The interview matrix (elementary)
•Download as PAGES, PDF•
0 likes•947 views
This document outlines an interview matrix to explore 4 questions about mathematics education with 4 people. The questions cover topics like the use of manipulatives, emphasis on conceptual understanding, how students communicate learning, and attitudes towards teaching and learning math. For each question, the responses from 4 people would be recorded.
Report
Share
Report
Share
Recommended
The interview matrix
The document displays an interview matrix scheduling 7 rounds of interviews between 4 candidates and 3 interviewers, with each cell indicating which candidate met with which interviewer in that round.
Mark Johnson of Metabo Matrix in an Interview with Five Hundo
Executive Director of Metabo Matrix, Mark Johnson, does an interview with Five Hundo
Interview Matrix
The document summarizes key findings from interviews with various organizations in the City of Oberlin regarding their potential interest and concerns with alternative fuels, fueling infrastructure, and fleet management strategies. It was found that while some organizations like the City of Oberlin and Oberlin College expressed strong interest, others had neutral or disinterested positions due to concerns about return on investment, costs, or lack of control over vehicle specifications. Shared fueling infrastructure and maintenance were seen as potential opportunities by some participants.
Interview Evaluation Matrix
The document is an interview evaluation matrix that scores and compares three candidates against various criteria. Candidate 3 scored the highest overall with 65%, followed by Candidate 1 at 47% and Candidate 2 at 42%. The criteria include relevant experience, skill set, professionalism, knowledge of the position, and personality fit. Candidate 3 consistently scored highest in each individual criteria.
The interview process
The document discusses the interview process as an important HR component for selecting candidates. It defines an interview as a conversation to elicit information from an applicant. The main purposes of an interview are to assess an applicant's suitability, compare them to other candidates, and decide if they should be hired. Effective interviews are carefully planned, with structured questions, in a private environment. Interviewers should ask job-related questions and avoid illegal topics. Perceptions and biases can influence evaluations, so interviewers must be objective.
Quadratic patterns
The document presents data across 3 sections and 3 subsections within each section. Each subsection contains 3 figures showing some type of data or results. There are a total of 27 figures displayed in a grid-like format across the 3 sections and their 3 subsections each.
Quadratic patterns
This document discusses quadratic patterns using color tiles. Students build patterns with tiles and notice relationships between the figure number and number of tiles. They organize this into a table and write equations to represent the patterns. The key ideas are that patterns can be represented in multiple ways visually, numerically, and algebraically, and that equivalent expressions can describe the same pattern relationship.
Recommended
The interview matrix
The document displays an interview matrix scheduling 7 rounds of interviews between 4 candidates and 3 interviewers, with each cell indicating which candidate met with which interviewer in that round.
Mark Johnson of Metabo Matrix in an Interview with Five Hundo
Executive Director of Metabo Matrix, Mark Johnson, does an interview with Five Hundo
Interview Matrix
The document summarizes key findings from interviews with various organizations in the City of Oberlin regarding their potential interest and concerns with alternative fuels, fueling infrastructure, and fleet management strategies. It was found that while some organizations like the City of Oberlin and Oberlin College expressed strong interest, others had neutral or disinterested positions due to concerns about return on investment, costs, or lack of control over vehicle specifications. Shared fueling infrastructure and maintenance were seen as potential opportunities by some participants.
Interview Evaluation Matrix
The document is an interview evaluation matrix that scores and compares three candidates against various criteria. Candidate 3 scored the highest overall with 65%, followed by Candidate 1 at 47% and Candidate 2 at 42%. The criteria include relevant experience, skill set, professionalism, knowledge of the position, and personality fit. Candidate 3 consistently scored highest in each individual criteria.
The interview process
The document discusses the interview process as an important HR component for selecting candidates. It defines an interview as a conversation to elicit information from an applicant. The main purposes of an interview are to assess an applicant's suitability, compare them to other candidates, and decide if they should be hired. Effective interviews are carefully planned, with structured questions, in a private environment. Interviewers should ask job-related questions and avoid illegal topics. Perceptions and biases can influence evaluations, so interviewers must be objective.
Quadratic patterns
The document presents data across 3 sections and 3 subsections within each section. Each subsection contains 3 figures showing some type of data or results. There are a total of 27 figures displayed in a grid-like format across the 3 sections and their 3 subsections each.
Quadratic patterns
This document discusses quadratic patterns using color tiles. Students build patterns with tiles and notice relationships between the figure number and number of tiles. They organize this into a table and write equations to represent the patterns. The key ideas are that patterns can be represented in multiple ways visually, numerically, and algebraically, and that equivalent expressions can describe the same pattern relationship.
Blank Jeopardy Template
The document lists various dollar amounts from $100 to $500 grouped under four different categories, with each amount having an "A" and "Q" designation.
Interview process
- The document provides guidance on preparing for and participating in a group discussion interview, including researching topics, communicating effectively, and making a good impression.
- It offers tips for both the individual, such as having relevant questions prepared and exhibiting positive body language, and for participating constructively in the discussion as a group.
- The document concludes by emphasizing the importance of courtesy, respect, and avoiding aggression while contributing to and summarizing the discussion.
