This document outlines a seminar to teach college students how to write a resume. It includes the course purpose, parameters, schedule, materials, and notes for the trainer. The seminar aims to help students understand the key steps to writing a resume, avoid common mistakes, write a rough draft, and know where to find additional resources. It covers welcoming students, discussing why resume writing is relevant, reviewing the seven steps and examples of good and bad resumes, engaging in critical thinking exercises, and having students complete a rough draft resume.
This document provides instructions for completing pre-work assignments in preparation for a teacher training institute. It outlines 7 assignments to be completed including:
1. Reading the Teaching for Student Achievement guidebook
2. Reading two articles on educational topics
3. Conducting a 4-hour observation visit at a local public school and creating a running record of one class period
4. Writing reflections on the school visit and readings
5. Optional assignment to compile a toolkit of classroom best practices and resources
The goal is to ensure trainees are well prepared for the intensive institute training by providing foundational knowledge on effective teaching practices and exposure to a classroom setting prior to the start of the program.
1. Introduction to Bangladesh income tax provides an overview of the tax structure and income tax system in Bangladesh. It discusses the sources of tax law, scope of income tax, objectives of income tax, and role of income tax in economic development. It also covers important concepts relating to tax including definitions of income, tax rates, tax liability, and significant issues of income tax.
2. The chapter establishes the context for studying income tax by outlining Bangladesh's tax laws and annual budget cycle. It emphasizes that taxation affects both the economy and individuals, and that understanding the tax system is important.
3. Key topics covered in the chapter include sources of tax law, objectives of income tax, definitions and concepts of income,
Lesson plan session five - keeping up to dateRLS-Johnrylands
This document outlines the lesson plan for a session on keeping up to date with current research. The session is divided into sections covering different tools for alerts and updates, including Table of Contents alerts in Zetoc, search alerts in ISI Web of Knowledge, alerts in Google Scholar, discussion lists, following blogs using RSS feeds in Google Reader, and creating groups in Mendeley. For each topic, the lesson plan lists the duration, topic, content to be covered, and teaching method, which generally involves a presentation and hands-on exercises for participants to set up alerts or subscriptions. The session concludes with a question and answer period and review of resources for further help and support.
This document is a syllabus for an English 102 college writing and rhetoric course. It outlines the course goals, which include improving skills in persuasive and expository writing, analyzing texts, developing central ideas, and conducting research. The course will focus on how environments affect identity through assignments analyzing place and identity, research on place and crisis, and a multi-genre project on a University of Idaho space. Requirements include major writing assignments, daily homework, class participation including Socratic discussions on Fridays, and journals. The syllabus provides policies on attendance, late work, technology use, and email communication with the instructor.
This document provides information about the Principles and Practice of Management II course offered by the National Open University of Nigeria. The course is made up of 15 units across 3 modules. It aims to give students an understanding of techniques for managing private and public enterprises. Upon completing the course, students should be able to define management, discuss employee development and satisfaction, explain decision-making stages, and describe the relationship between leadership and power. The document outlines the course materials, units, assignments, examinations, schedule and grading scheme. It provides guidance for students to effectively work through the course.
Lesson plan presentation skills 30th septILRI-Jmaru
The document provides a session plan for a presentation skills workshop. The workshop aims to [1] identify the characteristics of effective presenters, [2] teach the key ingredients of successful presentations, and [3] increase participants' comfort and effectiveness in giving presentations. The plan outlines the activities, timing, facilitator roles, and learner activities for the workshop. It includes introductory exercises, teaching presentation best practices, skills demonstrations, participant presentations with feedback, and an evaluation.
This document provides guidance on lesson planning for information literacy teaching. It discusses writing learning outcomes, creating lesson plans, preparing instructor notes, and creating various types of handouts. Key recommendations include writing student-centered learning outcomes, including essential elements in lesson plans and instructor notes, preparing clear and accessible handouts, and considering learners' skill levels, motivation, preferences, and potential support needs.
This document provides an orientation for an online English course. It outlines the course objectives, which focus on improving writing skills through assignments and feedback. It emphasizes that students need independence, discipline, and ability to follow directions to succeed in an online format. The document details assignment requirements, grading policies, technical requirements, instructor contact information, and important dates. It provides instructions for posting assignments, participating in discussion boards, and getting started on the first unit's work.
This document provides instructions for completing pre-work assignments in preparation for a teacher training institute. It outlines 7 assignments to be completed including:
1. Reading the Teaching for Student Achievement guidebook
2. Reading two articles on educational topics
3. Conducting a 4-hour observation visit at a local public school and creating a running record of one class period
4. Writing reflections on the school visit and readings
5. Optional assignment to compile a toolkit of classroom best practices and resources
The goal is to ensure trainees are well prepared for the intensive institute training by providing foundational knowledge on effective teaching practices and exposure to a classroom setting prior to the start of the program.
1. Introduction to Bangladesh income tax provides an overview of the tax structure and income tax system in Bangladesh. It discusses the sources of tax law, scope of income tax, objectives of income tax, and role of income tax in economic development. It also covers important concepts relating to tax including definitions of income, tax rates, tax liability, and significant issues of income tax.
