Week 4 ruth - 2014-15
•Download as PPTX, PDF•
1 like•444 views
This document outlines a professional learning session for teachers on writing assessment. The session includes a discussion of teacher moderation of student work, an activity where teachers collaborate to assess student writing samples, and information on Ontario's writing assessment for grade 5. Teachers also review features of reviews and create their own reviews using an app called TELLAGAMI. The document provides resources on assessment and Growing Success policies.
Report
Share
Report
Share
Recommended
Marie Flatley Information & Decision Systems
The document discusses using blogs to enhance business students' writing skills. It describes an assignment where students had to summarize and comment on chapters from a book. The goals were to give students a real audience and a hands-on professional writing experience. Student posts and comments were graded based on criteria like planning and mechanics. Student surveys found blogging was effective and should continue. The instructor also felt blogging expanded the audience and was an effective teaching tool that met the goals of improving writing and giving real-world experience.
Class 4 assessment i
This document provides information and resources for teachers regarding assessment and evaluation. It includes links to tutorials on digital tools for assessment, as well as guidelines from the Ontario ministry of education on fundamental principles of assessment, learning skills, performance standards, and policies for students with special needs. The document discusses putting on different "hats" to consider assessment from the perspectives of a student, teacher, and education professional. It also includes articles on a school pilot project where students can negotiate grades, and prompts critical analysis of these articles. Teachers are advised to ensure clear expectations and communication around assessment.
Field study 3 mhet
The document outlines steps for a field study involving technology in the learning environment. It includes episodes on visiting a learning resources center to inventory available resources, evaluating bulletin board displays in a school, observing classroom teaching aids, developing teaching aids from the resources center, and creating handouts and slide presentations. The episodes provide templates for documenting resources, assessments, reflections, and analyses of skills and improvements.
PDF✔Download❤ Problem-Based Learning An Inquiry Approach
A stepbystep guide for teaching your students to think critically and solve complex problems! Problembased learning expert John Barell troubleshoots the PBL process for teachers drawing from practical classroom experience. Stepbystep procedures make this remarkably effective teaching model accessible and highly doable for all teachers from beginners to veterans. This standardsbased teacherfriendly second edition of the author's popular PBL guide includesExamples showing problembased learning in action Answers to frequently asked questions on standardsbased implementation Thorough guidelines for developing problems for students to solve Rubrics and assessment tips to ensure that standards are met
Class 6 diiferentiated instruction i
This document contains information about differentiated instruction for a language arts course. It includes:
1) A request for students to provide feedback on digital learning resources and criteria for effective resources.
2) An assignment for students to create a learning object to address an inquiry focus and accompanying teacher guide.
3) Descriptions of differentiated instruction as adapting to student needs, interests and abilities through various instructional strategies and assessment accommodations.
Class 5 assessment ii
This document outlines various methods for assessing student progress and achievement in language arts, including reading, writing, and oral communication. It provides examples of assessment tools and strategies for each area, such as reader responses, portfolios, checklists, tests, and observations. It also discusses using exemplars, developmental continua, and teacher moderation to evaluate student work. The focus is on measuring students' achievement of curriculum expectations in relation to content and performance standards.
E Learning Seminar Disc Grps Workshop Eval
The document provides two examples of workshop evaluation forms to collect feedback on e-learning seminars and courses. Example A consists of 6 open-ended questions asking participants to reflect on whether the workshop aims were met, the most and least useful parts, any missing topics, facility comments, and suggested improvements. Example B rates different aspects of the workshop such as content, methods, and resources on a 1-5 satisfaction scale and includes an open comment section. The evaluation forms aim to evaluate workshops and suggest improvements for future courses.
vNAP Session 3 2013
This document outlines an online training session on needs assessment. It discusses a framework for needs assessment that includes presentation, observation, function, and diagnostics. Participants reflect on how their current processes fit within this framework. They discuss in breakout groups the aspects of needs assessment they feel most and least comfortable with. Key skills and capabilities for learning are also identified. The document then lists and describes various factors that can affect learning, such as writing, reading, communication, memory, and mobility. It concludes by advertising the topic of the next training session.
Recommended
Marie Flatley Information & Decision Systems
The document discusses using blogs to enhance business students' writing skills. It describes an assignment where students had to summarize and comment on chapters from a book. The goals were to give students a real audience and a hands-on professional writing experience. Student posts and comments were graded based on criteria like planning and mechanics. Student surveys found blogging was effective and should continue. The instructor also felt blogging expanded the audience and was an effective teaching tool that met the goals of improving writing and giving real-world experience.
Class 4 assessment i
This document provides information and resources for teachers regarding assessment and evaluation. It includes links to tutorials on digital tools for assessment, as well as guidelines from the Ontario ministry of education on fundamental principles of assessment, learning skills, performance standards, and policies for students with special needs. The document discusses putting on different "hats" to consider assessment from the perspectives of a student, teacher, and education professional. It also includes articles on a school pilot project where students can negotiate grades, and prompts critical analysis of these articles. Teachers are advised to ensure clear expectations and communication around assessment.
Field study 3 mhet
The document outlines steps for a field study involving technology in the learning environment. It includes episodes on visiting a learning resources center to inventory available resources, evaluating bulletin board displays in a school, observing classroom teaching aids, developing teaching aids from the resources center, and creating handouts and slide presentations. The episodes provide templates for documenting resources, assessments, reflections, and analyses of skills and improvements.
PDF✔Download❤ Problem-Based Learning An Inquiry Approach
A stepbystep guide for teaching your students to think critically and solve complex problems! Problembased learning expert John Barell troubleshoots the PBL process for teachers drawing from practical classroom experience. Stepbystep procedures make this remarkably effective teaching model accessible and highly doable for all teachers from beginners to veterans. This standardsbased teacherfriendly second edition of the author's popular PBL guide includesExamples showing problembased learning in action Answers to frequently asked questions on standardsbased implementation Thorough guidelines for developing problems for students to solve Rubrics and assessment tips to ensure that standards are met
Class 6 diiferentiated instruction i
This document contains information about differentiated instruction for a language arts course. It includes:
1) A request for students to provide feedback on digital learning resources and criteria for effective resources.
2) An assignment for students to create a learning object to address an inquiry focus and accompanying teacher guide.
3) Descriptions of differentiated instruction as adapting to student needs, interests and abilities through various instructional strategies and assessment accommodations.
Class 5 assessment ii
This document outlines various methods for assessing student progress and achievement in language arts, including reading, writing, and oral communication. It provides examples of assessment tools and strategies for each area, such as reader responses, portfolios, checklists, tests, and observations. It also discusses using exemplars, developmental continua, and teacher moderation to evaluate student work. The focus is on measuring students' achievement of curriculum expectations in relation to content and performance standards.
