Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things.
It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers.
Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things.
It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers.
General methods, strategy and techniques of teachingNazish Jamali
GENERAL METHODS, STRATEGY, AND TECHNIQUES OF TEACHING
subject: general method of teaching
Difference Between Methods,
Strategy
And
Techniques
Methods and Techniques of Teaching
Interactive Teaching: an ADEPT workshop by Emma Kennedy, QMULEmma Kennedy
Slides from a workshop on interactive teaching at QMUL: tips for making your teaching interactive, especially in lectures. Great for all teachers in higher education.
Outcome Based Education (OBE) - A practitioner's experienceRavindra Dastikop
In this webinar the presenter shares his experience of designing , developing and delivering an engineering course based on the principles of OBE. The webinar has two parts. In the first part, it will discuss the experience gained in delivering a OBE enabled course and the second part demonstrates how to implement the course on a cloud-based system that supports the entire life-cycle of implementing OBE process
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
This session was from the 'Smart Devices for Learning' MELSIG event at Sheffield Hallam University on 8th February 2013. It considered how smart technologies and Apps stood to change existing ideas of learner engagement by using understandings of authentic learning (Herrington 2006) as a framework.
General methods, strategy and techniques of teachingNazish Jamali
GENERAL METHODS, STRATEGY, AND TECHNIQUES OF TEACHING
subject: general method of teaching
Difference Between Methods,
Strategy
And
Techniques
Methods and Techniques of Teaching
Interactive Teaching: an ADEPT workshop by Emma Kennedy, QMULEmma Kennedy
Slides from a workshop on interactive teaching at QMUL: tips for making your teaching interactive, especially in lectures. Great for all teachers in higher education.
Outcome Based Education (OBE) - A practitioner's experienceRavindra Dastikop
In this webinar the presenter shares his experience of designing , developing and delivering an engineering course based on the principles of OBE. The webinar has two parts. In the first part, it will discuss the experience gained in delivering a OBE enabled course and the second part demonstrates how to implement the course on a cloud-based system that supports the entire life-cycle of implementing OBE process
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
This session was from the 'Smart Devices for Learning' MELSIG event at Sheffield Hallam University on 8th February 2013. It considered how smart technologies and Apps stood to change existing ideas of learner engagement by using understandings of authentic learning (Herrington 2006) as a framework.
Smart learning for education: transformation life, business, and the global e...Alexander Ryzhov
11th International Academy of CIO (IAC) Annual Meeting and Forum Forum 2: IAC Conference on E-government, CIO and ICT
June 27-28, 2016
Bocconi University, Milan Italy
Die vorliegende Keynote entstand für den ersten IoT Hackathon mit Schwerpunkt auf Bildung, der von der bpb im November 2016 in Berlin durchgeführt wurde. Mehr Infos gibt es hier: https://www.bpb.de/lernen/digitale-bildung/werkstatt/237771/das-internet-der-dinge-in-der-bildung
Are we ready for smart learning? - Anne Nortcliffe, SHU for MELSIGAndrew Middleton
Initial finds from a university-wide survey of staff and students into their readiness to exploit smart technologies to enhance and transform their learning
A walk through the many methods being used in the university's Health faculty to make teaching and learning richer by using iPads and apps. Robin was accompanied by staff (Melanie Lindley, Mandy Braisford and Dave Ridley) and students (Lizzie May and Ryan Morton) who talked about their many experiences of using this technology and their ideas for the future.
Rubric For Evaluating Written Report Or PresentationKINE 3350T.docxtoddr4
Rubric For Evaluating Written Report Or Presentation
KINE 3350
Topic
(Weight)
Unacceptable
(0)
Marginal
(1)
Acceptable
(2)
Exceptional
(3)
Organization
&
Style
(2)
Sequence of information is difficult to follow. No apparent structure or continuity.
Purpose of work is not clearly stated.
Work is hard to follow as there is very little continuity.
Purpose of work is stated, but does not assist in following work.
Information is presented in a logical manner, which is easily followed.
Purpose of work is clearly stated assists the structure of work.
Information is presented in a logical, interesting way, which is easy to follow.
Purpose is clearly stated and explains the structure of work.
Content
&
Knowledge
(3)
No grasp of information. Clearly no knowledge of subject matter.
No questions are answered. No interpretation made.
Uncomfortable with content.
Only basic concepts are demonstrated and interpreted.
At ease with content and able to elaborate and explain to some degree.
