...TEACHERS’ KEY RESULT AREAS (KRA) 1. TEACHING LEARNING PROCESS Objective: * Prepared and utilized 21st century teaching processes with localized IMs; daily lesson plans /daily logs of activities including appropriate, adequate and updated instructional materials within the rating period; monitored daily attendance of learners and maintained a well-organized classroom. 1. Prepared and submitted daily lesson plans and monitored daily attendance (MOV - Daily lesson log, lesson plan, SF2) 2. Prepared and utilized 21st century teaching processes with localized IMs (MOV – pictures, STAR observation form, downloaded IMs (LRMDS/web) 3. Constructed three or more IMs in T-L process. (MOV- documentation of approved IMs implementation/utilization, narrative, feedback/monitoring) 4. Maximized the use of CG, TG and LMs. (MOV – CG, TG, LMs) 5. Maintained a well-organized classroom conducive to learning. MOV – Maintained cleanliness, classroom rules, responsibility chart, etc. 2. PUPILS’ OUTCOMES Objective: * Improved learning outcomes 1. Maintained zero (0) drop-out rate and decreased failure rate 2. Increased class MPS by 2% from thebaseline 3. Developed/ designed performance tasks addressing varied needs of learners 4. Monitored and evaluated and maintained pupils’/ students’ progress within the rating period 5. Devised developmental plans to meet learning expectations 3. COMMUNITY INVOLVEMENT Objective: * Established...
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...1.1 Explain the role of initial and diagnostic assessment in agreeing individual learning goals. Initial and diagnostic assessments should effectively diagnose learners’ strengths and weaknesses. Learners who know what their strengths are and which areas they need to improve are more likely be motivated and “know what is expected of them” (Gravells, 2012, p.50) to progress and meet the requirements of a course or programme. In order to determine “the level and which specific aspects learners need to improve on” (Gravells, 2012, p.50), teachers should administer initial and diagnostic assessments to them before or at the start of a course or programme. The results of initial and diagnostic assessments can be used to help learners agree on Individual Learning Plans specifically designed to meet their learning needs. Some learners might have expectations of making rapid progress within a course or programme but unexpectedly experience difficulties due to a lack of personal or functional skills. Initial and diagnostic assessments should help teachers identify problems early relating to their learners’ personal skills. In certain circumstances, results from initial and diagnostic assessment might indicate that some learners do not have the requisite skills to have any realistic chance of progressing within a course or programme and they should be referred to a course or programme which more specifically meets their learning needs. On the other hand, some learners might have very...
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...|ENGLISH LESSON PLAN – GRADE 11 | |Unit 12: Period 78 |UNIT12.THE ASIAN GAMES | | |LISTENING LESSON | I. Aims/Objectives 1. Educational aim Monologue - Extensive listening: multiple choice questions - Comprehension questions 2. Knowledge and skills: * General language knowledge: - New words: coming live (adj) freestyle (adj) gymnasium (n) Lee Bong-ju land (n) bar (n) gymnast (n) Vichai * Skills: - Extensive listening: multiple choice questions - Comprehension questions II. Preparation: - Teacher: lesson plan, tape. - Ss: revise old lessons and skim the lesson at home. III. Anticipated problems - The Ss may not understand some requirements so the T should explain in Vietnamese IV. Procedure |Teacher’s / Students’ activities |Content | |A. WARM UP (5ms) | |* Methods/techniques of teaching and learning: individually ...
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...INTRODUCTION TO MICRO-TEACHING Concept of Micro-teaching Micro-teaching is a teacher training technique which helps the teacher trainee to master the teaching skills. It requires the teacher trainee 1. to teach a single concept of content 2. using a specified teaching skill 3. for a short time 4. to a very small member of pupils In this way the teacher trainee practices the teaching skill in terms of definable, observable, measurable and controllable form with repeated cycles till he attains mastery in the use of skill. Meaning and Definition of Micro-Teaching Meaning Micro teaching is a procedure in which a student teacher practices teaching with a reduce number of pupils in a reduced period of time with emphasis on a narrow and specific teaching skill. Definition • “Microteaching is a scaled down teaching encounter in class size and time - D.W.Allen(1966) • “Microteaching is defined as a system of controlled practice that makes it possible to concentrate on specified teaching behaviour and to practice teaching under controlled conditions.” - D.W. Allen & A.W.Eve (1968) • “Microteaching is a scaled down teaching encounter in which a teacher teaches a small unit to a group of five pupils for a small period of 5 to 20 minutes” - L.C. Singh (1977) Objectives of Microteaching • To enable teacher trainees to learn and assimilate new teaching skills under controlled conditions. • To enable teacher trainees to master a number of teaching skills. • To enable...