E Learning Seminar Disc Grps Workshop Eval
The document provides two examples of workshop evaluation forms to collect feedback on e-learning seminars and courses. Example A consists of 6 open-ended questions asking participants to reflect on whether the workshop aims were met, the most and least useful parts, any missing topics, facility comments, and suggested improvements. Example B rates different aspects of the workshop such as content, methods, and resources on a 1-5 satisfaction scale and includes an open comment section. The evaluation forms aim to evaluate workshops and suggest improvements for future courses.
vNAP Session 3 2013
This document outlines an online training session on needs assessment. It discusses a framework for needs assessment that includes presentation, observation, function, and diagnostics. Participants reflect on how their current processes fit within this framework. They discuss in breakout groups the aspects of needs assessment they feel most and least comfortable with. Key skills and capabilities for learning are also identified. The document then lists and describes various factors that can affect learning, such as writing, reading, communication, memory, and mobility. It concludes by advertising the topic of the next training session.
Differentiation 2
Differentiated feedback allows students to receive targeted feedback based on their individual needs. Teachers can have students self-assess and request specific feedback, use codes that students must interpret, accept student questions via sticky notes, and provide feedback through questions to stretch thinking. Teachers can also group students based on areas for improvement to focus guidance and facilitate peer support.
Assess the one shot power point final 2014
This document discusses assessing student learning outcomes in one-shot library sessions. It introduces the assessment cycle of defining student learning outcomes, developing assessments, implementing assessments, assessing achievement, and using results for improvement. Several classroom assessment techniques are described, such as one-sentence summaries and defining features matrices, that can be used to evaluate whether students are learning and which content is being learned. The document provides tips for setting benchmarks to measure the percentage of students successfully achieving learning outcomes and outlines collecting and analyzing assessment data to make data-driven decisions for improving future sessions.
Ece 214 week 5 dq 1
This document provides instructions for a final project assignment to create a PowerPoint presentation for parents on early childhood education topics. The presentation must include an introduction to early learning standards, examples of developmentally appropriate practices and lesson plans, details on the importance of play and socialization, assessment strategies, and a resource list. It must be 10-15 slides following APA style guidelines and reference at least three additional sources besides the course text. The goal is to inform parents on how the curriculum aligns with standards, developmental practices, and the importance of play in learning.
Dirt presentation tr
The document discusses ways to improve student engagement with feedback by implementing Dedicated Improvement and Reflection Time (DIRT). It notes that current marking practices do not facilitate engagement as feedback is often provided too long after work is completed. It recommends using DIRT to have students reflect on targets, answer questions to show understanding, and improve work based on feedback. DIRT time should be structured, personalized, and allow students to enhance their work before moving on to new assessments.
Professional Learning Networks for Foreign Language Teachers #wlclassroom
Professional Learning Networks are a great way to get professional development with other foreign language teachers. It is done virtually through social media on the personal time schedule of the individual teacher.
Eli Workshop PowerPoint
1. The document introduces Eli, a peer review tool that allows teachers to assign writing activities, collect student drafts and reviews, and analyze review data.
2. Research shows that routinely engaging in revision is associated with better writing performance, yet students do not often revise without explicit instruction. Eli aims to provide more opportunities for review and revision cycles.
3. The document demonstrates how Eli can be used by assigning a sample writing and review activity, and discusses the types of responses - criteria matching, scaled items, and comments - that Eli allows teachers to incorporate into reviews.
What Does Language Look Like at the Various Proficiency Levels? #wlclassroom
See concrete examples of that student foreign output looks like at the various ACTFL proficiency levels along with suggestions for students to move up levels.
Testing Times - My Learning Needs Me _ Sally Betts
1. The document discusses the importance of involving learners in the entire assessment process so they understand why they are being assessed and how it can help improve their skills and grades.
2. It outlines six key interventions for formative assessment including engaging learners, creating a positive environment, applying effective feedback and questioning, and allowing opportunities for self-reflection and peer assessment.
3. An example activity is described where learners work in groups to design paper airplanes using self-determined criteria and assess their designs through testing, reflection, and discussion of how to further improve.
Unit 4 assignment_sheet_final_decker
This document provides instructions for a final reflection essay assignment. Students will reflect on what was covered over the semester, choose a focus point, and draft an essay looking back at what was accomplished and how the skills can be applied in the future. The essay is to be shared with peers and the instructor for feedback. It will then be revised according to the feedback. The grade breakdown focuses on a clear summary of material, a clearly articulated focus point, an obvious pivot from past to future application, and writing clarity/grammar. References to course readings and content will impact the grade. Students can meet with the instructor for help synthesizing materials.
Career and college standardized testing 2015 16
The document provides information to students about standardized testing requirements and preparation for various post-secondary education and career options. It discusses that the SAT, ACT, SAT subject tests, and other exams may be required for college admission, vocational programs, apprenticeships, or certain jobs. The document outlines the format, scoring, registration fees, and test dates for the SAT, ACT, and SAT subject tests. It emphasizes the importance of rigorous coursework in high school as the best preparation and provides resources for students to familiarize themselves with exam formats and identify areas for focused review.
Class 7 di 2
This document provides resources and instructions for differentiated instruction activities. It includes:
1. A list of key features of differentiated instruction such as flexible learning groups, choice, and shared responsibility.
2. Information about using a workshop model and inquiry-based, project-based learning to support reading, writing, oral communication, and targeted small group instruction.
3. Suggestions for using graphic organizers and graphic novels to support character development and differentiated instruction.
4. Links to online tools for picking students randomly to participate.
5. Prompts for addressing the needs of diverse learners and using analogies to deepen understanding of language arts concepts.
Prototype and test
The document outlines two prototypes created to address the problem of students needing work experience that complements their studies. The first prototype is a syllabus for a college subject about job seeking. Feedback noted the need for practical learning and optional status. The second prototype expands the subject to job applications, with feedback calling for company partnerships and a revised final assignment. Reflections note the importance of company support through agreements and projects that develop job skills.
Geo lesson plan project
This document provides a lesson plan for an 8th grade Desktop Publishing course. The first unit focuses on identifying media styles, elements, and biases. Students will learn the 5 W's of journalism by researching news stories and rewriting them. They will analyze different journalistic styles and viewpoints. Students will be assessed based on their understanding of the material as demonstrated through discussions, rewritten news stories, and analysis of the quality and accuracy of sources. The overall goal is for students to gain skills in desktop publishing, journalism, and technology that will ultimately be applied to creating a school newsletter.
Academic software evaluation rubric
This document provides an evaluation rubric for rating academic software. The rubric contains 12 features to rate software on a scale of 1 to 5, including documentation, site licensing, installation, technical support, help features, grade level appropriateness, competencies addressed, active learning, save features, hardware compatibility, and cost. Software is given a total score by adding the ratings for each feature, and the highest scoring software is considered the best choice.
Explicitly Develop Student Vocabulary
Accelerated Reader now includes Vocabulary Practice Quizzes to explicitly develop and assess students' vocabulary from the books they read. Students regularly using Accelerated Reader complete lots of reading practice which can now be extended to explicitly teach new vocabulary.
Eli Orientation Webinar
The document provides an agenda and overview for an Eli beta test involving one writer, many reviewers, and better writing. It introduces Eli as a web-based tool that supports teachers in coordinating and assessing peer review. Key features highlighted include coordinated review assignments, instructor endorsements, multiple feedback types, revision strategies, and review analytics. The overview outlines the beta test timeline and expectations for usage reporting and technical support.