2. The chapter establishes the context for studying income tax by outlining Bangladesh's tax laws and annual budget cycle. It emphasizes that taxation affects both the economy and individuals, and that understanding the tax system is important.
3. Key topics covered in the chapter include sources of tax law, objectives of income tax, definitions and concepts of income,
Lesson plan session five - keeping up to dateRLS-Johnrylands
This document outlines the lesson plan for a session on keeping up to date with current research. The session is divided into sections covering different tools for alerts and updates, including Table of Contents alerts in Zetoc, search alerts in ISI Web of Knowledge, alerts in Google Scholar, discussion lists, following blogs using RSS feeds in Google Reader, and creating groups in Mendeley. For each topic, the lesson plan lists the duration, topic, content to be covered, and teaching method, which generally involves a presentation and hands-on exercises for participants to set up alerts or subscriptions. The session concludes with a question and answer period and review of resources for further help and support.
This document is a syllabus for an English 102 college writing and rhetoric course. It outlines the course goals, which include improving skills in persuasive and expository writing, analyzing texts, developing central ideas, and conducting research. The course will focus on how environments affect identity through assignments analyzing place and identity, research on place and crisis, and a multi-genre project on a University of Idaho space. Requirements include major writing assignments, daily homework, class participation including Socratic discussions on Fridays, and journals. The syllabus provides policies on attendance, late work, technology use, and email communication with the instructor.
This document provides information about the Principles and Practice of Management II course offered by the National Open University of Nigeria. The course is made up of 15 units across 3 modules. It aims to give students an understanding of techniques for managing private and public enterprises. Upon completing the course, students should be able to define management, discuss employee development and satisfaction, explain decision-making stages, and describe the relationship between leadership and power. The document outlines the course materials, units, assignments, examinations, schedule and grading scheme. It provides guidance for students to effectively work through the course.
Lesson plan presentation skills 30th septILRI-Jmaru
The document provides a session plan for a presentation skills workshop. The workshop aims to [1] identify the characteristics of effective presenters, [2] teach the key ingredients of successful presentations, and [3] increase participants' comfort and effectiveness in giving presentations. The plan outlines the activities, timing, facilitator roles, and learner activities for the workshop. It includes introductory exercises, teaching presentation best practices, skills demonstrations, participant presentations with feedback, and an evaluation.
This document provides guidance on lesson planning for information literacy teaching. It discusses writing learning outcomes, creating lesson plans, preparing instructor notes, and creating various types of handouts. Key recommendations include writing student-centered learning outcomes, including essential elements in lesson plans and instructor notes, preparing clear and accessible handouts, and considering learners' skill levels, motivation, preferences, and potential support needs.
This document provides an orientation for an online English course. It outlines the course objectives, which focus on improving writing skills through assignments and feedback. It emphasizes that students need independence, discipline, and ability to follow directions to succeed in an online format. The document details assignment requirements, grading policies, technical requirements, instructor contact information, and important dates. It provides instructions for posting assignments, participating in discussion boards, and getting started on the first unit's work.
This document outlines a syllabus for a Phonology II course. The course aims to develop students' phonological knowledge and strategies to apply when learning and teaching English. Over the semester, students will identify concepts related to morphology, understand word formation patterns, analyze the origins of words, apply morphological structures, and predict possible morphological problems in English. The course seeks to develop accurate language use by exploring the origins and contexts of words.
This document provides the syllabus for an English 102 college writing and rhetoric course taught by Caitlin Hill. The course is designed to improve students' skills in persuasive and expository writing. It will focus on how environments affect people and what takes place within them. By the end of the course, students should be able to effectively write, analyze, present ideas, develop arguments, conduct research, revise, and provide feedback. There will be four major writing assignments, daily homework, journaling, and optional rough drafts. Students will be graded on a points system, with grades determined by performance on assignments, participation, and can negotiate aspects of assignment rubrics.
Those are the recording of the lessons of my pedagogical practices, are presented with time long, a number of students, and other details of the class; for last it contains my reflections of every session.
This document provides the session plan and materials for a 3-day training module on training management and skills for trainers. The training will review past training experiences, calculate required training volumes based on staffing levels, and develop an annual training calendar. The session plan outlines the daily schedule and objectives. It includes introductions, exercises to identify recurring training issues, self-assessments of communication skills, and lessons on text analysis, calculating training needs, and planning training programs. Participants will work in groups to analyze training needs, calculate required training volumes, and develop the calendar. The training aims to help participants strengthen their skills in training design, management, and delivery.
Objective
The learning objective of the project is to give you the practical experience of designing a compensation structure for an organization, beginning with the actual creation of a business, staffing it, implementing the pay plan, and assessing performance. You will also gain experience in utilizing a project team.
Team Project Tour
Â
HRM 598 help A Guide to career/Snaptutorialwilliamtrumpzz
This document provides instructions for a team project in an HRM course. Students will work in teams of 4-5 people to design a compensation plan for a fictitious organization. The project is divided into four phases: establishing a business, writing job descriptions, collecting market data, and focusing on benefits and budgeting. Teams will submit drafts of each phase throughout the course and a final paper at the end combining all phases. The document outlines grading criteria and expectations for teamwork and participation.
