Writing Lesson Objectives
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To write an effective instructional objective, include four key parts: 1) The audience (e.g. "The student will") 2) An observable behavior 3) The conditions under which the behavior will be performed 4) The acceptable level or degree of performance The objective should describe what the student will do in one clear sentence.
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Using bloom's taxonomy to construct cohesive lesson objectives and assessments
Stating specific and measurable objectives for the lesson
Stating specific and measurable objectives for the lesson
Similar to Writing Lesson Objectives
Educational Evaluation educ 243 With Dr. James Paglinawan
Instructional objectives should clearly state the skills students are expected to learn and the conditions of the learning. Objectives indicate the level of performance expected and test items are written to match the objectives. When writing objectives, they should be simple, explicit about conditions, and indicate the performance criteria. Test blueprints are used to guide test construction and ensure tests sample learning across content areas and cognitive levels.
Educational Evaluation educ 243 With Dr. James Paglinawan
An instructional objective should clearly state the skill students will be expected to perform after instruction. It should also explicitly state the conditions of the learning. Test items should match the learning outcome and conditions stated in the objectives. Developing instructional objectives and test blueprints helps ensure a test samples learning across content areas and cognitive levels covered in class.
Alternative assessment
This document discusses alternative assessment and provides examples of techniques. It begins by stating the objectives are to explain alternative assessment, identify benefits, and experience techniques. It then defines key concepts like authenticity and clear criteria. Some benefits listed are evaluating the learning process and product, and promoting autonomous learning. Examples provided include portfolios, interviews, presentations, and discussions assessed through checklists and student feedback. The document emphasizes patience in implementing new strategies and provides references for further information.
LW SYP Spring Planning
The document provides guidance on developing lesson plans using objectives and active participation techniques. It defines objectives as outlining the skill students will learn and how they will demonstrate their learning. It discusses the importance of active participation to check all students' understanding throughout the lesson. Finally, it models writing objectives and developing active participation prompts for verbal, visual, and kinesthetic learning styles.
ielts.pptx
IELTS Achiever – Best IELTS Institute in Chandigarh makes it easy for students to get surprising results on the first attempt with the best IELTS Coaching in Chandigarh. We have designed the coaching program considering the recent exam patterns
Ielts material
IELTS is an international standardized test of English language proficiency that is accepted by universities and employers worldwide. It measures ability in listening, reading, writing and speaking. There are two versions - academic, for university entrance, and general training, for work or immigration purposes. Each section is scored and a band score from 1-9 is given. Proper preparation is important, with a focus on developing test-taking skills like scanning, skimming and time management. Strong writing involves clear organization, examples and adherence to word counts. Listening requires understanding question types and circling key details. Speaking evaluates fluency and ability to discuss topics. Regular practice tests help maximize scores on the four IELTS components.
Rules to construct subjective test items
The document outlines guidelines for constructing subjective test items and essay test questions. It recommends starting with defined learning outcomes, limiting the subject matter, using verbs carefully to indicate what is being assessed, and situating learning objectives within a problem. It also suggests promoting feedback and training for students, keeping writing accessible, and being clear about grading criteria. The overall focus is on creating well-defined, clear, and focused assessment tools that effectively evaluate students' learning.
Design For InstructionTeacher will now design the instruction
Design For Instruction
Teacher will now design the instruction for the learning goals provided in previous chapter. How will you teach the learning goals you have designed
The following will be discussed At this point you have administered the pre-assessment
Remember to include charts to report the findings of the pre assessment
Page length 3 + visual organizer
Pre Assessment Results
Don’t forget to label your responses using subheadings in the TWS outline
Discuss what your pre-assessment scores revealed about your students
You could discuss but is not limited to:
Range of scores for each student showing percentages
Be specific about what learning goals you are using ( Question 10, & 12 addressed LG 2 that showed a low percentage (12%) of students that mastered
Use charts to show the results/ could show graph for each learning goal
Restate learning goals as you discuss results
Show target performance set for each learning goal
Show lowest and highest mastery of each goal
Show graph with mastery of each question for each student
Remember your sub headings are
Results of pre- assessment ( discussed on the first few pages)
Unit Overview- discuss what your unit will include (you may use your outline here of your unit. Explain your unit and alignment with goals. List topics for each day. Include activity for each day
Activities – what activities will you use for each unit. Discuss and explain/ Review page 10 of TWS to include explanation of activity
Technology – What technology will you use for this unit
MUST HAVE
Analyzed descriptions of student performance
Activities linked to learning goals
Identify patterns of student performance
Show activity you are doing each day
Use visual organizer
Describe a minimum of 3 activities using a variety of instructional strategies
Analyze student performance related to the goals
Show how you will score assessments
Show how activity relates to goals
What materials are needed for activity
Can use scoring rubrics, observation, checklist, rating scales ect.
