This document contains student evaluations of a chemistry course taught by Professor John Kinyanjui at UNLV. Overall, students gave the course and professor very positive reviews. Specifically:
- Students overwhelmingly agreed that the professor was well-prepared, explanations were clear, he was available to help students, and he ensured they understood the material before moving on.
- The majority of students felt the course objectives and expectations were clear, their grades accurately reflected their performance, and assessments covered material from the course.
- Some students commented that the lab could be better integrated with lectures and suggested more office hours, but most said there was nothing that needed improving about the course.
In general, evaluations showed students were
The author completed their teaching practice from January 30th to March 2nd at a Mongolian secondary school. They learned valuable experiences like improving teaching methods and skills. They aimed to improve practical teaching skills through observation and analysis while working with students. Some objectives included understanding school procedures, using various teaching methods, and improving classroom management. The author faced challenges like time management and engaging students, but worked to overcome difficulties with help from supervising teachers. Overall, the teaching practice was a positive learning experience that improved the author's teaching abilities.
Tests often just waste time by noble newmanNoble Newman
How much time do we waste testing our students often for no other purpose than to log a grade? Simply, here are the numbers and how I see it. Teacher and student schedules and assessment prominence.
The document provides information about an English teaching skills program, including its aims and some common teaching skills. It discusses 10 teaching skills - warm up, questioning, reinforcement, class management, using aids, feedback, closure, motivation, attention gaining devices, and follow up. For each skill, it provides definitions, examples, and purposes. The document aims to help trainees recognize and apply various teaching skills in the classroom by the end of the program.
The document describes several examples of assigning homework that involves students watching instructional videos before coming to class. For some lessons:
- Students watch a video for homework and complete tasks like information sheets or time plans based on the video. In class, students take the lead by teaching or working independently based on their homework.
- Not all students complete the homework. Teachers have backup plans like worksheet for non-completers or pairing completers with non-completers.
- Teachers find this approach effective for developing student independence and leading more discussion-based lessons rather than direct instruction. It reduces teacher planning and preparation time.
The document provides advice on balancing course schedules in college by balancing workload between heavy and light courses, balancing morning and afternoon classes, and balancing interests by spreading required courses throughout college career. It also recommends asking advisors about course requirements, internships, and studying abroad, finding out about professor quality from other students, and planning out a timeline for completing degree requirements.
AMATYC 41st Annual Conferene New Orleans, LA, Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
This document discusses using a flipped classroom model to teach medical coding using ICD-10. It describes a flipped classroom as students watching lectures outside of class and doing activities in class. The author created audiovisual lectures for students in a health information technology program to review outside of class. In class, students would do coding activities and collaborate. The document outlines the advantages of a flipped model like increased coding proficiency but also challenges like student access to technology. It provides details on how the author set up the flipped unit in an online learning system, including learning modules, assessments, and student feedback. Based on the feedback, most students felt they learned as much or more in the flipped format and would take another flipped unit, though some found
The author completed their teaching practice from January 30th to March 2nd at a Mongolian secondary school. They learned valuable experiences like improving teaching methods and skills. They aimed to improve practical teaching skills through observation and analysis while working with students. Some objectives included understanding school procedures, using various teaching methods, and improving classroom management. The author faced challenges like time management and engaging students, but worked to overcome difficulties with help from supervising teachers. Overall, the teaching practice was a positive learning experience that improved the author's teaching abilities.
Tests often just waste time by noble newmanNoble Newman
How much time do we waste testing our students often for no other purpose than to log a grade? Simply, here are the numbers and how I see it. Teacher and student schedules and assessment prominence.
The document provides information about an English teaching skills program, including its aims and some common teaching skills. It discusses 10 teaching skills - warm up, questioning, reinforcement, class management, using aids, feedback, closure, motivation, attention gaining devices, and follow up. For each skill, it provides definitions, examples, and purposes. The document aims to help trainees recognize and apply various teaching skills in the classroom by the end of the program.
The document describes several examples of assigning homework that involves students watching instructional videos before coming to class. For some lessons:
- Students watch a video for homework and complete tasks like information sheets or time plans based on the video. In class, students take the lead by teaching or working independently based on their homework.
