A needs analysis involves collecting information about learners' needs, wants, and requirements from different stakeholders. It can be formal or informal. Common methods include surveys, interviews, and test scores. The information is used to define goals and objectives to guide lesson planning. An example describes how two teachers conducted an informal needs analysis on the first day but realized their survey was too complex. They adapted to an impromptu analysis using drawings to identify key needs of speaking and listening.
This document provides tips for successful interviews. It discusses preparing for an interview by researching the company and position, practicing interview skills, and presenting yourself professionally. The document outlines common interview questions, how to answer difficult questions, and what to do during the interview, such as asking questions of the interviewer.
This document discusses feedback in education. It explains that students learn best when they understand expectations, how they are progressing towards goals, and what they can do to improve. Good feedback directly relates to learning objectives, identifies strengths and provides specific strategies for improvement. Bad feedback is vague, focuses on personal attributes rather than work, or provides only scores without context. The document provides examples of effective and ineffective feedback and encourages giving feedback that students can apply to enhance their learning.
The document provides guidance on conducting qualitative interviews for research purposes. It discusses preparing for an interview by developing an interview guide and questions, conducting the interview, and following up after the interview. The key steps outlined are:
1) Preparing for the interview by developing an interview guide and list of open-ended questions to get factual information and meanings.
2) Conducting the interview by asking one question at a time, remaining neutral, encouraging responses, and being flexible.
3) Following up after the interview by thanking the interviewee and getting their feedback on the results.
This document provides guidance on conducting an effective interview for field research. It outlines the key steps which include making initial contact with the interviewee, preparing questions in advance, meeting with the interviewee and taking thorough notes while being flexible, and following up after by thanking the interviewee and allowing them to review your notes for accuracy. Conducting successful interviews requires attention to each step of making contact, preparing, meeting, and following up. Additional resources for help with field research are provided.
This document outlines a lesson plan for having high school literature students conduct interviews about the American Dream. Students will research interview skills, then work in groups with roles like interviewer and producer. They will interview someone who has achieved the American Dream, take notes, and create a presentation displaying what they learned. The teacher will evaluate students based on how well they set up, prepared for, conducted and wrote a report on the interview. The goal is for students to understand different perspectives on the American Dream and practice key skills.
Conducting, analyzing and reporting in depth interviews slideshare 0213 dmfDavid Filiberto
The document provides guidance on conducting in-depth interviews for program evaluation. It discusses developing a structured interview guide with open-ended questions linked to evaluation goals. Questions should be ordered from general to specific. Interviews are conducted using the standardized guide to improve consistency and neutrality. Responses are analyzed through coding, content analysis and identifying themes to understand the program and provide recommendations in a narrative report. Direct quotes from interviews are used sparingly to support the analysis.
This document provides tips for conducting interviews. It discusses planning the interview by clearly articulating the purpose and determining the interview format. Some common formats are informal interviews, general interview guides, standardized open-ended interviews, and closed fixed-response interviews. The document also discusses developing good interview questions, choosing an interview location, recruiting interviewees, conducting the interview, and following up after the interview.
This document provides tips for successful interviews. It discusses preparing for an interview by researching the company and position, practicing interview skills, and presenting yourself professionally. The document outlines common interview questions, how to answer difficult questions, and what to do during the interview, such as asking questions of the interviewer.
This document discusses feedback in education. It explains that students learn best when they understand expectations, how they are progressing towards goals, and what they can do to improve. Good feedback directly relates to learning objectives, identifies strengths and provides specific strategies for improvement. Bad feedback is vague, focuses on personal attributes rather than work, or provides only scores without context. The document provides examples of effective and ineffective feedback and encourages giving feedback that students can apply to enhance their learning.
The document provides guidance on conducting qualitative interviews for research purposes. It discusses preparing for an interview by developing an interview guide and questions, conducting the interview, and following up after the interview. The key steps outlined are:
1) Preparing for the interview by developing an interview guide and list of open-ended questions to get factual information and meanings.
2) Conducting the interview by asking one question at a time, remaining neutral, encouraging responses, and being flexible.
3) Following up after the interview by thanking the interviewee and getting their feedback on the results.
This document provides guidance on conducting an effective interview for field research. It outlines the key steps which include making initial contact with the interviewee, preparing questions in advance, meeting with the interviewee and taking thorough notes while being flexible, and following up after by thanking the interviewee and allowing them to review your notes for accuracy. Conducting successful interviews requires attention to each step of making contact, preparing, meeting, and following up. Additional resources for help with field research are provided.
