...Following on from constructing the summative task, the diagnostic and formal formative assessments were planned. The diagnostic assessment planned for LE1 is a formal formative record sheet aligned to the outcomes in Stage 1 and will be used to assess students’ prior knowledge of the topic. Diagnostic assessments provide the teacher with critical information, such as prior knowledge and misconceptions that can be used to guide future learning experiences and differentiate learning (Ontario Ministry of Education, 2010, p. 38). Next, a mid–unit summative assessment was planned for LE5 to check student progress towards the learning outcomes. This summative assessment will help gauge student understandings and inform future learning experiences;...
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...CHAPTER 4 Formative Assessment Question # 4: Identify six purposes and types of questions. Questioning is an essential part of formative assessment. The potential effect of a good question is only fully realized if accompanied by active listening which in turn is an essential prerequisite for the right response, whether in the form of an acknowledgment or further questioning. Even though there are many reasons for asking questions the information we get back will be determined by the type of question we ask. During the teaching process, instructors ask questions for several purposes, such as, to develop interest, involve and motivate students to become actively involved in lessons, to evaluate students’ readiness and check on homework...
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...generalising about numbers and shapes; and problems involving ‘real life’, money or measures’ (p3). This assignment will discuss activities which develop children’s abilities to reason. In addition it will consider the underlying skills required to develop children’s confidence and understanding of reasoning. Finally it will consider whether a child acquiring the skill of reasoning is important to their education and mathematical development. In addition throughout it will examine the teachers’ role in developing high-quality mathematical dialogue. To some, the ability to reason may seem like a simple skill, however in order for a person to reason there are many fundamental skills which must be first developed. The Using and Applying Guidance Paper (DfES,2006) believes before children are able to reason they must first acquire a confidence with solving problems and thinking logically. Then they should develop the ability to ‘represent’ the problem, choosing key information and using mathematical calculations, pictures and diagrams to record their thinking. Next they must develop the skill of enquiring, asking questions to further their understanding of a problem. Finally they are able to develop their understanding of reasoning and communication. According to the Using and Applying Guidance Paper (DfES,2006) to enable a child to reason they must be ‘taught how to describe, interpret and explain what they see and how to use...
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...other than the RISE website, it may have been altered from its original version. For the official, and most up-to-date version, please visit www.RISEindiana.org DOMAIN 1: PURPOSEFUL PLANNING Teachers use Indiana content area standards to develop a rigorous curriculum relevant for all students: building meaningful units of study, continuous assessments and a system for tracking student progress as well as plans for accommodations and changes in response to a lack of student progress. Competencies 1.1 Utilize Assessment Data to Plan Highly Effective (4) At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Incorporates differentiated instructional strategies in planning to reach every student at his/her level of understanding At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Plans an ambitious annual student achievement goal Effective (3) Teacher uses prior assessment data to formulate: - Achievement goals, unit plans, AND lesson plans Improvement Necessary (2) Teacher uses prior assessment data to formulate: - Achievement goals, unit plans, OR lesson plans, but not all of the above Teacher develops an annual student achievement goal that is: - Measurable The goal may not: - Align to content standards; OR - Include benchmarks to help monitor learning and inform interventions throughout the year Based on achievement goals, teacher plans units by: - Identifying content standards that students will master in each unit Teacher...
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...Probable cause can be developed from agent observations, records checks, non intrusive canine sniffs and other established means. Motorist's may consent to a search, but are not required to do so. Immigration and customs enforcement conduct homeland security investigations and assist in enforcement and removal operations. In order to conduct a legal search under the Fourth Amendment, the agents must develop particularly probable cause to conduct a lawful search. The Fourth Amendment to the Constitution states, “the right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons...
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...Marketing Research qualitative data collection methods Carla C Martins Focus Group Focus Group • A carefully planned discussion conducted by a trained interviewer (moderator, facilitator) in a permissive, non-threatening environment . • Composed by a small group of ideally seven to ten people with common characteristics relating to discussion topic. • Used for generating data to enable the comprehension of a specific topic under study. • The open-ended interaction of focus groups stimulates thoughts and emotions which are not ordinarily forthcoming in an individual interview, or through the examination of how people behave. Focus Group Business Research More structured approach Active moderator More use of stimulus Pre-defined questions Emphasis on content Academic Research Less controled Moderator facilitator Emphasis in the discussion among participants Focus on the process Less participants per group Focus Group Phase I: Planning Three Phase Process Phase II: Conducting Sessions Phase III: Analyzing & Reporting Focus Group Phase I: Planning PLANNING THE FOCUS GROUP 1. Generating questions – the focus group guide 2. Definition of groups 3. Participant Recruitment 4. Logistics and Agenda Focus Group Phase I: Planning 1.1. Focus group guide development • Think about the problem • Brainstorming • Five to six major topics • Open-ended questions • Careful with “Why?” questions • Avoid dichotomous questions ...