This document provides an orientation for an online English course. It outlines course objectives, materials, requirements and policies. Students will complete writing assignments, provide feedback to peers, and participate in online discussions. The course requires independent work and meeting deadlines. Technical skills and access to a computer are necessary. Key dates are provided, and students are instructed on initial tasks like downloading the syllabus and making course introductions.
This document provides advising information for students at the end of the semester, including evaluating course standing, consulting with professors, planning study time, completing course evaluations, preparing for and taking finals, understanding grading policies like repeats and probation, and registering for next semester. It offers tips for wrapping up the semester strongly and thinking ahead.
This document provides guidance and examples for train-the-trainer programs for FDA regulated companies. It includes an introduction explaining the purpose and how to use the guidebook. The bulk of the document consists of examples and templates for developing training programs, including training plans, procedures, documentation, and assessments. It also includes sections on adult learning theory, developing training materials, conducting on-the-job training, assessing techniques, and using job aids to complement training. The document aims to improve training effectiveness by providing systematic training techniques and skills for subject matter experts conducting one-on-one or small group training.
The document provides guidance for coaches on teaching skills to young ice hockey players. It discusses the importance of teaching technical skills effectively to develop players and help them enjoy the game. It also emphasizes that practices should be fun, challenging, and promote success and positive self-esteem in players. The document outlines key steps coaches should take to demonstrate and explain new skills, including breaking down skills, planning explanations, involving players in active practice, and providing feedback to guide improvement. The overall aim is to progressively teach skills from basic to more advanced.
This document outlines classroom procedures and expectations for a technology education course. It addresses seven common questions students have on the first day, including where to sit, who the teacher is, classroom rules, grading policies, and what assignments will be required. The procedures cover entering and exiting the classroom, turning in assignments, participating in discussions, getting help, and dismissing class. Students are expected to follow the outlined procedures to have an orderly classroom environment and be successful in the course. Consequences are provided for not meeting expectations.
This document provides guidance for students taking part-time MBA courses at GLOBIS. It outlines basic rules for learning, teaching styles used, and guidelines for class preparation. It also details how to access course schedules and materials, use the student portal and class mailing lists, and rules for assignments, substitute classes, leaves of absence, and post-course processes like grades and certificates. The document is a comprehensive guide for all aspects of taking a course as a part-time MBA student at GLOBIS.
This document provides information for students on the Developing Skills for Business module, including:
- An introduction to the module aims and teaching staff.
- An overview of the topics covered in the module and learning outcomes.
- The weekly schedule, locations, and teaching staff.
- Details on the two assessments: a portfolio and online reflective blog.
- Information on deadlines, submissions, and referrals.
- A references list of recommended resources for the module.
This document provides information for students on the Developing Skills for Business module, including:
- An introduction to the module aims and teaching staff.
- An overview of the topics covered in the module and learning outcomes.
- The weekly timetable and location of classes.
- Details of the two assessments for the module - a portfolio and online reflective blog.
- Information on referrals for assessments not completed or passed.
- A references list of suggested reading materials.
This document provides information for students on the Developing Skills for Business module, including:
- An introduction to the module aims and teaching staff.
- An overview of the topics covered in the module and learning outcomes.
- The weekly timetable and location of classes.
- Details of the two assessments for the module - a portfolio and online reflective blog.
- Information on referrals for assessments not completed or passed.
- A references list of suggested reading materials.
DLLE- DACEE - THE POWER WHEN YOU GET PLUS TENhumzanama
THERE ARE SOMETHINGS WHICH ARE MADE FOR GENERATIONS TO READ
WE THANK AYUSHI AND DIVYA WHO HAVE MADE THIS PPT,
WHICH WILL BE USED AS A REFERENCE FOR THE NUMBER OF YEARS TO COME, TILL DACEE REMAINS IN THIS COLLEGE :)
This document provides information about the Developing Skills for Business module for the 2019/20 academic year at Liverpool John Moores University. It outlines the module content, learning outcomes, weekly topics, assessment details, and teaching staff contact information. Students will develop skills in finding and evaluating information, academic writing, reflection, and creating an online blog. The module is assessed through a two-part portfolio and an online reflective blog. Students will receive ongoing feedback to support their learning and progress.
This document provides information about the Developing Skills for Business module for the 2019/20 academic year at Liverpool John Moores University. It outlines the module's teaching staff, learning outcomes, weekly topics, timetable, and assessments. Students will develop skills in finding and evaluating information, academic writing, reflection, and creating an online blog. The module is assessed through a two-part portfolio and an online reflective blog. It aims to provide students with personal, academic, and professional skills to succeed in their current and future studies and careers.
EUR-ACE Accreditation and informationn gathering : PORTFOLIO DESIGN .pptxMezhoudiNesrine
The document discusses accreditation portfolios and their contents. An accreditation portfolio contains evidence that demonstrates an academic program meets accreditation standards. It includes course syllabi, materials, assessments, evaluations and other documentation for individual courses. The portfolio checklist outlines all required components for each course, such as exams, assignments, solutions, student samples and evaluation forms. Learning outcomes must be written to clearly articulate the skills and knowledge students will gain. Faculty are expected to submit high quality, complete portfolios and continuously improve courses based on assessment results and recommendations.