This document outlines a lesson plan for having high school literature students conduct interviews about the American Dream. Students will research interview skills, then work in groups with roles like interviewer and producer. They will interview someone who has achieved the American Dream, take notes, and create a presentation displaying what they learned. The teacher will evaluate students based on how well they set up, prepared for, conducted and wrote a report on the interview. The goal is for students to understand different perspectives on the American Dream and practice key skills.
Conducting, analyzing and reporting in depth interviews slideshare 0213 dmfDavid Filiberto
The document provides guidance on conducting in-depth interviews for program evaluation. It discusses developing a structured interview guide with open-ended questions linked to evaluation goals. Questions should be ordered from general to specific. Interviews are conducted using the standardized guide to improve consistency and neutrality. Responses are analyzed through coding, content analysis and identifying themes to understand the program and provide recommendations in a narrative report. Direct quotes from interviews are used sparingly to support the analysis.
This document provides tips for conducting interviews. It discusses planning the interview by clearly articulating the purpose and determining the interview format. Some common formats are informal interviews, general interview guides, standardized open-ended interviews, and closed fixed-response interviews. The document also discusses developing good interview questions, choosing an interview location, recruiting interviewees, conducting the interview, and following up after the interview.
This document provides a 10-step guide to writing effective interview questions: 1) outline research questions and relevant areas of knowledge; 2) develop questions within each area tailored to respondents; 3) adjust language for different respondents; 4) ask questions that motivate complete, honest answers; 5) ask "how" questions to elicit process stories; 6) develop follow-up probes for more detail; 7) begin with an easy warm-up question; 8) consider logical question flow; 9) ask difficult questions later; and 10) end on an empowering note.
This slide will guide other researchers that wants to collect data using Interview method. It teaches how to analyse the data as well. This was a presentation that was carried out in our research method class by our group.
For PhD students, knowing how to ask for feedback and how to act on it is vital in establishing a beneficial student-supervisor relationship. Across an academic career, feedback and peer reviewing plays a central role in research careers, whether it is comments from your supervisor, readers’ reports on publication submissions or anonymous reviews of conference or grant proposals. This workshop considers how you can generate, analyse and make the most of feedback throughout the research process to improve your research and writing practice.
Seminar in research practicum ,in depth-interviewKKU
The document discusses in-depth interviews, which involve open-ended questions to deeply explore a respondent's perspective. Key features include semi-structured questioning that allows the conversation to flow naturally, seeking to understand responses through interpretation and clarification, and recording responses, observations, and reflections. The seven stages of in-depth interviews are: 1) determining the purpose and key information, 2) designing an interview guide, 3) conducting the interview, 4) transcribing responses, 5) analyzing themes in the information, 6) verifying the information through methods like triangulation, and 7) reporting findings to stakeholders. A skilled interviewer is a good listener who can notice nonverbal cues and remain flexible and open-minded throughout the
The document provides a checklist for designing a questionnaire, with important considerations in two sections. First, prior to writing questions, the checklist notes that key objectives and uses of the data, target population characteristics, and data collection method should be defined. Second, when writing questions, the checklist indicates questions should be checked for biases, logical order, exclusivity of responses, clarity, jargon, complexity, readability, and overall layout. Input from respondents is also deemed essential throughout the process.
Webquest For American Literature Courseguest5afcb3
This document provides information about a teacher's assignment for 10th grade American literature students. The assignment asks students to conduct an interview with someone they feel has achieved the American Dream. Students will learn interview skills, conduct the interview, and produce a final project presenting their results. The document outlines the process students will follow, including researching interviews, conducting the interview in groups, and creating a report or presentation from the interview responses. It also lists the curriculum standards the assignment addresses and skills students will practice.
This document discusses structured and unstructured interviews. Structured interviews involve a set of predetermined questions asked the same way to all respondents. They are quantitative and aim to gather accurate, comparable information. Unstructured interviews are qualitative and open-ended, allowing respondents to share their perspectives in their own words without predetermined responses. Both have strengths like control for structured and rich data for unstructured, but also weaknesses like limited freedom for respondents in structured and lack of focus in unstructured.
A session on "Semi structured interviews for education research" faciltiated by Dr Ian Willis and Dr Debbie Prescott
as part of the CPD series on educational research
Academic Development, Centre for Lifelong Learning
University of Liverpool
5th November 2015
The document provides information about planning and conducting interviews for research purposes. It discusses different types of interviews including unstructured, semi-structured, and structured interviews. It explains the advantages and disadvantages of each type. The document also outlines steps for planning an interview such as preparing an interview schedule, piloting the questions, and selecting informants. Overall, the document serves as a guide for researchers on how to appropriately design, test, and conduct qualitative interviews.
