineering subjects are highly mathematical, analytical and descriptive. To make students understand the basic concepts, theory, analysis, design and application, new teaching-learning systems need to be explored. One of these is the Start-Stop-Continue technique. From the present study, it is concluded that given an ambient environment, the learning process can be made very effective and all the course objectives can be achieved. Action research has helped in empowering the students in acquiring knowledge. With this approach, the students’ performance has improved from mediocre to very
good.
A Retention Initiative: Refining Your Learning Skills for Academically Dismis...SueHalifax
This document describes a 10-day summer program called "Refining Your Learning Skills for Academically Dismissed Students" at Dalhousie University aimed at helping first-year students who have been academically dismissed. The program focuses on developing study skills, time management, and building student confidence and commitment. Approximately 77% of students who complete the program pass and are allowed to return to classes in the fall rather than having to sit out a year. Critical success factors of the program include a caring instructional team, a holistic curriculum, high expectations, feedback on assignments, academic supports, and involvement of advisors and faculty. Student feedback indicates the program has helped improve motivation, time management, and outlook
MUHAMMAD AKBAR ZAHIDI - international journal of innovation and applied studiesmuhammadakbarzahidi
This document summarizes a study that examined the failure factors of Teaching English as a Second Language (TESL) students in a teaching graduate program at an Institute of Teacher Education in Malaysia. The study used interviews and questionnaires with 52 TESL students to identify failure factors in five domains: personal problems, lecturers, facilities, syllabus, and school factors. The findings showed that syllabus factors contributed most to failure, with poor lecturer communication also being a significant issue. Personal difficulties like health problems and difficulty of the TESL field also contributed to failure. The results suggest improvements are needed in the syllabus, lecturer communication skills, and support for students with personal challenges.
Assessment for Effective Lecture on Knowledge Retention towards Student Learn...AI Publications
This study assessed the effective lecture for knowledge retention towards student learning. The survey involved 42 university students (fourth year in Chemical Engineering and Sustainability Energy Department, UNIMAS) where all of them were tested before and after the class through a 10 questions quiz as assessment. From this quiz assessment, only 50% (21 students) of the students managed to answer at least 7 questions correctly before the lecture was delivered. After delivering lecture, 100% (42 students) of the students managed to answer 10 questions correctly. However, after four weeks, only 90% (38 students) of the students managed to score 10 questions correctly due to short knowledge retention.
language teaching practice in government and private schools of sangharpawan lal
This document summarizes a research study on language teaching practices in government and private schools in Sanghar, Pakistan. The study aims to identify and explore language teaching practices and factors affecting them. Research questions ask about practices used and impacting factors. A literature review found private school performance appraisal and education systems superior to public schools. The methodology involved observations of 100 students in various schools. Findings showed grammar teaching aids used more in public schools, while private school teacher attitudes were better. Discussion noted the importance of practice and activities for skills development. The conclusion stated current approaches are unsatisfactory and pre-service teacher education needs improvement.
This document summarizes a study on the barriers students face in developing English language communication skills in government higher secondary schools in Anantnag district, Jammu and Kashmir, India. The study involved surveying 50 students through a questionnaire, observation, and interviews with teachers. Key findings include that the majority of students do not listen to English news, speak English in class, or read English books. Most teachers use languages other than English for instruction. Major barriers identified are lack of vocabulary, poor grammar skills, syllabus-oriented rather than skill-based teaching, inadequate time for practice, and lack of exposure to English outside the classroom. The study concludes that lack of well-trained English teachers is a key factor in students' poor
This document provides information about a Pre-Calculus course offered in the spring semester of 2016. It includes details about the course objectives, content, teaching methods, assessment, and academic policies. The course focuses on polynomial, rational, exponential, logarithmic, and trigonometric functions and their applications. It will be taught through lectures and independent study, and students will be assessed through assignments, tests, a final exam, attendance, and class participation.
The document is a lesson observation form for a teacher, Helen Ward, who was observed teaching a BTEC Level 3 IT course on event drive systems. The summary is:
1) The observer provided an overall grade of 1 (outstanding) for the lesson and identified several strengths, including excellent planning, pacing, questioning techniques, and student engagement.
2) The document includes sections to record information about the lesson context, evidence from the observation, and the impact on students.
3) In the evidence section, the observer praised the teacher's preparation, teaching methods, management of learning, assessment and feedback provided to students.
Mpu3212 national language a week 1 ppt (summer 2018) 1ninawariz
This document provides an overview of the MPU3212 National Language A course offered in the summer semester of 2018. It outlines the learning outcomes, attendance policy, assessment tasks, and unit schedule. The course aims to improve students' language skills in listening, speaking, reading and writing. Assessment includes learning reinforcement exercises, an online quiz, a group written report, individual oral presentations within groups, and a final written exam worth 60% of the overall grade. Students must complete all assessments and attend a minimum of 80% of lectures to pass the course.
