This document provides information about an Elementary Education course titled "Families, Communities & Culture". The 3-credit, 16-week online course examines interactions between schools, families, communities and diverse cultures. Students are required to complete 10 hours of classroom observations and assignments include exams, essays and presentations. The course aims to help students understand systems theory, leadership styles, and the social context of learning.
This document provides information about an Elementary Education course titled Foundations of Education (EDU 201) being taught in spring 2012. It outlines the course description, schedule, focus, objectives, required textbook, assignments, grading policy, and other policies. The course introduces social, philosophical, and historical perspectives in education and examines teaching as a field and profession. It is taught in traditional, hybrid, and online formats from January 17 to May 10, 2012.
This course provides students with a 30-hour field experience in a K-12 classroom to explore teaching as a career. Students observe classroom instruction, work with students, and participate in online discussions about teacher education topics. Assignments include reflections on observations and a presentation about the experience. To pass, students must complete 30 hours in the field and earn a minimum 70% overall grade, which includes online work and a portfolio signed by the supervising teacher.
This document discusses several aspects of the Philippine educational system. It begins by stating that teachers were not required to have a professional license until R.A. 7836 was passed in 1994. It then notes that the Philippine system is tri-focalized with DepEd overseeing basic education, CHED for higher education, and TESDA for vocational education. Religion can be taught once a week during lunch breaks in public schools per the Constitution. R.A. 9155 transferred all sports programs from DepEd to the Philippine Sports Commission. Finally, it identifies that the school is considered the "heart of the formal education system" according to R.A. 9155.
This document contains multiple choice questions about education topics such as moral development, classroom management, school administration, assessment, curriculum and instruction. Specifically:
- Question 1 asks about the ideal stage of moral development.
- Question 2 describes a classroom scenario and asks which educational concept it illustrates.
- Question 3 asks about the power given to school heads under a specific law.
The document continues with additional multiple choice questions covering a wide range of education-related topics and concepts.
This document provides the syllabus for an Art Appreciation course at Kellogg Community College. The course is a survey of contemporary and traditional visual art themes with an emphasis on communication through various art forms. Students will examine the role of visual art in cultures through history and today. The syllabus outlines the required materials, course content including lectures and activities, attendance policy, grading scale and expectations for participation, assignments, and policies regarding plagiarism and conduct.
This document appears to be a practice test for a Professional Education exam containing 150 multiple choice questions. It provides the questions, possible answers, and some brief introductory information about the exam requirements. The questions cover topics related to a teacher's professional responsibilities and development, educational principles and philosophies, classroom and behavior management, and teaching strategies.
Professional education set a (with highlighted answers)Lucille Clavero
The document contains sample questions from a Licensure Examination for Teachers (LET) exam in the Philippines. It includes 35 multiple choice questions testing knowledge of topics like child development, educational philosophies, classroom management strategies, assessment techniques, and Philippine history. The questions cover concepts relevant to being a licensed, professional educator.
Teacher licensing exam with multiple choice questions covering various topics related to teaching:
- Question 101 asks about the characteristic of a quality professional development program for teachers.
- Questions 102 and 125 are about ensuring high standards for teachers' personal and professional development through measures like monitoring implementation of training.
- Other questions cover topics like the role of teachers in the community, creating a safe and secure learning environment, cultural heritage transmission, political influences on schools, remote school management, inclusive education, gender issues, and teachers' legal and professional obligations.
This document provides information about an Elementary Education course titled Foundations of Education (EDU 201) being taught in spring 2012. It outlines the course description, schedule, focus, objectives, required textbook, assignments, grading policy, and other policies. The course introduces social, philosophical, and historical perspectives in education and examines teaching as a field and profession. It is taught in traditional, hybrid, and online formats from January 17 to May 10, 2012.
This course provides students with a 30-hour field experience in a K-12 classroom to explore teaching as a career. Students observe classroom instruction, work with students, and participate in online discussions about teacher education topics. Assignments include reflections on observations and a presentation about the experience. To pass, students must complete 30 hours in the field and earn a minimum 70% overall grade, which includes online work and a portfolio signed by the supervising teacher.
This document discusses several aspects of the Philippine educational system. It begins by stating that teachers were not required to have a professional license until R.A. 7836 was passed in 1994. It then notes that the Philippine system is tri-focalized with DepEd overseeing basic education, CHED for higher education, and TESDA for vocational education. Religion can be taught once a week during lunch breaks in public schools per the Constitution. R.A. 9155 transferred all sports programs from DepEd to the Philippine Sports Commission. Finally, it identifies that the school is considered the "heart of the formal education system" according to R.A. 9155.
This document contains multiple choice questions about education topics such as moral development, classroom management, school administration, assessment, curriculum and instruction. Specifically:
- Question 1 asks about the ideal stage of moral development.
- Question 2 describes a classroom scenario and asks which educational concept it illustrates.
- Question 3 asks about the power given to school heads under a specific law.
The document continues with additional multiple choice questions covering a wide range of education-related topics and concepts.
This document provides the syllabus for an Art Appreciation course at Kellogg Community College. The course is a survey of contemporary and traditional visual art themes with an emphasis on communication through various art forms. Students will examine the role of visual art in cultures through history and today. The syllabus outlines the required materials, course content including lectures and activities, attendance policy, grading scale and expectations for participation, assignments, and policies regarding plagiarism and conduct.
This document appears to be a practice test for a Professional Education exam containing 150 multiple choice questions. It provides the questions, possible answers, and some brief introductory information about the exam requirements. The questions cover topics related to a teacher's professional responsibilities and development, educational principles and philosophies, classroom and behavior management, and teaching strategies.
Professional education set a (with highlighted answers)Lucille Clavero
The document contains sample questions from a Licensure Examination for Teachers (LET) exam in the Philippines. It includes 35 multiple choice questions testing knowledge of topics like child development, educational philosophies, classroom management strategies, assessment techniques, and Philippine history. The questions cover concepts relevant to being a licensed, professional educator.
Teacher licensing exam with multiple choice questions covering various topics related to teaching:
- Question 101 asks about the characteristic of a quality professional development program for teachers.
- Questions 102 and 125 are about ensuring high standards for teachers' personal and professional development through measures like monitoring implementation of training.
- Other questions cover topics like the role of teachers in the community, creating a safe and secure learning environment, cultural heritage transmission, political influences on schools, remote school management, inclusive education, gender issues, and teachers' legal and professional obligations.
Professional education set d (with highlighted answers)Lucille Clavero
This document contains a practice test with 62 multiple choice questions covering various topics in education. The questions assess knowledge of educational philosophies, theories of child development, classroom management strategies, approaches to instruction, assessment methods, and professional ethics. Correct answers are highlighted. The test covers fundamental concepts that teachers should understand to be effective educators.
