SEP for Interviewers
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A presentation used to show the Senior Exit Portfolio Interviewers at Newton High School the basic procedures and processes involved with the Senior Exit Portfolio.
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- An explanation of closed and open-ended question types.
- Examples of open-ended questions using who, what, when, where, why, and how.
- Directions to write down the partner's answers, ask questions clearly, and prepare a 3 sentence introduction of the partner to the class.
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For more Information details here:
Website: http://www.delhicareergroup.com/ssb-coaching-in-chandigarh.php
Contact US
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The document provides Do's and Don'ts for job interviews. The Do's include having an elevator pitch prepared, arriving 10 minutes early, practicing a firm handshake, showing interest by asking questions about the company, and sending a thank you email after the interview. The Don'ts are to avoid asking about salary during the interview unless the interviewer brings it up, chewing gum while speaking, relying solely on your resume, throwing other candidates under the bus, and stretching the truth about your qualifications and experience.
Topic 3 work - speaking
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Presentation interview techniques
The document discusses different types and purposes of interviews. It provides details on how to conduct a successful interview, including dressing professionally, maintaining eye contact, asking open-ended questions, and being an active listener. It also outlines the typical structure of an interview, including an introduction, confidence-building questions, and a summary. Finally, it examines different interview approaches, such as hard-hitting, promotional, and emotional interviews, and contexts like television, radio, and sports.
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2. It discusses the differences between assessment for and assessment of learning, and identifies six big AFL practices: learning intentions, criteria, descriptive feedback, self and peer assessment, questions, and student ownership.
3. Classroom examples are provided for each practice, and participants are encouraged to determine their next steps for emphasizing AFL in their own teaching.
The Big 6
1. The document summarizes a webcast about assessment for learning (AFL), which focuses on involving learners in assessment practices that promote learning.
2. It discusses the differences between assessment for and assessment of learning, and identifies six big AFL practices: learning intentions, criteria, descriptive feedback, self and peer assessment, questions, and student ownership.
3. Classroom examples are provided for each of the AFL practices, and participants are encouraged to determine their next steps for emphasizing AFL in their own teaching.
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The document discusses various tools used for data collection in research such as observation schedules, interview schedules, interview guides, questionnaires, rating scales, checklists, and document schedules. It provides details on how each tool is used, the differences between schedules and questionnaires, and guidelines for constructing effective schedules and questionnaires. A pilot study or pretesting is recommended to test the data collection tools, identify any issues, and make necessary revisions before the full research study.
Tools and methods of data collection
The document discusses various tools and methods used for data collection in research. It describes primary and secondary sources of data and some common methods for collecting data like interviews, questionnaires, observation, and various scales. Specific tools are discussed for each method - for interviews these include interview schedules and opinionnaires, questionnaires use tools like attitude scales and Likert scales, and observation uses tools like rating scales and checklists. Guidelines for developing questionnaires and uses of different types of scales are also provided.
Edu 702 group presentation (questionnaire)
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire is emphasized to identify issues before full distribution. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Edu 702 group presentation (questionnaire)
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Interview Questions Write 15 or more open-ended questions of sub.docx
Interview Questions
Write 15 or more open-ended questions of substance for your American subculture inquiry project paper. Make sure to include the name of your subculture in the title. Specify whether these questions are for:
1) a current or former member of the subculture
2) someone who has published scholarly writings on this group
3) someone who has worked professionally with the group
Remember what we discussed in class:
No yes/no questions.
No questions that start with "Why."
Do include:
Questions that will inspire thoughtful and detailed answers.
Questions that will not offend the party being interviewed.
1. Interviews
In order to learn the views, opinions, and evaluations of people, we conduct interviews. Interviews can be of two types:
· Structured
· Unstructured
In structured interviews, students prepare a set of questions and try to obtain answers to these questions. Data analysis is easier, because they have comparable categories for each respondent, and they can analyze what each respondent said as an answer to each question and compare and contrast their answers.
Unstructured interviews: The researchers only have the topic of the interview but no set questions to ask the interviewee. The interview may follow whatever course the interviewee chooses to talk about. Every subject may dwell on a different aspect of the topic in question, and as a result, data from individual subjects may not be comparable. On the other hand, such data provide in depth information in great detail about individual subjects.
For our own purposes, structured interviews where the interviewer focuses on a set of predetermined questions, and tries to obtain answers to these questions are more feasible since we cannot expect our students to conduct case studies or personality analyses.
I. Finding subjects: The selection of subjects to be interviewed depends on the topic of study. However, there are certain guidelines the interviewer should not neglect:
1. Do not interview people you know well personally. In such cases, the subjects hesitate to open up and share their genuine opinions with the interviewer they know personally. The answers they give will be answers given to the person they know personally, not the answers they would give to an interviewer with whom they have no personal relations.
2. It is difficult to find the right people to interview. One way is using your contacts. If you know people who know the people you want to interview, use your contacts and get an introduction to those people.
3. If you have no contacts, you may go and contact directly the people you want to study. If you are lucky and approach the target group wisely, most people may agree to collaborate with you.
4. Always introduce yourself, tell your name, where you come from, your school, what your study is about, what you are trying to do. If necessary, get a letter from your teacher describing your research study and introducing you.
II. The interview
· The interview .
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This document discusses research methods and designs, focusing on surveys. It defines surveys and describes their purpose, which includes providing information, explaining situations, identifying and solving problems, and measuring change. The main types of survey designs discussed are cross-sectional, longitudinal, trend studies, cohort studies, and panel studies. Advantages and disadvantages of different designs are compared. Guidelines for developing questionnaires and conducting interviews are also provided.
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A needs analysis involves collecting information about learners' needs, wants, and requirements from different stakeholders. It can be formal or informal. Common methods include surveys, interviews, and test scores. The information is used to define goals and objectives to guide lesson planning. An example describes how two teachers conducted an informal needs analysis on the first day but realized their survey was too complex. They adapted to an impromptu analysis using drawings to identify key needs of speaking and listening.
Advancing Teaching and Learning Conference
This document discusses incorporating formative assessment and active learning into courses to spend less time grading and more time engaging with students. It recommends using formative assessment techniques like Padlet and Kahoot to get students more actively involved in class. These techniques make material more accessible and build student confidence by removing barriers. Formative assessments help identify concepts students are struggling with so teachers can adjust their lessons and instruction. This leads to improved student evaluations and makes teaching more enjoyable.
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SEP for Interviewers
- 1. Thanks for Volunteering! Greg Lehr Ronda Lim ó n
- 14. Again, Thanks for Your Time!
- 16. Ronda Limon 284-6280 x2624 [email_address] Greg Lehr 284-6280 x6116 [email_address] Contact Information