This document provides information for students taking the Developing Skills for Business module. It outlines the module contents and assessments. Over 12 weeks, students will develop skills in finding and evaluating information, academic writing, reflection, and creating an online blog. The module aims to help students excel as learners and in their careers. Students must complete two assessments: a 1000-word portfolio on information skills and a reflective online blog equivalent to 2500 words. The portfolio involves summarizing sources and comparing articles, while the blog requires weekly reflections. Feedback and grades will be provided through the university's online learning system.
The document provides an overview of a teacher professional development workshop covering topics like digital storytelling, copyright guidelines, and creating a teacher website. It includes instructions for various activities like recording narration using Audacity, collecting images while following copyright rules, and components of an effective teacher website. Teachers are encouraged to set professional development goals and evaluate their skills using the ProfilerPro tool based on national NETS-T technology standards for educators.
This document outlines a syllabus for a Phonology II course. The course aims to develop students' phonological knowledge and strategies to apply when learning and teaching English. Over the semester, students will identify concepts related to morphology, understand word formation patterns, analyze the origins of words, apply morphological structures, and predict possible morphological problems in English. The course seeks to develop accurate language use by exploring the origins and contexts of words.
This document provides the syllabus for an English 102 college writing and rhetoric course taught by Caitlin Hill. The course is designed to improve students' skills in persuasive and expository writing. It will focus on how environments affect people and what takes place within them. By the end of the course, students should be able to effectively write, analyze, present ideas, develop arguments, conduct research, revise, and provide feedback. There will be four major writing assignments, daily homework, journaling, and optional rough drafts. Students will be graded on a points system, with grades determined by performance on assignments, participation, and can negotiate aspects of assignment rubrics.
Those are the recording of the lessons of my pedagogical practices, are presented with time long, a number of students, and other details of the class; for last it contains my reflections of every session.
This document provides the session plan and materials for a 3-day training module on training management and skills for trainers. The training will review past training experiences, calculate required training volumes based on staffing levels, and develop an annual training calendar. The session plan outlines the daily schedule and objectives. It includes introductions, exercises to identify recurring training issues, self-assessments of communication skills, and lessons on text analysis, calculating training needs, and planning training programs. Participants will work in groups to analyze training needs, calculate required training volumes, and develop the calendar. The training aims to help participants strengthen their skills in training design, management, and delivery.
Objective
The learning objective of the project is to give you the practical experience of designing a compensation structure for an organization, beginning with the actual creation of a business, staffing it, implementing the pay plan, and assessing performance. You will also gain experience in utilizing a project team.
Team Project Tour
Â
HRM 598 help A Guide to career/Snaptutorialwilliamtrumpzz
This document provides instructions for a team project in an HRM course. Students will work in teams of 4-5 people to design a compensation plan for a fictitious organization. The project is divided into four phases: establishing a business, writing job descriptions, collecting market data, and focusing on benefits and budgeting. Teams will submit drafts of each phase throughout the course and a final paper at the end combining all phases. The document outlines grading criteria and expectations for teamwork and participation.
This document provides an orientation for an online English course. It outlines course objectives, materials, requirements and policies. Students will complete writing assignments, provide feedback to peers, and participate in online discussions. The course requires independent work and meeting deadlines. Technical skills and access to a computer are necessary. Key dates are provided, and students are instructed on initial tasks like downloading the syllabus and making course introductions.
This document provides advising information for students at the end of the semester, including evaluating course standing, consulting with professors, planning study time, completing course evaluations, preparing for and taking finals, understanding grading policies like repeats and probation, and registering for next semester. It offers tips for wrapping up the semester strongly and thinking ahead.
This document provides guidance and examples for train-the-trainer programs for FDA regulated companies. It includes an introduction explaining the purpose and how to use the guidebook. The bulk of the document consists of examples and templates for developing training programs, including training plans, procedures, documentation, and assessments. It also includes sections on adult learning theory, developing training materials, conducting on-the-job training, assessing techniques, and using job aids to complement training. The document aims to improve training effectiveness by providing systematic training techniques and skills for subject matter experts conducting one-on-one or small group training.
The document provides guidance for coaches on teaching skills to young ice hockey players. It discusses the importance of teaching technical skills effectively to develop players and help them enjoy the game. It also emphasizes that practices should be fun, challenging, and promote success and positive self-esteem in players. The document outlines key steps coaches should take to demonstrate and explain new skills, including breaking down skills, planning explanations, involving players in active practice, and providing feedback to guide improvement. The overall aim is to progressively teach skills from basic to more advanced.
This document outlines classroom procedures and expectations for a technology education course. It addresses seven common questions students have on the first day, including where to sit, who the teacher is, classroom rules, grading policies, and what assignments will be required. The procedures cover entering and exiting the classroom, turning in assignments, participating in discussions, getting help, and dismissing class. Students are expected to follow the outlined procedures to have an orderly classroom environment and be successful in the course. Consequences are provided for not meeting expectations.