The document contains a test with 34 multiple choice questions covering various topics in education. The questions cover subjects like classroom management, teaching methods, child development theories, assessment, and the roles and responsibilities of teachers. Some sample questions include identifying the appropriate way to shut down a non-responding application, determining which assessment tool involves a collection of student work, and recognizing which statement communicates a school's vision and mission effectively.
1. The document outlines Stromlo High School's assessment and reporting policy for years 6-10. It details how student achievement will be assessed and reported against the Australian Curriculum Achievement Standards.
2. Assessment will occur twice yearly to identify students' progress towards expected year level achievement. End of year reports will provide a summative assessment of the student's achievement. Teacher judgement will be made based on student work samples.
3. The policy also addresses grading, appeals, plagiarism, late work, homework guidelines, and certification requirements for years 7-10 and at the completion of year 10.
This 3 sentence summary provides the key details about the college course "College Study Methods - Online":
The course is designed to help students develop effective study techniques for college through online lessons, assignments, exams and a final project. Students will learn organized study methods, note-taking, reading comprehension, time management, and research skills. Assessment includes discussion posts, homework, quizzes, a midterm, final exam, and final project.
This document outlines the syllabus for an online Foundations of Education course. It provides details about the instructor, Jen Lund, including contact information. It describes the 16-week course, which introduces social, philosophical, and historical perspectives in education. The document lists the course objectives, which include understanding teaching as a profession and identifying effective teaching strategies. It outlines expectations for student participation and assignments, as well as policies regarding grading, late work, and academic honesty.
Professional education set e (without highlighted answers)Lucille Clavero
This document contains multiple choice questions from a teacher exam covering various topics:
- Teachers' responsibilities outside of teaching and compensation
- Dog behavior and conditioning processes
- Reading comprehension strategies
- Influences on developing graduates' character
- Learning theories as they relate to punishment
- Appropriate ways to help students below grade level
- Foundational principles of morality in reporting illegal activities
- Names for instructional methods like Socratic and indirect instruction
- Classroom management techniques
- Learning taxonomies and domains
- Standardized testing practices
- Intellectual development and diagram use according to Bruner
- Synthesizing skills and mean, median, and mode calculations
This document contains a review test for the Licensure Examination for Teachers (LET). It consists of 36 multiple choice questions covering various topics in professional education such as teaching strategies, child development theories, classroom management techniques, and curriculum philosophies. The questions assess understanding of concepts like questioning strategies, punishment and learning, instructional approaches, and criteria for selecting instructional materials.
This document contains a 50-item reviewer for the Licensure Examination for Teachers (LET) Professional Education portion. The questions cover topics like test construction, teaching strategies, learning theories, classroom management techniques, and instructional planning. The reviewer is intended to help examinees prepare for the LET by familiarizing them with common concepts and terminology assessed on the professional education section of the licensure exam.
This document contains a 50-item multiple choice exam on professional education topics. The exam covers subjects like classroom management, learning theories, assessment, and instructional strategies. It also includes 3 short situational analysis questions to assess how teachers would respond in different educational scenarios.
This document contains a review examination for teachers focusing on professional education and child and adolescent development topics. It includes 20 multiple choice questions related to teaching methods, learning theories, classroom management strategies, and child development stages. The questions cover subjects like lesson planning, instructional techniques, learning objectives, assessment methods, and theories from experts like Chomsky, Bandura, and Freud.
Licensure examination for teachers set 2 part 1Arneyo
The document contains a 25-item licensure examination for teachers with questions on educational concepts such as performance objectives, test construction terminology, Filipino cultural traits, criterion-referenced testing, language acquisition theories, teaching roles, constructivist lesson planning, counseling approaches for different types of students, merit-based government hiring, stages of child development, instructional techniques, classroom management strategies, philosophical perspectives, test interpretation, and criteria for selecting instructional materials.
The document outlines the teacher certification process in New York State, including the origins of certification, the types of certification (initial and professional), and requirements to obtain and maintain certification such as completing education programs, passing certification exams, obtaining teaching experience, and engaging in ongoing professional development. It also discusses the differences between certification and tenure, with certification demonstrating teaching qualifications and tenure providing employment protections.
Doug Van Oort discusses changes made to the preparation program for paraeducators and general education teachers at Kirkwood Community College in Cedar Rapids, Iowa. Previously, paraeducators and teachers were prepared separately. However, through a case study of a paraeducator named Ann working with a student named Ben, Van Oort realized the programs needed to be integrated. Now, paraeducator candidates take courses alongside future teachers and are expected to work as a collaborative team. The benefits seen so far include paraeducators gaining a better understanding of teacher roles and responsibilities, and some paraeducators choosing to pursue teacher licensure after gaining experience in the field. The main challenge remains convincing adjunct instructors to support the integrated preparation
Continuous and comprehensive evaluation (CCE) involves assessing students regularly using multiple methods rather than only through annual exams. CCE aims to evaluate cognitive as well as non-cognitive aspects of learning, provide feedback to improve learning, and reduce student stress. It involves formative and summative assessments that are used to monitor student progress, diagnose learning needs, and improve teaching practices.
This document contains an individual work plan for a contractual teacher. It outlines the teacher's targets and activities in the areas of: [1] Instructional competence including lesson planning, teaching methods, addressing student needs; [2] Student achievement outcomes; [3] School, home and community involvement; and [4] Professional and personal characteristics such as decisiveness, integrity, and punctuality. The plan includes specific measurable targets for each activity and space to record actual performance against those targets.
Professional education reviewer for let or blept examineeselio dominglos
This document provides instructions for a September 2015 preboard examination in professional education. It outlines general instructions for examinees, including that the test contains 200 questions to be completed in 2 hours using a single answer sheet. It instructs examinees to write the subject title and shade the appropriate set box on their answer sheet. The document then provides several sample questions on topics related to the teaching profession, human growth and development, facilitating learning, and developmental reading.
This document appears to be a review test for teacher licensure that contains 50 multiple choice questions covering various topics related to education, teaching, and child development. The questions assess knowledge of concepts like central tendency, learning theories, developmental stages, classroom management, and teaching methods. They also cover subjects like ethics, cultural issues, research methods, and teachers' professional roles and responsibilities. The review test was compiled by Jomar A. Gersalia and seems aimed at evaluating a teacher's preparedness for professional licensure and standards in the Philippines.