Bab 6 Teknik dan prosedur menulis karanganwanarizwan
Dokumen tersebut memberikan panduan tentang cara merangkum dan menulis karangan dalam bahasa Melayu. Dokumen tersebut membahas tentang bagaimana mentafsirkan tajuk karangan, merangka karangan, membina perenggan pendahuluan, isi dan penutup, serta menyemak karangan. Dokumen tersebut juga memberikan contoh rangkaian ayat dalam setiap perenggan dan contoh pembinaan perenggan karangan lengkap.
Ucapan merupakan salah satu jenis wacana lisan dalam bahasa Melayu yang digunakan untuk menyampaikan idea secara pidato sehala. Ucapan biasanya disampaikan dalam majlis-majlis tertentu dengan mengikuti format pengenalan, isi, dan penutup. Teks ucapan harus mudah difahami, menarik perhatian, dan menyakinkan pendengar dengan menggunakan unsur kiasan dan bahasa yang jelas.
Dokumen tersebut memberikan panduan tentang cara merangkum dan menulis karangan dalam bahasa Melayu. Dokumen tersebut membahas tentang bagaimana mentafsirkan tajuk karangan, merangka karangan, membina perenggan pendahuluan, isi dan penutup, serta menyemak karangan. Dokumen tersebut juga memberikan contoh rangkaian ayat dalam setiap perenggan dan contoh pembinaan perenggan karangan lengkap.
Tamadun India merupakan salah satu tamadun tertua di dunia yang bermula di lembah sungai Indus. Ia mempunyai pelbagai aspek seperti agama, falsafah, seni, budaya, dan bahasa. Agama utama ialah Hinduisme manakala agama lain termasuklah Buddha, Jaina, dan Sikh. Tamadun ini juga mempunyai sistem kasta yang membahagikan masyarakat kepada beberapa kelas.
Dokumen tersebut membahas pengertian ilmu ketamadunan dan sejarah tamadun. Ia menjelaskan definisi tamadun menurut berbagai perspektif, karakteristik tamadun, hubungannya dengan agama dan budaya, serta proses dan karakteristik pembentukan tamadun. Dokumen ini memberikan gambaran menyeluruh tentang konsep dasar ilmu ketamadunan.
This one-credit course is designed to help transfer students improve their academic performance at Florida State University. The course focuses on developing skills like time management, goal setting, utilizing campus resources, and reflecting on learning strategies. Over the semester students will complete assignments like keeping a semester calendar, analyzing their course demands, creating study plans, and having personal meetings with the instructor to discuss progress. The goal is for students to improve their ability to navigate the increased academic expectations of a four-year research university. Class meetings will be held remotely via Zoom on Wednesdays. Students will be evaluated based on participation in class activities, assignments, and a final group presentation.
This document discusses teacher education and in-service training programs. It notes that teachers are the real builders of society as they enlighten individuals in various fields. Effective teacher education programs help teachers better understand students, build confidence and skills in methodology, psychology and more. In-service training is important for continuous professional development and helps improve instruction quality. Various methods are discussed for effective in-service training, including institutes, conferences, workshops and more. Both pre-service teacher education and in-service training are vital for teacher development and student success.
The Graduate Certificate in Higher Education (GCHE) is a 4-unit graduate certificate offered part-time over 4 semesters. It provides training in the 3 primary roles of academics: teaching, research, and service. The GCHE is designed for those working in higher education to help them better understand their roles and develop skills in areas like teaching, learning assessment, research, and more. It aims to help academics achieve excellence in their work and earn an internationally recognized credential. The GCHE is organized at Monash University Sunway Campus and covers topics relevant to the higher education context in Southeast Asia through various course units and activities.
Professional development of a Teacher by Garima Tandongarimatandon10
This document discusses the importance of continuous professional development for teachers. It outlines several aims of continuing professional development programs, including exploring one's own practice, deepening subject knowledge, researching learners and issues in education, and preparing for other roles. It then describes several present practices for the professional development of teachers, including short and long-term courses to develop skills in specific topics, the use of distance media, sabbaticals for study and research, attending professional conferences, establishing professional forums and resource rooms, faculty exchange visits and fellowships, peer observation, workshops, and encouraging action research.
MPA GLobal Diversity Governance - DigitalTom Fisher
The document summarizes the MPA in Global Diversity Governance, a 15-month master's program that provides public professionals with skills to manage cultural diversity. The program consists of 3 core modules covering key diversity concepts, intercultural dialogue practices, and global case studies. It is delivered through short residential workshops, online learning, and a dissertation. The program aims to equip students to understand and address challenges in diverse societies and organizations around the world.
