This is merely a simple project physics plan which you might need as your inspiration. just attempt to improve it by yourself alright
Mr Suhairi Lendang nangka LOMBOK TIMUR
1. The document outlines new rules and routines being implemented in a classroom, including checking supplies, giving pop quizzes, and staggering exit slips.
2. It also lists new class rules around phone use, preparation, following directions, respect among peers, and gaining points calmly.
3. The document discusses expectations for transitions, lectures, and critical thinking, emphasizing participation, engagement, and problem-solving skills.
This evaluation form has two parts that assess a teaching module or instructor. Part one contains statements about instructional methods and the lab session that students respond to on a scale of 1 to 5. It addresses whether the teacher supported independent thought, cooperation, and critical thinking. It also asks about use of technology, clarity of explanations, and the usefulness of lab sessions and materials. Part two asks students to briefly describe the most helpful parts of the class and provide any additional comments. The purpose is to improve teaching effectiveness and the student learning experience in an anonymous and confidential manner.
This presentation reports on a research project examining the personal aims specified by trainees on a TEFL certificate course. Based on the feedback on each practice lesson, trainees state a personal aim for their next lesson.
It was found that the most common type of personal aim concerned teaching skills, including checking comprehension, giving clear instructions and managing feedback. Aims focused on the teacher personally included staying calm and focused, while interpersonal aims included building rapport and getting the students involved. Aims concerning planning included making a more detailed lesson plan, preparing more material and designing more challenging activities. In the area of teacher language, issues considered included spelling and grammar as well as speaking slowly and clearly. For student language, the main area of concern was correcting pronunciation, and increasing student talk time was the most significant aim in the category of outcomes.
Lessons given the lowest grades frequently gave rise to aims such as preparing more material, working on language awareness, particularly in teaching grammar, and essential teaching skills such as checking comprehension and giving clear instructions. Aims following lessons with high grades also included basic teaching techniques but were more frequently concerned with interpersonal aspects such as building rapport and getting the students involved.
This document provides instructions for students to prepare and present their PS1 presentations in tutorial groups. Students will present on a social or environmental problem they previously investigated, explain their proposed solution, and argue why their topic merits further study. They will receive peer feedback using marking rubrics and improve their presentations based on this feedback before uploading them to NILE Journal. The tutor will then grade the uploaded work using the rubrics. Students are asked to record preparation work in their PS1 journal.
This document outlines the steps for designing an online course on threats to European integration. It includes establishing learning outcomes, selecting learning activities, designing the course structure and content, assessments, and evaluations. The course is divided into modules with weekly assignments such as discussions, presentations, writing blogs and wikis. Students work through the content at their own pace, with deadlines for assignments and required participation in online sessions. Peer review, group work, and allowing student input in some assignments are emphasized to encourage community and engagement.
This document describes an experiential learning program for English language learners. The 4-week program meets 3 hours per day for classes in Experiential Learning 1 (CLB 7) and Experiential Learning 2 (CLB 9). Students set a communication goal, create a learning plan, and complete projects involving research, authentic communication activities, and reflection. Class time focuses on planning goals, researching language and culture, communicating in real contexts, and continuous learning strategies. Students are assessed through project work, an oral presentation, and a written reflection. Student reflections indicate learning about language, culture, themselves, and their own learning processes through experiential activities outside of class.
Can student peer assessment work in my teaching? Isabeau Iqbal
These slides are from a presentation by Drs. Catherine Rawn, Katja Thieme and Andrew Owen, three UBC instructors who have taken varied approaches to student peer assessment. Session planning facilitated by Dr. Isabeau Iqbal.
This document summarizes an online course for English language learners. It describes the target group of engineers and technologists, the course context and goals of improving technical, social and organizational skills. Key elements included daily content, discussions, and activities to develop listening strategies. Challenges included variable student participation and workload. Overall students enjoyed communicating online and generated original content, while the instructor found planning more difficult than running the course.
