...THE EDUCATOR AS ASSESSOR EDAHOD5 ASSIGNMENT 2 BY STUDENT NUMBER: 33686735 TABLE OF CONTENT QUESTION 1 1. ASSESSMENT TASK 1.1 ASSESSMENT CHECKLIST 1.2 ASSESSMENT GRID 1.3 ASSESSMENT RUBRIC QUESTION 2 2.1 ASSESSMENT PLANNING 2.2 ASSESSMENT ACTIVITIES 2.2.1 ASSESSMENT ACTIVITY FOR LESSON TOPIC: CARTOON 2.2.2 ASSESSMENT ACTIVITY FOR LESSON TOPIC: PERSUASIVE ESSAY 2.2.3 ASSESSMENT ACTIVITY FOR LESSON TOPIC: MOVIE POSTER BIBLIOGRAPHY QUESTION 1 1. ASSESSMENT TASK Design a personal planner that covers the week from Monday to Sunday. Clearly mark the times starting from 6am to 10pm. Use a table format for your planner. Give your planner an appropriate title. Fill in a minimum of four activities that occupy your day. Colour code your priorities clearly and indicate what each colour means e.g. Red = important. 1.1 ASSESSMENT CHECKLIST Checklist for personal planner | Yes/no | 1. Title provided | | 2. Correct format used | | 3. Days clearly indicated | | 4. Times correctly indicated | | 5. Activities filled in on planner | | 6. Priorities clearly shown | | 7. Planner colour coded | | 8. Meaning of colour indicated | | Minimum standard: 8 | 1.2 ASSESSMENT GRID Learner’s name: Grade: Assessor: Date: Criteria | Maximum | Student’s mark | 1. Title provided | 1 | | 2. Correct format used | 2 | | 3. Days clearly indicated | 7 | | 4. Times correctly indicated | 3 | | 5. Activities filled in on planner | 4 | ...
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...Unique number 888608 WERKOPDRAGSKRYFBLOK - ASSIGNMENT WRITING PAD Tik -- Type Dosent se Kommentaar Tutorial Comments ETH305V – Assignment 2 Question 1: Theoretical background i) Prejudice Prejudice is a pre-held negative opinion, perception, or judgment a person holds or expresses against something or someone, without justification or analyzing facts. For example, when one meets a Muslim person, or sees someone dressed as a Muslim on a flight, one automatically perceives him/her to be a terrorist, and is suspicious or unreasonably “sure” that the Muslim person intends blowing up the plane. The negative perception was based purely on perception of the Muslim person‟s religious belief, and not by knowing the person personally etc., thus stereotyping deals with ill-informed description of people whilst prejudice is based on unjustifiable feelings towards someone. Social conflicts can be generated by racism, prejudice, and stereotyping; therefore efforts need to be made to reduce racist tendencies and prejudice in order to correct stereotyping. Ways of achieving this include more awareness education, and contact between the stereotyped and those who form stereotypes, as well as the accurate portrayal of individuals and groups in literature. ii) Stereotypes Stereotyping takes place when we conjure mental categories where one deposits people, items or events into conceptually specified groups. Stereotypes are formed as a result of the overload of experiences we have, and...
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...Cultural Diversity Training Denise Raftie-Bryant BUS 375 Employee Training Instructor: Niccolle Johnson June 30, 2015 As Human Resource Manager my responsibility is to oversee training and development for a global organization. To effectively create a cultural diversity training course for all employees it’s imperative to be able to understand cultural differences, employment and business law practices. Cultural diversity is embraced by many companies in the workplace and essential to maintain a balanced organization. Organizations that understand cultural difference can secure business deals with global affiliations and increase employee awareness in a diverse workplace offering training courses. It is important to a company’s organizational structure for employers and employees in the workplace to recognize and respect cultural differences. Multilingual employees benefit many companies because of different perspectives from various diverse backgrounds, creativity and problem-solving skills. Organizations continue to seek opportunities for growth, through encouraging cultural diversity provide ways to expand their business. Also the organizations can enhance its ability to solve problems encouraging their employees to share business practices and belief systems who come from different backgrounds. Employee differences are considered beneficial to help build a corporate culture team. However, diversity is embraced through providing employees with cultural...
