Romi novriadi balai perikanan budidaya laut batam idea abaout graduated school
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Graduate school is known to be much more intensive than undergraduate work, so it is important that students develop good time management skills. We know that in graduate study, there are so many assignments, project work, appointment with professor or instructor. Therefore, the application of Higher Levels of Thinking (HOTs) are more important than Lower level of thinking (LOTs). HOTS require that we apply the facts that we learn. These skills are commonly defined based on Bloom's Taxonomy, which examines and categorizes different levels of thinking and HOTS include with: analysis, evaluation and creation In order to promote HOTS, graduate students must not only have a basic knowledge and comprehension of concepts but be able to apply what they are learning through an activities. Critical reading involves presenting a reasoned argument that evaluates and analyses what you have read. Being critical, therefore - in an academic sense - means advancing your understanding, not not to find fault, but also want to assess the strength of the evidence and the argument. Group projects can help students develop a host of skills that are increasingly important in the professional world. Positive group experiences have been shown to contribute to student learning, improve the communication skills, discussion, solve the problem and support the succesfull study, especially in the graduate study The new skills and knowledge that you gain from your graduate education can improve your ability to do your best in work and obtained a better position, means that you will have more opportunities to improve your career
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Lecture 4
1. Needs analysis involves gathering information about the target needs of learners as well as their learning needs. It determines what language is needed for a target situation and how learners can acquire that language.
2. Target needs refer to what language is necessary for learners to function effectively in their field or profession. Learning needs consider how learners currently learn and what resources are available to support their language acquisition.
3. Performing a needs analysis involves collecting data through questionnaires, interviews, observation, and consultation to understand the target situation, learners, learning environment, and how the ESP course can meet both target and learning needs. It is an ongoing process that requires negotiating different perspectives.
Needs analysis In ESP
Needs Analysis which is a very important step , where it is analyzed that what students need and how that need is fulfilled .
Esp course
The document outlines an ESP course for banking staff that was designed based on a needs analysis. A questionnaire was distributed to 9 banking employees and an interview was conducted with a bank manager. The needs analysis found that staff needed to improve their speaking and writing skills for tasks like answering phones, giving presentations, and writing letters and emails. Accordingly, the proposed 7-week ESP course focuses on these skills, with the first 4 weeks on speaking and the remaining 5 weeks on writing. The course plan and design details how each week's learning outcomes and tasks will address the identified language needs.
Needs analysis - Hikmah, Hukma, Wafa
This document discusses needs analysis for language learning. It defines needs analysis as the systematic collection of information about learners' language needs and the contexts in which the language will be used. The document outlines the purpose of needs analysis, including determining appropriate curricula and identifying skills gaps. It discusses who conducts needs analysis and how, through methods like interviews, questionnaires, and collecting language samples. The conclusion emphasizes that good needs analysis uses multiple data collection tools from various perspectives to fully understand changing needs over time and inform course design.
Needs analysis (ESP Course)
This document discusses English for Specific Purposes and the process of needs analysis to identify performance requirements and gaps in what is required versus present abilities. It outlines the steps in needs analysis, including deciding the objects of analysis, selecting data collection methods/instruments, collecting and analyzing data, and using the results to design courses and syllabi. Some methods of needs analysis mentioned are entry tests, class observations, questionnaires, interviews, and learner diaries. The document also discusses pedagogical, sociological, linguistic, and psychological considerations in needs analysis. It concludes by asking students to bring information on the group they will work with to start designing a needs analysis instrument.
Evaluation in ESP
This document discusses evaluation in ESP (English for Specific Purposes) courses. It covers:
1. Why evaluation is important in ESP - ESP courses have specific objectives and learners/sponsors want to see a return on their investment, requiring accountability.
2. The two levels of evaluation - learner assessment and course evaluation. Learner assessment ensures students are learning effectively, while course evaluation establishes if the course is meeting its aims.
3. Aspects of course evaluation - what should be evaluated, how it can be done, who should be involved, and when it should take place. Getting feedback from learners, teachers and sponsors is important.
Stages of ESP Course Design Identifying and Conducting Steps of Needs Assessment
The document discusses different approaches to designing ESP (English for Specific Purposes) courses:
- Language-centred course design draws a direct connection between an analysis of a target situation and course content.
- Skill-centred course design is based on the skills and strategies underlying any language behavior that learners use.
- A learning-centred approach considers the learner's needs and situation at every stage of course design and implementation.
It also outlines steps for conducting a needs assessment, including defining objectives, selecting an audience, collecting and analyzing data, and following up. Common data collection methods include surveys, interviews, focus groups, and working groups.
Esp
The document discusses a study on alternative assessment methods in ESP courses. It investigated students' perceptions of various class activities and introduced self-evaluation. Survey results showed students generally found writing vocabulary definitions, classroom discussions, and formal testing beneficial. However, opinions varied on summaries, creative tasks, and presentations. The study aims to help teachers better evaluate students' skills and knowledge through alternative assessment like portfolios and self-reflection.
Recommended
Lecture 4
1. Needs analysis involves gathering information about the target needs of learners as well as their learning needs. It determines what language is needed for a target situation and how learners can acquire that language.
2. Target needs refer to what language is necessary for learners to function effectively in their field or profession. Learning needs consider how learners currently learn and what resources are available to support their language acquisition.
3. Performing a needs analysis involves collecting data through questionnaires, interviews, observation, and consultation to understand the target situation, learners, learning environment, and how the ESP course can meet both target and learning needs. It is an ongoing process that requires negotiating different perspectives.
Needs analysis In ESP
Needs Analysis which is a very important step , where it is analyzed that what students need and how that need is fulfilled .
