The document discusses opening and facilitating a larger group discussion on a community tragedy. It recommends:
1. Introducing facilitators and their qualifications in a non-boastful way to establish credibility.
2. Using icebreakers to help participants feel comfortable sharing.
3. Encouraging questions and clarification from participants.
4. Generating discussion with questions about feelings regarding the tragedy, discrepancies from media reports, and community resilience.
5. Adhering to the agenda but allowing flexibility when needed.
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docxgholly1
RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
SAMPLE LESSON PLAN MAKING Develop and use listening strategies, such as detecting keywords,
guessing the meaning of words from context, appealing for help, and
signaling comprehension. The teaching method can be used by the lecturer in teaching learning
process. Then, there are several methods of teaching English used by the lecturer
in teaching listening.
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docxgholly1
RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
SAMPLE LESSON PLAN MAKING Develop and use listening strategies, such as detecting keywords,
guessing the meaning of words from context, appealing for help, and
signaling comprehension. The teaching method can be used by the lecturer in teaching learning
process. Then, there are several methods of teaching English used by the lecturer
in teaching listening.
Ash edu 650 week 3 assignment different school models newvindaniel123
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Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
10-step guide to teaching effective conversation classesDylan Gates
Do you struggle when teaching adult conversation classes? This short guide outlines a strategy for delivering classes which focus on your learners' needs and interests.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
InstructorDateGradeSubjectSize of Class or ArrangementDirTatianaMajor22
Instructor:Date:Grade:Subject:Size of Class or Arrangement:Directions: After you have taught the lesson you planned in Unit 4, analyze your lesson for evidence of student learning and instructional practices, using the questions provided. Then reflect on the learning you gained and its impact on future teaching, using the prompt provided (approximately 150–200 words). As a result of the analysis and reflection, make revisions to your original lesson plan.
This form has four parts: Goal Statement and Rationale, Lesson Analysis, Lesson Reflection, and Lesson Revision. Complete all four parts. Submit in Unit 7 in partial fulfillment of requirements for the course project in ED5501.
Goal Statement and Rationale
Instructional Goal (or goals) from Professional Growth Plan:
Describe how this goal will impact learner performance.
Learning Goal for Lesson:
Lesson Analysis
· Analysis of evidence for learner learning.
In preparation for analysis:
· View videotape of lesson. Watch your video carefully, at least three times. At first, watch with the sound turned off to observe nonverbal behavior.
· Review feedback from observer.
· Study artifacts and evidence of student learning.
· Gather feedback from learners by informal conversation, survey, or questionnaire.
Guiding Questions
Responses
1. Were the learning goals for the lesson achieved? Did you adjust the lesson so every learner could achieve your goals? What is the evidence for your answers, both in the videotape and from other sources?
2. Regarding the videotape: Are the learners engaged in the lesson? How can you tell? What do learners’ facial expressions and body language tell you about your instructions?
3. Regarding the videotape: What evidence did you see of learners taking intellectual risks? Does the class look safe as an environment for making mistakes?
4. Regarding the videotape: Were there opportunities for learners to ask questions? Do they ask questions of each other as well as of you? How would you categorize the learners’ questions?
5. Describe the evidence you have acquired from learner work and learner feedback of progress toward your instructional goal as set forth in your Professional Growth Plan.
6. Given all the evidence related to learner learning, how will you proceed toward your goal?
· Analysis of evidence for instructional practices.
In preparation for analysis:
· Review lesson plan (desired results, assessment, learning plan).
· View videotape.
· Review feedback from observer.
· Review completed self-assessment.
Guiding Questions
Responses
1. Referencing the evidence you have gathered, how does what happened in the lesson compare with what you had planned? To what do you attribute these changes?
2. Related to the above question, what instructional opportunities did you take advantage of and why? What instructional opportunities did you not take advantage of and why?
3. Explain how your design and execution of this lesson affected the ...
An abridged book of different resources for the teachers of English as a foreign language. It covers areas where a novice teacher may get obstacles & needs support.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ash edu 650 week 3 assignment different school models newvindaniel123
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Ash edu 650 week 3 assignment different school models newchrishjennies
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Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
10-step guide to teaching effective conversation classesDylan Gates
Do you struggle when teaching adult conversation classes? This short guide outlines a strategy for delivering classes which focus on your learners' needs and interests.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
InstructorDateGradeSubjectSize of Class or ArrangementDirTatianaMajor22
Instructor:Date:Grade:Subject:Size of Class or Arrangement:Directions: After you have taught the lesson you planned in Unit 4, analyze your lesson for evidence of student learning and instructional practices, using the questions provided. Then reflect on the learning you gained and its impact on future teaching, using the prompt provided (approximately 150–200 words). As a result of the analysis and reflection, make revisions to your original lesson plan.