Edu 650 Massive Success / snaptutorial.com
Choose a class you teach or one you hope to teach in the future and describe your classroom management plan. Because a classroom management plan refers to the things that a teacher does to organize students’ time, space, and materials so that instruction and student learning can effectively take place, your plan should discuss these factors and demonstrate your ability to create a climate conducive to learning. Your plan should also establish high expectations for student behavior and learning. At a minimum, your plan should do the following:
1. Explain the goal of the plan, including the grade
Tutoring System
The document provides information about tutoring programs, including regular tutoring sessions that are 20 minutes and focus on learning strategies, and special tutoring that is a 14-hour course for students who have failed the same course twice. It discusses when to send students to tutoring, such as when they are struggling with course material despite recommendations, and when not to, like when students miss class or show a lack of responsibility. Tutoring sessions should identify problems, explain topics, and assign additional practice. Tutors should provide feedback on attendance and topics covered.
Using Exam Data for Scholarly Activities
Presented by Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
Exam statistics are far more than an evaluation of student knowledge and retention. Assessment data provide limitless insights into curricular structure, our performance as instructors, and teaching methods. While there is great utility in reviewing how we can improve our teaching and assessment methods, we are selling ourselves short as professionals if we stop there. The robust statistics that can be extracted from student assessment can also be used for scholarly research projects and to prove our successes in the classroom. This presentation will address the process of utilizing ExamSoft categorization techniques to both harness useful exam statistics and then apply them in data-driven research projects—creating scholarly activities to build a professional portfolio and prepare for promotion and tenure.
Design Communicative Activities in Foreign Language Classroom #wlclassroom
Communicative activities focus on what students can do with the language rather than what they know about it. This presentation gives you tips on designing effective communicative activities.
Module 4 ppt
This module teaches participants how to evaluate websites for use in EFL classrooms. It discusses exploring the integrity, operational, and pedagogical aspects of websites. Participants work in groups to evaluate websites based on these criteria. They analyze the target learner audience and create an evaluation template to write a formal evaluation of one chosen website. The evaluation is posted online and comments are left on other groups' evaluations. The goal is to provide a framework for carefully selecting high-quality websites appropriate for language learning.
Memphis scoring clinic 2014
This document provides information about administering pre- and post-assessments for the WriteWell writing curriculum. It discusses selecting topics and texts for the assessments, developing answer keys, establishing a scoring protocol by reviewing anchor papers and rubrics, and practicing scoring student work collaboratively to ensure scoring fidelity across teachers. Various grade levels' narrative and informational writing prompts and topics are also listed.
More Related Content
What's hot
Differentiation 2
Differentiated feedback allows students to receive targeted feedback based on their individual needs. Teachers can have students self-assess and request specific feedback, use codes that students must interpret, accept student questions via sticky notes, and provide feedback through questions to stretch thinking. Teachers can also group students based on areas for improvement to focus guidance and facilitate peer support.
Assess the one shot power point final 2014
This document discusses assessing student learning outcomes in one-shot library sessions. It introduces the assessment cycle of defining student learning outcomes, developing assessments, implementing assessments, assessing achievement, and using results for improvement. Several classroom assessment techniques are described, such as one-sentence summaries and defining features matrices, that can be used to evaluate whether students are learning and which content is being learned. The document provides tips for setting benchmarks to measure the percentage of students successfully achieving learning outcomes and outlines collecting and analyzing assessment data to make data-driven decisions for improving future sessions.
Ece 214 week 5 dq 1
This document provides instructions for a final project assignment to create a PowerPoint presentation for parents on early childhood education topics. The presentation must include an introduction to early learning standards, examples of developmentally appropriate practices and lesson plans, details on the importance of play and socialization, assessment strategies, and a resource list. It must be 10-15 slides following APA style guidelines and reference at least three additional sources besides the course text. The goal is to inform parents on how the curriculum aligns with standards, developmental practices, and the importance of play in learning.
Dirt presentation tr
The document discusses ways to improve student engagement with feedback by implementing Dedicated Improvement and Reflection Time (DIRT). It notes that current marking practices do not facilitate engagement as feedback is often provided too long after work is completed. It recommends using DIRT to have students reflect on targets, answer questions to show understanding, and improve work based on feedback. DIRT time should be structured, personalized, and allow students to enhance their work before moving on to new assessments.
Professional Learning Networks for Foreign Language Teachers #wlclassroom
Professional Learning Networks are a great way to get professional development with other foreign language teachers. It is done virtually through social media on the personal time schedule of the individual teacher.
Eli Workshop PowerPoint
1. The document introduces Eli, a peer review tool that allows teachers to assign writing activities, collect student drafts and reviews, and analyze review data.
2. Research shows that routinely engaging in revision is associated with better writing performance, yet students do not often revise without explicit instruction. Eli aims to provide more opportunities for review and revision cycles.
3. The document demonstrates how Eli can be used by assigning a sample writing and review activity, and discusses the types of responses - criteria matching, scaled items, and comments - that Eli allows teachers to incorporate into reviews.
What Does Language Look Like at the Various Proficiency Levels? #wlclassroom
See concrete examples of that student foreign output looks like at the various ACTFL proficiency levels along with suggestions for students to move up levels.
Testing Times - My Learning Needs Me _ Sally Betts
1. The document discusses the importance of involving learners in the entire assessment process so they understand why they are being assessed and how it can help improve their skills and grades.
2. It outlines six key interventions for formative assessment including engaging learners, creating a positive environment, applying effective feedback and questioning, and allowing opportunities for self-reflection and peer assessment.
3. An example activity is described where learners work in groups to design paper airplanes using self-determined criteria and assess their designs through testing, reflection, and discussion of how to further improve.
Unit 4 assignment_sheet_final_decker
This document provides instructions for a final reflection essay assignment. Students will reflect on what was covered over the semester, choose a focus point, and draft an essay looking back at what was accomplished and how the skills can be applied in the future. The essay is to be shared with peers and the instructor for feedback. It will then be revised according to the feedback. The grade breakdown focuses on a clear summary of material, a clearly articulated focus point, an obvious pivot from past to future application, and writing clarity/grammar. References to course readings and content will impact the grade. Students can meet with the instructor for help synthesizing materials.
Career and college standardized testing 2015 16
The document provides information to students about standardized testing requirements and preparation for various post-secondary education and career options. It discusses that the SAT, ACT, SAT subject tests, and other exams may be required for college admission, vocational programs, apprenticeships, or certain jobs. The document outlines the format, scoring, registration fees, and test dates for the SAT, ACT, and SAT subject tests. It emphasizes the importance of rigorous coursework in high school as the best preparation and provides resources for students to familiarize themselves with exam formats and identify areas for focused review.
Class 7 di 2
This document provides resources and instructions for differentiated instruction activities. It includes:
1. A list of key features of differentiated instruction such as flexible learning groups, choice, and shared responsibility.
2. Information about using a workshop model and inquiry-based, project-based learning to support reading, writing, oral communication, and targeted small group instruction.
