TUT EDU210T - Task 2 Semester 2
•Download as DOC, PDF•
1 like•81 views
This document provides instructions for a task in an Education Management module. Students are asked to discuss and compare the concepts of educational transformation, educational change, and educational reform. For each concept, students must [1] list and reference 5 definitions from different authors, [2] identify the definition they agree with most and explain their choice, and [3] list 5 school activities related to the concept with a focus on administration, management, or leadership. The task is due on September 7, 2011 during class.
Report
Share
Report
Share
Recommended
Discussion 6 presentation
Constructivist Approach to Learning discusses teaching for transfer and its effectiveness. Teaching for transfer is applying knowledge and skills learned in one context to new situations. According to the sources, teachers can help transfer occur by directly teaching strategies, providing practice and feedback, and expanding application of strategies. However, other sources note issues with this approach, finding that students do not often transfer problem-solving skills to new contexts due to various cognitive and learning factors that influence their abilities. Overall, the document examines the constructivist learning theory of teaching for transfer and perspectives on its successes and limitations.
Didáctica
This document compares and contrasts several theories of second language acquisition. It discusses nativist theories proposed by Chomsky, which claim language acquisition is innate. Environmental theories suggest environmental forces shape language learning. Interactionist theories consider both innate and environmental factors. The input and affective filter hypotheses from Krashen's work are explained, with the input hypothesis stressing comprehensible language exposure and the affective filter hypothesis noting the importance of low-anxiety environments for language learning.
Early Reading Intervention: Increasing Personnel Involvement with Paraeducators
Early Reading Intervention: Increasing Personnel Involvement with ParaeducatorsNational Resource Center for Paraprofessionals
Presentation from the 2011 National Resource Center for Paraprofessionals Conference by Claudia Reinfelds.Getting an academic writting model
The document discusses the structure of an academic paragraph and sections of a model paper. It explains that a paragraph contains a topic sentence followed by supporting sentences and concludes with a concluding sentence. It also lists the main sections of a research paper such as the introduction, literature review, methods, results, discussion, and references. Additionally, it provides guidance on writing mechanics including capitalization, punctuation, and linking words to connect ideas.
M.Ed Teacher Education's Topic-Flanders interaction analysis
This document provides an overview of Flanders' Interaction Analysis Categories (FIAC) system for analyzing classroom interactions. It discusses the theoretical assumptions behind interaction analysis, focusing on the role of verbal communication between teachers and students. The core of FIAC is a 10-category coding system that classifies all verbal classroom behaviors into teacher talk, student talk, or silence/confusion. The document outlines the specific categories in FIAC and the procedures for observation, which involve an encoder recording behavioral codes and an analyst interpreting the coded data matrix.
The Effects of Fluency on Reading Comprehension
This research proposal aims to study the relationship between reading fluency and comprehension. It hypothesizes that a balanced focus on both fluency and comprehension strategies, rather than emphasizing one over the other, could improve student reading ability. The study will be conducted with 12th grade students in Puerto Rico and evaluate the impact of different reading strategies on fluency and comprehension levels over one school year. The results are expected to show a correlation between fluency and comprehension, suggesting the need for a balanced reading curriculum. Further research will also be recommended due to the limited scope of this initial study.
Interaction analysis
Interaction analysis examines both linguistic and non-linguistic aspects of spoken language. It has four main components: input, negotiation, comprehension, and interaction process. Input starts the interaction, which involves a response and possible negotiation to ensure comprehension between participants. Classroom interaction analysis observes teacher-student interactions through systematic coding of verbal and non-verbal behaviors. It provides a framework to evaluate teaching and improve interactive language learning. Non-classroom analysis examines child-adult, adult-adult, and other social interactions through transcript analysis and interpretation of the full social context.
The natural approach
The document summarizes the Natural Approach language teaching method developed by Tracy Terrell and Stephen Krashen. It rejects traditional grammar-focused approaches and instead focuses on providing comprehensible input through meaningful communication. Some key aspects are the acquisition/learning hypothesis, natural order hypothesis, input hypothesis, and affective filter hypothesis. Activities aim to create situations for natural language use rather than produce perfect grammar. The teacher acts to facilitate comprehension and lower students' anxiety levels.
Recommended
Discussion 6 presentation
Constructivist Approach to Learning discusses teaching for transfer and its effectiveness. Teaching for transfer is applying knowledge and skills learned in one context to new situations. According to the sources, teachers can help transfer occur by directly teaching strategies, providing practice and feedback, and expanding application of strategies. However, other sources note issues with this approach, finding that students do not often transfer problem-solving skills to new contexts due to various cognitive and learning factors that influence their abilities. Overall, the document examines the constructivist learning theory of teaching for transfer and perspectives on its successes and limitations.
