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The candidates should also visit the official website i. There will be selection based on weightage scheme. The total weightage will be and shall divided into 3 parts.

Detailed table of weightage scheme as following. There will be selection based on weightage of total marks, 90 marks shall be allotted against marks obtained in the qualifying examination and 10 marks for against waiting period 1 mark for each year of waiting after completing qualifying course subject to maximum marks 10 marks. We advised to the candidates that they must visit the official website of Medical Officer i.

You should visit our website daily www. Yes, you can go to the important links section to download subject wise syllabus PDF of Medical Officer exam. Selection will be based on weightage scheme. Rural Service 2. Urban Service 1. Weightage for No. For all other posts There will be selection based on weightage of total marks, 90 marks shall be allotted against marks obtained in the qualifying examination and 10 marks for against waiting period 1 mark for each year of waiting after completing qualifying course subject to maximum marks 10 marks.

Psychiatrists 4. Medical Officers 5. Epidemiologist 6.

syllabus 2_0

Medical Officer Dental 7. Physiotherapist Zonal Carde Para Medical posts 1. Staff Nurse 2. Lab Technician 2. DRTB Counselor 3. TBHV 4. District PPM Coordinators 5. Senior Treatment Supervisors 6. Senior Treatment Lab Supervisors 7. Adolescent Counselor 9. Optometrist Early Interventionist cum special educator People want to ramp up to proficiency on new topics, but are missing a compelling way to do that quickly.

There are a lot of open resources available on the web, but finding, qualifying, and navigating them—let alone combining them into a self directed system—is a challenge. In the classroom, the syllabus plays that role. The syllabus is a learning map. It tells you what you should read, in what order, and what is the broader theme you should be thinking about at each step. It also tells you how many weeks the whole thing will take.

There seems to be a big opportunity to reinvent the syllabus and create best of class learning guides crowdsourced from the already existing open materials on the web. There have been several attempts already to curate online resources for learning new topics. Usually they take the form of a list of links.

syllabus 2_0

The problem with the list of links approach is that they are static and they are inefficient. What if you could have that type of curated guide for many topics that gets updated by the community over time, with inline discussion with other learners? It curates 8 hours of podcasts, talks and blog posts into a 30 minute guide. It may be useful to break out topics into a 5 minute guide, a 30 minute guide and a 3 hour guide. And because learners approach topics with different levels of background knowledge, maybe at the top of each syllabus there is a quick 5 question placement quiz that determines where in the syllabus a learner should start.

Someone that can answer some basic questions about a topic can start in the middle of the syllabus while someone who is learning about a topic for the first time should start at the beginning. How would a syllabus project turn a profit? One possibility is that the syllabi are the free content at the top of the funnel and as people are more and more serious about learning a topic, they can pay to join an online class, fly out to take a week-long certificate-granting seminar or get matched with a learning coach.

People should be able to learn for the sake of learning for free, and if their goal is to learn in order to change their career or level up professionally, they could have the option to pay to expedite and certify their learning. There are a few learning coach models that I really like beyond traditional coaching. There was a project in by Sean Dockray called The Public School where if enough people were learning a certain topic, they could come together and find a tutor that would work with all of them in a self-organized class.

Another model I like is what Ray Batra is doing with learning gyms. He is building co-learning spaces think WeWork, but everyone there is actively learning something where there are coaches there to help. Another model that is less like coaching but still effective is if after reading a syllabus that interested you, you could sign up for a weeklong in-person intensive course on that subject led by an expert.

There are five projects I know of doing something in this space: Learn Anythingwhich lets people upvote the best resources for learning any topic, Gooruwhich lets teachers use existing content on the web to create courses for K content, Holloway and Goldenwhich are creating open source guides, and Hyperreadingswhich is a permanent archival library plus curated reading guides on top.

I am sure there are more. A large part of our newest investing thesis is about trusted brands that broaden access to knowledge, and an exciting path to achieving that goal may be to modernize the syllabus and bring it online. Rebecca Kaden and Hannah Murdoch — Oct 1, Rebecca Kaden — Sep 18, Albert Wenger — May 1, Skip to content Becoming a fast expert in a new topic is still a big challenge.

