Week four
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This document discusses principles of great teaching. It covers having high expectations for students which builds their confidence, and the importance of having faith in yourself while also confronting brutal facts. The document emphasizes expecting students to succeed, asking the right questions, and using techniques like video review and the "five whys" to critically examine teaching practices. It stresses getting students to their goals while giving teachers credit for their work.
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Introduction to Test-Driven Development
Thomas Benard is a developer with an email, Twitter handle, and website focused on craftsmanship. We can lose faith in test suites because as humans we don't always have the mental strength to write all the necessary tests, making tests a constraining process matter.
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This document discusses differentiated instruction, which is an approach to teaching that involves providing different students with different avenues to learning based on their individual needs. It involves things like pre-assessing students, providing multiple ways for students to understand and process content, and making content accessible to all students at varying levels of ability and skill. The document suggests that differentiated instruction is not a formula but rather a flexible approach tailored to individual student needs.
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E assessment conference scotland 2014 presentation>
As technology evolves and becomes more integrated into education, the data trail created by learners is enormous. The analysis of this data referred to as “Learning analytics” drives learning in a cyclical pattern; data is collected, analysed, and interventions are made based on the data. After these interventions, more data is collected and analysed, and additional (perhaps different) interventions are made.
This presentation outlines how the data related to assessments is collected from three different projects within DCU and then analysed with the aim of improving the student learning experience. Each project has two common threads; making life easier for the lecturer and improving the experience of the student.
Using Assessment Data for Educator and Student Growth
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This presentation reviews major topics to be considered when using assessment data in implementing a school's program of educator and student growth and evaluation. By attending this workshop, participants will improve their assessment literacy, learn how to improve student achievement and instructional effectiveness through thoughtful data use, and discuss common issues shared by educators when using data for evaluative purposes.
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This document provides background information on Greek theatre and the legend of Oedipus that Sophocles drew from for his play Oedipus the King. It describes key elements of Greek theatre including the theatre space, chorus, masks and costumes. It then outlines the oracle given to Cadmus that led to the founding of Thebes and the curse placed on his descendants by Apollo that his grandson would kill his father and marry his mother, which Sophocles examines in the play.
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Using assessment data to improve teaching requires several steps:
1) Teachers need high-quality assessment data that provides detailed, curriculum-relevant information about what students know and can do.
2) Teachers must develop their knowledge and skills to properly interpret the assessment data and understand how to adjust their teaching practices to address student needs.
3) School leaders need to support teachers by helping them unpack assessment data meanings and leading discussions on changing teaching approaches.
Effective use of assessment data for instructional improvement is a complex process that requires ongoing professional development to build teachers' knowledge and skills over time.
Differentiated instruction
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
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The purpose of this presentation was to explain the concept of "Differentiated Instruction" to my peers in a graduate school class.
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Introduction to Test-Driven Development
Thomas Benard is a developer with an email, Twitter handle, and website focused on craftsmanship. We can lose faith in test suites because as humans we don't always have the mental strength to write all the necessary tests, making tests a constraining process matter.
What is Differentiated instruction?
This document discusses differentiated instruction, which is an approach to teaching that involves providing different students with different avenues to learning based on their individual needs. It involves things like pre-assessing students, providing multiple ways for students to understand and process content, and making content accessible to all students at varying levels of ability and skill. The document suggests that differentiated instruction is not a formula but rather a flexible approach tailored to individual student needs.
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This presentation outlines how the data related to assessments is collected from three different projects within DCU and then analysed with the aim of improving the student learning experience. Each project has two common threads; making life easier for the lecturer and improving the experience of the student.
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This presentation reviews major topics to be considered when using assessment data in implementing a school's program of educator and student growth and evaluation. By attending this workshop, participants will improve their assessment literacy, learn how to improve student achievement and instructional effectiveness through thoughtful data use, and discuss common issues shared by educators when using data for evaluative purposes.
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This document provides background information on Greek theatre and the legend of Oedipus that Sophocles drew from for his play Oedipus the King. It describes key elements of Greek theatre including the theatre space, chorus, masks and costumes. It then outlines the oracle given to Cadmus that led to the founding of Thebes and the curse placed on his descendants by Apollo that his grandson would kill his father and marry his mother, which Sophocles examines in the play.
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Using assessment data to improve teaching requires several steps:
1) Teachers need high-quality assessment data that provides detailed, curriculum-relevant information about what students know and can do.