3. Suggestions for using graphic organizers and graphic novels to support character development and differentiated instruction.
4. Links to online tools for picking students randomly to participate.
5. Prompts for addressing the needs of diverse learners and using analogies to deepen understanding of language arts concepts.
Prototype and test
The document outlines two prototypes created to address the problem of students needing work experience that complements their studies. The first prototype is a syllabus for a college subject about job seeking. Feedback noted the need for practical learning and optional status. The second prototype expands the subject to job applications, with feedback calling for company partnerships and a revised final assignment. Reflections note the importance of company support through agreements and projects that develop job skills.
Geo lesson plan project
This document provides a lesson plan for an 8th grade Desktop Publishing course. The first unit focuses on identifying media styles, elements, and biases. Students will learn the 5 W's of journalism by researching news stories and rewriting them. They will analyze different journalistic styles and viewpoints. Students will be assessed based on their understanding of the material as demonstrated through discussions, rewritten news stories, and analysis of the quality and accuracy of sources. The overall goal is for students to gain skills in desktop publishing, journalism, and technology that will ultimately be applied to creating a school newsletter.
Academic software evaluation rubric
This document provides an evaluation rubric for rating academic software. The rubric contains 12 features to rate software on a scale of 1 to 5, including documentation, site licensing, installation, technical support, help features, grade level appropriateness, competencies addressed, active learning, save features, hardware compatibility, and cost. Software is given a total score by adding the ratings for each feature, and the highest scoring software is considered the best choice.
Explicitly Develop Student Vocabulary
Accelerated Reader now includes Vocabulary Practice Quizzes to explicitly develop and assess students' vocabulary from the books they read. Students regularly using Accelerated Reader complete lots of reading practice which can now be extended to explicitly teach new vocabulary.
Eli Orientation Webinar
The document provides an agenda and overview for an Eli beta test involving one writer, many reviewers, and better writing. It introduces Eli as a web-based tool that supports teachers in coordinating and assessing peer review. Key features highlighted include coordinated review assignments, instructor endorsements, multiple feedback types, revision strategies, and review analytics. The overview outlines the beta test timeline and expectations for usage reporting and technical support.
Edu 650 Massive Success / snaptutorial.com
Choose a class you teach or one you hope to teach in the future and describe your classroom management plan. Because a classroom management plan refers to the things that a teacher does to organize students’ time, space, and materials so that instruction and student learning can effectively take place, your plan should discuss these factors and demonstrate your ability to create a climate conducive to learning. Your plan should also establish high expectations for student behavior and learning. At a minimum, your plan should do the following:
1. Explain the goal of the plan, including the grade
Tutoring System
The document provides information about tutoring programs, including regular tutoring sessions that are 20 minutes and focus on learning strategies, and special tutoring that is a 14-hour course for students who have failed the same course twice. It discusses when to send students to tutoring, such as when they are struggling with course material despite recommendations, and when not to, like when students miss class or show a lack of responsibility. Tutoring sessions should identify problems, explain topics, and assign additional practice. Tutors should provide feedback on attendance and topics covered.
Using Exam Data for Scholarly Activities
Presented by Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
Exam statistics are far more than an evaluation of student knowledge and retention. Assessment data provide limitless insights into curricular structure, our performance as instructors, and teaching methods. While there is great utility in reviewing how we can improve our teaching and assessment methods, we are selling ourselves short as professionals if we stop there. The robust statistics that can be extracted from student assessment can also be used for scholarly research projects and to prove our successes in the classroom. This presentation will address the process of utilizing ExamSoft categorization techniques to both harness useful exam statistics and then apply them in data-driven research projects—creating scholarly activities to build a professional portfolio and prepare for promotion and tenure.
Design Communicative Activities in Foreign Language Classroom #wlclassroom
Communicative activities focus on what students can do with the language rather than what they know about it. This presentation gives you tips on designing effective communicative activities.
What's hot (20)
Professional Learning Networks for Foreign Language Teachers #wlclassroom
Professional Learning Networks for Foreign Language Teachers #wlclassroom
What Does Language Look Like at the Various Proficiency Levels? #wlclassroom
What Does Language Look Like at the Various Proficiency Levels? #wlclassroom
Testing Times - My Learning Needs Me _ Sally Betts
Testing Times - My Learning Needs Me _ Sally Betts
Design Communicative Activities in Foreign Language Classroom #wlclassroom
Design Communicative Activities in Foreign Language Classroom #wlclassroom
Similar to Week 4 ruth - 2014-15
Module 4 ppt
This module teaches participants how to evaluate websites for use in EFL classrooms. It discusses exploring the integrity, operational, and pedagogical aspects of websites. Participants work in groups to evaluate websites based on these criteria. They analyze the target learner audience and create an evaluation template to write a formal evaluation of one chosen website. The evaluation is posted online and comments are left on other groups' evaluations. The goal is to provide a framework for carefully selecting high-quality websites appropriate for language learning.
Memphis scoring clinic 2014
This document provides information about administering pre- and post-assessments for the WriteWell writing curriculum. It discusses selecting topics and texts for the assessments, developing answer keys, establishing a scoring protocol by reviewing anchor papers and rubrics, and practicing scoring student work collaboratively to ensure scoring fidelity across teachers. Various grade levels' narrative and informational writing prompts and topics are also listed.
PGCertHE Chapter 5: Developing Good Practice in Assessment
This document provides an overview of key concepts in developing good assessment practices in higher education. It discusses the purposes of assessment from the perspectives of different stakeholders and outlines the assessment process. It also covers different assessment modes and important issues to consider, such as ensuring assessments are valid, reliable and transparent. Additionally, the document proposes strategies for developing assessment for learning, sharing ideas with peers, and improving summative assessment through reflection and action research.
Assessment
This document provides an overview of a presentation on developing good practice in assessment. It identifies key stakeholders in assessment, discusses different purposes of assessment, and outlines the assessment process. It also covers modes of assessment, key issues to consider, strategies for developing assessment for learning, sharing ideas with peers, and improving summative assessment. The objectives are to identify purposes of assessment, evaluate assessment tools, reflect on assessment practices, and develop skills in aligning assessments with learning outcomes.
OFT - pr5_assessment
This document discusses online assessment. It defines assessment as evaluating student learning, instruction, and program effectiveness. The purpose of assessment is to emphasize important learning goals, help students apply knowledge, and promote improvement. Different assessment methods should be aligned with learning objectives and address different learning styles. Some common online assessment methods include exams, quizzes, discussions, essays, reports, portfolios, and presentations. The best method depends on the intended learning outcomes.
LEARNING OUTCOMES, SOAPS AND ASSESSMENT
This document discusses learning outcomes, student outcomes (SOAPs), and assessment in courses. It provides:
1) Guidance on identifying course learning outcomes aligned to department SOAPs and how the course relates to the program.
2) An explanation of student learning outcomes and how to write measurable outcomes using Bloom's Taxonomy.
3) Suggestions for aligning assessment activities, like exams and projects, to measured learning outcomes and asking whether assessments authentically demonstrate application of knowledge and skills.
