This presentation discusses improving low graduation rates in the Diploma program by identifying the problem, finding solutions, and developing accountability among students, teachers, and administrators. Potential consequences of low graduation rates for students include falling behind in lessons, being dismissed from the program, and facing difficulties getting good jobs or making money. The presentation proposes increasing student and teacher accountability, improving qualifications and training, developing the curriculum, and encouraging collaboration and teamwork to solve the problem.
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
Sandbox Learning - How to Select Your Subjects and Understand the ATAR - 2019ElizabethNugent8
Sandbox Learning - How to Select Your Subjects and Understand the ATAR - 2019
Presentation at Margaret Martin Library - Randwick City Library
5pm-6pm Wednesday October 23rd 2019
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
Sandbox Learning - How to Select Your Subjects and Understand the ATAR - 2019ElizabethNugent8
Sandbox Learning - How to Select Your Subjects and Understand the ATAR - 2019
Presentation at Margaret Martin Library - Randwick City Library
5pm-6pm Wednesday October 23rd 2019
In this presentation, we report results from a Swedish replication of a successful British trial involving foster carers in a paired reading tutoring intervention, aiming to improve foster children's literacy skills. The project involved 81 foster children age 8-12 and their carers, whom read together 20 minutes a day, 3 times a week for a period of 16 weeks. The evaluation was carried out as a pre-post design without a comparison group using national age-standardised literacy tests. In order to provide further insight into how the intervention works, qualitative interviews were conducted with fifteen foster carers with different experiences in program compliance. The results revealed significant gains in the children's vocabulary and reading age. In average their reading age had improved with 11 months. Reading reports indicated that 90% of the participants had implemented the programme in an acceptable way. The interviews confirmed that the intervention can provide a model for competent reading and result in improved child-carer relations. Rigidly following the method could however lead to conflicts. Completion of the intervention seemed to be conditioned on the children's joy in reading, which in turn may require adjustments in the day-to- day delivery of the intervention. Also carers had to see benefits with the paired reading in order to be able to motivate the child. The results suggest that it is possible to engage foster parents in the improvement of foster children's literacy skills, and that the British paired reading method is transportable to other national contexts.
Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...Blackboard APAC
Blackboard online tests are powerful, with multiple settings and multiple question types. So often test are created with only two question types - multiple choice and short answer - with the majority testing recall only. Academics are often confused or simply unaware of all the settings and steps in administering tests. We present a tool developed to: engage academics with the full range of automatically marking question types; explain how to create higher order thinking questions; and expose them to the full workflow of online test capabilities. This tool can be used in a class or as self-directed learning. Finally we share statistics and feedback on its success and a tricky method for enticing busy academics to fully engage in a class for two hours.
Teacher observation and peer review are valuable professional development strategies used to ensure quality teaching. To ensure that there is pedagogical merit to the process and genuine opportunity for professional reflection, the process requires another expert teacher to be in the same room at the same time (Centra, 2000 & Paulsen, 2002). Given that tertiary education is one of the most casualised sectors in Australia, the US and UK (Kift, 2002), trying to schedule two teachers into the same room is often the greatest challenge.
In this presentation, Bronwyn, Gemma and Steve share their experience of piloting Zoom, a Navitas supported technology, to achieve teacherless observation at Curtin College. They explore how this innovative use of Zoom came about, practical considerations, unexpected benefits, feedback from the teachers themselves and future plans to embed this process across the College in 2019.
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
Tracking Progress for Tier 2 Students in Response to Intervention (RTI)DreamBox Learning
Successful schools and districts are increasing student achievement by implementing dynamic Response to Intervention (RTI) plans. But, what makes successful RTI programs stand out from less successful ones? How do educators know whether intervention is actually working for their struggling students?
In this webinar, Thera Pearce, Director of Professional Development and Implementation at DreamBox Learning, shared a framework and tools for how schools and districts can implement a more effective RTI program, including:
-A process for using data to identify targeted areas of improvement and support for Tier 2 RTI Students
-How to use data to differentiate instruction in the classroom
-Effective ways to monitor and measure ongoing progress of your RTI students
The idea of blended learning—combining digital curricula and tools with face-to-face instruction—for elementary grades is becoming more popular, and educators are finding it works particularly well in mathematics. Our guests will provide successful approaches for implementing this technique, including resources, strategies, and examples of instruction, as well as tips for modeling blended learning in elementary grade math.
In this presentation, we report results from a Swedish replication of a successful British trial involving foster carers in a paired reading tutoring intervention, aiming to improve foster children's literacy skills. The project involved 81 foster children age 8-12 and their carers, whom read together 20 minutes a day, 3 times a week for a period of 16 weeks. The evaluation was carried out as a pre-post design without a comparison group using national age-standardised literacy tests. In order to provide further insight into how the intervention works, qualitative interviews were conducted with fifteen foster carers with different experiences in program compliance. The results revealed significant gains in the children's vocabulary and reading age. In average their reading age had improved with 11 months. Reading reports indicated that 90% of the participants had implemented the programme in an acceptable way. The interviews confirmed that the intervention can provide a model for competent reading and result in improved child-carer relations. Rigidly following the method could however lead to conflicts. Completion of the intervention seemed to be conditioned on the children's joy in reading, which in turn may require adjustments in the day-to- day delivery of the intervention. Also carers had to see benefits with the paired reading in order to be able to motivate the child. The results suggest that it is possible to engage foster parents in the improvement of foster children's literacy skills, and that the British paired reading method is transportable to other national contexts.
Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...Blackboard APAC
Blackboard online tests are powerful, with multiple settings and multiple question types. So often test are created with only two question types - multiple choice and short answer - with the majority testing recall only. Academics are often confused or simply unaware of all the settings and steps in administering tests. We present a tool developed to: engage academics with the full range of automatically marking question types; explain how to create higher order thinking questions; and expose them to the full workflow of online test capabilities. This tool can be used in a class or as self-directed learning. Finally we share statistics and feedback on its success and a tricky method for enticing busy academics to fully engage in a class for two hours.
Teacher observation and peer review are valuable professional development strategies used to ensure quality teaching. To ensure that there is pedagogical merit to the process and genuine opportunity for professional reflection, the process requires another expert teacher to be in the same room at the same time (Centra, 2000 & Paulsen, 2002). Given that tertiary education is one of the most casualised sectors in Australia, the US and UK (Kift, 2002), trying to schedule two teachers into the same room is often the greatest challenge.
In this presentation, Bronwyn, Gemma and Steve share their experience of piloting Zoom, a Navitas supported technology, to achieve teacherless observation at Curtin College. They explore how this innovative use of Zoom came about, practical considerations, unexpected benefits, feedback from the teachers themselves and future plans to embed this process across the College in 2019.
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
Tracking Progress for Tier 2 Students in Response to Intervention (RTI)DreamBox Learning
Successful schools and districts are increasing student achievement by implementing dynamic Response to Intervention (RTI) plans. But, what makes successful RTI programs stand out from less successful ones? How do educators know whether intervention is actually working for their struggling students?
In this webinar, Thera Pearce, Director of Professional Development and Implementation at DreamBox Learning, shared a framework and tools for how schools and districts can implement a more effective RTI program, including:
-A process for using data to identify targeted areas of improvement and support for Tier 2 RTI Students
-How to use data to differentiate instruction in the classroom
-Effective ways to monitor and measure ongoing progress of your RTI students
The idea of blended learning—combining digital curricula and tools with face-to-face instruction—for elementary grades is becoming more popular, and educators are finding it works particularly well in mathematics. Our guests will provide successful approaches for implementing this technique, including resources, strategies, and examples of instruction, as well as tips for modeling blended learning in elementary grade math.
(Slides taken from a conference presentation) What are the 21st Century Skills that students need to thrive? How is this related to a language teaching context? The case study of Finland is also presented as an example.
The rapid expansion of online teacher training raises a number of questions: How should we model student-centered, communicative teaching, incorporate a teaching practicum, and best accommodate students in a diverse, international context? This year-long critical analysis of a university-based TEFL certificate program offers insights and recommendations for teachers and administrators.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
How Tutoring Enhances Academic Success Advantages and Impact on Students.pptxTutors India
Tutoring plays a major role in augmenting cognitive, social and academic success and Tutors India is just about the right place for finding best qualified tutors in every discipline
Collaborating with Teachers to Make Great Referrals: Identifying treatment me...Bilinguistics
This presentation discusses the greatest issues facing educators in the schools. The RTI process is visualized from a broad prospective. You will be introduced to a macro approach to looking at the results of RTI and further driving accurate assessment. This presentation also evaluates the make-up of students in special education, and demonstrates how RTI can reduce caseload work, better identify students, and reduce special education spending.
Students’ De-motivation in Handling Group Tasks: A Qualitative Study on the ...Mostafijur Rahman
This is the Bachelor Thesis presentation on materials utilizations in the secondary level classroom.
The thesis was for achieving BA Hons in English (Applied Linguistics).
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
A Strategic Approach: GenAI in EducationPeter 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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
1. Welcome to my presentation
We are here to improve the academic
achievement levels of all students in the
Diploma program
I’m Nasser Alqahtani
Student in Interserve
2. We here because graduation rates low and we can try to solve this problem by:
Discussing of the problem-Students, Teachers, SSS, CoE and Families
Find a solution of the problem.
3. What happens if graduation rates continue to be
low?
Consequences for students
• Missed lessons
• Fall behind
• Dismissed
Implication
• The student can’t develop
English skills
• Worse (or no) job
• No money
5. Accountability for the COE, SSS, and
Interserve
• Teacher qualifications- Bachelors or higher with correct certificates, (TEFL,
CELTA for English)
• Curriculum development
• Provide equipment that helps to convey information to the student:
1) projectors
2) computers
6. How to develop the educational process
• Teamwork to develop and solve the problem of low student rates
• Collaborate and share ideas
7. Thanks for flowing up my presentation
With best wishes to all with success
