zilongwang/ReadingBank huggingface dataset:
Around 78 percent of the Aboriginal and Torres Strait Islander population in live in cities and towns. ‘LEAP: Learning Earning Active Places—a strategy for improving access to education, employment, health and housing opportunities for Aboriginal and Torres Strait Islander Queenslanders in urban and regional areas’ has been developed as part of the Government’s commitment to close the gap in life outcomes and opportunities between Aboriginal and Torres Strait Islander peoples and non-Indigenous Queenslanders. The strategy includes: The delivery of 20 projects designed to ‘close the gap’ in early child development, health, education and housing and increase employment and economic participation a communications campaign to recognise and promote the achievements of Aboriginal and Torres Strait Islander peoples in urban and regional areas place-based ‘closing the gap’ actions across urban and regional areas to respond to community identified needs and government priorities, including the delivery of targeted sport and recreation activities The strategy was developed after a consultation process with Aboriginal and Torres Strait Islander peoples. The strategy complements existing initiatives being delivered in more remote areas of . Cabinet approved the release of LEAP: Learning Earning Active Places—a strategy for improving access to education, employment, health and housing opportunities for Aboriginal and Torres Strait Islander Queenslanders in urban and regional areas. Attachment .
Educational Programme Evaluation Criteria Descriptors Current Status Equality and Diversity The learner must be treated in accordance to the acceptable equality and diversity practices abided by NHS organisations. All the members of the team providing the learning environment will show evidence of undergone Equality and Diversity training. Notes/comments: Induction A structured induction programme is in place to familiarise the learner to the environment and also the local aspects of the service provider. The induction pack will be accessible as an electronic file or a hard copy for the trainee to access throughout their placement and updated with feedback from learners Notes/comments: Educational Contract An explicit educational contract is in place between the learner the supervising team to ensure both parties engage completely with the teaching and assessment process Notes/comments: Varied Training Experience The programme will ensure adequate variety of exposure so the learner understands the various aspects of the patient journey from primary to secondary care. Notes/comments: Organised Programme linked to GP curriculum The programme must ensure that clinical care is valued for its training opportunities and learning and teaching are well organised and seamlessly integrated into the service provision. Notes/comments:
*In this Calculation we must assume that because of the null hypotheses,. Results: Since there is significant evidence to reject the null hypotheses and conclude, instruction is effective. Using the graphic representation compiled from the raw data one finds that instruction appears to be effective. In addition when viewing the collected data one sees about 86% of the learners demonstrated their understanding at either a distinguished or proficient level, this also alludes to the same conclusion, as the graphic data, or that instruction appears to be effective. However, the learners still at the developing level require further direct instruction to mitigate the magnitude of conceptual misunderstanding. Help is urged and available for the learner to seek either before or after school based on whichever is more convenient for the learner and / or their guardian to arrange. Procedure Curricular Placement This year we have covered the transformations on lines, parabolas, exponential functions, and now we are moving to logarithmic functions Logarithmic and Exponential Functions Unit Time Line Section 1 2 3 4 5 6 Topic Exponents, rational and negative Radical Equations and Equations with Exponents Exponential Functions Logarithmic Functions Section for Learning Experience Logarithmic Rules Applications of Exponential Functions Class Time Required 2.5 Days 2.0 Days 3.0 Days 2.0 Days 1.0 Day 2.5 Days Diagnostic Assessment:
Leaf and Root Questions (Adapted from NSDC conference handouts from Action Leaming Systems, 2004) Use this poster to help children learn to articulate the depth of their questioning. Surface Thinker Leaf Questions What subject...? 0 Where did the What author say...? characters ...? What happened when ...? What setting...? Deep Thinker Root Questions Would you rather ...? What choice would you have made when ...? How would you categorize ...? What common theme...? How come...? Should you...? ,. ? When 0 did...? . In what order ...? :. - What's the difference between ...? Was it right that...? What human values ...? What if you changed• ..? How. would you improve ...? Why does the author...? If you were.... What was the character feeling...? " What generalization can you draw...? (Adapted from Nancy Johnson's Active Questioning ..., Pieces of Leaming, 1995)