This educational contract outlines the student's internship goals, learning plan, and responsibilities. The student seeks to gain skills in research, evaluation, data analysis, and data presentation. Their learning plan includes conducting research on equity measures, creating a resource database, and engaging in policy work. The student also aims to explore their ethnic identity and participate in trainings on disproportionality. Additional goals are to develop professional skills like networking and creating a portfolio. The contract specifies the student will complete 480 hours over 16 weeks, attend weekly supervision, and document hours using a tracking spreadsheet.
B.Ed. Entrance Exam Syllabus By CGS CoachingCGS Coaching .
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This document is a statement of informed beliefs by a teacher discussing their philosophy of education. It covers several key topics: recognizing that students learn differently and it is the teacher's responsibility to meet their needs; having high expectations for all students regardless of background; understanding how family and social factors influence learning; promoting socialization and community involvement; addressing the needs of diverse ethnic and cultural backgrounds; using various methods of planning, assessment, and adjusting curriculum to accommodate different learning styles and needs. The overall message is the importance of treating each student as an individual, modifying one's teaching approach, and connecting learning to the wider social context to help all students succeed.
This document provides an overview of the topics that will be covered in Chapter 2 of the EDUC 201 course. It includes discussions around defining education and schooling, examining the culture of different schools, defining classroom culture, discussing effective school components, and the basic purposes of schools. Students will participate in group activities on school culture and purposes of schools. They are also assigned tasks to complete on Blackboard by Sunday and told to read Chapter 3 in preparation for the next class.
Professional education set d (with highlighted answers)Lucille Clavero
This document contains a practice test with 62 multiple choice questions covering various topics in education. The questions assess knowledge of educational philosophies, theories of child development, classroom management strategies, approaches to instruction, assessment methods, and professional ethics. Correct answers are highlighted. The test covers fundamental concepts that teachers should understand to be effective educators.
The document contains a test with 34 multiple choice questions covering various topics in education. The questions cover subjects like classroom management, teaching methods, child development theories, assessment, and the roles and responsibilities of teachers. Some sample questions include identifying the appropriate way to shut down a non-responding application, determining which assessment tool involves a collection of student work, and recognizing which statement communicates a school's vision and mission effectively.
1. The document outlines Stromlo High School's assessment and reporting policy for years 6-10. It details how student achievement will be assessed and reported against the Australian Curriculum Achievement Standards.
2. Assessment will occur twice yearly to identify students' progress towards expected year level achievement. End of year reports will provide a summative assessment of the student's achievement. Teacher judgement will be made based on student work samples.
3. The policy also addresses grading, appeals, plagiarism, late work, homework guidelines, and certification requirements for years 7-10 and at the completion of year 10.
This 3 sentence summary provides the key details about the college course "College Study Methods - Online":
The course is designed to help students develop effective study techniques for college through online lessons, assignments, exams and a final project. Students will learn organized study methods, note-taking, reading comprehension, time management, and research skills. Assessment includes discussion posts, homework, quizzes, a midterm, final exam, and final project.
This document outlines the syllabus for an online Foundations of Education course. It provides details about the instructor, Jen Lund, including contact information. It describes the 16-week course, which introduces social, philosophical, and historical perspectives in education. The document lists the course objectives, which include understanding teaching as a profession and identifying effective teaching strategies. It outlines expectations for student participation and assignments, as well as policies regarding grading, late work, and academic honesty.
Professional education set e (without highlighted answers)Lucille Clavero
This document contains multiple choice questions from a teacher exam covering various topics:
- Teachers' responsibilities outside of teaching and compensation
- Dog behavior and conditioning processes
- Reading comprehension strategies
- Influences on developing graduates' character
- Learning theories as they relate to punishment
- Appropriate ways to help students below grade level
- Foundational principles of morality in reporting illegal activities
- Names for instructional methods like Socratic and indirect instruction
- Classroom management techniques
- Learning taxonomies and domains
- Standardized testing practices
- Intellectual development and diagram use according to Bruner
- Synthesizing skills and mean, median, and mode calculations
This document contains a review test for the Licensure Examination for Teachers (LET). It consists of 36 multiple choice questions covering various topics in professional education such as teaching strategies, child development theories, classroom management techniques, and curriculum philosophies. The questions assess understanding of concepts like questioning strategies, punishment and learning, instructional approaches, and criteria for selecting instructional materials.
This document contains a 50-item reviewer for the Licensure Examination for Teachers (LET) Professional Education portion. The questions cover topics like test construction, teaching strategies, learning theories, classroom management techniques, and instructional planning. The reviewer is intended to help examinees prepare for the LET by familiarizing them with common concepts and terminology assessed on the professional education section of the licensure exam.
This document contains a 50-item multiple choice exam on professional education topics. The exam covers subjects like classroom management, learning theories, assessment, and instructional strategies. It also includes 3 short situational analysis questions to assess how teachers would respond in different educational scenarios.
This document contains a review examination for teachers focusing on professional education and child and adolescent development topics. It includes 20 multiple choice questions related to teaching methods, learning theories, classroom management strategies, and child development stages. The questions cover subjects like lesson planning, instructional techniques, learning objectives, assessment methods, and theories from experts like Chomsky, Bandura, and Freud.
Licensure examination for teachers set 2 part 1Arneyo
The document contains a 25-item licensure examination for teachers with questions on educational concepts such as performance objectives, test construction terminology, Filipino cultural traits, criterion-referenced testing, language acquisition theories, teaching roles, constructivist lesson planning, counseling approaches for different types of students, merit-based government hiring, stages of child development, instructional techniques, classroom management strategies, philosophical perspectives, test interpretation, and criteria for selecting instructional materials.
The document outlines the teacher certification process in New York State, including the origins of certification, the types of certification (initial and professional), and requirements to obtain and maintain certification such as completing education programs, passing certification exams, obtaining teaching experience, and engaging in ongoing professional development. It also discusses the differences between certification and tenure, with certification demonstrating teaching qualifications and tenure providing employment protections.
Doug Van Oort discusses changes made to the preparation program for paraeducators and general education teachers at Kirkwood Community College in Cedar Rapids, Iowa. Previously, paraeducators and teachers were prepared separately. However, through a case study of a paraeducator named Ann working with a student named Ben, Van Oort realized the programs needed to be integrated. Now, paraeducator candidates take courses alongside future teachers and are expected to work as a collaborative team. The benefits seen so far include paraeducators gaining a better understanding of teacher roles and responsibilities, and some paraeducators choosing to pursue teacher licensure after gaining experience in the field. The main challenge remains convincing adjunct instructors to support the integrated preparation
Continuous and comprehensive evaluation (CCE) involves assessing students regularly using multiple methods rather than only through annual exams. CCE aims to evaluate cognitive as well as non-cognitive aspects of learning, provide feedback to improve learning, and reduce student stress. It involves formative and summative assessments that are used to monitor student progress, diagnose learning needs, and improve teaching practices.
