Liberty University’s Standard Lesson Plan ** TEACH IT‚ PRACTICE IT‚ TEST IT! ** Lesson Plan #1: Module 2 |Teacher Candidate: A Super Smart Student |Course: Reading and Language Acquisition | |LESSON PREPARATION [before the lesson] | |Topic: Phonemic Awareness |Concept: Sound
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Philosophy of Assessment My major is early childhood education. I would like to teach second grade however‚ my ultimate number one goal is to achieve my k-3 licensure and have a dream job. Here is a little bit about why I want to be a teacher. I fell in love with learning when I was only a small child. With the support and encouragement of my parents and family members‚ I have come to know the value of education and have the desire to inspire the same sense of structure in students that I will come
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PROJECT PROPOSAL PROJECT TITLE: Tree planting and raising seedlings for Parubanga community Youth Group‚ Amuru District‚ Acholi‚ Uganda. IMPLEMENTING AGENCY: Tic-Ber Community Youth Group (TBCYG) CBO DURATION: 1 Year (Estimated Commencement Month is Aug 2010) ESTIMATED COST: USD 75‚000 PREPARED BY: Project Director‚ TBCYG DATE OF SUBMISSION 23rd July 2010 TABLE OF CONTENT 1. PROJECT OVERVIEW 2. PROJECT JUSTIFICATION 3. PROJECT DETAILS a. Goals and Objectives b. Clientele c. Methodology
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CHAPTER 1 INTRODUCTION Education is a continuous process. It can be formal or systematic and informal or un-academic. The basic aim of education is to bring a positive change in behavior and to bring out and modify the existing capability. “Education is a process of living through a continuous reconstruction of experience. It is the development of all those capacities in the individuals which will enable him to control his environment and fulfill his responsibilities”
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a point where this inexperience will need to be addressed before they become able to study subjects to the anticipated qualification. All the above meant that the devised scheme of work has needed to be broad in terms of delivery‚ support and summative assessment‚ but still capable of enabling all learners to complete the programme in the 10 weeks identified duration of the course. The initial assessment process informs the scheme of work in that it identifies whether students have the prerequisite
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you would use each: a. formative assessment: Occurs throughout assessment/research process. We used the formative assessment to check for understanding and comprehension. b. summative assessment: This assessment takes place at the conclusion of an instructional unit (e.g.‚ posttest). Teacher will use the Summative assessment as a basis for assigning grades. c. formal assessment: Formal assessments are the conventional method of testing with which most of us are very familiar. Formal assessments
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understanding they adjust their instruction to keep students on track • no grades or scores are given - record-keeping is primarily anecdotal and descriptive • occurs throughout the learning process‚ from the outset of the course of study to the time of summative assessment Assessment as learning • begins as students become aware of the goals of instruction and the criteria for performance • involves goal-setting‚ monitoring progress‚ and reflecting on results • implies student ownership and responsibility
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Research Aim of the review 2. 2.1 2.2 Methodology Sources of Data Search and Inclusion/Exclusion Criteria 5 5 5 3. 3.1 3.2 3.3 3.4 Results What is formative assessment? What is the difference between formative assessment and summative assessment? What is the difference between formative assessment and feedback? What formative assessment models and practices are available
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assessment techniques. The two main types of assessment would be formative and summative. Cohen L. et al (2004‚ pp330) suggests that formative assessment provides feedback to teachers and students on the current understanding. This creates a rich learning environment as the teacher and students will know during the lesson where the learner is weak and can improve on and this will result in constructive learning. A summative assessment helps
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FORMATIVE ASSESSMENT Manual for Teachers e-Typewriting- English/Hindi CLASS IX Shiksha Kendra‚ 2‚ Community Centre‚ Preet Vihar‚ Delhi-110 092 India Teachers’ Manual on Formative Assessment in e-Typewriting- English/Hindi‚ Class IX PRICE : Rs. FIRST EDITION August‚ 2011 CBSE‚ India COPIES: "This book or part thereof may not be reproduced by any person or agency in any manner." PUBLISHED BY : The Secretary‚ Central Board of Secondary Education‚ Shiksha Kendra‚ 2‚ Community
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