Didáctica
This document compares and contrasts several theories of second language acquisition. It discusses nativist theories proposed by Chomsky, which claim language acquisition is innate. Environmental theories suggest environmental forces shape language learning. Interactionist theories consider both innate and environmental factors. The input and affective filter hypotheses from Krashen's work are explained, with the input hypothesis stressing comprehensible language exposure and the affective filter hypothesis noting the importance of low-anxiety environments for language learning.
Early Reading Intervention: Increasing Personnel Involvement with Paraeducators
Early Reading Intervention: Increasing Personnel Involvement with ParaeducatorsNational Resource Center for Paraprofessionals
Presentation from the 2011 National Resource Center for Paraprofessionals Conference by Claudia Reinfelds.Getting an academic writting model
The document discusses the structure of an academic paragraph and sections of a model paper. It explains that a paragraph contains a topic sentence followed by supporting sentences and concludes with a concluding sentence. It also lists the main sections of a research paper such as the introduction, literature review, methods, results, discussion, and references. Additionally, it provides guidance on writing mechanics including capitalization, punctuation, and linking words to connect ideas.
M.Ed Teacher Education's Topic-Flanders interaction analysis
This document provides an overview of Flanders' Interaction Analysis Categories (FIAC) system for analyzing classroom interactions. It discusses the theoretical assumptions behind interaction analysis, focusing on the role of verbal communication between teachers and students. The core of FIAC is a 10-category coding system that classifies all verbal classroom behaviors into teacher talk, student talk, or silence/confusion. The document outlines the specific categories in FIAC and the procedures for observation, which involve an encoder recording behavioral codes and an analyst interpreting the coded data matrix.
The Effects of Fluency on Reading Comprehension
This research proposal aims to study the relationship between reading fluency and comprehension. It hypothesizes that a balanced focus on both fluency and comprehension strategies, rather than emphasizing one over the other, could improve student reading ability. The study will be conducted with 12th grade students in Puerto Rico and evaluate the impact of different reading strategies on fluency and comprehension levels over one school year. The results are expected to show a correlation between fluency and comprehension, suggesting the need for a balanced reading curriculum. Further research will also be recommended due to the limited scope of this initial study.
Interaction analysis
Interaction analysis examines both linguistic and non-linguistic aspects of spoken language. It has four main components: input, negotiation, comprehension, and interaction process. Input starts the interaction, which involves a response and possible negotiation to ensure comprehension between participants. Classroom interaction analysis observes teacher-student interactions through systematic coding of verbal and non-verbal behaviors. It provides a framework to evaluate teaching and improve interactive language learning. Non-classroom analysis examines child-adult, adult-adult, and other social interactions through transcript analysis and interpretation of the full social context.
The natural approach
The document summarizes the Natural Approach language teaching method developed by Tracy Terrell and Stephen Krashen. It rejects traditional grammar-focused approaches and instead focuses on providing comprehensible input through meaningful communication. Some key aspects are the acquisition/learning hypothesis, natural order hypothesis, input hypothesis, and affective filter hypothesis. Activities aim to create situations for natural language use rather than produce perfect grammar. The teacher acts to facilitate comprehension and lower students' anxiety levels.
Ell classroom walkthrough_obs
The document provides a checklist for observing English language learner classrooms with sections scoring instruction, student engagement, and teacher behaviors. Instruction is scored on a scale of 0-3 for how evident strategies are like using visuals and academic language. Student engagement scores how much time students spend responding individually, in pairs, or as a group. Teacher behaviors are scored on classroom management, pacing, and checking for understanding. The goal is to evaluate English learner instruction, participation, and teaching quality for a total possible score of 51 points.
Salma Tazi_Recom-From BU Geometry4Teachers Prof Chedister (1)
This letter recommends Salma Tazi for a teaching position. The writer taught Ms. Tazi at Boston University, where she earned her Master's degree through Teach for America. In their geometry course, Ms. Tazi actively participated in group work, asked clarifying questions, and thought critically about applying the lessons to her own classroom. For a major project, while most students created hypothetical lessons, Ms. Tazi immediately tested lessons with her students and used the results to influence her final project. The writer believes Ms. Tazi is dedicated to giving her students the best education, as shown through her classroom work and students' strong MCAS test results.
Individual differences
This document summarizes several models of second language learning that incorporate individual learner differences as variables. It discusses models focusing on independent learner variables like age, attitude, motivation, intelligence, and language aptitude. Specific models covered include the Good Language Learner Model, Monitor Theory, models by Brown and Fraser, Levin, Gardner, Skehan, and Spolsky. Diagrams from some of the models are referenced to illustrate relationships between teaching, learner context and variables, and their link to language learning outcomes.
The Effects of Fluency on Comprehension
This research proposal aims to study the effects of fluency on reading comprehension. The researcher will teach reading strategies that alternate between focusing on comprehension, fluency, and both to 12th grade students in Puerto Rico over one school year. Data will be collected through teacher and student interviews and observations and analyzed to determine the effectiveness of strategies like repeated reading, independent reading, and reader's theater for fluency, and story maps, power thinking, and question and answer sessions for comprehension. The goal is to establish an understanding of the relationship between fluency and comprehension and to provide guidance for teachers and policymakers.