1. The document outlines new rules and routines being implemented in a classroom, including checking supplies, giving pop quizzes, and staggering exit slips.
2. It also lists new class rules around phone use, preparation, following directions, respect among peers, and gaining points calmly.
3. The document discusses expectations for transitions, lectures, and critical thinking, emphasizing participation, engagement, and problem-solving skills.
This evaluation form has two parts that assess a teaching module or instructor. Part one contains statements about instructional methods and the lab session that students respond to on a scale of 1 to 5. It addresses whether the teacher supported independent thought, cooperation, and critical thinking. It also asks about use of technology, clarity of explanations, and the usefulness of lab sessions and materials. Part two asks students to briefly describe the most helpful parts of the class and provide any additional comments. The purpose is to improve teaching effectiveness and the student learning experience in an anonymous and confidential manner.
This presentation reports on a research project examining the personal aims specified by trainees on a TEFL certificate course. Based on the feedback on each practice lesson, trainees state a personal aim for their next lesson.
It was found that the most common type of personal aim concerned teaching skills, including checking comprehension, giving clear instructions and managing feedback. Aims focused on the teacher personally included staying calm and focused, while interpersonal aims included building rapport and getting the students involved. Aims concerning planning included making a more detailed lesson plan, preparing more material and designing more challenging activities. In the area of teacher language, issues considered included spelling and grammar as well as speaking slowly and clearly. For student language, the main area of concern was correcting pronunciation, and increasing student talk time was the most significant aim in the category of outcomes.
Lessons given the lowest grades frequently gave rise to aims such as preparing more material, working on language awareness, particularly in teaching grammar, and essential teaching skills such as checking comprehension and giving clear instructions. Aims following lessons with high grades also included basic teaching techniques but were more frequently concerned with interpersonal aspects such as building rapport and getting the students involved.
This document provides instructions for students to prepare and present their PS1 presentations in tutorial groups. Students will present on a social or environmental problem they previously investigated, explain their proposed solution, and argue why their topic merits further study. They will receive peer feedback using marking rubrics and improve their presentations based on this feedback before uploading them to NILE Journal. The tutor will then grade the uploaded work using the rubrics. Students are asked to record preparation work in their PS1 journal.
This document outlines the steps for designing an online course on threats to European integration. It includes establishing learning outcomes, selecting learning activities, designing the course structure and content, assessments, and evaluations. The course is divided into modules with weekly assignments such as discussions, presentations, writing blogs and wikis. Students work through the content at their own pace, with deadlines for assignments and required participation in online sessions. Peer review, group work, and allowing student input in some assignments are emphasized to encourage community and engagement.
This document describes an experiential learning program for English language learners. The 4-week program meets 3 hours per day for classes in Experiential Learning 1 (CLB 7) and Experiential Learning 2 (CLB 9). Students set a communication goal, create a learning plan, and complete projects involving research, authentic communication activities, and reflection. Class time focuses on planning goals, researching language and culture, communicating in real contexts, and continuous learning strategies. Students are assessed through project work, an oral presentation, and a written reflection. Student reflections indicate learning about language, culture, themselves, and their own learning processes through experiential activities outside of class.
Can student peer assessment work in my teaching? Isabeau Iqbal
These slides are from a presentation by Drs. Catherine Rawn, Katja Thieme and Andrew Owen, three UBC instructors who have taken varied approaches to student peer assessment. Session planning facilitated by Dr. Isabeau Iqbal.
This document summarizes an online course for English language learners. It describes the target group of engineers and technologists, the course context and goals of improving technical, social and organizational skills. Key elements included daily content, discussions, and activities to develop listening strategies. Challenges included variable student participation and workload. Overall students enjoyed communicating online and generated original content, while the instructor found planning more difficult than running the course.
