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Medicine Presentation Assessment And Plan Template

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BUSINESS PLAN PRESENTATION TEMPLATE

Transcript: NET PROFITS to make the children have fun while learning LET'S TALK ABOUT I make at least X10 on each of our investments. A summer school MOTHER-TONGUE TEACHERS Business @ GOBETTI-VOLTA PLAN NAME and address: Batnae municipium in Anthemusia conditum Macedonum manu priscorum ab Euphrate flumine brevi spatio disparatur, refertum mercatoribus opulentis, ubi annua sollemnitate prope An investor will have to check your competitive environment before investing. Do not hide it from competitors. SWOT WHO WE NAME: HAPPY KIDS Strapline: Happy Kids learn English in the summer Elevator Pitch: An innovative summer school for young children using the facilities of Gobetti-Volta, especially the new pool. Send letters,emails, texts to parents I MARKET I HAPPY Strengths: Need for an English summer school in the area Weaknesses: Recruiting expert mother-tongue teachers with innovative, dynamic, energetic teaching skills Opportunities: Possibility of using existing facilities Threats: Some outdoor activities could not be safe for young children ELIZABETH PAULS COMPETITION FINANCIAL Fees I SUMMARY I to set up a summer school of English for young children to use the facilities of Gobetti-Volta A summer school of English for young children ANALYSIS U.S.P summary ARE " I IRENE SIMPS PRODUCT MANAGER to adopt the "splash and speak" approach Batnae municipium in Anthemusia conditum Macedonum manu priscorum ab Euphrate flumine brevi spatio disparatur, refertum mercatoribus opulentis, ubi annua sollemnitate prope I for young children Arrange free open week at Gobetti-Volta, with prizes aims MARKETING HAPPY EVERY WEEK DAY I radio advertisements, local TV commercials 15% outdoor activities in English ELEVATOR Sponsors of children's items DEVELOPER STRATEGY Business I Competitor analysis: Humpty Dumpty school (Fiesole) Jack and Jill Summer school (Settignano) The Witch and the Wizard (Sorgane) happy kids I Enter here the history of your fundraising, what you plan to lift today, and under what conditions. I I KIDS 15% I EXPLAIN YOUR STRATEGY KIDS Batnae municipium in Anthemusia conditum Macedonum manu priscorum ab Euphrate flumine brevi spatio disparatur, refertum mercatoribus opulentis, ubi annua sollemnitate prope WELCOME OUR BUSINESS 70% Happy Kids @ Gobetti-Volta, Bagno a Ripoli during the summer Business RESEARCH MARKETING MANAGER NEEDS PITCH Leo SMITH Personal Savings H APPY KIDS LEARN ENGLISH YOUR FINANCIAL have fun and learn English I Great demand for English Residential area with lots of young children Few opportunities for parents to find interesting activities for children in summer Possibility of using Gobetti-Volta grounds and pool A minimum of 25 children paying fees for the various clubs, including : traditional tuition, fun&games, speak&splash, lunch & laughter. Other special treats in the pool: snakes &ladders , hide 'n seek, treasure hunt " TEMPLATE BY CONTENT BY JEREMIE BERREBI http://www.berrebi.org/2012/01/17/guide-how-to-present-your-startups-pitch-deck/ http://www.prezmaker.com