This document discusses different types of interviews and tips for conducting effective interviews. It outlines that interviews involve a conversation between an interviewer and interviewee where the interviewer asks questions to elicit information. Interviews are commonly used in journalism, media, and research. The document also covers why interviews are important, their advantages in gathering information, potential disadvantages, and structured vs. semi-structured vs. unstructured formats. It provides questions to help interviewers evaluate interviews and tips for interviewers to ensure clear understanding and unbiased responses.
This document provides guidance on preparing for and participating in a viva voce, or oral examination. It discusses key points such as:
1) The purpose of a viva voce is to evaluate a student or researcher's understanding of their work and determine their knowledge of the content, methods, and findings.
2) Vivas typically last 10-20 minutes and involve discussing elements like the study title, problem statement, objectives, research design, methodology, and limitations.
3) Strong communication skills, confidence, preparation, and the ability to think on one's feet and justify ideas are important for performing well in a viva voce.
This document provides guidance on effective questioning techniques for teachers. It discusses that teachers ask an average of 400 questions per day, with one-third of teaching time spent on questioning. The document outlines key tactics for questioning like structuring questions, pitching them clearly, directing and distributing questions, and pausing and pacing. It also discusses Bloom's Taxonomy and designing higher and lower order questions. Effective questioning is presented as important for interaction, challenge, influence and assessment of students. The document encourages coming out of comfort zones to develop as a teacher.
This document summarizes different types of interviews that can be used in qualitative research. It discusses structured interviews, which have explicit research goals and questions similar to a survey, and unstructured interviews, which have a more implicit research agenda and allow questions to emerge from the conversation. It also provides guidance on establishing relationships with interview subjects, using an interview schedule or guide, and asking different types of open-ended or closed questions. The purpose of interviews is to understand the interviewee's perspective and jointly construct meaning about the research topic.
This document provides guidance to students on using feedback effectively. It discusses why students receive feedback, what they should do with feedback, and how to "feed forward" by applying feedback to future assessments. The document encourages students to reflect on feedback and create action plans to improve. It also addresses publishing grades and feedback online, separating feedback from grades, assessment criteria, and using portfolios. The overall message is that reflecting on feedback and creating action plans can help students improve their performance.
An in-depth interview is an unstructured qualitative research technique that allows for discussion between an interviewer and respondent. It aims to explore topics in depth through open-ended questions, follow-ups, and probes. This format permits insight into people's thoughts, feelings, and behaviors on important issues. Effective in-depth interviews require skilled interviewers who can build rapport, adapt to different personalities, and ask open-ended questions to understand perspectives in respondents' own words. Though time-consuming, in-depth interviews can generate rich descriptive data through personalized discussions.
This document provides guidance for novice researchers on conducting qualitative interviews. It discusses three common interview designs: informal conversational interviews, general interview guides, and standardized open-ended interviews. For each, it provides examples and discusses strengths and weaknesses. The document also offers suggestions for preparing, constructing questions, implementing interviews, and interpreting the collected data to analyze themes. The overall guidance is to thoroughly plan and prepare interviews, ask open-ended questions, and get feedback to reduce bias when analyzing responses.
Interview process and methods of conducting interviewRocquie
The document discusses the history and products of Hemant Industries, an Indian company founded in 1971. It provides details on Hemant's core products like air movers and flange guards for industrial safety applications. The document also outlines best practices for conducting job interviews, including preparing questions, evaluating candidates, and different types of interviews like phone screens, panel interviews, and behavioral interviews.
This document discusses interview techniques and best practices. It covers types of interviews like structured, semi-structured, and unstructured. It also discusses training interviewers to avoid bias, preparing for an interview with topics like confidentiality and format, asking questions with the right sequence and type, analyzing interviews, and considering the strengths and weaknesses of interviews. The overall goal is to help researchers conduct effective qualitative interviews.
The document discusses various techniques for collecting data, including observation, interviews, questionnaires, and focus group discussions. It provides examples and guidelines for each technique. It also discusses potential sources of bias in data collection, such as defective instruments, observer bias, and question wording.