A lesson plan should include three elements: engaging students, studying a language focus such as grammar or vocabulary, and providing opportunities to practice. A lesson plan is a written framework that identifies the teacher's aims, predicts possible problems, and ensures a balanced and appropriate lesson. Planning is important for teacher confidence and professionalism. Even when using a course book, teachers still need to plan to have their own ideas and structure the material for their specific students. The principles of planning include setting realistic goals, including variety to engage students, and allowing flexibility to adapt if needed. Effective lesson planning supports effective teaching.
The document is an impact study report from a teacher who participated in an ICELT course in May 2013. The teacher enjoyed participating in the course and found the group activities and presentations most engaging. However, they faced challenges expressing opinions during group discussions. Since the course, the teacher has implemented a 5-stage lesson preparation process focusing on induction, presentation, practice, production, and closure. They have seen improvements in their teaching delivery by applying theories and principles of language learning from the course.
This document summarizes a pedagogical study on students' perceptions of the SCIENCE 1A03 course over time. It provides results from 2014 when the course was first piloted, including that students most enjoyed the introductory lectures and mini-research investigations. It also shares new results from 2014 on students' positive impressions of the beneficial peer mentors. Preliminary findings are presented from focus groups in 2015, finding that the course influenced some students' level II decisions and that skills like teamwork transferred. The study aims to continue comparisons and gather perspectives from mentors, instructors, and follow up with students in later levels.
This document outlines a three-phase process for designing adult education instruction. Phase 1 focuses on self-assessment, acquiring content knowledge on the topic, and learning about adult learners. Phase 2 is developing learning goals, objectives, activities, and evaluations. Phase 3 involves reflective writing on the entire process. The document provides guidelines for each phase, including developing goals and objectives, choosing appropriate learning activities, and designing assessments and evaluations. Learners will develop, present, and submit a full curriculum following this three-phase process.
This lesson plan outlines a meeting with friends in public. It includes introducing vocabulary words and phrases for greeting friends, having a 15 minute discussion on the previous lesson, teaching the new material for 45 minutes through explanation and discussion, followed by a 15 minute exercise where students write responses based on pictures. The conclusion restates the goal of learning how to speak when meeting friends in public. Resources include pictures for the exercise and a reflection notes some students struggled with vocabulary while most understood the pictures.
This document discusses ways for instructors to gain feedback from students on their teaching and how students are learning before the semester ends. It notes that traditional end-of-semester feedback comes too late to make changes. The document recommends getting early feedback through exit slips, encouraging students to visit office hours, doing a midterm evaluation, and mixing up activities. Regularly previewing and reviewing material can help synchronize the instructor's and students' perspectives.
ESL Pathways Curriculum: Background and Key ComponentsCarrie Leggatt
The ESL Pathways curriculum is centered around three main frameworks: communities of practice, activity theory, and a student-centered approach. It focuses on implementing the CLB and essential skills through authentic online materials and portfolio-based language assessment. The curriculum guidelines provide instructors and students with key components for each activity, including learning outcomes, competencies, assessments, and self-evaluations to support students' language development.
Danielson framework overview syracuse new york pptx copy 2.2003 versionmtkendrick
The document provides an overview of the Framework for Teaching and how it can be used to improve teacher evaluation processes. It discusses flaws in typical evaluations and introduces the Framework's four domains and multiple components. Evidence is emphasized as the basis for assessment. The Framework structures evaluation around rubrics and is intended to facilitate collaborative, evidence-based conversations about teaching practice.
1. The document discusses cooperative learning, which is a teaching method where students work in small groups to prepare and present topics to the whole class, with an emphasis on student choice, division of labor, and presentation methods.
2. Cooperative learning has six key characteristics: students work in small groups of 2-5 on a learning activity; they must work cooperatively to accomplish tasks; members are interdependent and accountable for their own work; and the teacher introduces the activity and monitors the groups.
3. The document provides five examples of cooperative learning activities and strategies, including interviewing partners, roundtable discussions, assigning group roles, comparing favorite artists, and peer questioning after a lecture.