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...to their successors. The learner is the most important component in the educative process and so he or she is the center in the educational system hence it is necessary for us to discuss his or her traits in order for us to devise ways to enhance his or her ability to assimilate learning. There are many factors that influence the learner’s learning and how we can become nurses that are effective educators. Objectives: By the end of the report, the students will be able to: • Describe the learner. • Enumerate the characteristics of a learner. • Identify the elements of the learner • Differentiate the Types of learners. Nature of the Learner The learner is an embodied spirit. He is the union of sentient body and a rational soul. His body experiences sensations and feels pleasure and pain. His soul is the principle of spiritual acts, the source of intellectual abstraction, self-reflection, and free rational volition. Body and soul exist in mutual dependence. (Kelly, 1965) The Learner n 1: someone (especially a child) who learns (as from a teacher) or takes up knowledge or beliefs [syn: scholar, assimilator] 2: works for an expert to learn a trade [syn: apprentice, prentice] Fundamental Equipment of the Learner The learner has the power to see, hear, touch, smell, taste, perceive, imagine, retain, recall, recognize past mental acts, conceive ideas, make judgment, reason out, feel and choose. • Five Elements of the Learner 1. Ability The students’...
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...[pic] NORTHCENTRAL UNIVERSITY ASSIGNMENT COVER SHEET Student: Abir Aboutaha THIS FORM MUST BE COMPLETELY FILLED IN Follow these procedures: If requested by your instructor, please include an assignment cover sheet. This will become the first page of your assignment. In addition, your assignment header should include your last name, first initial, course code, dash, and assignment number. This should be left justified, with the page number right justified. For example: |DoeJXXX0000-1 1 | Save a copy of your assignments: You may need to re-submit an assignment at your instructor’s request. Make sure you save your files in accessible location. Academic integrity: All work submitted in each course must be your own original work. This includes all assignments, exams, term papers, and other projects required by your instructor. Knowingly submitting another person’s work as your own, without properly citing the source of the work, is considered plagiarism. This will result in an unsatisfactory grade for the work submitted or for the entire course. It may also result in academic dismissal from the University. | | | |ESL7001-8 |Dr. Anthony Pellegrini ...
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...Bullying Celebrating the diversity of achievement Learning Support Needs and interests of communities Respecting Diversity Beyond Europe – Encompassing World knowledge in Teaching & Learning Learner Support Skills and Knowledge for Work in the Multicultural World Differentiation of Teaching and Learning Citizenship Legal Compliance Ofsted Inspection EQUAL OPPORTUNITIES IN THE VOCATIONAL CURRICULUM ©Gordon Ffrench Associates Depending on the nature of the subject and the learners, it includes some or all of the following ingredients: Inclusive teaching which takes account of the diverse learning needs, styles and preferences of learners. Responsive teaching which aims to manage the learning experience in a way which empowers and validates the diverse perspectives of learners. ©Gordon Ffrench Associates 3 Anti-discriminatory teaching which teaches learners about their rights and responsibilities to each other in the classroom, the workplace and the wider society. Attitudinal teaching which fosters understanding of how stereotyped attitudes and prejudiced thinking damage relationships, hinder communication and are therefore bad for education and bad for business. Diversity teaching which acknowledges and celebrates the contributions of men and women of all backgrounds, ages, cultures, religions to human progress in all fields. ©Gordon Ffrench Associates 4 1. Planning and Managing the Equal Opportunities Curriculum (including timetabling, marketing, guidance...