EQUALITY IMPACT SCREENING TOOL To be completed and attached to any procedural document when submitted to the appropriate committee for consideration and approval for service and policy changes/amendments. Stage 1 - Screening Title of Procedural Document: Learning from Deaths Date of Assessment 05 April 2018 Responsible Department Governance Name of person completing assessment John Knighton Job Title Medical Director Does the policy/function affect one group less or more favourably than another on the basis of : Yes/No Comments Age No Disability No Gender reassignment No Pregnancy and Maternity No Race No Sex No Religion or Belief No Sexual Orientation No Marriage and Civil Partnership No If the answer to all of the above questions is NO, the EIA is complete. If YES, a full impact assessment is required: go on to stage 2, page 2 More Information can be found be following the link below
RESOURCE LINKS Building Science Concepts Book 1 – Waterways: How Rivers and Streams Work Book 21 – Life between the Tides: Sandy Shores, Mudflats, and Rocky Shores Book 52 – The Land Changes: Keeping Earth’s Systems in Balance to Sustain Life Connected “After the Spill”. Connected 4, 2013, pp. 2–9. “Close Encounters”. Connected 3, 2004, pp.2–9. “Counting Kākahi”. Connected 3, 2014, pp.8–13. “Giving the Ocean a Voice”. Connected 3, 2013, pp.14–19. Ngā Pae o te Māramatanga “Dr James Ataria” “Dr James Ataria: Producing a better environment by matching science and tangata whenua knowledge” School Journal “Estuary Health Check”. School Journal, 2008, Part 4 No. 3, pp. 28–32. “Tiakina a Tangaroa – Protect Our Seas”. School Journal, Level 2 Oct, 2011, pp. 2–11 (with TSM and audio). “Up the Pipe”. School Journal, Level 3 Nov, 2014, pp. 24–33. Science Learning Hub “Iwi and Kaimoana” “Māori Soil Science” “Navigating without Instruments” http://sciencelearn.org.nz/Science-Stories/Navigating-Without-Instruments “Rongoā Māori” “Tōku Awa Koiora” (Protecting the health of the Waikato river) Other resources Bolstad, R. (May 2011). “Taking a ‘future focus’ in education—what does it mean?” An NZCER working paper from the Issues in Education (FFI) project. Wellington: NZCER. “He Maramataka Māori / Māori lunar calendar” from Te Taura Whiri i te Reo Māori/The Māori Language Commission. “Mātaitai – Shellfish Gathering” from Te Ara. (more about traditional shellfish gathering) “Te Kāhui Māngai (Directory of Iwi and Māori Organisations)” from Te Puni Kōkiri. “The Harakeke Project at Industrial Research” from the Biotechnology Learning Hub. Google Slides version of “Learning from the Tangata Whenua: An interview with James Ataria”
How the Smarter Balanced Digital Library supports formative assessment practices during instruction for all students, including students with disabilities and English learners. Basic navigation and use of the Smarter Balanced Digital Library. Use specific examples to encourage use of the Smarter Balanced Digital Library by teachers as part of a comprehensive instructional and assessment system to improve teaching and learning for all students, including students with disabilities and English learners.
Learning Logs After 1st reading Today I read a text called “________________________________”. The main topic of the text was_________________________. I wrote a question I had about the text. It was: _________________________________________________________ ______________________________________________________? After 2nd reading The key details in the text are: 1.______________________________________________ 2.______________________________________________ 3.______________________________________________ After 3rd reading The main idea of the text is: _______________________________________________________ _______________________________________________________.
Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level IMPACT AND CUTTING INJURIES Can anyone be crushed/cut/struck etc. due to: Airborne debris or leaves from the use of the leaf blower may affect the eyes of the operator or bystanders. Ensure the operator uses appropriate PPE (e.g. safety glasses). Ensure the equipment is only operated during times of low pedestrian traffic (e.g. outside school hours). Material falling off the plant? Y N Uncontrolled/unexpected movement of plant/load? Y N Lack of capacity to slow, stop or immobilise plant? Y N The plant tipping or rolling over? Y N Parts of the plant disintegrating or collapsing? Y N Contact with moving parts during testing, inspection, operation, maintenance, cleaning or repair? Y N Being thrown off or under the plant? Y N Contact with sharp or flying objects? (e.g. work pieces being ejected) Y N Minor Unlikely Low The mobility of the plant? Y N Inappropriate parts and accessories being used? Y N Other Y N
Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level SHEARING Can anyone’s body parts be sheared between two parts of plant, or between a part of the plant and a work piece or structure? Y N PRESSURISED CONTENT Can anyone come into contact with fluids or gases under high pressure, due to plant failure or misuse of the plant? Y N ELECTRICITY Can anyone be injured or burnt due to: Damaged or frayed electrical cords pose an electrical hazard. Operation of the equipment in a wet environment may pose an electrical hazard. Electric shock is considered unlikely if appropriate maintenance is undertaken. Ensure operator conducts a risk assessment of task prior to operating equipment (e.g. proximity to water, roadways etc.). Operator to check for damaged electrical cords prior to use. Ensure equipment is not used in wet weather. Ensure equipment is serviced on a regular basis, tested and tagged and appropriate isolation procedures (e.g. lock out tags) are in place. Live electrical conductors? (e.g. exposed wires) Y N Working in close proximity to electrical conductors? Y N Access to electricity? Y N Damaged or poorly maintained electrical leads, cables or switches? Y N Major Possible High Water near electrical equipment? Y N Major Unlikely Medium Lack of isolation procedures? Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures
Cons Like Risk Level IMPACT AND CUTTING INJURIES Can anyone be crushed/cut/struck etc. due to: Airborne debris or leaves from the use of the leaf blower may affect the eyes of the operator or bystanders. Ensure the operator uses appropriate PPE (e.g. safety glasses). Ensure the equipment is only operated during times of low pedestrian traffic (e.g. outside school hours). Material falling off the plant? Y N Uncontrolled/unexpected movement of plant/load? Y N Lack of capacity to slow, stop or immobilise plant? Y N The plant tipping or rolling over? Y N Parts of the plant disintegrating or collapsing? Y N Contact with moving parts during testing, inspection, operation, maintenance, cleaning or repair? Y N Being thrown off or under the plant? Y N Contact with sharp or flying objects? (e.g. work pieces being ejected) Y N Minor Unlikely Low The mobility of the plant? Y N Inappropriate parts and accessories being used? Y N Other Y N
Can anyone be injured as a result of the plant not serviced appropriately and/or maintained in line with manufacturer’s recommendations? Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level SLIPS/TRIPS/FALLS Can anyone using the plant, or in the vicinity of the plant, slip, trip or fall due to: There may be a slip, trip or fall risk to the operator due to equipment being used outdoors and in a diverse range of environments. Ensure operator has inspected the work environment for hazards prior to commencing work. Ensure appropriate footwear is worn whilst operating the leaf blower. Uneven, slippery or steep work surfaces? Y N Moderate Possible Medium Poor housekeeping, e.g. spillage in the vicinity? Y N Moderate Possible Medium Obstacles being placed in the vicinity of the plant? Y N Moderate Possible Medium Inappropriate or poorly maintained floor or walking surfaces (i.e. lack of a surface, unprotected holes, penetrations or gaps?) Y N Moderate Possible Medium If operating or maintaining plant at height can anyone slip, trip or fall due to: Use of work platforms, stairs or ladders? Y N Moderate Possible Medium Lack of guardrails or other suitable edge protection? Y N Other Y N
Pricing Strategy: Resort and marina fees have been developed. The fee schedule takes into account seasonal rates that are common in the area. For business and other large group functions pricing can be discounted depending upon the number of rooms or marina slips reserved. The following are sample rates. Marina Rates: Slip Rental Fees $ 2.75 / ft Electric $ .65 / KW Water $ .50 / Gl Villa & Bungalow Rentals: Overwater Bungalow Rentals $ 400 - $500 / night Beachfront Villa Rentals $ 2,000 / night Other Villa Rentals $ 1,500 / night Townhome Villas Rentals $ 1,000 / night Service and support philosophy: By giving care and consideration to customer responsiveness, Leaf cay Partner’s goal will be to meet and exceed every service expectation of its hotel, marina and restaurant bar services. Our guests can expect quality service and a total quality management philosophy throughout all levels of the staff. Promotion Strategy:
LEARNING PLAN - EXAMPLE EXAMPLE - Learning Goal 1 Learning Goal 2 Learning Goal Who do I want to be as a leader? Or, how do I want to show up? I want to lead with intention to build trust among my team to enhance team dynamics. I want to be an effective and responsible leader maintaining appropriate self-care and great Importance Why is achieving this goal important to me? There is little guarded or avoidance of conversations among the team, little productive conflict, and it slows the team from achieving goals. I have neglected attention to self-care by being continually available and taking on a proem solving role for staff instead of building their capacity in problem solving. Learning Experiences What action(s) will I take to develop the skill required to achieve this goal? I will seek feedback from staff and peers to what behaviours enhance and hinder ability to be honest with me and others. I will begin intentional efforts with my team to start to better understand self and others to appreciate different styles and approaches to conflict. I will begin to offer more feedback to individuals to model the way in building a culture of feedback and healthy conflict for problem solving together. I will practice setting boundaries, using a coach approach to problem solving, and mindfulness of my own work-life balance practices. I will prioritize what kind of support is needed by who at what time among my team. I will have conversations with my team to clarify expectations of what type of decisions I intend them to make and my level of involvement, and escalation processes for problem solving. Support Required What do I need from others in order to achieve this goal? I would like to hear examples from my director or peers in trust-building activities or ways to have the team come to a place of open dialogue about how we work together. Peer coaching conversations to enhance my reflective process of how I am showing up balancing work and self-care and also to gain insight into enabling the shift in the staff to build their capacity for problem solving. Measuring Success How will I know I’ve achieved this goal? Team members openly give and receive feedback in a helpful way and the team is achieving goals in a timely way because of this. More coaching conversations vs me doing/rescuing and problem solving for others. Reasonable work hours for work-life balance.