Demonstration of full knowledge of the subject with explanations and elaboration.
Format
&
Aesthetics
(1)
Work is illegible, format changes throughout, e.g. font type, size etc.
Figures and tables are sloppy and fail to provide intended information.
Mostly consistent format.
Figures and tables are legible, but not convincing.
Format is generally consistent including heading styles and captions.
Figures and tables are neatly done and provide intended information.
Format is consistent throughout including heading styles and captions.
Figures and tables are presented logically and reinforce the text.
Spelling
&
Grammar
(1)
Numerous spelling and grammatical errors.
Several spelling and grammatical errors.
Minor misspellings and/or grammatical errors.
Negligible misspellings and/or grammatical errors.
References
(2)
No referencing system used.
Inadequate list of references or references in text.
Inconsistent or illogical referencing system.
Minor inadequacies in references.
Consistent referencing system.
Reference section complete and comprehensive.
Consistent and logical referencing system.
OVERALL
Unacceptable
(F)
Marginal
(C)
Acceptable
(B)
Exceptional
(A)
POINTS REQUIRED
0–6
7–13
14–20
21–27
Assignment Submission Form
Please complete and attach this form to your assignment. All assignments must be submitted on the stipulated
submission date.
Please add a “” into appropriate box to indicate your assignment type*
Assignment 1/ Assignment 2
*If your module has only one Assignment, then please tick ‘Assignment 1’ box above
Program / Intake No. (Batch No.) :___BSc_21___
Pathway: ____BSc Business management Sri Lanka_____
Student Name: K.G.M Mihiran Wijekumara Student Number: 17208525
Module: Management Research Project (BMGT3004L)
Lecturer/Tutor: Dr. Sanjaya Dissanayake Grade (For Grader Use Only):
DECLARATION: I hereby declare that the attached assignment is my own work. I understand that if I
am suspecte.
Rubric For Evaluating Written Report Or PresentationKINE 3350T.docxhealdkathaleen
Rubric For Evaluating Written Report Or Presentation
KINE 3350
Topic
(Weight)
Unacceptable
(0)
Marginal
(1)
Acceptable
(2)
Exceptional
(3)
Organization
&
Style
(2)
Sequence of information is difficult to follow. No apparent structure or continuity.
Purpose of work is not clearly stated.
Work is hard to follow as there is very little continuity.
Purpose of work is stated, but does not assist in following work.
Information is presented in a logical manner, which is easily followed.
Purpose of work is clearly stated assists the structure of work.
Information is presented in a logical, interesting way, which is easy to follow.
Purpose is clearly stated and explains the structure of work.
Content
&
Knowledge
(3)
No grasp of information. Clearly no knowledge of subject matter.
No questions are answered. No interpretation made.
Uncomfortable with content.
Only basic concepts are demonstrated and interpreted.
At ease with content and able to elaborate and explain to some degree.
Demonstration of full knowledge of the subject with explanations and elaboration.
Format
&
Aesthetics
(1)
Work is illegible, format changes throughout, e.g. font type, size etc.
Figures and tables are sloppy and fail to provide intended information.
Mostly consistent format.
Figures and tables are legible, but not convincing.
Format is generally consistent including heading styles and captions.
Figures and tables are neatly done and provide intended information.
Format is consistent throughout including heading styles and captions.
Figures and tables are presented logically and reinforce the text.
Spelling
&
Grammar
(1)
Numerous spelling and grammatical errors.
Several spelling and grammatical errors.
Minor misspellings and/or grammatical errors.
Negligible misspellings and/or grammatical errors.
References
(2)
No referencing system used.
Inadequate list of references or references in text.
Inconsistent or illogical referencing system.
Minor inadequacies in references.
Consistent referencing system.
Reference section complete and comprehensive.
Consistent and logical referencing system.
OVERALL
Unacceptable
(F)
Marginal
(C)
Acceptable
(B)
Exceptional
(A)
POINTS REQUIRED
0–6
7–13
14–20
21–27
Assignment Submission Form
Please complete and attach this form to your assignment. All assignments must be submitted on the stipulated
submission date.
Please add a “” into appropriate box to indicate your assignment type*
Assignment 1/ Assignment 2
*If your module has only one Assignment, then please tick ‘Assignment 1’ box above
Program / Intake No. (Batch No.) :___BSc_21___
Pathway: ____BSc Business management Sri Lanka_____
Student Name: K.G.M Mihiran Wijekumara Student Number: 17208525
Module: Management Research Project (BMGT3004L)
Lecturer/Tutor: Dr. Sanjaya Dissanayake Grade (For Grader Use Only):
DECLARATION: I hereby declare that the attached assignment is my own work. I understand that if I
am suspecte ...
