Evaluation of Teaching- Learning materialsLaljiBaraiya1
Evaluation of Teaching- Learning materials, Objective of Material Evaluation,Purpose of Learning material,Requirements for Material Evaluation,What should be evaluated?, Types of Learning materials,Types of Evaluation,The Internal Evaluation,
The External Evaluation, Overall Evaluation,Formative Evaluation,Submissive Evaluation,Good Provider of Material
Task-based L2 pedagogy from the teacher’s point of viewAndonic
Task-based L2 pedagogy from the teacher’s point of view - this paper reports on research with teachers in private language schools on thier understanding and use of task-based language teaching
Evaluation of Teaching- Learning materialsLaljiBaraiya1
Evaluation of Teaching- Learning materials, Objective of Material Evaluation,Purpose of Learning material,Requirements for Material Evaluation,What should be evaluated?, Types of Learning materials,Types of Evaluation,The Internal Evaluation,
The External Evaluation, Overall Evaluation,Formative Evaluation,Submissive Evaluation,Good Provider of Material
Task-based L2 pedagogy from the teacher’s point of viewAndonic
Task-based L2 pedagogy from the teacher’s point of view - this paper reports on research with teachers in private language schools on thier understanding and use of task-based language teaching
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
OverviewCreate a 5 page report on teaching strategies that will .docxkarlhennesey
Overview
Create a 5 page report on teaching strategies that will support teaching and learning in the course you began designing in Assessments 1 and 2.
Note: Assessments in this course build on each other and must be completed in sequential order.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Appraise the influence of learner's culture, gender, and experiences on teaching and learning.
. Explain how selected strategies will help to maintain diverse learners' motivation.
. Explain how selected strategies will help overcome learning barriers in the anticipated audience.
· Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
. Evaluate appropriate teaching strategies for an educational topic and audience.
· Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
. Describe learning outcomes for a course.
· Competency 4: Integrate best practices for classroom management
. Describe evidence-based strategies for managing potential barriers to learning in a classroom.
· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
. Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.
Assessment Instructions
Note: Assessments in this course build on each other and must be completed in sequential order.
Create a 5 page report on teaching strategies you can apply in the course you are designing.
Optional Preparation
Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.
Instructions
· Create three learning outcomes for your course. Conduct research on your course topic as necessary to create these outcomes. Summarize general course content and how these outcomes will relate to overall course content and how they align with learner expectations.
· Identify and evaluate at least three teaching strategies that could be used in your course and that are a good fit for your learner population, course topic, outcomes, and content. Explain which are the most appropriate teaching strategies for your course and audience, and why they are the most appropriate. Be sure to describe the advantages of using the selected strategies. Support your assertions with research from the field.
· Explain some of the possible barriers to learning might you encounter in your course. Identify the strategies you could use to overcome those barriers and to keep learners motivated.
Additional Requirements
· Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
· Length: 5 pages, plus a title page and a references page.
· Use correct APA format, including ...
Dr. Timothy Gadson - Mastering the Art of Studying: Strategies for Student Su...Timothy Gadson
Uncover the secrets to student success with Dr. Timothy Gadson's presentation, "Mastering the Art of Studying: Strategies for Student Success." In this presentation, Dr. Gadson delves deep into innovative methodologies aimed at nurturing students' effective study skills and habits. Explore crucial concepts like metacognition and active learning as Dr. Gadson imparts practical strategies gleaned from research and his wealth of personal expertise. Don't let this chance slip by to equip yourself with invaluable insights and tools to empower your students to thrive academically.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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.
3. By the end of this session Trs. will be able
to
Identify the RT features.
Identify the 4 RT techniques.
The importance and the characteristic of
the 4 techniques.
Asses students who use the RT.
Start and continue Reciprocal Teaching by
themselves.
Recognize who will benefit from the RT.
Identify how much time you need to
monitor Ss. using RT.
4. What is Reciprocal Teaching?
Reciprocal Teaching is a technique used to develop
comprehension of expository text in which
teacher and students take turns leading a
dialogue concerning sections of a text. Four
activities are incorporated into the technique:
prediction, questioning, summarizing and
clarifying misleading or complex sections of the
text.
5. Why is it important for
students to design their own
questions?
Students involved in the Reciprocal Teaching process
are checking their own understanding of the material
they have encountered. They do this by generating
questions and summarizing. Expert scaffolding is
essential for cognitive development as students move
from spectator to performer after repeated
modelling by adults.
6. How will Reciprocal Teaching
benefit students?
The purpose of Reciprocal Teaching is to help students,
with or without a teacher present, actively bring meaning
to the written word. The strategies chosen not only
promote reading comprehension but also provide
opportunities for students to learn to monitor their own
learning and thinking. The structure of the dialogue and
interactions of the group members require that all
students participate and foster new relationships
between students of different ability levels.
7. Which students will benefit the most
from the Reciprocal Teaching strategy?
Reciprocal Teaching has proved to be useful with a widely diverse
population of students. The RT procedure was designed to improve
the reading comprehension ability of students who were adequate
decoders but had poor comprehension. However, modifications of
this procedure have been used to teach students who were poor
decoders, second language learners or non-readers. Poor
decoders used the procedure as a read-along activity, second
language learners used it to practice developing skills while non-
readers learned it as a listening comprehension activity. Teachers
have observed that even normally achieving or above average
students profit from strategy instruction because it allows them
to read and understand more challenging texts. Also, students
with more experience and confidence help other students in their
group to decode and understand what is being read; students with
more experience in questioning (i.e. weaker students) stimulate
deeper thinking and understanding in their more academically
8. How do I assess students using the
Reciprocal Teaching strategy in their
reading?
Listening to students during the
dialogue is the most valuable means
for determining whether or not
students are learning the strategies
and whether or not the strategies are
helping them. In whole group
settings, students may be asked to
write out questions and summaries to
be checked by the teacher or other
9. How long should teachers continue to
monitor students using the Reciprocal
Teaching strategy?
Continuous monitoring and evaluation of
performance should take place to determine
the kind of support or scaffolding the students
need to successfully execute the strategies.
Monitoring, however, may become more
infrequent when students become more adept
at monitoring their own performance.
10. What support do teachers
need to start and continue
Reciprocal Teaching?
Teachers wishing to adopt the Reciprocal Teaching technique into
their curriculum should have the digest provided complete with
graphic organizers of the questioning, summarizing, clarifying and
predicting strategies. Some thought must be made about the text to
provide for instructive purposes during the learning phase. The
ability level of the students should be taken into account before
choosing a challenging text. A daily journal would be helpful to
refer to as students are scaffolding at different rates. Also, at
least one other teacher to collaborate with and debrief
29. Sources:
Carroll, Ann-Martin. (1988) Reciprocal Teaching. Presentation given at the
California Reading Association, San Diego, CA.
Palincsar, A. S. & Brown, A. (1984). Reciprocal Teaching of Comprehension-
Fostering and Comprehension Monitoring Activities. Cognition and
Instruction, 1(2), 117-175.
Walker, B. (1988). Diagnostic Teaching of Reading. Columbus, Ohio: Merrill
Publishing Co.