Aboriginal knowledge of the sky and landscape 1 Mathematics Curricular Competencies Draw upon local First Peoples knowledge and/or expertise of local Elders to make connections to mathematical topics and concepts 2 Big Ideas Language Arts: Stories help us learn about ourselves and our families and can be told through pictures and words Language Arts: Language and stories can be a source of creativity and joy Social Studies: Canada is made up of many diverse regions and communities Social Studies
3 Big Ideas Social Studies: Indigenous societies throughout the world value the wellbeing of the self, the land, spirits, and ancestors Social Studies: Learning about indigenous peoples nurtures multicultural awareness and respect for diversity Social Studies: Indigenous knowledge is passed down through oral history, traditions, and collective memory Social Studies Curricular Competencies Content Explain why people, events, and places are significant to various individuals and groups Oral history, traditional stories, and artifacts as evidence about past First Peoples’ cultures Explain why people’s beliefs, values, worldviews, experience, and roles give them different perspectives on people, places, issues, and events (perspective) Interconnections of cultural and technological innovations of global and local indigenous peoples Recognize the causes and consequences of events, decisions, and developments Cultural characteristics and ways of life of local First Peoples and global indigenous peoples
spacing and size are good; appearance is important. tends to write lightly. becomes smaller; pushes harder on writing instrument. MEMORY Remember faces, but forgets names; writes things down; takes notes. Remembers names, but forgets faces; remembers by auditory repetition. Remembers best what was done, but not what was seen or talked about. IMAGERY Vivid imagination; thinks in pictures; visualizes in detail. Sub-vocalizes; imagines things in sounds; details are less important. Imagery not important; images that do occur are accompanied by movement. DISTRACTABILITY Unaware of sounds; distracted by movement. Easily distracted by sounds. Not attentive to visual or auditory presentation so may seem distracted. PROBLEM SOLVING Deliberate; plans in advance; organizes thoughts by writing them; lists problems. Talks problems out; tries solutions verbally or talks self through problems. Attacks problem physically; impulsive; often selects solution involving greatest activity. RESPONSE TO PERIODS OF INACTIVITY Stares or doodles; finds something. Hums, talks to self, or talks to others. Fidgets or finds reasons to move. RESPONSE TO NEW SITUATIONS Looks around or examines structure. Talks about situation; discusses pros and cons of what to do. Tries things out; touches, feels or manipulates.
Teaching Strategies for the Visual Learner Provide lots of interesting visual material in a variety of formats. Make sure visual presentations are well-organized. During lessons, ensure auditory learners are in a position to hear well. Make handouts and all other written work as visually appealing as possible, and easily read. Make full use of a variety of technologies: computer, OHP, video camera, live video feeds/close circuit TV, photography, internet, etc. Major Traits of the Visual Learner Prefers to see words written down When something is being described, the visual learner also prefers to have a picture to view. Prefers a time-line or some other similar diagram to remember historical events. Prefers written instructions rather than verbal instructions. Observes all the physical elements in a classroom. Carefully organizes their learning materials. Enjoys decorating their learning areas. Prefers photographs and illustrations with printed content. Remembers and understands through the use of diagrams, charts and maps. Appreciates presentations using OHP transparencies or handouts. Studies materials by reading notes and organizing it in outline form. Enjoys visual art activities. Activity Suggestions for the Visual Learner Diagrams Illustrations Graphs Displays Photographs Cartoons Coloring books Slide Shows/Power Point Posters Movies Collages OHP transparencies TV shows Written reports Games Flash cards Writing Crossword & word find puzzles Newspapers Letters Recipes Bulletin boards Magazines Workbooks Reading
Activity Suggestions for the Tactile-Kinesthetic Learner Tactile Activities Kinesthetic Activities Modelling Scrapbooks Coloring books Artistic creations Dioramas Needlework Posters Task cards Electroboards Blackboard/whiteboard activities Sandpaper/felt letters Games Calculators Puzzles Collections Workbooks Sculptures/Collages Mobiles Displays Surveys Demonstrations Dance Products Body games Rocking and reading Make a video show Field trips Dress as characters Role-play/interviews Charades Pantomimes Plays Projects Walking and reading Puppet shows Musical performances Science labs Cut-and-paste tasks
The following checklist may be used to identify students’ learning preferences in various areas. Responsibility and Persistence Sound Completes projects quickly and neatly Completes projects quickly, but not neatly Completes projects slowly and neatly Completes projects slowly, but not neatly Does not always complete projects Works best when given specific instruction Cleans up work area upon completing task Needs reminding to clean up work area Is easily distracted while working on a project Remembers assignments Does quality work during quiet time Does quality work during regular work time Does quality work with music in the background Complains when there is too much sound Has difficulty remaining quiet during quiet work time Makes noises or sound while working Reminds others to be quiet while working Classroom Design Motivation Has difficulty sitting properly Enjoys lying down while listening to stories Sits correctly during work periods Stands by work area during work periods Works best with much reassurance Needs teacher feedback while working Works best when allowed to be creative Initiates projects Volunteers information about projects and discussion topics Perception Structure Enjoys books and film strips Is attentive during story time Likes to hear records or tapes during work time Remembers what others say Likes to visit classmates Enjoys playing with toys with small pieces Likes to draw or doodle Likes to move around during work or play Likes to create and react to play situations Likes to complete projects independently Likes to complete projects step-by-step Keeps work area neat Tends to misplace supplies Social Tendencies Mobility Likes to work or play with a group Likes to work or play near a teacher Likes to work or play alone Creates opportunities to visit the teacher Leaves chair frequently during work periods Often makes excuses to move around the classroom Is extremely active during free play periods