4) Emphasis on using assessment results to improve ("close the loop" on) teaching and student learning.
Assessment for Learning I
This document discusses formative assessment and its role in student learning. It defines formative assessment as assessments that provide feedback to students but do not count toward final grades. The document emphasizes that formative assessment should foster higher-order learning skills in students such as analysis, synthesis, and evaluation. It also notes that different types of assessments can impact student learning in different ways and should be selected carefully.
Making a plan iatefl
Making a Plan: Designing Tools for Project-Based Assessment.
Presentation at IATEFL Annual Conference, Glasgow, 2012.
Kathleen Nickle, Toyo University, Tokyo, Japan.
Accounting
This document outlines an integrated social networking assignment for high school accounting students. It involves dividing students into groups, assigning each an accounting alumni mentor, and having them analyze the financial statements of a publicly traded company. Students will collaborate using Google Docs, communicate with mentors over Skype, write reviews in Mixedink with mentor editing, and use Facebook for additional group communication. They will present their analysis to the class and be evaluated by their mentor and teacher.
Accounting
This document outlines an integrated social networking assignment for high school accounting students. It involves dividing students into groups, assigning each an accounting alumni mentor, and having them analyze the financial statements of a publicly traded company. Students will collaborate using Google Docs, communicate with mentors over Skype, write reviews in Mixedink with mentor editing, and use Facebook for additional group communication. They will present their analysis to the class and be evaluated by their mentor and teacher.
Accounting
This document outlines an assignment for high school accounting students that incorporates social networking tools to complete career exploration and financial analysis activities. Students will be divided into groups, each paired with an accounting mentor. They will analyze the financial statements of publicly traded companies and interview their mentors via Skype. Students will share their analyses, create videos of the interviews, and write reviews using Google Docs, Mixedink, and Facebook for collaboration and communication. Mentors will provide feedback and students will present their findings to the class.
Final Reflection for SOM 301Due DatesDuring your lab the week .docx
Final Reflection for SOM 301
Due Dates:During your lab the week of April 25-29, 2016 (Week 15)
Points:50 points maximum
Objective:To reflect on your learning process and experience
Format: Provide numbered responses that correspond to the questions below. Each response (for each question) should be between one to four paragraphs long. Add your name, lab section, and date along the top of your submission. Use Microsoft Word.
Audience: Self (and instructor)
Blackboard: Submit a digital copy to Blackboard by the start of lab on the due date
Grading:See page 2 of this document
Honor Code:All instances of plagiarism–intentional or unintentional–will result in a report sent to the University Honor Committee and a recommendation of a zero for the assignment, and possibly the course.
Reflections are for students to think about their learning process (metacognition), and help students “own” their learning through considering the assignment or experience in an academic and/or personal context. Students should take this assignment seriously.
NOTE: The reflection process is not a place for students to evaluate their courses or their instructors; student evaluations of instructors and courses that are provided in the final weeks of class are a much better venue for students to express those impressions. Instead, reflections are a place for students to critically think about their individual learning and to focus on self-investigation.
You are expected to reflect on each of the following seven (7) questions.
Process Reflection on the Final Persuasive Memo
1. What challenges did you face in completing the final persuasive memo? How did you address/troubleshoot them?
2. Describe the strategies that led to the completion of the final persuasive memo. How did your thinking about it evolve over time (point to specific experiences while working on the assignment)? How did your assignment evolve (or not evolve) along with your thinking (again, point to specific experiences) about it? What went according to plan, and what surprises did you encounter? What still needs work?
Summative Reflection
3. In what ways have you improved as a communicator throughout this course? What brought about those improvements? Cite specific experiences, readings, assignments, or discussions from this course that support your reflection.
4. What was your biggest accomplishment in the course? How did an assignment and/or other course elements help you reach it? What was your biggest challenge in this course? How did an assignment and/or other course elements help you improve on it? Be specific.
5. What career skills did you improve on in this course? How were they reflected in one of your assignments? What will you take away from this course to help you as you build your career? Be specific.
Process Reflection on the Course
6. How did participation in the course assignments (peer reviews, individual and group presentations, individual and group activities, in-class writin ...
Assessment
Assessment tools like rubrics can be used to evaluate student learning in higher education programs. Rubrics provide detailed criteria and standards to assess student work or performance. They can take various forms like checklists, rating scales, or descriptive scales. Rubrics benefit students by providing clear feedback, and they benefit faculty by streamlining grading and allowing comparison of student work over time. When used to evaluate program-level student outcomes, rubrics can help institutions understand curricular strengths and weaknesses.
Page 1 of 8 School of Management — BUSM4551 CID
Page 1 of 8
School of Management
—
BUSM4551 CID/Innovation Management
Assessment 3: Reflective piece
Assessment type: Essay Word limit: 1,000 (+/- 10%)
The word count excludes
the cover page, reference
list, and any appendices
that you may wish to
include.
Due Date: On or before Monday of Week 13 @
23:59 (Singapore time)
Weighting: 20%
Overview
You are required to engage in creative writing of a reflective essay consisting of an academic
analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a
particular life experience, but to also explore how you have changed or learned from those
experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment)
This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
Page 2 of 8
CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how
it impacts business growth, sustainability and wealth creation
CLO2
Investigate factors that inhibit creativity in individuals and innovation within teams and
organisations, and recommend strategies and tactics to encourage entrepreneurial
behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist
the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss
how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of
business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these
perspectives in business contexts.
PLO4
Reflect on and continuously progress their own professional development, enhancing
their intellectual agility and adaptability as tools for success in ever-changing business
contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and
provide a personal reflection of what you learned from the course and how you have both used and
will use this learning in the futu ...
Adolescent3
The document discusses strategies for teaching writing to adolescents through inductive and scaffolded methods. It describes using writing frames, jigsaw activities, and double entry journals to provide structure and support for students as they learn and demonstrate their understanding through writing. These strategies aim to increase rigor, relevance, engagement and differentiation for diverse learners.
Building a Peer Evaluation Program
Qualtrics experts will share with you new advanced methods to measure leadership traits and highlight individual strengths and weaknesses. Multi-rater assessments, 360-degree employee or student feedback provides a holistic view of an individual by gathering feedback from peers, direct reports while comparing the results with their own self evaluation.
Building a Peer Evaluation Program: Best practices for beginners
What is peer evaluation
Why run peer evaluation
Peer evaluation workflow / process
Competencies & items
Reports
What to do with results
How to Create Meaningful Rubrics for Student Assessment
Presented by Aimee F. Strang, Pharm.D., MS-HPEd, Assistant Dean of Curricular Assessment, Albany College of Pharmacy and Health Sciences
Rubrics are powerful assessment tools. Well written rubrics guide student learning and provide formative feedback for improvement. However, creating valid rubrics can be a challenge. This presentation will focus on how to create rubrics within the ExamSoft suite of software, and tips for making them as useful as possible. Topics include selecting appropriate criteria, creating differentiating descriptions, and assigning grading schemas. Emphasis will be placed on ensuring rubrics measure student learning as defined by the course objectives.