How will you check on student progress
Instructional Decision-Making FIVE
Describe Modifications
Give 2 examples of when student learning or response caused you to modify your lesson
Describe in detail the activity that you modified and why
Explain why you thought this would improve student learning of
the goal. Explain in detail
Give a second example of when a student’s learning or response
caused you to modify the lesson. Explain in detail
Suggested page length 3-4 pages
Review page 13 TWS
Analysis of Student Learning
Teacher uses assessment data to profile student learning giving information about student achievement
Now you will analyze data
Show performance of whole class, subgroups and individual students
Conclusions will be drawn in Factor 7
Focus student achievement
Subheadings
Whole Cl ...
MDD - JiTT - Workshop - January 2015 - Jeff Loats
This document summarizes a workshop on Just-in-Time Teaching (JiTT). JiTT is a teaching method that uses online pre-class assignments, called WarmUps, to actively engage students with course material before class. WarmUps consist of conceptual questions that students answer in sentences. Instructors then modify their lesson plans based on student responses. Studies show JiTT increases student preparation, engagement, and learning compared to traditional lecturing. The workshop discussed the basics of JiTT, provided examples, and reviewed evidence of its effectiveness from multiple institutions and disciplines.
Individual Worksheet& Feedback Schools of Buddhism Presentation.docx
Individual Worksheet& Feedback:
Schools of Buddhism Presentation
This grade will be added to your in-class presentation grade on the feedback form for that part of the assignment.
NAME:
DATE:
SPEAKER NOTES (10 points)
Which question or questions from the bulleted list in the instructions did you help research and present in class? List each below, and paste your speaker notes for that topic in the box. If you researched and presented on additional related topics, list those and corresponding speaker notes below as well. Use as many sections as needed to provide information about your topics and corresponding speaker notes. You may leave any unneeded sections of this part of the worksheet blank. Speaker notes will NOT be graded for mechanics, but on content alone.
QUESTION or TOPIC:
SPEAKER NOTES (paste in box below)
QUESTION or TOPIC:
SPEAKER NOTES (paste in box below)
QUESTION or TOPIC:
SPEAKER NOTES (paste in box below)
Points for Speaker Notes: xx/10
RESEARCH LOG (10 points)
In the box below, list all resources used in your portion of the presentation. Do not just paste in links to websites. Provide proper APA formatted reference citations for these resources.
Proper APA formatting? √ or X
Points for Research Log: xx/10
EVALUATION ESSAY (20 points)
In the box below, provide an evaluation of the collaborative experience on this project from your personal point of view.
· Did things go smoothly or were there some bumps along the way?
· If there were some conflicts, how did the Team resolve them?
· Was the work divided fairly or did some members seem to do more than others? (You are not being asked to name names or point fingers.)
· What did you learn about collaborating with a group of people on a project?
· Did you find this to be a valuable experience? Why, or why not?
You may write in first-person voice, since this is a personal account. Write at least 150 words, answering all questions. Use good mechanics—proper punctuation, grammar, and spelling.
START ESSAY:
xxx/150 words √ or X Mechanics? √ or X
Points for Evaluation Essay: xx/20
TOTAL Points for Individual Worksheet: Schools of Buddhism
Speaker Notes: xx/10 + Research Log: xx/10 + Evaluation Essay: xx/20 = xx/40
1
NOTE: The feedback form for your presentation is below. Do not write anything below this point.
