Nishtha pant module5
•Download as PPTX, PDF•
0 likes•364 views
The document discusses the need for teaching critical thinking skills to high school students. It notes that a lack of critical thinking skills is hindering student growth. The benefits of critical thinking skills include problem solving, decision making, and being able to adapt and succeed. Research shows that critical thinking is not effectively taught currently but can be. The purpose of the research presented is to examine the impact of teaching critical thinking skills on standardized test scores in a science classroom. The significance is that it involves action research by teachers in their own classrooms. Results showed improvement in benchmark test scores and slightly better performance on science problems in standardized testing for the students taught critical thinking skills.
Report
Share
Report
Share
Recommended
Inquiry training model
This document summarizes the inquiry training model developed by J. Richard Suchman in 1966. The model focuses on training students to engage in the scientific inquiry process to solve problems and form explanations. It involves five phases: encountering a problem, gathering data to understand the problem, experimenting to test hypotheses, formulating an explanation, and analyzing the inquiry strategies used. The model is based on beliefs that knowledge is tentative, there are usually multiple possible explanations, and individuals can learn to consciously engage in and analyze their thinking. It aims to develop students' inquiry, intellectual, and autonomous learning skills through structured social interaction between teachers and students.
Contextual teaching and learning
A presentation done in American University of Beirut during Science and Math Educational Conference 18.
Developmental perspective presentation
The document discusses the developmental perspective on education and teaching. The developmental perspective focuses on helping learners construct their own understanding by building on their existing knowledge and ways of thinking. Effective teaching from this perspective means planning lessons from the learner's point of view, using challenging questions to move students from simple to complex thinking, and adapting instruction to learners' levels of understanding. The teacher's role is to facilitate learning without undermining students' independent development of knowledge and use expertise to guide students as active participants in the learning process.
Pb iday1s05
Problem-based learning (PBL) is an instructional method where students learn through engagement in real-world problems. It is centered around a driving question that allows students to take an active role in their learning as they work to solve an ill-structured problem. Key aspects of PBL include authenticity where students produce something valuable, academic rigor developing higher-order thinking, and applying learning to solve problems grounded in real life. Adult relationships are also important, with students collaborating with experts. Assessment is ongoing to allow for revision.
Vare & Millican additional resources for presentation 1309
This document outlines the Rounder Sense of Purpose (RSP) framework for assessing education for sustainable development competencies in student teachers. It describes the framework, results from reviewing student portfolios, and tensions that emerged. Key points include:
- The RSP framework focuses on 13 competencies organized into thinking holistically, involvement, practice, and reflexivity.
- A review of student portfolios found evidence that students understood the competencies, took action, and reflected on engaging with the competencies.
- Tensions emerged regarding issues like balancing breadth and depth, usability versus accessibility, and how to best teach and assess the competencies.
Cps For Rti
The document discusses how the Classroom Performance System (CPS) can support Response to Intervention (RTI). RTI uses a multi-tiered approach to provide differentiated instruction to students based on their needs. CPS allows teachers to engage all students, provide immediate feedback, and use assessment data to drive instruction and identify students who need additional support. It also supports the three tiers of RTI instruction by enhancing questioning, facilitating discussions, and enabling differentiated instruction based on formative and summative assessments.
Exploring Hong Kong Secondary School Teachers' Teaching Beliefs of Differenti...
This study explored teaching beliefs about differentiated instruction among secondary school teachers in Hong Kong. A survey and interviews were conducted with teachers from two secondary schools. The results found that teachers generally held positive attitudes toward differentiated instruction and believed in its strategies. However, they were more doubtful and less confident in its effectiveness for inclusive education. Additionally, teachers tended to rely more on teacher-centered approaches for differentiation. The researchers concluded that while teachers supported differentiation, they faced challenges in implementing it effectively due to large class sizes, exams, and lack of family support. Suggestions were made for further research combining additional data sources to better understand differentiation practices in Asian contexts.
Response To Intervention - Tier One Strategies
Response to Intervention (RtI) uses a multi-tiered approach to provide high-quality classroom instruction and monitor student progress. Tier 1 involves research-based core instruction for all students, ongoing assessment to identify struggling learners, and professional development for teachers. Effective Tier 1 instruction eliminates inadequate instruction as a reason for students' learning difficulties. Recommended Tier 1 instructional strategies include Marzano's comprehension techniques and brain-based strategies from Eric Jensen focusing on relaxation, environment, color, memory, organization, intuition, and movement.
Recommended
Inquiry training model
This document summarizes the inquiry training model developed by J. Richard Suchman in 1966. The model focuses on training students to engage in the scientific inquiry process to solve problems and form explanations. It involves five phases: encountering a problem, gathering data to understand the problem, experimenting to test hypotheses, formulating an explanation, and analyzing the inquiry strategies used. The model is based on beliefs that knowledge is tentative, there are usually multiple possible explanations, and individuals can learn to consciously engage in and analyze their thinking. It aims to develop students' inquiry, intellectual, and autonomous learning skills through structured social interaction between teachers and students.
Contextual teaching and learning
A presentation done in American University of Beirut during Science and Math Educational Conference 18.
Developmental perspective presentation
The document discusses the developmental perspective on education and teaching. The developmental perspective focuses on helping learners construct their own understanding by building on their existing knowledge and ways of thinking. Effective teaching from this perspective means planning lessons from the learner's point of view, using challenging questions to move students from simple to complex thinking, and adapting instruction to learners' levels of understanding. The teacher's role is to facilitate learning without undermining students' independent development of knowledge and use expertise to guide students as active participants in the learning process.
Pb iday1s05
Problem-based learning (PBL) is an instructional method where students learn through engagement in real-world problems. It is centered around a driving question that allows students to take an active role in their learning as they work to solve an ill-structured problem. Key aspects of PBL include authenticity where students produce something valuable, academic rigor developing higher-order thinking, and applying learning to solve problems grounded in real life. Adult relationships are also important, with students collaborating with experts. Assessment is ongoing to allow for revision.
Vare & Millican additional resources for presentation 1309
This document outlines the Rounder Sense of Purpose (RSP) framework for assessing education for sustainable development competencies in student teachers. It describes the framework, results from reviewing student portfolios, and tensions that emerged. Key points include:
- The RSP framework focuses on 13 competencies organized into thinking holistically, involvement, practice, and reflexivity.
- A review of student portfolios found evidence that students understood the competencies, took action, and reflected on engaging with the competencies.
- Tensions emerged regarding issues like balancing breadth and depth, usability versus accessibility, and how to best teach and assess the competencies.
