23 class bel311. outline 0.2 mc maa.

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22th class bel 311. outline 0.1

Monday, 4/2/2013..

Bring the laptop and do our outline. Miss Zur check all our outline if there a mistakes she will ask us to correct it.

this was the outline before corrected. :D

THE COMPARISON AND CONTRASTIVE DIFFERENCES BETWEEN OUTCOME BASED EDUCATION AND SCHOOL BASED EDUCATION

OUTLINE

  I.        INTRODUCTION

The Malaysian Outcome Based Education and School Based Assesment are different in terms of outcome, learning process and the learning context but are similar in terms of learning goal

 II.        BODY PARAGRAPH

1.    One of the differences between Outcome Based Education and School Based Assesment are in terms of outcome.

1.    For Outcome Based Education, the outcome from it is what the student should be able to do at the end of the course

a.    require learning outcomes for advancement. Promotion to the next grade, a diploma , or other reward is granted upon achievement of the standards.(wikipedia)

b.    extra classes, repeating the year, or other consequences will they get upon those who do not meet the standards.

c.    focus their attention primarily on the products or result for the quality of all aspects of their works.

2.    However, for School Based Education is to emphasis on the educational proses and happy to accept whatever the result.

a.    It can allows the collection of a number of samples of student performance over a period of time.

b.    Assessment adapted and modified by the teacher to match the teaching and learning goals of the particular class and students being assessed

c.    allows the teacher to give immediate and constructive feedback to students.

d.    student performance is expected to show a wide range of abilities. The failure of some students is accepted as a natural and unavoidable circumstance. The highest-performing students are given the highest grades and test scores, and the lowest performing students are given low grades.

2.    Learning process is another difference between Outcome Based Education and School Based Assessment.

1.    Outcome Based Education is Self-directed learning, promotes a student centered approach to learning by themself.

a.   specify any outcome on skills and knowledge by students demonstrate that they have met standards, not just put in seat time to advance to the next level.

b.    measured outcomes rather than "inputs," such as how many hours students spend in class, or what textbooks are provided.

c.    outcomes are expected to be concretely measurable, A complete system of outcomes for a subject area normally includes everything from mere recitation of fact and the student will analyze the social context.

2.    In contrast, School Based Assessment is teacher involving the students in self-assessment both teacher and students reviewing and reflecting on assessment data.

a.    Students recognizing the next steps in their learning and how to take them.

b.    Input Based with education by field trips, arrangement of the school day, and teaching styles.

c.    used norm reference test such as inexpensive, multiple-choice computer-scored questions with single correct answers, to quickly rank students on ability

d.    For assessment students are required to partake in interactions with classmates on a particular aspect of the text they have read or viewed, leading up to making a more formal group interaction (HKEAA, 2008).

3.    For another difference between Outcome Based Education and School Based Assessment is in term of learning context.

1.    Outcome Based Education used Summative Assessment.

a.    This would be the "final" or "test"ing device or tool that you would   

use to assess what they have learned and how they put into practice also final exam.

b.    The Assignments given will have the detailed diagram to identify and explain, it could be their own project to show how the learning has been put into place

2.    School Based Assessment used Formative Assessment.

a.    This will show if the students are learning what the instructor   wanted them to learn. As they have time to practice and perfect the material.

b.    The instructor will be able to clear up problems, evaluate what needs to be re-taught or clarified, and to know if certain learning activities need to be modified during or before the next class session

4.    Despite having various kind differences, Outcome Based Education and School Based Assessment similar in term of learning for the same goal

1.    Both of Outcomes Based Assessment and School Based Assessment students have to know and recognize the standards they are aiming for.

a.    All students, including those who live in poverty, will meet district, state, and national standards.

b.    The commitment from all students of all groups will ultimately reach the same minimum standards. The unsuccessful students will not be “give up” on and left behind.

c.    maintain high expectations and standards, believing all students will succeed if kept to high expectations.

               III.        CONCLUSION.

Hence,it is up to us the Malaysian citizen to consider the differences and similarities between Outcome Based Education and School Based Assessment before determining which is the most suitable education in Malaysia.

Bel311 21 class.. introductory paragraph with thesis statement that been approved.

Wednesday, 30/1/2013 at cll2..

Introductory need a roots.