This document discusses a study that examined student perspectives on an "Extreme Apprenticeship" approach to teaching computer science. The approach focuses on modeling concepts, scaffolding exercises, and fading support over time. Students completed surveys before and after a programming course in Bolzano, Italy that incorporated elements of Extreme Apprenticeship. Overall, the study found that the approach improved students' self-assessed skills and engagement with programming concepts.
This document discusses the meaning, importance, types and functions of assignments from an educational perspective. It defines assignments as jobs, lessons, themes or projects that students complete inside or outside the classroom to stimulate learning. The document outlines different types of assignments and explains that they should be clear, significant, challenging and adapted to students' abilities. It provides pointers for effectively giving assignments, such as making aims and directions clear, ensuring tasks are doable, and checking work. The goal is to motivate regular study and continuous learning through meaningful assigned work.
- The document outlines sessions for a TOEFL speaking practice course, focusing on tasks 1, 2, 3, and 4.
- In session 3, students practice and receive feedback on tasks 1 and 2, with tips provided on answering independently for task 1 and integrating a lecture for task 2.
- Session 4 similarly involves practicing tasks 3 and 4 with feedback, which combine listening and speaking by responding to short materials.
- The goal is to improve students' skills through repeated practice, self-assessment, and applying strategies for the different task types.
The document provides instructions for a lesson planning assignment. It includes:
1) Guidelines for submitting 6 lesson plans, including formatting requirements and requiring teaching of all six lessons.
2) A description of the required components of each lesson plan, including objectives, procedures, student participation, and assessment.
3) An observation form to be filled out by a cooperating teacher evaluating the student teacher's classroom performance.
4) Tables to be filled in with details of the 6 lesson plans.
1. The lesson plan is for a class of 11 trainees studying programmable logic controllers at the RCT College in Saudi Arabia. The lesson will cover counters up using a lecture, discussion, and group work format.
2. The objectives are for trainees to understand different types of counters, explain asynchronous and synchronous counters, draw output diagrams, and analyze counter construction.
3. The lesson will begin with an introduction on counters and pre-knowledge questions. Trainees will take notes and work individually, in pairs, and groups during explanations, exercises, and handouts on counters up.
The document outlines the basic parts of a lesson plan which include objectives, motivation/review, lesson proper/development/outline, methods, materials and media, summaries, and assignments. It describes the characteristics of good objectives using SMART criteria and discusses different types of motivation, instructional methods, considerations for choosing materials, and characteristics of effective assignments. The goal is to provide teachers with guidance on developing high-quality lesson plans.
The document outlines the basic parts of a lesson plan including objectives, motivation, development, methods, materials, summaries, and assignments. It describes the components in detail, such as defining objectives using Bloom's taxonomy, examples of intrinsic and extrinsic motivation, and considerations for choosing instructional materials. Characteristics of effective assignments are provided like being interesting, incorporating previous lessons, and catering to individual differences.
This document outlines the syllabus for an introductory project management course. It includes an overview of the course description, rationale, goals and schedule. The instructor is introduced and their background and certifications are provided. Key topics that will be covered include the triple constraint, developing project management skills, initiating and defining projects, risk assessment, and project execution, control and closure. Course assignments such as exercises, projects and exams are described. Grading criteria, policies and expectations are also reviewed.
This lesson plan summarizes a lesson on counters up. The trainees are 12 students studying at RCT College who vary in ability level. The lesson will take place in classroom 4.205 using a computer, projector, chairs and tables. The objectives are for students to understand different types of counters, their internal construction, and how to build counters that count up. The lesson will use various teaching methods including lecture, discussion, individual work, group work and discovery learning. Students will participate in activities, solve practice problems, and receive a lesson summary. The principles focused on making students active through discussion and collaborative work.
This document provides an analysis of a curriculum for a course on De Morgan's theorems. It discusses the course objectives to provide students with basic knowledge of converting number systems and analyzing De Morgan's laws. It outlines four credit hours and contact hours of four hours per week. The document then analyzes the content to be taught, including explaining De Morgan's theorems and rules in detail. It discusses the importance of students understanding De Morgan's statements for applications in electronics. Finally, it provides a lesson plan that uses various teaching methodologies like lectures, group work and games to help students learn about De Morgan's theorems and apply the concepts.