Esp course
The document outlines an ESP course for banking staff that was designed based on a needs analysis. A questionnaire was distributed to 9 banking employees and an interview was conducted with a bank manager. The needs analysis found that staff needed to improve their speaking and writing skills for tasks like answering phones, giving presentations, and writing letters and emails. Accordingly, the proposed 7-week ESP course focuses on these skills, with the first 4 weeks on speaking and the remaining 5 weeks on writing. The course plan and design details how each week's learning outcomes and tasks will address the identified language needs.
Needs analysis - Hikmah, Hukma, Wafa
This document discusses needs analysis for language learning. It defines needs analysis as the systematic collection of information about learners' language needs and the contexts in which the language will be used. The document outlines the purpose of needs analysis, including determining appropriate curricula and identifying skills gaps. It discusses who conducts needs analysis and how, through methods like interviews, questionnaires, and collecting language samples. The conclusion emphasizes that good needs analysis uses multiple data collection tools from various perspectives to fully understand changing needs over time and inform course design.
Needs analysis (ESP Course)
This document discusses English for Specific Purposes and the process of needs analysis to identify performance requirements and gaps in what is required versus present abilities. It outlines the steps in needs analysis, including deciding the objects of analysis, selecting data collection methods/instruments, collecting and analyzing data, and using the results to design courses and syllabi. Some methods of needs analysis mentioned are entry tests, class observations, questionnaires, interviews, and learner diaries. The document also discusses pedagogical, sociological, linguistic, and psychological considerations in needs analysis. It concludes by asking students to bring information on the group they will work with to start designing a needs analysis instrument.
Evaluation in ESP
This document discusses evaluation in ESP (English for Specific Purposes) courses. It covers:
1. Why evaluation is important in ESP - ESP courses have specific objectives and learners/sponsors want to see a return on their investment, requiring accountability.
2. The two levels of evaluation - learner assessment and course evaluation. Learner assessment ensures students are learning effectively, while course evaluation establishes if the course is meeting its aims.
3. Aspects of course evaluation - what should be evaluated, how it can be done, who should be involved, and when it should take place. Getting feedback from learners, teachers and sponsors is important.
Stages of ESP Course Design Identifying and Conducting Steps of Needs Assessment
The document discusses different approaches to designing ESP (English for Specific Purposes) courses:
- Language-centred course design draws a direct connection between an analysis of a target situation and course content.
- Skill-centred course design is based on the skills and strategies underlying any language behavior that learners use.
- A learning-centred approach considers the learner's needs and situation at every stage of course design and implementation.
It also outlines steps for conducting a needs assessment, including defining objectives, selecting an audience, collecting and analyzing data, and following up. Common data collection methods include surveys, interviews, focus groups, and working groups.
Esp
The document discusses a study on alternative assessment methods in ESP courses. It investigated students' perceptions of various class activities and introduced self-evaluation. Survey results showed students generally found writing vocabulary definitions, classroom discussions, and formal testing beneficial. However, opinions varied on summaries, creative tasks, and presentations. The study aims to help teachers better evaluate students' skills and knowledge through alternative assessment like portfolios and self-reflection.
M E T H O D O L O G Y E V A L U A T I O N
This file provides English teachers with useful methods for their classes and also for the assessment of them.
Esp
This document outlines the methodology for an English for Specific Purposes course. It begins with an introduction to methodology and basic principles of language learning, including that it is developmental, active, decision-making, and emotional. It then provides examples of techniques like gaps, variety, prediction, and involvement. A model lesson is described that uses a hotel management case study and group work. Finally, it discusses language learning tasks like role plays, simulations, case studies and projects to integrate skills and encourage creativity.
Needs Analysis by R. Khalili
This document discusses analyzing needs for English for Specific Purposes (ESP) courses versus General English (GE) courses. It states that all language courses are based on a perceived need. While ESP and GE may seem similar in theory, they differ in practice. The key difference is that ESP involves an awareness of a specific need or target situation for using English, whereas GE needs are less clearly defined. A thorough needs analysis should gather information on target needs like language functions needed and learning needs to make the course engaging. The analysis framework examines why, how, what, who, where, and when the language will be used. Determining learning needs also considers how learners learn best and available resources.
Presentation on need analysis in second language curriculum
This document discusses the importance of need analysis in developing an effective second language curriculum. It explains that need analysis is the first stage of the curriculum development process, where data is collected through methods like questionnaires to identify the needs, wants, desires and motivations of language learners. Understanding learner needs helps curriculum developers determine objectives and content for the curriculum. The document emphasizes that without conducting a need analysis, the curriculum may fail to properly identify its goals and be ineffective for teaching the second language.
Types of needs
This document discusses different types of needs that should be considered when developing an English for Specific Purposes course, including target needs, learning needs, and constraints. Target needs refer to the language requirements of learners' target situations and include necessities, lacks, and wants. Learning needs involve determining how learners will meet the target needs through considerations like course format, materials, and learner characteristics. Constraints refer to non-pedagogical limits on course planning, such as policies and budgets. A thorough needs analysis considers all of these factors to design a course that addresses learners' language requirements and learning process.
Needs analysis part 2
Needs Analysis
Nation, I.S.P. & Macalister, J. 2010. Language Curriculum Design. Oxon: Routledge.
Brown, J. D. 1995. Elements of Language Curriculum. Boston: Heinle & Heinle Publishers.
Needs Analysis
Here you will find the main characteristics of ESP and what to have in mind when appoaching our students in connection to the course disign: students' necessities, lacks and wants.