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...FIELD REPORT: Observing Electronic Devices Usage in Class and Discussing Whether College Teachers Should Allow Students Use Laptops In Class By Bingqian Zhou Reporting Period: Autumn 2012, October 9–16 Abstract As technology become more advanced and widespread, people are able to purchase various personal electronic devices at a lower cost. It also leads to the trend that more and more students bring their personal electronic devices to class. I observed the use of electronic devices in three different courses, and I also interviewed two instructors with unique teaching styles and asked them their opinions about whether should allow their students use laptops during lectures. The reason I did this report is that I have seen many students bring their laptops to class for different purposes, and also realized that college teachers have different policies on the use of personal electronic devices. I observed student’s behavior in several classes, 70% of the students brought electronic devices to class, which only 20% of them actually used them for class related work. I also interviewed two instructors about their attitude of using laptops during class. One of them believed that it was helpful and convenient for students take notes on the computer and follow up with course materials. The other teacher argued that it was distractive to others if some students use their laptops to do non-class activities and was also disrespectful to the instructor. The conclusion of this report...
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...Ashley Hunter Ms.Lowry Eng. 1102 1 November 2012 Technology and Teaching Styles The concept of the newer technology is to improve the work done in classrooms and to give you a faster and more efficient way to research information without putting in that much work while still putting in your own ideas and thoughts. Today’s society use technology to handicap them, even in the classroom today. My question is will the different type of teaching styles used with or without technology affect students today? I believe yes, because technology is already making students lazy with just simply listening to music, doing research and other assignments done on the computer, and incorporating computers in the classroom setting will just hinder the students in the long run when it comes to knowing the information on paper. Think quest, an organization that studies the educational system of America in the colonial and post-colonial time period and author of the article American Elementary Schools in the early 1900s says the first formal school appeared in the 1630s. Boston Latin School was opened in 1635, and is considered to be the first town-supported school with a continuous history (par.1). In the middle colonies, such as Delaware, New Jersey, New York and Pennsylvania, education was left to the governor and church groups (par.1). The rich children in the South had tutors that were from England. It wasn't hard to become a teacher, anyone who could read or write was allowed to teach...
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...The most Intense Transit periods Concerning what this period is set to bring you on a professional level I can already let you know that this Transit will be one of the most intense and beneficial periods of your entire career. This period will allow you to really take off and make great advances in your career and I have a lot of things to tell you about this period so let me start with this first piece of news... As I told you in my initial pre-reading for you, this period will mark a moment of victory on a professional level. What I sensed about you initially has largely been confirmed and it appears that this victory is in direct relation with new openings and a development towards foreign countries. To be a little more precise about this Transit, you will have a bright idea that you don't yet even suspect and this idea will become very important for you as it will be transformed into a veritable challenge which will help you distinguish yourself and to shine professionally. This idea concerns a project which you have had in mind for a long time now and which you care a great deal about or this may be an old idea in fact which resurfaces. At any rate, I can see that it is something you have already thought about but which hasn't come to anything yet because it quite simply hasn't been the right moment yet. Well, I can tell you that the moment WILL come during this period. I can also see that this project will greatly evolve in comparison to what you have in mind...
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...Reflection of a teaching session on the prevention of pressure ulcers I have chosen to use Johns’ model of reflection (1994) to reflect on this teaching session. This model incorporates a good analysis of the session and enables me to effectively reflect on the positives of the teaching session but also what could be improved. This model will enable me to successfully analyse what needs improving and the session will be improved in the future as a nurses’ role is educating patients, relatives and other member of staff. I will study the relevance to the subject that was taught and refer to the teaching plan. I will use a progressive tool to highlight the areas explored and also will use evidenced based findings to show the expectations of the local trust. To adhere to confidentiality I will keep the individuals name confidential (NMC Code of Conduct 2008) The teaching session was chosen based on the research that post operative patients are at high risk of developing a pressure ulcer as (RCN 2003). This is due to the lack of mobility therefore educating patients on relieving pressure areas would be beneficial to the patient as it is enabling the patient more control over their care whilst in hospital. The patient was a 72 year old man who was at high risk of getting a pressure sore, the patient was able to acknowledge the subject and able to understand the subject taught, there was no special learning needs needed to be acknowledged as the teacher. The teaching method that...