Class 4 assessment 1 2020
This document provides information about language assessment for teachers. It discusses assessing student progress in language in relation to content and performance standards. It emphasizes evaluating student achievement of overall expectations in language rather than every curriculum expectation. The document also addresses assessing student work in a balanced manner across four categories: knowledge and understanding, thinking, communication, and application. It includes examples of assessment tools like exemplars, developmental continua, and teacher moderation. It provides a sample writing assessment task for grade 5 students and describes the process for teacher moderation of student work. Various digital tools for creating learning objects to support writing structures and organization are also listed.
2.26.15-CEIT-Assessment-Rubric-Development-PowerPoint.pdf
This document provides guidance on developing rubrics for assessment. It outlines the timeline and process for assessment from determining learning outcomes to implementing changes based on results. It also defines different types of rubrics, including holistic vs. analytic and general vs. task-specific rubrics. Sample rubrics are included to illustrate these concepts. The benefits and disadvantages of each rubric type are discussed to help selection. Guidance is also given on rubric components, norming, and additional resources.
Formative assessment in efl blended instruction, april, 4, google hangout ses...
This document discusses formative assessment in blended English language instruction. It notes that formative assessment serves to support student learning through feedback from peers or teachers online or through self-reflection. The document outlines tasks for participants, including defining formative assessment and distinguishing it from summative assessment. Participants are asked to identify effective formative assessment strategies and online tools to implement them. Finally, participants are tasked with creating a rubric to assess student work using an online rubric-making tool.
Similar to Week 4 ruth - 2014-15 (20)
PGCertHE Chapter 5: Developing Good Practice in Assessment
PGCertHE Chapter 5: Developing Good Practice in Assessment
Final Reflection for SOM 301Due DatesDuring your lab the week .docx
Final Reflection for SOM 301Due DatesDuring your lab the week .docx
How to Create Meaningful Rubrics for Student Assessment
How to Create Meaningful Rubrics for Student Assessment
2.26.15-CEIT-Assessment-Rubric-Development-PowerPoint.pdf
2.26.15-CEIT-Assessment-Rubric-Development-PowerPoint.pdf
Formative assessment in efl blended instruction, april, 4, google hangout ses...
Formative assessment in efl blended instruction, april, 4, google hangout ses...
More from rmcquirter
Class 12 final class 2020
This document outlines the steps of a collaborative teacher inquiry process where teachers come together to systematically examine their own educational practices using research techniques. The process involves identifying an issue to investigate, forming an inquiry group, researching the question, writing findings, developing lesson plans and digital objects, sharing with colleagues, reflecting on strengths and needs, and setting goals to improve educational practices.
Class 12 f inal class 2020
This document outlines a collaborative teacher inquiry process where teachers come together to systematically examine their own educational practices using research techniques. The process involves identifying an issue to investigate, forming an inquiry group, researching the question, writing findings, creating lessons and digital objects, sharing with colleagues, reflecting on strengths and needs, and setting goals to improve teaching practices.
Class 11 ell 2020
The document provides information about strategies for supporting English language learners (ELLs) in the classroom. It discusses building on students' background knowledge, differentiating instruction to make content more accessible, allowing students to practice skills in multiple ways, and ensuring assessments account for students' language proficiency. The key recommendations are to connect new concepts to what students already know, provide multiple ways for students to access and demonstrate understanding of material, and offer supports and accommodations on assessments to allow ELLs to show their content knowledge.
Class 10 vocabulary ell upload
This document discusses various topics related to vocabulary instruction including:
- Research showing a large gap in vocabulary knowledge between high and low performing students by 2nd grade.
- Expectations that students learn 3000 new words per year by 3rd grade.
- The "Matthew Effect" where poor reading and vocabulary skills can become cumulative and restrict further learning.
- Principles of effective vocabulary instruction including using firsthand experiences, promoting student interaction, and taking a metacognitive approach.
- Different tiers of vocabulary including basic, high frequency, and discipline specific words.
Class 9 spelling & grammar cont'd 2020
This document provides information about word study, including spelling patterns, meaning patterns, prefixes, suffixes, and strategies for spelling unfamiliar words. It discusses sound patterns, structural patterns, and meaning patterns in spelling. It explains common prefixes for number such as mono-, bi-, tri-, and dec- and their meanings. It encourages activities with prefixes, base words, and suffixes to build new words. Strategies for spelling unfamiliar words include visual, auditory, tactile, meaning, memory tricks, and dictionary skills. A cloze assessment and app critiques are also mentioned.
Class 8 spelling & grammar 2020
This document discusses spelling instruction and the Ontario Language curriculum. It contains 3 main points:
1. The Ontario Language curriculum does include spelling expectations, contrary to the statement that "Teachers don't have to deal with spelling anymore." It includes expectations around spelling familiar words, unfamiliar words, and proofreading.
2. Effective spelling instruction should follow a developmental continuum and incorporate patterns related to sound, structure, and meaning. Examples of spelling patterns are provided.
3. Suggested spelling strategies for unfamiliar words are visual, auditory, tactile, meaning, memory tricks, and dictionary skills. Specific memory tricks and examples are outlined.
Class 7 differentiated instruction 2 2020
This document outlines assignments and activities for a differentiated instruction course. It includes:
1. Group assignments for a social justice picture book project.
2. Information on visual approaches to differentiated instruction including a link to Flickr photos and guided reading cards.
3. An assignment to develop a guided reading lesson plan in small groups using a provided passage, lesson template, and comprehension strategies.
4. A direction to examine differentiated instruction resources posted online and add any to a curation tool.
5. An individual assignment to read a short story and complete a graphic organizer on character development, comparing how each type of organizer could support differentiated instruction.
Class 6 diiferentiated instruction i 2020
This document outlines the schedule and groups for a social justice picture book project. It also discusses differentiated instruction, universal design for learning principles, and guided reading activities. Students will work in pairs to analyze guided reading cards by complexity, develop a guided reading lesson plan using a sample template, and design a unit plan using a provided blank template and sample. Independent work time is allotted for a learning objects project.
Class 5 assessment ii 2020
This document provides resources and instructions for students in a Class 5 education course. It includes:
1. Instructions for an upcoming social justice picture book presentation and independent work time.
2. Links to resources on writing assessment strategies like revising, editing, and peer editing.
3. A quote from an English teacher arguing that rubrics are not effective for teaching writing.
4. Learning objectives and planning for reading instruction and assessment focusing on comprehension, fluency, text forms and features, and metacognition.
5. Instructions to create reading assessment tools and strategies, guided reading lessons, running records, and assessment tools to record guided reading observations.
Class 4 assessment 1 2020 final
This document provides information about language assessment for teachers. It discusses assessing student progress on language content and performance standards. It also addresses how to evaluate student work in categories like knowledge, thinking, communication and application. The document provides examples of language assessment tasks, rubrics and teacher moderation activities. It describes assessing writing through rubrics and comparing student work to achievement levels. Finally, it discusses using resources like exemplars, continuums and webcasts to guide assessment and moderation.