Scoring For each group of responses, indicate with an X the item you marked as best representing you. Total each column. Group (a) (b) (c) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total: Results The column with my highest score was . The column with my lowest score was . I had two or more columns with scores within three points of one another. These columns were , and . What
Tips for auditory learners: READING: Read your work aloud Try to get books that have audio/ CD Have someone to read to you or tape for you if you are not a good reader Say words silently in your head Writing: Plan the sentences you want by saying it aloud or silently Say it several times the way you want it Write it slowly as you say it Dictate your sentences using a tape recorder and then play it back as you write Spelling: Hear the spelling of the word Say the word and then say each letter out loud Close your eyes, spell the word, and check once more Now write the word while you are trying to hear it in your mind Use a dictionary Math: Try to learn your math while saying it out loud Explain it to yourself out loud Touches everything Moves a great deal while reading Gets up and walks around frequently Rubs hands along walls while walking down hall Touches desk when moving up and down the aisle Often writes things over and over Can take gadgets apart and put them back together again
Characteristics Strengths Weaknesses Analytical Industrious Precise Logical Cool, unemotional Gathers all the facts Organised and constructive Calculates probabilities Works well alone Uses past experience Thinks through ideas Plans and checks Avoids emotional reactions Goes into too much detail Gets bogged down in theory Over-cautious, pedantic Reluctant to let go past plans More interested in ideas than people Needs facts Sequential thinker Converger Characteristics Strengths Weaknesses Practical Hands-on Results-orientated Independent Common-sense Good at solving problems Good detective skills Evaluates and tests things Sets goals and acts Works well independently Applies theory to practical situations Ready to reward others Needs to go it alone Impatient and critical Dismissive of woolly ideas Does not use other people well People come second to the tasks Ready to criticise others Resents being given answers Accommodator Characteristics Strengths Weaknesses Enthusiastic Flexible "Action man" Impulsive Risk-taker Sociable Emotional Takes risks Gets others involved Uses gut reaction Likes new challenges Active, will try anything Enjoys new situations Impulsive, rushes in Leaves loose ends Changeable and demanding Little systematic organisation Gets involved in too many things Pushy
Lesson Template Date: October Activity: Learning Styles Inventory Grade(s) Grade 9 PA Standards for Career Education and Work 13.1 – Career Awareness and Preparation 13.1.11.A - Recognize that individuals have unique interests. 13.1.11.B - Analyze career options based on personal interests, abilities, aptitudes, achievements and goals. 13.1.11.G Asses the implementation of the individualized career plan through the ongoing development of career portfolio 13.1.5.H Connect personal interests and abilities and academic strengths to personal career options. ASCA Mindsets & Behaviors for Student Success Category 1: Mindset Standards 5. Belief in using abilities to their fullest to achieve high-quality results and outcome. Category 2: Behavior Standards Learning Strategies 5. Apply media and technology skills Self-Management Skills 3. Demonstrate ability to work independently Social Skills 1. Use effective oral and written communication skills and listening skills Learning Objective(s): 1. Students will become familiar with the theory of Learning Style preferences 2. Students will identify their Learning Style preferences. 3. Students will identify strategies that best fit their learning style preferences.
While the target above is certainly doable in a single class period, it does not offers specific guidance to students regarding what significant concepts will be learned and practiced in class. The phrases “identify the parts” and “prepare for a summative assessment” lack specificity and are not rigorous/measurable objectives for students. Sample Target #2: Somewhat Effective* Course: Spanish Target: I can correctly respond to questions in the present tense using ser or estar. This target offers a clearer indication of what is to be learned in class than sample target 1. Here, the teacher has narrowed the focus for students to two specific verbs. Although the target addresses the use of ser or estar in the present tense, the use of “respond to questions” is a task, not a target. The “I can” phrasing of these targets is also more student-friendly and more specific than sample target 1. While sample target 2 includes effective elements, it lacks measurable objectives to assist the student in assessing his/her progress toward the target. Sample Target #3: Effective* Course: Art Target: I can explain how Van Gogh chose to manipulate texture and color to create images of emotional intensity (i.e. positive feelings, negative feelings, and self-judgment.) This target clearly focuses on concepts/skills from appropriate standards. The target also provides a measurable objective written in student friendly language(including some examples of