United Kingdom: David Fulton Publishers GARRISON, C & Ehringhaus, M., 2012. Formative and Summative Assessments in the Classroom. [online] Available from: http://ccti.colfinder.org/sites/default/files/formative_and_summative_assessment_in_the_classroom.pdf [Assessed 5th May
AED 200 Week 5 Appendix B - Educational Philosophies Use the Educational Philosophies Table in Appendix B. Classify each philosophy as either student-centered or teacher-centered and describe the characteristics of each philosophy. Compare the behaviorist and constructivist learning theories. In what situations do you think either theory will be more effective in the classroom? Why? AED 200 Week 6 Assignment - Classroom Management Paper View the “Classroom Management” video clip from Chapter 11 on the textbook companion website
OFFICE ADMINISTRATION SCHOOL BASED Assessment HOW DOES MODERN TECHNOLOGY AFFECT THE STORING AND RETRIEVING OF DOCUMENTS AT LORI'S DAYCARE? Candidate’s Name: Renae Algeese Registration number: School Code: Teacher: Miss Maragh School: Titchfield Year of Submission: 2012 Title HOW DOES MODERN TECHNOLOGY AFFECT THE STORING AND RETRIEVING OF DOCUMENTS IN THE RECORDS DEPARTMENT AT Lori's Daycare? Table of contents Title Page PRESENTATION Aims ……………………………………………………….1 Function …………………………………………............2 Letter of Correspondence ………………………………3-4 GATHERING DATA Methodology……………………………………………….5 Questions ………………………………………………….6
English 1301: Rhetoric and Composition I Instructor: Yaroslav Malyuta Course Information: ENGL 1301 – 062 TR 7.00-8.20 pm PH 302 Office/Hours: TR 11.00-12.30 Email: malyuta@uta.edu Phone (Messages Only): 817-272-2692 ENGL 1301 RHETORIC AND COMPOSITION I: Introduction to college reading and writing. Emphasizes recursive writing processes, rhetorical analysis, synthesis of sources, and argument. ENGL 1301 Expected Learning Outcomes. By the end of ENGL 1301, students should be able to: Rhetorical Knowledge * Use knowledge of the rhetorical situation—author, audience, exigence, constraints—to analyze and construct texts * Compose texts in a variety of genres, expanding their repertoire beyond predictable forms
BTEC FIRST DIPLOMA HEALTH & SOCIAL CARE Unit 8: Human Lifespan Development Assignment Brief Name: Westminster Kingsway College 2011/12 Scenario You have been asked by the parents’ club at your child’s school to produce a booklet containing information about human lifespan development that could be passed on to other parents. Note: This assignment offers you opportunities for creative thinking [CT4], independent enquiry [IE1, IE5] and self-managing [SM3]. Task 1 1. Create a diagram where you identify the key aspects of physical, intellectual, emotional and social development that take place through the life stages. (P1[1]) 2.
Provide a classroom example of each. AED 202 Week 6 Assignment Reading and Writing Development Assignment: Reading and Writing Development Compose a 1,050- to 1,400-word paper addressing the following points: Choose two age groups from different periods in the physical development process. Give some thought to the age groups you choose, as you will focus on them in later weeks and for the final project. Compare what you would expect to see in the classroom from each age group in terms of expected reading and writing development. How might this influence which reading and writing activities you would assign?
PTLLS Mandatory Units – Portfolio Guidance The new (2012) DTLLS Diploma in Teaching in the Lifelong Learning Sector Thematic Module: Preparing to teach in the Lifelong Learning Sector (PTLLS) PORTFOLIO GUIDANCE PTLLS Mandatory Units – Portfolio Guidance Thematic Module Overview There are four mandatory units in this Module, totalling 12 credits. Units RRRLL UILTLL UILTALL PALL Roles, responsibilities and relationships in lifelong learning Understanding inclusive learning and teaching in lifelong learning Using inclusive learning and teaching approaches in lifelong learning Principles of assessment in lifelong learning Credits 3 3 3 3 Level 4 4 4 4 Preparatory Knowledge and Understanding (see accompanying workbook)
Running head: Summative Assessment Summative Assessment Terry W. Jones SED 544 Secondary Curriculum Development & Assessment Grand Canyon University LeeAnn Ritchie May 12, 2011 What’s the Point? M8G1. Students will understand and apply the properties of parallel and perpendicular lines. a. Investigate characteristics of parallel and perpendicular lines both algebraically and geometrically.
ACC 380 Week 5 Final Project Purchase here http://chosecourses.com/ACC%20380/acc-380-week-5-final-project Description Final Project The purpose of the Final Project is for you to demonstrate understanding of the reading as well as culminate the learning achieved in the course by describing your understanding and application of knowledge. Focus of the Final Project Review the financial information pertaining to Lee College in problem 11-8 on pages 357 and 358 of your text. Prepare the following: 1. A Statement of Activities using the format presented in Illustration 10-1. 2.
School:_______________________ Grade 11 Teaching’s name: Vương Thị Chánh Date:__/09/2012 Period 45 LESSON PLAN Textbook: Tiếng Anh 11, Unit 8 (CELEBRATIONS) A. Reading I.Objectives: By the end of the lesson Ss will be able to: * develop such reading micro-skills as scanning for specific ideas, skimming for general information, guessing meaning in context, and dictionary skills. * deciding on True or False statements. * use the information they have read to discuss the topic. II.Mareials: Textbook,handouts.