Essay writing

Essay writing:

When students complete a first draft, they consider the job of writing done. When professional writers complete the first draft, they usually feel they are at the start of the writing process. When the draft is completed, the job of writing can begin.
-- Donald Murray
This might be a long thought to us especially we are students but don’t worry we are still young and need more to learn. So, before I make it away from the topic which is all about an essay writing, I have this graph than can help us(the students) to make a good essay.

THE GRAPH OF INCLINE OF DIFFICULTY

This model simply means that there are basic steps to learn before leading to a good and coherent essay.

First step is Knowledge (as Ernie baron said, kung may knowledge may power) means you have the meaning or ideas of particular thoughts.
Second step is Comprehension where your understanding applied.
Third step is Application which the actual performance presented.
Fourth step is Analysis and synthesis where the ideas must be screened by professional.
The last 2 steps are guaranteed that you have made a perfect ideal essay through evaluation and expression in a sense that the whole ideas are purely on studies.

Well, as I can essay is really a burden to us because it’s quite a long work but when you know how to make it right …things might be easy as possible: Essay exams require recall learning. Carefully figure out the major content areas to learn. If you are not caught up, this is not a time to read everything in a frantic manner. Focus on the key source for the test: notes or textbook, or whatever you think will be most heavily covered on the test. It's better to understand and know a few things very well than to have a large quantity of unorganized, poorly learned material.


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Guide to observe assignment and report

Guide to observe assignment and report

Assignment for observation:
1. Develop a clear understanding of the nature and purpose of drill and review methods
2. To acquaint the students with the proper technique in conducting drill and review activities
Habits are of great importance teaching and in learning. Through apply of the law of use or exercises
Laws of exercises is closely related with drill and review though have deference aims and function
Exercises fundamental law of growth
 Drill is required it permanence in learning is desire
Review is use teaching to bring out points of relationship
Review is the organization and integration of facts. Information and skills in the light of the teaching procedure.

Class or grade__________section ___________date ______________________
Teacher____________________________observation ________________________
Go to a class where drill or review is conducting in preparation for a test or examination. Observe the drill or review work carefully and make a report based upon the following question:
1. ___________Was a drill work or review work properly motivated? Was the purpose of drill work or review work explained to the pupils?
2. __________If drill work was observe, were the drill period responses put under time pressure? Did the teacher encourage speed of response?
3. __________Do you think the length of the drill period was just about right , or do you think that it was rather too short, or too long?
4. __________If review work was observe, was the review work justified from educational point of view? Was the aim of the review accomplished?
5. __________Were facts associated, organized, established, and added to the pupil’s permanent store of knowledge?
6. ___________What are your comments and suggestion?
SUGGESTED EXERCISES FOR STUDY AND DISCUSSION
Indicate whether these sentences are true or false (verify):
1. __________Drill work is but the application of the law of exercise or use.
2. __________The principles of habits formation are to insure the right response in the future.
3. __________It is an accepted fact that habits are inherited traits.
4. __________According to the law of exercise, repetition weakens the mechanism responsible for response.
5. __________It is an accepted psychological principle that practice makes perfect.
6. __________Drill work is more efficient when practice is concentrated in one period.
7. __________Practice period should be arranged whenever a need for practice arises.
8. ________ In teaching, habit can utilized as a motive to learning.
9. __________Practice, to be values, should be applied at the point of error.
10. __________Mere repetition is sufficient to produce efficient learning.
11. __________Practice is less efficient when the purpose of the learner is known to him.
12. __________In drill work, well distributed practice produces effective results.
13. _________Habit formation is closely related to the law of exercise.
14. _________In drill, the emphasis must be on the repetition of correct work rather than on the correction of specific errors.
15. _________Habits can be formed or developed without reaction of some kind.
16. _________The longer the lengths the practice period, the better will the result be.
17. ________The law of disuse is the negative aspect of the law exercise.
18. _________Diagnosis should always precede and follow the drill method.
19. _________The acquisition of skills in arithmetic is matter of forming corrects habits.
20. _________The law of effect has a weak influence in the development of habits or skills.
21. _________In memorizing short material, the part method is superior to the whole method.
22. ________The kind of practice that’s makes perfect depends upon the number of repetition.
23. ________The fundamental aim of a review is to bring out points of relationship between the old and the new lesson.
24. ________Review work is effective when it involves a new meaning or of view point.
25. ________A review can be used to check up on the teacher and the pupils learning.
26. ________Drill and review have the same aims and functions.
27. ________The review is a mere repetition of the work that has been done before.
28. ________Review is a valuable aid to the securing of good teaching results.
29. ________A good review serves as a finishing touch to the teacher works.
30. ________The testing function of a review should be mainly incidental.
31. ________Review can be utilized to motivate the pupils to the future study.
32. ________Review is the organization and integration of experiences to give new view.
33. ________In review work, the emphasis is on the repetition of the old and correct responses’
34. ________The teacher should look upon review merely as an index of the pupils’ success or failure.
35. ________Review method, to be effective, must be use regularly by the teacher.
36. ________Review is necessary to insure and correct basis for correlation.
37. ________Subjects taught by units require the application of review technique.
38. ________It is generally accepted that review is a teaching procedure and not a testing device.
39. ________To make teaching more effective, review should be made a part of the teaching