This document contains an individual work plan for a contractual teacher. It outlines the teacher's targets and activities in the areas of: [1] Instructional competence including lesson planning, teaching methods, addressing student needs; [2] Student achievement outcomes; [3] School, home and community involvement; and [4] Professional and personal characteristics such as decisiveness, integrity, and punctuality. The plan includes specific measurable targets for each activity and space to record actual performance against those targets.
Professional education reviewer for let or blept examineeselio dominglos
This document provides instructions for a September 2015 preboard examination in professional education. It outlines general instructions for examinees, including that the test contains 200 questions to be completed in 2 hours using a single answer sheet. It instructs examinees to write the subject title and shade the appropriate set box on their answer sheet. The document then provides several sample questions on topics related to the teaching profession, human growth and development, facilitating learning, and developmental reading.
This document appears to be a review test for teacher licensure that contains 50 multiple choice questions covering various topics related to education, teaching, and child development. The questions assess knowledge of concepts like central tendency, learning theories, developmental stages, classroom management, and teaching methods. They also cover subjects like ethics, cultural issues, research methods, and teachers' professional roles and responsibilities. The review test was compiled by Jomar A. Gersalia and seems aimed at evaluating a teacher's preparedness for professional licensure and standards in the Philippines.
This educational contract outlines the student's internship goals, learning plan, and responsibilities. The student seeks to gain skills in research, evaluation, data analysis, and data presentation. Their learning plan includes conducting research on equity measures, creating a resource database, and engaging in policy work. The student also aims to explore their ethnic identity and participate in trainings on disproportionality. Additional goals are to develop professional skills like networking and creating a portfolio. The contract specifies the student will complete 480 hours over 16 weeks, attend weekly supervision, and document hours using a tracking spreadsheet.
B.Ed. Entrance Exam Syllabus By CGS CoachingCGS Coaching .
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This document is a statement of informed beliefs by a teacher discussing their philosophy of education. It covers several key topics: recognizing that students learn differently and it is the teacher's responsibility to meet their needs; having high expectations for all students regardless of background; understanding how family and social factors influence learning; promoting socialization and community involvement; addressing the needs of diverse ethnic and cultural backgrounds; using various methods of planning, assessment, and adjusting curriculum to accommodate different learning styles and needs. The overall message is the importance of treating each student as an individual, modifying one's teaching approach, and connecting learning to the wider social context to help all students succeed.
This document provides an overview of the topics that will be covered in Chapter 2 of the EDUC 201 course. It includes discussions around defining education and schooling, examining the culture of different schools, defining classroom culture, discussing effective school components, and the basic purposes of schools. Students will participate in group activities on school culture and purposes of schools. They are also assigned tasks to complete on Blackboard by Sunday and told to read Chapter 3 in preparation for the next class.
This document provides information about the CIS A101 - Computer Information Systems Applications course offered at the College of Western Idaho in the fall of 2011. The 3 credit course will be taught on Saturdays from 11:00 am - 12:40 pm and 2:00 pm - 3:40 pm in room 126 of the Aspen Classroom building. The course focuses on developing basic computer skills using Windows 7, Internet Explorer 8, Microsoft Word, Excel, and PowerPoint. Course objectives include understanding computer functionality, the internet, word processing, spreadsheets, and presentation software. Students will be assessed through tests in general computer technology, word processing, spreadsheets, and presentations.
The document provides instructions for students to complete assignments in myitlab that are graded using Grader. It outlines a 3 step process: 1) download the instructions and starter files, 2) complete the assignment using the starter files in Office software, and 3) upload the completed file to submit for grading. It describes how students can view their graded submissions and reports that provide details on their performance.
Thirteen hints for taking effective classroom notescarolbillingcwi
The document provides 13 hints for taking effective classroom notes. It advises students to keep a written record of lectures, sit where they can see and be seen by the teacher, do some advance reading to better understand lectures, and record notes systematically in a notebook with dated entries on one side of the page only. It also recommends using an outline format, being alert for signals about important information, writing down examples, details, and questions. Students are advised to review notes soon after class while the material is still clear in their mind.
The document discusses key concepts related to families including family characteristics, interactions, functions, life cycles, and socioeconomic status (SES). It defines family functions as the seven interrelated activities of affection, self-esteem, economics, daily care, socialization, recreation, and education. The document also examines bullying in schools and the rise of cyber-bullying among teenagers.
Eece 311 syllabus queens college fall 2012 children in cultural context ii le...John Smith
This course examines major learning theories and effective instructional principles. It explores classroom structures, management, intelligence, learning styles, assessment, and the impact of culture and class. Students complete field observations and teaching experiences to reflect on working with children. The course objectives are for students to understand how to teach purposefully using learning theory, be reflective learners aware of biases, apply understanding of diversity to teaching, articulate differences in learning patterns, demonstrate principles of motivation and communication, and foster positive relationships. The course is aligned with the education unit's core values of equity, excellence, and ethics in urban education.
This document outlines the syllabus for an Exploring the Reggio Approach to Early Education course. The purpose of the course is to explore the history and theoretical foundations of the Reggio Emilia approach to early education. Students will develop reflective practices, documentation skills, questioning techniques, and project design skills inspired by Reggio principles. Course objectives include understanding the history and theories behind Reggio, engaging in documentation, observing children, recognizing challenges to adopting Reggio practices, and developing collaborative and reflective skills. The course involves reflective journals, school visits, videos, readings, discussions, and activities. Assignments include journaling, implementing Reggio activities in classrooms, a paper on theoretical underpinnings, and a group project redesign
This document is a daily lesson log for an 11th-12th grade social studies class. It outlines the objectives, content, learning resources, procedures, and reflections for lessons taught between September 23-26 on the topics of social stratification, social organization, and kinship ties. The objectives are to understand social stratification based on wealth, power and prestige and analyze aspects of social organization and one's role in social groups. Over the course of the week, students engaged in lectures, group presentations, discussions on family structures and marriage traditions, and developing their understanding through examples and applying concepts to daily life. The teacher reflected on students' mastery of the content and next steps to improve instruction.