Assessment of English for special Purposes
This document discusses various types of assessment for English for Specific Purposes courses. It describes five main types of assessment: continuous assessment, formative assessment, self-assessment, summative assessment, and traditional summative assessment. Continuous assessment involves evaluating student work and performances throughout a course. Formative assessment provides feedback to improve learning. Self-assessment requires students to evaluate their own work. Summative assessment evaluates learning at the end of a course with a grade. Traditional summative assessment uses exams and tests. The document emphasizes that different types of assessment should be used to fully evaluate students and motivate learning.
Approaches to a language course design
The learner ultimate aim of learning a language through a language course is to achieve
fluent control of the sounds, spelling, vocabulary, grammar and discourse features of the language,
so that they can be used to communicate effectively (Nation & Goh, 2009). To ensure that these
goals are optimally attained, a language instructor should design a well balanced course enabling
the learners to be competent at the four language skills (listening, speaking, reading and writing)
and to be as fluent and accurate as possible in using them. Therefore, a language teacher should take
into account of balancing and integrating of the four strands, language learning opportunities, in
their language courses. These strands are called meaning-focused INPUT, meaning-focused
OUTPUT, language-focused LEARNING, and FLUENCY development
Types of Needs analysis in ESP
Needs analysis is the cornerstone of English for Specific Purposes (ESP) as it helps identify learners' target needs including necessities, lacks, and wants as well as learning needs. There are two main types of needs - target needs which refer to what learners need to do in their target situation, and learning needs which relate to how learners can progress from their current proficiency to meeting the target needs. A thorough needs analysis is important for developing an effective ESP curriculum that matches learners' professional needs and motivates their language learning.
Assessment in English for Specific Purposes
This document discusses assessment and testing in the classroom. It outlines the purposes of assessment, which include providing feedback to aid learning and measuring students' competence. Different types of classroom assessments are described, such as exercises, projects, quizzes, and observations. The document also discusses developing tests for specific purposes, characteristics of good tests, reporting test results using band descriptors, and developing in-house tests and test questions for English for Specific Purposes courses. Key points covered include using assessment for evaluation, feedback, and course design, as well as ensuring tests are fair, consistent, and provide students with useful information.
Needs Analysis of an English for Academic Purpose (Eap) Programme: English La...
There is need to ensure the production of competent primary English teaching specialists. All
colleges of education in the country are running their programme for this purpose. But the minimum standard
seems lacking in essential ingredients that would guarantee the training of effective primary English teachers. It
is equally realised that effective teaching and learning of this nature constitute functions of a combination of
factors among which are the teacher, the material, learner and the learning situation. This paper focuses on
need analysis as a process and product orientation towards the production of competent primary English
teaching specialists.
Lg 546 week 4 esp & eap
This document discusses evaluating materials for English for Specific Purposes (ESP) and English for Academic Purposes (EAP). It notes that ESP materials emphasize specialized content and assume English proficiency, focusing on language aspects relevant to the subject. EAP materials may be for students aged 15+ preparing for exams and include published and custom materials. Key criteria for evaluating EAP materials include appropriateness of level and content, quality of audio/video, teaching listening and note-taking strategies, providing model notes and transcripts, and developing academic writing skills. Checklists are proposed to evaluate if materials are based on needs analysis and teach subject-specific language and professional strategies.
English for Specific Purposes (ESP)
The document discusses the learning-centered approach to course design. It explains that the learning-centered approach considers the learner's needs, skills, attitudes and learning situation at every stage of design. This includes analyzing both the target situation where skills will be used and the current learning situation. The learning-centered process is dynamic and negotiates between these factors when writing syllabus, materials, and evaluations. It implies course design is negotiated between situations and changes over time with feedback.
Writing Skills in ESP
This document discusses writing skills for English for Specific Purposes (ESP). It begins by defining ESP as an approach to language learning based on the specific needs and purposes of the learners. It emphasizes the importance of conducting a needs analysis to determine learners' reasons for learning English and what they need to achieve. Some key principles discussed are conducting a language analysis of authentic materials from the ESP context and deciding on an approach to teaching writing suited to learners' purposes and required text genres. The document also discusses the instructor's role in helping students improve their writing skills and some common challenges students face. It provides recommendations for vocabulary building, note-taking, using texts as models, and genre analysis to help students' writing development.
M. Abbott, L. Thompson: ACTFL Assessment for Performance and Proficiency (I12)
M. Abbott, L. Thompson: ACTFL Assessment for Performance and Proficiency (I12)Center for Global Education at Asia Society
This joint ACTFL/CAL session introduces two exciting online training resources: ACTFL’s online professional development component on the ACTFL Proficiency Scale, National Standards and Performance Guidelines for K–12 Learners; and the CAL Web-based Oral Proficiency Assessment training course for Chinese teachers (WOPA-C). ACTFL’s CEU-bearing professional development component supports standards-based instruction and assessment in the classroom and provides an intellectual framework for the AAPPL (ACTFL Assessment for Performance and Proficiency of Languages), a media-rich, highly realistic assessment of the four skills across three modes of communication. The WOPA-C includes assessment resources, rubrics for Chinese, and training in how to administer and rate two oral proficiency assessments, ELLOPA (Early Language Listening and Oral Proficiency Assessment) and SOPA (Student Oral Proficiency Assessment).Sir jun mtot dlp eapp
This document provides information and guidance for teachers on lesson planning. It discusses the importance of detailed lesson planning and having clear learning outcomes and objectives. Tips are provided on writing effective learning outcomes using Bloom's taxonomy. The document also covers components of a good lesson plan such as sequencing, pacing, gauging difficulty level, and accounting for individual learner differences. Questions are presented to help teachers evaluate different aspects of their lesson plans such as monitoring talk time, timing of activities, and providing back-up plans. References on lesson planning principles and guidelines are also included.