The Interview Process Gc
The document discusses best practices for conducting effective job interviews. It emphasizes that interviewing is both an art and a science that requires preparation, consistent process, and avoiding bias. Key points include developing structured interview questions in advance, involving multiple interviewers to reduce bias, taking notes during interviews, providing feedback to candidates, and ensuring legal guidelines are followed to have a fair hiring process.
Recruitment matrix
This document provides a sample shortlisting matrix and rating scale for evaluating job applicants. The matrix lists candidate names across the top and various competencies and qualifications down the left side for rating each candidate. The rating scale ranges from 0 to 5, with definitions for ratings of outstanding, excellent, good, adequate, inadequate, and cannot be assessed. The goal is to use the ratings to identify candidates that exceed the criteria required to successfully perform the job and create a shortlist for further consideration.
Interview Process
The document outlines the three phases of DePaul University's interview process: pre-interview, the in-person interview, and making an offer. Phase 1 includes picking top candidates, conducting phone screens, creating interview questions and criteria. Phase 2 covers preparing for and conducting interviews, including dos and don'ts. Phase 3 involves reference checks and making a formal offer. The overall process aims to thoroughly and systematically evaluate candidates based on job requirements to identify the best fit.
Recruitment and selection powerpoint presentation
The document discusses recruitment and selection strategies. It outlines the program objectives which include becoming an expert in the employment process, creating an effective recruitment strategy, employing valuable recruitment methods, selecting the right employees through an objective process, benchmarking against competitors, and attaining higher retention rates. It then defines recruitment as the process of attracting, screening, and selecting candidates, and discusses using competencies to assess candidates. The remainder of the document provides guidance on developing a recruitment strategy including aligning stakeholders, considering market conditions, methods for recruiting, evaluating applications, interviews and references, making a final selection, assessing strategies, addressing legal issues, and next steps.
RECRUITMENT AND SELECTION
Understand and Differentiate between strategic recruitment and selection.
Identify the dual goals of recruiting.
Comprehend recruitment process from organizational as well as individual perspective.
Identify what strategic decisions are involved in recruiting.
Explain the major recruitment methods and analyze their advantages and disadvantages.
Identify the basic selection criteria.
Design and administer an effective selection process.
Evaluate the three methods e.g., information gathering, tests and interviewing used in employee selection.
Appreciate varied contemporary interviewing techniques used by interviewers.
Design interview form and evaluation matrix.
G325 L1 Introduction to Collective Identity
This document provides an overview of lessons on collective identity from a media studies course. It discusses four key areas of understanding representation of groups in contemporary media: how groups are represented, how representation has changed over time, social implications, and the mediation of human identity. The representation of teenagers is used as a case study. The document outlines topics that will be covered in the lessons, including theories of representation, analysis of films and television shows, and how to structure exam answers. It provides guidance on the final exam, including the format, marking criteria, and expectations of examiners.
Ict lessen plan
The document outlines a lesson plan about barriers to communication taught by Teacher Jisa Joseph to a class of 62 students in Standard XII. The plan involves dividing students into groups to discuss different types of barriers: semantic, psychological, organizational, and personal. Examples of each barrier are provided. Students actively participate in discussions and raise questions, which the teacher clarifies. To conclude, the teacher shows slides and a video about barriers to communication and instructs students to prepare an assignment and notes on the topic.
Barriers of Communication Ict lessen plan
The document outlines a lesson plan about barriers to communication taught by Teacher Jisa Joseph to a class of 62 students in Standard XII. The plan involves dividing students into groups to discuss different types of barriers: semantic, psychological, organizational, and personal. Examples of each barrier are provided. Students actively participate in discussions and raise questions, which the teacher clarifies. To conclude, the teacher shows slides and a video about barriers to communication and instructs students to prepare an assignment and notes on the topic.
Ict lessen plan
1. The document outlines a lesson plan for a business studies class discussing barriers to communication.
2. The class is divided into 4 groups, each assigned to research a different type of communication barrier: semantic, psychological, organizational, and personal.
3. Barriers to communication discussed include problems with encoding/decoding messages, emotional factors, organizational structures/policies, and personal attributes of the sender/receiver.
Handout
This document summarizes a training workshop for residence dons on community-engaged learning. The workshop covered: an introduction to the Centre for Community Partnerships and community-engaged learning; strategies for getting students involved in community-engaged projects; applying student development theory to community-engaged learning; and collaborating with the Centre for Community Partnerships. Dons worked in pairs to brainstorm potential community-engaged learning programs for their students focusing on common community themes.
Promoting Student Understanding 2
The document discusses promoting student understanding rather than just knowledge recall. It outlines an upcoming workshop on Understanding by Design (UbD), a framework for designing curriculum, assessment and instruction to support understanding. Participants will learn about UbD principles, apply them to their roles, and develop plans to promote understanding in schools. Research shows US students lack understanding, and curriculum often emphasizes coverage over depth.