emotional intensity) that will drive instruction and assessment during the lesson. * Prior to beginning the lesson, teachers must post the learning target, read it aloud and elicit feedback/ questions from students in order to effectively guide and focus instruction. A Guide for Effective Learning Targets-Social Studies Effective learning targets guide instruction and learning for a single classroom lesson (approximately one hour). When designed well, learning targets focus on appropriate content/grade level standards from the common core, college readiness or core content (for science and social studies), use student friendly language and include measurable objectives that anchor instructional activities/formative assessment. The learning targets below demonstrate varying degrees of effectiveness. Sample Target #1: Ineffective * Course: Introduction to Social Studies Grade 9 Target (s): Understand checks and balances. Discussion: While the target above certainly connects to appropriate social studies standards, the phrase“ understand” is not a measurable objective for students. This target also offers no specific guidance to students regarding what they have to do to demonstrate their knowledge regarding checks and balances
Levels Definition Key Words Receives phenomena Awareness, willingness to hear, selected attention. Asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses Responds to phenomena Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding. Answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes Values The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values while clues to these values are expressed in the learner’s overt behavior and are often identifiable. Completes, demonstrates, differentiates, explains, follows, forms, initiates, joins, justifies, proposes, reads, reports, selects, shares, studies, works Organizes Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values. Adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes Internalizes values Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional). Acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of educational objectives, the Classification of educational goals. Handbook II: Affective domain. New York: David McKay Co., Inc. Definitions and key words from
Board during working hours x Meals outside work x Financial compensation x x VIII. Documentation Responsible for: Host organisation learner Report two weeks after arrival in host country x Report two weeks before returning to home country x Europass Mobility x x Job reference x Personal assessment x IX. Assessment of progress Type of assessment Person/device responsible for assessment Time line for assessment Before leaving home language test online tool two weeks before depature During stay abroad talks mentor every four weeks End of stay abroad personal assessment job reference mentor last week of stay After return home Personal assessment Language test Project coordinator/ Competent teacher at school start X. Validation and Recognition Person(s) responsible for validating the learning outcomes achieved abroad Mag. Andrea Hofer HLW Wolfsberg Project coordinator How will the validation process be carried out? With help of job reference, personal assessment Europass Mobility Recognition of validated achievements Date: ….../10/2016 Person(s) responsible for recognising the learning DIPL PÄD Walburga Ninaus, head of department (kitchen/service) Home organisation XI. Room for comments
LEARNING AGREEMENT FOR TRAINEESHIPS The entire form, except signatures, should be completed on a computer. All parties must sign this document before the mobility. Scanned copies of signatures are accepted. The Learning Agreement is a part of the Erasmus Traineeship Grant application, which should be sent to at least one month before the start of the traineeship. THE TRAINEE Last name(s) First name(s) Address Nationality Phone E-mail Date of birth [dd/mm/yyyy] Gender Study cycle Field of education Previous Erasmus mobility (studies and/or traineeship): Yes No If yes, please specify mobility period(s) and academic level: THE SENDING INSTITUTION Name Lund University Erasmus code S LUND01 Address P.O. Box 117 SE-221 00 Lund Country Sweden Department Department code Contact person name Contact person position Contact person e-mail Contact person phone THE RECEIVING ORGANISATION/ENTERPRISE Name Department Address Country Website Size Type of Organisation PIC (if applicable) Erasmus code (if applicable) Contact person name and position Contact person e-mail and phone Mentor Mentor
The Student Last name(s) First name(s) Date of birth Nationality Gender [M/F] Study cycle Field of Education Phone E-mail The Sending Institution Name Brunel University London College Erasmus code (if applicable) UK UXBRIDG01 Department Academic Partnerships Address Kingston Lane, Uxbridge Middlesex, UB8 3PH Country United Kingdom Contact person name Angela Koh Contact person e-mail / phone +44(0)1895 +44 (0)1895 267121 The Receiving Institution Name Faculty/College Erasmus code (if applicable) Department Address Country Contact person name Contact person e-mail / phone BEFORE the Mobility Study Programme at the Receiving Institution Planned period of the mobility: from [day/month/year] ……………. to [day/month/year] …………… Table A Before the mobility Component code (if any) Component title at the Receiving Institution (as indicated in the course catalogue) Semester [e.g. autumn/spring; term] Number of ECTS credits (or equivalent) to be awarded by the Receiving Institution upon successful completion)
Responsible person at the Receiving Institution After Mobility Academic Outcomes at Receiving Institution Start and end dates of the study period: from [day/month/year] ……………. to [day/month/year] ……………. Table C After the mobility Component code (if any) Component title (as indicated in the course catalogue) at the receiving institution Was the component successfully completed by the student? [Yes/No] Number of ECTS credits (or equivalent) Receiving Institution Grade Total: … Recognition Outcomes at Sending Institution Start and end dates of the study period: from [day/month/year] ……………. to [day/month/year] ……………. Table D After the mobility Component code (if any) Title of recognised component (as indicated in the course catalogue) at the sending institution Number of ECTS credits Sending Institution Grade (if applicable) Total: …
