Observation is a key method for studying child development and behavior. There are different types of observation including participant, non-participant, direct, and indirect. When observing, it is important to have a clear focus and document observations systematically using tools like observation guides, checklists, or field notes. Observations can provide insights into child behaviors, skills, interests, and development over time which helps teachers develop appropriate curriculum and support for children.
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
"Inductive & Deductive method" is one of the child centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference.
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
• CCE refers to a system of school based assessment that covers all aspects of
students growth and development.
• The main aim is to find out how far the curricular goals were achieved. It
emphasizes two fold objectives.
• Continuity in evaluation and assessment of broad based learning.
• Behavioral outcomes.
a) Continuous.
Assessment is regular and periodical. Evaluation of students growth and development is continuous process rather than an event, built into the total teaching learning process and spread over the entire span of academic session.
b) Comprehensive.
Comprehensive It is a holistic approach, covers both scholastic and co- scholastic areas. It provides sufficient opportunity for the child to grow in all areas.
c) Evaluation.
Evaluation is an assessment of a child in all aspects. The emphasis shifted to the testing holistic learning.
Meaning of Pedagogical Analysis
Stages of Pedagogical Analysis
Content Analysis
Formulation of Objectives in Behavioral Terms
Selection of Appropriate Methods & Techniques
Selection of appropriate evaluation technique
Example of Pedagogical Analysis
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
"Inductive & Deductive method" is one of the child centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference.
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
• CCE refers to a system of school based assessment that covers all aspects of
students growth and development.
• The main aim is to find out how far the curricular goals were achieved. It
emphasizes two fold objectives.
• Continuity in evaluation and assessment of broad based learning.
• Behavioral outcomes.
a) Continuous.
Assessment is regular and periodical. Evaluation of students growth and development is continuous process rather than an event, built into the total teaching learning process and spread over the entire span of academic session.
b) Comprehensive.
Comprehensive It is a holistic approach, covers both scholastic and co- scholastic areas. It provides sufficient opportunity for the child to grow in all areas.
c) Evaluation.
Evaluation is an assessment of a child in all aspects. The emphasis shifted to the testing holistic learning.
Meaning of Pedagogical Analysis
Stages of Pedagogical Analysis
Content Analysis
Formulation of Objectives in Behavioral Terms
Selection of Appropriate Methods & Techniques
Selection of appropriate evaluation technique
Example of Pedagogical Analysis
Tools and Techniques for Classroom Assessment - Observation S. Raj Kumar
Keenly watching or viewing the external behaviour of persons in appropriate situation, controlled or uncontrolled.
Young defined, it’s a careful technique and viewing of selected situation and recording then and there, what is perceived.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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3. Parker usually likes to play
by himself, but chose to be
with Zac today. If he does
choose a friend it is usually
Zac or Jacob. He loves to
be funny.
4. Dallin often plays with play dough. He has chosen to roll and cut with cookie
cutters today. Other favorite activities are dress ups and puzzles.
5. The little girl behind the teacher is not able to get inside the group to see what
Is happening. She just stands there and watches the others.
6. Danny was fighting with John, Joe saw them fighting and decided
to help Danny. Joe said, “I’ll help you out, Danny”.
7. WHY OBSERVE?
• An observation is watching children with
the clear goal of studying a specific
behavior or ability.
•in order to challenge and
support the children.
•develop realistic curriculum and goals.
8. HOW TO OBSERVE
• It is best to observe from a
distance without the child
knowing they are being
observed.
9. Focusing questions:
• What are differences between watching and
observation?
• What is child observation?
• Why do we observe children?
• What can we see or cannot?
• What can learn from observing children?
• How can we improve teaching practices
through observing them?
10. Introduction
The observation method is the most commonly used method specially
in studies relating to behavioural science. In a way we all observe thing
around us, but this sort of observation is not scientific observation.
Observation becomes a scientific tool and the method of data collection
for the researcher, when it serves a formulated research purpose, is
systematically planned and recorded and is subjected to checks and
controls on validity and reliability. It is also a process of recording the
behavior patterns of people, objects, and occurrences without
questioning or communicating with them.
11. • Observation is way of gathering data by
watching behaviour, events, or noting physical
characteristics in their natural settings.
Observations can be overt (everyone knows
they are being observed) or covert (no one
knows they are being observed).
12. Definition
Langley, P OBSERVATION involves looking and listening very carefully. We
all watch other people sometimes, but we don't usually watch them in order
to discover particular information about their behavior. This is what
observation in social science involves.