I think Syllabus 2. Discuss on Twitter View Discussion.This course will give current and upcoming choir teachers an overview of the importance of implementing technology into the choral curriculum, what technology tools are available and will focus on how to accomplish this overwhelming task in practical ways.

There is currently a divide between digital natives born or brought up in the midst of digital technology and their digital immigrant teachers who were born before digital technology became widespread Prensky, Often, digital immigrant choral directors choose to simply not participate in the use of technology although digital natives now expect this integration in all classes.

This lack of technology in the choral classroom creates a sense of irrelevancy and ineffective communication Copeland, The state of Texas is also now placing a greater emphasis on technology integration as can be seen in dimensions 1. The purpose of this course is to demonstrate and help teachers implement practical uses for technology in the classroom.

Presenting this material using a learning management system, such as Canvas, will enable the learner to complete the course in a flexible timeframe. Since this course will involve learners at various levels of technology literacy and integration experience, the course will take a constructivist approach to learning and each module will make use of research, discussion, and experimentation. To support this learning theory, various topics or tools will be given for the learners to choose in each module.

Providing choice in this manner will allow each participant to challenge themselves at their own level of comfort. Assignments within the modules will serve as formative assessments and a final project will be presented at the end of the course to serve as the summative assessment.

Learners will also have a choice of technology tool to complete the final project. Participants should contact the instructor via email. The instructor will respond to student emails within one working day 24 hours. Participants should consider the communication parameters with regard to assignment due dates.

Please be aware that instructor will not be able to respond to last minute emails asking for assignment clarification. Please be aware that there are always unforeseen problems with Internet providers, software, or hardware, so do not wait until the last minute to work on this course. This course consists of 16 modules.

Each module will be made up of 3 parts: research, experimentation, and reflection. Assessment will take place completely online. The instructor will monitor student understanding, participation, and questions throughout the course through the use of interactive quizzes, discussion boards, and reflection assignments. A summative assessment will take place at the end of the course in the form of a final project.

Refer to the rubric below how to earn both. Proficiency Levels Rubric. A detailed rubric can be viewed by following the link above. Plagiarism and inappropriate online conduct will not be tolerated and could result by any of the following:.

CHSE Revised syllabus +2 2nd year odia (optional)

At the end of this course students will be able to successfully:. Analyze and evaluate the importance of technology integration in the choral classroom. Determine and employ technology tools to evaluate appropriate student skills. The syllabus page shows a table-oriented view of the course schedule, and the basics of course grading. You can add any other comments, notes, or thoughts you have about the course structure, course policies or anything else.

My Dashboard Choir 2. Home Syllabus Modules Assignments.September Update: View all AnnotatedSyllabus posts and resources. In August ofprior to the start of this school year, I shared some thoughts on Twitter about students annotating their course syllabi.

Whether you teach in a K or higher education classroom, whether you teach online or in a small face-to-face seminar, and whether you incorporate various learning technologies into your courses or prefer little digital activity, inviting students to annotate your course syllabus during the first week of class is a tremendous learning opportunity. Students can annotate online using a web annotation tool like Hypothesis.

Or they can annotate big pieces of paper taped all around a classroom. Students can annotate by themselves, asynchronously, at their convenience.

How To Use Syllabus V2.0

Or they can collaboratively annotate together, synchronously, and in shared online or classroom space. You can structure annotation through specific questions and prompts. Or you can encourage open-ended commentary. With thanks to remikalir for the idea: gave the students the syllabus on Wednesday, showed them how to annotate, and then told them to annotate the syllabus for today.

syllabus 2_0

They came back with SUCH great comments and questions. MoravianAcademy Even HS sophomores can lend their voices to English class with our annotatedsyllabus Thanks, remikalir for the idea!

You find a spectacular error that you missed while there's still time to fix it. Learning experiences should be fluid, reactive, evolving, negotiable, and dynamic.

Thanks, INTE for your willingness to dissolve barriers and take an active role in shaping our experience. Many thanks to remikalir for so generously sharing about annotatedsyllabus!