This form has four parts: Goal Statement and Rationale, Lesson Analysis, Lesson Reflection, and Lesson Revision. Complete all four parts. Submit in Unit 7 in partial fulfillment of requirements for the course project in ED5501.
Goal Statement and Rationale
Instructional Goal (or goals) from Professional Growth Plan:
Describe how this goal will impact learner performance.
Learning Goal for Lesson:
Lesson Analysis
· Analysis of evidence for learner learning.
In preparation for analysis:
· View videotape of lesson. Watch your video carefully, at least three times. At first, watch with the sound turned off to observe nonverbal behavior.
· Review feedback from observer.
· Study artifacts and evidence of student learning.
· Gather feedback from learners by informal conversation, survey, or questionnaire.
Guiding Questions
Responses
1. Were the learning goals for the lesson achieved? Did you adjust the lesson so every learner could achieve your goals? What is the evidence for your answers, both in the videotape and from other sources?
2. Regarding the videotape: Are the learners engaged in the lesson? How can you tell? What do learners’ facial expressions and body language tell you about your instructions?
3. Regarding the videotape: What evidence did you see of learners taking intellectual risks? Does the class look safe as an environment for making mistakes?
4. Regarding the videotape: Were there opportunities for learners to ask questions? Do they ask questions of each other as well as of you? How would you categorize the learners’ questions?
5. Describe the evidence you have acquired from learner work and learner feedback of progress toward your instructional goal as set forth in your Professional Growth Plan.
6. Given all the evidence related to learner learning, how will you proceed toward your goal?
· Analysis of evidence for instructional practices.
In preparation for analysis:
· Review lesson plan (desired results, assessment, learning plan).
· View videotape.
· Review feedback from observer.
· Review completed self-assessment.
Guiding Questions
Responses
1. Referencing the evidence you have gathered, how does what happened in the lesson compare with what you had planned? To what do you attribute these changes?
2. Related to the above question, what instructional opportunities did you take advantage of and why? What instructional opportunities did you not take advantage of and why?
3. Explain how your design and execution of this lesson affected the ...
An abridged book of different resources for the teachers of English as a foreign language. It covers areas where a novice teacher may get obstacles & needs support.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
1. Task Group Essay
Describe how you would open and facilitate a larger group discussion?
1.Introduction of facilitators with a summary of credentials delivered in a non–boastful manner to avoid assuming an authoritative role, which
communicates to the group the facilitators are qualified to lead the group and knowledgeable in this area.
The purpose of the forming the task group is to achieve a specific set of tasks or objectives (Zastrow, 2015, p. 93). Psycho–education groups are
designed to educate and empower clients, families, caregivers, and support systems so they are better equipped to manage client's psychiatric
symptoms, mental illness, or behavioral health problems (Zastrow, 2015, p. 12).
2.Icebreakers will be used to help participants feel...show more content...
96).
6.The facilitators will adhere to the agenda, allowing for flexibility when appropriate. The group will discuss the community tragedy and community
resilient response.
7.The participants are encouraged to pose questions and seek clarification.
What questions would you use to generate discussion?
Can you identify any obstacles that may interfere with the group meeting the goals? If so, can you identify any solutions (If the obstacles are related
to a specific physical, cognitive, or language, or cultural needs of a participant, a facilitator will meet one–on–one with them to discuss solutions)?
How do you feel about the information presented in this group on the attacks of September 11th?
Can you identify discrepancies from the information presented in this group in comparison to how you precieved the event and how the media reported
the tragedy?
2. Please describe how you felt when this tragedy occurred? How do you feel now recalling the
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3. Wgu Marketing Task 1
Task 1
Marketing have the five different phases of the evolution from the beginning: the Simple trade era, the sales era, the marketing department era, and the
marketing company era.
The Simple trade era
In this era everything is available in the limited supply because in this era everything was handmade or harvested by hand. In this era people exchange
their goods for their needs. This thing is replaced by the Production era.
Production era
This is the time of industrial revolution in which they were not trade like the old days. In this they were trade with the money. The production of the
products increased because of the high demand. They were not focusing on the sales and the competition in the market. Their main focus is on the
production....show more content...
