Project module 3
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This document provides instructions for an assessment project for a Language Development module. Students must design, deliver, and analyze a lesson focusing on an aspect of language such as phonology, syntax, semantics, or study skills. They must explain the purpose of focusing on this area and how it will benefit their class. After implementing the lesson, students should discuss their findings and any necessary changes for improving the lesson for other classes. A successful project submission includes a lesson plan and samples showing implementation, along with an analysis meeting formatting requirements. The deadline for submission is October 14, 2011.
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Practicum School:
Mentor Teacher:
Grade/Grade range:
Language Proficiency level(s):
Observer: (YOUR NAME)
Date:
GCU Course:
GCU Course instructor:
Directions: During 1 class period, observe a lesson taught by your mentor teacher. Score each of the 30 features below based upon how evident it was presented during the lesson. Points are earned according to the value at the top of each section (maximum of 4 points to minimum of -4). Score each feature by placing an “X” in the box based upon your observation and evaluation of this 1 lesson. Provide a few comments where space is provided to justify the scores earned (i.e. what evidence did you see, not see, or needed improvement that determined the score you selected?)
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Highly Evident
Somewhat Evident
Not Evident
SIOP Components/Features
4
3
2
1
-4
Preparation
1. Content objectives clearly defined, displayed, and reviewed with students
2. Language Objectives clearly defined, displayed and reviewed with students
3. Content concepts appropriate for age and educational background level of students
4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
5. Adaptation of content (e.g., text, assignment) to all levels of student proficiency
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Comments to justify the scores selected above:
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4
3
2
1
-4
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4
3
2
1
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4
3
2
1
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The Sheltered Instruction Observation Protocol (SIOP) CHECKLIST
Practicum School:
Mentor Teacher:
Grade/Grade range:
Language Proficiency level(s):
Observer: (YOUR NAME)
Date:
GCU Course:
GCU Course instructor:
Directions: During 1 class period, observe a lesson taught by your mentor teacher. Score each of the 30 features below based upon how evident it was presented during the lesson. Points are earned according to the value at the top of each section (maximum of 4 points to minimum of -4). Score each feature by placing an “X” in the box based upon your observation and evaluation of this 1 lesson. Provide a few comments where space is provided to justify the scores earned (i.e. what evidence did you see, not see, or needed improvement that determined the score you selected?)
Points Possible – 120 Points Earned: _____ Percentage Score (Earned/Possible): _____
Highly Evident
Somewhat Evident
Not Evident
SIOP Components/Features
4
3
2
1
-4
Preparation
1. Content objectives clearly defined, displayed, and reviewed with students
2. Language Objectives clearly defined, displayed and reviewed with students
3. Content concepts appropriate for age and educational background level of students
4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
5. Adaptation of content (e.g., text, assignment) to all levels of student proficiency
6. Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking
Comments to justify the scores selected above:
Building Background
4
3
2
1
-4
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8. Links explicitly made between past learning and new concepts
9. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
Comments to justify the scores selected above:
Comprehensible Input
4
3
2
1
-4
10. Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners)
11. Clear explanation of academic tasks
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Comments to justify the scores selected above:
Strategies
4
3
2
1
-4
13. Ample opportunities provided for students to use learning strategies
14. Scaffolding techniques consistently used assisting and supporting student understanding (e.g., think-alouds)
15. A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpretive questions)
Comments to justify the scores selected above:
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4
3
2
1
-4
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As you create the presentation, imagine that you are given approximately ten minutes to present this information to your fellow teachers in your school during a staff development day, to your school board to solicit support for their ideas, or to your managers as part of your organization’s continuous improvement program. Your goals are to gain approval to conduct this study and implement your proposed innovation or intervention in your place of work.
To create your presentation, use your current, updated action research plan outline that was originally submitted during Week Four. Additionally, you may want to use your mock presentation from Week Five as well as the feedback acquired from your classmates in the discussion forum to build an improved, more complete presentation for a wider, more important audience.
Content
The assignment needs to include the following areas of content.
Presentation – Design (6.5 points): Create a presentation that is professionally designed in 15 to 20 slides, including title and references slides, and has no more than seven bullet points per slide and no more than seven words per point. You must use images to add value to the slide content and high-contrast colors for readability and include detailed speaker notes for each content slide.
Presentation – Content (12 points): In addition to a title and references slide, the presentation must include the following twelve areas:
Area of Focus,
Explanation of Problem,
Variables, including defined factors, contexts, including recognition of diverse learners, and variables of the proposed study,
Research Questions, which are answerable given your expertise, time, and resources,
Locus of Control,
Intervention/Innovation, which is a succinct description of the proposed action to address the identified issue/area of focus,
Group Membership, including the identified importance, role, and responsibility of each member,
Negotiations, including potential obstacles (e.g., permissions established),
Ethics, including a statement of how you address the potential ethical challenges,
Timeline, which is the anticipated schedule for each phase of the intervention,
Statement of Resources, which is a list of what is needed to enact the proposed plan, and
Data Collection, including whether the proposed data collection techniques are justified and whether you are proposing appropriate data collection techniques to answer the study’s research questions (chart from Week Three may be used here).
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The assignment needs to adhere to the following areas for written communication..
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The document provides guidance on designing classroom language tests. It discusses the purpose and objectives that should guide the test design and selection of test tasks. It also describes different types of language tests, including language aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests. For achievement tests specifically, it notes they should assess objectives and classroom lessons over a particular time period, either short-term like quizzes or long-term over an entire course. Effective test construction involves clear objectives, test specifications, devising test tasks, and designing multiple-choice items. The specifications should outline the test, skills to be tested, and item formats.
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The document provides guidance for students on completing a professional portfolio assignment that demonstrates achievement of professional standards. Students must choose either the UKPSF standards and address 3 of 5 areas of activity, or the NMC standards for Practice Teachers and complete all 8 domains. For each standard area or domain, students must include:
1) A 500-word reflective narrative for UKPSF or 200-word narrative for NMC explaining their professional development and relating activities to the standard.
2) Examples of evidence from their practice and module to support the narrative.
3) Reference to theoretical concepts and how their professional values inform their practice.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
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● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
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Giridhar Meka - https://www.linkedin.com/in/giridharmeka
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
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