40. ________Review applies more particularly to tool subjects who may be interpreting summarized, and organized.

Curriculum report

Module –III lesson I
The roles of stakeholder in curriculum implementation
Purita P. Bilbao, Ed.D>
Stakeholder-are individuals or institutions that are interested in the school curriculum because the curriculum affects them directly or indirectly.
1. Learners of the center of the curriculum-
 Learners are the very reason a curriculum is developed.
They are the ones who influenced by it.
2. Teacher as curriculum developers and implementers
Teacher is a curriculum maker through write a curriculum daily, through a lesson plan, a unit plan or yearly plan
Addresses the goals, needs, interests of the learners.
3. Curriculum managers and administrators
In a school organization, there is always a curriculum manager or school administration and procure equipment and materials needed for effective learning.
They also plan for the improvement of school facilities
4. Parents as supporters to the curriculum
Parents are the best supporter of the school, especially because they are the ones paying for their child’s
Education
5. Community members as curriculum resources
The community members and materials in the existing local community can very well substitute for what are needed to implement the curriculum
6. Other stakeholder in curriculum implementation
Professional organization have shown great influences in the school curriculum because they are have a voice in licensure examination, curriculum enhancement and many more.
Some organization profession, teacher organization lawyers organization ect.

Syllabus

MINDANAO UNIVERSITY OF SCIENCE AND TECHNOLOGY
Cagayan de Oro City
Course Syllabus
ELECTRICAL MACHINE SHOP 101
(Credit Units = 4 Units)
I. Course Description
This course is intended primarily for the students who are taking the course in Electrical Machine Shop 101 as part of the curriculum in professional education
The course focuses on the development and utilization of tools and equipment to improve in Electrical Machine Shop enhancement. It emphasizes the use of testing and measuring enhancement follow the standard of teaching of them.

II. Course Objectives
1. Show understanding of the basic concepts and assess electrical tools and equipment
2. Identify the tools and equipment and their uses
3. Procedure of repair equipment
4. Demonstrate skills enhancement of the subject
5. Apply statistical procedure in 5 S
III. Course Content
1. Electrical safety rules and precaution
2. Electrical tools and equipment and their purposes
3. Relationship between voltage, resistance, current
4. Types of wire and cables insulations
5. The diagram of simple circuit
Part II. Temperature scale and problems solving
1. Function of temperature of electrical machine shop
2. Diversity of Fahrenheit and Celsius
3. Problem solving and convert ion of temperature scale
4. Type of insulator and conductor for general wiring
Part III. Common wire and cable splices
1. Type of the splices and their uses
2. The wire and their splices
3. The cable and their splices
4. Proper joint of wire and cable
IV. Expected outcomes
1. Pass midterm, final exam and quizzes
2. Electrical shop assessment
3. Identify the tools and their uses
4. Actual exam