Although, they attract their customer with different advertisements after had along outlet over 8 years. (Foxtel delivers subscriber, profit and TV
viewing ploughs be growth (Press release). Foxtel. 20 February 2008. Retrieved 2008–02–22.) The major strengths of Foxtel are STRENGHTS the
Foxtel has over 100 specialist channels for its subscribers. It has about 1.4million subscribers and thereby dominating the pay– goggle box. Moreover,
Foxtel sells its services to customers like motels and gyms finally reaching a number of clients of theirs. As a result, the advertisers are interested in
using Foxtel since it has queen–sized market and its services apprise be accessed in different places. Advertisers can target specific markets using
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4. English Task 1 Essay
Process
YOUR TASK 1: You will begin today in class before the last day. You will discuss about your WebQuest and review the task to understand what is
required to complete each task.
YOUR TASK 2: A great resource for teachers to find out how to make a lesson plan and syllabus is about education. It is a free website to use to
create a new ELL curriculum.
YOUR TASK 3: Now you know your job, take your time getting to know what vocabulary and sentence structure will include in the course syllabus.
The English department has to match it with the previous syllabus. You have to do a lot of readings with other ELL teachers in the county to find out
what is out there. AMERICAN ENGLISH is to learn how to organize your ideas and contents for writing...show more content...
The YouTube channel Raymond Murphy Grammar in Use will establish a consolidated plan to pave the road towards a successful grammatical product
that fulfills the syllabus objectives.
YOUR TASK 5: Your job is to find good ways to involve studentslearning through discussions and group work. Ways of Motivating EFL/ ESL
Students in the Classroom has explanations of how to motivate students to learning via different of ways.
YOUR TASK 6: Technology can be implemented in your syllabus to enhance success in English language learners. Follow the YouTube channel, Using
Technology to Make Content More Accessible to English Language Learners. It has a lot of information about how technology is relevant to teachers
to use in ELL. Technology can help teachers to differentiate any content and be more accessible to diverse students.
YOUR TASK 7: You will set some evaluation criteria to assess students' learning outcomes. Guidelines for the assessment of English language learners
will help you establish your criteria for assessment. The final document will be set on the e–learn of the university. Each student can look at it and start
sharing
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5. Essay Task 3
Assessment Task 3: Essay Plan Essay Plan Template– Michelle I'Anson 3278257 Introduction General statementA debate exists between the
descriptivist and the prescriptivist views of grammar. Thesis statement, your answer to the questionIn society today, the descriptivist approach to
language is more widely used and accepted while the prescriptivism view is in decline. Outline / main points of your argument1 Descriptive and
prescriptive language defined 2 Relevance and usage of grammar previously learnt 3 Evolving language styles and examples Body paragraph 1 Topic
sentenceDescriptivists and prescriptivists have differing views of how language should be spoken. Supporting points (include paraphrases and/or
quotes with references)1 Descriptivists...show more content...
Body paragraph 2 Topic sentenceGrammar that was taught in the last 30 years appears no longer relevant. Supporting points (include paraphrases
and/or quotes with references)1 taught previously, no longer used (Adonious, 2017) 2 'seen' versus 'saw' example 3 'less' versus 'fewer' examples
Concluding sentenceIt appears that the grammar that was taught in schools in the 1970's and 1980's is not used as extensively in society today. Body
paragraph 3 Topic sentenceSpeaking with teenagers today can be a daunting and confusing experience. Supporting points (include paraphrases and/or
quotes with references)1 Evolving language styles, outdated rules (Pinker, 1999) (Stone, 2015) 2 'youse' and 'you example, Standard and Non standard
English (Butler, 2014) (Milroy & Milroy, 1999) (Pensalfini, 2014) 3 Use of texting and grammar Concluding sentenceCurrent advances in the ways
people communicate will continue to affect grammar.
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6. Performance Assessment Essay
Performance Assessment
Not since the development of the objective paper and pencil test early in the century has an assessment method hit the American educational scene with
such force as has performance assessment methodology in the 1990s. Performance assessment relies on teacher observation and professional judgment
to draw inferences about student achievement. The reasons for the intense interest in an assessment methodology can be summarized as follows:
During the 1980s important new curriculum research and development efforts at school district, state, national and university levels began to provide
new insights into the complexity of some of our most valued achievement targets. We came to understand the multidimensionality...show more content...
The purpose of this digest is to provide a summary of those attributes of sound assessments and the rules of evidence for using them well. The various
ways the reader might take advantage of this information also are detailed.
THE BASIC METHODOLOGY
The basic ingredients of a performance assessment may be described in three parts (Stiggins, 1984): (1) the specification of a performance to be
evaluated, (2) the development of exercises or tasks used to elicit that performance and (3) the design of a scoring and recording scheme for results.