24Tennessee State UniversityDepartment of Teaching & Lea.docxeugeniadean34240
24
Tennessee State University
Department of Teaching & Learning
3500 John Merritt Blvd.
Nashville, TN 37209
EDRD 2010: Reading in the Content Area
Syllabus & Course Guide
Syllabus
Instructor: Dr. John Nandzo
Phone: 963 - 5572
Email: [email protected]
Office #/Location: LRC 214
Office Hours: MWF 9:00 AM – 11:00AM
TR: 10:00 AM – 12:00NOON
Course Days/Times:
Online Access: Mytsu Course Files
E-Mail Notification: via Mytsu and Banner Course Files Announcements
e-learn: http://elearn.tnstate.edu
Required Text(s)
Text: Reading in the Content Area
Author(s): Custom Publication
Publisher: Pearson Press
ISBN: 1256721786
Course Syllabus
To the Student
This Syllabus and Course Guide contains valuable information concerning rules, regulations, and policies which govern the operation Reading in the Content Area. As a student in this class, it is important that you know this information and that you use it as a guide to support your learning throughout the semester.
Professors will place the Syllabus and Course Guide in Banner Course Files and will upload it into the Desire2Learn (D2L) Online Learning Management Platform so that students can access this
Reading in the Content Area is a course that is designed to assist the enhancement of students’ competencies in reading and learning. Emphasis will be placed upon methods and procedures for use with interdisciplinary readings designed to provide a link across the disciplines for directive work in all fields of college study. The course will not only strengthen students’ literal comprehension but also the development of inferential comprehension in content area courses, the media, and socio-technical systems. Strong learning strategies will be formed by connecting new knowledge with prior knowledge, as well as connecting with social issues and events.
Rationale
Because many students have not read widely or deeply, they cannot be active independent learners. They have not learned and practiced the strategies that meaning is constructed by the reader as he/she engages with the various texts. College materials necessitate proficient reading skills; an effective college reading program, then, must help students to develop and master those essential tools so that they can achieve their higher education goals and lifelong learning.
General Course Goals
To assist students with the mastery of specific skills in reading comprehension and logical relationships that lead to the development of high order thinking ability. Particular emphasis is given to understanding main ideas, facts versus opinions, direct and indirect statements, inferences, categorizing ideas, and organizational principles to construct meaning from a variety of texts.
Course Competencies: Learning Goal.
432 el of bishop, caila long3-14-2012#4caila-bishop
- The document is an observation form from the University of Illinois Urbana-Champaign evaluating a student teacher, Caila Bishop, during her spring semester student teaching.
- The form rates Caila's performance in several areas of teaching including content knowledge, planning, classroom management, instructional delivery, and professionalism.
- Overall, the evaluator found Caila to be competent or outstanding in most areas, particularly her content knowledge, classroom management skills, and supportive interactions with students. The evaluator provided some strengths and suggestions for continued growth.
UNIT 1 OUTCOME BASED EDUCATION IN ASSESSMENT IN LEARNING 1Rai Blanquera
Here are potential learning outcomes from the perspective of a future TLE teacher:
1. Develop students' understanding of tools, materials, processes and their applications in technology and livelihood education.
1.1 Students will be able to identify and describe the basic hand tools used in woodworking.
1.2 Students will explain the proper use and safety procedures for operating woodworking machines like the band saw and drill press.
2. Cultivate students' skills in designing, planning and creating technological products and systems.
2.1 Students will demonstrate correct techniques for measuring, marking and cutting wood materials.
2.2 Working in groups, students will plan and construct a small wood project like a bookshelf or
This document provides information about the STUS 101: College Study Methods course for the fall 2015 semester. It outlines the instructor and contact information, course description and focus, schedule, textbooks, objectives, assessments including exams and assignments, grading policy, instructor availability, and expectations. The course is designed to help students develop effective study skills and habits through weekly assignments utilizing lecture, Blackboard, and Pearson's MyStudentSuccessLab. Students will be assessed on exams, assignments, module post-tests, and class participation, with the overall goal of helping them become better students.
This document provides information about the STUS 101: College Study Methods course taught online in the fall of 2015. The instructor is Jen Lund and the course focuses on developing effective study skills and habits. It is a 2-credit course that meets fully online over 16 weeks. Students will learn about time management, reading strategies, note-taking, test-taking, and more. Grades will be based on exams, assignments, online modules, and class participation. The course calendar outlines assignment due dates and students should expect to spend 4-6 hours per week on coursework outside of class meetings.
This course is designed to help undeclared students at the University of Illinois transition smoothly into their first semester. It will help students develop strategies to facilitate a positive experience through self-reflection, discussion, and learning about campus resources. The course objectives are for students to learn how to transition successfully, explore potential majors and careers, understand the transfer process, and utilize academic and career resources. It is taught by an academic advisor and meets weekly. Assignments include quizzes, informational interviews, and a final presentation. The goal is for students to feel comfortable navigating the university as they determine their academic and career paths.
Assessment is a key element of any learning program; it is through assessment that we know our students, and know what they have learnt; it is the quality control mechanism for our graduates; it is an important feedback loop on the effectiveness of our teaching. Assessment is central to learning design, and yet it is often the thing we think of last. This presentation highlights some of the key ideas driving assessment practice, and raise questions regarding assessment strategy and design such as:
What makes good assessment?
What are some principles of a sound assessment strategy, and why
Some new ways forward – what will you do differently?
This document provides information about a college study methods course titled STUS 101. It outlines the class meeting times, instructor details for Jen Lund, textbook and materials required, course objectives and outcomes, assignments including exams, journals and a final project, grading policies, expectations for attendance and assignments, and an initial course calendar and homework. The course is designed to help students develop effective study skills and prepare for success in college.
This document provides information about a college study methods course taught by instructor Jen Lund. The course is designed to help students develop effective study skills and techniques. It will be offered both online and in-person, meeting weekly. Grades will be based on exams, assignments completed through the online platform MyStudentSuccessLab, discussion boards, journals and a final project. Students are expected to spend 4-6 hours per week outside of class on coursework. Late assignments will not be accepted without documentation of an exceptional circumstance. The course aims to help students improve their reading, note-taking, time management and test-taking abilities.
The document is a portfolio created by Rob Reynolds to provide evidence of meeting the Iowa Teaching Standards. It includes artifacts and reflections for each of the 8 teaching standards. For standard 1, artifacts include a course syllabus used to communicate expectations. For standard 2, an algebra review handout is used. Examples of planning like reading strategies emails and student work are included for standards 3 and 4. Assessments, grades posted to Edline, and aligned reviews are discussed under standard 5. Classroom management through prayer is described for standard 6. Professional development through conferences and an e-portfolio are discussed for standard 7. Interactive online assignments are presented for standard 8. The faith standard highlights experiences like Kairos retreats and daily prayer
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This session emphasises continuous and comprehensive evaluation for classes VI to VIII especially for CBSE Schools. It also can be followed by schools affiliated to other boards.