- Not all students complete the homework. Teachers have backup plans like worksheet for non-completers or pairing completers with non-completers.
- Teachers find this approach effective for developing student independence and leading more discussion-based lessons rather than direct instruction. It reduces teacher planning and preparation time.
The document provides advice on balancing course schedules in college by balancing workload between heavy and light courses, balancing morning and afternoon classes, and balancing interests by spreading required courses throughout college career. It also recommends asking advisors about course requirements, internships, and studying abroad, finding out about professor quality from other students, and planning out a timeline for completing degree requirements.
AMATYC 41st Annual Conferene New Orleans, LA, Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
This document discusses using a flipped classroom model to teach medical coding using ICD-10. It describes a flipped classroom as students watching lectures outside of class and doing activities in class. The author created audiovisual lectures for students in a health information technology program to review outside of class. In class, students would do coding activities and collaborate. The document outlines the advantages of a flipped model like increased coding proficiency but also challenges like student access to technology. It provides details on how the author set up the flipped unit in an online learning system, including learning modules, assessments, and student feedback. Based on the feedback, most students felt they learned as much or more in the flipped format and would take another flipped unit, though some found
Paula Schulze summarizes 4 English lessons taught to Kindergarten students. In each lesson she focused on Total Physical Response and Natural Approach methods. Students responded positively to activities and materials. While time management and most strategies worked well, student behavior and lack of attention required improvement. Lessons helped Schulze learn to better plan activities tailored to students' needs and manage the classroom.
Paula taught 4 English lessons to Kindergarten students. She focused on Total Physical Response and Natural Approach methods. Students enjoyed interactive activities like games, songs, and crafts. Paula improved at managing behavior and keeping students engaged through modeling, repetition, and scaffolding activities. While some lessons went smoothly, she struggled with students speaking Spanish and short attention spans, and aims to improve group control and organization.
This document outlines various classroom procedures put in place by Mrs. Neistadt for her biology and physical science class. Procedures are described for entering the classroom, completing bell work, getting the teacher's attention, using the restroom, sharpening pencils, using textbooks, and ending class. The purpose of having clear procedures is to minimize confusion and maximize success in the classroom.
This document contains an evaluation report for the course taught by instructor Joseph Shearer in the spring of 2015. It includes survey results from 46 students on various metrics of the class and instructor. The metrics show the instructor received high ratings overall, with average scores above 3.5 out of 5 for clearly explaining course requirements, creating engaging lessons, and providing helpful feedback. Several student comments praised the instructor for being engaging, pushing students to succeed, and caring about their learning, while also acknowledging it was a challenging course.
Lecture Capture - Student and Staff benefits. - Louise Robsontelshef
Part of the Encore: Enhancing Teaching and learning with Lecture Capture presentations.
Encore, the new name for Lecture Capture at the University, is a service that will be expanded and improved for the forthcoming term, further increasing consistency and accessibility for students through availability of recorded lectures. This session sees Louise Robson (Biomedical Science) give an overview of the journey she has taken with lecture capture at her department, the vital role it has played in her learning and teaching, and the benefits it has brought her students. James Slack and Laura McNally (CiCS) will give overviews of the system and how it works, and details of some advanced features (including classroom engagement). There will also be chance to ask the presenters both pedagogical and technical questions about lecture capture and its implementation at The University of Sheffield.
Student survey results 2016-2017 ap psychology t1ehelfant
The document appears to be a survey about teachers and courses taken by students. It includes a list of 33 teachers that students could select as their teacher for the survey. It then asks questions about the department of the teacher, the class block, and ratings of the teacher on their knowledge, attitude, organization, pacing, and teaching methods. Students provided mostly positive feedback, agreeing their teacher knows the subject, has a positive attitude, is organized, teaches at a good pace, and treats students fairly. A few comments noted the pace may be too fast at times or that more review is needed for harder topics.