After the Mobility Table D - Traineeship Certificate by the Receiving Organisation/Enterprise Name of the trainee: Name of the Receiving Organisation/Enterprise: Sector of the Receiving Organisation/Enterprise: Address of the Receiving Organisation/Enterprise [street, city, country, phone, e-mail address], website: Start date and end date of traineeship: from [day/month/year] …………………. to [day/month/year] ……………….. Traineeship title: Detailed programme of the traineeship period including tasks carried out by the trainee: Knowledge, skills (intellectual and practical) and competences acquired (achieved Learning Outcomes): Evaluation of the trainee: Date: Name and signature of the Supervisor at the Receiving Organisation/Enterprise:
LEARNING AGREEMENT FOR STUDIES AY 2018 - 2019 The Student Last name (s) First name (s) Date of birth Nationality Sex [M/F] Academic year Study cycle Subject area, Code Phone E-mail The Sending Institution Name Conservatorio di Musica “G. Verdi” - Como Faculty Erasmus code (if applicable) I COMO 04 Department Address Via Luigi Cadorna, 4 22100 Como Country, Country code ITALY IT Contact person name prof. Caterina Calderoni Contact person e-mail / phone +39 328 836 7161 The Receiving Institution
The sending institution Responsible person’s signature Date: The receiving institution Responsible person’s signature Date: Section to be completed DURING THE MOBILITY CHANGES TO THE ORIGINAL LEARNING AGREEMENT [The section to be completed before the mobility should be kept unchanged, and changes should be decribed in this section only.] I. EXCEPTIONAL CHANGES TO THE PROPOSED MOBILITY PROGRAMME [Exceptional changes should be made within a month. Only if absolutely necessary, any party can request changes within the first two-week period after regular classes/educational components have started. All these changes have to be agreed by the three parties within a two-week period after the request.] Table C: Exceptional changes to study programme abroad Component code (if any) at the receiving institution Component title (as indicated in the course catalogue) at the receiving institution Deleted [tick if Added [tick if Reason for change Number of ECTS credits to be awarded by the receiving institution upon successful completion of the component [Only if changes affect table B, please insert a revised version below and label the table as "Table D: Exceptional changes to set of components to be replaced at sending institution".] CHANGES IN THE RESPONSIBLE PERSON(S), if any: applicable
[If applicable, additional educational components that the student follows above the required number of ECTS credits needed for his/her degree curriculum are also listed below.] Table A: Study programme abroad Component code (if any) Component title (as indicated in the course catalogue) at the receiving institution Semester [autumn / spring] [or term] Number of ECTS credits to be awarded by the receiving institution upon successful completion of the component Total: Web link to the course catalogue at the receiving institution: Web link(s) to be provided If successfully completed, the educational components of the study programme abroad will be recognised by the sending institution in the following way: Table B: Set of components to be replaced at sending institution Component code (if any) Component title (as indicated in the course catalogue) at the sending institution Semester [autumn / spring] [or term] Number of ECTS credits … Total: … … …
LEARNING AGREEMENT INTERNATIONAL MOBILITY The Student Last name (s) First name (s) Date of birth Nationality1 Sex [M/F] Academic year Study cycle2 Subject area,3 Phone E-mail The Sending Institution Name Università degli Studi di Siena Department Address Via Banchi di Sotto, 55 53100 Siena Country, Country code Italia Contact person name Annalisa Poggialini Contact person e-mail / phone +39 0577 235194/ 5195/5196/5197 Fax +39 0577 232392 The Receiving Institution Name Department Address Country Contact person4 name Contact person e-mail / phone For guidelines, please look at Annex 1, for end notes please look at Annex 2.
Section to be completed AFTER THE MOBILITY RECOGNITION DOCUMENT Start and end dates of the study period: from [day/month/year] till [day/month/year]. Table E: Transcript of Records Compon ent code (if any) Component title (as indicated in the course catalogue) at the receiving institution Was the component successfully completed by the student? [Yes/No] Number of credits Receiving institution grade Total: (Add rows if necessary) Table F: Recognition outcomes Compon ent code (if any) Component title (as indicated in the course catalogue) at the sending institution Number of credits Sending institution grade, if applicable Total: (Add rows if necessary)
Trainee Last name(s) First name(s) Date of birth Nationality Sex [M/F] Study cycle Field of education EQFlevel 6/EQFlevel 7/ EQF level 8 0215: Music and performing arts (03.2, 03.3 - 212 Sending Institution Name Faculty/ Department Erasmus code (if applicable) Address Country Contact person name; email; phone The Fryderyk Chopin University of Music PL WARSZAW09 Okólnik str.2 00-368 Warsaw Poland Justyna Zając, MA (00 48 22) 827 72 41, ext. 312 zajacowna@chopin.edu.pl Receiving Name Department Address; website Country Size Contact person name; position; e-mail; phone Mentor name; position; e-mail; phone < 250 employees > 250 employees Before the mobility Table A - Traineeship Programme at the Receiving Organisation/Enterprise Planned period of the mobility: from [month/year] ……………………. to [month/year] ……………………… Traineeship title: … Number of working hours per week: … Detailed programme of the traineeship: Knowledge, skills and competences to be acquired by the end of the traineeship (expected Learning Outcomes): Monitoring plan: Evaluation plan: The level of language competence in ____________________________ [indicate here the main language of work] that the trainee already has or agrees to acquire by the start of the mobility period is: A1 A2 B1 B2 C1 C2 Native speaker Table B - Sending Institution Please use only one of the following three boxes: The traineeship is embedded in the curriculum and upon satisfactory completion of the traineeship, the institution undertakes to: The traineeship is voluntary and, upon satisfactory completion of the traineeship, the institution undertakes to: The traineeship is carried out by a recent graduate and, upon satisfactory completion of the traineeship, the institution undertakes to: Organisation