Individual differences and call ppt
This document summarizes several models of second language learning that incorporate individual learner differences as variables. It discusses models focusing on independent learner variables like age, attitude, motivation, intelligence, and language aptitude. Specific models covered include the Good Language Learner Model, Monitor Theory, Brown and Fraser's model, Levin's Schematic model, Gardner's Educational Model, Skehan's model of influence on language learning, and Spolsky's model. The document analyzes how each model conceptualizes the relationship between learner variables and second language acquisition outcomes.
Unit 3 blog
The interview was with an assistant professor of mathematics at a community college who has 15 years of experience teaching adult learners. Their teaching philosophy follows a liberal arts approach with a focus on ensuring students learn key skills. While they primarily use a lecture-based method, they are exploring incorporating programmed instruction software into courses. The biggest challenges they face are students lacking preparation in math and study skills from high school, which often leads to poor attendance and failure of courses.
Semantics and teaching vocabulary pamela cadena espe
This study examined the effectiveness of teaching vocabulary words to EFL students in semantically related sets versus unrelated sets. Fifty-seven EFL students between the ages of 15-18 participated in weekly vocabulary lessons over 5 weeks that presented words in either a related or unrelated fashion. Post-tests found that students acquired words in the unrelated sets more than those in the related sets. However, the study noted a follow up test was needed to determine long-term retention of the words. It concluded that teachers should use a variety of strategies tailored to their students, and not to avoid related word sets but combine different approaches.
TUT EDU210T - Task 1 Difference between Education Administration, Management ...
TUT EDU210T - Task 1 Difference between Education Administration, Management ...Education Moving Up Cc.
This document provides instructions for a task in an Education Management module. Students are asked to discuss and differentiate the concepts of education administration, management, and leadership. For each concept, they must list 5 definitions from different authors and reference them properly. They must also identify the one definition they agree with most and explain their choice. Finally, they should list 5 school-related activities for each concept, focusing on rules for administration, relationships for management, and improvement for leadership. The task is due on August 24, 2011.COMPARATIVE REVIEW OF BLOOM AND SOLO TAXONOMY (https://youtu.be/r8Qj5D38GQU)
(https://youtu.be/r8Qj5D38GQU)
A comprehensive assignment on "COMPARATIVE REVIEW OF BLOOM AND SOLO TAXONOMY"
Productive disciplinary engagement according to students’ school levels: a co...
This document summarizes a research study that compares the productive disciplinary engagement of students at different school levels in gymnastics lessons in Tunisia. The study uses two theoretical frameworks: the theory of didactic joint action and the concept of productive disciplinary engagement. Ethnographic observations and video recordings of lessons were analyzed to describe student task transformations. Results showed how breaks in the didactic contract allowed knowledge progression and student contributions. Patterns of engagement were identified for strong and weak students. Productive disciplinary engagement was characterized by principles of problematizing, authority, accountability, and access to resources. The frameworks were found to be complementary for analyzing student engagement and the conditions created by teachers.
Module 4 EP:EDUCATIONAL PSYCHOLOGY AND SCHOOL LEARNING
This document discusses educational psychology and school learning. It covers topics like motivation and reinforcement theories, learning of school subjects, transfer of learning, classroom management, and approaches to teaching subjects. Regarding classroom management, it discusses humanistic, democratic, and behaviorist models. It also addresses the concept of punishment and its role in school learning.
Standard of Practice-Professional Knowledge—Evidence for Problem-based Learni...
The article compares the effectiveness of problem-based learning (PBL) and traditional lecture-discussion instruction for teaching macroeconomics to high school students. Researchers found that PBL students performed significantly better on a knowledge test than students in traditional classes, with an effect size equivalent to a 4% difference in percentile grades. PBL was also more effective for students with high interest in economics and mid-to-low verbal ability, though both instructional methods led to similar outcomes for students with high verbal ability. The study provides support for using PBL to meet Ontario curriculum goals of developing inquiry, problem-solving and collaboration skills.
Edu reach
This document discusses three major types of educational research: descriptive, correlational, and experimental. Descriptive research attempts to describe current conditions without changing variables. Correlational research identifies relationships between variables without proving causation. Experimental research demonstrates causal relationships by implementing changes and using control and experimental groups with random assignment. The example given is of a teacher testing a new computerized math program with half her class, using pre- and post-tests to determine if it made a difference in achievement.
second language teacher education
This document provides an overview of the history and components of Second Language Teacher Education (SLTE). It discusses how SLTE emerged in response to changes in theories of teaching and learning. The key components of SLTE include teaching skills, pedagogical theory, and professional skills. Several models of SLTE are described, including the craft, applied science, and reflective models as primary models, as well as program-based, skills-based, and site-based models as secondary models. Theories that influence SLTE, such as sociocultural theory and constructivism, are also outlined.