This document provides information about a Reading 12 course offered at Treasure Valley Community College in fall 2011. The 3-credit course emphasizes developing reading skills needed for college-level textbooks, including vocabulary, identifying main ideas, critical thinking techniques, and study strategies. Required textbooks and supplies include two books on reading skills and vocabulary as well as class supplies. Instruction will involve lectures, discussions, and hands-on assignments. The course objectives are to equip students with study skills, develop vocabulary skills, and improve comprehension. Student performance will be assessed through various assignments, quizzes, exams, and class participation. The policies outline attendance, late work, plagiarism, and classroom expectations.
Embrace All Feedback And Generate Massive ProsperityGeorge Hutton
http://mindpersuasion.com
Most people are terrified of failure, as they are going to be doomed to homeless if they ever make a mistake. In reality, "failure" or feedback is your best friend and most important teacher. To learn more, please visit http://mindpersuasion.com
Why is P.E.E.L the Barry Crier of Education?DKMead
The document discusses PEEL (Project for Enhancing Effective Learning), an educational approach founded in 1985 by teachers concerned about passive student learning. PEEL promotes more active, independent, and reflective learning through classroom approaches that stimulate intellectual engagement and metacognition. It provides a list of teacher concerns about student learning and good learning behaviors. PEEL principles encourage sharing control over learning with students and using diverse teaching procedures to promote quality learning and metacognition.
Working together at all levels: A look at successful implementation of online...K Monti
Describes the partnership between ELI and Virginia Tech's adult education department to implement an online course focusing on ELI faculty professional development needs, and how it changed our practice in three anatomy & physiology courses.
Q&A
This is the final(15/15) webinar module reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines
This document provides an overview of expectations and procedures for an English 3 class taught by Mrs. Gindy Grindley. It outlines classroom goals, rules, grading policies, activities and assignments. Students will analyze literature, write essays, and participate in group activities. Grades are based on daily work, essays, tests and participation. The document reviews classroom routines, turning in assignments, absences and consequences for misbehavior. It introduces a summer activity where students create representations of their summer and a baseline writing assignment.
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
Mrs. Massengale's Social Studies class has clear daily routines and procedures. Students are expected to enter quietly, get supplies ready, turn in homework, copy the essential question and agenda, and answer daily geography questions from their textbook. During instructional time, students must stay seated unless given permission and are expected to raise their hand before speaking. The procedures outline policies for assigned work, late work, make-up work, test re-takes, fire drills, and dismissal from class.
This document provides information about a chemistry class taught by Mr. Walajtys including contact information, objectives, expectations, procedures, grading policy, and advice for success. The class will cover New York State chemistry curriculum with hands-on activities. Students are expected to attend class on time, be prepared, and follow basic rules. Grades are based on points from assignments and assessments. Students must complete 1200 minutes of labs and pass the Regents exam to receive credit.
This document contains information about a Living Environment class taught by Mr. Walajtys including the objectives, teacher's philosophy, expectations, procedures, material requirements, grading policy, and additional expectations for students. The goals of the course are to help students understand life processes and develop critical thinking skills to analyze biology concepts and apply them to understand the world. The teacher aims to make learning hands-on whenever possible. Students are expected to follow basic classroom rules and procedures and will be graded based on a total points system from completing assignments and assessments.
The document summarizes the training goals and agenda for a classroom management training session. The training goals are to learn about elements of successful classroom management, communication styles, interventions for difficult behaviors, and building relationships. The agenda covers 9 sessions over 3 days on topics like classroom rules and routines, student engagement, and dealing with difficult behaviors.
The document discusses various health issues and healthcare systems. It focuses on obesity rates in the UK and debates around public vs private healthcare. Key points include:
- The NHS in the UK provides free healthcare funded by taxes, while private healthcare is also available but costs money.
- Over 1 in 3 children in the UK are overweight or obese by age 9, and about 25% of adults are obese.
- Celebrities like Jamie Oliver and Steven Gerrard advocate for better cooking education in schools to tackle obesity.
- The document raises questions about different approaches to healthcare and maintaining health.
The document discusses the conventions, house styles, navigation, and structure of various portfolio websites.
It analyzes the conventions and house styles of websites like The Toke, Magnetic North, and 13 Creative and finds that while they have non-conventional designs, they still maintain consistent house styles and key conventions like logos, navigation bars, and organized content layouts.