This document provides guidance for students taking part-time MBA courses at GLOBIS. It outlines basic rules for learning, teaching styles used, and guidelines for class preparation. It also details how to access course schedules and materials, use the student portal and class mailing lists, and rules for assignments, substitute classes, leaves of absence, and post-course processes like grades and certificates. The document is a comprehensive guide for all aspects of taking a course as a part-time MBA student at GLOBIS.
This document provides information for students on the Developing Skills for Business module, including:
- An introduction to the module aims and teaching staff.
- An overview of the topics covered in the module and learning outcomes.
- The weekly schedule, locations, and teaching staff.
- Details on the two assessments: a portfolio and online reflective blog.
- Information on deadlines, submissions, and referrals.
- A references list of recommended resources for the module.
This document provides information for students on the Developing Skills for Business module, including:
- An introduction to the module aims and teaching staff.
- An overview of the topics covered in the module and learning outcomes.
- The weekly timetable and location of classes.
- Details of the two assessments for the module - a portfolio and online reflective blog.
- Information on referrals for assessments not completed or passed.
- A references list of suggested reading materials.
This document provides information for students on the Developing Skills for Business module, including:
- An introduction to the module aims and teaching staff.
- An overview of the topics covered in the module and learning outcomes.
- The weekly timetable and location of classes.
- Details of the two assessments for the module - a portfolio and online reflective blog.
- Information on referrals for assessments not completed or passed.
- A references list of suggested reading materials.
DLLE- DACEE - THE POWER WHEN YOU GET PLUS TENhumzanama
THERE ARE SOMETHINGS WHICH ARE MADE FOR GENERATIONS TO READ
WE THANK AYUSHI AND DIVYA WHO HAVE MADE THIS PPT,
WHICH WILL BE USED AS A REFERENCE FOR THE NUMBER OF YEARS TO COME, TILL DACEE REMAINS IN THIS COLLEGE :)
This document provides information about the Developing Skills for Business module for the 2019/20 academic year at Liverpool John Moores University. It outlines the module content, learning outcomes, weekly topics, assessment details, and teaching staff contact information. Students will develop skills in finding and evaluating information, academic writing, reflection, and creating an online blog. The module is assessed through a two-part portfolio and an online reflective blog. Students will receive ongoing feedback to support their learning and progress.
This document provides information about the Developing Skills for Business module for the 2019/20 academic year at Liverpool John Moores University. It outlines the module's teaching staff, learning outcomes, weekly topics, timetable, and assessments. Students will develop skills in finding and evaluating information, academic writing, reflection, and creating an online blog. The module is assessed through a two-part portfolio and an online reflective blog. It aims to provide students with personal, academic, and professional skills to succeed in their current and future studies and careers.
EUR-ACE Accreditation and informationn gathering : PORTFOLIO DESIGN .pptxMezhoudiNesrine
The document discusses accreditation portfolios and their contents. An accreditation portfolio contains evidence that demonstrates an academic program meets accreditation standards. It includes course syllabi, materials, assessments, evaluations and other documentation for individual courses. The portfolio checklist outlines all required components for each course, such as exams, assignments, solutions, student samples and evaluation forms. Learning outcomes must be written to clearly articulate the skills and knowledge students will gain. Faculty are expected to submit high quality, complete portfolios and continuously improve courses based on assessment results and recommendations.
This document provides information for students taking the Developing Skills for Business module. It outlines the module contents and assessments. Over 12 weeks, students will develop skills in finding and evaluating information, academic writing, reflection, and creating an online blog. The module aims to help students excel as learners and in their careers. Students must complete two assessments: a 1000-word portfolio on information skills and a reflective online blog equivalent to 2500 words. The portfolio involves summarizing sources and comparing articles, while the blog requires weekly reflections. Feedback and grades will be provided through the university's online learning system.
The document provides an overview of a teacher professional development workshop covering topics like digital storytelling, copyright guidelines, and creating a teacher website. It includes instructions for various activities like recording narration using Audacity, collecting images while following copyright rules, and components of an effective teacher website. Teachers are encouraged to set professional development goals and evaluate their skills using the ProfilerPro tool based on national NETS-T technology standards for educators.
Altamaha Technical College Faculty annual performance evaluation ScottTrafica...Scott Traficante
The instructor's performance evaluation covers the period from July 1, 2013 to June 30, 2014. Overall, the instructor exceeded expectations in the areas of program promotion, planning, and management. The instructor also exceeded expectations for instructional process and effectiveness. However, the evaluation noted the instructor needs improvement in professionalism and working scheduled hours. Specifically, the instructor has been late to work and misses lunch breaks regularly.