College Board: Can Chinese Language Get Your Students into Their Dream Colleg...
College Board: Can Chinese Language Get Your Students into Their Dream Colleg...Center for Global Education at Asia Society
Global competencies, including mastery of the Chinese language, are highly valued by the world’s leading universities. A panel of experts will address how globally minded students can distinguish themselves in the admission process through an interest in and facility with the Chinese language and culture. Participants will learn about the role of Chinese language skills in the university admission and enrollment process, and will explore resources and tools available to students to demonstrate these competencies, including the SAT® Subject Test in Chinese.EnglishLanguageTeaching_Questions
This document outlines an English language development session that discusses effective questioning techniques. It begins by listing the agenda which includes how to teach English effectively and curriculum support. It then defines different types of questions such as yes/no, either/or questions and convergent vs divergent questions. It explains that questions can check comprehension, elicit prior knowledge, and guide students to recognize new language. The document outlines purposes of questions such as presenting new information, managing the class, and evaluating learning. It provides examples of question types for different stages of a lesson and emphasizes using a balance of open-ended questions.
S1 using performance tasks to improve proficiency - bacon hakam-shen
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This document summarizes a presentation about improving Chinese language proficiency in an immersion classroom through effective assessment. It discusses the importance of formative and summative assessments, setting clear outcome targets aligned to proficiency standards, and using assessments to identify gaps and guide instruction. Examples of assessment strategies are provided, like rubrics, student-centered tasks with explicit requirements, scaffolding, and peer review. Target proficiency levels are outlined for different grades, with the goal of students reaching Intermediate to Advanced levels by high school graduation.Identifikasi Kawasan Tambak Udang Dan Kepiting Di Pallime Bone
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M E T H O D O L O G Y E V A L U A T I O N
This file provides English teachers with useful methods for their classes and also for the assessment of them.
Esp
This document outlines the methodology for an English for Specific Purposes course. It begins with an introduction to methodology and basic principles of language learning, including that it is developmental, active, decision-making, and emotional. It then provides examples of techniques like gaps, variety, prediction, and involvement. A model lesson is described that uses a hotel management case study and group work. Finally, it discusses language learning tasks like role plays, simulations, case studies and projects to integrate skills and encourage creativity.
Needs Analysis by R. Khalili
This document discusses analyzing needs for English for Specific Purposes (ESP) courses versus General English (GE) courses. It states that all language courses are based on a perceived need. While ESP and GE may seem similar in theory, they differ in practice. The key difference is that ESP involves an awareness of a specific need or target situation for using English, whereas GE needs are less clearly defined. A thorough needs analysis should gather information on target needs like language functions needed and learning needs to make the course engaging. The analysis framework examines why, how, what, who, where, and when the language will be used. Determining learning needs also considers how learners learn best and available resources.
Presentation on need analysis in second language curriculum
This document discusses the importance of need analysis in developing an effective second language curriculum. It explains that need analysis is the first stage of the curriculum development process, where data is collected through methods like questionnaires to identify the needs, wants, desires and motivations of language learners. Understanding learner needs helps curriculum developers determine objectives and content for the curriculum. The document emphasizes that without conducting a need analysis, the curriculum may fail to properly identify its goals and be ineffective for teaching the second language.
Types of needs
This document discusses different types of needs that should be considered when developing an English for Specific Purposes course, including target needs, learning needs, and constraints. Target needs refer to the language requirements of learners' target situations and include necessities, lacks, and wants. Learning needs involve determining how learners will meet the target needs through considerations like course format, materials, and learner characteristics. Constraints refer to non-pedagogical limits on course planning, such as policies and budgets. A thorough needs analysis considers all of these factors to design a course that addresses learners' language requirements and learning process.
Needs analysis part 2
Needs Analysis
Nation, I.S.P. & Macalister, J. 2010. Language Curriculum Design. Oxon: Routledge.
Brown, J. D. 1995. Elements of Language Curriculum. Boston: Heinle & Heinle Publishers.
Needs Analysis
Here you will find the main characteristics of ESP and what to have in mind when appoaching our students in connection to the course disign: students' necessities, lacks and wants.
Assessment of English for special Purposes
This document discusses various types of assessment for English for Specific Purposes courses. It describes five main types of assessment: continuous assessment, formative assessment, self-assessment, summative assessment, and traditional summative assessment. Continuous assessment involves evaluating student work and performances throughout a course. Formative assessment provides feedback to improve learning. Self-assessment requires students to evaluate their own work. Summative assessment evaluates learning at the end of a course with a grade. Traditional summative assessment uses exams and tests. The document emphasizes that different types of assessment should be used to fully evaluate students and motivate learning.
Approaches to a language course design
The learner ultimate aim of learning a language through a language course is to achieve
fluent control of the sounds, spelling, vocabulary, grammar and discourse features of the language,
so that they can be used to communicate effectively (Nation & Goh, 2009). To ensure that these
goals are optimally attained, a language instructor should design a well balanced course enabling
the learners to be competent at the four language skills (listening, speaking, reading and writing)
and to be as fluent and accurate as possible in using them. Therefore, a language teacher should take
into account of balancing and integrating of the four strands, language learning opportunities, in
their language courses. These strands are called meaning-focused INPUT, meaning-focused
OUTPUT, language-focused LEARNING, and FLUENCY development
Types of Needs analysis in ESP
Needs analysis is the cornerstone of English for Specific Purposes (ESP) as it helps identify learners' target needs including necessities, lacks, and wants as well as learning needs. There are two main types of needs - target needs which refer to what learners need to do in their target situation, and learning needs which relate to how learners can progress from their current proficiency to meeting the target needs. A thorough needs analysis is important for developing an effective ESP curriculum that matches learners' professional needs and motivates their language learning.