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...lecture method of teaching? In: Educational Methods and Theories, Learning Theories, General Educational Development (GED) [Edit categories] Answer: It is the practice of having the teacher, or lecturer, at the front of the classroom talking to students. This is seen as one-way communication, since the lecturer is the only one speaking. An effective use of this is a short talk to provide students with the background information they need to do the work. What are the steps in lecture method? In: Uncategorized [Edit categories] Answer: student analysis lesson planning formulation of the lesson guide prepration for presenting the lecture presentation of the lecture testing follow-up What is lecture method? In: Learning Theories [Edit categories] Answer: The lecture method is a teaching method, in fact the teaching method most often found in universities today. It bases itself upon the transmissive teaching model, in brief terms that knowledge is an object that can be transferred from the teacher to the learner. Practically it implies a lecturer holding a lecture for a group of people. A strength is that it is possible to educate large number of people at once, thereby lowering costs. A limitation is that it yields less deep knowledge compared to other teaching methods such as case-based learning. (Chaplin 2009, White et al. 2009, Grunwald & Hartman 2010). Advantages of lecture method in teaching? Answer: The lecture method of teaching has among others...
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...Analysis of the Teaching Material 1. Source and genre of the passage This reading passage is a piece of argumentation with clear structure and strong reasoning feature. It mainly talks about how to seek helpful advice from the right person around you. It contains some useful words and sentence structures and in the meanwhile, it can give students practical and meaningful advices. 2. Teaching aims 1) Knowledge aims: to help the students master the usage of 4 important words, phrases and sentence patterns 2) Ability aims: to develop Ss’ 4 basic skills, especially reading skills, such as skimming, scanning, guessing and concluding; Guide them to find the clue and the outline of such an argumentative style and use these reading skills to collect and deal with information. Meanwhile, inspire them to express their own opinions using the language they learned in the class so they can practice their oral English. 3) Emotional aims: get the Ss to know … thus strengthen their love for… 3. Teaching focus and difficulties: 1) focus: to enable the students to master the reading skills, such as skimming, scanning, detailed reading and so on. 2) difficulties: it’s hard for senior Ss to speak up and it’s hard for Ss to get involved so the teacher has to encourage and motivate them. It may be hard for them to identify the structure of an argumentation as well. Part2 Teaching methods To achieve the teaching aims above, I’ll adopt the following teaching methods: ...
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...on interviewing professionals and I was able to ask all the questions that keep on running on my mind. First, I interviewed Mrs. Marita F. Alvarro, a preschool teacher in Balite Sur Elementary School. She is teaching the preschoolers the numeracy and communication skills as well as the sensory. She is using games and stories as her teaching methods. Charts, blocks, cards and some toys are her instructional materials. Chalkboard activities, assignments and projects are her assessment tools. Another interviewee is Mrs. Maricar T. Munoz, a Chemistry teacher in Tandoc National High School. Her teaching strategies are games, experimentation, analysis, brainstorming and cooperative learning. She is using PowerPoint presentation, Modern Period Table, Laboratory apparatuses and the like as her instructional materials. Summative tests, lab experimentation, reporting using rubrics, assignment and such are her tools for assessment. Being a future teacher, I was also advised by the teachers. They were able to put it in me that being a teacher is not that easy. I have to be understanding, patient and I have to become a role model for them. But the thing that bangs me the most is what Mrs. Munoz said. "You have to be the inspiration of your students. That's the role of having a teaching method though, you need to arouse the student's intersts , motivate them, because at the end of the day, all the hardworks you've done will be worth it." The interview session with the teachers...
