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The concept of feedback as it is used by teachers
The concept of feedback as it is used by teachers
The concept of feedback as it is used by teachers
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My experience gained from attending the new faculty preparation course and orientation program or from practicum (in class) could be summarized as follows: I have the ability to define the concept of building the course syllabus, determine the importance of building the course syllabus, distinguish between course syllabus and curriculum, determine the standards of building the course, describe the criteria for writing learning objectives, classify learning objectives using Bloom's taxonomy for content validity (cognitive level), distinguish between higher and lower thinking objectives, write learning objectives according to criteria specified, develop criteria for an effective course outline, reflect on their current approach to writing learning objectives, judge the quality of a list of learning objectives, list the concepts of educational needs, share my peers to determine the learning resources for higher education students, distinguish between the general goals and procedural goals for higher educational course syllabus, distinguish between cognitive, skills and emotional goals, know the rules of formatting the educational goals in well written form for my course for different levels of cognitive, skills and emotional goals and its importance, evaluate which of the goals are well written and which of them are bad according to the rules of formatting goals, determine the procedures of scientific contents of the course, determine the procedures of organization the contents of the course, standardize the criterion for designing instruction goals and objectives, describe how learning objectives direct the instructional process, know the importance of the educational activities during the course, determine the educational activiti...
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... to express any term with a photo (to map this definition in his mind), I teach a mix between English and Arabic words.
Out of class, I give the students an assignment that he will do it as individual then interchange his solution of assignment with his colleagues in his team, then each one review and compare his work with others colleagues in his team and discuss together to prepare the best answer and write it correctly, then they introduce it in my office our to see it and write my comment on their solutions then each one keep a copy of commented assignment.
I thank the DSD from my heart about its efforts to improve the performance, teaching methods, and assessment for the new faculty members.
Again, many thank for DSD and King Saud for their efforts.
By
Dr. Amr Mohamed Youssef Abd-Elaty
Mathematics, Natural Science,
Community College, Riyadh
I want to thank you, Dr. Sherry, for all the effort and support you provide to the students. I learned a lot from having you as a Professor, and I’m looking forward having you as a Professor in my other
After reading the Conceptual Framework, I have a much greater understanding of what SUNY Cortland is expecting of me as a candidate. I also have a better understanding of why we put together portfolios. It is important in many aspect of the Conceptual Framework, most importantly the professional commitments area. I hope that I will be able to take the requirements and really focus on what I need to know to be successful in teaching and later take those skills into my own classroom.
As previously mentioned, the students would typically finish their work promptly after the lesson and then hand it to their teacher for quick revision. The students who completed the assignment in a satisfactory manner would get to help aid their classmates who might have been having trouble with their own worksheet. This was fascinating to see, and it is a good example of the use of cooperative learning in the classroom, “cooperative learning arrangements among groups of learners with differing levels of ability,” (Slavin 115). In a classroom that is integrated, like this one, I think it is important to utilize cooperative learning when there is such a wide range of ability and only one
Include your name on your responses. Print two copies, first copy to turn in at the beginning of the class and the second, to keep for our class discussion. These
This assessment would take up about 30-40 minute class period. I would put my student into groups of three, using a random group generator. The smaller group will allow them to work more closely with one another and there are not as many students giving feedback at once. My assessment would have six problems, a mix of mathematical problems and vocabulary or content based questions, the assessment can be found in the Appendix. How this would work is I would have the first person who was on the list start. I would give the groups five minutes to work on that problem. The first person would start the problem. For example, if it was a word problem, they would provide the first step to solving the problem, then hand it to their next partner, the next student would then add to the problem, this would keep going until the problem was solved. If at any point one of the students believes there was a mistake, they would then discuss as a group and fix the problem. If it were a content or vocabulary problem, they would add to the answer and modify it, much like if it was a word
• Include a departmental orientation skills checklist in which the employee demonstrates the ability to do core job functions. This checklist is something concrete and allow the new employee to understand what is expected from them. The checklist must be completed and check off my their assigned preceptor/mentor and placed in their file.
Have the student answer implicit and explicit questions orally while you record what they have
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
need to grade students, and this way they will do it about the students’ manners, not by
In most of our lives, we learn from those who can teach. Experienced elders or specialists teach us how to live, conduct ourselves, relate to one another and survive in different environments. My first day in USIU I was handed a student handbook which had all the rules and information about the university. That handbook was written with a purpose which was to instruct and advice. The purpose of instructions from this type of writing is to explain to readers about something or what they should do.
Through the completion of my graduate program in Curriculum, Instruction, and Assessment, I have gained an immense amount of knowledge and a plethora of skills which I have used and found valuable in my seventh grade English classroom. My outlook on student learning and my empathy towards students has also been positively affected by the program. These learning opportunities have led me to become a better educator both inside and outside of the classroom.
The application of collaborative learning strategies is a process in which two or more students work together. Collaborative strategies will be used in planning, translating and reviewing the education process to form student learning through group-oriented activities. This source will also be useful in lesson planning to help explain how collaborative learning strategies in the classroom will help students in the learning process improve by interaction; how positive interdependence of collaborative learning leads to common responsibility; how collaborative learning builds students’ self-esteem, and confidence in students. This application recommends that collaborative learning strategies can be implemented with Jig-saw technique as well as in learning technology which can be accessible to all participants working in cooperative groups (Iqbal, Kousar, and Ajmal, 2011).
Set up cycles of school-wide inquiry into learning and teaching performance. Allow for optimal times for group members get together and discuss projects one on one.
... to develop skills, the dates the trainings have occurred, and the details of the development opportunities. By taking full advantage of these development opportunities employees can realize the college’s vision of building successful futures.
...ercent, I alter their assignments and meet with them prior to the final grading. In this way they focus on the task at hand instead of the final outcome. Too many students focus on getting it done and not taking the time to make it meaningful.