The second in our Pieces of Success Workshop Series - "Starting the Term Off Right". This workshop covers the following topics:
- Student & Academic Support Resources
- Organizing Yourself : Learning Contracts,
- Assignments, & Maintaining a Balanced Life
- Student Panel : Study Smart & Other Success Tips
This document provides an overview of workshops offered by the Northeast Center Office of Academic Support for the spring 2011 term. The workshops cover topics like habits for success, skills and strategies for organization, reading syllabi, time management, and breaking down assignments. Specific workshops are listed on understanding learning preferences, problem solving, and identifying learning styles. The document encourages students to ask questions when needed and lists resources for finding answers, including academic mentors, instructors, tutoring services, and student support offices.
This document provides a 10-step guide to writing effective interview questions: 1) outline research questions and relevant areas of knowledge; 2) develop questions within each area tailored to respondents; 3) adjust language for different respondents; 4) ask questions that motivate complete, honest answers; 5) ask "how" questions to elicit process stories; 6) develop follow-up probes for more detail; 7) begin with an easy warm-up question; 8) consider logical question flow; 9) ask difficult questions later; and 10) end on an empowering note.
This slide will guide other researchers that wants to collect data using Interview method. It teaches how to analyse the data as well. This was a presentation that was carried out in our research method class by our group.
For PhD students, knowing how to ask for feedback and how to act on it is vital in establishing a beneficial student-supervisor relationship. Across an academic career, feedback and peer reviewing plays a central role in research careers, whether it is comments from your supervisor, readers’ reports on publication submissions or anonymous reviews of conference or grant proposals. This workshop considers how you can generate, analyse and make the most of feedback throughout the research process to improve your research and writing practice.
Seminar in research practicum ,in depth-interviewKKU
The document discusses in-depth interviews, which involve open-ended questions to deeply explore a respondent's perspective. Key features include semi-structured questioning that allows the conversation to flow naturally, seeking to understand responses through interpretation and clarification, and recording responses, observations, and reflections. The seven stages of in-depth interviews are: 1) determining the purpose and key information, 2) designing an interview guide, 3) conducting the interview, 4) transcribing responses, 5) analyzing themes in the information, 6) verifying the information through methods like triangulation, and 7) reporting findings to stakeholders. A skilled interviewer is a good listener who can notice nonverbal cues and remain flexible and open-minded throughout the
The document provides a checklist for designing a questionnaire, with important considerations in two sections. First, prior to writing questions, the checklist notes that key objectives and uses of the data, target population characteristics, and data collection method should be defined. Second, when writing questions, the checklist indicates questions should be checked for biases, logical order, exclusivity of responses, clarity, jargon, complexity, readability, and overall layout. Input from respondents is also deemed essential throughout the process.
Webquest For American Literature Courseguest5afcb3
This document provides information about a teacher's assignment for 10th grade American literature students. The assignment asks students to conduct an interview with someone they feel has achieved the American Dream. Students will learn interview skills, conduct the interview, and produce a final project presenting their results. The document outlines the process students will follow, including researching interviews, conducting the interview in groups, and creating a report or presentation from the interview responses. It also lists the curriculum standards the assignment addresses and skills students will practice.
This document discusses structured and unstructured interviews. Structured interviews involve a set of predetermined questions asked the same way to all respondents. They are quantitative and aim to gather accurate, comparable information. Unstructured interviews are qualitative and open-ended, allowing respondents to share their perspectives in their own words without predetermined responses. Both have strengths like control for structured and rich data for unstructured, but also weaknesses like limited freedom for respondents in structured and lack of focus in unstructured.
A session on "Semi structured interviews for education research" faciltiated by Dr Ian Willis and Dr Debbie Prescott
as part of the CPD series on educational research
Academic Development, Centre for Lifelong Learning
University of Liverpool
5th November 2015
The document provides information about planning and conducting interviews for research purposes. It discusses different types of interviews including unstructured, semi-structured, and structured interviews. It explains the advantages and disadvantages of each type. The document also outlines steps for planning an interview such as preparing an interview schedule, piloting the questions, and selecting informants. Overall, the document serves as a guide for researchers on how to appropriately design, test, and conduct qualitative interviews.
This document discusses different types of interviews and tips for conducting effective interviews. It outlines that interviews involve a conversation between an interviewer and interviewee where the interviewer asks questions to elicit information. Interviews are commonly used in journalism, media, and research. The document also covers why interviews are important, their advantages in gathering information, potential disadvantages, and structured vs. semi-structured vs. unstructured formats. It provides questions to help interviewers evaluate interviews and tips for interviewers to ensure clear understanding and unbiased responses.