It also evaluates the navigation and structure of the websites, praising ones like Magnetic North and 13 Creative for their easy, clear navigation despite unconventional designs. In contrast, it criticizes the old Student English site for having poor structure, navigation, and inconsistent house style, even for a 2004 site.
Alex Latham created a portfolio website to showcase his skills, interests, and hobbies. He went through an iterative design process, creating storyboards, mood boards, and mind maps to plan the site. While some elements like the color scheme and images changed from his original plans due to copyright or aesthetic issues, he believes the final site meets his goals of being professional, accessible, and properly representing himself while avoiding legal issues. Some areas he would improve include adding more animation, widening his target audience, and incorporating additional content like videos. Feedback was positive about the design and meeting his mission statement, though some suggested minor changes. While the production schedule was difficult to adhere to exactly due to unforeseen technical issues, he
Paula Schulze summarizes 4 English lessons taught to Kindergarten students. In each lesson she focused on Total Physical Response and Natural Approach methods. Students responded positively to activities and materials. While time management and most strategies worked well, student behavior and lack of attention required improvement. Lessons helped Schulze learn to better plan activities tailored to students' needs and manage the classroom.
Paula taught 4 English lessons to Kindergarten students. She focused on Total Physical Response and Natural Approach methods. Students enjoyed interactive activities like games, songs, and crafts. Paula improved at managing behavior and keeping students engaged through modeling, repetition, and scaffolding activities. While some lessons went smoothly, she struggled with students speaking Spanish and short attention spans, and aims to improve group control and organization.
This document outlines various classroom procedures put in place by Mrs. Neistadt for her biology and physical science class. Procedures are described for entering the classroom, completing bell work, getting the teacher's attention, using the restroom, sharpening pencils, using textbooks, and ending class. The purpose of having clear procedures is to minimize confusion and maximize success in the classroom.
This document contains an evaluation report for the course taught by instructor Joseph Shearer in the spring of 2015. It includes survey results from 46 students on various metrics of the class and instructor. The metrics show the instructor received high ratings overall, with average scores above 3.5 out of 5 for clearly explaining course requirements, creating engaging lessons, and providing helpful feedback. Several student comments praised the instructor for being engaging, pushing students to succeed, and caring about their learning, while also acknowledging it was a challenging course.
Lecture Capture - Student and Staff benefits. - Louise Robsontelshef
Part of the Encore: Enhancing Teaching and learning with Lecture Capture presentations.
Encore, the new name for Lecture Capture at the University, is a service that will be expanded and improved for the forthcoming term, further increasing consistency and accessibility for students through availability of recorded lectures. This session sees Louise Robson (Biomedical Science) give an overview of the journey she has taken with lecture capture at her department, the vital role it has played in her learning and teaching, and the benefits it has brought her students. James Slack and Laura McNally (CiCS) will give overviews of the system and how it works, and details of some advanced features (including classroom engagement). There will also be chance to ask the presenters both pedagogical and technical questions about lecture capture and its implementation at The University of Sheffield.
Student survey results 2016-2017 ap psychology t1ehelfant
The document appears to be a survey about teachers and courses taken by students. It includes a list of 33 teachers that students could select as their teacher for the survey. It then asks questions about the department of the teacher, the class block, and ratings of the teacher on their knowledge, attitude, organization, pacing, and teaching methods. Students provided mostly positive feedback, agreeing their teacher knows the subject, has a positive attitude, is organized, teaches at a good pace, and treats students fairly. A few comments noted the pace may be too fast at times or that more review is needed for harder topics.
This document provides information about a Reading 12 course offered at Treasure Valley Community College in fall 2011. The 3-credit course emphasizes developing reading skills needed for college-level textbooks, including vocabulary, identifying main ideas, critical thinking techniques, and study strategies. Required textbooks and supplies include two books on reading skills and vocabulary as well as class supplies. Instruction will involve lectures, discussions, and hands-on assignments. The course objectives are to equip students with study skills, develop vocabulary skills, and improve comprehension. Student performance will be assessed through various assignments, quizzes, exams, and class participation. The policies outline attendance, late work, plagiarism, and classroom expectations.