This document provides an analysis of a curriculum for a course on De Morgan's theorems. It discusses the course objectives to provide students with basic knowledge of converting number systems and analyzing De Morgan's laws. It outlines four lessons that will explain converting number systems, De Morgan's theorems in detail, the importance of Boolean statements, and the methodology used including lectures, group work and classroom conversations. It also provides the lesson plan, objectives, overview of the process, didactic principles and materials used.
Lesson planning by Nadia Jaffery (Nadia khurram)Nadia Khurram
This document outlines a lesson plan for a training workshop on lesson planning. The objectives of the workshop are to help participants identify issues in writing lesson plans, find solutions to specific problems, write smart objectives, discuss implementing effective lesson plans, and write a successful lesson plan. The workshop instructs participants on how to write measurable objectives and provides examples. It describes developing a sample lesson plan on the topic of using the internet that incorporates different teaching methods like mind mapping, group work, and independent writing. The document also covers assessing students, evaluating the lesson, and planning for improvement.
This document outlines two sessions on understanding the TOEFL speaking test. Session 1 focuses on Independent Task 1 and Integrated Task 2, covering their question structures, approaches, scoring criteria, sample responses, and skill-building tips. Session 2 focuses on Integrated Tasks 3 and 4 with similar content. Both sessions include practicing sample questions and brief assessments. The goal is for students to understand the test structure and strategies to effectively answer questions on the TOEFL speaking test.
A lesson plan should include three elements: engaging students, studying a language focus such as grammar or vocabulary, and providing opportunities to practice. A lesson plan is a written framework that identifies the teacher's aims, predicts possible problems, and ensures a balanced and appropriate lesson. Planning is important for teacher confidence and professionalism. Even when using a course book, teachers still need to plan to have their own ideas and structure the material for their specific students. The principles of planning include setting realistic goals, including variety to engage students, and allowing flexibility to adapt if needed. Effective lesson planning supports effective teaching.
The document is an impact study report from a teacher who participated in an ICELT course in May 2013. The teacher enjoyed participating in the course and found the group activities and presentations most engaging. However, they faced challenges expressing opinions during group discussions. Since the course, the teacher has implemented a 5-stage lesson preparation process focusing on induction, presentation, practice, production, and closure. They have seen improvements in their teaching delivery by applying theories and principles of language learning from the course.
This document summarizes a pedagogical study on students' perceptions of the SCIENCE 1A03 course over time. It provides results from 2014 when the course was first piloted, including that students most enjoyed the introductory lectures and mini-research investigations. It also shares new results from 2014 on students' positive impressions of the beneficial peer mentors. Preliminary findings are presented from focus groups in 2015, finding that the course influenced some students' level II decisions and that skills like teamwork transferred. The study aims to continue comparisons and gather perspectives from mentors, instructors, and follow up with students in later levels.
This document outlines a three-phase process for designing adult education instruction. Phase 1 focuses on self-assessment, acquiring content knowledge on the topic, and learning about adult learners. Phase 2 is developing learning goals, objectives, activities, and evaluations. Phase 3 involves reflective writing on the entire process. The document provides guidelines for each phase, including developing goals and objectives, choosing appropriate learning activities, and designing assessments and evaluations. Learners will develop, present, and submit a full curriculum following this three-phase process.
This lesson plan outlines a meeting with friends in public. It includes introducing vocabulary words and phrases for greeting friends, having a 15 minute discussion on the previous lesson, teaching the new material for 45 minutes through explanation and discussion, followed by a 15 minute exercise where students write responses based on pictures. The conclusion restates the goal of learning how to speak when meeting friends in public. Resources include pictures for the exercise and a reflection notes some students struggled with vocabulary while most understood the pictures.