This document provides guidance on preparing for and participating in a viva voce, or oral examination. It discusses key points such as:
1) The purpose of a viva voce is to evaluate a student or researcher's understanding of their work and determine their knowledge of the content, methods, and findings.
2) Vivas typically last 10-20 minutes and involve discussing elements like the study title, problem statement, objectives, research design, methodology, and limitations.
3) Strong communication skills, confidence, preparation, and the ability to think on one's feet and justify ideas are important for performing well in a viva voce.
This document provides guidance on effective questioning techniques for teachers. It discusses that teachers ask an average of 400 questions per day, with one-third of teaching time spent on questioning. The document outlines key tactics for questioning like structuring questions, pitching them clearly, directing and distributing questions, and pausing and pacing. It also discusses Bloom's Taxonomy and designing higher and lower order questions. Effective questioning is presented as important for interaction, challenge, influence and assessment of students. The document encourages coming out of comfort zones to develop as a teacher.
This document summarizes different types of interviews that can be used in qualitative research. It discusses structured interviews, which have explicit research goals and questions similar to a survey, and unstructured interviews, which have a more implicit research agenda and allow questions to emerge from the conversation. It also provides guidance on establishing relationships with interview subjects, using an interview schedule or guide, and asking different types of open-ended or closed questions. The purpose of interviews is to understand the interviewee's perspective and jointly construct meaning about the research topic.
This document provides guidance to students on using feedback effectively. It discusses why students receive feedback, what they should do with feedback, and how to "feed forward" by applying feedback to future assessments. The document encourages students to reflect on feedback and create action plans to improve. It also addresses publishing grades and feedback online, separating feedback from grades, assessment criteria, and using portfolios. The overall message is that reflecting on feedback and creating action plans can help students improve their performance.
An in-depth interview is an unstructured qualitative research technique that allows for discussion between an interviewer and respondent. It aims to explore topics in depth through open-ended questions, follow-ups, and probes. This format permits insight into people's thoughts, feelings, and behaviors on important issues. Effective in-depth interviews require skilled interviewers who can build rapport, adapt to different personalities, and ask open-ended questions to understand perspectives in respondents' own words. Though time-consuming, in-depth interviews can generate rich descriptive data through personalized discussions.
This document provides guidance for novice researchers on conducting qualitative interviews. It discusses three common interview designs: informal conversational interviews, general interview guides, and standardized open-ended interviews. For each, it provides examples and discusses strengths and weaknesses. The document also offers suggestions for preparing, constructing questions, implementing interviews, and interpreting the collected data to analyze themes. The overall guidance is to thoroughly plan and prepare interviews, ask open-ended questions, and get feedback to reduce bias when analyzing responses.
Interview process and methods of conducting interviewRocquie
The document discusses the history and products of Hemant Industries, an Indian company founded in 1971. It provides details on Hemant's core products like air movers and flange guards for industrial safety applications. The document also outlines best practices for conducting job interviews, including preparing questions, evaluating candidates, and different types of interviews like phone screens, panel interviews, and behavioral interviews.
This document discusses interview techniques and best practices. It covers types of interviews like structured, semi-structured, and unstructured. It also discusses training interviewers to avoid bias, preparing for an interview with topics like confidentiality and format, asking questions with the right sequence and type, analyzing interviews, and considering the strengths and weaknesses of interviews. The overall goal is to help researchers conduct effective qualitative interviews.
The document discusses various techniques for collecting data, including observation, interviews, questionnaires, and focus group discussions. It provides examples and guidelines for each technique. It also discusses potential sources of bias in data collection, such as defective instruments, observer bias, and question wording.
The second in our Pieces of Success Workshop Series - "Starting the Term Off Right". This workshop covers the following topics:
- Student & Academic Support Resources
- Organizing Yourself : Learning Contracts,
- Assignments, & Maintaining a Balanced Life
- Student Panel : Study Smart & Other Success Tips
This document provides an overview of workshops offered by the Northeast Center Office of Academic Support for the spring 2011 term. The workshops cover topics like habits for success, skills and strategies for organization, reading syllabi, time management, and breaking down assignments. Specific workshops are listed on understanding learning preferences, problem solving, and identifying learning styles. The document encourages students to ask questions when needed and lists resources for finding answers, including academic mentors, instructors, tutoring services, and student support offices.