The document outlines the Department of Education's policy guidelines on classroom assessment for the K to 12 Basic Education Program in the Philippines. It defines classroom assessment as a process used to track learner progress, inform students and parents of performance, and adjust instruction. The guidelines describe two types of assessment: formative assessment, which provides informal feedback during lessons; and summative assessment, which evaluates learning at the end of a period through measures like written work and performance tasks. Classroom assessment should align with curriculum standards and competencies to holistically measure student achievement.
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Differentiating a unit of work for effective classroomsz3246170
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The document provides instructions for creating an Excel workbook with profit and loss statements for ABC Landscaping for the first quarter of the year. It includes income and expense data for January, February, and March. Students are asked to create separate sheets for each month, calculate totals, and create pie charts showing monthly expenses. They will also create a fourth sheet summarizing income, expenses, averages, and net income for the quarter as a whole and represent this with a pie chart.
This document provides instructions for students to create two spreadsheets as part of a budgeting assignment. The first spreadsheet asks students to build a monthly budget considering their dream job income and expenses such as housing, utilities, transportation, savings, and discretionary spending. The second spreadsheet requires allocating every dollar of income across expenses in a "zero budget" that shows expenses equaling income across pay periods. Students are asked to title, format, and save the two spreadsheets as part of the assignment.
The document provides instructions for creating a spreadsheet with sales data for different divisions and categories of a music company. It asks the student to organize the provided sales data into the spreadsheet, calculate totals and apply formatting. It also instructs them to create a graph displaying the data and save the spreadsheet. A second section provides data for a mobile services company to be organized into a second spreadsheet with calculations and graph. A third section gives budget data for an environmental club to be added to a third spreadsheet with calculations and graph. The student is asked to rename the spreadsheet tabs and have their workbook reviewed before submitting.
This Excel cheat sheet provides formulas and functions for summing, finding minimum and maximum values, calculating averages, and using absolute cell references. The SUM function adds values within a range of cells, such as =SUM(A1:C1) to add cells A1 through C1. The MIN and MAX functions find the smallest and largest numbers within a range like A1:A5. AVERAGE calculates the mean of values between cells. Absolute cell references like $A$1 fix a cell reference regardless of copying or filling a formula.
The document is an introduction letter from a CWI instructor for a student enrolled in an education course, requesting that a K-12 teacher allow the student to observe their classroom for 10 hours to meet the course requirements and gain experience observing classroom interactions and the socialization of children. The letter provides the student's name, course details, and asks the teacher to sign a verification form once the 10 observation hours are completed.
This document is a learning style quiz that asks respondents to choose between three answer options (A, B, or C) for 18 questions about their preferences for taking in and processing information. The questions cover topics like how one prefers to get directions, study for a test, or relax. After completing the quiz, respondents are instructed to count their A, B, and C answers to determine if they are primarily a visual, auditory, or kinesthetic/tactile learner.
This document appears to be an intelligence quiz that assesses an individual's strengths across eight categories of intelligence: verbal/linguistic, logical/mathematical, visual/spatial, interpersonal, musical, naturalistic, body/kinesthetic, and intrapersonal. For each statement, the individual rates themselves on a scale of 1 to 5 on how well the statement describes them. The scores are then totaled for each category and can be plotted on a graph to identify areas of greater and lesser intelligence.
Emma Fernandez has a Bachelor of Science degree in Health Science from California State University, Chico with an emphasis in Health Services Administration and a certificate in Emergency Medical Services Administration. She has experience in health services administration, research, dining services, management, customer service, and leadership roles. Her experience demonstrates abilities such as assessing client needs, coordinating meetings, providing comfortable environments, managing accounts, training employees, leading groups, and achieving goals through excellent customer service.
Jim N. Starman has a Bachelor of Arts in Sociology from California State University, Chico with a 3.5 GPA and minor in Coaching. He has experience in marketing, probation, recreation leadership, and currently works as a barista. He demonstrates strong communication, leadership, and organizational skills.
This document contains contact and background information for Eric Miley. It includes his education history with a Master's degree from CSU Chico and work experience in retail sales, fundraising, recreation supervision, and youth counseling. It also lists honors and activities such as membership in an honors society and recreational clubs.
Jessica Renee Andresen is seeking a position that utilizes her communication skills and experience in public relations, marketing, and childcare. She has a Bachelor's degree in Communication Studies from California State University, Chico with an emphasis in organizational communication and marketing. Her relevant work experience includes internships with the California Air Resources Board and coordinating media advisories. She also has computer skills and affiliations that demonstrate leadership abilities.
Jennifer Apodaca is applying for a summer internship with Target Stores. She completed an internship last summer at Target's Distribution Center in Woodland, CA and enjoyed her experience. She has researched Target and believes the company's focus on leadership development and community involvement makes it a good fit. Apodaca has a strong work ethic and desires effective teamwork. She received positive feedback from her previous supervisor and believes she could be a valuable addition to Target's stores.
William O. Bryant is applying for open PC Support Analyst and Production Support Technician positions at Electronic Data Systems. He will graduate in December 2009 from California State University, Chico with a degree in Business Information Systems and a 3.4 GPA. Bryant has work experience in help desk, member services, and clerical roles that have given him strong time management and work ethic skills. He believes his technical and customer service experience from his current job at Chico State's User Services makes him a good fit for EDS's reputation of employing flexible, technology-skilled and customer-focused people. Bryant is confident his colleagues and customers would appreciate his enthusiasm and ability to take a leadership role in a changing environment.
Katie Nadeau is applying for a social work practitioner position with Yolo County. She has a Masters in Social Work and will graduate in May. She has experience working with children and families through counseling and service plans. Her current internship is providing counseling in Butte County. She believes her clinical experience and knowledge of mental health and regulations would make her a good fit for the team.
Adam Finley is applying for a Sales Territory Manager position with Victaulic. He has a 3.2 GPA from California State University, Chico where he will graduate in December with a Bachelor's degree. His relevant experience includes working as a Summer Orientation Peer Advisor at Chico State which required managing tasks, maintaining team dynamics, and addressing student needs, as well as demonstrating public speaking skills. He also worked for two years at a biotech company starting as a temporary employee and becoming indispensable in quality assurance due to his attention to detail. His strong work ethic was shown working for a school district where he began work at 6am and was invited back for two years.
Carol Billing's office hours and teaching schedule for Spring 2012 are outlined. She teaches EDUC 201 on Tuesdays and Thursdays in Room 102 from 12-12:30pm. She holds office hours on Mondays, Wednesdays, and Fridays in Room 122 from 1-2:30pm and responds to student emails on Monday mornings from 7-7:30am. She also teaches CISA 101 and holds office hours in Room 126 on Tuesdays and Thursdays.
