Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
Process of Assessment- B.Ed syllabus, assessment for learningMAITREYEE BISWAS
this pptx gives a brief description about how various assessment process are done in teaching learning process. it focuses on various methods and strategies used.
Process of Assessment- B.Ed syllabus, assessment for learningMAITREYEE BISWAS
this pptx gives a brief description about how various assessment process are done in teaching learning process. it focuses on various methods and strategies used.
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
Understanding learner diversity for calicut 24 5-2018andrewkannittayil
This presentation elaborates the importance of Understanding the Learner Diversity which is a
slight adaptation of John Hattie's Visible Learning. The presentation not only gives an idea about
learner diversity but also explains about Precision Teaching Probes etc.
Helping students learn subject matter involves more than the delivery of facts and information. The goal of teaching is to assist students in developing intellectual resources to enable them to participate in, not merely to know about, the major domains of human thought and inquiry.
These include the past and its relation to the present; the natural world; the ideas, beliefs, and values of our own and other peoples; the dimensions of space and quantity; aesthetics and representation; and so on.
Research Proposal on: Teacher’s knowledge & curriculum effect on student’s le...Ghulam Mujtaba
Learning is the central concern of teachers they need to be equipped with a well-informed understanding of learning that takes account in particular of its socially situated dimensions. Learning is a phenomenon detachable from context and transferable elsewhere only under specific conditions. Nor is learning a purely individual accomplishment, being achieved alongside others in definable circumstances and in relation to particular cultural communities. Our account of this situatedness of learning is presented in terms of two well-known examples, Brazilian street vendors and English girls at home and at nursery school. The authors present a view of pedagogy consistent with the theoretical account of learning and based on four elements: situated practice, overt instruction, critical framing and transformed practice. This view is not so much prescriptive as a means of providing a vocabulary for critical discussion of teaching and learning in practice.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Introduction
The Nature of Teaching
Objectives of Effective Teaching
Characteristics of Teaching
Basic Requirements of Teaching
Becoming a Specialist Teacher
Teaching assistants
Characteristics of Independent Learner
3. Teaching is a noble profession.
The act or business of instructing-also, that which is
taught-instruction.
Teaching is the knowledge taught to students,
learners.
Teaching is the one injecting knowledge, lessons,
methods etc.,
The Teaching for Understanding framework is a guide
that can help keep the focus of educational
practice on developing student understanding.
Teaching a particular subject, a particular lesson or
lessons to the students is called teaching.
4. In its broadest sense, teaching is a process
that facilitates learning.
Teaching is the specialized application of
knowledge, skills and attributes designed to
provide unique service to meet the
educational needs of the individual and of
society.
The choice of learning activities whereby
the goals of education are realized in the
school is the responsibility of the teaching
profession.
5. In addition to providing students with
learning opportunities to meet curriculum
outcomes, teaching emphasizes the
development of values and guides students
in their social relationships.
Teachers employ practices that develop
positive self-concept in students.
Although the work of teachers typically
takes place in a classroom setting, the
direct interaction between teacher and
student is the single most important element
in teaching.
6. The aims and desired learning outcomes of
effective teaching may thus effect positive
changes in the following:
Knowledge
› Discipline/profession-specific knowledge.
› General knowledge: fundamental concepts
that an educated person/university
graduate should have, regardless of area of
specialisation.
› Awareness/familiarity across knowledge
domains (i.e. ‘rounded’ education).
7. Abilities
› Ability to identify what information is needed and
where to find it.
› Evaluation of information and discrimination of what
is valid and useful from what is not.
› Application/adaptation of knowledge to problem
solving and making of informed judgments.
› Self-directedness in learning and the ability to sustain
lifelong learning.
› Capacity for independent research and knowledge.
› Ability to communicate ideas clearly and structure
arguments convincingly.
8. Mindset
› Questioning habit of mind with readiness to seek
evidence/support for ideas/concepts
presented, and to investigate/challenge
established and controversial views including
those which are generally taken as ‘knowledge’.
› Awareness of the complexity and dynamic
nature of human knowledge and the need for
evaluation and re-evaluation of knowledge.
› Enjoyment of learning.
› Learning as a lifelong habit.