22 to 23 May, 2017 @ The Royale Chulan Hotel, Kuala Lumpur, Malaysia. (www.aida.org.my/aida3/)
Conference on Learning, Teaching and Training 2017
(CoLT 2017)
*Brought to you by the Association for Instructional Design Advancement or AIDA
*Supported by Life Success Program Sdn Bhd and ZETA Academy.
For registration; https://drive.google.com/file/d/0B8g5GK3Qd689aDFzZlhuNkFBOTA/view
High school reform presentation for mlisd 6 27 07William Smith
This document discusses reforms to the American high school system to better prepare students for college and careers in the 21st century. It notes that current high schools were not designed for this purpose and that most students graduate without necessary skills. The document proposes a flexible scheduling model that allows for more rigorous and relevant course content, dual enrollment opportunities, and partnerships with local industries. It provides examples of how Howell High School in Michigan implemented reforms such as flexible scheduling, senior capstone projects, career pathways, and hands-on learning through career technical education programs.
The Celebrating Cultural Diversity (CCD) Program aims to support international pre-service teachers through a series of on-campus workshops and site visits to Australian educational settings. The workshops are designed to provide knowledge about the Australian education system and build support networks, while the site visits allow students to observe classrooms firsthand. Students are required to complete one site visit per month between March and May, negotiate the additional visits with site coordinators, and write a one-page reflection after each visit. The program expects students to participate in all activities and represent the university professionally during site visits.
The document discusses several changing trends in higher education globally and for the Pacific region. It provides perspectives from various professionals working in higher education. Key trends discussed include:
1) Higher education is synergizing with stakeholders by providing pathways for future education/careers through innovative courses tailored to workforce demands.
2) Bridging the gap between acquired knowledge and practical workforce skills through teaching competencies like communication and entrepreneurship.
3) A more diverse student population including mature/working students, requiring flexible teaching strategies.
4) The need for teaching expertise among faculty in addition to subject matter expertise.
5) Continuing relationships between institutions and alumni through short courses.
6) An increased focus on
This document contains the resume of Rogerio A. Gonzales Jr., who has 9 years of experience teaching secondary school biology. He graduated from the University of the East in 2007 with a Bachelor's degree in Secondary Education and is currently completing his Master of Arts in Teaching degree. Gonzales is computer literate and proficient in presentation skills. He has engaged in various professional development activities and currently holds positions as an adviser for multiple clubs at the University of the East as well as roles coaching academic teams.
This document outlines the syllabus for a mandatory Life Skills course for freshmen at John Q. Public University. The course aims to help students develop skills for academic and personal success, and covers topics like time management, career services, and campus resources. It will be taught weekly over the semester and include writing assignments, quizzes, discussions, and a final exam. The professor is committed to maximizing student learning through engaging teaching methods like debates and role plays. Students will learn leadership theory and be assessed on their participation, written work, and pre-and post-course tests.
A unique new pre-entry course for international students entering the British independent school system for the first time; The Integration Workshop.
Offered exclusively by Eridux Education, the Integration Workshop is a 2-day, 12-hour program that specifically aims to provide international students with the practical tools necessary for long-term success.
Yes, a learner can opt for additional subjects over and above the
minimum required subjects. However, the total number of subjects should not
exceed seven. The marks obtained in additional subjects will be shown in the
marksheet but will not be considered for calculating the percentage and division.
The document provides an overview of Hussein Hassan's educational philosophy and teaching approach. It emphasizes connecting with students as individuals, providing a safe learning environment, and using constructivist and social cognitivist methods when teaching foreign languages. It also lists some relevant research articles on testing, self-directed learning, and teaching methods. Finally, it discusses Hussein's understanding of professional teaching standards related to creating a positive learning environment, learner-centered instruction, assessment, technology integration, and professional development.
Project OneEducational SystemBinder1. Describe the nature .docxwkyra78
Project One
Educational System
Binder
1. Describe the nature of the project that you accomplished.
2. Describe and explain how you used any relevant data to complete your project. (Data could come from research, assessment results, the input from colleagues, parents and/or community members, etc.)
3. What were the financial considerations within the project? What political forces influenced the nature of the project? What cultural aspects of your work setting influenced the project?
4. Using the State learning standards, district goals, and/or community expectations as benchmarks evaluate the effectiveness of your project for improving the educational system where you work.