 The five-part essay is a step up from the five-paragraph essay. Often called the "persuasive" or "argumentative" essay, the five-part essay is more complex and accomplished, and its roots are in classical rhetoric. The main difference is the refinement of the "body" of the simpler five-paragraph essay. The five parts, whose names vary from source to source, are typically represented as:

Introduction
a thematic overview of the topic, and introduction of the thesis;

Narration
a review of the background literature to orient the reader to the topic; also, a structural overview of the essay;

Affirmation
the evidence and arguments in favor of the thesis;

Negation
the evidence and arguments against the thesis; these also require either "refutation" or "concession";

Conclusion
summary of the argument, and association of the thesis and argument with larger, connected issues.

In the five-paragraph essay, the "body" is all "affirmation"; the "narration" and "negation" (and its "refutation" or "concession") make the five-part essay less "thesis-driven" and more balanced and fair. Rhetorically, the transition from affirmation to negation (and refutation or concession) is typically indicated by contrastive terms such as "but", "however", and "on the other hand".

The five parts are purely formal and can be created and repeated at any length, from a sentence (though it would be a highly complex one), to the standard paragraphs of a regular essay, to the chapters of a book, and even to separate books themselves (though each book would, of necessity, include the other parts while emphasizing the particular part).

Another form of the 5 part essay consists of



Introduction Introducing a topic. An important part of this is the three pronged thesis.

Body Paragraph 1 Explaining the first part of the three pronged thesis

Body Paragraph 2 Explaining the second part of the three pronged thesis

Body Paragraph 3 Explaining the third part of the three pronged thesis

Conclusion Summing up points and restating thesis

In essence, the above method can be seen as following the colloquialism "Tell 'em what you're gonna tell 'em, tell 'em, tell 'em what you told 'em" with the first part referring to the introduction, the second part referring to the body, and the third part referring to the conclusion.

The main point of the five-part essay is to demonstrate the opposition and give-and-take of true argument. Dialectic, with its formula of "thesis + antithesis = synthesis", is the foundation of the five-part essay.

You could also use:



Intro: Hook(3 sentences),
Connector(3 sentences),
Thesis
Body 1:
Topic Sentence,
Evidence,
Analysis(1),
Analysis(2),
Analysis(3),
Transition,
Evidence 2,
Analysis(1),
Analysis(2),
Analysis(3),
Concluding Sentence
Body 2:
Topic Sentence,
Evidence,
Analysis(1),
Analysis(2),
Analysis(3),
Transition,
Evidence 2,
Analysis(1),
Analysis(2),
Analysis(3),
Concluding Sentence
Body 3:
Topic Sentence,
Evidence,
Analysis(1),
Analysis(2),
Analysis(3),
Transition,
Evidence 2,
Analysis(1),
Analysis(2),
Analysis(3),
Concluding Sentence
Conclusion:
Sum up all of your elements and make your essay sound finished. (Use about 7 sentences similar to the intro)

20th bel311 class. Thesis Statement.

Tuesday, 29.1.2013.... Thesis Statement

Class started 4pm at U214. Miss Zur was already inside the class and i’m late about 5 minutes. The projecter was already ready for us to present out thesis statement. In the thesis statement  there must be a parrallel word. If we say the subject in past all must in past and if we put ing... all must put ing.

Don’t do a grammar mistake’s by putting “their” instead of they. Their is a possessive pronouns for an example this was their books or this book was theirs.

When we have something to show Miss Zur as we have a task to presenting in the class, before shows anything to her, we must point out and show to others for misspelled words or grammar mistakes. Sometimes we don’t  see what that we do wrong as someone else can see what our mistakes is. Then correct all of the mistakes with peer editing or our mark will be the victims of deduct.

.....................................what words have the same meanings as bad?.......negative, awful ,not good, shortcomings.

The Thesis Statement that me and Izzat do....

•       Thesis statement 0001

The Malaysian Outcome Based Education and School Based Assesment are different in terms of outcome, learning process and the grading approach but are similar in terms of learning goal.

:D of corse it is not the perfect thesis statement but that will do.. :P

something that we must find for our term paper. :D it was the differences between obe and sba :P

Our point are outcomes, learning process, grading approach and the similarity in learning goal.

these were our point that we find for our thesis statement.

00000000001        Differences : no 1.. outcome…

1)Result oriented thinking.

