OF THE SPECIAL PROGRAM IN THE ARTS IN THE SELECTED HIGH SCHOOL: TOWARDS AN INTERVENTION PROGRAM BY: ELLEN S. TALACTAC MASTER OF ARTS IN EDUCATION Chapter I THE PROBLEM AND ITS BACKGROUND THE EFFECTIVENESS OF THE IMPLEMENTATION OF THE SPECIAL PROGRAM IN THE ARTS IN THE SELECTED HIGH SCHOOL: TOWARDS AN INTERVENTION PROGRAM The Special Program in the Arts (SPA) is a nationwide program of the Department of Education for the students with potential
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4 2.5 Student Learning Outcomes 5 3 LEARNING AND TEACHING ACTIVITIES 5 3.1 Approach to Learning and Teaching in the Course 5 3.2 Learning Activities and Teaching Strategies 6 4 ASSESSMENT 7 4.1 Formal Requirements 7 4.2 Quality Assurance 7 4.3 Assessment Details 8 4.3.1 Week 9 In-Session Test 8 4.3.2 Tutorial Participation 8 4.4 Final Exam Format 9 4.5 Feedback Quizzes 9 5 ACADEMIC HONESTY AND PLAGIARISM 10 6 COURSE EVALUATION AND DEVELOPMENT 10 7 STUDENT RESPONSIBILITIES
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materials for the current semester will be provided to the enrolled students by the lecturer 1. COURSE STAFF Lecturer: Ho Nhut Quang. Ph.D Room: A.401 Telephone: 0903339767 E-mail: hnquang@hcmiu.edu.vn Consultation Hours: 13h.00- Mondays - Thursdays Teaching Assistant: TBA Room: TBA Telephone: TBA E-mail: TBA Consultation Hours: TBA Should the students wish to meet the staff outside the consultation hours, they are advised
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Deborah K Reed (2012) used a case study to argue that clearly communicating the lesson’s learning objectives supports student learning and positive behavior. Tommy was a second-year teacher at an urban school teaching seventh grade geography. He was concerned with his ‘worst behaved’ class period that was receiving special education services for learning disabilities and emotional behavior disorders. Tommy first started stating the objective prior to beginning. He connects the learning object to
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Unit of Study Outline HBM222/HBM350N Marketing Planning Semester 1, 2012 Version 1 (19 February, 2012) Table of contents Unit of Study Outline 4 Teaching Staff 4 Unit Aims. 4 Learning Objectives 5 Content 5 Learning and Teaching Structure 5 Lecture Program (Provisional Schedule) 6 Tutorial Guide 7 Resources and Reference Material 8 Assessment 9 a. Assessment Task Details: 9 b. Participation Requirements - Tutorials 9 c. Minimum Requirements to pass this Unit of Study: 9 NB
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COURSE AND SUBJECT GUIDE POSTGRADUATE MANAGEMENT PROGRAMS 2010 The information contained in this Course and Subject Guide: • • is current only at the date it is published and Melbourne Business School is under no obligation to update the information or correct any inaccuracy which may become apparent at a later date; and is not intended to provide or make recommendation on which you should rely. Melbourne Business School reserves the right to change course content, lecturers, course time
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districts regarding students with disabilities. Although the federal government provides some funding for these mandated services, McCann (2014) noted that state and local taxpayers cover the remaining cost to educate students with disabilities. McCann (2014) explained that communities and local districts must provide a free and appropriate public education
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into a new business. This course is designed to familiarize students with the strategic management process by: * Introducing students to the different aspects of strategic decision-making from a business, corporate, and entrepreneurial perspective (lecture materials) * Exposing students to the complexity and ambiguity of strategic decision-making through the analysis of situations faced by real companies (case studies) * Interpreting (through discussion), and applying (through
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Fabulous First Grade Case Study: Thinking Outside The Box to Manage Disruptions Mary Gajnos First Grade Teacher Keller Elementary Green Bay, Wisconsin December 10, 2013 This is a case study of one of my first graders who began the year with what one would call quite a reputation for disrupting the class. In this study I will try to show how I had to reflect, change, and implement other strategies/methods in order for him to coexist in our classroom. As I write this about student M, I have just
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Outcomes 3 3.1 Course Aims 3 3.2 Student Learning Outcomes 4 3.3 Approach to Learning and Teaching 5 3.4 Teaching Strategies 5 4. Continual Course evaluation and Improvement 5 5. Learning Assessment 5 5.1 Formal Requirements 5 5.2 Assessment Details 5 5.3 Assignment Format 6 5.4 Assignment Submission Procedure 6 5.5 Late Submission 6 5.6 Special Consideration and Supplementary Examinations 6 6. Academic Honesty and Plagiarism 7 7. Student responsibilities and conduct 7 7
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