Gorman and Clayton define observation studies as those that “involve the
systematic recording of observable phenomena or behaviour in a natural
setting.”
13. Characteristics of observation Method
Observation as a method of data collection has certain characteristics.
1. It is both a physical and a mental activity. The observation eye
‘catches’ many things which are sighted, but attention is focussed on data
that are pertinent to the given study.
2. Observation is selective. A researcher does not observe anything
and everything, but select the range of things to be observed on the basis of
the nature, scope and objectives of his study.
.
3. Observation is purposive and not casual. It is made for the
specific purpose of nothing things relevant to the study.
4. It captures the natural social context in which persons’ behaviour
occurs.
15. Participant Observation : In this observation, the observer is a part of
the phenomenon or group which observed and he acts as both an observer
and a participant.
Example, a study of tribal customs by an anthropologist by taking part in
tribal activities like folk dance. The person who are observed should not be
aware of the researcher’s purpose. Then only their behaviour will be
‘natural.’
16. Non - Participant Observation : in this method, the observer stands
apart and does not participate in the phenomenon observed. Naturally, there
is no emotional involvement on the part of the observer. This method calls
for skill in recording observations in an unnoticed manner.
Example : use of recording devices to examine the details of how people talk
and behave together.
17. Direct Observation : This means observation of an event personally by
the observer when it takes place. This method is flexible and allows the
observer to see and record subtle aspects of events and behaviour as they
occur. He is also free to shift places, change the focus of the observation.
Example: Observer is physically present to monitor
Indirect Observation : This does not involve the physical presence of
the observer, and the recording is done by mechanical, photographic or
electronic devices.
Example : Recording customer and employee movements by a special
motion picture camera mounted in a department of large store.
18. Controlled Observation : Controlled observation is carried out
either in the laboratory or in the field. It is typified by clear and explicit
decisions on what, how, and when to observe. It is primarily used for
inferring causality, and testing casual hypothesis.
Uncontrolled Observation : This does not involve over extrinsic
and intrinsic variables. It is primarily used for descriptive research.
Participant observation is a typical uncontrolled one.
19. Steps in planning for observation
Determine who/what will be observed.
Determine aspects that will be observed (characteristics, attributes,
behaviors, etc.)
Determine where and when observations will be made.
Develop the observation guide.
Pilot test the observation guide.
Train the observers and have them practice.
Conduct the observations.
Analyze and interpret the collected information.
Write up and use your findings.
20. What to observe
• People (individuals, groups, communities)
– Characteristics
– Interactions
– Behaviors
– Reactions
– Physical settings
– Environmental features.
– Products/physical artifacts.
21. Recording your observationsons
It is not good enough to just observe, you need to systematically record
your observations. You might use:
– Observation guide
– Recording sheet
– Checklist
– Field note
– Picture
– Combination of the above
22. Observation guides : These are printed forms that provide
space for recording observations. They are particularly useful
when several observers are involved or when you wish to obtain
comparable information from several sites/ observation points or
observations of many people. The more structured the guide, the
easier it will be to tally the results.
23.
24. Recording sheets or checklist : These forms are used
to record observations as in YES/NO option (present – not
present) or on a rating scale to indicate extent or quality of
something. Checklists are used when there are specific,
observable items, actions or attributes to be observed.
• childskillschecklist.doc
25. Schedule : The data requirements are identified by analyzing the core of
the problem, the objectives of the study, the investigative questions,
hypothesis and the operational definition of concepts and out of the data
requirements, items of data to be collected through observation are
identified. A schedule is then constructed, covering those items of data.
Field observation log : This may take the form of a diary or cards.
Each item of observation is recorded under appropriate subheading.
At the time of observation , rough noting may be made, and at the end of
the day, fully log may be made. The card system is flexible and facilitates
arrangement and re-arrangement of items in any desired order.
• observation.pdf
26. ANECDOTAL RECORDS:
• Teacher records observations of child’s
behavior.
– Helps test hunches about reasons for
behavior.
– Identify conditions that reinforce behavior by
noticing what happens prior to behavior.
– Gain feedback about what children may have
learned from a presentation.
27. PORTFOLIO OF CHILD:
A COLLECTIONS OF THE
CHILD’S WORK, AND PICTURES
OF THE CHILD, INCLUDING
OBSERVATIONS ABOUT WHAT
THE CHILD IS DOING IN THE
PICTURE.
28. PORTFOLIO PROVIDES:
• A way to communicate with parents.
• A way to assess individual progress.
• Evidence for teacher accountability.
– May contain teacher observations & notes.