After all‚ teachers are the ones who encounter student writing on a daily basis and are able to witness patterns developing. In my classroom it was a constant battle to keep the students from writing in “text-speak.” When grading papers‚ there’s nothing more irritating than seeing “u” instead of “you‚” “wit” instead of “with‚” or some other invented abbreviation. I’m sure these students were just being lazy with their work and were aware that these weren’t actual words‚ but‚ over time‚ will social
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A. ROLE OF TEACHERS IN THE COMMUNITY The role of a teacher in society is both significant and valuable. It has far-reaching influence on the society he lives in‚ and no other personality can have an influence more profound than that of a teacher- Shiben Raina (2007). Many educationists have described the teacher in different ways. Some describe him as a dispenser of knowledge‚ while others see him as a leader‚ counsel or coach‚ facilitator and a role model. Whatever description one would want to
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4 Understand how to involve learners and others in assessment 4.1 Explain the importance of involving the learner and others in the assessment process Assessment is all about making judgements. A major argument for involving students in self and peer-assessment is that it helps them to develop the ability to make judgements‚ in particular about themselves and their work. This is an important life skill as well as an academic one. If an assessor wants to observe a specific piece of evidence but
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Zamboanga City Course Title : EdAd 205 (Educational Planning and Curriculum Development) Course Professor : Dr. Alicia T. Baldicano Topics : EDUCATIONAL PLANNING Background of Educational Planning A. Concepts of Educational Planning a. Basic Ideas and Concepts about Planning b. Nature and Scope of Educational Planning c. Concepts of Educational Planning d. Definition of Educational Planning e. History of Educational Planning in the Philippines Discussant : Joanes C. Ocamia and
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Programme Design Overview of curriculum models Author: Geraldine O’Neill Email: Geraldine.m.oneill@ucd.ie Date: 13th January 2010 Overview of curriculum models Ornstein and Hunkins (2009‚ p15) contend that curriculum development encompasses how a ‘curriculum is planned‚ implemented and evaluated‚ as well as what people‚ processes and procedures are involved..’. Curriculum models help designers to systematically and transparently map out the rationale for the use of particular teaching‚ learning
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curricula. One is the open curriculum‚ which we are already familiar with. The other curriculum‚ the hidden one‚ often has the greatest impact on an adolescent boy or girl. It is the hidden curriculum that molds self-esteem‚ aids or hinders confident social development‚ that helps make high school a time of pleasant memories‚ or turns the high school experience into an ordeal.’ (Ruby Ausbrooks‚ Ed.D.) http://www.parentingteens.com/curriculum.shtml The phrase ’hidden curriculum’ was coined by Brian Jackson
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State Curriculum Assessment Curriculum Defined Every year as new students enter school they wonder what they will learn. As the student enters the room on the first day of school the teacher has her room precisely decorated and has all of her lesson plans clearly defined. Although the student has no idea‚ these lesson plans where designed specifically for his/her every need before he even stepped into that classroom. Every year the curriculum for Louisiana schools is determined long before
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Standard 3 Teaching and Assessing for Learning The school’s curriculum‚ instructional design‚ and assessment practices guide and ensure teacher effectiveness and student learning. Indicator 3.1 The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning‚ thinking‚ and life skills that lead to success at the next level. Indicator 3.2 Curriculum‚ instruction‚ and assessment are monitored and adjusted systematically
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Feature article Knowledge management‚ librarians and information managers: fad or future? Brendan Loughridge Introduction This article considers some of the principles and practices commonly associated with ``knowledge management ’ ’ (KM) in so far as they seem to be of potential importance or relevance to library and information professionals. Competing claims and counterclaims about KM as expressed in a selection of recent professional and academic publications are reviewed‚ though a truly
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Mus t a fa S e vik ¸ T urkey Teaching Listening Skills to Young Learners through “Listen and Do” Songs I f it’s true that listening skills are the most important outcomes of early language teaching (Demirel 2004)‚ that explains the constant demand for methods that successfully improve listening skills of learners. Songs can be one of the most enjoyable ways to practice and develop listening skills. Any syllabus designed for teaching English as a Second/Foreign Language (ESL/EFL)
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