Learning aim A: Know about the short-term responses and long term adaptations of the body LEVEL 1 PASS LEVEL 2 PASS LEVEL 2 MERIT LEVEL 2 DISTINCTION 1A.1 Outline two ways in which the musculoskeletal system responds to short term exercise. 2A.P1 Describe ways in which the musculoskeletal system responds to short-term exercise. 2A.M1 Explain responses of the musculoskeletal system to exercise 2A.D1 Using three different sporting activities compare and contrast how the musculoskeletal and cardiorespiratory systems respond and adapt to exercise. 1A.2 Outline ways in which the cardiorespiratory system responds to short-term exercise 2A.P2 Describe ways in which the cardiorespiratory responds to short term exercise. 2A.M2 Explain responses of the cardiorespiratory system to exercise 1A.3 Summarise two long-term adaptations of the musculoskeletal system resulting from exercise. 2A.P3 Summarise, using relevant examples, long term adaptations of the musculoskeletal system to exercise 2A.M3 Explain how long-term adaptations of the musculoskeletal system to exercise 1A.4 Summarise two long term adaptations of the cardiorespiratory system resulting from exercise 2A.P4 Summarise, using relevant examples, long-term adaptations of the cardiorespiratory system to exercise 2A.M4 Explain long-term adaptations of the system to exercise. Learning aim B: Know about the different energy systems used during sports performance LEVEL 1 PASS LEVEL 2 PASS LEVEL 2 MERIT LEVEL 2 DISTINCTION 1B.5 Describe the two main energy systems, including examples of sports that use each system. 2B.P5 Describe the function of the three energy systems in the productions and release of energy for sports performance. 2B.M5 Using two selected sports, explain how the body uses both the anaerobic and the aerobic energy systems. 2B.D2 Compare and contrast how the energy systems are used in sports with different demands.
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Application Interview Test Experience and Knowledge cont. Desirable Be able to support on a range of courses across different curriculum areas Experience of course development and successful teaching, learning and training Experience of student pastoral care and disciplinary procedures Experience of working with employers in relation to Work Based Learning Working knowledge and experience of the requirements of awarding organisations √ √ √ √ √ √ √ √ √ √ √ Specific aptitudes and abilities Essential Understand how equal opportunities affects learning Be able to work flexibly and have the capacity to work under pressure and meet deadlines Demonstrate excellent written and oral communications skills Good customer services based focus Have the ability to undertake all administrative duties associated with learning and training Have the skills to understand key data on learner performance and recruitment √ √ √ √ √ √ √ √ √ √ √ √
Autistic Spectrum Disorders (ASD) Cygnet for Practitioners Level 2 Course Date: 19th November 2014 9.00am – 4.00pm Target Audience: Head Teachers/Senior Leadership/Teaching Staff/NQTs/Teaching Assistants and Support Staff. Course Leader: Jenny Petch - Licensed by Barnardos to deliver Cygnets for Practitioners Training Course Content: Building on prior knowledge – it is recommended that Participants will have attended either Cygnets Level 1 or other basic training. Aims of the day: To understand how children’s behaviour is a reflection of an ASC. To be able to manage challenging behaviour by using a toolkit of strategies and resources specifically focused on communication, rigidity, social skills and behaviour. Attendance at this day and the Level 1 day can lead to accreditation through OCN Cost LA/Partnership Schools Non LA/Partnership Schools £125 £150
Outcome Making a wheeled vehicle with construction kits, scrap materials and making a car big enough for someone to sit in. Outcome Make and perform a shadow theatre play in the blackout tent. Outcome Perform Nursery Rhymes, record them on the IPad and show them to parents. Outcome A Nursery Orchestra! Outcome An indoor and outdoor exhibition of the work produced showing our feelings. Outcome Answer these challenges Can we move water without a bucket? What happens to the cardboard box when it rains? Reception Long Term Plan Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Big Question What do I know about me? Big Question Why are there so many leaves on the ground? Big Question ‘Twinkle, twinkle little star, how I wonder what you are?’ Big Question Who are the famous characters in our books? Big Question Was it once a mixed up time? Big Question Who can I ask for help? WOW Bring in photographs of babies and families. WOW A trip to the park to collect autumn objects and explore autumn colours. WOW Take a trip around the Universe. Visit to Jodrell Bank. WOW Dress as characters from books and take a trip the library. WOW Interview the big bad wolf about his crimes. WOW Visit from a Police Officer. Fire Officer, School Nurse. Outcome A unique performance ‘Reception’s Got Talent!’ What are our special qualities? Outcome Autumn collage using items collected by the children. Outcome Create a class museum and hold an out of this world ‘Space Party’! Outcome Recite and re-tell our favourite stories to the Nursery children. Outcome Make our own fairy tale books containing our favourite stories. Outcome What would you like to be when you grow up – ‘Fancy Dress’ day?