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FEATURES FOR TEACHERS |
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Ideas and
Features For New Teachers |
Volume 4, Issue 6 March 2008 |
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A look at Alternative Assessment: Along with improved teacher training, including multiple learning styles, higher order thinking skills, and other strategies, such as cooperative learning, comes the question of alternative assessments -- portfolio use and authentic or performance assessments. The literature available for study is still unclear as to the validity and reliability of using such assessments as accurate measurements of student learning, but the current research into inquiry learning, or generally, constructivist learning theory supports using these measures. What are your views? Sue Gibbs Dear Sue, Let’s begin with the purpose of assessment, to measure student learning. Every lesson has a purpose and should be part of a sequence of activities focusing on specific learning outcomes. Included are challenging and relevant learning activities involving higher order thinking skills while focusing on multiple learning styles. At some point in our activity we assess whether students are learning the material at the desired level of thinking. This measurement enables us to make an effective teaching decision to re-teach, enrich or move ahead. Without accurate assessment strategies we will not be able to make an appropriate decision resulting in a lack of progress or random learning. Assessments fall into areas of formal and informal, traditional and alternative. Just as new and innovative teaching techniques have improved and changed the classroom from a boring domain of teacher centered instruction with passive learners, to an active vibrant learning environment, assessment strategies have also been enhanced. If one truly believes all kids can be successful then we no longer assess with only traditional methods such as paper and pencil tests or mounds of worksheets. I’m not saying these are totally ineffective, I’m advocating increased frequency and real and alternative methods. By utilizing a multiple assessment approach at frequent and well-timed intervals we arrive at a much more clear, accurate and comprehensive indicator of a student’s learning. Isn’t that what we are striving for? Certainly much of this is new and innovative and research is still being conducted. However, all one has to do is visit a classroom that has made the transition and one that lags behind. The difference is absolutely amazing! IN the old classroom atmosphere students are bored, lazy and uninvolved. Classroom management problems are frequent and teaching time is at a low rate with parent involvement almost non-existent. Some teachers in this situation have actually been known to extract knowledge from students! In the new and exciting classroom, learning time is valued and protected. Classroom management issues are minimal due to high expectations and student centered instruction. Interesting and creative teaching strategies (such as the constructivist approach) are employed by the teacher and students, parents and teachers all work together. Creativity and risk-taking are encouraged while meeting the needs of an academic and cultural diverse classroom. Teachers are life long learners and students are excited to be in school. Effective assessment is an integral part of this process we call learning and teaching. It is obvious where I stand on this issue, the real question is where do you stand and what does your classroom look like? Dr. Manute
After acquiring matric/inter/graduation/post graduation, students usually move towards their specialization or adopt a profession of their choices, according to their own interest, keeping in view the market demand. Talents and skills are the only tools which could lead an individual towards the door of success in this challenging time. To qualify for a professional degree or a job, one should have a strong past educational background along with integrated multi-dimensional skills. It’s of no use acquiring a higher degree without building character, confidence, and expressive personality. To meet the challenges of professional life, one has to be familiar with many skills to grab the attention of an interviewer, out of which interview skills are the basic necessities to meet up the future challenges with success. Whether you are applying for a job or want to qualify an entrance examination for a professional degree, you should have to be prepared in advance for an interview. It’s the only way through which you can gain the trust of an interviewer. An interviewer always attempts to decide why they should select you. What are the qualities that you have and others do not have? How can you be a benefit to their organization? If you can show your trust, your confidence, your commitment, and appropriate skills, then you could win a successful future. The interview is a form of oral communication. It’s one to one, or one to group interaction, where an applicant proves himself or herself as a unique person to be the part of an organization. Remember that the interview is always pre-planned and structured. It’s a formal presentation between an interviewer and an interviewee. Only those pass it with flying colors who are original and show their interest with confidence and who present themselves as appealing. There are many types of interviews, like an information gathering interview, an appraisal interview, an exit interview, a hiring interview, a college/ university interview, a persuasive interview, a counseling interview and of course many more. In this article, we are going to learn about the college/ university entrance and hiring interview. The Hiring/Entrance
Interview is one of the best known and the most widely experienced type
of interview where a Human Resource Manager/ Educational Expertise takes
an interviewer. To reduce your chances being rejected, here are some basic professional skills, which will lead you towards the path of success in your interview.
PRACTICE YOUR INTERVIEW SKILLS. CHIN UP AND GEAR UP FOR YOUR
NEXT INTERVIEW J!