Assessment in English for Specific Purposes
This document discusses assessment and testing in the classroom. It outlines the purposes of assessment, which include providing feedback to aid learning and measuring students' competence. Different types of classroom assessments are described, such as exercises, projects, quizzes, and observations. The document also discusses developing tests for specific purposes, characteristics of good tests, reporting test results using band descriptors, and developing in-house tests and test questions for English for Specific Purposes courses. Key points covered include using assessment for evaluation, feedback, and course design, as well as ensuring tests are fair, consistent, and provide students with useful information.
Needs Analysis of an English for Academic Purpose (Eap) Programme: English La...
There is need to ensure the production of competent primary English teaching specialists. All
colleges of education in the country are running their programme for this purpose. But the minimum standard
seems lacking in essential ingredients that would guarantee the training of effective primary English teachers. It
is equally realised that effective teaching and learning of this nature constitute functions of a combination of
factors among which are the teacher, the material, learner and the learning situation. This paper focuses on
need analysis as a process and product orientation towards the production of competent primary English
teaching specialists.
Lg 546 week 4 esp & eap
This document discusses evaluating materials for English for Specific Purposes (ESP) and English for Academic Purposes (EAP). It notes that ESP materials emphasize specialized content and assume English proficiency, focusing on language aspects relevant to the subject. EAP materials may be for students aged 15+ preparing for exams and include published and custom materials. Key criteria for evaluating EAP materials include appropriateness of level and content, quality of audio/video, teaching listening and note-taking strategies, providing model notes and transcripts, and developing academic writing skills. Checklists are proposed to evaluate if materials are based on needs analysis and teach subject-specific language and professional strategies.
English for Specific Purposes (ESP)
The document discusses the learning-centered approach to course design. It explains that the learning-centered approach considers the learner's needs, skills, attitudes and learning situation at every stage of design. This includes analyzing both the target situation where skills will be used and the current learning situation. The learning-centered process is dynamic and negotiates between these factors when writing syllabus, materials, and evaluations. It implies course design is negotiated between situations and changes over time with feedback.
Writing Skills in ESP
This document discusses writing skills for English for Specific Purposes (ESP). It begins by defining ESP as an approach to language learning based on the specific needs and purposes of the learners. It emphasizes the importance of conducting a needs analysis to determine learners' reasons for learning English and what they need to achieve. Some key principles discussed are conducting a language analysis of authentic materials from the ESP context and deciding on an approach to teaching writing suited to learners' purposes and required text genres. The document also discusses the instructor's role in helping students improve their writing skills and some common challenges students face. It provides recommendations for vocabulary building, note-taking, using texts as models, and genre analysis to help students' writing development.
M. Abbott, L. Thompson: ACTFL Assessment for Performance and Proficiency (I12)
M. Abbott, L. Thompson: ACTFL Assessment for Performance and Proficiency (I12)Center for Global Education at Asia Society
This joint ACTFL/CAL session introduces two exciting online training resources: ACTFL’s online professional development component on the ACTFL Proficiency Scale, National Standards and Performance Guidelines for K–12 Learners; and the CAL Web-based Oral Proficiency Assessment training course for Chinese teachers (WOPA-C). ACTFL’s CEU-bearing professional development component supports standards-based instruction and assessment in the classroom and provides an intellectual framework for the AAPPL (ACTFL Assessment for Performance and Proficiency of Languages), a media-rich, highly realistic assessment of the four skills across three modes of communication. The WOPA-C includes assessment resources, rubrics for Chinese, and training in how to administer and rate two oral proficiency assessments, ELLOPA (Early Language Listening and Oral Proficiency Assessment) and SOPA (Student Oral Proficiency Assessment).Sir jun mtot dlp eapp
This document provides information and guidance for teachers on lesson planning. It discusses the importance of detailed lesson planning and having clear learning outcomes and objectives. Tips are provided on writing effective learning outcomes using Bloom's taxonomy. The document also covers components of a good lesson plan such as sequencing, pacing, gauging difficulty level, and accounting for individual learner differences. Questions are presented to help teachers evaluate different aspects of their lesson plans such as monitoring talk time, timing of activities, and providing back-up plans. References on lesson planning principles and guidelines are also included.
College Board: Can Chinese Language Get Your Students into Their Dream Colleg...
College Board: Can Chinese Language Get Your Students into Their Dream Colleg...Center for Global Education at Asia Society
Global competencies, including mastery of the Chinese language, are highly valued by the world’s leading universities. A panel of experts will address how globally minded students can distinguish themselves in the admission process through an interest in and facility with the Chinese language and culture. Participants will learn about the role of Chinese language skills in the university admission and enrollment process, and will explore resources and tools available to students to demonstrate these competencies, including the SAT® Subject Test in Chinese.EnglishLanguageTeaching_Questions
This document outlines an English language development session that discusses effective questioning techniques. It begins by listing the agenda which includes how to teach English effectively and curriculum support. It then defines different types of questions such as yes/no, either/or questions and convergent vs divergent questions. It explains that questions can check comprehension, elicit prior knowledge, and guide students to recognize new language. The document outlines purposes of questions such as presenting new information, managing the class, and evaluating learning. It provides examples of question types for different stages of a lesson and emphasizes using a balance of open-ended questions.