V. References

• Basics of Electricity and Magnetism — University of Wisconsin teacher’s day workshop links on electricity and magnetism
• Current and Ohm's Law — gives the formula and some explanation for Ohm’s law
• Current vs. Electron Flow — information and activities about current and electron flow in electricity
• Electric Circuits Study Applets — various study helps for learning about electric circuits
• James Watt — a biography of James Watt, for whom a unit of electrical measurement is named
• Lesson Plan: Electricity — this lesson plan for elementary school students includes many further resources on electricity
• TechTopics: Electricity — interactive tools for learning all about electricity
• Understanding Electricity — a page all about electricity from the Smithsonian
• Virtual Library: Voltage — explains the relationship between voltage, amperage, and resistance

Read more: http://www.appliancepartspros.com/electrical-references.aspx#ixzz1Ykiqto00
http://www.appliancepartspros.com
VI. Grading system used
Criterion: the student must be able to get forty (40) percent of the total score in the test in order to pass.
A. Mid-term
Quizzes 20%
Periodic exam 30%
Actual assessment 40%
Attendance 10%
Total 100%
B. Final exam
Quizzes 20%
Periodic exam 30%
Actual assessment 40%
Attendance 10%
Total 100%


Prepared by:

Mark Philip E. Baring
BTTE-4

Birth of the Solar System

Learning communities

Introduction

“Two heads are better than one” is a famous line to those working together and sharing ideas for a good outcome or output on certain project or plan. It simply means that they are quite simply, collections of individuals who are bound together by natural will and a set of shared ideas and ideals. It commonly defines as a group of people who share common values and beliefs, are actively engaged in learning together from each other. The term “learning community” has been used in many ways, covering activities ranging from virtual cities, academic learning communities, communities of practice, or learning towns and cities. It is circle of people in a certain community that unites enable to create a better output in a certain goal. Problem takes place when certain community scatters their objectives as they building target plan. Hence, learning community is the answers of all the factors needed to untangle the problem. The focus of this collaborative learning is only two words: Learn and Unite. So, how they will learn and unite?

“Community” and “Learning” are familiar words which have been used in a great variety of ways, but rarely have they met in the same vicinity. For years on end, these words have acquired a meaning of their own through a multitude of experiences with reality. A learning community at the simplest suggests those active learning experiences, academic success and the retention of our students correlate to one’s sense of community of belonging. If we believe this, then the objective of a learning community it two fold: first, it allows students to build a strong network (peers and faculty/ staff) and secondly, it creates a space where students can share, analyze, examine, debate and engage in academic inquiry collectively.

Such communities have become the template for center-based, interdisciplinary approach to higher education. The best example of this is faculty and staff in every education core. These people are mainly functional of improving learning style with their subjects on its objectives. Faculty members involved in learning communities that facilitate cross-faculty collaboration are expanding their repertoire of teaching approaches, continually revising their course content, and acquiring new scholarly interests. Learning community faculty members are also building mentoring relationships with each other and are more frequently engaging with beginning students and general education offerings. This process may have come up a harmonious inter-relationship towards the community. Ideally, learning communities’ foster learning to learn as a social act. Like when the faculty members will find incorporating that sense of membership into their teaching more productive while the students involved in learning communities will bring the confidence and social energy fostered by membership in the community into the classroom. Gradually, the students take part through individual assignments, activities and grading practices. Learning communities should also involve reading and critical discourse about the issues of a diverse society, leading to actual participation in the larger community.

The idea of learning community is from the concepts of society that embodied by people’s skills and techniques and the learning they acquire from the group or what they have shared to the group. Emily F. Calhoun presents her practical definition of action research for organization improvement: “Let’s study what’s happening at our school (through the collection and utilization of data) and decide how to make it a better place”. These learning will be brought up for public consideration. However, this notion is presented on a trial basis and it has not yet acquired a definitive meaning or to use a common expression, because it has not yet received its credentials. But the idea of learning communities is applicable in every problem towards a great possible solution with in the group. What they need is the full participation of every member of the community where they can have numbers of benefits on it not only for them but also to the young learners. As I keep on surfing the net, I was stumbled this line from famous mentor that “The learning that evolved from these communities is collaborative, in which the collaborative knowledge of the community is greater than any individual knowledge” (Johnson 2001:34). It is not necessarily that every one should have the same level thinking because the whole brainstorming does not exist in high or low profile situation but instead the differences of individuality. The special strengths of individuals who had the potential to play important roles in helping the whole community as become the pillar of the success. The leadership will take place in this case and has special role to control and moderate the inputs of everybody around.