Read Survey of Communication Chpt. 1 httpsen.wikibooks.orgw.docx
Read Survey of Communication Chpt. 1
https://en.wikibooks.org/wiki/Survey_of_Communication_Study/Chapter_1_-_Foundations:_Defining_Communication_and_Communication_Study
Read Survey of Communication Chpts. 5 and 6
https://en.wikibooks.org/wiki/Survey_of_Communication_Study/Chapter_5_-_Communication_Theory
https://en.wikibooks.org/wiki/Survey_of_Communication_Study/Chapter_6_-_Communication_Research
1. How does our reading define communication using one sentence? What are the two models of communication discussed in the reading and how are they similar/different?
2. Name three people (do not give exact names—just explain how you know them) who you feel use communication effectively in their jobs? In what ways do they communicate effectively using verbal and nonverbal communication?
3. What are the functions of communication theory? How does understanding communication theory help you in your daily life?
4. List and briefly define the three broad research methodologies discussed in the reading. Which type of research method do you personally prefer and why?
...
STUDY GUIDE FOR CH 1 – Koch CWRName DateDirections.docx
STUDY GUIDE FOR CH 1 – Koch CWR
Name:
Date:
Directions: when you put the cursor at the end of the question and hit enter,
another number appears below the prior number. To remove that number, hit
‘backspace’ and the number is removed. Then start typing right below the question.
Please put your answer in bold.
Provide answers to the following questions and also list the pages where you find
the answers (when applicable):
1. How would you characterize the differences between the student and faculty
lists of assumptions?
2. Why do we say that education is a function of society but also society is a
function of education?
3. What would adults of earlier eras be applauding?
4. List five obvious metaphors that you find in the section titled “What is
Liberated in Liberal Education.”
5. Faculty ask students to face the possibility that the understanding they bring
into college is what? (list 3 traits).
6. If an adult has inadequate adult understanding, this means they have not
done what?
7. Explain the meaning of the broken line that extends childhood understanding
beyond college in the diagram on p. 7.
8. What does the student naturally use as the student begins their college
education?
9. What can the student avoid (but shouldn’t) as they examine their body of
assumptions?
10.What is cognitive dissonance and why is it important for a good college
experience?
11.Does college ask you to critique your beliefs and values or to critique your
understanding of those beliefs and values?
12.Why is it proposed that there might be a conflict between critical thinking and
openness to alternative viewpoints?
13.Why is it important to have a conversion of understanding before one enters
one’s Major?
14.Based on the information in this chapter, how do you think you will change
your understanding of college and your engagement with the liberal arts core
classes? Answer in 110 words or so.
Empowerment and Delegation
This assignment has two parts. In part 1, you will review scenarios and answer questions related to empowerment for each person. In part 2, you will answer questions about empowerment and delegation.
Part 1: Scenarios
Read each scenario and answer the question that follow in at least 90 words in preparation for part 2.
Nancy Walters
Nancy is an administrative assistant in a prosecutor’s office. For most of her two years with the office, she has served as a receptionist and a file clerk. She has been attending paralegal school for the past six months. Noted for her satisfactory performance, especially as a multitasker, she has made an effort to learn about the duties of other staff positions. Nancy has approached you, the chief prosecutor, about wanting to take on other responsibilities she believes would provide her with more job satisfaction. She specifically requests to help the assistant prosecutors put their case files together. Nancy believes she can do this when there is little activity at the receptioni.
L1 collective identity
This document provides an introduction to the module "Media and Collective Identity" with a focus on representations of youth and youth culture. The module aims to understand how youth culture is portrayed in different media forms, how representations have changed over time, and the social implications of these portrayals. Key areas of study include historical, contemporary, and future representations across television, film, news, social media, and other media. Students will analyze case studies and apply relevant media theories to demonstrate their understanding. The exam will require students to construct an argument about media representations of a group by integrating examples, terminology, and addressing the past, present and future.
Episode 4 FIELD STUDY 1
This field study document outlines steps for observing a classroom to understand how student diversity affects learning and interaction. The observer is instructed to:
1) Describe the characteristics of students in terms of age, gender, and cultural diversity.
2) Observe classroom and outside interaction, noting how students group and relate to each other and the teacher.
3) Interview the teacher about principles for addressing diversity in the classroom.
The goal is to analyze the impact of individual differences on student interaction and determine effective teaching approaches.
Key Competences and Skills for Young Low Achievers: Hearing the Voices Of Stu...
Presented at INTED 2015 9th International Technology, Education and Development Conference
http://iated.org/concrete3/paper_detail.php?paper_id=40809
Dissertation Help: Bringing Your Ideas in line with Your Research Methodology
Dissertation Help this set of slides helps you bring your ideas in line with your research methodology. Part of a series at www.doctoralnet.com, our work enhances and supports the path to doctoral graduation for students and universities. More can be found on our help with designing research methodology here: http://promos.doctoralnet.com/dissertation-help-designing-your-research/
Mil dlp w1
This document outlines a 4-day lesson plan on media and information literacy. The lesson objectives are to describe how communication is affected by media/information, appreciate communication as a basic need, and share personal media habits. Day 1 activities include a media use log and discussion. Day 2 imagines a future without technology to analyze communication impacts. Day 3/4 involves analyzing pictures to identify messages and lessons. Key concepts covered are literacy definitions, the roles of media and information, and characteristics of responsible users and producers. Students are evaluated through essays and a media design framework assignment.