Embrace All Feedback And Generate Massive ProsperityGeorge Hutton
http://mindpersuasion.com
Most people are terrified of failure, as they are going to be doomed to homeless if they ever make a mistake. In reality, "failure" or feedback is your best friend and most important teacher. To learn more, please visit http://mindpersuasion.com
Why is P.E.E.L the Barry Crier of Education?DKMead
The document discusses PEEL (Project for Enhancing Effective Learning), an educational approach founded in 1985 by teachers concerned about passive student learning. PEEL promotes more active, independent, and reflective learning through classroom approaches that stimulate intellectual engagement and metacognition. It provides a list of teacher concerns about student learning and good learning behaviors. PEEL principles encourage sharing control over learning with students and using diverse teaching procedures to promote quality learning and metacognition.
Working together at all levels: A look at successful implementation of online...K Monti
Describes the partnership between ELI and Virginia Tech's adult education department to implement an online course focusing on ELI faculty professional development needs, and how it changed our practice in three anatomy & physiology courses.
Q&A
This is the final(15/15) webinar module reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines
This document provides an overview of expectations and procedures for an English 3 class taught by Mrs. Gindy Grindley. It outlines classroom goals, rules, grading policies, activities and assignments. Students will analyze literature, write essays, and participate in group activities. Grades are based on daily work, essays, tests and participation. The document reviews classroom routines, turning in assignments, absences and consequences for misbehavior. It introduces a summer activity where students create representations of their summer and a baseline writing assignment.
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
Mrs. Massengale's Social Studies class has clear daily routines and procedures. Students are expected to enter quietly, get supplies ready, turn in homework, copy the essential question and agenda, and answer daily geography questions from their textbook. During instructional time, students must stay seated unless given permission and are expected to raise their hand before speaking. The procedures outline policies for assigned work, late work, make-up work, test re-takes, fire drills, and dismissal from class.
This document provides information about a chemistry class taught by Mr. Walajtys including contact information, objectives, expectations, procedures, grading policy, and advice for success. The class will cover New York State chemistry curriculum with hands-on activities. Students are expected to attend class on time, be prepared, and follow basic rules. Grades are based on points from assignments and assessments. Students must complete 1200 minutes of labs and pass the Regents exam to receive credit.
This document contains information about a Living Environment class taught by Mr. Walajtys including the objectives, teacher's philosophy, expectations, procedures, material requirements, grading policy, and additional expectations for students. The goals of the course are to help students understand life processes and develop critical thinking skills to analyze biology concepts and apply them to understand the world. The teacher aims to make learning hands-on whenever possible. Students are expected to follow basic classroom rules and procedures and will be graded based on a total points system from completing assignments and assessments.
The document summarizes the training goals and agenda for a classroom management training session. The training goals are to learn about elements of successful classroom management, communication styles, interventions for difficult behaviors, and building relationships. The agenda covers 9 sessions over 3 days on topics like classroom rules and routines, student engagement, and dealing with difficult behaviors.
The document discusses various health issues and healthcare systems. It focuses on obesity rates in the UK and debates around public vs private healthcare. Key points include:
- The NHS in the UK provides free healthcare funded by taxes, while private healthcare is also available but costs money.
- Over 1 in 3 children in the UK are overweight or obese by age 9, and about 25% of adults are obese.
- Celebrities like Jamie Oliver and Steven Gerrard advocate for better cooking education in schools to tackle obesity.
- The document raises questions about different approaches to healthcare and maintaining health.
The document discusses the conventions, house styles, navigation, and structure of various portfolio websites.
It analyzes the conventions and house styles of websites like The Toke, Magnetic North, and 13 Creative and finds that while they have non-conventional designs, they still maintain consistent house styles and key conventions like logos, navigation bars, and organized content layouts.
It also evaluates the navigation and structure of the websites, praising ones like Magnetic North and 13 Creative for their easy, clear navigation despite unconventional designs. In contrast, it criticizes the old Student English site for having poor structure, navigation, and inconsistent house style, even for a 2004 site.