Each contains sub– elements within it. For example, in defining the performance to be evaluated, assessment developers must decide where or how
evidence of academic proficiency will manifest itself. Is the examinee to demonstrate the ability to reason effectively, carry out other skills proficiently
or create a tangible product? Next, the developer must analyze skills or products to identify performance criteria upon which to judge achievement.
This requires the identification of the critical elements of performance that come together to make it sound or effective. In addition, performance
assessors must define each criterion and articulate the range of achievement that any particular examinee's work might reflect, from outstanding to very
poor performance. And finally, users can contribute immensely to student academic
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7. Essay Task 1
Throughout the entirety of Task 1 I faced many challenges and I was also gifted with many positives. One of the first few things that went quite
well for me was that when I was put into my group most of us had already worked together prior to this task. Also being that we had already worked
together we knew what we were interested in, so this made choosing our topic rather easy. Then we decided which lense we would each be tackling
this process went almost just as easily however we did have to do some preliminary research prior to setting our lenses in stone. This was because we
wanted to make sure that when we did each choose our lense that we did not in any way overlap each other's information in what we were planning to
discuss. So then...show more content...
We mainly did so by first discussing what we were each going to be discussing in our segment of the presentation and made sure that each of our
segments directly related to the topic. After our discussion we began to formulate slides for each of our segments taking information and research from
our papers and putting it into a bulleted form that would be easy to read on each slide. We also made sure to include images to keep our presentation
interesting and captivating while also getting our point across. After we had finished our presentation and were satisfied with the information we
checked it over for formatting mistakes as well as grammatical errors. Then on the morning before our presentation we ran through our presentation
multiple times sorting out and issues that could make the presentation seem poor. We then delivered our presentation and completed the entirety Task
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8. Task 2 World Of Work
World of Work
Task 2
Noel Mains
I volunteered at the VFW on Monday nights. This was my very first waitressing job. My Experience was awesome because, it was the busy Monday
night 1.00 burger. I had the chance to work with my mom, Bob(the owner), and Nicole(the bartender). They all helped me when I needed it the most.
they helped me begin to trust people a little more. The job wasn't bad at all. I thought it would be hard because, I shy kinda at first but then I start to
come around. The money counting was easy it's just basic math and there was a computer system they used to it was so ease to run. It was an all
around great experience I meet a lot of people and had a lot of fun volunteering.
I got to experience hands on waitressing Paper from and computer. Having to make my own drinks sometimes. Also counting money. this
experience has led me to a bob I got later on that year, Cage Cashier at the Grand Hinckley Casino. I had to count money my hole shift. I worked with
some pretty awesome people and I got to meet a lot of great guest. If I had to pick this would be my favorite job I ever had. I really looked up to the
people I worked with they always seemed to find a way to make me happy even when I was sad. They have always been there to help me when I
needed it....show more content...
I shop at all of them. I would not have applied if I didn't shop there because,I like to make a difference and see myself making people smile. Ever
since my volunteer experience ive just loved helping people I love watching them smile and light up their
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9. Essay Task 3
Task 3
In my previous year's school report, I did an exceptional job in Maths, English, Science, PLP (Personal Learning Program), Humanities and P.E by
achieving A's and B's. I believe I did an excellent job in these subjects because my attitude towards learning was brilliant, for example I concentrated
on my learning, avoided distractions, put effort into my work and always tried to make my work better. Also after reading the teachers' comments on
previous work, for example tips on improving and etc. I tried to follow those steps and used them as an advantage to make my work better in the
future. In addition, I did not expect to achieve exceptional grades because there were numerous chapters in a number of subjects which I found
difficult to accomplish. Nevertheless, I did expect to achieve acceptable grades like C's and B's due the effort I put...show more content...
But the reason behind why I want to improve this goal right now is because once you are used to a habit it is very hard to get away from it. My
strategies in achieving these goals are: by writing things down, making schedules and deadlines and always giving everything a home, for example
putting a pencil or USB where they belong. In addition, after achieving this goal I believe that it will make me a better learner for example, I will have
more time for myself, my friends and my family, I will achieve balance in my life and improve my professional life.
Also when reflecting on my NAPLAN results I think I did well in Numeracy and Literacy by achieving 6 bands each. Besides that I had many
strengths and weakness. My strengths in literacy were that I was able to write essays and recounts really well due to my past knowledge and in
numeracy my strengths were that I was really good at calculating sums and I was good at solving worded
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