This document discusses ways for instructors to gain feedback from students on their teaching and how students are learning before the semester ends. It notes that traditional end-of-semester feedback comes too late to make changes. The document recommends getting early feedback through exit slips, encouraging students to visit office hours, doing a midterm evaluation, and mixing up activities. Regularly previewing and reviewing material can help synchronize the instructor's and students' perspectives.
ESL Pathways Curriculum: Background and Key ComponentsCarrie Leggatt
The ESL Pathways curriculum is centered around three main frameworks: communities of practice, activity theory, and a student-centered approach. It focuses on implementing the CLB and essential skills through authentic online materials and portfolio-based language assessment. The curriculum guidelines provide instructors and students with key components for each activity, including learning outcomes, competencies, assessments, and self-evaluations to support students' language development.
Danielson framework overview syracuse new york pptx copy 2.2003 versionmtkendrick
The document provides an overview of the Framework for Teaching and how it can be used to improve teacher evaluation processes. It discusses flaws in typical evaluations and introduces the Framework's four domains and multiple components. Evidence is emphasized as the basis for assessment. The Framework structures evaluation around rubrics and is intended to facilitate collaborative, evidence-based conversations about teaching practice.
1. The document discusses cooperative learning, which is a teaching method where students work in small groups to prepare and present topics to the whole class, with an emphasis on student choice, division of labor, and presentation methods.
2. Cooperative learning has six key characteristics: students work in small groups of 2-5 on a learning activity; they must work cooperatively to accomplish tasks; members are interdependent and accountable for their own work; and the teacher introduces the activity and monitors the groups.
3. The document provides five examples of cooperative learning activities and strategies, including interviewing partners, roundtable discussions, assigning group roles, comparing favorite artists, and peer questioning after a lecture.
This document discusses a study that examined student perspectives on an "Extreme Apprenticeship" approach to teaching computer science. The approach focuses on modeling concepts, scaffolding exercises, and fading support over time. Students completed surveys before and after a programming course in Bolzano, Italy that incorporated elements of Extreme Apprenticeship. Overall, the study found that the approach improved students' self-assessed skills and engagement with programming concepts.
This document discusses the meaning, importance, types and functions of assignments from an educational perspective. It defines assignments as jobs, lessons, themes or projects that students complete inside or outside the classroom to stimulate learning. The document outlines different types of assignments and explains that they should be clear, significant, challenging and adapted to students' abilities. It provides pointers for effectively giving assignments, such as making aims and directions clear, ensuring tasks are doable, and checking work. The goal is to motivate regular study and continuous learning through meaningful assigned work.
- The document outlines sessions for a TOEFL speaking practice course, focusing on tasks 1, 2, 3, and 4.
- In session 3, students practice and receive feedback on tasks 1 and 2, with tips provided on answering independently for task 1 and integrating a lecture for task 2.
- Session 4 similarly involves practicing tasks 3 and 4 with feedback, which combine listening and speaking by responding to short materials.
- The goal is to improve students' skills through repeated practice, self-assessment, and applying strategies for the different task types.
The document provides instructions for a lesson planning assignment. It includes:
1) Guidelines for submitting 6 lesson plans, including formatting requirements and requiring teaching of all six lessons.
2) A description of the required components of each lesson plan, including objectives, procedures, student participation, and assessment.
3) An observation form to be filled out by a cooperating teacher evaluating the student teacher's classroom performance.
4) Tables to be filled in with details of the 6 lesson plans.
1. The lesson plan is for a class of 11 trainees studying programmable logic controllers at the RCT College in Saudi Arabia. The lesson will cover counters up using a lecture, discussion, and group work format.
2. The objectives are for trainees to understand different types of counters, explain asynchronous and synchronous counters, draw output diagrams, and analyze counter construction.
3. The lesson will begin with an introduction on counters and pre-knowledge questions. Trainees will take notes and work individually, in pairs, and groups during explanations, exercises, and handouts on counters up.
