3. Pass out Documents A and B along with Guiding Questions. Students read documents, answer questions, and record their initial hypothesis regarding the central historical question. 4. Share out answers and discuss.
Standardized tests involve administration of instructions, questions and scoring to all individuals in a similar manner. The test aims at comparing students’ knowledge in a given class, region or country. Program tests involve the use of teacher-made trial to determine how well scholars understand a particular content. Criterion-referenced tests compare student performance against a set standard while essay tests require students to give answers to several questions demonstrating their ability to recall, organize and interpret information in a logically integrated manner. On the other hand, informal assessments evaluate a student’s progress and performance individually.
After listening to the song the students will make connections and share with class some names of American heroes that they know. I will introduce the book and will inform the students that at the conclusion of the book they will be asked to take a quiz on some of the heroes and what they accomplished. Then I will read aloud “Of Thee I Sing”. Activity Sequence: 1. Listen to song 2.
Students will compare and contrast immigration issues throughout history. 4. Students will draw upon what they’ve learned about immigration to create their own political cartoon on the subject. Homework Due Today: (see attachment A) A. Anticipatory Set Students come in to questions on the overhead: 1. Generalizations that you can make regarding immigration in the past 130 years.
The final step was focused on finding the best way to assess the professor’s students on their fulfillment of course objectives. Session two and three involved reviewing the deliverables of both students and the professor. Powers helped her improve her PowerPoint presentations by having her define her content, with which he used to create visual depictions (e.g. diagrams and charts) to reinforce learning. In session three, the professor concluded that four assignments were crucial to assessing student learning: in-class participation, an individual midterm, group presentation, and an individual reflection assignment.
Below are the five steps of SQ3R study strategy: Survey: Before reading the chapter, review everything in the chapter, such as the title, headings, subheadings, and charts. Students must make note of the main ideas that are presented to recall prior knowledge that they might have about the topic and have what they will read easy to access. Question: Students must question while surveying the chapter. Students turn each heading into a question before reading. Students must ask themselves, “What did my instructor say about this chapter or subject when it was assigned?” and “What do I already know about this subject?” Reading in order to find the answer gives students a purpose for reading.
Handout transcripts of Antony’s funeral speech. Identify the rhetorical situation of the speech as a class. Discuss who the speaker is, who the audience is, and what the purpose of the message is. Identify at least one example of each rhetorical appeal as a class. Students should then identify more examples of ethos, pathos, and logos on their own.
* Does the student enjoy talking with the teacher? * Does the student spend time with adult visitors in the classroom? The write-up of each observation (suggested length of 2 pages) must include the following 2 components: 1. Running Record – 1-2 pp Candidates record each of the three 5-10 minute observations using a running record. This should be completed while observing the student.
Appendix E Reflective Report Guidelines The following guidelines are provided to assist students to write a comprehensive and structured reflective learning report. Objectives and aims The objective of the report is to account and reflect on what the students have learned during their 12week internship placement at the designated professional firms. Students need to write a succinct report on what they have learned focusing on the key skill areas including the development of business awareness, application of technical skills and professional judgment, as well as the challenges of working in teams. The students also have the opportunity to highlight their key achievements and their observations and analyses of specific issues faced by the professional firms and how these issues could be resolved. Preparation of the report While many facts in the report are derived from the students’ work-place experience, they must be academically sound in terms of organisation, presentation and content.
Writing the down the student performances and then using the data to create new goals for students. 6. Grading the pupils and then writing reports on how they can