Curriculum Theory
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Journal article review presestation for teacher pagna chea
This document summarizes a research article about how non-native English speaking students at a US college responded to institutional and professor control in their classes. The researcher studied student-professor interactions in a psychology course. They found that students initially complied with professor directives but later expressed complaints through discussion and written feedback. They also questioned the professor as a way to negotiate classroom power dynamics and engage with the course material. The document concludes that English for academic purposes courses should make students aware of their choices within the institutional structures and possibilities for challenging limitations.
Facilitating-Learner-presentation1.pptx
LEARNER CENTERED TEACHING LESSON 1 CHAPTER 1 on FACILITATING LEARNING. Subject in Bachelor in elementary and secondary education.
Advance orgniser model
Models of Teaching include many but not all of the major philosophical and psychological orientations towards teaching and learning. Each of them has coherent theoretical bases. An advance organizer is a tool used to introduce the lesson topic and illustrate the relationship between what the students are about to learn and the information they have already learned. They are used during expository instruction, which is the use of an expert to present information in a way that makes it easy for students to make connections from one concept to the next.
Focus on the languge learner, Motivation.ppt
1. Motivation is a dynamic process that goes through three phases: generating motivation, actively maintaining motivation, and retrospective evaluation.
2. Key factors that influence L2 motivation include integrative orientation toward the L2 culture, instructional orientation toward practical benefits, and the learning experience itself.
3. Dörnyei's model of L2 motivation comprises the ideal L2 self, ought-to L2 self, and the L2 learning experience. Perceived quality of the learning experience, teacher support, and autonomy are especially important for maintaining executive motivation.
Converging perspectives in the
This study examines the teaching practices of two teachers of low-educated adult English language learners through the framework of activity theory. It finds that a lack of opportunities for professional collaboration and learning creates tensions for the teachers. The study suggests that establishing communities of practice could help overcome isolation, increase teacher confidence, and support the negotiation of theory and practice. Activity theory provided a useful lens for analyzing the contextual factors that influence classroom instruction.
Unit 3.3 Cognitive Processes
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
More Related Content
What's hot
Ell classroom walkthrough_obs
The document provides a checklist for observing English language learner classrooms with sections scoring instruction, student engagement, and teacher behaviors. Instruction is scored on a scale of 0-3 for how evident strategies are like using visuals and academic language. Student engagement scores how much time students spend responding individually, in pairs, or as a group. Teacher behaviors are scored on classroom management, pacing, and checking for understanding. The goal is to evaluate English learner instruction, participation, and teaching quality for a total possible score of 51 points.
Salma Tazi_Recom-From BU Geometry4Teachers Prof Chedister (1)
This letter recommends Salma Tazi for a teaching position. The writer taught Ms. Tazi at Boston University, where she earned her Master's degree through Teach for America. In their geometry course, Ms. Tazi actively participated in group work, asked clarifying questions, and thought critically about applying the lessons to her own classroom. For a major project, while most students created hypothetical lessons, Ms. Tazi immediately tested lessons with her students and used the results to influence her final project. The writer believes Ms. Tazi is dedicated to giving her students the best education, as shown through her classroom work and students' strong MCAS test results.
Individual differences
This document summarizes several models of second language learning that incorporate individual learner differences as variables. It discusses models focusing on independent learner variables like age, attitude, motivation, intelligence, and language aptitude. Specific models covered include the Good Language Learner Model, Monitor Theory, models by Brown and Fraser, Levin, Gardner, Skehan, and Spolsky. Diagrams from some of the models are referenced to illustrate relationships between teaching, learner context and variables, and their link to language learning outcomes.
The Effects of Fluency on Comprehension
This research proposal aims to study the effects of fluency on reading comprehension. The researcher will teach reading strategies that alternate between focusing on comprehension, fluency, and both to 12th grade students in Puerto Rico over one school year. Data will be collected through teacher and student interviews and observations and analyzed to determine the effectiveness of strategies like repeated reading, independent reading, and reader's theater for fluency, and story maps, power thinking, and question and answer sessions for comprehension. The goal is to establish an understanding of the relationship between fluency and comprehension and to provide guidance for teachers and policymakers.
Individual differences and call ppt
This document summarizes several models of second language learning that incorporate individual learner differences as variables. It discusses models focusing on independent learner variables like age, attitude, motivation, intelligence, and language aptitude. Specific models covered include the Good Language Learner Model, Monitor Theory, Brown and Fraser's model, Levin's Schematic model, Gardner's Educational Model, Skehan's model of influence on language learning, and Spolsky's model. The document analyzes how each model conceptualizes the relationship between learner variables and second language acquisition outcomes.
Unit 3 blog
The interview was with an assistant professor of mathematics at a community college who has 15 years of experience teaching adult learners. Their teaching philosophy follows a liberal arts approach with a focus on ensuring students learn key skills. While they primarily use a lecture-based method, they are exploring incorporating programmed instruction software into courses. The biggest challenges they face are students lacking preparation in math and study skills from high school, which often leads to poor attendance and failure of courses.