Cps For Rti
The document discusses how the Classroom Performance System (CPS) can support Response to Intervention (RTI). RTI uses a multi-tiered approach to provide differentiated instruction to students based on their needs. CPS allows teachers to engage all students, provide immediate feedback, and use assessment data to drive instruction and identify students who need additional support. It also supports the three tiers of RTI instruction by enhancing questioning, facilitating discussions, and enabling differentiated instruction based on formative and summative assessments.
Exploring Hong Kong Secondary School Teachers' Teaching Beliefs of Differenti...
This study explored teaching beliefs about differentiated instruction among secondary school teachers in Hong Kong. A survey and interviews were conducted with teachers from two secondary schools. The results found that teachers generally held positive attitudes toward differentiated instruction and believed in its strategies. However, they were more doubtful and less confident in its effectiveness for inclusive education. Additionally, teachers tended to rely more on teacher-centered approaches for differentiation. The researchers concluded that while teachers supported differentiation, they faced challenges in implementing it effectively due to large class sizes, exams, and lack of family support. Suggestions were made for further research combining additional data sources to better understand differentiation practices in Asian contexts.
Response To Intervention - Tier One Strategies
Response to Intervention (RtI) uses a multi-tiered approach to provide high-quality classroom instruction and monitor student progress. Tier 1 involves research-based core instruction for all students, ongoing assessment to identify struggling learners, and professional development for teachers. Effective Tier 1 instruction eliminates inadequate instruction as a reason for students' learning difficulties. Recommended Tier 1 instructional strategies include Marzano's comprehension techniques and brain-based strategies from Eric Jensen focusing on relaxation, environment, color, memory, organization, intuition, and movement.
Learning team a differentiating instruction-mte 533-week 3
Differentiating instruction in math and science classrooms can help address current issues in education. Flexible grouping, compacting, and choice boards are examples of differentiation strategies that can be used in both subjects. While different text selection may be difficult, other methods like grouping students by ability or interest allow them to learn at their own pace. Differentiation is necessary to support student success on standardized tests and bridge achievement gaps between groups.
Poster ecer 2021 sinakou et al
Instructional practices in Education for Sustainable Development: teachers’ and students’ perspectives.
Eleni Sinakou (presenting), Vincent Donche, Peter Van Petegem
Differentiated Instruction: Teachers’ Perceived Challenges in Hong Kong Secon...
This study explored teachers' perceptions of differentiated instruction in two Hong Kong secondary schools. The researchers conducted a survey and focus group interviews with teachers. Key findings were that teachers faced challenges with differentiated instruction including: (1) catering to the large diversity in student abilities, (2) concerns about fairness in providing individualized support, and (3) lack of time for planning differentiated lessons and materials. The researchers concluded that providing teachers with professional development and support from school leadership would help address these challenges in implementing differentiated instruction.
Does_it_Matter
This study examines how elementary education teacher candidates conceptualize STEM fields through interviews. It finds that candidates have some discomfort with STEM subjects in their thoughts, feelings, and attitudes. The study aims to understand candidates' knowledge and perceptions of STEM to inform curriculum design for teacher preparation programs. It uses a conceptual framework of affective, cognitive, and behavioral components and finds limited understanding of STEM field interconnectivity among candidates. The implications are that teacher preparation programs should consider students' attitudes and further develop STEM education preparation since it is an growing expectation for teachers.
Assessment 1 b
The document discusses a case study of a student in a Stage 3 classroom who was working at an Early Stage 1 level due to extremely low attendance. This presented challenges for classroom planning and assessment. Strategies implemented to help the student included differentiating instruction and seeking assistance from the Associate Teacher. Overall the document discusses the challenges of catering to diverse learners, particularly those with low attendance, and implications for classroom practice.
Teacher Research
This document summarizes a presentation on teacher research given at the BC TEAL 43rd Annual Conference. The presentation discussed the fundamentals and benefits of conducting classroom research, provided examples of teacher research, and addressed barriers and motivations. It defined teacher research as being grounded in systematically collected and analyzed data focused on improving professional practice. Presenters Karen Densky, Eddy White, and Michael Burri outlined an eight-step process for conducting research and discussed their own experiences with teacher research. They encouraged participants to share their experiences as well.
Action Research Proposal-ppt
This action research proposal aims to address declining undergraduate retention rates of up to 30% at a large private university. The purpose is to identify factors contributing to increased drop rates, conduct surveys of current students, implement solutions like new student support services, and measure outcomes like retention rates and student satisfaction. At-risk factors include being a minority, low-income, single parent, or working part-time while enrolled. The university has open enrollment policies that attract diverse but high-risk populations. Proposed solutions center on improved student services, resources for at-risk groups, and increased faculty interaction to boost retention.
Classroom action research
Teacher Professional Development discusses classroom action research (CAR) and its importance for teacher development. CAR involves identifying a research question, reviewing literature, planning a research strategy, gathering and analyzing data, taking action based on findings, and sharing results. It is a form of self-reflective inquiry that helps teachers improve student learning outcomes. The document outlines a seven-step process for conducting CAR, including identifying a research problem, reviewing background literature, planning a study design, collecting data, analyzing findings, taking action, and disseminating results.
Action research in_teacher_education_t___l_2013
This document discusses the importance of action research in teacher education programs. It defines action research as a collaborative, systematic process of inquiry carried out by practitioners to improve social or educational issues. Action research provides teachers with new knowledge to improve practices and resolve classroom problems. It involves repeated cycles of planning, observing, reflecting and taking action. The document outlines an action research course for teachers that involves designing a study, collecting and analyzing data, taking action and communicating outcomes. It provides examples of teacher action research projects and common pitfalls to avoid.
Response to Intervention: What is it?
Response to Intervention (RtI) is a multi-tiered framework that uses data-driven decision-making to identify students who may need additional academic or behavioral support. It involves providing high-quality classroom instruction and interventions of increasing intensity based on student progress. RtI includes ongoing progress monitoring to determine student needs and evaluate the effectiveness of interventions. Implementation of RtI varies across federal, state, and local policies and guidelines.
Strategies in teaching the least mastered skills
The document discusses strategies for teaching students who have not mastered important skills, including using formative assessment and mastery learning approaches. It emphasizes assessing student understanding through multiple measures over time to guide instruction, providing descriptive feedback, and allowing students to demonstrate mastery at their own pace through targeted instruction and practice. The goal is to help all students achieve proficiency based on clear learning standards.
Article review #6
The document summarizes a study that examined student attitudes toward co-taught and solo-taught courses. The study administered surveys to 211 students across 11 classrooms. It found no significant differences in student perceptions between co-taught and solo-taught classes, though results could not be generalized due to sample size limitations. The authors concluded that past research on co-teaching models has been conflicting and more research with larger samples is still needed.