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...ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 1, No. 5, pp. 682-684, September 2010 © 2010 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/jltr.1.5.682-684 Interlanguage Pragmatics Theory and Its Implications for Foreign Language Qian Huang Foreign Language Teaching Department, Dezhou University, Dezhou 253023, China Email:qqh@dzu.edu.cn Abstract—The major purpose of college English teaching is to cultivate and develop student’s pragmatic competence. Interlanguage pragmatics is a new interdisciplinary branch of study based on the theories of pragmatics and second language acquisition which has direct guide significance for foreign language teaching. This paper firstly introduces the theoretical models of the two theories and then focuses on the implications for foreign language teaching. Index Terms— interlanguage pragmatics, pragmatics theory, SLA theory, implications I. INTRODUCTION In 1969, the psychological linguists Selinker in his paper "Language Transfer" pointed out that when people in different countries and regions have communicate in second Language, language often appears with some native Language and relevant, and with this two kinds of pragmatic styles of Interlanguage totally different, this is "the Interlanguage" (Interlanguage). In Selinker view, the former study of interlanguage study was just the grammar system study. Therefore, the study of interlanguage was only limited from speech phonemes, lexical, syntactic to semantic etc...
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...of a learner that can be considered as the learnerÂ’s equipment in order for him of for her to absorbed knowledge in learning. These fundamental equipments are the learners cognitive as well as the learnerÂ’s appetitive faculties. There are certain fundamental qualities of a learner that can be considered as the learner’s equipment in order for him of for her to absorbed knowledge in learning. These fundamental equipments are the learners cognitive as well as the learner’s appetitive faculties. These faculties will naturally help or guide the learner as he dealt with the learning process. The cognitive faculties of the learners included his or her five senses, his memory, his imagination, as well as his intellect. All of these faculties is related to the basic operation of the human brain and are necessary for the learning process. Through the learner’s five senses, the learners can be able to see, to hear, to taste and to smell. He or she can be able to grasp different information from his or her surrounding environment using these natural senses. With the learner’s imagination, he or she can be able to form pictorial representation of material objects in his or her mind. This ability is an important factor in the learning process. The learner’s memory is one of the important factors in learning. With the use of the memory, the learner can recall or retain post mental actions in his or her mind. The memory serves as the storage of the prior knowledge of the learner. The...
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...Cultural Linguistic Autobiography Linguistic and Ethnic Background: As a bilingual facilitator and instructional coach for a primarily EL school, I’ve always wondered how much my personal cultural and linguistic background has affected my capacity to fulfill the needs of English language learners. My family and I are Mexican American with family background from Spain. I was born in Mexico and migrated to the United States at the age of 10. I grew up in a very close and proud family where Spanish was the primary language. Spanish was used in my home by my parents and English by siblings. I was never exposed to other languages until I migrated to the United States. Throughout my life I’ve been exposed to Spanish, English, French (high school) and Italian (college). I believe that my personal experience in acquiring a second language has made me realize and understand the needs of English language learners. K-12 Schools in the United States I consider myself very fortunate to have had the opportunity to attend school in Mexico from K-4th and the remaining of 4th -12th in the United States. I have to admit that my first years in the US school system were challenging but certainly rewarding. I migrated to the United States in the mid 1980’s. At that time, being an English learner was not well accepted by society. Our education system was not equipped with the proper resources. I struggled with acquiring the language properly. My parents were very concern about our education...
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...accomplishing our well intentioned goals. Additionally, there’s the specter of fear and uncertainty that also gives us ammunition in our rationalization of why we haven’t reached or even seriously attempted our goals. For many adult learners this process takes on an even more depressing result in that many have been promising themselves that they would make changes in their lives,( get a GED, find a job, learn to speak English, etc.), but for whatever reason ,they have not been able to accomplish their goals. However, unlike some of us, they have more serious barriers (emotional/motivational, educational, and financial) that must be overcome in order for them to become more successful in their drives to change their circumstances. Fractured Learners Many adult learners are participants in a frustrating process that begins and ends with a continuous and circular journey of starts and stops when it comes to pursuing their aspirations. As an adult educator for many years, I’ve witnessed hundreds of students that have started and stopped attending my adult education or workforce development classes at various times because of personal or financial reasons. Furthermore, I have seen the absolute fear and physiological effects adult learners demonstrate when trying a different path for themselves....