Conclusion

Learning community is indeed a chain-knowledge of different minds and abilities. Hence, it is a theory to advance the collective knowledge and skills and thereby to support the growth of individual knowledge and skills. And surely they will have a learning to learn and learning how to work with people and they will develop their sense of responsibility and self-esteem. Such factors can be acquired not in black and white method (textbook, workbook etc,). A well-refined person may not exist in everyday but this learning helps to gain respect and appreciation of differences within the community or respect and appreciation for all members of the community. And of course, I cannot forget the best notion about learning community’s initiatives that rely on one heroic individual are often vulnerable, especially when the workload and leadership are not widely shared but this will become successful when the implementation requires extensive cross-unit coordination among faculty members or any involved person of the said community. Over the years, learning communities have been the subject of intensive assessment using a variety of formative and summative approaches and both qualitative and quantitative. So, in a whole picture of this learning style, it is very useful in community not only for a small group but in a preparation to a large society where they make their target goal as they go on of their lives.



References:

En,wikipedia.org/wiki/learning_communities

Newberg, Norman A. (1995)
Clusters: Organizational Patterns for Caring. Phi Delta Kappan Bloomington, Indiana:
Phi Delta Kappa. Volume 76, Number 9. May. P. 713-717.
NATIONAL STAFF DEVELOPMENT COUNCIL ( NDSC)

Pat Gannon-Johnson (2001)
Communities of Practice and Virtual learning Communities: benefits, barriers and success factors
Northumbria University,United Kingdom


Hord, S. M. (1997).
Professional learning communities: What are they and why are they important? Issues. . . about Change, 6 (1), 1�8.


MacGregor, J., ed.
Doing Learning Community Assessment: Five Campus Stories. National Learning Communities Project Monograph Series. Olympia, WA: The Evergreen State College, Washington Center for Improving the Quality of Undergraduate Education, in cooperation with the American Association for Higher Education 2003.


Golde, C. M., and D. A. Pribbenow.
Understanding Faculty Involvement in Residential Learning Communities.� Journal of College Student Development 41(1) (2000): 27-40.






An Essay
About
Learning Communities






Prepared by:
Mark Philip E. Baring

Facilitating learning

Facilitating Learning – I

1.) PART 1.1 MOTIVATIONS

1.) What are the types of motivation? Which are yields more pedagogical benefits?

There are two types of motivation:

· INTRINSIC MOTIVATION

· EXTRINSIC MOTIVATION

-Most likely show the beneficial effect of motivation is the INTRINSICLLY- MOTIVATED. Because these students tackle assigned task willingly and eager to learn even without reward or an authority to the teacher.

2. What are some effective motivational strategies?

· Make a variety of teaching strategies which will require more movement and participation of member. What is important is teacher must be sensitive observant during class.

· Know when how to make them smile, A good sense of humor never fails to elicit positive reaction as long as it is not overdone.

· Role playing, simulation, drama, presentation and musical show have high motivating power.

* Film showing, slide presentation and television will keep them highly attentive and concentrated to motivate them.

* A pleasing personality always wins positive reaction. A warm and sincere teacher can easily motivate students to follow instruction.

3. What are some guiding principles in the essence of home work?

- Some guiding principles in the use of home work are to monitor their daily lessons learning by giving them a follow up quiz after the discussion.

1.)PART 1.2 MOTIVATION

1. What behavior are demonstrated by poorly-motivated and highly students?

HIGHLY MOTIVATED STUDENTS:

*Actively participates in every class activity.

*Often seen procuring over additional references.

*Curiously examining the proboscis references. Etc.

POORLY MOTIVATED STUDENTS:

*Passively stuck to the seats during discussion.

*Uninterested look and facial expression.

* Endlessly bother neighbors rather than listen.ETC.

2. What is motivation and what is its effect on learning?

MOTIVATION- Is a driving force that impels one to react. It is described as inner urge that moves a person. As used in teaching, it refers to the teachers and the students’ rationale or purpose, which from the self to undertake learning activities.