Class 3 integration and assignment support
This document provides an overview of lesson plans and resources for a social justice picture book assignment. It includes curriculum links for a picture book lesson plan, social justice approaches, reading skills like guided reading and expository text, and research skills modules. It outlines a collaborative inquiry project involving group work assessments, personality types, and developing collaboration skills. Time is provided for independent work on the social justice picture book and for group inquiry work, with reminders to upload meeting logs.
Class 2 student inquiry 2020 final
This document provides an agenda for a class on student and collaborative teacher inquiry. It includes discussions on social justice, asking questions about the Mars One project, developing inquiry projects, and the inquiry process. Students will work on developing essential questions and meeting logs for their inquiry groups. Supporting materials are linked on Sakai and include resources on social justice lessons, the Mars One project, and samples of past student monographs. The document outlines the four steps of inquiry-based learning and emphasizes developing student-driven questions and reflection. Students will have in-class time to work on their inquiry projects and are responsible for completing and submitting their group's first meeting log by the end of class.
Class 1 collaborative teacher inquiry 2020
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
Class 1 collaborative teacher inquiry 2020
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
Week 12 f inal session 2018 - poetry
The document discusses poetry and different poetry activities for a week 12 class. It includes summaries of haiku poems, instructions for students to write and illustrate their own haiku poem, and activities where students share and discuss poems in pairs and groups. Examples of slam poetry, spoken word poetry, and youth poets are provided as additional resources. Students are also instructed to fill in the blanks of a poem about being alive with descriptive phrases.
Week 7 writing 1 - 2018 final
This document provides information about the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It discusses the stages of writing (prewriting, drafting, revising, editing, publishing), describes haiku form, and gives an example of rewriting a Chris Hadfield tweet from space as a haiku poem collage using images. It prompts analyzing how this activity addresses expectations in the Ontario language and other subject area curriculums. It suggests considerations for replicating this activity in a junior classroom and reflects on writing decisions around audience, form and purpose.
Week 8 writing 2 and lp - 2018
This document provides an overview of topics and resources for a writing and lesson planning class in Week 8. It includes discussions on collaborative writing, lesson planning templates, modeling writing lessons, and the gradual release of responsibility model. It also shares resources on Native American totems and provides guidance for an activity where students will write poems based on different animals. The document discusses the difference between cultural appreciation and appropriation and considers Indigenous knowledge. It outlines an upcoming lesson plan assignment and previews the next week's topic on oral communication resources.
Week 7 writing 1 - 2018 final
This document discusses the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It addresses stages of writing like prewriting, drafting, revising, and publishing. Learners are asked to select a Chris Hadfield tweet from space, research it, and rewrite it as a haiku poem in a PicCollage with relevant images. The activity connects to expectations in the Ontario language curriculum around media studies, writing, and reading. Additional supports may be needed for a similar activity in a junior classroom.
Class 11 ell 2018
A large chicken wandered into traffic, causing delays for drivers. Police responded and tweeted about the "turkey or large chicken" that was causing issues. They later tweeted that the chicken had been arrested for "fowl play" and was now in custody, allowing traffic to resume its regular flow.
Class 10 ell slides 2018
Here are some key resources on teaching English language learners:
- Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American
Educator, 32(2), 8-23, 42-44.
- Harper, C., & de Jong, E. (2009). English language teacher expertise: The elephant in the room. Language and
Education, 23(2), 137-151.
- Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice
teacher education. Theory Into Practice, 52(2), 98-109.
More from rmcquirter (20)
Recently uploaded
Understanding Inductive Bias in Machine Learning
This presentation explores the concept of inductive bias in machine learning. It explains how algorithms come with built-in assumptions and preferences that guide the learning process. You'll learn about the different types of inductive bias and how they can impact the performance and generalizability of machine learning models.
The presentation also covers the positive and negative aspects of inductive bias, along with strategies for mitigating potential drawbacks. We'll explore examples of how bias manifests in algorithms like neural networks and decision trees.
By understanding inductive bias, you can gain valuable insights into how machine learning models work and make informed decisions when building and deploying them.
一比一原版(IIT毕业证)伊利诺伊理工大学毕业证成绩单专业办理
IIT毕业证原版定制【微信：176555708】【伊利诺伊理工大学毕业证成绩单-学位证】【微信：176555708】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
◆◆◆◆◆ — — — — — — — — 【留学教育】留学归国服务中心 — — — — — -◆◆◆◆◆
【主营项目】
一.毕业证【微信：176555708】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【微信：176555708】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
学历顾问：微信：176555708
原版制作(unimelb毕业证书)墨尔本大学毕业证Offer一模一样
学校原件一模一样【微信：741003700 】《(unimelb毕业证书)墨尔本大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
哪里办理(csu毕业证书)查尔斯特大学毕业证硕士学历原版一模一样
原版一模一样【微信：741003700 】【(csu毕业证书)查尔斯特大学毕业证硕士学历】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
在线办理(ANU毕业证书)澳洲国立大学毕业证录取通知书一模一样
学校原件一模一样【微信：741003700 】《(ANU毕业证书)澳洲国立大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
A review on techniques and modelling methodologies used for checking electrom...
The proper function of the integrated circuit (IC) in an inhibiting electromagnetic environment has always been a serious concern throughout the decades of revolution in the world of electronics, from disjunct devices to today’s integrated circuit technology, where billions of transistors are combined on a single chip. The automotive industry and smart vehicles in particular, are confronting design issues such as being prone to electromagnetic interference (EMI). Electronic control devices calculate incorrect outputs because of EMI and sensors give misleading values which can prove fatal in case of automotives. In this paper, the authors have non exhaustively tried to review research work concerned with the investigation of EMI in ICs and prediction of this EMI using various modelling methodologies and measurement setups.
Technical Drawings introduction to drawing of prisms
Method of technical Drawing of prisms,and cylinders.
Building Electrical System Design & Installation
Guide for Building Electrical System Design & Installation
KuberTENes Birthday Bash Guadalajara - K8sGPT first impressions
K8sGPT is a tool that analyzes and diagnoses Kubernetes clusters. This presentation was used to share the requirements and dependencies to deploy K8sGPT in a local environment.
RAT: Retrieval Augmented Thoughts Elicit Context-Aware Reasoning in Long-Hori...
RAT: Retrieval Augmented Thoughts Elicit Context-Aware Reasoning in Long-Horizon Generation
22CYT12-Unit-V-E Waste and its Management.ppt
Introduction- e - waste – definition - sources of e-waste– hazardous substances in e-waste - effects of e-waste on environment and human health- need for e-waste management– e-waste handling rules - waste minimization techniques for managing e-waste – recycling of e-waste - disposal treatment methods of e- waste – mechanism of extraction of precious metal from leaching solution-global Scenario of E-waste – E-waste in India- case studies.