This document outlines the process of action research for teachers. Action research involves teachers identifying questions about their classroom experiences, planning interventions to address the questions, observing the results of interventions, analyzing the data collected, and reflecting on the findings to improve teaching practices. It describes defining a research question, planning the research methodology, collecting and analyzing data, and reflecting on results to determine next steps in an iterative cycle for continuous learning and improvement. The goal of action research is to help teachers better understand and enhance student learning.
This document discusses questionnaires, including what they are, their purpose, and how to create them. A questionnaire is a standardized set of questions used to collect statistical data from respondents. It can be administered in-person, by phone, mail, or online. The main purpose is to efficiently obtain large amounts of data from many people. While a questionnaire simply collects responses, a survey is the full process of collecting, analyzing, and reporting results. Questionnaires can be descriptive to document current information or analytical to explore relationships between variables. Questions can be open-ended for free responses or closed-ended with predetermined answer options. Following best practices like clear goals and proper targeting helps ensure an effective questionnaire design.
The document provides guidance on conducting field research methods for a class project, including interviews, surveys, and observations. It discusses tips for conducting interviews such as being prepared with questions but allowing the conversation to flow naturally. When designing surveys, the document recommends determining what information is needed, who to survey, how to distribute and collect surveys, and tips for writing clear, concise questions. Observations involve critically watching a person, place, or event in action to gain insights.
Improving and Demonstrating Impact for Youth Using Qualitative DataDetroitYDRC
This workshop provided an overview of how to use qualitative data for improving and demonstrating the impact of youth development programs. Tips for collecting, analyzing and using qualitative data are provided. Examples of creative ways to visualize qualitative data are also shared.
Edu 702 group presentation (questionnaire) 2Dhiya Lara
The document provides information on preparing and administering a questionnaire for research. It discusses considerations for instrument selection including validity, reliability, and usability. It defines what a questionnaire is and provides tips for getting started, introduction, formatting questions, and common question types like Likert scales, ratings, rankings, and open-ended. It also covers piloting the questionnaire, considerations, advantages, disadvantages, and preparing the collected data for analysis.
This document provides guidance on conducting effective interviews, including types of interview questions and active listening techniques. It outlines open-ended, closed-ended, probing, leading, hypothetical, multiple choice, linking, and behavioral questions. The key aspects of active listening are concentrating fully, summarizing responses, paraphrasing to check understanding, and establishing rapport through a supportive approach and style.
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire is emphasized to identify issues before full distribution. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Edu 702 group presentation (questionnaire)Azura Zaki
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
PAPER-2, CONTEMPORARY INDIA AND EDUCATION , Tools of Examination , Questionnaire Method, Important Question for B.Ed. , CRSU, CDLU, MDU, Agra University, Education Colleges
This document provides an overview of the COMM 1010-11 Intro to Communication course for Spring 2016 at Southern Utah University. The course will be taught by Quinn Thurman and meet on Tuesdays and Thursdays from 8-9:50am in room ED 103. Students will learn about communication theories and concepts through readings, activities, and assignments including speeches, quizzes, and papers. The course aims to help students improve their communication skills, particularly public speaking. Major assignments include an informative speech, persuasive speech, Myers-Briggs personality paper, and Ted Talk analysis paper.
Action Research Preparation 2019-Mike R..pptxTezy Rangel
The document provides an overview of the key aspects of preparing an action research proposal, including understanding the purpose and processes of action research, determining a research problem, and identifying the benefits of conducting action research. It discusses the various components that should be included in an action research proposal such as the context and rationale, research questions, proposed intervention, research methods, work plan, cost estimates, and plans for dissemination. Templates for an action research proposal and basic research proposal are also presented.
This document provides tips for preparing for and succeeding in a job interview. It recommends researching the company and understanding the position in order to show how your strengths match the role. The document outlines a strengths-based interview strategy of highlighting 3 strengths and giving examples of how you've demonstrated each. It also provides guidance on answering different types of questions, creating an interview portfolio with evidence of your skills, and sending a thank you letter after the interview. The overall message is that thorough preparation and communicating your strengths and fit for the role are key to interview success.
This document outlines an interview workshop organized by Dr. Claire Conway. The objectives of the workshop are to help participants identify and discuss their skills, experience interview techniques from both perspectives, and practice giving and receiving feedback. The agenda provides times for introductions, mock interviews in groups, and a feedback session. Advice is given on preparing for interviews, including researching the employer and role, considering one's skills and experiences, and practicing effective communication techniques. Sample interview questions are also provided.