S1 using performance tasks to improve proficiency - bacon hakam-shen
S1 using performance tasks to improve proficiency - bacon hakam-shenCenter for Global Education at Asia Society
This document summarizes a presentation about improving Chinese language proficiency in an immersion classroom through effective assessment. It discusses the importance of formative and summative assessments, setting clear outcome targets aligned to proficiency standards, and using assessments to identify gaps and guide instruction. Examples of assessment strategies are provided, like rubrics, student-centered tasks with explicit requirements, scaffolding, and peer review. Target proficiency levels are outlined for different grades, with the goal of students reaching Intermediate to Advanced levels by high school graduation.What's hot (20)
Presentation on need analysis in second language curriculum
Presentation on need analysis in second language curriculum
Needs Analysis of an English for Academic Purpose (Eap) Programme: English La...
Needs Analysis of an English for Academic Purpose (Eap) Programme: English La...
M. Abbott, L. Thompson: ACTFL Assessment for Performance and Proficiency (I12)
M. Abbott, L. Thompson: ACTFL Assessment for Performance and Proficiency (I12)
College Board: Can Chinese Language Get Your Students into Their Dream Colleg...
College Board: Can Chinese Language Get Your Students into Their Dream Colleg...
S1 using performance tasks to improve proficiency - bacon hakam-shen
S1 using performance tasks to improve proficiency - bacon hakam-shen
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Crab Bank Project
If you don't catch crab when crab had egges outside how much crab will be in wild for we to catches and sell everyday.
Dara Y. Wahab
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hormon adalah salah satu komponen fisiologi yang ada saat fase larva
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digesti larva erat kaitannya dengan karakter sumber pakan
PROPOSAL PROGRAM KREATIFITAS MAHASISWA BUDIDAYA LELE ORGANIK MEDIA TERPAL UNT...
PROPOSAL PROGRAM KREATIFITAS MAHASISWA BUDIDAYA LELE ORGANIK MEDIA TERPAL UNT...Herry Rachmat Safi'i
Contoh PKM Tugas Bapak Maskub Fakultas Ilmu Keguruan Bahasa Inggris UNISDABrood stock management and larval rearing of mud crab scylla serrata-Gayatri ...
This document provides information about the mud crab Scylla serrata, including its natural range, classification, life stages, and aquaculture practices. Key points include:
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fisiologi tingkah laku larva ikan sub bahasan ekofisologi larva
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Effective Programming in Languages
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ACT 1. MERINO CARLA- ASSESMENT AND EVALUATION. NRC 18235.pptx
This individual work was made with creativity and respnsability for demostrate knowledge about the topic the standarized test , that is important to known.
THANKS,
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Presentation RubricView Graded Grading Form - PowerPoint Prese.docx
Presentation Rubric
View Graded Grading Form - PowerPoint Presentation Rubric
The main aim of this task is to provide the class with a brief critical review (not necessarily a summary!) of the selected reading involving evaluation and analysis of the content of the article/chapter. The report should consist of three (3) sections: 1) A brief selective critical review (not necessarily a summary!) of the reading focusing on a selection of what you consider the most significant highlights, 2) A reaction or evaluation of the content’s strengths and /or weaknesses, and, most importantly, 3) An application section—that is, you should focus your presentation on sharing with the class an example of how does the content of the material covered in the chapter is relevant to your own professional interests, i.e., classroom. The presentation should be intended to last about 15-20 minutes if actually delivered. You are welcome to add relevant information from your own research on the subject to enhance the content as desired and include a bibliography if pertinent.
Objective/Criteria
Performance Indicators
Need Improvement
Meet Expectations
Exceptional
Content
(1 points)
Vague summary of major points, poor grasp of major constructs and inadequate handling of research data. Inadequate development of topic, little substance, few or unsuitable reviewed examples or data. Instructional material reflects major weaknesses in terms of best practices. Mostly unfocused discussion. Lacks cohesion. It has few or no relevant additional sources to elaborate on topic.
(2 points)
Adequate summary of major points, research question or hypotheses, Review of topic falls within task parameters, mostly relevant comments and observations. Fairly articulate in review of major constructs and pertinent data. Instructional application provides some support evidence showing good grasp of best practices allowing for clarification & personalized content that promotes participation. It shows some additional elaboration based on external sources.
(3 points)
Major points clearly stated, substantive development of content, relevant to assigned topic. Thoughtfully planned discussion of strength/ weaknesses, supported by evidence in the form of examples, cited sources, and collected data. Instructional application is organized, clear, informed, shows reflection & encourages participation. Choice of activities/ applications reflects best practices. Content goes beyond text integrating data from additional sources to enrich presentation.
Organization
(1 points)
Organization has minor flaws and is somewhat easy to navigate. Few of the relevant standards are evident and reflections are not clearly labeled. Application is somewhat unclear or needs detail.
(2 points)
Organization is generally clear, understandable & mostly easy to navigate. Most standards & objectives are covered. Evidence & most reflections are labeled. Application seems sound/ suitable for diverse students. There is so.
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Do feel free to add and modify. Let me know if you find it useful. Feedbak is most welcome. Thank you!