EFFECTS ON LEARNING- Motivation energizes, direct and sustains behavior that ultimately leads achievements of the classroom.

3. How does extrinsic motivation differ form intrinsic motivation?

* Intrinsic motivation is those students had highly benefited the effect of motivation. They participate will in the activity and enjoy it. They think that what they learn with out is more important , they rely on their innate values on attitudes based on their principle about their knowledge.

*Extrinsic motivation is those students unrelated to the task out their hand its called external motivation. These students take action from rewards or incentives or recognitions’. They just rely on these learning environments.

- Intrinsic motivation is internalized. It is no wonder why the intrinsically-motivated students are most likely the ones to exhibit beneficial effect of motivation.

PART 2. ORGANIGING AND PLANNING YOUR WORK.

PART 2.1 WHAT ROUTINES CAN BE STABLISHED FOR AN EFFICIENT AND EFFECTIVE TEACHING-LEARNING PROCESS

*beginning and ending of the class day period*

PART 2.2 WHAT IDEAS YOU GET FROM THE VIGNETTE OF MR. CASTRO AS HE BEGINS AND ENDS OF THE CLASS?

-The idea that I get from the vignette of Mr. Castro learning process is that his student could motivate their self surely in a manner and effective way. They could interact on their own idea w/out destructing from anything. It could highly motivate his students because they will be organize, not only that. They their assignments / lesson very well. He also gives re-enforcement learning study to those students who need some more of his idea or opinion.

PART 3. WORKING WITH OTHERS, UTILIZING RESOURCES AND FEED BACK.

3.1 What are some guiding principles in the assessment of learning?

* Assessment of learning is an integral part of the teaching-learning process.

*Assessment tools should match with performance objective.

*The results of assessment must be feed back to the learner.

*Emphasize on the self assessment.

*Assessment should never be use d as a disciplinary measure. ETC.

PART 4. MANAGING SCHOOL WORK STRESS.

4.1 What are some causes of disciplinary problems?

*Unfavorable learning conditions.

*Poor Teacher management skills.

*Students varied back ground.

4.2 how can disciplinary be prevented?

-Identification of causes of disciplinary problems. Discipline problems may stem from the poor physical condition of the classroom, differences among student on account of their home back ground, personality traits and mental abilities.

4.3 What are various modes of establishing classroom discipline?

-They are several modes of establishing discipline of classroom control, from one that puts emphasize on discipline as a student’s responsibility to on e that stresses on teachers exclusive responsibility.

4.4 In what ways you can become a good disciplinarian?

-The good disciplinarian is prepared to deal with all sorts of students and knows which mode establishing classroom discipline is most effective.

4.5 What are acceptable and unacceptable ways of dealing with discipline?

-The good teacher disciplinarian is prepared to deal with all sorts of students and knows which mode of establishing classroom discipline is most appropriate.

PART 5 NOTE-TAKING AND READING

5.1 What are some guiding principles in the selection and use of instructional materials?

* All instructional materials are aid to instruction. They do not replace the teacher.

*choose the instructional materials that best suits your instructional objectives.

*If possible use a variety of tools.

*Check out you instructional materials before class starts to be sure it works properly. ETC.

5.2 What are examples of instructional materials?

*audio recording *Mock-Ups *Electronic s Materials

· Overhead projector ( O.H.P.) Video Tape

· Bulletin boards Models

· Chalk board/ Marking board Pictures

· Charts Books

5.3 What should these materials be used for learning to the maximum?

-it could use for the advantage realization of all capable students to commit their deserving knowledge to enhance their core especially on their respective field.

PART 6 PREPARING AN ASSIGNMENT

6.1 What is the function of homework?

-It can be used effectively by following some guiding principles on amount and length of work to be given, parents minimum environment assessment of homework, and consider in the giving of homework.

6.2 to get the most from homework, what principles must be observe?

· The amount of homework assigned to the students should be different from primary to intermediate to high school.

· Parent’s involvement in homework should be kept to a minimum.

· The purpose of homework should be define and articulated.

· If homework is assigned, it shoal be commented on what use is homework.