The aim of this presentation was to provide college staff and faculty with a framework for developing a a competency-based curriculum. The workshop was presented during the national conference of the Vietnam Association of Community Colleges on September 19, 2013.
Minor Project #2 Nutrition Education Lesson Plan You.docxLaticiaGrissomzz
Minor Project #2:
Nutrition Education Lesson Plan
Your second project is connected to the other two projects. Here you will develop a lesson plan;
the lesson plan will be the guide you follow for your major project, the nutrition education
presentation. The topic is the same as the nutrition concern of your target population you
selected in the ungraded Discussion post in Unit 2. The lesson plan is to summarize the areas
covered in your presentation and the steps to be followed throughout the presentation.
Lesson plan to include:
• Creative title (This should point to your topic.)
• Topic (From the ungraded Discussion post in Unit 2.)
• Target Population (From the ungraded Discussion post in Unit 2.)
• Time duration: (Specify either 15 or 20 minutes.)
• Objectives (You Must have at least 3 objectives and no more than 4 {remember, your
presentation is only 15-20 minutes}. Refer to Chapter 11 {pages 281-286}).
• Procedures: Includes:
o Introduction to audience
o Body of lesson including props and activities
o Closing
• Method of evaluation (Refer to Chapter 12 {pages 318-327}).
• Materials needed (Be specific and detailed.)
Format:
• When setting up the lesson plan, use bullet points as I have done here. The objectives
should be written in complete sentences and follow the correct format as found in the
textbook. The procedures should be in paragraph form, explaining the details of your
presentation of information. This is where you will include any activities you will be
incorporating into the lesson.
• Remember, to know your objectives were met, there must be a method of evaluation.
The method(s) must align with the objectives you developed. Evaluations generally
occur at the conclusion of a lesson; examples include asking the audience questions,
playing a memory game, having audience members complete a worksheet, etc. This is
an integral part of counseling and presentations.
• Under materials, list all materials needed for the entire presentation. This should be
detailed (educational handout your previously prepared, lesson plan, small expo board,
expo marker, props, etc.). Be specific; list everything you would need it you were
actually giving this presentation to the community.
• The layout of the lesson plan should be typed, in your own words but rather easy to
read and follow. You should organize the lesson plan in a logical order of how you would
naturally present it. Again, this lesson plan will be used in the major project
presentation, so it should cover every topic you want to address with your audience.
Refer to Chapter 12 (pages 328-330), for more on Lesson Plans and Program Plans, and pages
318-327 for more on Types of Evaluations and Outcomes and Data Collection Techniques.
Important: Be sure you do not use the template in the text; follow these instructions. Also, if
your topic and target audience are similar to the two lesson plans shown as examples .
BARRIERS TO BL & AI ADOPTION IN AFRICA 14092023 RITA KIZITOB.pdfRita Ndagire Kizito
In a world of rapid technological change, how can we ensure that the benefits of digital education are accessible to everyone?
Are we read to embrace these changes in African higher education? This presentation explores the role of diversity and inclusivity in shaping the future of digital learning in Africa
An introduction to Research Approaches in Higher Education for new or existing university teachers or academics interested in using research to inform their teaching.
In this presentation we interrogate the meaning of the term " Scholarship" in the " Scholarship of Teaching and Learning"(SoTL) . This is part of a process of conceptualising SoTL from its early introduction leading to its adoption within South African Higher education context.
Teaching and Learning beyond the pandemic RNKizito 30092022.pptxRita Ndagire Kizito
Post - pandemic, the existing higher education practice is going to require re-organisation if we are to build lasting practices for future generations
Seeking Identify as scholars in the digital age has become blurred . How does one stay relevant when the road is paved with digital contortions, artefacts , tools ? Are we scholars? academics ? academic scholars or digital scholars?
In a world where efficiency is superseding effectiveness, this presentation for Early Career Academics introduces the concept of Digital Scholarship through a Scholarship of Teaching and learning Lens.
Leveraging data to improve feedback processes: what counts in the journey fro...Rita Ndagire Kizito
A team presentation at the Bluenotes Virtual presentation where we introduce a data support system using a Wits Application and Blue Explorance to input and analyse course and teaching evaluation data . We then sketch the journey and give an account of the challenges encountered and how we are trying to address them.