Semantics and teaching vocabulary pamela cadena espe
This study examined the effectiveness of teaching vocabulary words to EFL students in semantically related sets versus unrelated sets. Fifty-seven EFL students between the ages of 15-18 participated in weekly vocabulary lessons over 5 weeks that presented words in either a related or unrelated fashion. Post-tests found that students acquired words in the unrelated sets more than those in the related sets. However, the study noted a follow up test was needed to determine long-term retention of the words. It concluded that teachers should use a variety of strategies tailored to their students, and not to avoid related word sets but combine different approaches.
What's hot (7)
Salma Tazi_Recom-From BU Geometry4Teachers Prof Chedister (1)
Salma Tazi_Recom-From BU Geometry4Teachers Prof Chedister (1)
Semantics and teaching vocabulary pamela cadena espe
Semantics and teaching vocabulary pamela cadena espe
Similar to TUT EDU210T - Task 2 Semester 2
TUT EDU210T - Task 1 Difference between Education Administration, Management ...
TUT EDU210T - Task 1 Difference between Education Administration, Management ...Education Moving Up Cc.
This document provides instructions for a task in an Education Management module. Students are asked to discuss and differentiate the concepts of education administration, management, and leadership. For each concept, they must list 5 definitions from different authors and reference them properly. They must also identify the one definition they agree with most and explain their choice. Finally, they should list 5 school-related activities for each concept, focusing on rules for administration, relationships for management, and improvement for leadership. The task is due on August 24, 2011.COMPARATIVE REVIEW OF BLOOM AND SOLO TAXONOMY (https://youtu.be/r8Qj5D38GQU)
(https://youtu.be/r8Qj5D38GQU)
A comprehensive assignment on "COMPARATIVE REVIEW OF BLOOM AND SOLO TAXONOMY"
Productive disciplinary engagement according to students’ school levels: a co...
This document summarizes a research study that compares the productive disciplinary engagement of students at different school levels in gymnastics lessons in Tunisia. The study uses two theoretical frameworks: the theory of didactic joint action and the concept of productive disciplinary engagement. Ethnographic observations and video recordings of lessons were analyzed to describe student task transformations. Results showed how breaks in the didactic contract allowed knowledge progression and student contributions. Patterns of engagement were identified for strong and weak students. Productive disciplinary engagement was characterized by principles of problematizing, authority, accountability, and access to resources. The frameworks were found to be complementary for analyzing student engagement and the conditions created by teachers.
Module 4 EP:EDUCATIONAL PSYCHOLOGY AND SCHOOL LEARNING
This document discusses educational psychology and school learning. It covers topics like motivation and reinforcement theories, learning of school subjects, transfer of learning, classroom management, and approaches to teaching subjects. Regarding classroom management, it discusses humanistic, democratic, and behaviorist models. It also addresses the concept of punishment and its role in school learning.
Standard of Practice-Professional Knowledge—Evidence for Problem-based Learni...
The article compares the effectiveness of problem-based learning (PBL) and traditional lecture-discussion instruction for teaching macroeconomics to high school students. Researchers found that PBL students performed significantly better on a knowledge test than students in traditional classes, with an effect size equivalent to a 4% difference in percentile grades. PBL was also more effective for students with high interest in economics and mid-to-low verbal ability, though both instructional methods led to similar outcomes for students with high verbal ability. The study provides support for using PBL to meet Ontario curriculum goals of developing inquiry, problem-solving and collaboration skills.
Edu reach
This document discusses three major types of educational research: descriptive, correlational, and experimental. Descriptive research attempts to describe current conditions without changing variables. Correlational research identifies relationships between variables without proving causation. Experimental research demonstrates causal relationships by implementing changes and using control and experimental groups with random assignment. The example given is of a teacher testing a new computerized math program with half her class, using pre- and post-tests to determine if it made a difference in achievement.
second language teacher education
This document provides an overview of the history and components of Second Language Teacher Education (SLTE). It discusses how SLTE emerged in response to changes in theories of teaching and learning. The key components of SLTE include teaching skills, pedagogical theory, and professional skills. Several models of SLTE are described, including the craft, applied science, and reflective models as primary models, as well as program-based, skills-based, and site-based models as secondary models. Theories that influence SLTE, such as sociocultural theory and constructivism, are also outlined.
Curriculum Theory
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Journal article review presestation for teacher pagna chea
This document summarizes a research article about how non-native English speaking students at a US college responded to institutional and professor control in their classes. The researcher studied student-professor interactions in a psychology course. They found that students initially complied with professor directives but later expressed complaints through discussion and written feedback. They also questioned the professor as a way to negotiate classroom power dynamics and engage with the course material. The document concludes that English for academic purposes courses should make students aware of their choices within the institutional structures and possibilities for challenging limitations.