Assessment Plan

Transcript: Assessment Plan Brainstorm Principles of Assessment Groupings Our assessment philosophy believes assessments should... Allow students to show what they know through their interests and strengths. Therefore, the assessment plan will allow for multiple ways for presenting information. Require creative and innovative thinking. Therefore, the assessment plan will allow for multiple answers and outcomes. Provide student's opportunities to self-assess. Therefore, the assessment plan will include feedback which shows student's strengths and areas of growth Be fair and equitable by being consistent and communicating clear and transparent expectations Therefore, consistent rubrics should be used with examples and models of proficiency. When developing assessments, they should... Demonstrate high levels of understanding and critical thinking (ESLRs) as well as basic knowledge and content. Therefore, the assessment plan will include short answer and/or discussion questions either written or verbal that require both inductive and deductive reasoning. Show student understanding of essential learnings. Therefore, the assessment plan would focus on a limited number of essential concepts to demonstrate depth of knowledge. Increase in complexity by level. Therefore, the assessment plan will reflect the vertical alignment of curriculum. Require demonstration of transfer of learning to new situations Therefore, the assessment plan will require students to apply their skills to new situations that have not been seen before. As an end result, assessments should Show a continuum of students' learning over time that increases in complexity by course level Therefore, the assesessment plan should not be based on one summative test. Include formative and summative assessments that lead to understanding of material and encourage risk-taking. Therefore, formative assessments do not have to be graded. Make multifaceted connections-to self, to curriculum, to the world by preparing students for a changing, complex future. Therefore, the assessment plan should include multiple sources beyond the immediate curriculum and assessments should involve research, analysis and open-ended questions about real life experiences. Road Map for CIA 1. The Vision A) In your own class B) Between like courses C) Within curriculum teams D) Schoolwide Year 1 Work to implement within your classes - which ones can be worked on individually? Years 1 and 2 Curriculum teams/small groups that lead into whole groups Discuss what we want to assess and vertically articulate Curriculum team time focused on this Years 2, 3, 4 Discussion time across curriculum teams Years 4 and 5 Begin to transition to whole school (doesn't discount or take away other steps, just another aspect to look at) Allow time for different curriculum teams to meet together Allow more time for class levels to meet. Define End Product Will teachers have to produce different products depending on which year of the plan we're in? Will teachers be responsible for submitting something or a series of things to demonstrate their utilization of the Assessment Plan each year? When do we want to tackle fitting Aeries into this equation? What will happen if the Common Core Assessment is meritable as our new system of measurement? How will that change what teachers do in the classroom? How will we scaffold to help teachers in their efforts to apply our assessment principles to their classrooms? What kinds of professionsal development are needed? We know that the utilization of the Assessment Plan will replace benchmarks (as a finished, turned in product to administration). In these early years, should they also replace individual and group goals so that more time can be invested in the utilization of the Assessment Plan? How do we transition to the common core standards at the same time Should there be a number and time frame affixed to the assessments? a guideline to be decided upon in curriculum teams or course levels? When and What input do we want from the whole staff? How many of these questions does the CIA committee answer, how many are discussed in curriculum teams? (cc) photo by Metro Centric on Flickr Budapest Five Year Plan San Francisco 1. Demonstrate high levels of understanding and critical thinking (ESLRs) as well as basic knowledge and content. 2. Show student understanding of essential learnings. 3. Increase in complexity by level. 4. Require demonstration of transfer of learning to new situations. Stockholm (cc) photo by jimmyharris on Flickr (cc) photo by Franco Folini on Flickr 2. Define Steps 1. Show a continuum of students' learning over time that increases in complexity by course level. 2. Include formative and summative assessments that lead to understanding of material and encourage risk-taking. 3. Make multifaceted connections - to self, to curriculum, to the world by preparing students for a changing, complex future. (cc) photo by Metro Centric on Flickr Professional Development

