This document provides guidance on the NIET indicator of standards and objectives. It defines the indicator and aligns it with the PL framework indicator of analyzing. It unpacks the descriptors of the standards and objectives indicator, explaining what it means to communicate standards and what evidence of mastery looks like. It also provides questions to consider for reviewing past learning, identifying sub-objectives, and making the objective relevant to students. Finally, it discusses how the indicator of analyzing supports aligning to state standards and objectives and considers other factors in the PL framework.
This is an academic assignment on performance management, setting up tasks and priorities. It aims to define tasks in terms of behaviors and develops criteria standards.
This is an academic assignment on performance management, setting up tasks and priorities. It aims to define tasks in terms of behaviors and develops criteria standards.
Minor Project #2 Nutrition Education Lesson Plan You.docxLaticiaGrissomzz
Minor Project #2:
Nutrition Education Lesson Plan
Your second project is connected to the other two projects. Here you will develop a lesson plan;
the lesson plan will be the guide you follow for your major project, the nutrition education
presentation. The topic is the same as the nutrition concern of your target population you
selected in the ungraded Discussion post in Unit 2. The lesson plan is to summarize the areas
covered in your presentation and the steps to be followed throughout the presentation.
Lesson plan to include:
• Creative title (This should point to your topic.)
• Topic (From the ungraded Discussion post in Unit 2.)
• Target Population (From the ungraded Discussion post in Unit 2.)
• Time duration: (Specify either 15 or 20 minutes.)
• Objectives (You Must have at least 3 objectives and no more than 4 {remember, your
presentation is only 15-20 minutes}. Refer to Chapter 11 {pages 281-286}).
• Procedures: Includes:
o Introduction to audience
o Body of lesson including props and activities
o Closing
• Method of evaluation (Refer to Chapter 12 {pages 318-327}).
• Materials needed (Be specific and detailed.)
Format:
• When setting up the lesson plan, use bullet points as I have done here. The objectives
should be written in complete sentences and follow the correct format as found in the
textbook. The procedures should be in paragraph form, explaining the details of your
presentation of information. This is where you will include any activities you will be
incorporating into the lesson.
• Remember, to know your objectives were met, there must be a method of evaluation.
The method(s) must align with the objectives you developed. Evaluations generally
occur at the conclusion of a lesson; examples include asking the audience questions,
playing a memory game, having audience members complete a worksheet, etc. This is
an integral part of counseling and presentations.
• Under materials, list all materials needed for the entire presentation. This should be
detailed (educational handout your previously prepared, lesson plan, small expo board,
expo marker, props, etc.). Be specific; list everything you would need it you were
actually giving this presentation to the community.
• The layout of the lesson plan should be typed, in your own words but rather easy to
read and follow. You should organize the lesson plan in a logical order of how you would
naturally present it. Again, this lesson plan will be used in the major project
presentation, so it should cover every topic you want to address with your audience.
Refer to Chapter 12 (pages 328-330), for more on Lesson Plans and Program Plans, and pages
318-327 for more on Types of Evaluations and Outcomes and Data Collection Techniques.
Important: Be sure you do not use the template in the text; follow these instructions. Also, if
your topic and target audience are similar to the two lesson plans shown as examples .
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
Course Outcomes state what a student, on successfully completing the course and earning a pass grade and the credit can perform/do/demonstrate with what he/she has learnt in the course. These are also referred as Learning Outcomes or Student Outcomes though NBA uses the term Course Outcomes (COs). Note that the emphasis is on using/applying the knowledge imparted/acquired by a successful student in the course.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. ONTARGET
Objective:
By the end of the module you should be able to:
● Define the NIET indicator: Standards and Objectives
● Align to the PL Framework Indicators
○ Analyzing
3. ONTARGET
On the TAP Rubric, Find the
Indicator “Standards and
Objectives”.
1. Review the Descriptors.
2. Unpack the Descriptors.
What does it mean to communicate the
standards?
What does evidence of mastery look
like?
● Most learning objectives and state
content standards are
communicated.
● Sub-objectives are mostly aligned
to the lesson’s major objective.
● Learning objectives are connected
to what students have previously
learned.
● Expectations for student
performance are clear.
● State standards are displayed.
● There is evidence that most
students demonstrate mastery of
the objective.
4. ONTARGET
Sub-Objectives
❏ How will you review past learning and make connections to
previous lessons?
❏ What skills and content are needed to ultimately master this
lesson objective?
❏ How is this objective relevant to students, their lives, and/or
the real world?
5. Alignment
How does the Indicator “Analyzing” support state standards and SO?
What other considerations does the PL Framework take into account?
How do these two resources complement and
work with each other?