Facilitating-Learner-presentation1.pptx
LEARNER CENTERED TEACHING LESSON 1 CHAPTER 1 on FACILITATING LEARNING. Subject in Bachelor in elementary and secondary education.
Advance orgniser model
Models of Teaching include many but not all of the major philosophical and psychological orientations towards teaching and learning. Each of them has coherent theoretical bases. An advance organizer is a tool used to introduce the lesson topic and illustrate the relationship between what the students are about to learn and the information they have already learned. They are used during expository instruction, which is the use of an expert to present information in a way that makes it easy for students to make connections from one concept to the next.
Focus on the languge learner, Motivation.ppt
1. Motivation is a dynamic process that goes through three phases: generating motivation, actively maintaining motivation, and retrospective evaluation.
2. Key factors that influence L2 motivation include integrative orientation toward the L2 culture, instructional orientation toward practical benefits, and the learning experience itself.
3. Dörnyei's model of L2 motivation comprises the ideal L2 self, ought-to L2 self, and the L2 learning experience. Perceived quality of the learning experience, teacher support, and autonomy are especially important for maintaining executive motivation.
Converging perspectives in the
This study examines the teaching practices of two teachers of low-educated adult English language learners through the framework of activity theory. It finds that a lack of opportunities for professional collaboration and learning creates tensions for the teachers. The study suggests that establishing communities of practice could help overcome isolation, increase teacher confidence, and support the negotiation of theory and practice. Activity theory provided a useful lens for analyzing the contextual factors that influence classroom instruction.
Unit 3.3 Cognitive Processes
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
Integrated Curriculum-Dr.Rehmah (1).pdf
Dr. Rehmah Sarfraz is the Head of the Department of Medical Education at Islamabad Medical & Dental College. She gave a presentation on integrated curriculum at the 3rd contact session of SZABMU CHPE on November 19, 2020. The presentation covered the history and models of curriculum, definitions and types of integration, principles of an integrated curriculum, and 12 tips for developing an integrated curriculum. The objectives were to outline curricular models, differentiate between vertical and horizontal integration, distinguish integration levels, and identify principles and tips for an integrated curriculum.
Presentation1 e5
The document describes the E5 instructional model, which provides a framework for purposeful teaching through five phases: Engage, Explore, Explain, Elaborate, and Evaluate. It evolved from previous instructional models developed in the 1930s-1980s and was released by the Department of Education and Early Childhood Development in Victoria, Australia in 2009 to support lesson and unit planning. The phases involve accessing prior knowledge, hands-on exploration, direct instruction, extending understanding, and assessing learning.
Teaching strategies
Instruction as a systemic process (models of instruction)
Strategies, methods and techniques
Key contexts of teaching
Teaching as Art and science
Ems assignments
Educational management refers to the administration of educational institutions and organizations. It involves planning, organizing, coordinating, and controlling the policies and systems of an educational organization. The scope of educational management is broad and includes organizing various school resources and activities, maintaining student records, evaluating student achievement, preparing timetables, coordinating with educational authorities, and providing student services. Effective communication is important for teaching and learning as it helps build relationships between teachers and students, improves student performance and self-esteem, and allows teachers to assess how well students are understanding lessons.
EXPERIENTIAL LEARNING THEORY CC3.pdf
David Kolb published his experiential learning theory and learning style inventory in 1984. Kolb's theory proposes that learning involves four stages - concrete experience, reflective observation, abstract conceptualization, and active experimentation - that form a continuous learning cycle. From this, Kolb identified four distinct learning styles - diverging, assimilating, converging, and accommodating - that are defined by how learners engage with the different stages. The document then provides detailed descriptions of Kolb's experiential learning cycle, the four learning styles, and connections between Kolb's model and the similar model developed by Peter Honey and Alan Mumford. It concludes with an experiment using Kolb's learning style questionnaire.
Similar to TUT EDU210T - Task 2 Semester 2 (20)
TUT EDU210T - Task 1 Difference between Education Administration, Management ...
TUT EDU210T - Task 1 Difference between Education Administration, Management ...
COMPARATIVE REVIEW OF BLOOM AND SOLO TAXONOMY (https://youtu.be/r8Qj5D38GQU)
COMPARATIVE REVIEW OF BLOOM AND SOLO TAXONOMY (https://youtu.be/r8Qj5D38GQU)
Productive disciplinary engagement according to students’ school levels: a co...
Productive disciplinary engagement according to students’ school levels: a co...
Module 4 EP:EDUCATIONAL PSYCHOLOGY AND SCHOOL LEARNING
Module 4 EP:EDUCATIONAL PSYCHOLOGY AND SCHOOL LEARNING
Standard of Practice-Professional Knowledge—Evidence for Problem-based Learni...
Standard of Practice-Professional Knowledge—Evidence for Problem-based Learni...