Low power architecture of logic gates using adiabatic techniques
The growing significance of portable systems to limit power consumption in ultra-large-scale-integration chips of very high density, has recently led to rapid and inventive progresses in low-power design. The most effective technique is adiabatic logic circuit design in energy-efficient hardware. This paper presents two adiabatic approaches for the design of low power circuits, modified positive feedback adiabatic logic (modified PFAL) and the other is direct current diode based positive feedback adiabatic logic (DC-DB PFAL). Logic gates are the preliminary components in any digital circuit design. By improving the performance of basic gates, one can improvise the whole system performance. In this paper proposed circuit design of the low power architecture of OR/NOR, AND/NAND, and XOR/XNOR gates are presented using the said approaches and their results are analyzed for powerdissipation, delay, power-delay-product and rise time and compared with the other adiabatic techniques along with the conventional complementary metal oxide semiconductor (CMOS) designs reported in the literature. It has been found that the designs with DC-DB PFAL technique outperform with the percentage improvement of 65% for NOR gate and 7% for NAND gate and 34% for XNOR gate over the modified PFAL techniques at 10 MHz respectively.
Harnessing WebAssembly for Real-time Stateless Streaming Pipelines
Traditionally, dealing with real-time data pipelines has involved significant overhead, even for straightforward tasks like data transformation or masking. However, in this talk, we’ll venture into the dynamic realm of WebAssembly (WASM) and discover how it can revolutionize the creation of stateless streaming pipelines within a Kafka (Redpanda) broker. These pipelines are adept at managing low-latency, high-data-volume scenarios.
New techniques for characterising damage in rock slopes.pdf
rock mass characterization and New techniques for characterising damage in rock slopes
Recently uploaded (20)
BPV-GUI-01-Guide-for-ASME-Review-Teams-(General)-10-10-2023.pdf
BPV-GUI-01-Guide-for-ASME-Review-Teams-(General)-10-10-2023.pdf
A review on techniques and modelling methodologies used for checking electrom...
A review on techniques and modelling methodologies used for checking electrom...
Technical Drawings introduction to drawing of prisms
Technical Drawings introduction to drawing of prisms
KuberTENes Birthday Bash Guadalajara - K8sGPT first impressions
KuberTENes Birthday Bash Guadalajara - K8sGPT first impressions
RAT: Retrieval Augmented Thoughts Elicit Context-Aware Reasoning in Long-Hori...
RAT: Retrieval Augmented Thoughts Elicit Context-Aware Reasoning in Long-Hori...
Low power architecture of logic gates using adiabatic techniques
Low power architecture of logic gates using adiabatic techniques
Generative AI leverages algorithms to create various forms of content
Generative AI leverages algorithms to create various forms of content
Harnessing WebAssembly for Real-time Stateless Streaming Pipelines
Harnessing WebAssembly for Real-time Stateless Streaming Pipelines
New techniques for characterising damage in rock slopes.pdf
New techniques for characterising damage in rock slopes.pdf
Week 4 ruth - 2014-15
- 1. 8P20 2014-15 Week 4 – Writing Assessment
- 2. Professional Learning Conversations Monograph: Teacher Moderation: Collaborative Assessment of Student Work Follow-up: Webcast Mini Teacher Moderation activity Other resources for Writing Assessment
- 4. Teacher Moderation Webcast Ontario Writing Assessment http://www.curriculum.org/k-12/en/videos/teacher-moderation- session-1
- 5. OWA: Grade 5 When administered: Mid-year Text form: Report Format: Newspaper Task: You are a reporter for a newspaper. Your assignment is to write a report about your school’s upcoming talent show. All the money raised by the talent show will help buy new books for the school.
- 6. Teacher Moderation Task Each table will select an envelope reflecting one of the Achievement categories (e.g. Thinking, Knowledge & Understanding etc.) Examine the rubric for the student writing task Sort the 4 pieces of student writing into levels 1,2,3,4 for the chosen category only. When your table has come to a consensus, pick up an Answer Key envelope for your category, compare the ranking with yours, and discuss the rationale given Repeat using a different category of Achievement
- 7. Reviews Think about the “reviews” you have read or listened to in the past month: Where did you find these reviews? What was your purpose? What types of products/experiences etc. were you searching for?
- 8. Writer’s Notebook Reviews Look through the envelope of reviews at your table as well as any reviews you find online Agree at your table about the key features of most reviews
- 10. Compare Previews/Trailers with Reviews Venn Diagram
- 11. Reviews Features of a review: 1. 2. 3. 4. 5.
- 12. Writing Task Create your own review of any topic you wish: E.g. Favourite restaurant, coffee shop, pub, hotel Line of clothing, handy gadgets, technology Movies, concert, play, television show, book Vehicle etc. Be sure to incorporate the key features of a review in your piece Consider: What is my purpose? Who is my audience?
- 15. TELLAGAMI . Become familiar with this app . Choose one of the draft reviews at your table . Condense it to a paragraph . Create a gami message that can be recorded in 30 sec. . Choose appropriate avatar and background
- 16. Gradual Release of Responsibility Modelled Shared Guided Independent READING and WRITING Teaching Teaching Teaching Teaching Learning Learning & Learning Practising Practising & & & Learning Practising Performing Performing 16
- 17. Classroom Assessment Large Scale Assessment EQAO For Diagnostic Formative As Formative Of Summative
- 18. Assessment Resources Guide to Effective Instruction: Assessment Guide to Effective Instruction: Writing Write Traits Ontario Writing Assessment
- 19. Growing Success Policies Seven Fundamental Principles Learning Skills & Work Habits Performance Standards- The Achievement Chart Assessment for Learning and as Learning Evaluation Reporting Student Achievement Students with Special Education Needs English Language Learners E-Learning Credit Recovery http://www.edugains.ca/newsite/aer2/
Editor's Notes
- Distribute enough sample reviews for at least one per person at each table. Variety of reviews such as restaurant, online links, accommodation, products, movies, live theatre, videogames. Groups read their reviews and generate a list of features that they have in common. E.g. They provide information about the subject of the review; point out strengths and weaknesses; make a recommendation or not.
- Spotlight On: Writing Assessment Strategy: Writing Task i.e.;.; EQAO Grade 6 Language Booklet Spring 2013: share sample writing tasks http://www.eqao.com/pdf_e/13/6e_Lang2_0813.pdf and scoring guides http://www.eqao.com/pdf_e/13/6e_Lang2_Wtg_SG_R0813.pdf i.e.; OWA: share sample writing tasks i.e.; Pearson or Nelson resources: share sample writing task What would you use this writing task for: fill in the chart EQAO sample: Large Scale Assessment: of – summative assessment - OWA sample: Classroom Assessment: could be in all categories of the chart depending on how the teacher will use the data Publisher sample: Classroom Assessment: could be in all categories of the chart depending on how the teacher will use the data Have students use a Guide to Effective Literacy Instruction Volume 2 Assessment to locate 5 Assessment strategies for Writing. Record the title and a short description. Categorize them in the chart - each table group has a chart to complete?? Google docs? Students will have a variety of writing assessment strategies to use in placement
- Ministry Growing Success policies as of 2010 – revised document to be released next year with additional policy for Kindergarten. Mandated policies for all teachers in Ontario. We will focus on 2 policies: Assessment for Learning and as Learning and Evaluation, to examine Writing Assessment Share AER Gains site on eduGains page – where resources and information can be found about Growing Success