The document outlines the basic parts of a lesson plan which include objectives, motivation/review, lesson proper/development/outline, methods, materials and media, summaries, and assignments. It describes the characteristics of good objectives using SMART criteria and discusses different types of motivation, instructional methods, considerations for choosing materials, and characteristics of effective assignments. The goal is to provide teachers with guidance on developing high-quality lesson plans.
The document outlines the basic parts of a lesson plan including objectives, motivation, development, methods, materials, summaries, and assignments. It describes the components in detail, such as defining objectives using Bloom's taxonomy, examples of intrinsic and extrinsic motivation, and considerations for choosing instructional materials. Characteristics of effective assignments are provided like being interesting, incorporating previous lessons, and catering to individual differences.
This document outlines the syllabus for an introductory project management course. It includes an overview of the course description, rationale, goals and schedule. The instructor is introduced and their background and certifications are provided. Key topics that will be covered include the triple constraint, developing project management skills, initiating and defining projects, risk assessment, and project execution, control and closure. Course assignments such as exercises, projects and exams are described. Grading criteria, policies and expectations are also reviewed.
This lesson plan summarizes a lesson on counters up. The trainees are 12 students studying at RCT College who vary in ability level. The lesson will take place in classroom 4.205 using a computer, projector, chairs and tables. The objectives are for students to understand different types of counters, their internal construction, and how to build counters that count up. The lesson will use various teaching methods including lecture, discussion, individual work, group work and discovery learning. Students will participate in activities, solve practice problems, and receive a lesson summary. The principles focused on making students active through discussion and collaborative work.
This document provides an analysis of a curriculum for a course on De Morgan's theorems. It discusses the course objectives to provide students with basic knowledge of converting number systems and analyzing De Morgan's laws. It outlines four credit hours and contact hours of four hours per week. The document then analyzes the content to be taught, including explaining De Morgan's theorems and rules in detail. It discusses the importance of students understanding De Morgan's statements for applications in electronics. Finally, it provides a lesson plan that uses various teaching methodologies like lectures, group work and games to help students learn about De Morgan's theorems and apply the concepts.
This document provides an analysis of a curriculum for a course on De Morgan's theorems. It discusses the course objectives to provide students with basic knowledge of converting number systems and analyzing De Morgan's laws. It outlines four lessons that will explain converting number systems, De Morgan's theorems in detail, the importance of Boolean statements, and the methodology used including lectures, group work and classroom conversations. It also provides the lesson plan, objectives, overview of the process, didactic principles and materials used.
Lesson planning by Nadia Jaffery (Nadia khurram)Nadia Khurram
This document outlines a lesson plan for a training workshop on lesson planning. The objectives of the workshop are to help participants identify issues in writing lesson plans, find solutions to specific problems, write smart objectives, discuss implementing effective lesson plans, and write a successful lesson plan. The workshop instructs participants on how to write measurable objectives and provides examples. It describes developing a sample lesson plan on the topic of using the internet that incorporates different teaching methods like mind mapping, group work, and independent writing. The document also covers assessing students, evaluating the lesson, and planning for improvement.
This document outlines two sessions on understanding the TOEFL speaking test. Session 1 focuses on Independent Task 1 and Integrated Task 2, covering their question structures, approaches, scoring criteria, sample responses, and skill-building tips. Session 2 focuses on Integrated Tasks 3 and 4 with similar content. Both sessions include practicing sample questions and brief assessments. The goal is for students to understand the test structure and strategies to effectively answer questions on the TOEFL speaking test.
The document discusses assessment tools used at City Central School across various subject areas such as English, Science, and MAPEH. Multiple choice exams, portfolios, journals, surveys, hands-on exercises, reporting, paper-pencil tests, lectures, discussions, and practical tests are some of the assessment methods described. The assessments aim to evaluate students' knowledge, skills, creativity, and abilities in an objective manner.