Design For InstructionTeacher will now design the instruction LinaCovington707
Design For Instruction
Teacher will now design the instruction for the learning goals provided in previous chapter. How will you teach the learning goals you have designed
The following will be discussed At this point you have administered the pre-assessment
Remember to include charts to report the findings of the pre assessment
Page length 3 + visual organizer
Pre Assessment Results
Don’t forget to label your responses using subheadings in the TWS outline
Discuss what your pre-assessment scores revealed about your students
You could discuss but is not limited to:
Range of scores for each student showing percentages
Be specific about what learning goals you are using ( Question 10, & 12 addressed LG 2 that showed a low percentage (12%) of students that mastered
Use charts to show the results/ could show graph for each learning goal
Restate learning goals as you discuss results
Show target performance set for each learning goal
Show lowest and highest mastery of each goal
Show graph with mastery of each question for each student
Remember your sub headings are
Results of pre- assessment ( discussed on the first few pages)
Unit Overview- discuss what your unit will include (you may use your outline here of your unit. Explain your unit and alignment with goals. List topics for each day. Include activity for each day
Activities – what activities will you use for each unit. Discuss and explain/ Review page 10 of TWS to include explanation of activity
Technology – What technology will you use for this unit
MUST HAVE
Analyzed descriptions of student performance
Activities linked to learning goals
Identify patterns of student performance
Show activity you are doing each day
Use visual organizer
Describe a minimum of 3 activities using a variety of instructional strategies
Analyze student performance related to the goals
Show how you will score assessments
Show how activity relates to goals
What materials are needed for activity
Can use scoring rubrics, observation, checklist, rating scales ect.
How will you check on student progress
Instructional Decision-Making FIVE
Describe Modifications
Give 2 examples of when student learning or response caused you to modify your lesson
Describe in detail the activity that you modified and why
Explain why you thought this would improve student learning of
the goal. Explain in detail
Give a second example of when a student’s learning or response
caused you to modify the lesson. Explain in detail
Suggested page length 3-4 pages
Review page 13 TWS
Analysis of Student Learning
Teacher uses assessment data to profile student learning giving information about student achievement
Now you will analyze data
Show performance of whole class, subgroups and individual students
Conclusions will be drawn in Factor 7
Focus student achievement
Subheadings
Whole Cl ...
This document provides an instructional plan for a course on budgeting and finance for young adults. The plan includes an assessment of needs, instructional goals and objectives, assessments, learner characteristics, delivery methods, resources, implementation timeline, and evaluation strategies. The course aims to teach students how to manage a household budget, open and use a bank account, and understand basic banking and financial concepts.
Day 3_Session II_Using the Reach for College curriculum in your classroomReach for College!
This document provides information about a College Readiness Institute session on using the Reach for College curriculum. It outlines objectives of the session, including learning how the curriculum can supplement standards, understanding how it can be infused into classroom work, and learning strategies to help students set goals. Several classroom-tested strategies are then described, such as using the curriculum to supplement reading standards, implementing goal-setting activities, and building vocabulary and note-taking skills. Sample topics, activities, and lessons from the Reach for College textbooks are also summarized.
Day 3_Session II_Using the RFC curriculum in your classroomReach for College!
The document provides an overview of a session on using the Reach for College! curriculum to supplement classroom work and improve college and career readiness. It outlines objectives to learn how the curriculum enhances standards, classroom strategies to set goals and work toward them, and gives several specific lesson plans tested in classrooms incorporating the curriculum, such as setting goals, researching careers online, and creating a vision board.
This document provides instructions for an assignment requiring participants to present a 15-minute "micro-lesson" to be evaluated by colleagues. Participants are asked to design a brief lesson excerpt focusing on a particular teaching method or element. The lesson should have clear objectives and utilize appropriate materials and support. Observers will provide feedback based on a rubric assessing preparation, delivery, content, and use of materials. Participants must also submit a full lesson plan to be implemented and presented in part during a future session.
Students must complete two vocational tasks in different specialisms over the two year program. Tasks should demonstrate cross-curricular learning and applications in math, IT, and other elements. Vocational Task 1 is assessed at the end of the first year and Task 2 at the end of the second year. Students must provide evidence of completing the task, such as a product or report, and will participate in a 5 minute minimum interview to discuss their work. Tasks will be assessed based on planning, engagement, reflection, integration of learning, and communication skills.
Edu 650 Massive Success / snaptutorial.comNorrisMistrym
Choose a class you teach or one you hope to teach in the future and describe your classroom management plan. Because a classroom management plan refers to the things that a teacher does to organize students’ time, space, and materials so that instruction and student learning can effectively take place, your plan should discuss these factors and demonstrate your ability to create a climate conducive to learning. Your plan should also establish high expectations for student behavior and learning. At a minimum, your plan should do the following:
1. Explain the goal of the plan, including the grade
The document provides information about structuring a training process, including developing learning objectives and lesson plans. It includes an example lesson plan for a course on basic instruction skills for new trainers. The lesson plan covers developing learning objectives, explaining the components and structure of an effective lesson plan, and different training techniques. It aims to help participants understand how to develop well-structured training programs and teach them effectively.
This document provides a learning guide for the unit Methods 2B: PDHPE 2Y. It outlines six learning outcomes for the unit and two assessments. Assessment 1 involves designing an assessment schedule, task outlines, and rubrics worth 50% of the grade. It is due in Week 4. Assessment 2 involves participating in a testing workshop during Weeks 7 and 8 worth 50% and assessing outcomes 1-6. The guide also provides contact information for academic staff and a schedule of teaching activities.
Similar to Resume for recent college graduate (20)
1. [TYPE THE COMPANY NAME]
How to write a
Resume : College
Students
Trainer Guide
Christina Barnett
10/17/2015
Thisseminarisan interactionbetweentrainerandtrainee tolearnreal life application
skillsandusingthe following material traincollege studentstoprepare forthe
workingworld.