Stainton Assessment and Technology Plan Presentation

Transcript: Integrated Environmental Science Learning Targets for Student Assessment and Learning This course fosters Systems-Based Thinking It integrates the subjects of biology, chemistry, physics and Earth science through the lens of the environment. Final Competency for Summative Year-End Assessment: You will: Use a computational representation to illustrate the relationships among Earth's systems and how those relationships are being modified due to human activity. (Next Generation Science Standard HS-ESS3-6) Unit 2 Mercury and Ecosystems Level 3: System Selection and Strategic Planning System selection: This occured during Level 2. Since we teachers never used Prezi as a portfolio management/presentation system before, year 1 will be considered a pilot year. Strategic Planning: The pilot year will happen in 2013-14, with teachers from 9th grade science, social studies and English participating. The next slide will show a proposed timeline for implementation of the e-portfolios. You will... Develop a model of the cycling of carbon through the Earth's systems. Evaluate the impact humans have on the carbon cycle. Describe how the flow of energy into and out of the Earth's systems changes climate. Graph and interpret long-term climate data. Present your understanding of climate change as it impacts Vermont and your life. Know the parts of the Earth's atmosphere. Diagram the impact of pollutants on the ozone layer. Connect the parts of the electromagnetic spectrum to climate change. Plate Tectonics & Earthquakes Unit 7 Water Resources & Management You Will... Work in the field using proper procedures to collect data for analysis. Use criteria to collect background resources for research on mercury in the envrionment. Know the parts of the mercury cycle. Use math and diagrams to represent the flow of matter and energy among organisms in an ecosystem. Calculate and measure concentration. Evaluate data to determine the type of graph to use. Create a poster using PowerPoint and specific criteria. Work collaboratively. Value the role of science in protecting our National Parks. Evaluate real-world examples of the Tragedy of the Commons. How can we assess the learning targets? photo credit Nasa / Goddard Space Flight Center / Reto Stöckli Unit 4 Energy Chappuis, Stiggins, Chappuis and Arter (2010) describe learning targets as the essential outcomes for students upon the completion of a unit or course. Targets include knowledge, reasoning, skills, products and dispositions. Learning targets are designed to be clear to teachers and students. They are shared with students regularly, and are used as a basis for teacher assessment and student reflection. Level 1: Identification of Need Teachers at Woodstock Union High School have discussed the value of incorporating e-portfolio assessments into 9th grade classes. Due to lack of time and teacher experience with e-portfolios, work on this initiative has never followed. Teachers discussed wanting to incorporate a portfolio with the following purpose: "To allow students to author a Prezi-based presentation portfolio that houses work from one semester, showing the student has met course learning targests and progressed in their learning throughout the semester. Prezis will include student-selected materials and written reflections for each of the selections." Learning and performance targets are necessary to begin the e-portfolio work. The next stage of this Prezi shows the targets for 9th grade Integrated Environmental Science Unit 5 Project Goal: To develop an action plan for the implementation of an e-portfolio assessment into 9th grade Integrated Environmenal Science, social studies and English classes. Process: In 2008, Nicole Buzzetto-More and Ayodele Alade developed "The Pentagoal E-Portfolio Model for Selecting, Adopting, Building and Implementing an E-Portfolio." I followed their 5-Level process to think through and build a plan for e-portfolio implementation. In this presentaion, I present the work I completed as I followed the leveled steps of the Pentagonal model. You will... Make a quantative model of the water cycle. Plan and conduct an investigation on the properties of water and its impact on the environment. Know possible sources of groundwater contamination. Construct an explanation for how the availability of clean water has influenced human activity. Population Unit 8 Frequent, formative assessments: Poll Everywhere, Socrative Technology-based portfolio: Student selected "Growth in Competence Portfolios" You will... Use math and diagrams to explain carrying capacity and cultural carrying capacity. Know factors that impact biodiversity and populations in ecosystems. Evaluate the relationship among population size, resource consumption and waste production. Calculate using equations related to population density. Create and evaluate graphs and simulations related to population. Use or create a simulation to understand impacts of change on biodiversity and

Assessment Plan

Transcript: Students Involvement in Assessment Give Audience Presentation Feedback Form Summative Evidence Collected Formative The End 8-2.3 Explain the roles of South Carolinians in the adoption of the Declaration of Independence. 8-2.4 Compare the perspectives of different groups of South Patriots, Tories/Loyalists, women, enslaved and free Africans, and Native Americans. 8-2.5 Summarize the role of South Carolinians in the course of the American Revolution, including the use of partisan warfare and the battles of Charleston, Camden, Cowpens, Kings Mountain and Eutaw Springs. 8-2.2 Understand the effect of multiplying and dividing a rational number by another rational number. 8-5.7 Use multistep unit analysis to convert between and within U.S. Customary System and the metric system. 8-2.7 Apply ratios, rates, and proportions. Students will relate music to history and culture. Students will sing alone and with others. Plan a presentation and deliver presentation in a professional manner. Use presentation software to create projects incorporating effective use of graphics, fonts, builds, animation, and transitions. Our Learning Targets Reading Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Assessment Plan Speaking and Listening Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Assessment Plan Can You Figure It? Math in History Project Worksheet. Using history of Boston Tea Party to answer related math questions (one night of homework). DOK Level 1 - Assessed based on accuracy Write and record an original song or rap using relevant vocabulary (three class periods). DOK Level 4 - Assessed using a rubric 12-slide Power Point on the significant battles of South Carolina during the Revolutionary War (two class periods). DOK Level 3 - Assessed using a Rubric Assessments Math Know that there are numbers that are not rational, and approximate them by rational numbers. Understand the connections between proportional relationships, lines, and linear equations. Writing Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. The Road to Independence Using an exit ticket to assess mastery on converting between U.S. dollars and pounds. Anchor Chart - dividing rational numbers Edmodo quiz - Using proportions to find a missing number Use GO BIG to apply active reading strategies as a tool for reading informational text. Write a brief paragraph to explain the meaning of the symbols on the Great Seal of SC. DOK Level 2 - Assessed using a Rubric By the end of the day, submit written lyrics for teacher. By the end of second day, demonstrate that your lyrics can follow a consistent beat and choose a rhythm for your song. Exit slip - Why is a title slide important in a Power Point? Create a five slide presentation on the Battle of Cowpens to demonstrate understanding of bulleted lists. Conferences with students throughout each of the projects. Common Core Standards Scott Lopatka Mark Dinkins Melissa Neitzel Diana Newman Assessments The Road to Independence