Mentor training presentation for PCE programme, 2013James Atherton
This document outlines the mentor training for a PGCE/Certificate in Education program. It discusses:
1. The course is based on a spiral curriculum that revisits material in greater detail over multiple terms.
2. Professional practice units involve a learning contract, minimum of 50 hours teaching, 4 observations (2 by tutors and 2 by mentors), 10 hours of reflective evaluation, and a reflective journal.
3. Observations are formative and use a standard form to provide feedback on 10 areas of teaching practice. Mentors observe trainees twice per year.
The purpose of mentoring is to help trainees improve by discussing their work in a supportive way, focusing on their goals and experience in teaching
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
This document presents a framework for analyzing instructional design in online offerings. It consists of six components: objective, task, condition, physical interaction, feedback, and criteria. These components are used to evaluate whether an instructional design meets learners' needs by analyzing how objectives, tasks, conditions, interactions, feedback, and assessment criteria are implemented. Several examples applying the framework to online courses and modules are provided and discussed. The presentation concludes by considering whether the framework is useful and what its limitations might be.
Lesson planning is an important aspect of instructional planning that serves as a blueprint for what the teacher and students intend to accomplish. It includes objectives, activities, methods, strategies and materials. Lesson planning is important because it helps ensure pupils' educational growth and stimulates teacher creativity. It also prevents wasted time and helps substitute teachers. Lesson plans have parts including objectives, subject matter, procedures, evaluation, and assignment. There are different types of lesson plans including course plans, unit plans, and daily lesson plans which can be detailed, semi-detailed, or brief.
This document provides an overview and introduction to a management concepts course being taught in 2013. It outlines the organization of lectures, assessments, learning activities and resources available. The course objectives are explained, along with an assessment overview consisting of tutorials, a case analysis and discussion, literature review report, and end of semester exam. Support and guidelines for tutorials, lectures, and communication are also provided.
This is a guide on how to create a lesson plan. It can be purchased from my Etsy store. https://www.etsy.com/shop/TJLessonPresentation
Please feel free to make a purchase
This document outlines a lesson plan focused on guided self-assessment. The plan involves explaining essay requirements, comparing student work to examples, and having students evaluate their own work using a marking scheme. It notes challenges in reducing activities due to time constraints and facilitating note-taking. The observation process involves scribing factual details and observing overall themes. Key learning points are understanding how students learn, applying strategies in different contexts, and teachers learning from each other through reflection and modification.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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.
1. Unit
Type of
Project
Work
Criteria
The
pupil’s
behaviou
r during
completi
ng the
project
Content
Power
Point ;
Presentation
;
4
Project is
completed and
submitted on
time and always
done when time
is given in class.
1
Definitio
n of work
2 Negative
work,
3 positive
work
4 work
done by
some
forces.
Note: (4
items)
Worked 3 or more
examples worked
examples are
presented
Ability
The student is
in
able to answer
answerin all questions
g or
from the teacher
explainin or other students
g the
as audience
question
s after
doing
presenta
tion
Goal
Allocated Time
Be able to define work
1 week
Be able to understand the types
of works
SCORING RUBRIK
3
2
Project is
Project is
completed and
submitted one
submitted on
day late and
time and often
sometimes done
done when time when time is
is given in class. given in class.
1
Project is submitted
two days late and
never done when
given time to
complete project in
the class.
The power
points contains 3
of 4 items of
materials
The power
points contains 2
of 4 items of
materials
The power points
contains 1 of 4
items of materials
2 worked
examples only
are presented
1 worked
examples are
presented
None of the worked
example is
presented at all
The student is
able to answer
some questions
from the teacher
or other students
as audience
The student is
able to answer a
few questions
from the teacher
or other students
as audience
Only limited
questions can be
answered or
explained.
Score
2. Number
of slides
Presentation
slides includes
more than 12
slides
Presentation
slides includes
less than 12
slides
Presentation
slides includes
less than 9
slides
Presentation slides
includes less than 7
slides
Prepared by,
Approved by,
Suhairi, S.Pd.
Tiur Anggreni, S.Pt
Physics Teacher
Principal