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...subject are valued key points. This study also set path for further and deeper discussion of images of a good teacher at all levels in general and at tertiary level in particular. Keywords: Role model, Quality Education, Lucidity, Evaluation, Instructional objectives Teachers: The Epitome of Pedagogy 1. Introduction Teachers are the architects of a nation. It is richness of teachers' talent that fabricates intellectual and academic architecture. It is the mosaic of talented teachers that would bring renewed vitality. Before we discuss the qualities of this constellation of educators, we have to address the query that why are the quality of a teacher important. Because good teaching leads to effective learning, which in turn means thorough and lasting acquisition of the knowledge. (How to improve teaching quality). Also, the Quality Education is a...
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...MABELLE L. PENDATUN Position Master Teacher-I Position School Principal-I Review Period May 2015 (First Semester) Date of Review To be filled during PLANNING To be filled during EVALUATION Major Final Outputs (MFOs) Key Results Area (KRA) Objectives Timeline Weight per KRA Performance Indicator (Quality, Efficiency, Timeliness) Actual Results Rating Score MOV 1. Professional Growth and Development 1.1 Participated/ Conducted in seminars, workshops, trainings within a year 5 Outstanding Conducted 5 seminars/workshops/trainings for teachers in specific learning (supported by evidence/assessment reports) Seminars/workshops/training 4 Very Satisfactory Conducted 4 seminars/workshops/trainings for teachers in specific learning areas (supported by evidence/assessment reports) 3 Satisfactory Conducted 3 seminars/workshops/trainings for teachers in specific learning areas (supported by evidence/assessment reports) 2 Unsatisfactory Conducted 2 seminars/workshop/ trainings for teachers in specific learning areas (supported by evidence/assessment reports) 1 Poor Conducted 1 seminar/workshop/ training for teachers in specific learning areas (supported by evidence/assessment reports) 1.2 Served as demonstration teacher 5 Outstanding 4 lesson demonstrations served Documented demonstration teaching 4 Very Satisfactory 3 lesson demonstrations served 3 Satisfactory...
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...that an asset had been impaired or a liability had been incurred at the date of the financial statements. Date of the financial statements means the end of the most recent accounting period for which financial statements are being presented. It is implicit in this condition that it must be probable that one or more future events will occur confirming the fact of the loss. b. The amount of loss can be reasonably estimated. According to ASC 450-20-25-2, M International should accrue the liability for the loss contingency and disclose the liability within their year-end December 31, 2007 financial statements. ASC 450-20-30-1 determines what amount should be accrued and disclosed if both conditions are met in ASC 450-20-25-2. ASC 450-20-30-1 specifies that: If some amount within a range of loss appears at the time to be a better estimate than any other amount within the range, that amount shall be accrued. Therefore, M International should record the $17 million as the liability for the contingency because it is the most likely amount within the range of $15 million to $20 million. 2. For the year-end December 31, 2009, financial statements, should M adjust its liability? If so, what amount should be recorded; and should the amount of the adjustment be considered a 2009 event or a prior period adjustment? M International should adjust the liability it accrued for the contingency due to ASC 450-20-50-3, which states: Disclosure of the contingency shall be...
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...TEACHING METHODOLOGY AND PRACTICUM 3B (SUBJECT METHODOLOGY FET LIFE SCIENCES 3B) Dear Life Sciences Methodology student, In the week of 31 August to 04 September 2015 you are expected to attend compulsory work related learning as explained to you by the WIL coordinator. During this period ALL Life Sciences students are expected to develop a teaching portfolio (resource file) based on their experience. This portfolio must be submitted to the lecturer on the September 11, 2015; no late submissions will be accepted. Your portfolio (A4 lever arch file or similar) must be divided into the following section, using appropriate file dividers. Section 1: Introduction [25 marks] Include in your Section 1 the following, each starting on a new page. Cover page The cover page must provide your full details, including name, surname, student number, contact details, module name, the subject that you are teaching, mentor teacher’s details and mentor lecturer’s details. Also indicate the WIL session (i.e. First semester, 2 nd semester, etc. with specific dates) School details Name and contact details of the school, details of school principal, number of learners in the school, type of the school etc. School timetable Copy of the Life Sciences Caps document Outline of personal teaching philosophy (maximum two pages) A teaching philosophy statement is a narrative that includes: your conception of teaching and learning a description of how you teach justification...
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