dlp-week-1-communication-and-media-literacy-REYNAN S BASILIO.docx
This document outlines a daily lesson plan for a Grade 11/12 class on Media and Information Literacy. The plan covers four days of instruction and includes objectives, content, learning resources, procedures, and assessments. Procedures involve introducing concepts, discussing topics like communication models and different types of literacy. Formative assessments include quizzes, discussions, and developing definitions. The goal is for students to understand media and information literacy concepts and apply them to analyze their own media habits and effectively engage with information sources. The teacher reflects on strategies, difficulties, and potential improvements.
dlp-week-1-communication-and-media-literacy - Copy.docx
This document outlines a daily lesson log for a Grade 12 Media and Information Literacy class. The lesson covers four days and includes objectives, content, learning resources, and procedures for each day. The objectives are for students to understand media and information literacy concepts and organize a community symposium on being media literate. Content includes introductions to media literacy, information literacy, and technology literacy. Learning resources listed are teacher and student materials, textbooks, and additional learning resources. Procedures outline activities for each day such as reviewing concepts, establishing purposes, examples, discussions, practice, applications, evaluations and reflections.
More Related Content
Viewers also liked
Blank Jeopardy Template
The document lists various dollar amounts from $100 to $500 grouped under four different categories, with each amount having an "A" and "Q" designation.
Interview process
- The document provides guidance on preparing for and participating in a group discussion interview, including researching topics, communicating effectively, and making a good impression.
- It offers tips for both the individual, such as having relevant questions prepared and exhibiting positive body language, and for participating constructively in the discussion as a group.
- The document concludes by emphasizing the importance of courtesy, respect, and avoiding aggression while contributing to and summarizing the discussion.
The Interview Process Gc
The document discusses best practices for conducting effective job interviews. It emphasizes that interviewing is both an art and a science that requires preparation, consistent process, and avoiding bias. Key points include developing structured interview questions in advance, involving multiple interviewers to reduce bias, taking notes during interviews, providing feedback to candidates, and ensuring legal guidelines are followed to have a fair hiring process.
Recruitment matrix
This document provides a sample shortlisting matrix and rating scale for evaluating job applicants. The matrix lists candidate names across the top and various competencies and qualifications down the left side for rating each candidate. The rating scale ranges from 0 to 5, with definitions for ratings of outstanding, excellent, good, adequate, inadequate, and cannot be assessed. The goal is to use the ratings to identify candidates that exceed the criteria required to successfully perform the job and create a shortlist for further consideration.
Interview Process
The document outlines the three phases of DePaul University's interview process: pre-interview, the in-person interview, and making an offer. Phase 1 includes picking top candidates, conducting phone screens, creating interview questions and criteria. Phase 2 covers preparing for and conducting interviews, including dos and don'ts. Phase 3 involves reference checks and making a formal offer. The overall process aims to thoroughly and systematically evaluate candidates based on job requirements to identify the best fit.
Recruitment and selection powerpoint presentation
The document discusses recruitment and selection strategies. It outlines the program objectives which include becoming an expert in the employment process, creating an effective recruitment strategy, employing valuable recruitment methods, selecting the right employees through an objective process, benchmarking against competitors, and attaining higher retention rates. It then defines recruitment as the process of attracting, screening, and selecting candidates, and discusses using competencies to assess candidates. The remainder of the document provides guidance on developing a recruitment strategy including aligning stakeholders, considering market conditions, methods for recruiting, evaluating applications, interviews and references, making a final selection, assessing strategies, addressing legal issues, and next steps.
RECRUITMENT AND SELECTION
Understand and Differentiate between strategic recruitment and selection.
Identify the dual goals of recruiting.
Comprehend recruitment process from organizational as well as individual perspective.
Identify what strategic decisions are involved in recruiting.
Explain the major recruitment methods and analyze their advantages and disadvantages.
Identify the basic selection criteria.
Design and administer an effective selection process.
Evaluate the three methods e.g., information gathering, tests and interviewing used in employee selection.
Appreciate varied contemporary interviewing techniques used by interviewers.
Design interview form and evaluation matrix.
Viewers also liked (7)
Similar to The interview matrix (elementary)
G325 L1 Introduction to Collective Identity
This document provides an overview of lessons on collective identity from a media studies course. It discusses four key areas of understanding representation of groups in contemporary media: how groups are represented, how representation has changed over time, social implications, and the mediation of human identity. The representation of teenagers is used as a case study. The document outlines topics that will be covered in the lessons, including theories of representation, analysis of films and television shows, and how to structure exam answers. It provides guidance on the final exam, including the format, marking criteria, and expectations of examiners.
Ict lessen plan
The document outlines a lesson plan about barriers to communication taught by Teacher Jisa Joseph to a class of 62 students in Standard XII. The plan involves dividing students into groups to discuss different types of barriers: semantic, psychological, organizational, and personal. Examples of each barrier are provided. Students actively participate in discussions and raise questions, which the teacher clarifies. To conclude, the teacher shows slides and a video about barriers to communication and instructs students to prepare an assignment and notes on the topic.