Looking forward to integrating it into legalproblemsolving vanderbiltlaw this fall. Thank you for this thread. Putting this on the list of changes to implement this semester. Very grateful to you for this idea!

Emphasize social reading. Students typically read a course syllabus on their own. Annotating the syllabus turns the act of reading into a social experience. Annotation among a group is interactive and meant to spark shared conversation and collective inquiry.

Emphasize that annotating your syllabus is a social and collaborative activity. Annotate with familiar technology. Are you using a web annotation technology, like Hypothesis, to support discussion of course readings? If so, then annotating your syllabus with Hypothesis is a great way to onboard students, introduce the technology, and practice technical skills. Maybe you and your students regularly use Google Docs.

If so, create a GDoc version of your syllabus and use the built-in commenting and suggesting features. Alternatively, if you prefer printed pages and poster paper, put pen or marker or highlighter to paper.

Use familiar technology. The goal is to annotate, to ask questions, share thoughts, and start a discussion about learning together. Prompt students and focus commentary.GitHub is home to over 50 million developers working together to host and review code, manage projects, and build software together.

Work fast with our official CLI. Learn more. If nothing happens, download GitHub Desktop and try again. If nothing happens, download Xcode and try again. If nothing happens, download the GitHub extension for Visual Studio and try again. Becoming a fast expert in a new topic is still a big challenge. There are a lot of open resources available on the web, but sorting through them and figuring out what to consume and in what order is an unsolved problem.

I'm very excited for someone to solve this by creating a sort of Syllabus 2. There are inline comment threads in each section, and to suggest changes to the syllabus, just submit a PR.

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We use essential cookies to perform essential website functions, e. We use analytics cookies to understand how you use our websites so we can make them better, e. Skip to content. Dismiss Join GitHub today GitHub is home to over 50 million developers working together to host and review code, manage projects, and build software together.

Teaching about Race and Racism: Your Syllabus 2.0

Sign up. Go back. Launching Xcode If nothing happens, download Xcode and try again. Latest commit. Git stats 28 commits.As a veteran teacher, one of my most requested forms is my class syllabus. This product provides you with a modern spin on the traditional class syllabus. Since it is an editable PowerPoint file you can tailor it to suit any grade level or subject area! The following areas are already set up on the template but you could always edit them to suit your class needs :.

If you prefer to do your work on Google in the cloud, grab an editable Google Slides version of this template. Absent Student Forms. Lesson Plan Templates. Did you know that you can receive credit towards future TpT purchases by reviewing this product?

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Log In Join Us. View Wish List View Cart. Previous Next. Created By Tori Gorosave. Grade Levels. SyllabiProfessional DocumentsClassroom Forms. Add one to cart. Buy licenses to share. Add to Wish List. Share this resource. Report this resource to TpT.

Tori Gorosave 6, Followers. Also included in. This product provides you with four of my most popular ELA syllabi, but since it is an editable PowerPoint file you. View Bundle.This extension to the CDIO Syllabus is provided as a resource for programs that seek to respond to stakeholder expressed needs in the areas of Engineering Leadership and Entrepreneurship.

Annotate Your Syllabus 3.0

Engineering Entrepreneurship includes by reference all of the aspects of Societal and Enterprise Context. In addition, there are the entrepreneurship specific skills:. Defining customer needs; considering technology, enterprise strategy, and regulations; developing concepts, techniques and business plans.

Creating the design; the plans, drawings, and algorithms that describe what will be implemented. The transformation of the design into the product, including manufacturing, coding, testing and validation. Using the implemented product to deliver the intended value, including maintaining, evolving and retiring the system. Login Register. CDIO Syllabus 2. The generalization of analytical solutions 2. Representing the team to others Mentoring and counseling 3.

Trade-offs among various goals, function, concept and structure and iteration until convergence Plans for interface management 4. The process for single, platform and derivative products 4. Relating to Othersincluding topics in Teamwork 3.

In addition there are several topics that constitute creating a Purposeful Vision :. Share this content. Contact us How to join.