Transcript: Let's Make it S.M.A.R.T. 1. How will you know when you reach your goal? Realistic means do'able! Let's Make it S.M.A.R.T Agenda 1. S.M.A.R.T. Goals and Objective 2. Group Work 3. Break 4. Share S.M.A.R.T. Goals 5. If at first you don't succeed 6. Focus = Success What Inspires YOU? T= Timely Let's Make it S.M.A.R.T. A= Attainable S= SPECIFIC R= Realistic 1. What's a reasonable date or timeframe for you goal? 1. Does your attitude, abilities, and skills allow you to reach this goal? 2. What do you want to accomplish? M= Measurable Inspiration... If at first you don't succeed 3. How are you going to do it? Let's Make it S.M.A.R.T 1. What are you going to do? SHARE 1. Relate a time when someone told you YOU couldn't do something? 3. How did you handle it/ overcome it? GOALS and OBJECTIVES 2. "You have a dream you got to protect it..." GOAL: Work Harder at College Let's Make it S.M.A.R.T. 2. How did that make you feel? When will you achieve this goal?
Transcript: What I hope to achieve... 2. And to pay more attention to the teacher. Goals and objective In English class, we were told to write on what should be our goals for the year. If not at least I tried! So to sum it all up, I hope i will complete them. Furthermore and Why? To step up the line, I must make an improvement. These are areas that I didn't do well last year. So yes I have to work on them 1. To participate more in class. Conclusion
Transcript: Setting Goals and Objectives Can't conflict or contradict business sector maintaining profitability public sector increase flow of funds non-profit sector expand research efforts written, specific and clearly defined, measurable and improvement oriented, credible acceptable, realistic and attainable, time-bound and budget-bound informational objective newsletters and presentations graphic commercials or advertisements motivational objective
Transcript: There are 4 part to the test, each part evaluates a different aspect of reading skills: • True/ false questions - evaluates reading ability, comprehension and test taking skills. • Vocabulary matching task (diagram labeling task) assess vocabulary and long term memory. Supported by background knowledge and critical thinking, comprehension and test taking skills. • Grammar bubbling- Assess task taking and present simple grammar. • Spelling cloze- assess and develop alphabetizing skills, spelling and differentiation between vowels. Supports bottom-up teaching method. Test Development, Implementation, and Evaluation Grading scale Conclusions Reading ability (decoding) and comprehension Recognized vocabulary used in a new way Follow test taking directions and develop transition (test taking) skills. Understand new info and described Idea Test Objectives The adult learners are from different countries, backgrounds and have a variety of learning skills. The students are in different ages. but have the same goals: to learn day- to-day vocabulary, grammar, improve language proficiency and skills, and move to ESL level 2 class. 15 students took the test, 5 male, 10 female. 5 students are Spanish speakers, one French speaker, one Korean speaker, 5 are Arabic speakers, 4 speak Somali, one of the Somali speakers also speaks Arabic (English is his L3). Course Goals Galia Sion Test Takers Test Purpose The average score of the quiz was 66. The lowest score was 25 (by s Somali student that is illiterate and we suspect has learning disabilities). The highest score was 90 out of 100, The average score for Spanish speakers was 64. The average score for Arabic speakers was 59. The average score for Somali speakers was 56.25 Objectives 1. Assess Reading comprehension 2. Identify comprehension and critical thinking 3. Evaluate spelling rules, bottom- up and decoding reading strategies 4. Develop test taking skills, instruction and directions understanding 5. Understand how to apply teaching strategies in order to assist the learners with reading development The Test Reading: word recognition and comprehend new info Writing: follow writing directions, write short sentences, spelling and punctuation. Listening: understand basic questions, statements, commends and conversation. Speaking: Answer basic questions, use basic phrases, put together words in a new way. Grammar: Learn simple present, present continuous, subjects and verbs Technology: know basic computer skills such as: use a mouse, log in, Typing, go to websites Analytic. The max score is 100, each task worth 25 points. Each part include a 5 questions. In total there are 20 questions in the test. Each correct answer is 5 points. Know your test-takers Use clear scoring and rubrics Let a peer take a look Provide clear directions combine new and familiar tasks Get familiar with other tests in other levels Visual is important always plan for extra time Test Scores Language Skills Assessed Reading and comprehension will be assessed using the following components: • The true/ false questions evaluate comprehension and test taking skills. • Vocabulary matching task • Picture cued items • Grammar matching
Transcript: could be expensive to implement on a larger scale members could be worried about privacy expensive in the short run Conclusion minimize transaction time minimize fraud decrease long term losses give Wells Fargo a competitive edge $5.55 Billion in credit card fraud 10% of americans are victims of credit card fraud 7% of Americans are victims of ATM fraud biometric identifications are the most reliable method for retrieving data competitive edge inexpensive in the long run The objective of our project is to evaluate the current banking system and make it more efficient as well as safer through IT Our goal is to replace card and ID with fingerprint scanners Increase customer satisfaction by speeding up transaction time Lower the risk of fraud due to stolen atm and debit card PIN numbers TIMELINE OBJECTIVES and GOALS Fingerprint Scanning Bank Security April 28th Send Out Informative via Email to Wells Fargo Bank Member May 1st Set Up Fingerprint Scanners May 2nd Start Linking Customers Information to Fingerprints May 16th Start Using Fingerprints without ID May 30th Begin Using Fingerprints Only to Identify Members June 13th Major Adjustments Customer surveys to keep system up to date Address customer complaints Try to work out any major issues within the first month before we release it to all the branches started using fingerprint scanning in 2011 cut waiting time back 75% reduced labor hours reduced membership fraud almost completely Cost: we will be purchasing the DigitalPersona U 4500 Fingerprint Reader - USB - Each one will cost roughly $80 the total cost for this branch will be $1,200 24 HR Fitness PROS peak hours at a bank are between 11am and 1pm timed how long it took customers to get through the line and finish transaction average 6.5 minutes just to get throught the line 10 to 15 total FRAUD RESEARCH MAINTENANCE PROS & CONS RESEARCH CONS