Marketing Plan Assessment - Presentation

Transcript: GOOGLE NEST HUB By Byan Yemane & Mark Kuminov The Marketing Mix MARKETING MIX PRODUCT Product Product refers to the design and purpose of the product. A smart speaker developed by Google Operates home appliances when audio commands are given out by the consumer. Has a slick and single colored design with a speaker grille covering it. Improvements Provide customizable options to make consumers feel that their Google Nest is unique and represents them. Enable eye tracking to allow mute users to use the product, expanding their market and representation of consumers. PRICE Price Price refers to the business setting the price for the product good strategies ensure sales income and meet profit objectives current price is at $99 uses the Price Leadership Strategy when the business sets the precedent in pricing for other businesses to follow due to Google being a market leader also uses Free Delivery Discounts encourages customers to make online purchases and makes the experience easy and less costly which can give Google a competitive advantage Improvements could implement Premium/Prestige Pricing when a price is set higher than competing product prices would result in the company generating more revenue for the Nest Hub they could also implement Loss Leader Pricing when a business sells their product for below its cost price to draw in customers would result in the company attracting more new customers poaching customers from competitors can afford to lose money in this market once competitors are low enough, they can raise the prices back up PLACE Place Place refers to where the product is sold Google Nest products have their parts produced in: Taiwan, China and Malaysia Primarily advertised through online shopping services when searching on Google, such as: Ebay, Amazon, JB Hi-Fi This is a form of distribution used by large businesses to easier sell their products to the market. → Google hires manufacturers to create the parts and build the Google Nest → Acts as a wholesaler that sells it to retailers who directly deliver or sell the product to consumers. → When delivered overseas to consumers, distribution organizations such as Australia Post are used to deliver the product internationally. Consumers purchasing products in person has become less prevalent in more Covid restricted nations, hence encouraging the use of deliveries. Improvements Google can utilize this knowledge to increase the selling of Google Nest to Covid-ridden nations as more people staying at home may deem the product a necessity in lockdowns. People in lock down would be willing to experiment with a new gadget out of boredom. Google Nest should then directly deliver to consumers, creating more profit per purchase via the cost of the product and delivery fees. PROMOTION Promotion Promotion refers to the business setting up strategies for promoting the product mainly uses Pull Promotion, when a business uses advertising to build demand for their product they use promotional technologies such as TV, social media, and the internet there is various tv advertisements promoting the different daily uses main slogan is “Hey Google” being the search engine market leader, they have a competitive advantage with the promotion of the Nest Hub on the internet as they can utilise the SEO to increase publicity and demand for the Nest Hub. Google can use their search engine to direct consumers to the Nest Hub, which increases exposure and sales. Google can also incorporate their ads into your daily feeds or your website scrolling. Improvements could sell the prospect of Targeted Advertisments this would generate more revenue for the Nest Hub as targeted advertisements cost more than regular advertisements could also do Viral Marketing when a multimedia message is passed from person to person to create interest about a product this would be good as it is cheap and has large upside due to the increased popularity of social media and short videos PEOPLE People People refers to staff members in the manufacturing line and the staff members in the retail line. No records of use of child labor or sweatshops to produce the parts for Google Nest are found online, implying that either they are well hidden or Google acts responsibly by employing manufacturers whom they treat in a civil manner. The retailers to whom Google Nests are distributed to to be sold are well established companies who have a reputation for providing exceptional customer service. → Amazon however is known for mistreating its employees through: High surveillance Cruel physical work This may lead to unprofessional deliveries (e.g. thrown packages from the vehicle, hence damaging the contents inside) Improvements Google can end the distribution of the Google Nest to companies who mistreat employees to present themselves as advocates for fair treatment of employees. However, this would likely hurt their sales more than it would improve their reputation. PROCESSES Processes Process refers to the

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