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...recognized that teachers do not have a complete control over what learners learn from English language courses (Allwright, 1984 as cited in Breen, 2001a; Salimani, 2001). According to Williams and Burden (1997) learners perceptions of teaching have a great influence...
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...Paula Mackey EDU 313N November 25, 2012 Prof. Cordes Accommodating Differences Today’s classrooms are made up of many backgrounds, cultural differences, abilities as well as learning styles. No two students are the same. Teachers must be prepared to accommodate all students meeting them where they are in order to give them a positive learning experience. Curriculum should be presented in a way that students get the most of the experience no matter their learning style, culture or background. I have chosen to address the needs and traits of the Visual Learner, the Auditory Learner and the learners who have Attention Deficit Hyperactivity Disorder. Visual learners are those who learn best by seeing. They like to read and see things on paper to best absorb the knowledge or concept. For the visual learner teachers must demonstrate tasks not just give verbal instruction. The visual learner needs to be shown how a task is to be completed, or what a situation looks like. Teachers can incorporate video clips, movies, and photographs, in the curriculum in order to help the visual learner understand concepts and better complete assignments. Use colorful flash cards and highlight written material with bright colors, or use different colors when writing on the board, this helps the visual learner paint a visual picture to remember material that has been taught or presented (eHow). The students who have Attention-Deficit Hyperactivity Disorder (ADHD) have difficulty...
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...points: * The research question * The contexts the research was conducted * What is group or case under study? * What conceptual and theoretical frame works inform the study? * What field techniques were used? For how much time? In what contexts? What were the roles of the ethnographer? 3. Find a report of an ethnographic research in applied linguistics and give your comments on: * What field techniques were used? For how much time? In what contexts? What were the roles of the ethnographer? * What analysis strategies were developed and used? what levels and types of context were attended to in interpretation? - What recurrent patterns are described? - What cultural interpretation is provided? - What are the stated implications for teaching? Question 1.What is ethnographic research? State the difference between an ethnographic research and a psychometric research and give example from applied linguistic studies. ------------------------------------------------------------- Ethnographic research is one form of qualitative research which concerns with studying human behavior within the context in which that behavior would occur naturally and in which the role of the researcher would not affect the normal behavior of the subjects. Ethnography research requires: - much training, skill and dedication - a great store on the collection and interpretation of data - question and...
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...Language is a representational system that is the foundation for humans to express their ideas, thoughts and knowledge through communication. The terms that will be discussedare imperative in comprehension linguistics. Teaching second language learners how to read, recognize otheir learning types, strengths and weaknesses higher performance and language development is achieved. Language is the communication of thoughts and feelings through a system of arbitrary signals such as voice, sounds gesters, or written symbols. Dialect refers to a particular form of a language that is peculiar to a specific region or social group. The Sapir-Whorf Hypothesis is the general idea that differences in language structure cause people to view the world...
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...Paper “The background of the student population in any university is very diverse. This includes varied socioeconomic background, wide ranging ages of students, varied cultural background, prior education experiences, levels of competency and preparedness, and preferred learning strategies” (Prithishkumar & Michael, 2014, p. 184). How can a teacher determine their teaching strategies to better assist with learning among such a diverse culture of students? The VARK, may very well be the solution for both teacher and student. “The VARK learning style model was introduced by Neil Fleming in 2006. VARK is an acronym, which stands for visual, aural, read/write, and kinesthetic modalities” (Prithishkumar & Michael, 2014, p. 184). The VARK is a short questionnaire that identifies the participants’ sensory modality preference. Helping the learner understanding how they learn and receive information. The verdict on the VARK learning assessment is that the writer falls into the category of the multimodal. This means she has a couple different learning preferences. Which was not a real surprise to her taking in consideration she prefers to listen to lectures but also enjoys hands on approach to learning as well. Taking a closer look at what this means for the writer and her preferred learning, what does multimodal mean anyways? According to the designer of the VARK, multimodal means that the learner prefers to learn using multiple learning modes. Whether or not the learner uses all...
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