The document provides tips for gathering survey data through formal processes such as questionnaires and interviews. It discusses how to ensure survey sampling is done correctly, create effective questionnaires, conduct interviews, avoid biases in data gathering and analysis, and write good questions. Key tips include keeping questions short and simple, avoiding double-barreled or leading questions, considering the respondent's perspective and attention span, and using a mix of open-ended and closed-ended questions appropriately.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
The document provides guidance on conducting effective interviews for research purposes. It discusses preparing for an interview by developing questions and researching the interviewee. It also covers conducting the interview, including etiquette, note-taking, and flexibility. The document concludes by addressing following up with the interviewee and thanking them for their time.
1. What is needs analysis? How is it completed? Why is it important?In simplest terms, a needs analysis includes all the activities used to collect information about your students' learning needs, wants, wishes, desires, etc… The process also sometimes involves looking at the expectations and requirements of other interested parties such as the teacher/teacher's aid/ tutor (you), administrators, financial supporters, and other people who may be impacted by the program (such as students' family members or employers). A needs analysis can be very formal, extensive and time consuming, or it can be informal, narrowly focused and quick. Some of resources for conducting a needs analysis may include surveys and questionnaires, test scores, and interviews.The information gleaned from a needs analysis can be used to help you define program goals. These goals can then be stated as specific teaching objectives, which in turn will function as the foundation on which to develop lesson plans, materials, tests, assignments and activities. Basically, a needs analysis will help you to clarify the purposes of your language program.How a needs analysis is completed will depend on the situation, who is doing it, why it is being done, etc… For example, in the first class I ever taught as a student teacher, my team-teacher and I really wanted to customize our instruction. We wanted our students to feel like we valued their input and opinions. We wanted them to see that we would implement suggestions that they gave us so that they would feel that this was really their class.We put together a survey and a questionnaire to give our students on the first day as a sort of informal needs analysis that we could then use to help develop our lessons. We handed them out, and immediately panicked when we realized our students couldn't understand a lick of what we had just given them and that half of our first day's lesson was shot.We ended up quickly sketching a mouth, an ear, a pencil, and an open book. By using our simple drawings and gestures we were able to get our students to raise their hands for the skill that was most important to them. After most of our students raised their hands for the mouth (speaking) and the ear (listening) we recognized that our detailed questionnaire and probing survey that focused primarily on reading and writing was not the right tool for needs analysis for that class.We learned from that initial needs analyses, and as we continued to implement needs analysis through informal assessment over the semester to tweak our lesson planning, we became more flexible and better at figuring out our students needs and how best to meet them.Complete the exercise of your choice and email it to Dr. Strong-Krause at diane_strong-krause@byu.edu.REFLECTIONComplete a needs analysis for your volunteer situation:Figure out the demographics of your students and what they need to get out of the class. Describe this in detail as well as how you obtained your information (Don't underestimate the value of talking with other teachers-or others who currently are or have been in your same situation!).Following are two links to BYU hosted sites that may help guide your collection: http://humanities.byu.edu/elc/teacher/syllabusThe quot;
Background and Pre-Assessmentquot;
module of:http://humanities.byu.edu/Linguistics/Henrichsen/LessonPlanning/index.htmlFind out how the needs of the students in your classroom were assessed. Describe why you think it was completed the way it was. Do you think the needs analysis was sufficient? Why or why not?DISCOVERYWhat do you believe to be the most pressing need of your students? How did you determine this? Why do you think it is important? Is this need being proportionately addressed in your lesson plans? How? If it is not, how will you modify your objectives and lessons to attend to that need?What do you really know about your students' needs? Before or after class or during a break, ask a student in your class why he or she needs to learn English. Describe what he or she tells you and then write a brief reaction (1-2 paragraphs) about it.VISIONThink about the situation in which you are currently volunteering. What student needs is the language program meeting? What are some of the needs your students have that are not being met? How do you think the program administrators, teachers, etc. chose which needs to address? If you could determine the content of the language program, how would you go about doing so?Have you ever taken a class that has made you wonder, quot;
Why am I here?quot;