The lesson plan discusses the teacher's role as a socializing agent on students and the bi-directional relationship between teachers and students. Students will identify teacher characteristics that foster learning, discuss how teacher expectations impact student achievement and behavior, and understand how student characteristics influence teacher interaction. The lesson involves students working in groups to describe their best and worst teachers or expected student behavior under different teaching styles, then reporting back to discuss perceptions of effective teachers.
The lesson plan discusses the teacher's role as a socializing agent on students and the bi-directional relationship between teachers and students. Students will identify teacher characteristics that foster learning, discuss how teacher expectations impact student achievement and behavior, and understand how student characteristics influence teacher interaction. The lesson involves students describing best and worst teachers and the type of students and class for different teaching styles through a group activity and discussion.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Syllabus SP12 EDUC 204
1. Carol Billing
Office: Aspen Classrooms Building, Rm. 122
carolbilling@cwidaho.cc
208.562.3391
Elementary Education
Families, Communities & Culture
EDUC 204 – W01W
Spring 2012
Course Description
This course examines the interactions of schools, families, communities, and diverse
cultures as a basis for reflecting on the social context of learning. Nonparticipant K-12
classroom observations are included. Students are required to complete and pass a
background check. (This course includes Portfolio Entry: Diversity Statement of
Informed Beliefs. This class addresses Idaho Core Teacher Standards 3, 6, and 9.)
PREREQ: ENGL 101
Course Schedule
Online, asynchronous
Students are expected to check into class approximately three to four times a week
Runs a regular semester from 1/17/12 -5/11/12
Course Objectives
Understand systems theory
Identify three leadership/parenting styles
Identify major roles of a teacher (i.e. leader, mentor, manager, planner &
motivator).
Discuss the importance of peer groups, mass media, & community services.
Discuss the ecology of families, parenting, schooling, and teaching.
Discuss socialization methods and outcomes.
Learn teacher language and concepts such as ZPD (Zone of Proximal
Development), “with-it-ness”, learned helplessness, etc.
Teacher Education Core Principles
Principle 3: Adapting Instruction for Individual Needs: The pre-service teacher
understands how students differ in their approaches to learning and
creates instructional opportunities that are adapted to students with
diverse needs.
Principle 6: Communication Skills: The pre-services teacher uses a variety of
communication techniques tofoster inquiry, collaboration, and supportive
interaction in and beyond the classroom.
Revision date: 1/16/12 1
2. Principle 9: Professional Commitment and Responsibility: The pre-service teacher is a
reflective practitioner who demonstrates a commitment to professional
standards and is continuously engaged in purposeful mastery of the art
and science of teaching.
Outcomes Assessment:
Student Learning Outcome Assessment
Exams
Learning Outcome: Students will demonstrate
their attitudes and knowledge as a foundation Teacher Interview
forunderstanding the diversity among students Observation Summary Assignment
in school. (ICTS 3)
SIB
Exams
Learning Outcome: Students will identify how
school, family, and community interaction can Teacher Interview
be used as a basis for understanding cultural Observation Summary Assignment
diversity.
SIB
Exams
Learning Outcome: Students will identify how
school, family, and community interactions can Teacher Interview
be used as a basis for extending learning Observation Summary Assignment
opportunities of children (ICTS 9)
SIB
Learning Outcome: Students will demonstrate
how to make appropriate adjustments in Observation Summary Assignment
planning, delivery, and assessment of SIB
instruction to meet students‟ diverse needs Teaching Presentation
and experiences. (ICTS 3)
Exams
Interview Summary
Learning Outcome: Students will demonstrate
Observation Summary Assignment
effective communication skills. (ICTS 6)
SIB
Teaching Presentation
Activity: Statement ofInformed Beliefs Diversity
SIB
Essay (Portfolio Entry).
Textbook &Materials
Child, Family, School, Community – Socialization and Support (8th edition)
By Roberta M. Berns
ISBN: 978-0-495-60325-2
Memory Stick
Binder & place to keep class notes (notebook or paper in binder)
Revision date: 1/16/12 2
3. Student Contributions
The average student can expect to spend approximately 6-9 hours per week preparing
for this class.Observation Summary Assignment
Course Work:
Assignments are completed using information from the textbook, resources linked or
posted to Bb, class lectures, handouts and group assignments. To see assignment due
dates, check your course calendar or „My Grades‟ on Bb. All assignments will be
submitted via Bb unless directed otherwise by your instructor. If you do not see the
assignment link in Bb, the assignment is late and cannot be submitted. I will not
accept late assignments or those that are emailed.
After the first week of the semester, if the student does not log into the
Blackboard (Bb) class, submit assignments/communicate with the instructor, I
will withdraw the student for lack of attendance.
As a three credit, 16 week course, students should schedule up to 12 hours per week
for this class.
Course Requirements
Exams: There will be three tests comprised of, but not necessarily including: multiple
choice, matching, true/false and essay questions.
Portfolio Entry: Statement of Informed Beliefs
Interview: The student will interview acertified practicing K-12 TEACHER. The interview
must demonstrate relevance to any topic found in the textbook. Write an essay in MLA
to describe your experience. Be prepared to discuss.
Teaching Presentation: The student will create a lesson plan and PowerPoint or Prezi
to teach a concept from the text.
Observations: Each student will spend 10 hours in a classroom observing the
interactions among the school population and analyzing the school culture. Each
student will complete presentationregarding the observations. Be prepared to discuss
the progress of your observations in class.
Observation Summary Assignment: Each student will present a summary of his/her
observational experience, theories witnessed in use and general information about the
observation experience.
Office Hours
My official „office hours‟ are listed on Blackboard under Faculty Information. Additionally
I am always available for appointments and questions via e-mail.
Revision date: 1/16/12 3
4. Attendance Policy
Attendance is critically important for this class. I have high expectations for the
work submitted. In order to comprehend concepts, theories and how
assignments should be competed and submitted for full credit, you must
check into Bb three times weekly and contribute/collaborate.
It is the student’s responsibility to drop the course.During the first two weeks
of the term, a student may drop a course or completely withdraw without its being
recorded on the student's official transcript. After the first two weeks a “W”will be
recorded in any course the student drops. A student who stops attending but
fails to drop or withdraw from the course will be given an F grade.
NOTE: No course may be dropped or withdrawn from after 75% of the course or
12 weeks of the term has elapsed, whichever is earlier. An Incomplete (I) grade
may be available in the event that unexpected circumstances prevent the
completion of the course after the 12th week.