Barriers of Communication Ict lessen plan
The document outlines a lesson plan about barriers to communication taught by Teacher Jisa Joseph to a class of 62 students in Standard XII. The plan involves dividing students into groups to discuss different types of barriers: semantic, psychological, organizational, and personal. Examples of each barrier are provided. Students actively participate in discussions and raise questions, which the teacher clarifies. To conclude, the teacher shows slides and a video about barriers to communication and instructs students to prepare an assignment and notes on the topic.
Ict lessen plan
1. The document outlines a lesson plan for a business studies class discussing barriers to communication.
2. The class is divided into 4 groups, each assigned to research a different type of communication barrier: semantic, psychological, organizational, and personal.
3. Barriers to communication discussed include problems with encoding/decoding messages, emotional factors, organizational structures/policies, and personal attributes of the sender/receiver.
Handout
This document summarizes a training workshop for residence dons on community-engaged learning. The workshop covered: an introduction to the Centre for Community Partnerships and community-engaged learning; strategies for getting students involved in community-engaged projects; applying student development theory to community-engaged learning; and collaborating with the Centre for Community Partnerships. Dons worked in pairs to brainstorm potential community-engaged learning programs for their students focusing on common community themes.
Promoting Student Understanding 2
The document discusses promoting student understanding rather than just knowledge recall. It outlines an upcoming workshop on Understanding by Design (UbD), a framework for designing curriculum, assessment and instruction to support understanding. Participants will learn about UbD principles, apply them to their roles, and develop plans to promote understanding in schools. Research shows US students lack understanding, and curriculum often emphasizes coverage over depth.
Read Survey of Communication Chpt. 1 httpsen.wikibooks.orgw.docx
Read Survey of Communication Chpt. 1
https://en.wikibooks.org/wiki/Survey_of_Communication_Study/Chapter_1_-_Foundations:_Defining_Communication_and_Communication_Study
Read Survey of Communication Chpts. 5 and 6
https://en.wikibooks.org/wiki/Survey_of_Communication_Study/Chapter_5_-_Communication_Theory
https://en.wikibooks.org/wiki/Survey_of_Communication_Study/Chapter_6_-_Communication_Research
1. How does our reading define communication using one sentence? What are the two models of communication discussed in the reading and how are they similar/different?
2. Name three people (do not give exact names—just explain how you know them) who you feel use communication effectively in their jobs? In what ways do they communicate effectively using verbal and nonverbal communication?
3. What are the functions of communication theory? How does understanding communication theory help you in your daily life?
4. List and briefly define the three broad research methodologies discussed in the reading. Which type of research method do you personally prefer and why?
...
STUDY GUIDE FOR CH 1 – Koch CWRName DateDirections.docx
STUDY GUIDE FOR CH 1 – Koch CWR
Name:
Date:
Directions: when you put the cursor at the end of the question and hit enter,
another number appears below the prior number. To remove that number, hit
‘backspace’ and the number is removed. Then start typing right below the question.
Please put your answer in bold.
Provide answers to the following questions and also list the pages where you find
the answers (when applicable):
1. How would you characterize the differences between the student and faculty
lists of assumptions?
2. Why do we say that education is a function of society but also society is a
function of education?
3. What would adults of earlier eras be applauding?
4. List five obvious metaphors that you find in the section titled “What is
Liberated in Liberal Education.”
5. Faculty ask students to face the possibility that the understanding they bring
into college is what? (list 3 traits).
6. If an adult has inadequate adult understanding, this means they have not
done what?
7. Explain the meaning of the broken line that extends childhood understanding
beyond college in the diagram on p. 7.
8. What does the student naturally use as the student begins their college
education?
9. What can the student avoid (but shouldn’t) as they examine their body of
assumptions?
10.What is cognitive dissonance and why is it important for a good college
experience?
11.Does college ask you to critique your beliefs and values or to critique your
understanding of those beliefs and values?
12.Why is it proposed that there might be a conflict between critical thinking and
openness to alternative viewpoints?
13.Why is it important to have a conversion of understanding before one enters
one’s Major?
14.Based on the information in this chapter, how do you think you will change
your understanding of college and your engagement with the liberal arts core
classes? Answer in 110 words or so.
Empowerment and Delegation
This assignment has two parts. In part 1, you will review scenarios and answer questions related to empowerment for each person. In part 2, you will answer questions about empowerment and delegation.
Part 1: Scenarios
Read each scenario and answer the question that follow in at least 90 words in preparation for part 2.
Nancy Walters
Nancy is an administrative assistant in a prosecutor’s office. For most of her two years with the office, she has served as a receptionist and a file clerk. She has been attending paralegal school for the past six months. Noted for her satisfactory performance, especially as a multitasker, she has made an effort to learn about the duties of other staff positions. Nancy has approached you, the chief prosecutor, about wanting to take on other responsibilities she believes would provide her with more job satisfaction. She specifically requests to help the assistant prosecutors put their case files together. Nancy believes she can do this when there is little activity at the receptioni.
L1 collective identity
This document provides an introduction to the module "Media and Collective Identity" with a focus on representations of youth and youth culture. The module aims to understand how youth culture is portrayed in different media forms, how representations have changed over time, and the social implications of these portrayals. Key areas of study include historical, contemporary, and future representations across television, film, news, social media, and other media. Students will analyze case studies and apply relevant media theories to demonstrate their understanding. The exam will require students to construct an argument about media representations of a group by integrating examples, terminology, and addressing the past, present and future.