Alex Latham created a portfolio website to showcase his skills, interests, and hobbies. He went through an iterative design process, creating storyboards, mood boards, and mind maps to plan the site. While some elements like the color scheme and images changed from his original plans due to copyright or aesthetic issues, he believes the final site meets his goals of being professional, accessible, and properly representing himself while avoiding legal issues. Some areas he would improve include adding more animation, widening his target audience, and incorporating additional content like videos. Feedback was positive about the design and meeting his mission statement, though some suggested minor changes. While the production schedule was difficult to adhere to exactly due to unforeseen technical issues, he
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las transacciones con bancos rusos clave y la prohibición de la venta de aviones y equipos a Rusia. Los líderes de la UE esperan que las sanciones aumenten la presión económica sobre Rusia y la disuadan de continuar su agresión contra Ucrania.
Alex Latham is creating a portfolio website to showcase his skills, interests, and hobbies. The target audience is people aged 16-24 interested in football. The site will be accessible on Google Chrome and Mozilla Firefox at a screen resolution of 1366x768 using XHTML and CSS. It will have a home page and pages for skills, interests, hobbies, and feedback. The interests page will link to subpages about Stoke City FC, stadium galleries, science, media, and gaming. Photos and content will change throughout the site, and the home button will be on the sidebar for consistency.
You and your partner will take turns role playing a customer service complaint scenario with one person acting as the customer and the other as the representative from the business. Switch roles after a few minutes of discussion.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
This document discusses the implementation and evaluation of a flipped classroom approach in a business analytics course with 350 students. Key points:
1) Four of the 11 lessons were flipped by having students watch pre-recorded lecture videos before class. In-class time focused on working through cases.
2) Student surveys found mixed views, with 56% watching videos/readings and 33.6% finding them helpful for class discussions. However, some felt it was inefficient or there was too much content to prepare.
3) Lessons learned were to teach less content more deeply, provide recaps and communication channels for assistance, and use a consistent teaching mode (all flipped or traditional) rather than a mixture. The approach
The student found the course resources and instructor's teaching style to be very valuable. Professor Kerr made many resources available, was clear with expectations, and spent time addressing student questions and feedback. While some found the live classes less useful than recorded lectures, most felt the instructor was effective and encouraged participation. A few suggestions were made, such as reducing test review time and adding more real-life cases or fundamental instruction for beginners. Overall, feedback was quite positive about the instructor and course materials.
The summaries are:
1) Students found the TA, Scott Laing, to be extremely effective and helpful in teaching the course. He clearly explained concepts and was always available to assist students.
2) Recitation sessions where Scott went over homework, labs, and material from lectures were particularly useful. Students felt prepared for quizzes and exams from this.
3) Most students felt the course was well structured and had no improvements to suggest, besides a few comments about formatting of exams. Scott was praised for his teaching ability and commitment to students' success.
This report summarizes student feedback from a Linguistics course taught in the spring of 2016 by Professor Li ya Mar. The majority of students enrolled in the course because it was required. Students praised Professor Mar's teaching style, finding her to be enthusiastic, easy to understand, and helpful. Students reported that the course organization, materials like the textbook and readings, and assessment methods like weekly quizzes were effective for learning. All students said they would recommend both the instructor and course to a friend.
Spring 2015 Student Evaluation of Teaching _MATH-1131Q-041D-STORR- Calculus IDaniel Bloch
This document contains a student evaluation of teaching for Daniel Bloch, a teaching assistant for a Calculus I course. Based on the responses of 16 students, Mr. Bloch received positive reviews in several key areas, including presenting material clearly, being well-prepared, responding adequately to questions, showing interest in helping students learn, and promoting student learning. Some students noted that he could improve by being more comfortable speaking in front of the class, but most said they would recommend him to a friend taking Calculus I.
Spring 2015 Student Evaluation of Teaching _MATH-1131Q-034D-STORR- Calculus IDaniel Bloch
The document is a student evaluation of teaching for a Calculus I course taught by Daniel Bloch. Students gave Bloch high ratings across various metrics, including presenting material clearly, being well prepared, responding to questions, and treating students with respect. Students commented that Bloch was patient, provided helpful examples, and made himself available outside of class. The only suggested improvement was for Bloch to better manage time in class. Overall, the evaluation indicates students were very satisfied with Bloch's teaching effectiveness and level of support provided to students.