2. October 17,
2015 HOW TO WRITE A RESUME : COLLEGE STUDENTS
~ 2 ~
Table of Contents
Course Purpose .........................................................................................................3
Course Parameters..................................................................................................4
Special Notes for Trainers....................................................................................5
Detailed Course Outline and Schedule.....................................................................6-9
Instructor Training Materials.................................................................................. 10
List of Resources.................................................................................................6
3. October 17,
2015 HOW TO WRITE A RESUME : COLLEGE STUDENTS
~ 3 ~
Course Purpose
For College students to be able to write a basic resume from the steps
and samples addressed in this seminar and to avoid common problems
in writing resumes.
The Students will have the knowledge and skills too:
1. Understand why they need to learn the seven key steps to writing a resume
2. Be able to recognize common mistakes in resumes and avoid them
3. Learn critical thinking questions to ask when writing a rough draft
4. Utilize the many resources that can continue the education of the subject of
resume writing as the students gain work experience and other life skills.
4. October 17,
2015 HOW TO WRITE A RESUME : COLLEGE STUDENTS
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Course Title Resume writing for College Students
Course Length 4 Hours (1/2 day)
Course Objective At the end of the Seminar the students should be
able to:
1. Understand why they should start thinking
about writing resumes
2. Be able to avoid common mistakes in
resume writing
3. Follow a simple 7 step method to writing a
resume
4. Be able to ask themselves critical thinking
questions in critiquing their own resume
5. Write a rough draft resume
6. Know where to look for more resources
Target Audience College Students
Prerequisites Attend College
Room Arrangement Traditional class room setting, where desks are
facing the trainer and board with space for the
trainer to walk around to engage and observe
students.
Materials/Equipment 1. Document Camera, Pull down projector
screen
2. White Board, Colorful Markers
3. Timer on phone
4. Course Handouts, which consist of the 7
steps for resume writing, paper for students
to draft their resume, An additional
resources list
5. Examples of good and bad resumes, Sample
Questions to ask before students send their
resume’s, introduction, graph images.
6. Pens for students to write with
7. Evaluation Materials, questionnaire
Evaluation/
Assignments
Completion of a rough draft resume and trainer
evaluation form.
Facilitator Christina Barnett who is currently a student of the
Applied Technology and Performance
Improvement Bachelor program at the University
of North Texas.
5. October 17,
2015 HOW TO WRITE A RESUME : COLLEGE STUDENTS
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Notes for Trainer
CHECK LIST OF SUPPLIES
1. Document Camera for use with a pull down projector screen.
2. White board with colorful markers.
STUDENT HANDOUTS
ONE OF EACH OF THE FOLLOWING:
The Seven Key Steps to Writing a Resume
Blank piece ofpaper
An example outline ofa Resume
An Additional Resource list for Further learning
FACILITATOR’S PACKAGE / VISUAL AIDS
1. Trainer guide
2. A Folder containing:
a. Student Hand outs
b. Examples ofGood Resumes and Bad resumes
c. Sample list ofquestions to ask when critiquing resume
d. Trainer/Class evaluationforms
e. Your personal introduction
f. Survey Graphs on college students and resumes.
ROOM ARRANGEMENT
1. Classroom tables and chairs faced toward the Instructor and projectionspot
2. Pull down Screen that can be pulled over white board and document camera at the front ofthe room
3. Simple teacher like desk offto the side ofthe front of the room.
ADVANCED PREPERATION
Make sure to get a list ofhow many students will be attending to ensure that you have enough hand outs
and writing materials.
Double check that the room you are using has the projection devices and are working.
Review the Course Schedule and learning agenda’s to ensureyou have a feel for the timing.
Make sure you have a timer for the 5 minute break on your phone.
Write down a few fun facts about yourselfto share and how learning this skillhelped you.
Bring a fun and positive disposition.
6. October 17,
2015 HOW TO WRITE A RESUME : COLLEGE STUDENTS
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COURSE OUTLINE
8:00AM – 9:00AM SEGEMENT 1
TIME OBJECTIVES ACTIVITIES
/TRAINING
METHODS
MATERIALS
8:00AM
40 Minutes
Welcome/
Introductions
Training
Overview
(Quadrant 1)
Go over
1. Course
objectives
2. Training
schedule
3. student
materials
4. Questions
Welcome
participants and
Facilitator
Introductions
Review course
purpose
Write an
overview time
table of training
schedule
Pass out student
materials
Ask if the
participants have
any questions.
White board and
dry erase board
Student hand
outs
8:40AM
20 Minutes
(Quadrant 2)
1. Why it’s a
relevant
skill.
2. Show
Graph
Read your
personal
introduction on
how this skill
helped you.
Explain the
graph and then
discuss with the
learners.
