Method of Instruction. No instruction as such is connected with the thesis work, but the Board of Studies will assign a supervisor to the student; this supervisor will also act as examiner. A thesis contract must also be drawn up at the time of assigning a supervisor; this contract must be approved by the Head of Studies. The thesis contract must include information about: The extent of the thesis (30, 45 or 60 ECTS credits) Formulation of the project, delimitation of the subject Supervision plan Thesis language (Danish or English) Deadline The thesis contract is signed by the student and the supervisor and submitted to the Head of Studies for approval. Once the thesis contract has been approved and the deadline for submitting the thesis has been determined, the student cannot withdraw from the exam. If the thesis is not submitted by the determined deadline, it will be considered as a spent examination attempt. The Board of Studies then approves a changed project formulation within the same subject area and at the same time determines a new deadline of three months. If the thesis is not submitted by this deadline, the student may have a third examination attempt in accordance with the same regulations that apply to the second examination attempt.
Method of Instruction. CONTRACTOR acknowledges that CONTRACTOR shall: 1.) satisfy the learning objectives set by <insert Provider name> for the course as outlined in the course material; 2) achieve a satisfactory pass rate by the students of the exam to be administered at the conclusion of the course if such course requires an examination; and 3) receive from students attending the course an average evaluation score of 3.5.
Method of Instruction. The method of instruction by the BLEP to BCC Finance is subject to agreement between the two parties. However, the preferred method for commissioning services is via the LEP Support Team General Mailbox (XXX@xxxxxxx.xxx.xx).
Method of Instruction. Contractor acknowledges that Instructor shall: 1) satisfy the learning objectives set by CCIM for the Course as outlined in the course material; 2) achieve a satisfactory pass rate by the students of the exam to be administered at the conclusion of the Course; and 3) receive satisfactory evaluation by students attending the Course.
Method of Instruction. King’s Schools reserves the right to alter its method of delivering student instruction in its sole discretion which may be due to a variety of factors including but not limited to public health need, rate(s) of infectious disease(s) in the school and surrounding communities, state or federal recommendations or mandates, availability of its workforce, technological concerns, inclement weather, or safety and security needs. Should the method of student instruction vary from a traditional in-person instruction model, this shall not alter the financial obligations under this enrollment agreement.
Method of Instruction. King’s Schools reserves the right to change its method of delivering student instruction in its sole discretion. The change the delivery of instruction may be due to public health need, rate of infectious disease at King’s Schools or surrounding community or other applicable area, state or federal recommendation or mandate, availability of its workforce, technological concerns, inclement weather, a safety or security need or concern, or any other reason deemed appropriate by King’s Schools. Should the method of student instruction vary from a traditional in-person instruction model, the change does and will not alter my financial obligations under this Agreement.
Method of Instruction. Audiovisual Presentations Instructor uses audiovisual instructional materials to present information about the career opportunities in the global apparel and textile industry. Student Assignment: Research three specific job opportunities in the apparel industry and take detailed notes. During a synchronous video-conference class meeting, in small groups, discuss your findings with your classmates, and then write a summary of each career opportunity. Submit your written descriptions of each job opportunity to the instructor. Method of Evaluation: Written Assignment Instructor evaluates student writing assignments to assess identification and description of the career opportunities. IV. Describe how students will access instructional materials and resources. If you require students to purchase specific software, please describe how it will be available and supported for students. All course materials can be accessed from the college’s Learning Management System (LMS). Some instructional materials are available from a textbook publisher site. The campus has limited but available computer work-stations in the Library. Support from tutors is available in the Success Center. V. "Distance education courses, resources, and materials must be designed and delivered in such a way that the level of communication and course-taking experience is the same for students with or without disabilities." (Distance Education Accessibility Guidelines, January 2011) Describe how this course (instruction, materials, videos, documents, PowerPoints, web sites, publisher materials, and resources outside the LMS) are accessible to students with disabilities. Instructors teaching this class adhere to all compliancy laws and standards for making courses materials accessible. This includes using content and instructional systems such as the course management system, captioned videos, ADA compliant PowerPoints, ADA compliant websites, and ADA compliant documents. This also includes all publisher materials, content, and websites. This course adheres to requirements set forth in the Electronic and Information Technology Section 508, the Rehabilitation Act of 1973 (amended 1998, 2000), and California SB 105 (September 2002). VI. Other than access to the distance learning course management system, what are the resources or technical support necessary for students and/or faculty to offer the course by distance education? Students and faculty need a computer with reliable internet access; in so...
Method of Instruction. Education for the 21st-Century Elevated Charter School builds on a foundation of proven instructional strategies, as outlined in Xxxx Xxxxxx’x Visible Learning. Xxxxxx’s book is a summary of over 800 peer-reviewed studies of the most effective teaching strategies, meaning strategies that routinely result in the highest learning retention and ability to demonstrate mastery on assessments. Xxxxxx’s research shows that the most effective learning is metacognitive learning, which happens when teachers and students purposely engage in the following practices of (1) task, (2) process, and (3) reflection: Visible learning in the task. ● Teachers are clear about what students will do at the end, from the beginning. Teachers provide learning objectives and explain the learning target in terms of what the student will actually do. ● Teachers ask students to explain the task to each other before beginning instruction and again before beginning the task. ● Teachers use rubrics as much as possible, to help students see the stages of learning and understanding. ● Teachers ask students to think about their own expectations before starting the task, including: “What do you think you can do? What do you think will be challenging for you?” Visible learning in the process. ● Teachers explain and describe to students, “This is what great students do during instruction and during classwork.” ● Teachers then model what it is by thinking aloud, “What did the teacher say to do? What did I write in my notes? What steps do I take?” ● Teachers ask students to tell each other the steps needed to complete the learning task. ● Teachers ask students to decide which steps they need to take next. ● Teachers use checklists or rubrics, so students can visually evaluate their own learning during the work itself. Not just at the end. Visible learning as reflection. ● Students are constantly gauging themselves against their own expectations. ● Teachers help students reflect by asking along the way, “What is it right now that you think you really understand well?” “What is one thing that we’ve done or said that is strange for you?” ● Teachers give students feedback on their reflection to let them know if their learning actually matches what they think. ● Rather than say, “Do your best.” teachers say, “What are you doing? How can you make it just one step better?” (Summarized from Xxxx Xxxxxx’x Visible Learning and xxxxx://xxxxxxxxxxxxxxxx.xxx/what-is-student-visible-learning/ ) Building upon th...
Method of Instruction. Teachers use methods such as direct instruction and guided practice to help students develop the necessary knowledge and skills to fully participate in Place-Based Education. When implementing Place-Based Education, teachers use instructional methods found in the “Guide to Implementing Place-Based Education.” xxxxx://xxx.xxxxxxxxxxxx.xxx/wp-content/uploads/2018/10/guide-to- implementing-place-based-education.pdf These principles have been used successfully by the Teton Science School, a Place-Based Learning center since 1967, serving over 15,000 students per year.
Method of Instruction. Teachers may use a variety of best teaching practices, techniques and methodologies as approved by the district or building principals. Teachers shall make appropriate accommodations or modifications of teaching means or methodologies as may be required by IEPS, 504 plans, RtI plans, district curriculum, department planning, and the like.