Journal article review presestation for teacher pagna chea
Journal article review presestation for teacher pagna chea
More from Education Moving Up Cc.
NSC Business Studies Pattern P1&2.pptx
The document outlines the structure and content of a Business Studies exam for Grade 12 consisting of 10 questions across 5 topics, with 300 total marks. It shows the breakdown of marks for 2 exam papers from 2020 and the minimum marks needed to pass. Prior years' exam papers from 2015 to 2019 are also listed. The presenter is thanked at the end.
NSC Mathematics Pattern P1&2.pdf
Allowing learners to see (sight level) the similarity across the six years of examination papers, as a preparatory strategy
E-Book - Teaching with poverty in mind.PDF
This document discusses how poverty affects children's academic performance and what schools can do to help. It describes the nature of poverty, outlining different types such as situational, generational, urban and rural poverty. It discusses the effects of poverty on children, including emotional, social, health and cognitive challenges. Children living in poverty often face unstable home environments with fewer resources and opportunities for enrichment compared to wealthier children. The document proposes that schools can help mitigate these challenges through appropriate strategies and support.
High-Performing in High-Poverty schools - The School of Excellence Methodolog...
High-Performing in High-Poverty schools - The School of Excellence Methodolog...Education Moving Up Cc.
This document summarizes a presentation on teaching in high-poverty schools. It discusses six types of poverty and provides study questions for each chapter of the book "Teaching with Poverty in Mind". The types of poverty are absolute, relative, situational, generational, rural, and urban poverty. The study questions guide reflection on how poverty affects student behavior and learning, the mindset needed for change, school-wide and classroom success factors, and instructional strategies. More than 60% of South African children experience multidimensional poverty, with the highest rates in rural areas, among orphans, and Black African children.SiSopen MCQs for matriculants
Dr. Muavia Gallie, the director of SiSopen, gave a presentation on using multiple choice questions and heutagogy to transform data into intelligence in education. SiSopen is a school intelligence system that uses open-source technology to help schools design excellence by moving beyond just data to gain intelligence from data. The presentation discussed using MCQs to support student-led or heutagogical learning and provided links to the SiSopen website and blog on open technology in education for further information.
DBE Education Lekgotla 2019 - Excellent Schools
Facilitating the school turnaround methodology, being in process with multiple schools, to ensure that we develop Schools of Excellence, especially in schools located in poor and marginalised communities.
ICP 2017 Excellent schools by Design
This document contains a presentation by Dr. Muavia Gallie on school turnaround. It discusses moving from dysfunctionality by design under apartheid to excellence by design. It highlights strategies like setting individualized learner targets and plans, focusing on learning over opinions, and allocating 170 days per year to teaching and learning with extended time. Target setting is identified as key, with learners and teachers having quantifiable annual targets to work towards. 170 days of teaching time per year is cited as best practice, originating from CAPS policy documents. Differentiation of time based on learner needs is also discussed.
STF EMU - Excellent Schools by Design - brief
This document outlines an approach to school excellence through intentional design of school systems and processes. It discusses 12 topics that characterize a school focused on excellence versus one experiencing chaos. Some of the key points include having daily lesson plans that are 50-60 minutes long and include 15-20 minutes of classwork, allocating 170 days for teaching and learning, conducting risk analysis on learners to provide early intervention, and including digital teaching time to support self-directed learning. The approach aims to move schools away from seeing failure as normal and toward the goal of 100% learner success.
SAPA Gauteng Province - Excellent schools by design
Focus on the school turnaround methodology in order to fix up the operational, managerial and leadership processes in underperforming and high functioning schools. Intended to ensure that all learners are successful in schools, and that excellence become the target to strive towards.
SAPA WC - Excellent schools by design 1
Dr. Muavia Gallie presented on school turnaround strategies. The presentation discussed moving schools from dysfunctionality by design under apartheid to excellence by design. It outlined eight components for school readiness, 50 operational systems, and 60 quality systems that schools need to implement excellence. The presentation also compared school improvement to school turnaround, noting that turnaround requires redefinition, modification or substitution of approaches and tasks. Finally, it provided examples of implementing excellence by design at Zwelethemba High School, including setting targets for learners and teachers, allocating 170 days for teaching and learning, including transitional time in the timetable, and extending the school day to maximize learning time.
ATKV - Back to basics - From underperforming schools to institutions of excel...
ATKV - Back to basics - From underperforming schools to institutions of excel...Education Moving Up Cc.
The document provides information about a presentation given by Dr. Muavia Gallie on school turnaround. It discusses taking underperforming schools and making them institutions of excellence. It provides the presenter's credentials and organizations, as well as websites for additional information. Graphs and figures are shown on topics like the virtuous circle of inclusive growth and development, and the varying role of redistribution in reducing inequality.TeachSA 2016 cohort - The Why, What, How and When of school turnaround method...
TeachSA 2016 cohort - The Why, What, How and When of school turnaround method...Education Moving Up Cc.