Episode 4 FIELD STUDY 1
This field study document outlines steps for observing a classroom to understand how student diversity affects learning and interaction. The observer is instructed to:
1) Describe the characteristics of students in terms of age, gender, and cultural diversity.
2) Observe classroom and outside interaction, noting how students group and relate to each other and the teacher.
3) Interview the teacher about principles for addressing diversity in the classroom.
The goal is to analyze the impact of individual differences on student interaction and determine effective teaching approaches.
Key Competences and Skills for Young Low Achievers: Hearing the Voices Of Stu...
Presented at INTED 2015 9th International Technology, Education and Development Conference
http://iated.org/concrete3/paper_detail.php?paper_id=40809
Dissertation Help: Bringing Your Ideas in line with Your Research Methodology
Dissertation Help this set of slides helps you bring your ideas in line with your research methodology. Part of a series at www.doctoralnet.com, our work enhances and supports the path to doctoral graduation for students and universities. More can be found on our help with designing research methodology here: http://promos.doctoralnet.com/dissertation-help-designing-your-research/
Mil dlp w1
This document outlines a 4-day lesson plan on media and information literacy. The lesson objectives are to describe how communication is affected by media/information, appreciate communication as a basic need, and share personal media habits. Day 1 activities include a media use log and discussion. Day 2 imagines a future without technology to analyze communication impacts. Day 3/4 involves analyzing pictures to identify messages and lessons. Key concepts covered are literacy definitions, the roles of media and information, and characteristics of responsible users and producers. Students are evaluated through essays and a media design framework assignment.
dlp-week-1-communication-and-media-literacy-REYNAN S BASILIO.docx
This document outlines a daily lesson plan for a Grade 11/12 class on Media and Information Literacy. The plan covers four days of instruction and includes objectives, content, learning resources, procedures, and assessments. Procedures involve introducing concepts, discussing topics like communication models and different types of literacy. Formative assessments include quizzes, discussions, and developing definitions. The goal is for students to understand media and information literacy concepts and apply them to analyze their own media habits and effectively engage with information sources. The teacher reflects on strategies, difficulties, and potential improvements.
dlp-week-1-communication-and-media-literacy - Copy.docx
This document outlines a daily lesson log for a Grade 12 Media and Information Literacy class. The lesson covers four days and includes objectives, content, learning resources, and procedures for each day. The objectives are for students to understand media and information literacy concepts and organize a community symposium on being media literate. Content includes introductions to media literacy, information literacy, and technology literacy. Learning resources listed are teacher and student materials, textbooks, and additional learning resources. Procedures outline activities for each day such as reviewing concepts, establishing purposes, examples, discussions, practice, applications, evaluations and reflections.
SUMMARY III
English language learners: This is a six-slide presentation with additional information and examples to help you revisit information on reflective summary, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
Digital Authorship and the Practice of Media Literacy
This document discusses digital authorship and media literacy education. It notes that digital authorship is a form of social power and involves creative collaboration, experimentation, and risk-taking. Critical thinking about message form, content and context helps people become better creators and consumers of digital media messages. The key ideas are summarized as digital authorship being a creative, collaborative process that involves taking risks, and thinking critically about messages makes for better understanding and creation of digital content.
8 p24 week 8 writing part 2
This document provides an agenda and notes for a professional learning community meeting focused on collaborative writing and lesson planning. Key points include:
- The group will discuss collaborative writing strategies and explore online resources for shared writing activities.
- Participants will engage in a collaborative writing activity where they take turns adding to a story. They will then reflect on benefits and challenges of this approach.
- The PLC will participate in a mini-lesson on lesson planning where they focus on writing social justice lesson plans. Exemplars are provided and discussed.
- Participants practice developing lesson plan components like learning goals and success criteria aligned with curriculum expectations.
- The focus is on creating meaningful lessons incorporating best practices like memorable hooks
Media Literacy Key Concepts In Media Analyzing Formative Assessment.pptx
This document outlines a presentation on media and information literacy. It discusses key concepts in media analysis, such as how all media messages are constructed and can influence beliefs. It also presents key questions to ask when analyzing media messages, covering topics like the audience, messages and meanings, and representations versus reality. The document concludes with examples of activities where students analyze and deconstruct media messages like news articles and advertisements.
Research
Students gain several benefits from participating in research experiences according to this document:
1. Students gain practical skills like critical thinking, problem solving, oral and written communication, and learning to work independently.
2. Both students and faculty report that students learn topics in depth and gain an appreciation for science from research experiences.
3. Assessments show students who participate in research have higher retention rates, are more likely to pursue further education, and self-report greater increases in cognitive and personal skills.
Similar to The interview matrix (elementary) (20)
Read Survey of Communication Chpt. 1 httpsen.wikibooks.orgw.docx
Read Survey of Communication Chpt. 1 httpsen.wikibooks.orgw.docx
STUDY GUIDE FOR CH 1 – Koch CWRName DateDirections.docx
STUDY GUIDE FOR CH 1 – Koch CWRName DateDirections.docx
Key Competences and Skills for Young Low Achievers: Hearing the Voices Of Stu...