Behavior:
You are expected to conduct yourself in a positive and professional manner in
this class environment. All other class members should be treated with respect.
You will receive a warning concerning inappropriate behavior. If the behavior
persists, you will be referred to the Office of Student Enrichment, and if the
problem persists it may result in removal from the course.
ACADEMIC DISHONESTY:
All work submitted by a student must represent his/her own ideas, concepts, and
current understanding. All material found during research must be correctly documented
to avoid plagiarism. Cheating or plagiarism in any form is unacceptable and violations
may result in disciplinary action ranging from failure of the assignment to failure of the
course. Repeated acts of academic dishonesty may have more severe institutional
ramifications.
Grades
A combination of lecture, demonstration, homework, exercises, and projects will be
used in the class. Lectures, text readings, homework, Bb exercises, and projects will be
used as preparation for assessments. Grades for this class will be based on a straight
point total, calculated in Bb.
The final grade will be based on the following percentage:
90 - 100% = A
80 – 89% = B
70 – 79% = C
65 – 69% = D
0 – 64% = F
Revision date: 1/16/12 4
5. As a general rule I do not give Incompletes. However, to be eligible for an Incomplete,
a student must have an A for the class and have most of the class work completed. I
will only consider awarding an Incomplete if a student meets the above criteria and has
some extreme emergency situation. In such cases, a student requiring an incomplete
must submit a written appeal with full rationale to the instructor at least three weeks
prior to the end of the term.
Course Evaluations
Students are strongly encouraged to complete course evaluations at the end of the
course. Evaluations are very important to assist the teaching staff to improve the
course. Evaluations are available at http://evaluation.csi.edu. Evaluations become
available two weeks prior to the end of the course. The last day to complete an
evaluation is the last day of the course. During the time the evaluations are open,
students can complete the course evaluations at their convenience from any computer
with Internet access. When students log in, they should see the evaluations for the
courses in which they are enrolled. Evaluations are anonymous. Filling out the
evaluation should only take a few minutes. Your honest feedback is greatly
appreciated.If 80 percent of the class completes their evaluation, everyone in the
class gets extra credit.
Drop Policy
It is the student’s responsibility to drop the course. Students are responsible for
adding and dropping courses. At the end of the first week of class, faculty may drop
students for non-attendance up to census date. Beyond census date, it is the student‟s
responsibility to drop any course he/she does not intend to finish. Students who stop
attending a course without filing a drop request may receive a grade of F.
CWI E-mail and Blackboard Accounts
All registered CWI students receive a college email and Bb account. Every course at
CWI has a Bb component. It is the student‟s responsibility to access both accounts
regularly to avoid missing important messages and deadlines. Bb can be accessed
through the icon on CWI‟s home page: www.cwidaho.cc. Email can be accessed
through the login page at http://mail.live.com. Your default password for both Bb and
email accounts will be the first letter of your firstname in CAPS + first letter of your last
name in CAPS + “logon” in lower-case letters + last 4 digits of your SSN; if you don‟t
have a SSN, then use the last 4 digits of your student ID number (Ex: Jonathan Smith‟s
password would be JSlogon1234).
Library and Information Resources
The CWI Library is located in room 209 of the Nampa Campus. Online library and
information resources, including electronic databases, are accessible through the library
web page at https://cwidaho.cc/library/. Student login instructions are available on the
library home page.
Revision date: 1/16/12 5
6. Special Accommodations
Students with disabilities who believe that they may qualify for accommodations in this
class are encouraged to contact the One Stop Student Services Center and discuss the
possible accommodations with an Enrollment Specialist. If you have a diagnosed
Learning Disability, please initiate this contact as soon as possible to ensure that such
accommodations are implemented in a timely fashion. Please contact the One Stop
Student Services at 562-3000 or Room 107 – CWI Main Campus.
Course Calendar
See course calendar uploaded in a separate document to Bb
Special Notes for Online Learning
Personal technical skills required to take an online course
Communicate via email including sending attachments
Navigate the World Wide Web using a Web browser such as Internet Explorer
Use office applications such as Microsoft Office (or similar) to create documents
Be willing to learn how to communicate using a discussion board and upload
assignments to a classroom Web site
Be comfortable uploading and downloading saved files
Have easy access to the Internet
Hardware and software requirements are clearly stated
Personal computer / laptop with Windows operating system
Microsoft Office 2010 (See techhead.org or Google “Microsoft Ultimate Steal” for student
pricing)
Email turn-around time
All emails and text messages will be answered within 24 Mon-Friday, no responses on
Sat/Sun.
Assessment turn-around time and feedback
All assignments will be graded within one week of due date
All projects will be graded within two weeks of due date
Feedback on work will be posted in the Blackboard grade book or directly on assignment
in Bb.
Netiquette expectations
Taken from: mycollegesandcareers.com @ http://www.mycollegesandcareers.com/2010/11/10-
etiquette-tips-for-an-online-course/
1. Participation — unlike classroom settings, you can’t just ―show up‖ and expect to pass the
class. An online class is a community, and as such all are expected to participate. Discussion
posts, opinions and feedback should be thoughtful and well-articulated so that everyone can
enjoy a fun learning experience.
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7. 2. Procrastination — do not wait until the last minute to do your work! Taking an online course
means working with technology, and sometimes it can fail you. Work ahead of schedule so that
any problems can be taken directly to the instructor for help, without losing time.
3. Sharing — ideas, opinions and experiences should be shared with the whole community.
Classmates may post questions on the Discussion Board, which you may be able to answer.
Don’t keep information to yourself; in a community, everyone works together for the good of
the whole.
4. Proofread – before you press the SEND button, think about what you have written; you can’t
take it back! A response to a classmate, a discussion post, an email to the instructor, make
sure that you have said what you meant and that you mean what you said!
5. Express — classmates and teachers cannot ―see you‖, so you have to be clear. Sarcasm,
concern and other emotions are lost in an online environment if there is not enough information
to back the statement up.
6. Feedback — give feedback to your classmates and be open to theirs. Online classes function
best when everyone is involved in the learning process.
7. Respect — do not put down anyone’s ideas or thoughts, also state your own opinion in a way
that is not hostile or overwhelming. Respect your classmates and they will respect you!
8. Caution – be careful about statements that may come off as derogatory, racist or
inappropriate for the classroom setting. If you wouldn’t say it in person, don’t say it online.
9. Cheating – treat the class like an in-room course. Do not cheat; it only hurts your learning
opportunities.
10. Work hard! — to get the most out of it, you’ve got to put your best into it! Work hard and
achieve results!
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