What supporting evidence would help convince your teacher or principal to accept your conclusion? Begin by listing all the relevant evidence. Next, arrange the premises so that they flow in a “natural order” from one to the next.
Full Answer
How do you persuade a teacher to solve a problem?
On the other hand you can try to persuade the teacher if the problem is subjective. If you have a problem that concerns the opinion about something, you can present to the teacher other opinions that she might respect. You might provide evidence that the result was not exactly in your control And your efforts met all the requirements.
Is it easier to convince or persuade a teacher?
So to convince you must have evidence that everyone can agree with that you are correct and the teacher made a mistake. To persuade seems easier but the results are not proven it’s based on opinion and opinions can be right or wrong. Even if the teachers opinion is wrong in your opinion does not make your opinion correct.
What should teachers do if learning outcomes are not met?
If learning outcomes are not met, teachers must be able to adapt and change the teaching plan. If an individual student is having difficulty, the plan must include ways to get them help through further instruction or tutoring.
How do instructors determine learning outcomes for courses?
Typically instructors divide their courses into smaller units such as modules or weeks, and many instructors establish learning outcomes for these smaller units that map onto the larger course-level outcomes.
How do you persuade a teacher?
0:291:52How to Convince a Teacher to Change Your Grade - YouTubeYouTubeStart of suggested clipEnd of suggested clipStep 3 no matter how little respect your affection you have for your teacher do your best to comeMoreStep 3 no matter how little respect your affection you have for your teacher do your best to come across as humble and respectful. No teacher is going to change a grade for a snotty student.
What should I persuade my teacher to do?
Possible ideas might include: longer recess, longer lunch, an extra break, a class pet, a new elective that isn't offered, new playground equipment, etc. Formulate whatever it is that you want to convince your teacher or principal of as a conclusion.
Why is it important for you to be able to achieve the course learning outcome?
There are several advantages to having course learning outcomes including: Setting shared expectations between students and instructors. Helping students learn more effectively. Providing clear direction for educators when making instruction and assessment decisions.
What can teachers use to write effective learning outcomes?
Write your learning outcomes from the perspective of how you expect students to be different by the end of the course (or program) in some observable way(s). Learning outcomes often begin with a phrase such as, “By the end of this course, students will…” (know, be able to, etc.). Be specific.
How do you persuade?
How to Persuade Someone Choose the right time. Pay attention to what they want. Give them something first. Give them an incentive. Let them think they came up with the idea. Talk about what they'll lose. Draw on their past actions. Let them know everyone else is doing it.More items...
How can I impress my teacher in online classes?
10 Ways to Impress a Teacherof 08. Pay Attention to Details. Thomas Barwick/Iconica/Getty Images. ... of 08. Do Your Homework. ... of 08. Be Attentive in Class. ... of 08. Answer Questions. ... of 08. Be Considerate. ... of 08. Be Helpful in Class. ... of 08. Say Thank You. ... of 08. Give an Engraved Item.
How best to help the students attain the outcomes?
5 tips to improve student learning outcomeRestructuring teaching methods. Both teaching and learning methods must be restructured for students to want to improve their grades, and have a bright academic future. ... Assess students' learning. ... The reversed learning model. ... Say “yes” to technology. ... Teaching outside the classroom.
How may a teacher use the information on learning outcomes?
Clearly identified learning outcomes allow instructors to:Make hard decisions about selecting course content.Design assessments that allow students to demonstrate their knowledge and skills.Design teaching strategies or learning activities that will help students develop their knowledge and skills.More items...
What is your understanding about learning outcomes?
Learning outcomes means how much knowledge or skills a student should acquire through various assignments, course, class or programs, by the end of a specific time period. They are observable and measurable by knowledge, skills, abilities, values, etc.
What is your opinion of determining the outcomes before you taught the lesson?
Determining learning outcomes before teaching classes can be a pillar of curriculum design and evaluation, and it can help learners concentrate on what matters most. Learning outcomes set mutual desires between teachers and learners. Also, it will assist in letting learners set learning objectives easily.
How do you write a course learning outcome?
In general, use student-focused language, begin with action verbs and ensure that the learning outcomes demonstrate actionable attributes.Begin with an Action Verb. Begin with an action verb that denotes the level of learning expected. ... Follow with a Statement.
How to identify learning outcomes?
Clearly identified learning outcomes allow instructors to: 1 Make hard decisions about selecting course content 2 Design assessments that allow students to demonstrate their knowledge and skills 3 Design teaching strategies or learning activities that will help students develop their knowledge and skills 4 Measure student learning accurately and effectively
What is clearly identified learning outcomes?