9. Organization and Clarity
› explains clearly
› is well prepared
› makes difficult topics easy to understand
› uses examples, details, analogies, metaphors,
and variety in modes of explanation to make
material not only understandable but
memorable
› makes the objectives of the course and each
class clear
› establishes a context for material
10. Analytic/Synthetic Approach
› has a thorough command of the field
› contrasts the implications of various theories
› gives the student a sense of the field, its past,
present, and future directions, the origins of
ideas and concepts
› presents facts and concepts from related
fields
› discusses viewpoints other than his/her own
11. Dynamism and Enthusiasm
› is an energetic, dynamic person
› seems to enjoy teaching
› conveys a love of the field
› has an aura of self-confidence
12. Instructor-Group Interaction
› can stimulate, direct, and pace interaction with
the class
› encourages independent thought and accepts
criticism
› uses wit and humor effectively
› is a good public speaker
› knows whether or not the class is following the
material and is sensitive to students’ motivation
› is concerned about the quality of his/her
teaching
13. Instructor-Individual Student Interaction
› is perceived as fair, especially in his/her
methods of evaluation
› is seen by students as approachable and a
valuable source of advice even on matters
not directly related to the course
14. Getting good basic qualifications is the first step towards
becoming a teacher. You must have the equivalent of at
least GCSE grade C in English and Mathematics. If you
want to teach in primary or in secondary up to the age of
14 you also need the equivalent of at least GCSE grade C
in Science.
Anyone wanting to teach in England and Wales must then
get a degree and complete initial teacher training (ITT).
There are many different routes, depending on the age
group and, at secondary level, the subject that you want
to teach. All courses cover the principles of teaching
along with practical experience in the classroom.
You can complete ITT alongside a degree, straight after a
degree, as a part-time course alongside work or as a full-
time course. The option that is right for you will depend on
your circumstances.
15. As well as a degree, you need qualified teacher
status (QTS) to become a teacher. In England, QTS
includes passing Skills Tests in numeracy, literacy and
information and communications technology (ICT).
The Skills Test website contains examples of the kinds
of adjustments that can be made for disabled
people, including alternative assessment methods
and extra time.
Professional Standards for Qualified Teacher Status
and requirements for Initial Teacher Training sets out
what trainees need to know, understand and be
able to do to be awarded QTS.
Once you have been awarded QTS you must
complete an induction year working as a teacher.
16. If you want to specialize in teaching pupils
with special educational needs (SEN), you
must first gain QTS in a secondary subject or
in primary education. You then usually need
to gain a few years of teaching experience
in a mainstream setting. Once you have
met both of these requirements you can
begin taking programs from a Local
Authority (LA) who will run programs on
specific special needs areas.
17. You will gain some knowledge about the
special educational needs of students
through in-service education and training
(INSET) while doing your ITT program.
The National SEN Specialist Standards
specifies the core standards needed when
working with students with a variety of SEN.
The BATOD website has a specialist
factsheet on training to become a teacher
of the deaf.
18. Teaching assistants work alongside teachers
in the classroom, helping pupils with their
learning on an individual or group basis.
Some specialize in areas such as literacy,
numeracy, special education needs, music,
English as an additional language, and the
creative arts. Some teaching assistants
decide they want to further develop their
career and train to become fully qualified
teachers or higher level teaching assistants.
19. Curiosity - Independent learners want to find out more
about the world. They seek out ways to explore. They learn
from various angles and formats, not just traditional
instruction. They are proactive and find ways to access
additional lesson supplements on their own.
Self-motivation - Forget bribery. Intrinsic motivation far
surpasses any prize or reward system. Independent
learners are motivated by setting internal goals to
achieve. They are driven by their own personal
achievement.
Self-examination - Where have you been and where are
you going? Independent learners know how to evaluate
themselves. They can see their strengths and weaknesses.
They strive for measurable progress and often chart their
accomplishments and failures.
20. Accountability - Responsibility means knowing what you
have to do and doing it without anyone telling you to. The
sooner a student becomes responsible for consequences,
the less dependent he will be outside sources for discipline
or motivation.
Critical thinking - Independent learners think critically of a
situation. They examine all possibilities and often come up
with multiple solutions. They don't just memorize. Rather
they ask "why?" and formulate answers based on real-
world observation and intelligent deduction.
Comprehension with little or no instruction - Independent
learners have an uncanny ability to read, visualize, or
kinesthetically instruct themselves. No matter the topic or
subject studied, an independent learner will find ways to
understand material through application (generally trial-
and-error).
21. Persistence - Independent learners don't
give up. They strive to understand a
concept as much as possible on their
own before asking for help. They also
apply self-discipline in not finding the
easy answer to a problem. They teach
themselves and generally only ask
question after failure to find a solution on
their own.