Transcript: Why do we need goals? the level of 'specificity' Characteristics alternatives condition Brown 5 components objectives do not bite social reconstructionism Why do I teach English? Sound instructional objectives Goals and objectives 1) Competency-based program outcomes - other language programs - the literature - taxonomies - language functions Brown(1995) 1) goals: general statements concerning desirable and attainable program purposes and aims based on perceived language and situation needs 2) aims: used interchangeably 3) objectives: more specific and concrete description of purposes (=instructional objectives, behavioral objectives) CEF Gronlund (1985) subject cognitive domain Students will learn about business-letter writing in English ESP Movement Mager(1975) 3 components 1. people are generally motivated to pursue specific goals 2. to improves the effectiveness of teaching and learning perceived needs - diagnostic information - information about different language levels (ACTFL) - characterizations of the skills clear objectives needs analysis Before we start objectives provide basic units for designing goal - derived from needs analysis a. goals are general statements b. what the program hopes to accomplish in the future what the students should be able to do when they leave the program. c. basis for developing more precise and observable objectives d. never be viewed as permanent never become set in cement a. describes a learning outcome b. consistent with the curriculum aim c. Objectives should be precise useful conversational expressions expressions for greeting people, opening and closing ~ d. Objectives should be feasible follow conversations spoken by native speakers get the gist of short conversations in simple English on topics related to daily life and leisure Criticisms of the use of objectives The ideology of the curriculum how the performance will be observed and tested Getting instructional objectives on paper Early planners of English courses social & economic efficiency Students will learn how to write effective business letters for use in the hotel and tourism industries. criteria -하상욱 단편시집 '잠' 중에서 - Mager 'slippery words' measure 2) Nonlanguage outcomes & process objectives e.g.~ choose the right answer in multiple choice format cultural pluralism the goal of my lesson? program goals 201302002 강승연 as clear and unambiguous as possible learner-centeredness appendix 2 넌, 필요할 땐 내 곁에 없어. 넌, 바쁠 때만 날 괴롭히지. 1) association with behavioral psychology 2) some things just cannot be quantified 3) objectives trivialize instruction 4) objectives curtail a teacher's freedom 5) language learning cannot be expressed in objectives 6) objectives turn teaching into a technology goals vs objectives performance goals Brown drawn from page 6-8 of the course textbook affective domain ACTFL 4 points should be remembered Richards 당연히 그건, TEACHING ENGLISH 지~ Academic rationalism describe more than simply the activities that students will take part in 80 percent accuracy will be able to write the full forms of selected abbreviations www.youtube.com/watch?v=8cBIAwh4EjA Thank you ! Sources of ideas for objectives Sound goals e.g. By the end of the their level course, the students in this course will be able to ~ Richards(2001)
Transcript: Goals & Objectives Administration Goal #1 - To approach president to state need for further training. Objective #1 - To stress importance of additional training implementation. Goal #2 - To ensure president meets with Information Technology department. Objective #2 - To provide staff with equal permission levels. Goal #3 - To ensure that president approves and implements training for staff. Objective #3 - To ensure that training is improved and implemented for staff. Instructional Technology Department Goal #4 - To meet with vice president of Information Technology. Objective - To stress importance of training for staff. Goal #5 - To check to see if additional representatives will need to be brought in for training. Objective - To ensure that all staff receive required training. Staff Goal #6 - To survey staff with specific question using Survey Monkey to find level of experience for training. Objective #6 - To determine how much training is needed. Goal #7- To send a mass e-mail to staff to inquire about their permission levels for data entry. Objective #7 - To ensure that all staff have the same permission levels for data entry. Goal #8 - To follow-up with staff after training to see if additional training is required. Objective #8 - To set up additional training if needed. Goal #9 - To send a mass e-mail to staff to inquire about convenient days/times if additional training is needed. Objective #9 - To ensure that all staff are aware of training opportunities.
Transcript: Fredrick Douglass Goals and Objectives Conclusion Summary Since abolitionists valued people's freedoms their main goal was to end slavery A slave who was famous among the abolitionists apart of the North Star. Became an agent for the Massachusetts Anti-Slavery Society. He shared his experiences as a slave to people. Worked with Garrison Experienced independence in England that he didn't have in America Abolition Movement The abolition movement in the United States was an effort to abolish slavery. This movement was mainly driven by the northern free states and created tension and division between the north and the south. Many citizens thought it was hypocritical that they had fought the british for freedom yet they owned slaves. The north was flooded with antislavery newspapers, pamphlets, and letters. It ultimately led to the Civil War Feud between the north and south to abolish slavery; differing opinions conform to the saying, "all men are born equal" woman awarded suffrage; feeling of freedom and equality is present is America debate on states entering union as either free state or slave state People opposed to slavery began to speak out and criticize it ex: William Lloyd Garrison Wrote newspaper against slavery Key Figures and People Causes
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