Clearly identified learning outcomes allow instructors to: Design teaching strategies or learning activities that will help students develop their knowledge and skills. Having access to articulated learning outcomes (in a syllabus, for example) helps students:
How to measure student learning?
Measure student learning accurately and effectively. Having access to articulated learning outcomes (in a syllabus, for example) helps students: Decide if the course is a good fit for their academic trajectory. Identify what they need to do to be successful in the course. Take ownership of their progress.
How do learning outcomes help instructors?
describe to students what is expected of them. plan appropriate teaching strategies, materials and assessments. learn from and make changes to curriculum to improve student learning. assess how the outcomes of a single course align with larger outcomes for an entire program.
How to write learning outcomes?
Why Write Learning Outcomes? 1 describe to students what is expected of them 2 plan appropriate teaching strategies, materials and assessments 3 learn from and make changes to curriculum to improve student learning 4 assess how the outcomes of a single course align with larger outcomes for an entire program
What happens to learning outcomes as the level of analysis becomes smaller?
As a general rule, as the level of analysis becomes smaller, from course to module to assignment, the learning outcomes tend to be more specific and easily quantifiable.
What is the meaning of outcome in learning?
Effective learning outcomes are student-centered, measurable, concise, meaningful, achievable and outcome-based (rather than task-based).
What is learning objective?
Learning Objectives. Learning objectives are statements of what you intend to teach or cover in a learning experience. They tend to be. More specific than learning goals. Not necessarily observable nor measurable. Instructor-centered rather than student-centered. Useful in helping you formulate more specific learning outcomes.
What is a learning goal?
Learning goals are broad statements written from an instructor's or institution's perspective that give the general content and direction of a learning experience. They generally describe what an instructor or program aims to do; i.e., “The curriculum will introduce students to the major research methods of the discipline.”
What is the meaning of "as a result of participating in an educational unit"?
As a result of participating in (educational unit), students will be able to (measurable verb) + (learning statement). If the educational unit is implied, based on the context in which the learning outcomes are shared, you might leave off the first portion of the learning outcome statement.
What is a learning outcome?
A Learning Outcome (LO) is a measurable, observable, and specific statement that clearly indicates what a student should know and be able to do as a result of learning. Well-written learning outcomes involve the following parts: Action verb. Subject content. Level of achievement.
What is the level of achievement?
A level of achievement identifies how proficient students need to be in a task. For example, in a Composition course, you might say “Write a literature critique with no grammatical errors”. This tells students the level of achievement that’s expected of them.
Do you need a level of achievement for every CLO?
Importantly, you don’t need a level of achievement for every CLO. You don’t need to say “effectively”, “accurately”, or “correctly” on a CLO, for example: these are all implied. We expect students to achieve all outcomes in all courses correctly and accurately. Levels of achievement are for specific cases.
How many paths to reach your goal?
You have two possible paths to reach your goal. This depends on whether the foundation of your problem is objective or subjective. If you want to convince the teacher you have to have evidence that proves they made a mistake.
Is it easier to persuade or persuade?
To persuade seems easier but the results are not proven it’s based on opinion and opinions can be right or wrong. Even if the teachers opinion is wrong in your opinion does not make your opinion correct. In either case, don’t be confrontational or argumentative. This too will pass even if you don’t. Good luck!
What supporting evidence would help convince your teacher or principal to accept your conclusion?
What supporting evidence would help convince your teacher or principal to accept your conclusion? Begin by listing all the relevant evidence. Next, arrange the premises so that they flow in a “natural order” from one to the next. That is, the premises should support and lead the audience to the conclusion. Inferences should follow from the premises preceding it, as in the example above.
What is the basis of persuasive communication?
The basis of persuasive communication are made up of premises, or statements that are necessary for the argument. Premises are the evidence, or reasons that are put forth in a particular structure, aimed at convincing another to accept the conclusion.
What is the process of inference?
The premises of the argument can be used to obtain further ideas. This process is known as inference. In inference, we start with one or more accepted premises. We then derive a new premise from those preceding it. For instance, in the example above, P3 is an inference based upon the information presented in P1 and P2. It takes the information that has been accepted in P1 and P2, and formulates a new idea that plays a central part in leading us to the conclusion.
How to make an argument backwards?
Although the conclusion is the final stage of an argument, it is often helpful to work backwards when formulating an argument. First think about something that you think would really benefit you and your classmates. Make it something reasonable, and something for which you can provide strong support.
What is responsibility in school?
Responsibility is a character trait that teachers and parents think is important, and is something they would like to see more of. Premise 3 (P3). Having a class pet would give students a living being to care for, thereby teaching students the true meaning of responsibility.
What is the conclusion of an inference?
