Student teaching survey
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The document is a student survey evaluating their teacher, Miss Keigher. Students were asked to rate on a scale of 1 to 5 how much they agreed with statements about Miss Keigher's teaching abilities and the class. They were then asked open-ended questions about what they liked best and least about the class, an enjoyable and unenjoyable activity, how they learn best, and advice for Miss Keigher.
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This document provides 5 tips for making learning activities more challenging:
1. Start lessons with thoughtfully prepared challenges to engage students' curiosity.
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3. Assign students roles within groups to give them responsibility for coordinating responses and making decisions.
4. For straightforward objectives, find ways to add complexity, such as reordering images or leaving pieces missing.
5. Challenge students to justify their reasoning when completing puzzles or sequencing activities.
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Effective questioning is at the heart of teaching and learning. Teachers should use a variety of questioning approaches, including closed and open questions, to check understanding, stimulate thinking, and promote discussion. Questions should be linked to learning outcomes and success criteria. It is important to allow wait time after asking questions and encourage responses from all students. Using Bloom's Taxonomy can help teachers ask questions that promote higher-order thinking skills.
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The document discusses five variables that influence student motivation - interest, success, level of concern, feeling tone, and knowledge of results - and provides techniques teachers can use to enhance each one, such as using visual aids to build interest, ensuring assignments are at appropriate difficulty levels to promote success, and providing timely feedback to give knowledge of results. It emphasizes the importance of creating a positive feeling tone in the classroom and using extrinsic motivators strategically to help students develop intrinsic motivation.
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This document outlines the running order and agenda for a session on providing meaningful, manageable, and motivating feedback. It includes:
- An introduction and overview of the session aims (5 mins)
- Breakout group discussions on feedback strategies and challenges (30 mins)
- Sharing of group ideas and creation of a "top tips" page (Mickella?)
- Sharing of feedback strategies for practical subjects (Kirsty)
- Melvina to share a maths strategy
- Closing pledge and evaluation
The document also provides additional context on the goals of the session, what feedback is for, examples of effective feedback strategies like SIR marking, and a request for
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This document provides tips and strategies for teachers to earn an "excellent" performance rating in their evaluations. It discusses key areas evaluators will assess such as classroom environment, instructional practices, assessment, reflection, professional responsibilities, and planning. Specific tips are given for engaging students, using questioning techniques, communicating expectations, conducting observations, providing feedback, and participating in professional learning communities. Teachers are encouraged to set high expectations, demonstrate content knowledge, use formative assessment, reflect on their teaching, and communicate regularly with families.
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This document contains an argumentative essay rubric for grades 11-12 that assesses student writing based on four criteria: development, organization, reading/research, and language/conventions. For each criterion, descriptors are provided for performance levels ranging from novice to exceeds expectations. The rubric is designed to evaluate how well students address the writing task, develop and support claims, organize ideas, incorporate research, and employ standard writing mechanics.
Argumentative writingessaygraphicorganizerw.11 12.1
This document provides a graphic organizer for writing an argumentative essay. It outlines the key components of an introduction with an attention grabber and thesis statement. The body should include topic sentences, evidence from credible sources to support claims, and reasoning. A conclusion restates the focus statement and thesis, and leaves a lasting impression. It also notes that a counterclaim and rebuttal can be included. The overall goal is to support a claim using valid reasoning and sufficient evidence per the Common Core standard presented.
Comparing Central Ideas
Both articles discuss the rising rates of student cheating. The central idea that emerges is that more students are cheating today than in the past, including high-achieving students. This central idea is supported by evidence that cheating has become more accepted and easier to do due to factors like the internet and views of cheating as a means to success rather than a problem.
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The document provides instructions for students to analyze a speech by J.K. Rowling by highlighting examples of logical appeals (logos), emotional appeals (pathos), credibility and authority (ethos), imagery, shifts in tone, and passages that appeal to the intended audience. Students are asked to mark the text to identify these rhetorical devices and techniques.
RI.9 10.2
This document outlines the Common Core State Standard for determining the central idea of a text, analyzing how it develops through specific details, and providing an objective summary. It instructs students to identify the author's point, examine supporting details, and summarize the text. It also suggests breaking down the standard into determining the central idea, analyzing its development, considering supporting details, and writing an objective summary.
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
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Syllabus
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Student teaching survey
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