5. Make specific recommendations for improving upon what you accomplished.
6. Submit a plan for monitoring the impact of your project.
I. Overview
Co-teaching is designed to meet the educational needs of students with diverse learning options. It allows teachers to focus on more intense and individualized instruction in the general education setting for students with special needs. However not all schools have the ability to effectively co-teach and co-plan. Schools are not equipped to offer professional support and co-planning sessions for general education and special education teachers. Not many schools understand effective co-teaching models.
My role is to research effective co-teaching models and present this information to staff during an in-service training.
II. Relevant Data
a. Research co-teaching strategies with documented effectiveness by locating at least 5 recent journal articles.
b. Survey present teachers across two schools (building-wide) and determine what types of co-teaching is implemented in the respective classrooms.
c. Survey student and teacher feedback regarding the effectiveness of present co-teaching design.
d. Assist co-teachers with co-planning sessions and differentiation strategies.
III. Diverse Educational Setting
a. Different grade levels – High school grades 9-12
b. Different disciplines – core content areas (English, Math, Science, History)
c. Work with diverse student populations – General Education, Special Education Students and English Language Learners
IV. ISLLC Standards
a. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
b. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by ensuring management of the organization, operation and resources for a safe, efficient and effective learning environment.
...
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
This curriculum vitae outlines the qualifications and experience of Samah Mohamed Metwaly Elshal. She has over 15 years of experience teaching English and other subjects in the UAE. She holds a Bachelor's degree in English Literature and a Master's degree in Education. Her skills include teacher training, IT skills, fluency in Arabic and English, and experience developing lesson plans aligned with the Common European Framework. Currently she works as a Lead Teacher for the Ministry of Education, helping to improve English results and ensure positive student development.
CoLT 2017 Speakers Biodata and their Topics, Abstracts & Learning Outcomes AIDA Malaysia
The document summarizes an upcoming conference on learning, teaching and training hosted by the Association for Instructional Design Advancement (AIDA). The conference titled "CoLT 2017" will be held from May 22-23, 2017 at The Royale Chulan Hotel in Kuala Lumpur, Malaysia. It will feature presentations from eight passionate educators from ASEAN countries on topics related to 21st century education, effective teaching methods, blended learning and educating digital natives.
The document summarizes a presentation given at the 2015 National Association of Multicultural Education annual conference on students' perceptions of multicultural curricular initiatives in the School of Business at Virginia International University. The presentation overview includes introductions of presenters from Alabama State University and an outline of the topics to be covered, including an overview of VIU and its School of Business, faculty responsibilities, teaching loads, student satisfaction concerns, and a newly implemented universal syllabus and instructional planning guide.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Mpu3212 mpw2113 national language a (heutagogy summer 2016)
1. www.monash.edu
MPU3212 / MPW2113
National Language A
Kursus ini membolehkan pelajar mempertingkat kecekapan berbahasa sesuai dengan intelek pelajar
untuk berkomunikasi secara lisan dan tulisan dalam konteks rasmi, kreatif dan bukan kreatif. Mata
pelajaran ini disediakan untuk mempertingkat kecekapan berbahasa sesuai dengan intelek pelajar
untuk berkomunikasi dengan lisan dan tulisan dalam konteks rasmi, kreatif dan bukan kreatif.
Mode of Delivery On-campus (Malaysia)
Medium of instruction Malay
Workload requirements This is a three MQF credit point unit with two hours of class contact per
week over 8 teaching weeks. This includes time spent in preparing for
and completing assessment tasks, and time spent in general study,
revision, and examination preparation.
Unit relationships This unit is a compulsory unit for all Malaysian students pursuing an
undergraduate degree as stipulated in subsection 41 (4) Private Higher
Education Act 1996 (Act 555). In relation to this, Department of Higher
Education, Malaysian Ministry of Education (Administrative Circular JPT
/ GS1000-606 JLD.1 (25) dated 27 June 2013) provided further
explanation on the implementation of General Studies in a public or
private higher education institutions. All Malaysian students are
compelled to enrol, undertake, attend and pass this unit as a pre-
requisite to the award of a degree.
Attendance policy Attendance will be recorded, monitored and reported strictly for every
student in each unit enrolled and undertaken manually and / or
electronically through various reporting platforms. A Malaysian
student enrolled in General Studies (GS) U1 units are required to
attend a minimum of 80% of the scheduled face-to-face and online
sessions. Failure in achieving minimum percentage of attendance may
result in student being barred for Final Examination or any other
penalties recommended to be imposed by the General Studies Office.
Late comers or absent for face-to-face lectures may not be permitted to
enter the lecture as well as incompletion of any online learning activities
prescribed shall be marked as Absent – No reason (AN).
Original medical certificates issued by certified and approved medical
practitioners are required to be produced to the General Studies Office
in order to be deemed as Absent – Other (AO).