•It is what the student should be able to do at the end of the course

                                                                                   

2)Input based education.

•It is to emphasis on the educational process and happy to accept whatever the result

00000000002       Differences : no 2.. Learning process…

1)Result oriented thinking.

•Self directed learning, promotes a student centered approach to learning by themselves. students demonstrate that they "know and are able to do.

                                                                                   

2)Input based education.

•Teacher involving the students in self-assessment both teacher and students reviewing and reflecting on assessment data which leads to students recognizing the next steps in their learning and how to take them.

 

0000000003      Differences : no 3 Grading approach…

1)Result oriented thinking. (OBE)

•teachers can use any objective grading system they choose, including letter grades. Instead of letter grades, obe use awarded "levels".

2)Input based education. (SBA)

•students are given grades and rankings compared to each other

Differences between formative and assumptive assessment

Formative (SBA)

Now think that you will be forming an assessment as your students work on a goal or process that needs to be learned. This will show if the students are learning what the instructor wanted them to learn. As they have time to practice and perfect the material, the instructor will be able to to clear up problems, evaluate what needs to be re-taught or clarified, and to know if certain learning activities need to be modified during or before the next class session. These are the practice and learning time. It is good to have the students in on the assessment also. LIke a rubric or such, to see how they are doing or should be doing. This is where they are involved.

Summative Assessment:obe

This would be the "final" or "test"ing device or tool that you would use to assess what they have learned and how they put into practice.

It could be a final exam, a detailed diagram to identify and explain, it could be their own project to show how the learning has been put into place and has be synthesized. This assessment will show you if the students have met the goals of the class. Much like your professor wants you to

SHOW him that you know what both are and that you are able to plan out a French lesson with learning activities. (Formative assessment)

Maybe some of the kids don't get something in the lesson (maybe irregular verbs), then you can see that on their papers, or listening to them talk to each other, of checking a quiz. Then you can alter that and change the next day's lesson to go over something that the students did not understand.

THEN-->the summative assessment is their final exam, written or oral, a project, or a poster, or whatever you have them ultimately tested on so that the instructor can see if they have mastered that concepts of the French class.



The 3 similarity but we only put in our thesis statement learning for the same goals.

•Similarity : 1) learning for same goals.

know and recognize the standards they are aiming for.

                      2) provides a platform for student.

determines whether students have achieved the stated standard. Assessments may take any form, so long as the assessments actually measure whether the student knows the required information or can perform the required task.

                      3) continuous process

continuous process of reflection, observation and monitoring, recording and reporting, with feedback and self and peer assessment being integral components of all teacher-student interaction.

19th bel311 class. The introductory paragraph of our term paper.

Tuesday, 22.1.2013...

Class was held at u214, im totally out of my mind about this class as all the introductory paragraph work are in my pendrive and the pendrive was at my classmate, i don't know what to do but i have a bit idea what in that pendrive. In short time i make one introductory paragraph but sadly it not enough and i got it wrong. Thesis statement is still weak and stand is still a mess. I don't know what to say to Miss Zur as i am speechless at that time. My head was mess today because today i got 4 quizzes and need to make revision about all of that. QMT have 2 quiz that evening 10 - 2, Ctu Islamic Economic was on that morning 8am-10 am and another quiz of macroeconomic starts  8pm - 10 pm. Bel class today was on 4pm-6pm and this head feel so tired a bit dizzy because of the late sleep studying overnight.

18th class bel311 No Class For Today.

This entry have been deleted because of some reasons...

17th bel311 class. Hook and transition after thesis statement.

What is the purpose of the introductory paragraph?

nGet the reader’s attention

nSet tone for the rest of the essay

nMake a contract with the reader - what will be covered in this piece?

Writing an Introduction for a More Formal Essay (expository or persuasive)
"Hook-transition-thesis" method...
Your introductory paragraph should include:

1) Hook: description, illustration, narration or dialogue that pulls the reader into your paper topic. This should be interesting and specific.
2) Transition: sentence that connects the hook with the thesis
3) Thesis: Sentence (or two) that summarizes the overall main point of the paper. The thesis should answer the prompt question.

Types of Hooks

1. Personal examples

2. Quotations

3. Facts or statistics

4. Rhetorical questions

5. Current events

6. Contrast to the thesis statement

7. Definition