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Presentation RubricView Graded Grading Form - PowerPoint Prese.docx
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Kegiatan pemantauan ini bertujuan untuk menilai kondisi kualitas perairan, penyakit dan kelayakan usaha budidaya di wilayah Pulau Nguan, Kelurahan Galang Baru, Kotamadya Batam. Pengamatan dilakukan pada tanggal 25 Maret 2015 di dua lokasi budidaya yang fokus pada pengembangan usaha budidaya ikan laut. Pengambilan sampel air dilakukan dengan metoda gabungan tempat (integrated) berdasarkan SNI No.6989.57:2008 untuk parameter pH, salinitas, suhu, kedalaman, ammonia (NH3), nitrit (NO2), posfat (PO4) dan kekeruhan. Metoda pemantauan juga dilakukan dengan metoda wawancara untuk mendapatkan informasi terkini tentang pengelolaan budidaya ikan. Hasil pemantauan menunjukkan bahwa pH berada pada kisaran 8,01 – 8,03, salinitas 33 ‰, Nitrit < <0.1 /><0,009 /><0,033 mg/L dan suhu berada pada kisaran 30,1 – 30,2 ⁰C. Sementara kedalaman dan kekeruhan menjadi faktor pembatas dalam mendukung optimalisasi produksi. Hasil uji mikrobiologi menunjukkan bahwa ikan budidaya bebas dari infeksi parasit dan virus, namun positif terinfeksi oleh bakteri Vibrio spp. Adanya upaya untuk penerapan biosekuriti dan teknologi budidaya di kedua lokasi pemantauan menjadikan Pulau Nguan sangat berpotensi sebagai sentra produksi budidaya ikan laut di Kota Batam
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The document discusses using herbal medications to improve the immune defenses of farmed fish. It notes that diseases have increased with intensive farming and climate change. While antibiotics are commonly used, they can cause resistance and residue issues. The document reports on a study showing herbal immersion with AquaHerb for 24 hours improved survival rates against bacterial infection in several fish species by 80-90%. It explains that saponins and tannins in AquaHerb enhance immune response and appetite. A field trial also showed AquaHerb modulates immune functions by increasing leukocytes and monocytes. The results prove the efficacy of herbal immersion in reducing fish mortality from Vibrio bacteria.
Identifikasi kualitas lingkungan dan keragaan budidaya di desa tanjung banon,...
Identifikasi kualitas lingkungan dan keragaan budidaya di desa tanjung banon,...Ministry of Marine Affairs and Fisheries, Republic of Indonesia
Kegiatan pemantauan ini bertujuan untuk menilai kondisi kualitas perairan, penyakit dan kelayakan usaha budidaya di Desa Tanjung Banon, Kelurahan Sembulang, Batam. Pengamatan dilakukan pada bulan Februari 2015 di tiga lokasi budidaya dan dua diantaranya adalah unit produksi ikan laut. Pengambilan sampel air dilakukan dengan metoda gabungan tempat (integrated) berdasarkan SNI No.6989.57:2008 untuk parameter pH, salinitas, suhu, kedalaman, ammonia (NH3), nitrit (NO2), posfat (PO4) dan kekeruhan. Metoda pemantauan juga dilakukan dengan metoda wawancara untuk mendapatkan informasi terkini tentang pengelolaan budidaya ikan. Hasil pemantauan menunjukkan bahwa kedalaman air memiliki level yang rendah untuk budidaya ikan laut dan kekeruhan cukup tinggi untuk media persiapan produksi. Untuk budidaya ikan laut, pH berada pada kisaran 7,67-7,69, suhu 29,2⁰C, salinitas 30 ‰ dan kekeruhan 2,28-2,65 NTU. Sementara untuk media persiapan air tawar, pH 7,25, suhu 29,8⁰C, salinitas 0 ‰ dan kekeruhan 22,6 NTU. Secara umum, untuk seluruh lokasi parameter NO2, NH3 dan PO4 berada di bawah limit deteksi. Tidak adanya aplikasi biosekuriti, penerapan cara budidaya ikan yang baik serta terlalu bergantungnya masyarakat terhadap bantuan benih dan berbagai sarana produksi menjadikan aktivitas budidaya perikanan di Desa Tanjung Banon menjadi tidak berkelanjutan
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Kajian respon kekebalan tubuh dan pertumbuhankakap putihMinistry of Marine Affairs and Fisheries, Republic of Indonesia
Eksperimen ini bertujuan untuk menguji efek suplementasi protein hidrolisis terhadap respons kekebalan tubuh dan pertumbuhan ikan kakap putih. Ikan diberi pakan dengan tiga perlakuan: kontrol, 2% protein hidrolisis, dan 3% protein hidrolisis. Hasilnya menunjukkan bahwa pemberian protein hidrolisis meningkatkan parameter kekebalan tubuh seperti neutrofil, leukosit, dan monosit, serta meningkatkan pertumbuhan, kelangsungan hidup, dan resistPemantauan kawasan budidaya dan kesehatan ikan dan lingkungan di selat nenek,...
Pemantauan kawasan budidaya dan kesehatan ikan dan lingkungan di selat nenek,...Ministry of Marine Affairs and Fisheries, Republic of Indonesia
Kegiatan pemantauan kawasan budidaya dan penyakit ikan merupakan salah satu perangkat yang dapat digunakan untuk mengidentifikasi data hasil produksi dan informasi yang relevan tentang keragaan/dinamika penyakit tertentu pada suatu ”lokasi” sebagai akibat dari fluktuasi beberapa parameter kualitas lingkungan budidaya. Dari hasil pemantauan yang dilakukan di Selat Nenek, Kelurahan Temoyong diketahui bahwa kondisi kualitas air cukup optimal untuk produksi ikan laut, Sementara hasil analisa penyakit menunjukkan bahwa terdapat infeksi parasit Diplectanum spp dan infeksi bakteri Vibrio sp sebagai dampak sistem budidaya yang dilakukan. Hasil wawancara juga menunjukkan bahwa masyarakat sangat antusias untuk melakukan pengembangan produksi budidaya dengan disertai dukungan oleh pemerintah daerah Aquaherb conditioners the silver bullet for asian seabass and silver pompnao ...