The conclusion is often the final stage of inference. Conclusions are often, but not always, indicated by phrases such as “therefore,” “it follows that,” “we conclude,” “thus,” “hence,” and so on. In the following exercise, the conclusion will be something that you want to persuade either your teacher or principal of.
Who created the lesson plan for philosophy in education?
This lesson plan, created by Ayesha Bhavsar, is part of a series of lesson plans in Philosophy in Education: Questioning and Dialogue in Schools, by Jana Mohr Lone and Michael D. Burroughs (Rowman & Littlefield, 2016). Convince your Teacher/Principal.
What happens if learning outcomes are not met?
If learning outcomes are not met, teachers must be able to adapt and change the teaching plan. If an individual student is having difficulty, the plan must include ways to get them help through further instruction or tutoring. If there seems to be a collective confusion about the course then a new plan must be devised, ...
How to create positive learning outcomes?
The first step to create positive learning outcomes is to devise a plan with specific goals and determinations for learning outcomes. A strong teaching plan is student focused and includes:
What is the objective of a teacher?
Effective teaching skills that lead to positive student learning outcomes are the objective of every teacher. There are many ways to foster a positive student learning environment that considers the learning styles of each student and that devises a plan to encompass these styles in a learning experience that is both positive and attainable.
Why should assessment tools be put into place?
Assessment tools should be put into place to determine if learning outcomes are being met. Assessment tools can be the test of assignments given. Based on grades and the ability to understand the assignments given, the teacher can determine if each student understands the course material. In addition, the teacher can gauge student response.
What are the different learning styles?
Learning styles include visual, verbal, listening, kinesthetic, logical and social learners. Including activities that cater to each learning style will help students retain the information taught. There are ways to incorporate several teaching styles at one time.
What is a good leadership assessment curriculum?
A good leadership assessment curriculum is best when several opinions and teaching styles are discussed. Communicating with other teachers during the planning process helps to determine ways to introduce concepts that are most likely to be understood and followed by each student.
Do teachers have to take into account that no two students learn the same way?
Each plan must have room for revision that adapts to the learning styles of the individuals being taught. “A well-thought out course eliminates confusion and helps you and your students focus on what matters most.”.
Curriculum
Goals
- These terms are often used interchangeably and they are all related to the teaching and learning that is expected to take place in the classroom. However, the difference between goals or objectives and outcomes lies in the emphasis on who will be performing the activities. Learning goals and objectives generally describe what an instructor or progr...
Introduction
- Writing learning outcomes should be a reflective process. Many departments find the following steps to be helpful as they begin the process of creating learning outcomes for their courses.
Characteristics
- If your department already has learning goals that it would like to develop into outcomes or is examining its current learning outcomes there are several characteristics to look for:
Availability
- The Center for Teaching & Learning is available to consult with departments and individual faculty members on developing learning outcomes.
Assessment
- As mentioned, identifying the most important things students should learn within your course is the first step in deciding what should be assessed, but learning outcomes have other uses as well; they:
Steps to Writing Course Learning Outcomes For Your Course
- Step 1
Select an action verb using Bloom’s Taxonomy: “Linking iPads and Bloom’s Taxonomy” by Danny Maas See accessible version of this image. This is not an exhaustive list, but it does provide examples of specific verbs that link to different levels of student learning. For a more detailed ov… - Step 2
Next, select the subject content students are performing that task for. For example, in CLO 1 above, “areas of consensus and disagreement among publications on global warming” is the subject content: this is what the students are listing. Similarly, in the CLO “Develop a business pl…
Levels of Achievement
- A level of achievement identifies how proficient students need to be in a task. For example, in a Composition course, you might say “Write a literature critique with no grammatical errors”. This tells students the level of achievement that’s expected of them. Importantly, you don’t need a level of achievement for every CLO. You don’t need to say “effectively”, “accurately”, or “correctly” on a …
Conditions of Performance
- A condition of performance identifies if students are only performing this outcome in a specific context. For example, in a Welding course with a field placement, you might say “Demonstrate oxy-fuel-gas cutting techniques with limited supervision”. This tells students that they will be performing this task, but that they will be supervised while they do so. Again, you don’t need a co…
Tips and Tricks
- CLOs should be SMART outcomes. Use the following chart to see if your outcomes follow SMART principles: CLOs should have only one verb, and only one area of significant subject content. If your CLO includes multiple verbs, select the one that articulates the highest level of learning students will demonstrate in the course. If your CLO includes multiple topics, select the one that …
More Information
- Doran, G. T. (1981). "There's a S.M.A.R.T. Way to Write Management's Goals and Objectives", Management Review, Vol. 70, Issue 11, pp. 35-36. (Available through the library- login required for off-campus access.)
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