Case studies are used as a tool to facilitate learning on the part of the participants by the trainer in the session. Case studies portray real life situations involving decision making by participants on either a set of questions or through an open-ended discussion in the classroom.
Case studies are used as a tool to facilitate learning on the part of the participants by the trainer in the session. Case studies portray real life situations involving decision making by participants on either a set of questions or through an open-ended discussion in the classroom.
The following slide deck was presented at the Annual Visible Learning Conference in Washington D.C. July 2016. The slide deck provides specific strategies teachers and leaders can utilize to develop assessment capable learners.
The following slide deck was presented at the Annual Visible Learning Conference in Washington D.C. July 2016. The slide deck provides specific strategies teachers and leaders can utilize to develop assessment capable learners.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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!
10. How do I choose a
monitor student?
What do I do with the
monitor student?
What do I do with what
I’ve learned?
11. How do I choose a monitor
student?
Already beyond his grade level
Preschool or primary school with
high ability ranking
Are studying levels that we are
familiar with
12. What do I do with my monitor
student?
Know more about
the student using
the Six Ways for
Observing Students
13. Students
Dialogue Parents
Close
Observation At a distance
Records
Examination
Worksheets
14. Ability
(i.e. reading habits, school
grades, extra-curricular
Dialogue activities, etc.)
with Parent Personality
(i.e. hobbies, habits, dreams,
social skills, etc.)
15. Motivation
(i.e. awareness of goals and
desire to advance)
Dialogue Ability
(i.e. language skill, level of
with Student understanding about the
material, etc.)
Personality
(i.e. is he determined, cautious,
loves challenge, etc.)
16. Ability
(i.e. mental calculation ability,
memory of previous material,
following examples, correction
ability, fine-motor skill, etc.)
Close
Observation Personality
(i.e. size of numbers and letters,
level of neatness, etc.)
Understanding
(i.e. speed and accuracy, etc.)
17. Motivation
(i.e. attitude as shown by the
posture while doing the
worksheets, etc.)
Observation Ability
from a (i.e. concentration, hand
movement, endurance to
Distance continue answering, etc.)
Understanding
(i.e. speed and accuracy, etc.)
18. Ability
(i.e. completion time and
accuracy on the 1st attempt,
volume of worksheets
completed etc.)
Examination Personality
of Records (i.e. consistency, attendance,
etc.)
Understanding
(i.e. completion time and scores
etc.)
19. Ability
(i.e. ingenuity of intermediate
steps, mental calculation skill,
Examination of etc.)
Worksheets
Personality
(i.e. size of numbers and letters,
neatness, etc.)
20. What do I do with my monitor
student?
Create hypotheses
about how I could
pursue the potential of
the student further
21. A hypothesis can be
taken an “argument”
or a probable
explanation
22. ..but for the
purpose of our
case studies, our
hypotheses are
phrased as
“actions”
23. Instead of
stating:
“He is having
problems with
division because he
doesn’t know how to
check his answer”
24. We can have a
hypothesis:
“By reminding the
child with his
consistent errors in
his worksheets
before he does
classwork, we can
remedy his problem
with division”
26. What do I do with my monitor
student?
Create an implementation
and verification plan about
the students progress
27. The hypotheses
should be stated
clearly, and should be
given a period of
implementation
28. We have a period of
implementation to
know when we
should look again,
and if the
hypotheses are
correct
29. After this, we can
move on to other
hypotheses that
could further
pursue the
potential of a child
30. What do I do with what I’ve
learned?
Verify if the what I’ve
learned is applicable:
Only to the child and his situation
To children with the same situation
To most children in the center
Apply the lessons learned
from the student
31. How do I choose a monitor
student?
Already beyond his grade level
Preschool or primary school with
high ability ranking
Are studying levels that we are
familiar with
32. What do I do with my monitor
student?
Know more about the student
using the Six Ways for
Observing Students
Create hypotheses about how
could pursue the potential of a
student further
Create an implementation and
verification plan about the
students’ progress
33. What do I do with what I’ve
learned?
Verify if the what I’ve
learned is applicable:
Only to the child and his situation
To children with the same situation
To most children in the center
Apply the lessons learned
from the student