Instructor story
Graph of survey
results at Rutgers
University on
Students who
have resumes
(by academic
year)
7. October 17,
2015 HOW TO WRITE A RESUME : COLLEGE STUDENTS
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9:00AM – 10:00AM SEGMENT 2
TIME OBJECTIVES ACTIVITIES
/TRAINING
METHODS
MATERIALS
9:00AM
30 Minutes
The Seven Steps
to writing a
Resume
(Quadrant 2)
1. Go over
the 7
steps to
Writing a
resume
Review each step
and their
descriptions
Documentation
camera and
Student hand out
‘The seven Key
Steps to Writing
a resume’
9:20AM
30 Minutes
(Quadrant 2)
1. Connect
the 7
steps to
college
students
2.
1. Expand
on the
seven
steps
concepts
and
explain
how
each can
be used
for
College
students.
Visual aids
Used on
Document
Camera. (shown
as you introduce)
8. October 17,
2015 HOW TO WRITE A RESUME : COLLEGE STUDENTS
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10:00AM – 11:00AM SEGMENT 3
TIME OBJECTIVES ACTIVITIES
/TRAINING
METHODS
MATERIALS
10:00AM
10 Minutes
Break To give
students a
moment to
process
material,
formulate
questions and
take care of
personal
business
10:10AM
20 Minutes
Show Examples
of Good and Bad
resumes
(Quadrant 2)
Expose students
to sample
resumes
Show examples of
Resumes:
1. First show
a bad
example of
the resume
2. Then show
a good
example of
the same
resume
Discuss the
differences
Visual Aids
shown on
Document
Projector from
Instructor Folder
10:30 AM
30 Minutes
Critical
Thinking and
Resources
(Quadrant 3)
1.Critical thinking
2. List of
Resources to
continue learning
1. Go over
questions
students
can ask
to make
sure their
resumes
flow
well.
2. Go over
list of
additional
resources
Then use the
White board to
write out each
questions
Student Hand
out- Additional
reading materials
for Resume
Building.
9. October 17,
2015 HOW TO WRITE A RESUME : COLLEGE STUDENTS
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11:00 AM- 12:00AM SEGMENT 4
TIME OBJECTIVES ACTIVITIES
/TRAINING
METHODS
MATERIALS
11:00 AM
45 Minutes
Application of
Concepts
(Quadrant 4)
Have Students
Complete a
Rough Draft
Resume
Students will
apply the
knowledge to
writing a rough
draft resume and
the instructor will
walk around the
class room to be
accessible for
questions and
guidance.
Blank paper
and pen
Student Handouts
Instructor
Knowledge
Questions on
White Board
11:45 AM Training
Evaluation
Pass out
Evaluation
questionnaire
and have
students drop
off at the
teachers desk
Course
Evaluation
Questionnaire
11. October 17,
2015 HOW TO WRITE A RESUME : COLLEGE STUDENTS
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CHRISTINA BARNETT
[Street Address] | [City, ST ZIP Code] | [Phone Number] | [E-mail Address]
OBJECTIVE
[An entry-level marketing or management position with a medium-sized business.]
EDUCATION
[Bachelor of Science, Business Administration]
[State College, Oakhill]
[Expected June 2007]
[Major: Management]
[Minor: Marketing]
[Related course work: Personnel management, business management, business ethics,business
law, macroeconomics, statistics,marketing, and sales.]
SKILLS & ABILITIES
[Management]
[Developed and implemented new fundraising program for socialfraternity, which brought in
more than $1,500 for local charity.]
[Worked with local and nationalalumni chapters to coordinatechapter house expansion,
including negotiating a construction contractand schedule.]
[Organized and communicated to chapter alumnia house expansion fundraising program, which
to date has brought in enough to cover 50% of expansion costs.]
[Managed chapter house finances for two years, including collecting dues and paying bills.]
[Sales]
[Led campus newspaper advertising staffthree consecutive years for mnost advertising dollars
generated.]
[Organized and implemented advertising promotion, which increased number ofadvertisers by
45%.]
[Communication]
[Presented monthly financial reports to chapter members and quarterly reports to national
headquarters.]
[Leadership]
[Served as fraternity president, business manager, and social chairman.]
Named to [Organization name.]
EXPERIENCE
[Advertising Manager]
[State College Student News]
[Start Date]to [End Date]
[Responsible for page and classified advertising sales and
promotions.]
{Organized and implemented severalsuccessful advertising
promotions, which cumulatively increased ad revenueby 65%.]
[Server]
[Oakhill Pub]
[Start Date] to [End Date]
[Provided excellent table serviceand fostered guest satisfaction
in fast-paced restaurantand bar. ]
12. October 17,
2015 HOW TO WRITE A RESUME : COLLEGE STUDENTS
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Additional Resources:
Marcus, J. (2003). The resume makeover: 50 common problems with resumes and
cover letters--and how to fix them. New York: McGraw-Hill.
Pophal, L., & Schuman, N. (2013). The everything resume book: From using
social media to choosing the right keywords, all you need to have a resume that
stands out from the crowd! (4th ed.). Avon, Mass.: Adams Media.
Rutgers University Camden Survey (N.d.) % Students Who Have Resume (by Academic Year) [Data File]. Retrieved
from http://rucsurvey.tripod.com/id11.html
Weber, K., & Kaplan, R. (2001). The insider's guide to writing the perfect
resume. Lawrenceville, NJ: Peterson's.