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...skill we use to ensure that we have understood the message of the speaker in an interpersonal exchange. When using clarification follow these guidelines to help aid communication and understanding. * Admit if you are unsure about what the speaker means. * Ask for repetition. * State what the speaker has said as you understand it, and check whether this is what they really said. * Ask for specific examples. * Ask if you have got it right and be prepared to be corrected. * Use open, non-directive questions - if appropriate. Open Questions If your role is to assist a speaker to talk about an issue, often the most effective questioning starts with 'when', 'where', 'how' or 'why'. These questions encourage speakers to be open and expand on their thoughts. As a teenager my father would tell me not to come home late. It seemed my idea of late and his idea of late were different because no matter what time I came home-I was late! When I finally asked him what time he expected me home he refused to name an hour. I never met his expectation because he assumed I would know what late meant. Unfortunately, this was typical of his communication style. I solved it by leaving home at an early age. Don’t make leaving the option of choice for your team. Be clear, confirm understanding and make the outcome possible. Anil: Problem: Failure to clarify the desired results assuming the outcome is understood. Management is often working within a larger framework with...
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...Section A: Audit Practice Part b (i): Why is the audit of cash important part of the audit? From an auditing standpoint, cash is an important account because cash transactions affect all other business and financial processes. Businesses acquire cash by selling goods or services, disposing of fixed assets, or acquiring debt or equity. The same businesses put their cash to use through purchasing, paying employees, and buying inventory. Audits are an important part of business. Cash audits check that money has been handled properly, and performance audits ascertain whether employees are doing their jobs properly. Corporations are likely to undergo tax audits to ensure proper tax reporting and withholding. Audits may be performed in-house by management or human resources, by a third-party consulting firm hired specifically to perform the audits or by IRS agents who are auditing company tax records. The audit of cash is considered an important part of an audit mainly due to almost all business transactions will be ultimately settled through the cash accounts, the audit of cash accounts also assists in the verification of other asset and liability accounts as well as revenue and expenses. Some of the investor relies on the accuracy of the cash account to evaluate the financial health of the company. They use current asset which include the cash account to compute several financial measures. Other than that, cash is the highly liquid asset in a company and it is an area of high...
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...knowledge would have allowed for more empathy within the process. If we examine her behavior within the text, we see that her concern was only with the outcome. This actually neglects the most important parts of the process. II. Problem Identification The primary problem of the group and Christine is that they did not move through the forming stage properly before jumping into the storming stage. The secondary problem flows with the first problem which creates no direction for the team members and minimizes their ability to accomplish the task at hand. If Christine had a clear understanding of the stages of group development I strongly think she would have relied on the Foundations of Team Performance to provide her with the necessary tools to be an effective leader. In the beginning, Christine should have made sure that she spent more time getting to know the team members. She did not do enough questioning or getting to know what each team member actually wanted to achieve collectively and individually. She seemed more concerned with her personal grades and accomplishments, which she has always been. This is fine if you are not in a group environment, however it is not good practice when you are in the forming...
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...comprehensive and packed with confidence-building techniques which even the most experienced manager will find useful.” Rosalind Allison-Calvert, Director of Human Resources, ACNielsen Co. Ltd. CONTENTS PART 1. INTERVIEWING SKILLS QUESTIONING TECHNIQUES 10 types of questions, when & how to ask them LISTENING Listening test, preparing to listen, listening barriers, non-interventional listening, interactive listening, mirroring, echoing, note-taking 1 THE APPRAISAL INTERVIEW Problems, principles, SOS + 5, style, interview tips SNAP 63 15 THE DISCIPLINE INTERVIEW Definition/principles, the SNAP method THE COUNSELLING INTERVIEW The nature of helping, the WRAF approach THE FACT-FINDING INTERVIEW Definitions, additional skills, example 75 85 INTERPRETING BODY LANGUAGE 29 Paralinguistics, types, hands, sitting, standing, eye contact, orientation, proximity, looks/appearance, expressions of emotion, further reading 95 PART 2. INTERVIEW TYPES AND TIPS THE SELECTION INTERVIEW Preparation, structure, evaluation, follow-up 43 PART 3. SKILLS SUMMARIES 1. Questioning Techniques 2. Interactive Listening 3. Body Language 104 107 108 PA R T 1 : I N T E R V I E W I N G S K I L L S Q UESTIONING TECHNIQUES 1 QUESTIONING TECHNIQUES WORD OF WARNING The great majority of interviewers ask very bad questions. Asking good questions is not a natural human talent. Our natural tendency in any kind of interview is to talk too much, to lead the...