Aquaherb conditioners the silver bullet for asian seabass and silver pompnao ...Ministry of Marine Affairs and Fisheries, Republic of Indonesia
Balai Perikanan Budidaya Laut Batam
Alternative strategies for minimizing the detrimental effects of bacterial infection and prevention of diseases in aquaculture are necessary since the ongoing efficacy of antibiotics is proving to be unsustainable. One of the most promising approach is the use of aqua herbal conditioners to stimulate the immune system of fish to allow them to fight off infections. In this study, the protective effect of aqua herbal conditioners produced from, mainly, mangrove and neem plant extracts in marine fish, was tested on Asian Seabass Lates calcarifer and Silver Pompano Trachinotus blochii at 8-10 g of weight size. Challenge tests were performed by immersion with two pathogenic bacteria: Vibrio harveyi and Vibrio parahaemolyticus, at a concentration of 105 cells ml-1 for 60 minutes after 12 h, 24 h and 36 h conditioning treatment. The experimental trial show that after 72 h, commercially available aqua herbal conditioners (AquaHerb) was able to significantly increase the percentage survival of L. calcarifer and T. blochii and reduces their susceptibilityto the V.harveyi and V.parahaemolyticus. Significantly higher leukocytesnumber, monocyte, neutrophil andphagocyticindexwere detected in all conditioning group for Silver Pompano and Asian Seabass. These results suggest that the combination of herbal extracts together with other trace elements contained in AquaHerb were able to act as immunostimulants and appear to improve the immune status and disease resistance of Asian Seabass and Silver Pompano. Presentasi kelompok II diklat Pengendali Hama dan Penyakit Ikan (PHPI) kunjun...
Presentasi kelompok II diklat Pengendali Hama dan Penyakit Ikan (PHPI) kunjun...Ministry of Marine Affairs and Fisheries, Republic of Indonesia
Kelompok II Diklat Pengendali Hama dan Penyakit Ikan (PHPI) Angkatan 2014, terdiri dari: (1). Romi Novriadi, S.Pd.Kim., M.Sc (2) Corina Siringoringo, S.St.Pi. (3) Niezha Eka Putri, S.Si. (4) Dody Yunianto, S.Si. (5) Awal Junaid, S.Pi. (6) Indra Purwanto, S.Pi (7) Oxye Mitchel S.Pi dan (8) M. Arwin, S.Pi
Immunostimulation effects of herbal bio conditioners on tiger grouper against...
Immunostimulation effects of herbal bio conditioners on tiger grouper against...Ministry of Marine Affairs and Fisheries, Republic of Indonesia
In the present study, the protective effect of herbal-based conditioners as an immunostimulants was tested on tiger grouper (Epinephelus fuscoguttatus) juvenile at various times of their culture period to enhance their resistance against bacterial infection. The trial comprised of a single formulation of herbal-based bioconditioners with scheduled water changes during the treatment. Three period of exposure (6 h, 12 h and 24 h) with herbal-based bioconditioners as well as a control are performed in completely randomized design of experiment followed by a challenge test using single pathogenic bacteria: Vibrio parahaemolyticus at concentration of 105 cells ml-1. Percentage survival and host-pathogen interaction were determined at the end of exposure and challenge test. Various challenge tests showed that herbal-based bioconditioners (AquaHerb) significantly increase the percentage survival (P<0.05)><0.05). In addition, tiger grouper immune system performance was found to be better than in the control group. Finally, by combining the positive impact of herbal-based Bioconditioners, this prophylactic approach can become a very effective alternatives to the use of antibiotics and other synthetic compounds.
Key Words: Herbal-based bioconditioners, V. parahaemolyticus, Tiger grouper, Percentage survival
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- 1. Romi Novriadi-2010 INTENSIVE ENGLISH LEARNING PROGRAM PORTLAND STATE UNIVERSITY JUNE 28 – AUGUST 8, 2015 Prepared by: Romi Novriadi (Indonesia) ID : 983878748 PERSONAL EXPERIENCE Graduate Oral Communication IELP Summer Fulbright Program 2015
- 2. PRESENTATION OUTLINE 1. Respondent - Graduate student (Genevieve Harding) 2. Required Content - Idea about graduate school - Skills needed in graduate school -IELP and graduate school 3. Optional Content - Why Aquaculture? - Why USA ? - The most challenging aspect - Goals for next 5 years 4. Summary
- 3. IDEA ABOUT GRADUATE SCHOOL More HOT than LOT (Analyzing, Evaluating, Creating) Critical reading skills is important (not to find fault, but to assess the strength of the evidence and the argument ) Group discussion (more team work) Convert your research work into a presentation Write a good research proposal, CV, resume, etc… Prepare students for professional work
- 4. SKILLS NEEDED IN GRADUATE SCHOOL Time management skills Listening skills Text mapping skills Critical reading skills Writing skills Communication skills mentally and physically HEALTHY
- 5. IELP AND GRADUATE SCHOOL Prepared me for a Level of Competition that I've never experienced before Improve my oral communication skills Enrich my knowledge about American culture Prepared me for being a regular student
- 6. WHY AQUACULTURE ? Jason S. Link (2002) Ecological Considerations in Fisheries Management: When Does it Matter?, Fisheries, 27:4, 10-17
- 8. WHY USA ? Latest and Innovative Aquaculture Technology Many expertises Professional networking
- 9. THE MOST CHALLENGING ASPECT Homesick Food shock (inc: DinnerTime) Difficulties adjusting to the academic culture pass a general examination, often called the “preliminary examination” PhD candidate Publication, Research work, etc…
- 10. GOALS FOR THE NEXT 5 YEARS Apply the knowledge I have gained in USA Improve the aquaculture production Future leader of Indonesia
- 11. SUMMARY Pre Academic Program was a very enriching experience Yes, I am ready
- 12. THANK YOU FOR YOUR ATTENTION
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- HOT : Higher order of thinking