This document provides an overview of school turnaround methodology presented by Dr. Muavia Gallie. It discusses the need for school turnaround due to poor education outcomes in South Africa. Only 1 in 100 students who enter school will complete tertiary education. The document outlines the difference between school improvement and school turnaround, with turnaround requiring deeper change. It then presents frameworks and principles for school turnaround methodology, including 5 domains with 20 frameworks addressing various areas like beliefs, knowledge, processes, implementation and monitoring/evaluation. The methodology follows 5 phases and includes tools like a school turnaround planning framework and the STP problem-solving approach.ACP - From school improvement to school turnaround
An alternative way of managing and leading schools in communities that are not seeing success for all learners, due to contextual (poverty-stricken) issues.
NEMAS - The essence of school leadership to transform schools
Dr. Muavia Gallie presented on school turnaround methodology. Key points included:
- South Africa's education system is inefficient, with only 1 in 100 students completing tertiary education. Student dropout rates are very high.
- The presentation defined the differences between school improvement and school turnaround, with turnaround requiring deeper change like redefinition of approaches and goals.
- A school turnaround methodology was presented involving 5 phases to transform underperforming schools to excellence through principles, frameworks and operational systems.
NEMAS - Tools to improve academic results
This document outlines a presentation on school turnaround and target setting. It details 17 portals or levels for setting targets, from the funder level down to the individual learner level. At each level, key performance data is displayed, such as average subject scores over time. Targets are then set to show areas for improvement and growth goals at each analysis level within the school system.
NEMAS - Turning underperforming schools into academic champions
This document outlines a school turnaround methodology presented by Dr. Muavia Gallie. It discusses key principles of school turnaround including ownership, planning, curriculum management, and sustainability. The methodology involves 5 phases and includes self-assessment of 8 school readiness components to rate a school's performance from under-performing to excellent. The readiness components cover areas like attendance, teacher/learner information, annual planning, timetabling, teaching schedules, organizational structure, and instructional support materials. Schools conduct quarterly self-assessments and workshops to improve their ratings by focusing on 3 components, including the weakest, per quarter with confirmation from change agents. The methodology aims to turn under-performing schools into academic champions through
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...Education Moving Up Cc.
Clarifying the legislative, professional, social justice, monitoring and evaluation, and support and development roles and responsibilities of heads of departmentsEMU - Curriculum Management - Lesson plan builder model
Constructing of Lesson plan; legislative requirements of CAPS; teaching lesson based on days or periods; weighting or pace setters; teaching and learning methods; assessment plans for teachers and learners; data bank of questions for examination purpose
TeachSA Ambassadors - 13 Dec 2015 - Part 1
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
TeachSA Ambassadors - 13 Dec 2015 - Part 3
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
More from Education Moving Up Cc. (20)
High-Performing in High-Poverty schools - The School of Excellence Methodolog...
High-Performing in High-Poverty schools - The School of Excellence Methodolog...
SAPA Gauteng Province - Excellent schools by design
SAPA Gauteng Province - Excellent schools by design
ATKV - Back to basics - From underperforming schools to institutions of excel...
ATKV - Back to basics - From underperforming schools to institutions of excel...
TeachSA 2016 cohort - The Why, What, How and When of school turnaround method...
TeachSA 2016 cohort - The Why, What, How and When of school turnaround method...
ACP - From school improvement to school turnaround
ACP - From school improvement to school turnaround
NEMAS - The essence of school leadership to transform schools
NEMAS - The essence of school leadership to transform schools
NEMAS - Turning underperforming schools into academic champions
NEMAS - Turning underperforming schools into academic champions
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...
EMU - Curriculum Management - Lesson plan builder model
EMU - Curriculum Management - Lesson plan builder model
Recently uploaded
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcHow to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Recently uploaded (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
TUT EDU210T - Task 2 Semester 2
- 1. Tshwane University of Technology Faculty of Humanities Department of Education Studies Task 2 – 24 August 2011 Lecturer: Dr Muavia Gallie Module: EDU210T (Education Management) Submission Date: 7 September 2011 This task will follow the same pattern as task 1, and will focus on the three different concepts we engaged in during the lecture. Again, more often than not, these three concepts are treated in the literature and books as similar or more or lest the same. We therefore argued that these terms, from the position of the lecturer, are different in the following way: • Educational Transformation; • Educational Change; • Educational Reform. Your task is to discuss each of these three concepts under the following headings: 1. List 5 definitions on each of these concepts from 5 different authors well known within the discipline. You must ensure that these definitions are properly referenced in terms of the Harvard method; 2. From the list above, identify the one definition which you agree the most, and motivate why you chose this one; 3. List 5 activities which take place at school that are directly related to these concepts. Take note that the administration should focus on rules and regulation application, the management should focus on people relationship and interaction, while the leadership should focus on ideas, solving problems and improving results. As indicated above, this task is due on 7 September 2011, during class time. 1