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...life experience, communication, or literature. It is having the ability to discern between the validity of and questioning these sources, that can categorize someone as a critical thinker. The Critical Thinking Process There are several steps to be taken when processing and evaluating any information. These steps are key elements of the critical thinking process. The first step in the critical thinking process is checking your attitude.[i] Your attitude may dictate how you approach the way you process information. Instead of being critical of a particular idea, allow yourself to be open to a wide range of viewpoints and opinions, rather than being attached only to your own. The second step is to check for logic.[ii] Some information you encounter may be void of valid reasoning or contain false assumptions. It is important to check for continuity and clear terminology. The third step is to check for evidence.[iii] There should always be plenty of facts and examples to support any topic. Ask yourself if the facts provided are consistent and relevant to the main point. Benefits of Critical Thinking for Problem Solving Critical thinking employs deductive reasoning and good decision making. When using this approach towards problem solving, you become aware that there is often more than one solution to any problem. Once you have a clear understanding of the problem, you can start to envision all possible solutions. This process will ultimately lead to choosing...
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...VERBAL COMMUNICATION Definition Effective verbal or spoken communication is dependant on a number of factors and cannot be fully isolated from other important interpersonal skills such as non-verbal communication, listening skills and clarification. Clarity of speech, remaining calm and focused, being polite and following some basic rules of etiquette will all aid the process of verbal communication. See our page: Effective Speaking for more information. Skills required: Opening Communication In many interpersonal encounters, the first few minutes are extremely important as first impressions have a significant impact on the success of further communication. Everyone has expectations and norms as to how initial meetings should proceed and people tend to behave according to these expectations. If these expectations are mismatched, communication will not be effective or run smoothly, and some form of negotiation will be needed if relations are to continue. At a first meeting, formalities and appropriate greetings are usually expected: such formalities could include a handshake, an introduction to yourself, eye contact and discussion around a neutral subject such as the weather or your journey may be useful. A friendly disposition and smiling face are much more likely to encourage communication than a blank face, inattention or disinterested reception. Reinforcement The use of encouraging words alongside non-verbal gestures such as head nods, a warm facial expression and...
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...students to practice on reaching the objective criteria of correctly sounding the letters within three seconds. The students will then set their specific purpose for learning, use available information in the pictures that make judgments that are evaluative (Spencer et al, 2014). Question-answer relationship strategy will focus on comprehension strategy of determining importance, questioning and synthesizing; this strategy focuses on ‘where is the answer?’ This strategy has level of questions used that are explicit and implicit in information. Question-answer relationship strategy also allows the teacher to check the knowledge level of the students. It gains the students attention by involving them and also stimulate independent thinking and learning. This strategy allows the teacher to ask probing questions and allow the teacher to gauge understanding of the student’s retention of the information. Using this strategy helps the teacher to work on the criteria of answering the letters without any prompting. Know/Want-to-know/Learn Chart focuses on the activation of background knowledge, questioning students and determination of importance. KWL chart will guide the thinking of a student as they begin learning the alphabet, this strategy involves the students in identification of what they know regarding the subject, what the students want to know about the topic, and what the students have learned from what they have seen. This strategy will require students to build on past knowledge...
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...people to use empirical evidence to either reject or accept this claim. Mill says, “first: the opinion which it is attempted to suppress by authority may possibly be true” (Mill 9). This unusual statement creates a moment to check and see that we are not chairs. Once we do check, we are able to confirm with greater clarity that we are not chairs. Otherwise, as Mill puts it, “to refuse a hearing to an opinion, because they are sure that it is false, is to assume that their certainty is the same thing as absolute certainty” (Mill 9). Unless we at least check to make sure that we are not chairs, it is impossible to be absolutely certain that the claim is false. This concept raises an interesting question to society; is absolute certainty an attainable ambition? If you were to ask Mill that question, he would tell you that there is no such thing. However, “there is assurance sufficient for the purposes of human life” (Mill 10). This idea suggests that acceptance of a claim in society is possible, only if you presume that the claim is right. Furthermore, you may only presume a claim to hold truth if your opinion is open to question, if anyone is free to disprove your claim, and if no one does. In addition to this claim tempting us to take a moment to check if we are chairs, it also gives us an opportunity for further reflection on human nature. As Mill says, “it is the duty of governments, and of individuals, to form the truest opinions they can; to form them carefully, and never...
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... Assessments in the Classroom Understanding what children know is important for teachers to plan instruction that meets the needs of all students. Formative Assessments are used to guide daily instruction and help teachers to determine whether students understand the concept being taught and how to move them to the next level. . Teachers use these assessments to see how the student is progressing as well as the understanding of new concepts and skills. The assessment provides information needed for teachers to adjust their instruction and way of teaching if necessary. There are several ways in which the assessment can help teachers gain the necessary information in the classroom. 1. Observations- Gather information of student learning through direct play and classroom involvement. This can also help teachers with instructional planning. 2. Questioning Strategies- Used for teachers to get the depth of student understanding and develop deeper thinking skills in students. 3.Goal Setting and Student Involvement- Students understanding og the goal at hand and whats needed to reach it. Summative Assessments are used at the end of a unit to see how well students understand the overall concepts of an unit . It may be use in the form of essays, short answer exams, or multiple choice questions to check for understanding. It may also be used for part of the grading process. It may be used in the classroom...
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