Re-imagining Higher Education practice at Nelson Mandela Metropoltitan University (NMMU) . Developing a strategy to transform STEM undergraduate teaching.
Developing an educational philosophy statement or rationale during the design of a Postgraduate Diploma in Higher Education practice at the Nelson Mandela Metropolitan University.
Reflective tasks and their role in changing practice13092016Rita Ndagire Kizito
An introspective study examining the critical relationship between reflective tasks and their role in changing academic staff perspectives and practices through an analysis of participant responses to a Scholarship of Teaching and Learning (SoTL) certificate programme at the Nelson Mandela Metropolitan University (South Africa).
An introduction to a course design process - Carpe Diem - at the Nelson Mandela Metropolitan University based on the work of Gilly Salmon and Ale Armellini
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. How do you normally go about planning
your module?
3. Think about the main purpose of your module
Identify and describe a learning outcome
associated with that purpose using precise
language
Documents : Level descriptors for SAQA
Bloom’s pdf
Session Outcomes
4. Broad, generalized statements of what needs
to be learned in the module
Often loosely defined
Examples:
Students will understand….
Students will become familiar with or learn….
Students will know….
Purpose of your module - (Goals)
5. Learning Outcomes are linked to the
goals
General Goals Specific outcomes
Know
Learn
Understand
Describe
Analyse
Model
Solve
Compare
Critique
Evaluate
I will know that students have come to (goal) when they
are able to (outcome)
(Linse & Furman, 2008)
6. Formal statements that articulate what a student should
know or be able to do at the end of a programme or
module (knowledge, skills & attitude).
Benefits
Help you communicate your expectations clearly
Provide information to direct learning and monitor
progress
Provide a framework for organizing learning content
Guide your decisions for selecting appropriate
activities, assessment and evaluation tasks
Learning Outcomes
7. S pecific
M easurable
A ppropriate and action-oriented
R ealistic
T estable and time specific
SMART Learning outcomes
Adapted from Butcher et al., 2006
9. Learning Outcomes shape your
learning environment
Learning outcomes
Purpose (goals)
Teaching & Learning
Activities
Feedback &
Assessment
Situation factors
Adapted from L.
Dee Fink’s
Integrated Design
model
10. Knowing your students and your
context
Credits – how many hours are
available?
Do you have Tutorial support?
Is there Technological support?
• At what (SAQA) level is your
module pegged?
• How does your module fit in
with the other modules in
your department/programme ?
• Your student
needs
• Pre-requisite
knowledge
• Weaknesses?
Does the information
in your module
change rapidly?
What are the
module strengths and
weaknesses
according to the
evaluations?
12. Examples
Explain the fundamental tasks performed by a
modern operating system [Computer Science 311]
Formulate and solve counting problems in algebra and
graph theory [Discrete Mathematics, MAT232]
Describe the physiology of muscular systems,
neuromuscular junction, blood and immune systems
[Structure and Function of the Human Body,
HUB127]
UWC Calendar, Faculty of Natural Sciences, 2015
13. Activity ( 15 minutes)
Consider one module that you are involved with
and:
• Identify a goal related to the module
• Construct (or refine) one learning outcome
from the module
• Spend 2-3 minutes sharing the learning
outcome with your partner. Your partner
should assess the learning outcomes using the
SMART criteria.
14. References
• Anderson, L.W., & Krathwohl, D. R. (Eds.). (2001) A taxonomy for learning,
teaching and assessing: a revision of Bloom’sTaxonomy of educational objectives:
Complete edition. NewYork: Longman,
• Bloom, B. D. and Krathwohl, D. R. (1956). Taxonomy of educational objectives:
The classification of educational goals by a committee of college and university
examiners. Handbook 1. Cognitive domain. NewYork:Addison Wesley.
• Butcher, C., Davies, C. & Highton, M. (2006). Designing Learning: From Module
Outline to EffectiveTeaching. London & NewYork: Routledge. Chapters 3 to 5.
• Fink, L. D. (2003).A self-directed guide to designing courses for significant
learning. University of Oklahoma, 1-35.
• Linse, R & Furman,T (2008).Assessment Initiatives Assessment Initiatives
at Penn State at Penn State Campus Academic Officers
• Wiggins, G. P., & McTighe, J. (2005). Understanding by design.Ascd.