Adapted from University of Phoenix Material: “Buddhism Presentation,” REL/133, Version 4
Oral Presentation Feedback - Week 3: Schools of Buddhism
Student: Your Name
Course: REL/133: World Religious Traditions I
Date: Date Due
Assignment: Schools of Buddhism Presentation
Content (30%)
Instructions from the Syllabus:
PART I (75 points)
In collaboration with your Learning Team, complete the following:
Choose, with your assigned Learning Team, one of the following schools of Buddhism prior to Week 2, and sign up during the Week 2 class. This will require discussion and collaboration. Choose ONE school of Buddhism for the entire Learning Team.
.
Essay Assessment Type
Essay questions can measure higher-order thinking skills and writing ability. They allow for open-ended responses aligned with learning objectives. While scoring can be time-consuming and subjective, essay questions eliminate guessing and can effectively cover content with fewer questions. When writing essay questions, teachers should clearly define the task, suggest a time or page limit, decide what they are looking for in responses, and provide a scoring system or model answer. Good essay questions ask students to explain, compare, classify, predict effects, or synthesize multiple sources.
Goals and Objectives in ELT
When setting out to complete a task, we usually have a goal or an outcome in mind. The same can be said for students taking a course. A well-written syllabus will include the course goal and objectives.
What Makes A Good Lesson (Ps)
The document discusses elements that make lessons effective. It recommends that lessons have clear learning objectives, be structured in episodes to engage different learning styles, and include formative assessment to check student understanding without extensive marking. Reflection is also presented as important for helping students internalize principles through writing about what they have learned.
Process Training (Teaching Process) 10.14.pptx
You did a great job teaching colors today! I especially liked how you used gestures to help explain the meanings. One thing that could help is speaking a bit slower. Overall, you presented the lesson very clearly. Thank you for your hard work!
Step 2: Suggestions for Improvement
Teacher: Thank you for the feedback. I will work on speaking slower next time to make sure the student understands everything clearly. Do you have any other suggestions that could help me improve?
Step 3: Positive Reinforcement
50minutelessonplantemplate
1) The lesson plan is for a 45-50 minute English class focusing on body part vocabulary.
2) The teacher's goals are to reduce slang usage, limit talking time, and improve instruction delivery.
3) Students will be able to lead each other in a game of Simon Says using target vocabulary words like head, arm, shoulder, and foot.
4) A variety of activities are outlined to present, practice, and produce the vocabulary including a matching worksheet, fill-in-the-blank sentences, and a Simon Says game.
EDUC 307Lesson Plan Part 1 General Plan100 Points Crite.docx
EDUC 307
Lesson Plan Part 1: General Plan
100 Points
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not Present
Lesson Preparation
10 points
9 to 10 points
Lesson Topic, Concept, Subject, Grade Level, and SOL are included in plan and relate. The SOL includes the SOL number and description.
7 to 8 points
Lesson Topic, Concept, Subject, Grade Level, and SOL are included in plan but do not all relate OR the SOL does not include both the SOL number and description.
1 to 6 points
Lesson Topic, Concept, Subject, Grade Level, and SOL are incomplete.
0 points
Missing.
Objective
15 points
14 to 15 points
The instructional objective is observable and/or measurable and includes specific criteria. It is aligned with the SOL.
11 to 13 points
The instructional objective is observable and/or measurable but does not include specific criteria. It is aligned with the SOL.
1 to 10 points
The instructional objective is neither observable nor measurable OR it is not aligned with the SOL.
0 points
Missing.
Lesson Connections
10 points
9 to 10 points
Materials/Equipment, Technology Integration, and Character Principle are thoroughly described. The Character Principle includes a scripture.
7 to 8 points
Materials/Equipment, Technology Integration, and Character Principle are included but with brief description OR the Character Principle does not include a scripture.
1 to 6 points
Missing one or more of the following: Materials/Equipment, Technology Integration, or Character Principle.
0 points
Missing.
Lesson Presentation
25 points
23 to 25 points
The Set, Teacher Instruction, Guided and Independent Practice, and Closure are thorough with effective strategies and content that are aligned to the SOL and the objective.
18 to 22 points
The Set, Teacher Instruction, Guided and Independent Practice, and Closure have proficient content and are aligned to the SOL and the objective.
1 to 17 points
The Set, Teacher Instruction, Guided and Independent Practice, and Closure are incomplete AND/OR are not aligned to the SOL and/or the objective.
0 points
Missing.
Assessment
10 points
9 to 10 points
The plan for assessment is delineated and authentic and clearly relates to the objective.
7 to 8 points
The plan for assessment relates to the objective.
1 to 6 points
The plan for assessment is not related to the objective.
0 points
Missing.
Structure
Advanced
Proficient
Developing
Not Present
Mechanics
15 points
14 to 15 points
Includes a minimum of 1 grammatical or spelling errors.
11 to 13 points
Includes 2-3 grammatical or spelling errors.
1 to 10 points
Includes 4 or more grammatical or spelling errors.
0 points
Significant grammatical or spelling errors.
Template
15 points
14 to 15 points
The required template is utilized fully and is professionally organized without formatting errors.
11 to 13 points
The required template is used but is incomplete OR has minor formatting errors.
1 to 10 points
The required template was not used OR is contains sign ...
Body Parts Lesson Plan
This lesson plan summary is for a 45-50 minute English lesson on body parts vocabulary for beginner level students. The teacher's goals are to reduce slang usage, limit talking time, and improve their starter voice. Students will learn and practice body part vocabulary like head, arm, and leg through a warm up activity spelling their names with example words, a dialogue presentation, matching and fill-in-the-blank practice exercises, and a Simon Says game led by the teacher and students. Potential problems addressed are not understanding instructions, running out of activities or time, which are mitigated by examples, additional activities, and adjusting the lesson plan as needed.
The College Classroom Week 4: Learning Outcomes
This document discusses learning outcomes for a college classroom course. It provides examples of learning outcomes at both the course and topic level, and discusses the importance of communicating clear learning outcomes to students. Setting learning outcomes helps both instructors and students understand the key goals and focuses of the course. The document also reviews different taxonomies, such as Bloom's Taxonomy, for defining different types and levels of learning outcomes.
Process and product performane-based assessment
This document discusses process-oriented and product-oriented performance-based assessment. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes a person uses to complete a task. Product-oriented assessment focuses on the final product and output, and evaluates it based on levels of performance like novice, skilled, and expert. Both types of assessment require carefully designing learning tasks and creating rubrics with criteria, levels of performance, and descriptors to consistently score students.
Similar to Writing Lesson Objectives (19)
Educational Evaluation educ 243 With Dr. James Paglinawan
Educational Evaluation educ 243 With Dr. James Paglinawan
Educational Evaluation educ 243 With Dr. James Paglinawan
Educational Evaluation educ 243 With Dr. James Paglinawan
Design For InstructionTeacher will now design the instruction
Design For InstructionTeacher will now design the instruction
Individual Worksheet& Feedback Schools of Buddhism Presentation.docx
Individual Worksheet& Feedback Schools of Buddhism Presentation.docx
EDUC 307Lesson Plan Part 1 General Plan100 Points Crite.docx
EDUC 307Lesson Plan Part 1 General Plan100 Points Crite.docx
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Teaching Super Readers Requires Super Powers
This document provides information and strategies for teaching super readers in the primary classroom. It discusses the characteristics of super readers, challenges in teaching them, and differentiated strategies. Some key points:
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- Challenges include lack of challenge, boredom, and limiting authentic reading experiences.
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- Data showing co-teaching did not negatively impact performance on edTPA assessments compared to traditional placements
- Feedback indicating co-teaching interns felt more supported through collaboration, mentoring and feedback from clinical teachers
- Positive impacts on interns' readiness to teach, collaboration skills, and students' learning from additional support in classrooms
- The program has now adopted co-teaching as an official option based on the pilot study's successful results.
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like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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