Key Competences and Skills for Young Low Achievers: Hearing the Voices Of Stu...
Dissertation Help: Bringing Your Ideas in line with Your Research Methodology
Dissertation Help: Bringing Your Ideas in line with Your Research Methodology
dlp-week-1-communication-and-media-literacy-REYNAN S BASILIO.docx
dlp-week-1-communication-and-media-literacy-REYNAN S BASILIO.docx
dlp-week-1-communication-and-media-literacy - Copy.docx
dlp-week-1-communication-and-media-literacy - Copy.docx
Digital Authorship and the Practice of Media Literacy
Digital Authorship and the Practice of Media Literacy
Media Literacy Key Concepts In Media Analyzing Formative Assessment.pptx
Media Literacy Key Concepts In Media Analyzing Formative Assessment.pptx
More from Chris Hunter
Making and Justifying Mathematical Decisions.pdf
In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning.
The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking.
The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate.
In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Math 8 Proficiency Scales
This document outlines mathematics skills and concepts for grade 8. It covers topics such as squares, square roots, cubes and cube roots; the Pythagorean theorem; operations with fractions; ratios, rates, proportions and percents; linear relations and equations; surface area and volume; and statistics and probability. For each topic, it lists specific skills from emerging to extending levels of understanding.
Curricular Competencies -- Proficiency Scales
This document outlines curricular competencies in mathematics across several domains: reasoning, problem solving, communicating, representing, and connecting. For each domain, it lists competencies for emerging, developing, proficient, and extending levels of understanding and ability. The competencies describe skills such as recognizing patterns, explaining problem solving processes, using diagrams and symbols, and connecting mathematical concepts to real-world applications.
Multiplication -- More Than Repeated Addition and Times Tables.pdf
Multiplication is repeated addition... but it also means so much more than that! In this workshop, you will explore several fundamental meanings of this operation (e.g., equal groups, arrays and areas, how a quantity is “stretched,” etc.) through rich tasks that address each of these meanings. Also, you will explore and discuss relationships between the “basic facts.” More importantly, you will learn how to help your students see that these relationships extend to other types of numbers that they come across in BC’s intermediate and middle years mathematics curriculum (e.g., two-digit whole numbers, fractions, decimals, integers, etc.).
Discogs.pdf
The document appears to contain a single year - 1971. In just 3 words, it conveys very little contextual information or meaning on its own. More context would be needed to understand the significance or purpose of including only this year.
SI 2022.pdf
The document discusses creating an inclusive community for all learners in mathematics. It emphasizes three key aspects of establishing belonging in math classrooms: interpersonal supports, curriculum, and instructional techniques. Specifically, it states that while interpersonal relationships are important, teachers must also design instructional approaches and choose tasks that provide opportunities for students to experience mathematical belonging. These include using problems that students can relate to their own lives, lowering barriers to entry, allowing multiple solution pathways, and not restricting students' thinking. The goal is for all learners to feel like accepted members of the classroom community and to have opportunities to successfully engage with meaningful mathematics.
"Yeah But How Do I Translate That to a Percentage?" -- STA Convention 2022.pdf
The document discusses standards-based assessment and answers common questions about the transition from traditional grading to standards-based assessment. Some key points include:
- Standards-based assessment focuses on demonstrating evidence of learning standards rather than accumulating points, and compares student learning to proficiency levels rather than other students.
- The reasons for changing include making assessment more accurate, fair, and relevant to learning, and shifting student focus from grades to learning.
- Assessment should evaluate specific delineated learning standards rather than broad topics. Descriptors define each level of the proficiency scale from emerging to extending.
- Evidence of learning can come from products, observations, and conversations, rather than single events like tests. Tracking data over
Visualizing -- Focus Day 2022
Visualization is the process of thinking in images to compose, decompose, or transform mathematical concepts.
"They'll Need It for High School"
Timed tests cause early onset of math anxiety in students according to research. Studies have shown that students experience stress on timed math tests that they do not experience on untimed tests of the same material. Even young students in 1st and 2nd grade can experience math anxiety, and their levels do not correlate with factors like grade level, reading ability, or family income. Brain imaging has revealed that students who feel panicky about math show increased activity in areas associated with fear and decreased activity in areas involved in problem solving. Timed tests require retrieving math facts from working memory, and higher math anxiety reduces the available working memory. While timed tests are used with good intentions, the evidence suggests they should be reconsidered given the widespread issues
Opening Up Math Class
The document discusses opening up math class through asking open-ended questions. It provides strategies for creating open questions, such as turning questions around, asking for similarities and differences, replacing numbers with blanks, and asking for number sentences. Open questions allow for multiple approaches and solutions. Examples show how questions can go from closed to more open, providing more freedom in problem solving.
Alike & Different: WODB? and More
This document contains a series of math problems asking students to identify which two expressions or equations are most alike. It includes problems involving fractions, exponents, order of operations, addition, subtraction, multiplication, division, variables, equations, and functions. The document asks students to consider what is the same and what is different between pairs or groups of related mathematical expressions, equations or functions.