Action research proposal final project
This document outlines an action research proposal that aims to study how to increase parent involvement in their children's education through a mobile school application. It identifies parent involvement as important for student success and proposes creating surveys to understand what parents, students, and teachers want in a mobile app to facilitate communication and involvement. The proposal includes research questions, timelines, resources needed and plans for data collection to guide the study. The goal is to design an effective app that improves parent-school relationships and engagement.
Professional practice rtlb educational psychologist
This document provides references and resources for educational psychologists working in non-traditional settings. It discusses the challenges and advantages of working in these environments, including inter-professional practice, assessment, evidence-based practice, and cultural responsiveness. The references focus on situational analysis, cultural audits and reviews, understanding learner environments, perspectives on educational psychology as a profession in New Zealand, and models for problem analysis and professional training.
Action research
This document discusses action research in education. It defines action research as a collaborative process where teachers and other practitioners study problems scientifically in order to improve instruction and student achievement. The history of action research is traced back to John Dewey and Kurt Lewin, but it was Stephen Corey who applied the concept to education. Action research empowers teachers to overcome problems and make innovations to better student learning. It involves teachers identifying issues, developing a research plan, collecting and analyzing data, and evaluating actions. The goal is for teachers to systematically reflect on their practices and make needed changes.
Edu 701 rm-presentation
This document presents the background and methodology for a study investigating reading strategies and metacognitive awareness among ESL students. The study aims to examine the relationship between reading strategies, metacognitive awareness, and reading performance. It will survey students before and after a reading exam to understand strategy use and awareness. Interviews will also provide qualitative data on students' knowledge of strategies. The results could help improve reading instruction for ESL students.
Social Inquiry Model
“Social science inquiry method is based on the belief that providing a reflective and enquiry frame of reference to social issues helps to improve the personal and social life”.
Main developers: Byron Massialas, Benjamin Cox.
Massialas and Cox (1966) believed that school fosters development and inculcation of values in children and plays a crucial role in ‘creative reconstruction of culture’. Social inquiry method is helpful in identifying the social issues and dealing with them effectively.
Cox experimented with inquiry methods in teaching Junior High U.S. History, while Massialas focused on the use of inquiry instruction in teaching High School World History.
Teacher Education research
Team 2 presents research to counter Team 1's contention about the lack of research in teacher education, positing that there has been research that informs literacy teacher educatio practices and policies.
台湾の目標準拠評価の国際会議のスライド
This document discusses a study examining the interaction between class size, formative feedback, and student achievement. The study found that smaller class sizes allowed teachers to provide more frequent formative feedback to students. It also found that for students who received frequent formative feedback, lower achieving students in 4th grade showed greater improvement in achievement by 6th grade compared to lower achieving students who received less frequent feedback. The results suggest that smaller class sizes enabling more formative feedback can help improve achievement growth for lower performing students over time.
Promoting teachers' supportive behavior effective design principles
The document summarizes a study that trained primary school teachers over 7 months to promote student motivation by increasing teachers' autonomy supportive and structure supportive behavior. The training involved 3 cycles of implementing new techniques in the classroom, reflecting on behaviors, and building on existing knowledge. Teachers reported increased skills in these areas, and students showed higher motivation. The training principles found most effective by teachers were practice in their own classrooms, reflection, relevance to daily practice, numerous contact hours over time, and activating prior knowledge.
Bouveret's syndrome as an unusual cause of gastric outlet
This case report describes an 83-year-old man who presented with vomiting and abdominal pain and was found to have Bouveret's syndrome. Endoscopy revealed a large mass obstructing the duodenum, which was discovered to be a gallstone during surgery. The gallstone had caused a cholecysto-duodenal fistula. Initial surgery removed the fistula but the gallstone remained, requiring a second surgery to remove it from the duodenum. Bouveret's syndrome is a rare complication of gallstones that can cause gastric outlet obstruction.
Current concepts in the management of esophagueal perforations
This study analyzed 119 patients with esophageal perforations treated at a hospital in Canada between 1981-2007 to identify factors associated with mortality. The researchers found that malignant perforations, pre-operative respiratory failure requiring mechanical ventilation, higher comorbidity burdens, and sepsis were associated with significantly higher mortality based on multivariate analysis. However, time to treatment was not associated with increased mortality. Primary repair or resection with reanastomosis can be attempted even in patients treated after longer time periods from perforation.
More Related Content
What's hot
Learning team a differentiating instruction-mte 533-week 3
Differentiating instruction in math and science classrooms can help address current issues in education. Flexible grouping, compacting, and choice boards are examples of differentiation strategies that can be used in both subjects. While different text selection may be difficult, other methods like grouping students by ability or interest allow them to learn at their own pace. Differentiation is necessary to support student success on standardized tests and bridge achievement gaps between groups.
Poster ecer 2021 sinakou et al
Instructional practices in Education for Sustainable Development: teachers’ and students’ perspectives.
Eleni Sinakou (presenting), Vincent Donche, Peter Van Petegem
Differentiated Instruction: Teachers’ Perceived Challenges in Hong Kong Secon...
This study explored teachers' perceptions of differentiated instruction in two Hong Kong secondary schools. The researchers conducted a survey and focus group interviews with teachers. Key findings were that teachers faced challenges with differentiated instruction including: (1) catering to the large diversity in student abilities, (2) concerns about fairness in providing individualized support, and (3) lack of time for planning differentiated lessons and materials. The researchers concluded that providing teachers with professional development and support from school leadership would help address these challenges in implementing differentiated instruction.
Does_it_Matter
This study examines how elementary education teacher candidates conceptualize STEM fields through interviews. It finds that candidates have some discomfort with STEM subjects in their thoughts, feelings, and attitudes. The study aims to understand candidates' knowledge and perceptions of STEM to inform curriculum design for teacher preparation programs. It uses a conceptual framework of affective, cognitive, and behavioral components and finds limited understanding of STEM field interconnectivity among candidates. The implications are that teacher preparation programs should consider students' attitudes and further develop STEM education preparation since it is an growing expectation for teachers.
Assessment 1 b
The document discusses a case study of a student in a Stage 3 classroom who was working at an Early Stage 1 level due to extremely low attendance. This presented challenges for classroom planning and assessment. Strategies implemented to help the student included differentiating instruction and seeking assistance from the Associate Teacher. Overall the document discusses the challenges of catering to diverse learners, particularly those with low attendance, and implications for classroom practice.
Teacher Research
This document summarizes a presentation on teacher research given at the BC TEAL 43rd Annual Conference. The presentation discussed the fundamentals and benefits of conducting classroom research, provided examples of teacher research, and addressed barriers and motivations. It defined teacher research as being grounded in systematically collected and analyzed data focused on improving professional practice. Presenters Karen Densky, Eddy White, and Michael Burri outlined an eight-step process for conducting research and discussed their own experiences with teacher research. They encouraged participants to share their experiences as well.
Action Research Proposal-ppt
This action research proposal aims to address declining undergraduate retention rates of up to 30% at a large private university. The purpose is to identify factors contributing to increased drop rates, conduct surveys of current students, implement solutions like new student support services, and measure outcomes like retention rates and student satisfaction. At-risk factors include being a minority, low-income, single parent, or working part-time while enrolled. The university has open enrollment policies that attract diverse but high-risk populations. Proposed solutions center on improved student services, resources for at-risk groups, and increased faculty interaction to boost retention.
Classroom action research
Teacher Professional Development discusses classroom action research (CAR) and its importance for teacher development. CAR involves identifying a research question, reviewing literature, planning a research strategy, gathering and analyzing data, taking action based on findings, and sharing results. It is a form of self-reflective inquiry that helps teachers improve student learning outcomes. The document outlines a seven-step process for conducting CAR, including identifying a research problem, reviewing background literature, planning a study design, collecting data, analyzing findings, taking action, and disseminating results.
Action research in_teacher_education_t___l_2013
This document discusses the importance of action research in teacher education programs. It defines action research as a collaborative, systematic process of inquiry carried out by practitioners to improve social or educational issues. Action research provides teachers with new knowledge to improve practices and resolve classroom problems. It involves repeated cycles of planning, observing, reflecting and taking action. The document outlines an action research course for teachers that involves designing a study, collecting and analyzing data, taking action and communicating outcomes. It provides examples of teacher action research projects and common pitfalls to avoid.
Response to Intervention: What is it?
Response to Intervention (RtI) is a multi-tiered framework that uses data-driven decision-making to identify students who may need additional academic or behavioral support. It involves providing high-quality classroom instruction and interventions of increasing intensity based on student progress. RtI includes ongoing progress monitoring to determine student needs and evaluate the effectiveness of interventions. Implementation of RtI varies across federal, state, and local policies and guidelines.
Strategies in teaching the least mastered skills
The document discusses strategies for teaching students who have not mastered important skills, including using formative assessment and mastery learning approaches. It emphasizes assessing student understanding through multiple measures over time to guide instruction, providing descriptive feedback, and allowing students to demonstrate mastery at their own pace through targeted instruction and practice. The goal is to help all students achieve proficiency based on clear learning standards.
Article review #6
The document summarizes a study that examined student attitudes toward co-taught and solo-taught courses. The study administered surveys to 211 students across 11 classrooms. It found no significant differences in student perceptions between co-taught and solo-taught classes, though results could not be generalized due to sample size limitations. The authors concluded that past research on co-teaching models has been conflicting and more research with larger samples is still needed.
Action research proposal final project
This document outlines an action research proposal that aims to study how to increase parent involvement in their children's education through a mobile school application. It identifies parent involvement as important for student success and proposes creating surveys to understand what parents, students, and teachers want in a mobile app to facilitate communication and involvement. The proposal includes research questions, timelines, resources needed and plans for data collection to guide the study. The goal is to design an effective app that improves parent-school relationships and engagement.
Professional practice rtlb educational psychologist
This document provides references and resources for educational psychologists working in non-traditional settings. It discusses the challenges and advantages of working in these environments, including inter-professional practice, assessment, evidence-based practice, and cultural responsiveness. The references focus on situational analysis, cultural audits and reviews, understanding learner environments, perspectives on educational psychology as a profession in New Zealand, and models for problem analysis and professional training.
Action research
This document discusses action research in education. It defines action research as a collaborative process where teachers and other practitioners study problems scientifically in order to improve instruction and student achievement. The history of action research is traced back to John Dewey and Kurt Lewin, but it was Stephen Corey who applied the concept to education. Action research empowers teachers to overcome problems and make innovations to better student learning. It involves teachers identifying issues, developing a research plan, collecting and analyzing data, and evaluating actions. The goal is for teachers to systematically reflect on their practices and make needed changes.
Edu 701 rm-presentation
This document presents the background and methodology for a study investigating reading strategies and metacognitive awareness among ESL students. The study aims to examine the relationship between reading strategies, metacognitive awareness, and reading performance. It will survey students before and after a reading exam to understand strategy use and awareness. Interviews will also provide qualitative data on students' knowledge of strategies. The results could help improve reading instruction for ESL students.
Social Inquiry Model
“Social science inquiry method is based on the belief that providing a reflective and enquiry frame of reference to social issues helps to improve the personal and social life”.
Main developers: Byron Massialas, Benjamin Cox.
Massialas and Cox (1966) believed that school fosters development and inculcation of values in children and plays a crucial role in ‘creative reconstruction of culture’. Social inquiry method is helpful in identifying the social issues and dealing with them effectively.
Cox experimented with inquiry methods in teaching Junior High U.S. History, while Massialas focused on the use of inquiry instruction in teaching High School World History.
Teacher Education research
Team 2 presents research to counter Team 1's contention about the lack of research in teacher education, positing that there has been research that informs literacy teacher educatio practices and policies.
台湾の目標準拠評価の国際会議のスライド
This document discusses a study examining the interaction between class size, formative feedback, and student achievement. The study found that smaller class sizes allowed teachers to provide more frequent formative feedback to students. It also found that for students who received frequent formative feedback, lower achieving students in 4th grade showed greater improvement in achievement by 6th grade compared to lower achieving students who received less frequent feedback. The results suggest that smaller class sizes enabling more formative feedback can help improve achievement growth for lower performing students over time.
Promoting teachers' supportive behavior effective design principles
The document summarizes a study that trained primary school teachers over 7 months to promote student motivation by increasing teachers' autonomy supportive and structure supportive behavior. The training involved 3 cycles of implementing new techniques in the classroom, reflecting on behaviors, and building on existing knowledge. Teachers reported increased skills in these areas, and students showed higher motivation. The training principles found most effective by teachers were practice in their own classrooms, reflection, relevance to daily practice, numerous contact hours over time, and activating prior knowledge.
What's hot (20)
Learning team a differentiating instruction-mte 533-week 3
Learning team a differentiating instruction-mte 533-week 3
Differentiated Instruction: Teachers’ Perceived Challenges in Hong Kong Secon...
Differentiated Instruction: Teachers’ Perceived Challenges in Hong Kong Secon...
Professional practice rtlb educational psychologist
Professional practice rtlb educational psychologist
Promoting teachers' supportive behavior effective design principles
Promoting teachers' supportive behavior effective design principles
Viewers also liked
Bouveret's syndrome as an unusual cause of gastric outlet
This case report describes an 83-year-old man who presented with vomiting and abdominal pain and was found to have Bouveret's syndrome. Endoscopy revealed a large mass obstructing the duodenum, which was discovered to be a gallstone during surgery. The gallstone had caused a cholecysto-duodenal fistula. Initial surgery removed the fistula but the gallstone remained, requiring a second surgery to remove it from the duodenum. Bouveret's syndrome is a rare complication of gallstones that can cause gastric outlet obstruction.
Current concepts in the management of esophagueal perforations
This study analyzed 119 patients with esophageal perforations treated at a hospital in Canada between 1981-2007 to identify factors associated with mortality. The researchers found that malignant perforations, pre-operative respiratory failure requiring mechanical ventilation, higher comorbidity burdens, and sepsis were associated with significantly higher mortality based on multivariate analysis. However, time to treatment was not associated with increased mortality. Primary repair or resection with reanastomosis can be attempted even in patients treated after longer time periods from perforation.
Alimentacion nasogastrica vs nasoyeyunal en pancreatitis aguda
A randomized study compared early nasogastric (NG) versus nasojejunal (NJ) feeding in 50 patients with severe acute pancreatitis. Patients were randomized to receive feeding via NG tube or NJ tube. There were no significant differences between the groups in markers of the acute inflammatory response, pain scores, or complications. Both NG and NJ feeding were well tolerated. The simpler NG feeding approach was found to be as effective as NJ feeding in patients with severe acute pancreatitis.
Bouveret’s syndrome case report and review of the literature
This case report describes a patient with Bouveret's syndrome who presented with nausea, vomiting, abdominal pain and melena. Imaging revealed a gallstone obstructing the duodenum. The stone was successfully removed during an endoscopy using various extraction devices and mechanical lithotripsy. Bouveret's syndrome is a rare complication of gallstones that occurs when a gallstone passes through a cholecystoduodenal fistula and becomes lodged in the duodenum, causing gastric outlet obstruction. Endoscopic extraction is recommended as first-line treatment when possible due to its lower risk compared to surgery. The literature on Bouveret's syndrome and approaches to treatment, including endoscopic, lithotripsy and surgical
Appendicitis outcomes are better at resident teaching institutions a multi in...
1) A study compared outcomes of appendicitis surgery at teaching hospitals with residency programs versus non-teaching hospitals.
2) For both non-perforated and perforated appendicitis, teaching hospitals had lower rates of postoperative infections, abscess drainage, and readmissions.
3) Length of hospital stay was shorter for non-perforated appendicitis at teaching hospitals, while it was similar for perforated appendicitis between the two settings.
Treatment of small bowel fistulae in the open abdomen
This article describes the successful use of topical negative pressure (TNP) therapy to treat small-bowel fistulae in patients with an open abdomen. TNP therapy was applied using the VAC device for 9 patients with a total of 17 fistulae. Three fistulae closed spontaneously with TNP therapy alone. For the remaining fistulae, TNP therapy controlled drainage and protected the wound until definitive surgery could be performed a median of 51 days later to resect the bowel and close the abdomen. No additional fistulae developed during TNP therapy. TNP therapy is an effective option for managing enteroatmospheric fistulae in an open abdomen.
Thoracoscopic primary esophageal repair in
1) The study compares outcomes of thoracoscopic versus open repair for esophageal perforation (Boerhaave's syndrome) in 15 patients over 6 years.
2) Seven patients underwent thoracoscopic repair (group A) while eight had open repair (group B). Group A had shorter operating times and less postoperative ventilation requirements.
3) Complications were less common in group A, occurring in one patient versus five patients in group B, including fewer postoperative leaks and less pneumonia. There was one death in group B from sepsis.
Few minutes for_our_country
This short message urges the recipient to read and forward an important national message to as many Indians as possible. It was sent on Wednesday, August 3rd by A.G. Gokhale, who deemed its contents to be of national importance and worth widespread distribution.
Timing of cholecystectomy after mild biliary pancreatitis
This systematic review analyzed studies on the timing of cholecystectomy after mild biliary pancreatitis. It found that interval cholecystectomy after hospital discharge was associated with a high risk (18%) of readmission for recurrent biliary events like pancreatitis before the surgery. Cholecystectomy during the initial admission appeared safe with no reported readmissions, though selection bias could not be ruled out. Patients who had ERCP had fewer recurrent issues (10% vs 24%), especially less recurrent pancreatitis (1% vs 9%). Operative complications and mortality did not differ between early and interval surgeries.
Treatment of failed roux en-y hepaticojejunostomy after post cholecystectomy ...
This study evaluated the outcomes of a multidisciplinary approach to treating failed Roux-en-Y hepaticojejunostomy (RYHJ) after post-cholecystectomy bile duct injuries. 44 patients with recurrent cholangitis or jaundice after a failed initial RYHJ underwent either revisionary surgery including repeat RYHJ or hepatectomy, or a percutaneous approach including biliary interventions or portal vein embolization. Immediate treatment with revisionary surgery or a percutaneous approach achieved a clinical success rate of 89%, with no postoperative mortality and generally mild morbidity. Delayed revisionary surgery after attempting to dilate the bile ducts through percutaneous means failed in all patients. An immediate multidis
Identifying important predictors for anastomotic leak after colon and rectal ...
This prospective study examined risk factors for anastomotic leak (AL) in 616 patients who underwent colorectal resection. AL occurred in 5.7% of patients, with a higher rate of 13.9% for anastomoses less than 10 cm from the anal verge. Multivariate analysis identified significant independent predictors of AL as anastomoses less than 10 cm from the anal verge, Charlson Comorbidity Index of 3 or more, high ligation of the inferior mesenteric artery above the left colic artery, intraoperative complications, and male sex. The study aims to help identify patients at higher risk of AL to improve decision making and postoperative management.
Amita sm shm
The document discusses the role of strategic management in various aspects of human resource management such as HR planning, staffing, training and development, and performance appraisal. It explains how aligning HR strategies and activities with the business strategy of an organization can help achieve competitive advantage. Examples are provided of how companies like Infosys and Philips integrate strategic management principles into their HR processes.
Colon preparation and surgical site infection
This document reviews the evidence on colon preparation methods to reduce surgical site infections for elective colon resection surgery. It finds that mechanical bowel preparation alone does not reduce surgical site infection rates based on 70 years of literature. However, oral antibiotic bowel preparation alone or in combination with systemic preoperative antibiotics is shown to be superior at reducing infection rates compared to systemic antibiotics alone based on multiple clinical trials. While oral antibiotic preparation plus systemic antibiotics provides the lowest infection rates, more research is still needed to determine the optimal combined mechanical and oral antibiotic regimen.
Stroke
Stroke is treated through medication, rehabilitation and therapy, surgery, and lifestyle changes. Medications are used for emergency treatment, stabilization, and long-term prevention of further strokes. Rehabilitation includes physical, occupational, speech, and mental health therapy to regain abilities and adapt to limitations. Surgery options include procedures to prevent strokes and repair damage. Lifestyle changes such as quitting smoking, diet, exercise, and stress management can also help prevent strokes.
Schizophrenia
This document discusses treatment options for schizophrenia, including medication, rehabilitation/therapy, surgery, and lifestyle changes. It provides details on first and second generation antipsychotic medications, as well as other therapeutic approaches like psychotherapy, social skills training, and community programs. Lifestyle recommendations include a healthy diet, exercise, and stress management techniques. Surgery is no longer commonly used but new medication delivery systems are being tested.
Duodenal injuries
Small bowel injuries can result from blunt or penetrating trauma. Diagnosing blunt small bowel injuries can be challenging as symptoms may be subtle. Delays in diagnosis exceeding 8 hours can increase morbidity and mortality. Factors such as injury mechanism, associated injuries, and time to diagnosis impact outcomes for small bowel injuries. Prompt surgical management is important for reducing complications and mortality.
(Synthèse du mémoire) LE FINANCEMENT PARTICIPATIF : Réflexions autour du succ...
Quels éléments sous-jacents permettent d'expliquer le succès du financement participatif et comment les exploiter en vue d'optimiser la levée de fonds ?
Viewers also liked (20)
Bouveret's syndrome as an unusual cause of gastric outlet
Bouveret's syndrome as an unusual cause of gastric outlet
Current concepts in the management of esophagueal perforations
Current concepts in the management of esophagueal perforations
Alimentacion nasogastrica vs nasoyeyunal en pancreatitis aguda
Alimentacion nasogastrica vs nasoyeyunal en pancreatitis aguda
Bouveret’s syndrome case report and review of the literature
Bouveret’s syndrome case report and review of the literature
Appendicitis outcomes are better at resident teaching institutions a multi in...
Appendicitis outcomes are better at resident teaching institutions a multi in...
Treatment of small bowel fistulae in the open abdomen
Treatment of small bowel fistulae in the open abdomen
Timing of cholecystectomy after mild biliary pancreatitis
Timing of cholecystectomy after mild biliary pancreatitis
Treatment of failed roux en-y hepaticojejunostomy after post cholecystectomy ...
Treatment of failed roux en-y hepaticojejunostomy after post cholecystectomy ...
Identifying important predictors for anastomotic leak after colon and rectal ...
Identifying important predictors for anastomotic leak after colon and rectal ...
(Synthèse du mémoire) LE FINANCEMENT PARTICIPATIF : Réflexions autour du succ...
(Synthèse du mémoire) LE FINANCEMENT PARTICIPATIF : Réflexions autour du succ...
Similar to Nishtha pant module5
Achieving Learning Outcomes, Incorporating Technology
The document discusses achieving learning outcomes through incorporating technology into instruction. It begins by noting that despite massive technology expenditures, information technology has not been fully integrated into teaching and learning as predicted. There are some successful individual implementations, but they have been slow to propagate more broadly. The document then provides guidance on describing students and identifying instructional challenges before reviewing models of learning objectives, best teaching approaches, and change theory as it relates to adopting new technologies.
The Impact of Cooperative Learning Strategies on the Development of Students’...
The main purpose of this study was to examine the extent to which cooperative learning strategies develop students’ critical thinking skills in History in some Secondary and High Schools in Buea Municipality. More specifically, it was aimed at looking for answers to the following three research questions How can Student Team Achievement Division Technique improves students’ critical thinking skills in History How can the Jigsaw Technique develops students’ critical thinking skills in History How can Group Investigation Technique develop students’ critical thinking skills in History The study employed mixed methods in the research design using quantitative and qualitative approaches. Quantitative data were collected through a record sheet group discussions and an unstructured questionnaire constituted the strategy used to collect qualitative data. Questionnaires were completed by ten teachers drawn from the two Secondary and High Schools in Buea Municipality. 150 students also filled the questionnaires. Descriptive and inferential statistics were used to analyze the quantitative data while qualitative data were analyzed using content analysis. This finding revealed that Student Team Achievement Division Technique improves students’ critical thinking skills in History. The experimental group significantly performed better than the control group. The findings also revealed that the Jigsaw technique eases learning, creates room for better understanding, facilitates the exposure to ideas as they could be acquired from peers, encourages hard work, high team spirit, encourages further research and improves performance. The findings also revealed that the group investigation technique improves students’ performance in History. Some barriers to cooperative learning strategies were identified such as the constant evolution of cooperative learning as a threat due to the fact that cooperative learning is constantly changing there is the possibility that teachers may become confused and lack complete understanding of the method. Teachers implementing cooperative learning strategies may face resistance and hostility from students who believe that they are being held back by their slower teammates or by students who are less confident and feel that they are being ignored or demeaned by their team. The teachers proposed some strategies to address the identified barriers. One major recommendation is that as the teachers continue to use this method, they become more experienced and can easily adapt to its changing trend. Philip Indo Acho | Einstein Moses Egebe Anyi | Nsagha Sarah Mboshi | Nana Célestin "The Impact of Cooperative Learning Strategies on the Development of Students’ Critical Thinking Skills in History: The Case of Secondary and High Schools in the Buea Municipality" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-2 , April 2023, URL: https://www.ijtsrd.com.com/papers/ijts
The Impact of Using the 5E Learning Cycle on the Development of Habits of Mi...
The Impact of Using the 5E Learning Cycle on the Development of Habits of Mi...Research Journal of Education
This study aims to detect the impact of the modified learning cycle strategy on the development of habits of mind and skills of critical thinking in the ‘Islamic Education’ subject for 10th grade students in Jordan. To achieve this goal, the researcher used the semi-experimental approach, hence dividing the students into two groups: a control group and an experimental group. Each grouped consisted of (31) students. The modified learning cycle was applied to teach the experimental group, and the regular traditional strategy to the control group. The researcher prepared two studying tools: a measure of the habits of mind which consisted of (25) paragraph, and a critical thinking skills test which included (28) paragraph. Both tools were applied after assuring their validity and reliability. The results indicated a statistically significant difference for using the modified learning cycle strategy in the development of habits of mind and skills of critical thinking for the experimental group students compared to the control group students. The study, thus, stresses the need to apply the modified learning cycle in teaching the ‘Islamic Education’ subject due to its effectiveness in developing habits of mind and skills of critical thinking. The researcher also recommends conducting more research on the effectiveness of the modified learning cycle that concentrates on different variables.Final progression and levels
This document discusses student learning journeys from the perspective of progression through levels of complexity. It outlines two theories on intellectual development (Perry and Baxter Magolda) and challenges such as disconnected curriculum and an over-emphasis on content over concepts. Common barriers to student learning journeys are identified as disconnected curriculum, privileging content over knowing, and lack of active student engagement. Strategies are suggested to address these, including curriculum mapping, focusing on concepts, and increasing formative assessment.
contribution of scientists in the devlopment do higher education .pptx
this is a brief introduction to the contribution of scientists in the development of the pedagogy of Higher Education. it will help for a short conception of the most relevant theories and methods
Yana - Education conference mdx
This document proposes methods for creating supportive learning environments that encourage creativity in the classroom. It discusses establishing teacher-student relationships, communication, and peer learning activities. It recommends developing clear lesson plans focused on higher-order thinking, utilizing e-learning platforms for ongoing activities, and implementing formative assessment and self-regulated learning to empower students. While large class sizes and a focus on exams can hinder these efforts, the presenter responds that even small changes can promote creativity if modeled effectively for students.
Journal
This document discusses critical thinking skills and their importance in mathematics education. It makes three key points:
1) Critical thinking is a learned skill that requires instruction and practice. Mathematics instructors can enhance students' critical thinking by using active learning strategies, focusing on the learning process over content, and using assessments that challenge students intellectually rather than just testing memorization.
2) Several barriers like lack of training, limited resources, and time constraints can impede critical thinking instruction. However, engaging students in projects and collaboration while modeling thinking can still develop their critical thinking.
3) Critical thinking involves skills like identifying problems, analyzing options, and self-correcting - skills instructors must model and guide students in developing
Implications of the student learning journey for teaching
This document outlines implications for teaching based on student learning theories. It discusses three key issues that can hinder the student learning journey: 1) disconnected curriculum design, 2) overemphasis on content knowledge over concepts, and 3) lack of authentic student engagement. To address these, the document recommends curriculum design that connects learning across courses, focusing more on teaching concepts than content, and increasing formative assessment and student-led intellectual activities. It argues this shifts learning from a transmission model to a social constructivist model that better facilitates students' intellectual development.
GR 2-parent-orientation-ay-2022-23.pptx
The document provides an overview of the curriculum for the 2022-23 academic year at LLPL. It outlines the vision, underlying principles, subjects offered, and components of the curriculum. The principles are based on brain research and include design thinking, social emotional learning, 21st century skills, and a growth mindset. Subjects like English, maths, science, and global perspectives are covered along with the learning approaches and topics in each volume.
BANKING CONCEPT OF EDUCATION EFFECT CREATIVE THINKING BY Muhammad imran
This document discusses a research study on the impact of the "banking concept" of education on students' creative thinking. The banking concept refers to a teacher-centered approach where the teacher deposits knowledge into the students' minds without considering whether the information is important or worthwhile.
The study aims to investigate how Pakistan studies is taught at the 9th grade level, the purpose of teaching Pakistan Studies, and how it could be taught more efficiently. It also seeks to identify the impact of the banking concept on students' creative thinking. The research methodology involves qualitative action research through participant observation and class tests on a sample of 27 students. The findings are expected to provide insights on how the teaching methods can enhance critical thinking in Pakistan studies.
What is-critical-thinking
This document provides an overview of a session on introducing the University of Louisville's "Ideas to Action" initiative and defining critical thinking. The session objectives are to introduce I2A, have participants define critical thinking both individually and in groups, clarify I2A's definition of critical thinking, and explore how participants can promote critical thinking in their work. I2A is UofL's plan to enhance student learning and engagement, and progress must be shown to accreditors by 2012. Research presented finds that student involvement in co-curricular activities significantly improves critical thinking. The session discusses relating I2A to connecting academic and practical skills, assessing student learning outcomes, and defining critical thinking as an intellectually disciplined process
The influence of project-based learning strategies on the metacognitive skill...
The influence of project-based learning strategies on the metacognitive skill...Journal of Education and Learning (EduLearn)
Biology learning in the 21st century leads to the empowerment of metacognitive skills. Increased metacognitive skills can support concept understanding and maximize the students’ retention of concepts. This research aimed at investigating the effect of project-based learning strategy on metacognitive skills, concept understanding and retention of class X students of Senior High School 1 Kairatu, West Seram District, Maluku. This research is a quasi-experimental research using pre test-post test nonequivalent control group design. The samples of this research were all students of classX1 of Senior High School 1 Kairatu. The data obtained in this research were the learning results of metacognitive skills, concept understanding, and retention of the students. The data were analyzed by using analysis of covariance (ANCOVA). The research results showed that the implementation of project-based learning strategy had a significant effect on students’ metacognitive skills, concept understanding, and retention. Furthermore, the results of post hoc LSD test showed some differences in the notation between the project-based learning strategy and the conventional learning strategy. These results indicated that the learning stages of projectbased learning strategy could empower the students’ metacognitive skills, concept understanding, and retention.Pbl and 21st century skills
This document discusses project-based learning (PBL), an approach to teaching where students drive their own learning through inquiry-based projects. The key points are:
1) PBL teaches 21st century skills like collaboration, communication, and problem solving as students research topics and create projects to share their knowledge. Studies show PBL students outperform traditionally taught peers on tests and demonstrate deeper understanding.
2) In PBL, students pursue knowledge by asking questions and guiding their own research with teacher facilitation. They develop projects to demonstrate their learning. This motivates students and improves skills like time management and accountability.
3) PBL promotes social learning as students collaborate in groups, sharing ideas and negotiating solutions.
How Interlinking Learning Promotes Critical Thinking In Middle School? | Futu...
How Interlinking Learning Promotes Critical Thinking In Middle School? | Futu...Future Education Magazine
Critical thinking is the ability to think clearly and rationally, understanding the logical connection between ideas. It’s about being active in your learning and evaluating information, arguments, or situations. Evidence-based STEM teaching lecture
Presentation on the evidence-based teaching strategies that I developed based on the STEMTeachingCourse.org and CIRTL.
"Metacognition: The Key to Teaching Students Transformative Learning Strategi...
On May 4, 2016, Dr. Saundra McGuire conducted a workshop on "Metacognition: The Key to Teaching Students Transformative Learning Strategies" at a University of Kentucky event co-sponsored by the Office of the Provost and the Center for the Enhancement of Learning and Teaching (CELT). Transformative learning has been characterized as learning that produces a change in perspective of the learner. 21st Century students come to college with widely varying academic skills, motivation levels, and approaches to learning. Most do not have effective learning strategies and resort to memorizing information just before tests. This interactive session addressed strategies that significantly improve learning while transforming student attitudes about the meaning of learning
Dr. McGuire is the Director Emerita of the Center for Academic Success and Retired Assistant Vice Chancellor and Professor of Chemistry at Louisiana State University. She is the author of Teach Students How to Learn.
12.dr.reni francis
This document discusses learning achievement among teacher trainees through different student support methods. It analyzed the impact of tutorials, study circles, peer tutoring, mobile device learning, and extended remediation on 85 teacher trainees of different age groups and academic streams. The findings showed that all student support methods helped with learning achievement and concept understanding. Extended remediation was found to be the most effective method overall, followed by mobile device learning and study circles. The rankings differed slightly based on academic stream, with commerce students preferring extended remediation and mobile learning the most on average.
Dissertation Defense
This dissertation examines the effects of scaffolding higher order thinking questions on sixth grade students' critical thinking skills and reading self-efficacy. The study involved 286 sixth grade students from four teachers at two middle schools who were either in the treatment group that received the scaffolding intervention or the comparison group that did not. Data was collected over an 8-week period to analyze differences between the groups in critical thinking skills, self-efficacy, and frequency of higher order thinking questions asked. The research questions focused on these potential differences and the correlation between critical thinking skills and self-efficacy.
From Thinking Skills To Thinking Classrooms
The document summarizes key findings from a review of research on teaching thinking skills in classrooms. It identifies a framework for developing thinking skills that includes making thinking explicit, teaching thinking through coaching, and promoting metacognition. Three models were identified for delivering thinking skills: general programs, subject-specific approaches, and infusion across the curriculum. Successful approaches have strong theoretical foundations and teacher support. Information and communication technologies can enhance thinking through exploratory learning environments. Developing teachers' skills is important for effective implementation.
SD36 Surrey - Inquiry teams Oct.2010
The document provides an agenda and information for a professional development meeting on developing readers and student learning teams for the 2010-2011 school year. It discusses establishing inquiry groups to craft meaningful questions about student learning and developing action plans to address these questions through formative assessment and collaboration. Budget and release time options are also outlined to support the collaborative inquiry work.
Similar to Nishtha pant module5 (20)
Achieving Learning Outcomes, Incorporating Technology
Achieving Learning Outcomes, Incorporating Technology
The Impact of Cooperative Learning Strategies on the Development of Students’...
The Impact of Cooperative Learning Strategies on the Development of Students’...
The Impact of Using the 5E Learning Cycle on the Development of Habits of Mi...
The Impact of Using the 5E Learning Cycle on the Development of Habits of Mi...
contribution of scientists in the devlopment do higher education .pptx
contribution of scientists in the devlopment do higher education .pptx
Implications of the student learning journey for teaching
Implications of the student learning journey for teaching
BANKING CONCEPT OF EDUCATION EFFECT CREATIVE THINKING BY Muhammad imran
BANKING CONCEPT OF EDUCATION EFFECT CREATIVE THINKING BY Muhammad imran
The influence of project-based learning strategies on the metacognitive skill...
The influence of project-based learning strategies on the metacognitive skill...
How Interlinking Learning Promotes Critical Thinking In Middle School? | Futu...
How Interlinking Learning Promotes Critical Thinking In Middle School? | Futu...
"Metacognition: The Key to Teaching Students Transformative Learning Strategi...
"Metacognition: The Key to Teaching Students Transformative Learning Strategi...
Recently uploaded
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Recently uploaded (20)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Nishtha pant module5
- 1. July 19 2011 Nishtha Pant Module 5 Research
- 2. Critical Thinking Skills Why Do High School Students need them
- 3. [Critical thinking is a] desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred for every kind of imposture. ~ Francis Bacon (1605)
- 4. “Appropriately focused metacognitive instruction increases practical intelligence, thus enabling students to gain greater insights into their learning strategies” (Flavell, 1979; Lambert, 2000)
- 6. Problem Statement Lack of Critical Thinking Skills are impeding the growth of High School Students
- 7. What are Thinking Skills Skills in problem solving Skills in making inquiries Skills in making decisions Skills in making judgments Skills in organizing and managing
- 8. Critical Thinking Skills - Purposeful Should be taught Not just subject matters
- 9. Benefits of Thinking Skills Solve problems Make decisions Adapt Be successful
- 10. President Obama’s vision Promoting world-class academic standards and a curriculum that fosters - critical thinking, problem solving, and the innovative use of knowledge to prepare students for college and career
- 11. Foundation for Critical Thinking Socratic teaching- give students questions, not answers Changing one’s habits of thought is a long-range project (criticalthinking.org)
- 12. Research in critical thinking demonstrates Critical Thinking is not presently being effectively taught at the high school, college and university levels, and yet it is possible to do so.
- 13. Educator Research Researches done in Universities in US, UK and Indonesia point towards the importance of teaching thinking skills to students.
- 14. The purpose of this research is to : examine impact of teaching critical thinking skills on standardized test scores of students in science classroom. help Educators improve student learning by incorporating thinking skills activities in every day class
- 15. Significance of study Action research done by teachers in the classrooms Control and experimental classes Students interested in the study Students motivated and ready to learn
- 16. Results from Benchmark C L A S S P E R C E N T I L E S
- 17. Conclusion Benchmark test results showed marked improvement in scores TAKS test results slightly better in “Nature of Science” problems than the control group
- 18. Bibliography Joseph, N. (2010). Metacognition Needed: Teaching Middle and High School Students to Develop Strategic Learning Skills. [Article]. Preventing school failure, 54(2), 99-102 Guzzetti, B. (2009).Thinking Like a Forensic Scientist: Learning With Academic and Everyday Texts. Journal of Adolescent & Adult Literacy, 53(3),192-203 Sampson, V & Gleim, L. (2009). Argument- Driven Inquiry to Promote the Understanding of Important Concepts & Practices in Biology. The American Biology Teacher, 71(8), 465-471
- 19. Bibliography Cosgrove, R (2010).Critical Thinking: Lessons from a Continuing Professional Development Initiative in a London Comprehensive Secondary School. University of Cambridge - Cambridge, UK .Retrieved from http://www.criticalthinking.org/research/index.cfm