How do you think students can help convey to their teachers what their needs are? When you are in a class, do you think about what you need to get out of it? What things do you do to either make your needs known or meet those needs on your own?<br />Conducting an Interview - Part 1 - Presentation Transcript<br />Conducting an Interview An Introduction Part 1 <br />The Interview: an Introduction <br />Technique to collect information <br />Interactive, verbal, real time contact <br />First step in collecting information for needs analysis <br />Research method for making personal contacts <br />The Interview: an Introduction <br />The interview is a way to: <br />Share ideas, engage in dialogue, solve problems <br />Obtain peripheral information that may be associated with an analysis goal <br />The Interview: an Introduction <br />Two types of interview techniques: <br />Face to face <br />Telephone <br />Provides in-depth narrative information <br />Encourages respondents to talk about: <br />feelings, attitudes, and opinions <br />Purposes of Conducting Interviews <br />Interviews in a systematic needs analysis: <br />Provides information to develop questions for a written questionnaire <br />Produces information for analysis <br />Validates information that we may already have <br />Purposes of Conducting Interviews <br />Structured <br />Semi-structured <br />Unstructured <br />The extent of information and feedback required for a particular needs analysis will determine which type you use. <br />Three Types of Interviews <br />Structured interviews = written questionnaires <br />Fixed questions with fixed response categories covering a specific area or topic – responses (Yes, no, sometimes, always) <br />Work well with clear needs analysis goals. <br />Needs analyst needs to have some information about the performance problem before constructing the questions. <br />Types of Interviews <br />Concise questions/to the point <br />Interview time usually takes no more than 15 to 20 minutes <br />Types of Interviews – Structured Interviews cont’d <br />Interview Advantages/ Limitations <br />Useful before developing a questionnaire <br />Useful to validate information obtained from other methods <br />Seldom used as the only method to gather needs analysis information. <br />Interview Advantages/Limitations <br />The best way to use an interview: <br />To find the optimals: <br />what they think ought to be going on <br />how the organization should work <br />what they know based on personal experience <br />Interview Advantages/Limitations <br />Best questions to ask: <br />Finding Actuals: <br />how employees are/are not performing <br />way the organization is operating <br />whether they perceive problem/opportunity <br />Interviews Advantages/Limitations <br />Best questions to ask: <br />Finding Feelings: <br />how respondents feel <br />how they think others feel <br />confidence with the interview topic <br />whether they like/dislike the topic <br />Interviews Advantages/ Limitations <br />Best questions to ask: <br />Finding Cause(s): what is causing the problem <br />Finding Solution(s): ideas on how to solve a problem or initiate a business opportunity <br />Five Steps in Conducting an Interview <br />Determine the objectives <br />Prepare for the interview <br />Carry out the interview <br />Conclude the interviewing process <br />Compile and analyze results <br />Determine the Objectives of the Interview <br />Are you looking for information about: <br />Optimal performance? <br />Actual performance problems? <br />Feelings about performance? <br />Solutions to performance problems? <br />Business opportunities and barriers to implementing them? <br />Determine the Objectives of the Interview <br />Draft objectives for the interview using standard terms, keeping them clear, direct, and short. <br />Share the objectives with the champions of the needs analysis initiative for their review and comments. <br />Finalize the objectives. <br />Prepare for the Interview <br />Clarify and make decisions: <br />The specific purposes of the interview <br />The population or sample or respondents <br />Develop protocol/ script to help in carrying out the interviews. <br />Prepare for the Interview <br />Draft an opening statement explaining the purposes of the interview <br />Indicate the estimated time that will be needed <br />Provide an explanation concerning issues of confidentiality <br />Conduct the Interview <br />Don’t dominate the conversation <br />Encourage the respondent to talk <br />Avoid interrupting <br />Avoid stating your own opinions <br />Conduct the Interview <br />Aim your questions at the required information <br />Allow the respondent to follow his/her own line of thought <br />Show that the views expressed are understood and taken seriously <br />Conduct the Interview <br />Use the interview to supplement information already obtained <br />Identify/investigate any inconsistencies <br />Ask specific questions to allow for quantitative responses <br />Distinguish hard facts from opinion <br />Conduct the Interview <br />When questions are answered vaguely, pursue them until they are clarified. <br />Respondent may be too theoretical, conceptual, or uses jargon <br />If you don’t understand -- ask for concrete examples and explanations <br />Conduct the Interview <br />Don’t ask strong, direct questions early in the interview. <br />Begin by building upon information already available or use closed-ended questions which are not provoking. <br />Establish rapport and make respondent comfortable. <br />Then ask open ended questions <br />Conclude the Interview Process <br />Stop the interviewing process when you begin to hear the same information from several respondents. <br />After 4 to 6 interviews, you could notice much redundancy <br />If you hear similar responses with 2 or 3 stop the interviewing process <br />Conclude the Interview Process <br />Follow-up with any respondents to get further clarification or needed data. <br />Don’t betray trust/ confidence of those you interviewed. <br />Remove information that could identify a particular respondent. <br />