The noted problems with any possible lowering of academic standards associated with grade inflation include: Grade inflation makes it more difficult to identify the truly exceptional students, as more students come to get the highest possible grade. Grade inflation is not uniform between schools. This places students in more stringently graded schools and departments at an inequitable disadvantage. Grade inflation is not uniform among disciplines. In the United States, it is commonly asserted that grade inflation is more pronounced in the humanities than in the mathematical sciences, leading students to avoid taking classes in the sciences which may prove to be beneficial to them. Arguments against these points include: It is not a school's job to sort students. Higher grades at some schools reflect better performance. Although grade inflation doesn't evenly distribute through departments, it is arguable, due to the subjective nature of grades, that interdepartmental grading practices were not even in the first place (e.g. how is one supposed to determine the English equivalent of an A's worth of work in Physics?) Similarly, if one believes the purpose of a school is to better oneself and gain an understanding of the subjects, then one might not care too much if people are getting better grades than before regardless of the cause. Indeed, it could be construed as a positive development since it might lessen the effects that some say grades have. For schools that do not modify their letter grade against grade-point reference regarding AP classes often inflate grades by means of an "AP curve" (the formula for which is y = 10\sqrt{x}), where x is the true grade and y is the curved result. The effect of this curve increases for lower grades: a grade of 100 is unchanged, whilst a failing grade of 36 is padded by an additional 24 points, thus making it a close pass in most jurisdictions. The AP curve is generally considered a fair retribution for the added difficulty of AP classes. Furthermore, those who use grades in determining life outcomes for a student must act as if grade inflation has not occurred, taking the grades at their old, pre-inflated values - otherwise they could simply adjust and grade inflation would not be a serious issue. This could happen either due to neglect, or due to constraints of the grading system itself. For example, if the grading system stipulates an absolute maximum grade, then the problem of picking out the "cream of the crop", discussed below, naturally comes into play.
I
use a grading system that makes the journals easy to grade.
In my class, a full page is given ten points (ten being the
maximum per page). However,
I'm a stickler; the students must write a full page, right down to the
last line on the paper. I
do allow the top eight lines for brainstorming, though I don't always
require it. Students are
always allowed to use the brainstorming lines if they wish.
I
require at least one page at each journaling session, which lasts from
ten to fifteen minutes. Students
are required to write constantly until the time is up, or until they
reach a full page. However,
before they are allowed to go on to another activity, they must show me
their completed work. Students
may also write more than a page for extra credit.
I give out ten points for each full page beyond those required.
For example, we may have three journal sessions in a week, so the
weekly grade is out of thirty points.
If a student completes five full pages, their score is fifty
points, twenty of them extra credit! I
don't mind offering the extra credit, since usually the ones who take
advantage of this are your A students anyway.
And since I want to promote as much writing as possible, I
strongly encourage every student to write for extra credit. Journals
are the only form of writing that I allow to be done outside of class.
Mostly this is because I allow students to write for extra credit
(only promoting more writing!) Students
are allowed to share their writing with the class afterward, though no
one is required to share. I
tell the class they may read all or just part of their writing, or just
tell about it. The
remainder of the students are allowed to keep writing during the sharing
time, and must stop when there are no more to share. I
strongly believe students should be allowed to keep their journals when
the year is finished. For
many students, putting down their private thoughts in class can lead to
a lifetime of writing. If you'd like to check out a list of journaling topics, check our website at the following quick link: www.starteaching.com/free.htm. Again, you may feel free to use any or all of these, and they may lead you to think of many others of your own. You can also use any of our Weekly Writing Prompts from issues of our newsletter. I encourage you to send along your own topics to add to our calendar
Interested in FREE writing activities you can print out and use immediately in your classroom? Simply click the following link to our writing page: http://www.starteaching.com/writing.htm
Once upon a time two brothers, who lived on adjoining farms, fell into conflict. It was the first serious rift in 40 years of farming side by side, sharing machinery, and trading labor and goods as needed without a conflict. Then the long collaboration fell apart. It began with a small misunderstanding and it grew into a major difference, and finally it exploded into an exchange of bitter words followed by weeks of silence. One morning there was a knock on John's door. He opened it to find a man with a carpenter's tool box. "I'm looking for a few days' work" he said. "Perhaps you would have a few small jobs here and there I could help with? Could I help you?" "Yes," said the older brother. "I do have a job for you." "Look across the creek at that farm. That's my neighbor; in fact, it's my younger brother. Last week there was a meadow between us and he took his bulldozer to the river levee and now there is a creek between us. Well, he may have done this to spite me, but I'll do him one better." "See that pile of lumber by the barn? I want you to build me a fence --an 8-foot fence -- so I won't need to see his place or his face anymore." The carpenter said, "I think I understand the situation. Show me the nails and the post-hole digger and I'll be able to do a job that pleases you." The older brother had to go to town, so he helped the carpenter get the materials ready and then he was off for the day. The carpenter worked hard all that day measuring, sawing, nailing. About sunset when the farmer returned, the carpenter had just finished his job. The farmer's eyes opened wide, his jaw dropped. There was no fence there at all. It was a bridge -- a bridge stretching from one side of the creek to the other! A fine piece of work, handrails and all -- and the neighbor, his younger brother, was coming toward them, his hand outstretched. "You are quite a fellow to build this bridge after all I've said and done." The two brothers stood at each end of the bridge, and then they met in the middle, taking each other's hand. They turned to see the carpenter hoist his toolbox onto his shoulder. "No, wait! Stay a few days. I've a lot of other projects for you," said the older brother. "I'd love to stay on," the carpenter said, but I have many more bridges to build. See more of our Freebies as well as Special Reports on our website by clicking the quick link below: http://www.starteaching.com/free.htm Make sure to BOOKMARK our website so you can keep up with more changes and additions through the year. And feel free to share our site by EMAILING it to a friend.
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