2) Teachers must develop their knowledge and skills to properly interpret the assessment data and understand how to adjust their teaching practices to address student needs.
3) School leaders need to support teachers by helping them unpack assessment data meanings and leading discussions on changing teaching approaches.
Effective use of assessment data for instructional improvement is a complex process that requires ongoing professional development to build teachers' knowledge and skills over time.
Differentiated instruction
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
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Week Four
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- A passage is presented on having a growth mindset over a fixed mindset. A growth mindset believes skills can be developed through practice, while a fixed mindset believes abilities are innate.
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This document discusses challenging learning and creating an optimal level of challenge for students. It introduces the Teaching Target Model which illustrates that students learn best when tasks are neither too easy nor too hard, but provide an optimal level of "wobble". The document also discusses the importance of praise that focuses on effort and process over intelligence in order to promote a growth mindset in students. Additionally, it provides examples of open-ended questions teachers can use and discusses creating lesson plans around concepts to provide appropriate challenge.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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This document contains notes from an English class covering several topics:
- The class is divided into two units, the first on "Challenge" and the second on "Identity." Students are assigned to read the book "Secret Diary of Adrian Mole."
- A passage is presented on having a growth mindset over a fixed mindset. A growth mindset believes skills can be developed through practice, while a fixed mindset believes abilities are innate.
- Students participate in group discussions about applying growth mindset thinking to challenges they've faced and how communities can overcome disasters. They are assigned to draw mindmaps comparing examples of fixed and growth mindsets.
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The document discusses declining student resiliency in colleges. Students today have not learned to solve their own problems or experience failure without adult intervention. Faculty are expected to lower standards and handhold more. Students are afraid of failure and need certainty. Failure has become seen as catastrophic. The document argues students need opportunities to experience struggle and failure to build resilience and a growth mindset.
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This document provides strategies for building belief in yourself during tough times. It recommends reflecting on past successes in overcoming difficult situations, acting immediately to address challenges rather than retreating, and believing in your own ability to find solutions despite setbacks. Maintaining a positive mindset is key to empowering yourself to overcome hurdles. While life will present hard times, your approach can make a major difference in how you navigate challenges.
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This document discusses Carol Dweck's research on mindsets. It provides information about fixed and growth mindsets. People with a fixed mindset believe their abilities cannot change, while those with a growth mindset believe their abilities can develop through effort. The document includes questions to determine which mindset a person has and provides strategies for shifting to a growth mindset such as embracing challenges and viewing effort and mistakes positively.
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This document provides 10 employability skills with descriptions and quotes for each skill. The 10 skills are: 1) Perseverance, 2) Believe in Yourself, 3) Be Humble, 4) Be Positive, 5) Innovate, 6) Master Communication, 7) Collaborate, 8) Have Passion for Quality, 9) Have Personal Excellence, and 10) Independence. For each skill there are 3-4 pages with descriptions of the skill and related quotes to exemplify each skill. The overall document emphasizes developing strong employability skills to increase one's chances of getting employed.
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This document provides advice on values and perseverance. It encourages the reader to work hard, believe in themselves, be humble, and stay positive. Some key points include: never give up and persist through challenges; accept failures and see them as opportunities to learn; listen to and learn from others; and adapt to circumstances. The overall message is about strengthening one's values through perseverance, humility, confidence, and finding opportunities in adversity.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Week four
- 1. NEVERWORKharderTHANyourstudents & OTHER PRINCIPLES OF GREAT TEACHING Robyn R. Jackson
- 2. This Week’s Agenda Chapter Three Expectations=Confidence The Pygmalion Effect Faith in Yourself Confront the Brutal Facts Courage to Teach
- 3. Expect Your Students to Get There I can help my students. Expectation: What we believe about our teaching situation, our ability to handle it, and what we believe is important It is important to help my students.
- 4. The Stockdale Paradox “You must never confuse faith that you will prevail in the end—which you can never afford to lose—with the discipline to confront the brutal facts of your current reality, whatever they might be.” ~Admiral Jim Stockdale as shared in Good to Great by Jim Collins
- 5. Reflection It’s all about me!
- 6. Ask the Right Questions
- 7. Confronting the Brutal Facts Try to look at your classroom with the same lens as if you were looking at someone else’s. Use video. Critiquing yourself is sometimes easier when you are watching it on screen. Try the five whys Give yourself some credit. Be real. Be curious.
- 8. Why Ask Why
- 9. Expect Your Students to Get THERE