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and ensure a balanced lesson that meets students' needs.
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and demonstrate professionalism when teaching.
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers organize their time, balance activities and ensure lessons are aim-driven to meet students' learning needs.
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and ensure a balanced lesson that meets students' needs.
This document summarizes Leslia Bass-Bowman's experience in the EDU697: Capstone course. It discusses how she initially struggled but came to understand the value of redesigning activities. She found the discussions helpful and enjoyed interacting with other students. The MATLT program equipped her with skills to incorporate technology into teaching. Her challenges included determining what to redesign and how to meet learning objectives. Her journey through the program was challenging but she refused to give up, and now feels prepared to use her new skills and knowledge to enhance student learning.
This document summarizes an observation of an English language instructor, Rukhsana Haji, at the University of Toronto. The observer provided feedback on the instructor's techniques, content delivery, classroom atmosphere, and use of resources. Overall, the instructor was well-organized and engaged students through a variety of activities. Suggestions were made to add a warm-up, write the agenda, and use alternative activities to avoid downtime. The instructor was commended for her questioning techniques, feedback, and ability to adapt when resources did not work.
This document contains student evaluations of a course on Accounting Information Systems taught by Professor Ryan Teeter at Rutgers Business School. Students praise Professor Teeter's engaging teaching style, which includes humorous "Teeter Tips" about new technologies at the start of each class. They also appreciate the practical real-world focus of the course material and projects using Microsoft Access. Many students say the course encouraged their intellectual growth by making them more aware of the importance of computer systems and databases in business.
This document provides an overview and introduction to an online college success strategies course. It introduces the instructor, Kelly Christensen, and outlines the course goals, structure, participation requirements, grading, and policies. The course aims to teach tools for academic success and engage students with university resources. It is fully online, with lectures, assignments, and required check-ins. Students will complete a final project proposal. Professional communication is expected, and additional campus resources are referenced.
Spring 2015 Student Evaluation of Teaching _MATH-1131Q-031D-STORR- Calculus IDaniel Bloch
According to the student evaluations, Daniel Bloch received positive reviews as the instructor for a Calculus I course. Students indicated he presented course material clearly, was well prepared, and responsive to questions. They also noted he was accessible, provided useful feedback, and treated students with respect. While ratings were slightly lower than department and university averages, over half of students expected a B or higher in the course. Comments praised Bloch's thorough explanations and willingness to help students learn.
This document contains student evaluations of an instructor, Taulant Muka, MD, PhD, for a course on study design. Students rated Muka highly overall, praising his enthusiasm, accessibility, clear explanations, use of examples, and responsiveness to student questions. When asked to identify things the instructor did well, students commonly cited Muka's clear teaching style, interactive approach, and willingness to answer questions thoroughly. A few students suggested Muka could improve by slowing down his pace at times, more thoroughly explaining quiz answers, and allowing more time for student responses.
This document discusses the lecture cum demonstration method of teaching. It involves the teacher performing experiments and demonstrations in class with active student participation. This combines the benefits of lectures and demonstrations. Key aspects include students observing the experiment, assisting with setup, and taking measurements. It is most effective when demonstrations are well-planned by skilled teachers, as it allows students to observe skills and processes while receiving explanations. The lecture can then combine further demonstration and explanation to effectively convey the lesson's themes.
Student evaluation of teaching for Kiarash AhiKiarash Ahi
Kiarash Ahi, a teaching assistant, received positive reviews from students in his ECE-3201-001L course. The 12 responding students unanimously gave Ahi high ratings across 13 metrics evaluating his teaching effectiveness. They praised his clear explanations, preparation, feedback, and willingness to help students learn. While some felt the labs were not well-timed with lectures, most found the labs more useful than lectures for learning. Overall, the students indicated Ahi was an excellent instructor who stimulated their interest and promoted learning.
Learnings summarized from the International Teachers Program workshopSudhir Voleti
I attended a faculty development workshop called ITP 2015 at CEIBS Shanghai this January. These are my consolidated (but non-comprehensive) learnings from Module 1.