Indigenous Art Patterns -- Stamps
This document lists the names of various artworks along with the artist and their tribal affiliation. There are multiple listings of works featuring eagles, owls, hummingbirds, butterflies, orcas, salmon, bears, and ribbits created by indigenous artists from tribes such as Haida, Tsimshian, Coast Salish, Salish, and Kwagiulth.
Cuisenaire Rods
This document discusses using Cuisenaire rods to develop conceptual understanding of mathematical concepts. It provides examples of spatial puzzles and activities with the rods to help children decompose and recompose shapes. These activities build the foundation for understanding geometry. Examples also show using the rods to represent numbers in different ways, compare quantities, explore properties like commutative and distributive, build patterns, use measurement conversion and develop fraction concepts. The document emphasizes that experiences with the manipulatives are important for building number sense and geometry understanding in children.
Clothesline math
This document summarizes a presentation about developing number sense in students. It discusses clothesline math, an instructional tool using an open number line to build understanding of numbers and their relationships. It also defines number sense as a flexibility and automaticity with numbers, and the ability to choose strategies and judge answers. The presentation advocates for instructional routines to focus learning on mathematical practices and make lessons accessible for all. Attendees then planned clothesline math activities considering number choices, strategies, and questioning.
Linear relations across the grades
The document discusses linear relations across grades and includes the following key points:
- It describes how the concept of linear relations is developed from discrete points in one quadrant in grade 6 to continuous relations with rational coordinates in grade 9.
- Constant rate of change is an essential attribute of linear relations and has meaning when represented in tables, graphs, and equations.
- It lists big ideas, competencies, and content topics related to teaching slopes and equations of lines.
Alike & Different
The document contains a series of math problems asking which two expressions are most alike or what is the same and different between expressions. It focuses on comparing fractions, division, subtraction, and algebraic expressions. The high level theme is evaluating similarity and differences between mathematical terms and expressions.
Paint Splatter Arrays
Paint splatter arrays are inspired by Steve Wyborney's Splat! project. Chris Hunter shares the idea of creating abstract art by splattering paint onto a canvas in an organized array of dots or lines. The end result is colorful non-representational art that captures the randomness of splattered paint in an orderly composition.
The "MathTwitterBlogoSphere": Creating Your Own Professional Learning Community
The document discusses the "MathTwitterBlogoSphere" (MTBoS), an online professional learning community of mathematics educators who use Twitter and blogs. It defines the MTBoS as an informal organization without official membership where educators from all levels share resources and have professional conversations. The MTBoS values both redundancy through shared practices and diversity through different approaches and representations. The document encourages educators to join the MTBoS to access instructional routines, rich tasks, and testimonials about the benefits of participation. It provides hashtags to explore and discusses norms for respectful participation.
Operations Across the Grades
The document discusses operations (addition, subtraction, multiplication, and division) across different grade levels and domains. It provides examples of how the same operations can be applied conceptually and procedurally in different contexts, such as algebra, measurement, and word problems. The key point is that while the operations may look different depending on the context, the fundamental meanings remain the same.
Proportional Reasoning: Focus on Sense-Making
The document discusses proportional reasoning and focuses on sense-making. It emphasizes using multiple strategies to solve problems and communicating explanations in various ways. Proportional reasoning involves understanding multiplicative relationships, such as ratios, rates, proportions, unit prices, and percents. Representing problems with bar models and ratio tables can help make sense of these relationships. The document also provides examples of proportional reasoning problems and tasks involving missing values and comparisons.
More from Chris Hunter (20)
Multiplication -- More Than Repeated Addition and Times Tables.pdf
Multiplication -- More Than Repeated Addition and Times Tables.pdf
"Yeah But How Do I Translate That to a Percentage?" -- STA Convention 2022.pdf
"Yeah But How Do I Translate That to a Percentage?" -- STA Convention 2022.pdf
The "MathTwitterBlogoSphere": Creating Your Own Professional Learning Community
The "MathTwitterBlogoSphere": Creating Your Own Professional Learning Community
Recently uploaded
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdAdvanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Recently uploaded (20)
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
The interview matrix (elementary)
- 1. THE INTERVIEW MATRIX Person 1 Ask and explore the following question and record key responses below: 1. Where is your community in terms of constructing meaning using a variety of manipulatives? Is there an importance placed on linking concrete, pictorial, and symbolic representations? What experiences with concrete materials do students engage in and what visual representations do they use? Person 2: Person 3: Person 4: Summary:
- 2. THE INTERVIEW MATRIX Person 2 Ask and explore the following question and record key responses below: 2. To what extent is there an emphasis on conceptual as well as procedural understanding? How do members of your community build this conceptual understanding? Person 1: Person 3: Person 4: Summary:
- 3. THE INTERVIEW MATRIX Person 3 Ask and explore the following question and record key responses below: 3. In your classroom and at your school, how do students communicate their learning, make connections, and justify their thinking? To what extent is there a focus on not just what mathematics students learn but how students learn mathematics? Person 1: Person 2: Person 4: Summary:
- 4. THE INTERVIEW MATRIX Person 4 Ask and explore the following question and record key responses below: 4. What are your feelings about teaching mathematics? What are your students’ attitudes towards learning mathematics? How are students’ different ways of thinking valued and respected at your school? Is your community one of self-confident risk- takers? Person 1: Person 2: Person 3: Summary: