This document provides guidance on teaching the English alphabet to children with mild intellectual disabilities. It outlines a lesson plan with 5 activities: 1) Singing alphabet songs, 2) Letter matching games, 3) Opening an "alphabet box" each week, 4) Using interdisciplinary learning with each letter, and 5) Eating foods shaped like letters. The plan employs strategies like repetition, visual aids, relating letters to real-world objects, and making it fun.
This document provides an overview of different types of books that are appropriate for developing early literacy skills in children. It discusses picture books, concept books, alphabet books, counting books, nursery rhymes, predictable books, and big books. The key points made are that early exposure to books, repeated readings, and opportunities for participation are important for literacy development in young children. Different genres of books help children develop language skills, concepts of print, and enjoyment of stories.
The document discusses strategies for promoting early language and literacy skills in young children through storytime activities at libraries. It recommends incorporating phonological awareness activities, language enrichment, and hands-on learning. Specific ideas are provided for adapting books to make them accessible for children with different abilities and needs.
This document provides information to help parents ensure their children are ready to learn to read in kindergarten. It discusses four foundational areas for reading readiness: language and vocabulary development, print awareness, knowledge of the alphabet, and phonological awareness. The document explains each area and provides activities parents can do with their children to help develop these skills, such as reading aloud daily, playing word games, learning letter sounds, and practicing rhyming. It also discusses kindergarten readiness assessments like DIBELS that check skills like letter naming, initial sounds, and phoneme segmentation. The overall message is that parents can help prepare their children for learning to read by engaging in these types of literacy activities at home.
The document describes the Pink, Blue, and Green word series used in Montessori education to teach reading and writing in English. The Pink series uses CVC words to teach short vowel sounds. The Blue series introduces consonant blends. The Green series incorporates more complex phonetic combinations like vowel digraphs to help students master inconsistencies in English. Moving through each series in order helps students learn phonics and read fluently.
This document discusses supporting language development in infants and toddlers. It explains that speech refers to articulation, fluency, and voice quality, while language is a symbolic, rule-governed system used for communication. It provides tips for supporting language skills from ages 0-12 months and 12-24 months, such as reading together, talking about daily activities, singing songs, and taking turns in conversations. The document also lists 12 ways parents can help language development, such as labeling objects, using gestures, asking open-ended questions, and making personalized books.
The document discusses teaching methods for introducing letters and reading to kindergarten students. It describes activities like using an ABC chart, singing the ABC song, spelling games, making sentences, and reading simple words and sentences. The goal is to make learning letters fun through a variety of engaging exercises and build skills over time, from letter recognition to blending sounds to reading.
Early Literacy Workshop at Proud fo My Culture 2020Bobbee Pennington
This document provides information on developing early literacy skills in young children. It discusses how hands-on experiences and play are crucial for building the foundation needed for reading. During the ages of 0-3, brain development occurs rapidly through interactions with caring adults. Reading aloud together, talking, singing, writing and playing are highlighted as key ways to develop skills like print motivation, phonological awareness, vocabulary and narrative skills. The document emphasizes that symbolic thought and reading comprehension are built upon a base of concrete, sensory experiences. It encourages caregivers to incorporate literacy-rich activities into everyday routines and play to help children's brains form connections for future school success.
This presentation is designed for UBC's LIBR529: Services for Family and Early Literacy in the Preschool Years. It reinforces the things parents can do at home with their young children to foster school readiness skills (and to advertise storytimes!)
This document provides an overview of different types of books that are appropriate for developing early literacy skills in children. It discusses picture books, concept books, alphabet books, counting books, nursery rhymes, predictable books, and big books. The key points made are that early exposure to books, repeated readings, and opportunities for participation are important for literacy development in young children. Different genres of books help children develop language skills, concepts of print, and enjoyment of stories.
The document discusses strategies for promoting early language and literacy skills in young children through storytime activities at libraries. It recommends incorporating phonological awareness activities, language enrichment, and hands-on learning. Specific ideas are provided for adapting books to make them accessible for children with different abilities and needs.
This document provides information to help parents ensure their children are ready to learn to read in kindergarten. It discusses four foundational areas for reading readiness: language and vocabulary development, print awareness, knowledge of the alphabet, and phonological awareness. The document explains each area and provides activities parents can do with their children to help develop these skills, such as reading aloud daily, playing word games, learning letter sounds, and practicing rhyming. It also discusses kindergarten readiness assessments like DIBELS that check skills like letter naming, initial sounds, and phoneme segmentation. The overall message is that parents can help prepare their children for learning to read by engaging in these types of literacy activities at home.
The document describes the Pink, Blue, and Green word series used in Montessori education to teach reading and writing in English. The Pink series uses CVC words to teach short vowel sounds. The Blue series introduces consonant blends. The Green series incorporates more complex phonetic combinations like vowel digraphs to help students master inconsistencies in English. Moving through each series in order helps students learn phonics and read fluently.
This document discusses supporting language development in infants and toddlers. It explains that speech refers to articulation, fluency, and voice quality, while language is a symbolic, rule-governed system used for communication. It provides tips for supporting language skills from ages 0-12 months and 12-24 months, such as reading together, talking about daily activities, singing songs, and taking turns in conversations. The document also lists 12 ways parents can help language development, such as labeling objects, using gestures, asking open-ended questions, and making personalized books.
The document discusses teaching methods for introducing letters and reading to kindergarten students. It describes activities like using an ABC chart, singing the ABC song, spelling games, making sentences, and reading simple words and sentences. The goal is to make learning letters fun through a variety of engaging exercises and build skills over time, from letter recognition to blending sounds to reading.
Early Literacy Workshop at Proud fo My Culture 2020Bobbee Pennington
This document provides information on developing early literacy skills in young children. It discusses how hands-on experiences and play are crucial for building the foundation needed for reading. During the ages of 0-3, brain development occurs rapidly through interactions with caring adults. Reading aloud together, talking, singing, writing and playing are highlighted as key ways to develop skills like print motivation, phonological awareness, vocabulary and narrative skills. The document emphasizes that symbolic thought and reading comprehension are built upon a base of concrete, sensory experiences. It encourages caregivers to incorporate literacy-rich activities into everyday routines and play to help children's brains form connections for future school success.
This presentation is designed for UBC's LIBR529: Services for Family and Early Literacy in the Preschool Years. It reinforces the things parents can do at home with their young children to foster school readiness skills (and to advertise storytimes!)
Program Syllabus- Family and Friends STARTERKatelyn Jones
This syllabus outlines a beginner English program for children designed to build language skills through fun lessons. The program introduces vocabulary, grammar, phonics, math, science and art concepts. Lessons focus on topics like colors, shapes, classroom objects and getting ready for school. Students practice speaking, reading, writing and games. The material is organized weekly and meant to be repetitive to help students learn.
This curriculum statement outlines the planned curriculum for Year 1 students in Term 1. The main topics are The Senses and Who Am I, focusing on exploring the five senses and investigating similarities and differences between people. Students will learn about how blind and deaf people experience the world. Additional topics include We Are What We Eat, focusing on food, nutrition, and geography. Students will learn English, Vietnamese, mathematics, physical education, music, science, information technology, and personal, social, and health education. The curriculum aims to develop students' language, math, science, and social skills through engaging topics and activities.
This document discusses how early literacy develops in infants and toddlers through real-life experiences like exploring objects and books. It emphasizes the importance of parents' literacy level for children's development and provides ideas for encouraging literacy interactions between caregivers and young children, such as reading books together, singing songs, and telling stories. Activities should reflect children's experiences and cultural backgrounds. Early literacy lays the foundation for future academic success.
Linda is getting along well in her studies. Her teachers love her because she has a nice personality. The speaker is taking a spelling test and asking what day of the week it is currently and tomorrow. The exercises are meant to help students learn to translate their spoken dialect into correct written English.
This document provides guidance on learning vocabulary in English. It emphasizes that vocabulary is important for understanding language and communicating effectively. It recommends choosing words to learn based on subjects studied, frequency of use, and personal relevance. Suggested learning methods include writing words with definitions, grouping words thematically, making associations, and using words in speaking and writing. Memorization is best achieved through active engagement with words rather than just reading definitions. The document stresses that learning a word involves understanding its usage in context with other words.
1. Preschool-aged children have a lot of energy and short attention spans, so activities for teaching English language learners (ELLs) should incorporate movement like acting out stories, singing songs, and role playing.
2. It is important to first teach ELLs basic vocabulary related to greetings, family, body parts, and other everyday topics to develop their oral language skills. Visual aids like pictures, videos, and real-world objects should also be used.
3. Themes like seasons, holidays, and cultural celebrations make vocabulary more meaningful and memorable when incorporated into activities like collecting leaves, decorating pumpkins, and having a Thanksgiving feast.
This document provides an overview of topics to be covered in a 1-2-3 Literacy Class, including developing literacy skills for babies such as reading aloud and using board books, developmental milestones from birth to age 3, the importance of oral language development and how it relates to later reading comprehension, finger plays, rhymes and songs, enhancing thinking during read alouds, concepts of story and print, writing and phonological awareness activities, and what to expect in kindergarten books. The class aims to help parents promote early literacy skills through everyday interactions and activities.
The document summarizes a presentation on primary language teaching. It discusses the benefits of learning languages at a young age, including the cognitive and social benefits. It provides examples of storytelling strategies that make language learning engaging for children, such as using actions, gestures, and songs to introduce vocabulary in a new language. The strategies are meant to scaffold children's understanding and promote literacy, thinking, and social skills development. The document advocates celebrating multilingualism and having a permanent language presence in schools.
This document provides an overview of oral language development for pre-K students. It discusses how oral language is the foundation for literacy, and how building children's oral language skills through experiences will improve their reading abilities. It also describes the importance of language for communication and thinking, and outlines strategies for developing children's receptive language through listening, and expressive language through purposeful talk, rhyming, and alliteration activities. The document emphasizes that oral language development should be integrated throughout the pre-K day, including during centers, conversations, transitions, and songs.
Emergent literacy refers to the early stages of literacy development from birth to when children enter formal schooling. It involves developing an understanding of how print works through exposure to books and writing. The document discusses that literacy skills begin developing from birth through activities with caregivers. It emphasizes the importance of starting early to build a strong foundation and prevent academic difficulties later on. Emergent literacy involves developing oral language, print awareness, phonological awareness, letter knowledge, and motivation to engage with books.
1) Emergent literacy refers to early literacy skills that develop before children can read and write words. It includes skills like understanding that print carries meaning and recognizing letters.
2) Reading readiness is defined as the time when a child transitions from non-reader to reader. It involves tasks like running a finger under text as it is read to children.
3) Key emergent literacy skills include recognizing some letters and sight words, but having little phonemic awareness or concept of words. Left to right progression and top to bottom directionality is also important.
The presentation introduces early childhood literacy and phonological awareness. It discusses the importance of early literacy skills like letter knowledge, print motivation, vocabulary, and narrative skills. Specific instructional strategies are provided to support the development of phonological awareness skills like rhyming, alliteration, sound discrimination, syllables, onset-rime blending and segmentation. The presentation emphasizes giving children hands-on and engaging learning experiences to develop literacy.
The document provides guidance on teaching children to read through developing early literacy skills and determining their reading level. It recommends exposing children to a variety of pre-reading activities like reading aloud, teaching letters and sounds, sight words, and comprehension questions. The key is limiting formal learning to short chunks and breaking it up with other engaging activities to maintain interest and attention span. Reading level should be assessed regularly to ensure children are reading material that is not too difficult or easy.
This document provides an overview of teaching resources on the human body from the LearnEnglish Kids website. It describes activities for different age levels, from very basic vocabulary activities for young learners to more advanced reading comprehension exercises. A variety of materials are available, including flashcards, songs, stories and worksheets covering topics like parts of the body, illnesses, and fitness. The resources can be used to teach language skills while also linking to other subject areas.
This document outlines 10 steps parents can take to help improve their child's reading skills. The steps include speaking and listening to children to expand their vocabulary, playing games to build imagination and social skills, reading to children daily and having them retell stories, learning letter sounds, introducing different text types, listening to the child read, completing homework, using simple resources like paper and pencils for fun learning, ensuring regular school attendance, and establishing a bedtime routine including reading before bed. The overall aim is for parents and teachers to work together to help children develop stronger reading abilities.
This document provides guidance for parents on helping their children become readers. It discusses the importance of talking, listening, reading together, and learning about print from an early age. A variety of activities are suggested to strengthen language skills and encourage a love of reading in children from infancy through age 6.
Week 3 - Assignment
Developmental Milestones
The purpose of this assignment is to creatively demonstrate an understanding of infant developmental milestones as they pertain to cognition, motor skills, sensation, and perception. Using information from Chapter 5 of your text, write a short story about a child’s journey from birth to age 1. This can be a fictional child, or can be based on a real child. The story should be three to five pages in addition to the title page and the reference page. Use at least one reference in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
a. Describe the child’s sensory experiences at birth (e.g. sight, hearing, movement).
b. Analyze how these senses develop and become more evolved? At the age of 6 months, identify what this same child can hear, see, and do?
c. Describe what a day in this child’s life might look like by age 1. Include pictures in your Word document or compose your story using
Storybird (Links to an external site.)Links to an external site.
. Watch the video,
Storybird Quick Tour (Links to an external site.)Links to an external site.
, for assistance.
If you choose to create your story in Storybird, you may collaborate with a partner in class by using the collaboration tool. Make sure to notify your instructor of your collaboration and make sure both of you submit your Storybird link in a Word document for grading.
Include the following developmental milestones in your story:
Social and Emotional
Enjoys imitating people in his play.
Shows specific preferences for certain people and toys.
Tests parental responses to his actions during feedings.
Tests parental responses to his behavior.
Prefers mother and/or regular caregiver over all others.
Repeats sounds or gestures for attention.
Finger-feeds himself.
Extends arm or leg to help when being dressed.
Cognitive
Explores objects in many different ways (shaking, banging, throwing, dropping).
Finds hidden objects easily.
Looks at correct picture when the image is named.
Imitates gestures.
Begins to use objects correctly (drinking from cup, brushing hair, dialing phone, listening to receiver).
Language
Pays increasing attention to speech.
Responds to simple verbal requests.
Responds to “no.”
Uses simple gestures, such as shaking head for “no.
Babbles with inflection (changes in tone).
Says “dada” and “mama.”
Uses exclamations, such as “Oh-oh!”
Tries to imitate words.
Motor
Reaches sitting position without assistance.
Crawls forward on belly.
Assumes hands-and-knees position.
Creeps on hands and knees.
Gets from sitting to crawling or prone (lying on stomach) position.
Pulls self up to stand.
Walks holding on to furniture.
Stands momentarily without support.
May walk two or three steps without support.
Hand and Finger Skills
Uses pincer grasp.
Bangs two objects together.
Puts objects into ...
Advanced control scheme of doubly fed induction generator for wind turbine us...IJECEIAES
This paper describes a speed control device for generating electrical energy on an electricity network based on the doubly fed induction generator (DFIG) used for wind power conversion systems. At first, a double-fed induction generator model was constructed. A control law is formulated to govern the flow of energy between the stator of a DFIG and the energy network using three types of controllers: proportional integral (PI), sliding mode controller (SMC) and second order sliding mode controller (SOSMC). Their different results in terms of power reference tracking, reaction to unexpected speed fluctuations, sensitivity to perturbations, and resilience against machine parameter alterations are compared. MATLAB/Simulink was used to conduct the simulations for the preceding study. Multiple simulations have shown very satisfying results, and the investigations demonstrate the efficacy and power-enhancing capabilities of the suggested control system.
Program Syllabus- Family and Friends STARTERKatelyn Jones
This syllabus outlines a beginner English program for children designed to build language skills through fun lessons. The program introduces vocabulary, grammar, phonics, math, science and art concepts. Lessons focus on topics like colors, shapes, classroom objects and getting ready for school. Students practice speaking, reading, writing and games. The material is organized weekly and meant to be repetitive to help students learn.
This curriculum statement outlines the planned curriculum for Year 1 students in Term 1. The main topics are The Senses and Who Am I, focusing on exploring the five senses and investigating similarities and differences between people. Students will learn about how blind and deaf people experience the world. Additional topics include We Are What We Eat, focusing on food, nutrition, and geography. Students will learn English, Vietnamese, mathematics, physical education, music, science, information technology, and personal, social, and health education. The curriculum aims to develop students' language, math, science, and social skills through engaging topics and activities.
This document discusses how early literacy develops in infants and toddlers through real-life experiences like exploring objects and books. It emphasizes the importance of parents' literacy level for children's development and provides ideas for encouraging literacy interactions between caregivers and young children, such as reading books together, singing songs, and telling stories. Activities should reflect children's experiences and cultural backgrounds. Early literacy lays the foundation for future academic success.
Linda is getting along well in her studies. Her teachers love her because she has a nice personality. The speaker is taking a spelling test and asking what day of the week it is currently and tomorrow. The exercises are meant to help students learn to translate their spoken dialect into correct written English.
This document provides guidance on learning vocabulary in English. It emphasizes that vocabulary is important for understanding language and communicating effectively. It recommends choosing words to learn based on subjects studied, frequency of use, and personal relevance. Suggested learning methods include writing words with definitions, grouping words thematically, making associations, and using words in speaking and writing. Memorization is best achieved through active engagement with words rather than just reading definitions. The document stresses that learning a word involves understanding its usage in context with other words.
1. Preschool-aged children have a lot of energy and short attention spans, so activities for teaching English language learners (ELLs) should incorporate movement like acting out stories, singing songs, and role playing.
2. It is important to first teach ELLs basic vocabulary related to greetings, family, body parts, and other everyday topics to develop their oral language skills. Visual aids like pictures, videos, and real-world objects should also be used.
3. Themes like seasons, holidays, and cultural celebrations make vocabulary more meaningful and memorable when incorporated into activities like collecting leaves, decorating pumpkins, and having a Thanksgiving feast.
This document provides an overview of topics to be covered in a 1-2-3 Literacy Class, including developing literacy skills for babies such as reading aloud and using board books, developmental milestones from birth to age 3, the importance of oral language development and how it relates to later reading comprehension, finger plays, rhymes and songs, enhancing thinking during read alouds, concepts of story and print, writing and phonological awareness activities, and what to expect in kindergarten books. The class aims to help parents promote early literacy skills through everyday interactions and activities.
The document summarizes a presentation on primary language teaching. It discusses the benefits of learning languages at a young age, including the cognitive and social benefits. It provides examples of storytelling strategies that make language learning engaging for children, such as using actions, gestures, and songs to introduce vocabulary in a new language. The strategies are meant to scaffold children's understanding and promote literacy, thinking, and social skills development. The document advocates celebrating multilingualism and having a permanent language presence in schools.
This document provides an overview of oral language development for pre-K students. It discusses how oral language is the foundation for literacy, and how building children's oral language skills through experiences will improve their reading abilities. It also describes the importance of language for communication and thinking, and outlines strategies for developing children's receptive language through listening, and expressive language through purposeful talk, rhyming, and alliteration activities. The document emphasizes that oral language development should be integrated throughout the pre-K day, including during centers, conversations, transitions, and songs.
Emergent literacy refers to the early stages of literacy development from birth to when children enter formal schooling. It involves developing an understanding of how print works through exposure to books and writing. The document discusses that literacy skills begin developing from birth through activities with caregivers. It emphasizes the importance of starting early to build a strong foundation and prevent academic difficulties later on. Emergent literacy involves developing oral language, print awareness, phonological awareness, letter knowledge, and motivation to engage with books.
1) Emergent literacy refers to early literacy skills that develop before children can read and write words. It includes skills like understanding that print carries meaning and recognizing letters.
2) Reading readiness is defined as the time when a child transitions from non-reader to reader. It involves tasks like running a finger under text as it is read to children.
3) Key emergent literacy skills include recognizing some letters and sight words, but having little phonemic awareness or concept of words. Left to right progression and top to bottom directionality is also important.
The presentation introduces early childhood literacy and phonological awareness. It discusses the importance of early literacy skills like letter knowledge, print motivation, vocabulary, and narrative skills. Specific instructional strategies are provided to support the development of phonological awareness skills like rhyming, alliteration, sound discrimination, syllables, onset-rime blending and segmentation. The presentation emphasizes giving children hands-on and engaging learning experiences to develop literacy.
The document provides guidance on teaching children to read through developing early literacy skills and determining their reading level. It recommends exposing children to a variety of pre-reading activities like reading aloud, teaching letters and sounds, sight words, and comprehension questions. The key is limiting formal learning to short chunks and breaking it up with other engaging activities to maintain interest and attention span. Reading level should be assessed regularly to ensure children are reading material that is not too difficult or easy.
This document provides an overview of teaching resources on the human body from the LearnEnglish Kids website. It describes activities for different age levels, from very basic vocabulary activities for young learners to more advanced reading comprehension exercises. A variety of materials are available, including flashcards, songs, stories and worksheets covering topics like parts of the body, illnesses, and fitness. The resources can be used to teach language skills while also linking to other subject areas.
This document outlines 10 steps parents can take to help improve their child's reading skills. The steps include speaking and listening to children to expand their vocabulary, playing games to build imagination and social skills, reading to children daily and having them retell stories, learning letter sounds, introducing different text types, listening to the child read, completing homework, using simple resources like paper and pencils for fun learning, ensuring regular school attendance, and establishing a bedtime routine including reading before bed. The overall aim is for parents and teachers to work together to help children develop stronger reading abilities.
This document provides guidance for parents on helping their children become readers. It discusses the importance of talking, listening, reading together, and learning about print from an early age. A variety of activities are suggested to strengthen language skills and encourage a love of reading in children from infancy through age 6.
Week 3 - Assignment
Developmental Milestones
The purpose of this assignment is to creatively demonstrate an understanding of infant developmental milestones as they pertain to cognition, motor skills, sensation, and perception. Using information from Chapter 5 of your text, write a short story about a child’s journey from birth to age 1. This can be a fictional child, or can be based on a real child. The story should be three to five pages in addition to the title page and the reference page. Use at least one reference in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
a. Describe the child’s sensory experiences at birth (e.g. sight, hearing, movement).
b. Analyze how these senses develop and become more evolved? At the age of 6 months, identify what this same child can hear, see, and do?
c. Describe what a day in this child’s life might look like by age 1. Include pictures in your Word document or compose your story using
Storybird (Links to an external site.)Links to an external site.
. Watch the video,
Storybird Quick Tour (Links to an external site.)Links to an external site.
, for assistance.
If you choose to create your story in Storybird, you may collaborate with a partner in class by using the collaboration tool. Make sure to notify your instructor of your collaboration and make sure both of you submit your Storybird link in a Word document for grading.
Include the following developmental milestones in your story:
Social and Emotional
Enjoys imitating people in his play.
Shows specific preferences for certain people and toys.
Tests parental responses to his actions during feedings.
Tests parental responses to his behavior.
Prefers mother and/or regular caregiver over all others.
Repeats sounds or gestures for attention.
Finger-feeds himself.
Extends arm or leg to help when being dressed.
Cognitive
Explores objects in many different ways (shaking, banging, throwing, dropping).
Finds hidden objects easily.
Looks at correct picture when the image is named.
Imitates gestures.
Begins to use objects correctly (drinking from cup, brushing hair, dialing phone, listening to receiver).
Language
Pays increasing attention to speech.
Responds to simple verbal requests.
Responds to “no.”
Uses simple gestures, such as shaking head for “no.
Babbles with inflection (changes in tone).
Says “dada” and “mama.”
Uses exclamations, such as “Oh-oh!”
Tries to imitate words.
Motor
Reaches sitting position without assistance.
Crawls forward on belly.
Assumes hands-and-knees position.
Creeps on hands and knees.
Gets from sitting to crawling or prone (lying on stomach) position.
Pulls self up to stand.
Walks holding on to furniture.
Stands momentarily without support.
May walk two or three steps without support.
Hand and Finger Skills
Uses pincer grasp.
Bangs two objects together.
Puts objects into ...
Advanced control scheme of doubly fed induction generator for wind turbine us...IJECEIAES
This paper describes a speed control device for generating electrical energy on an electricity network based on the doubly fed induction generator (DFIG) used for wind power conversion systems. At first, a double-fed induction generator model was constructed. A control law is formulated to govern the flow of energy between the stator of a DFIG and the energy network using three types of controllers: proportional integral (PI), sliding mode controller (SMC) and second order sliding mode controller (SOSMC). Their different results in terms of power reference tracking, reaction to unexpected speed fluctuations, sensitivity to perturbations, and resilience against machine parameter alterations are compared. MATLAB/Simulink was used to conduct the simulations for the preceding study. Multiple simulations have shown very satisfying results, and the investigations demonstrate the efficacy and power-enhancing capabilities of the suggested control system.
Redefining brain tumor segmentation: a cutting-edge convolutional neural netw...IJECEIAES
Medical image analysis has witnessed significant advancements with deep learning techniques. In the domain of brain tumor segmentation, the ability to
precisely delineate tumor boundaries from magnetic resonance imaging (MRI)
scans holds profound implications for diagnosis. This study presents an ensemble convolutional neural network (CNN) with transfer learning, integrating
the state-of-the-art Deeplabv3+ architecture with the ResNet18 backbone. The
model is rigorously trained and evaluated, exhibiting remarkable performance
metrics, including an impressive global accuracy of 99.286%, a high-class accuracy of 82.191%, a mean intersection over union (IoU) of 79.900%, a weighted
IoU of 98.620%, and a Boundary F1 (BF) score of 83.303%. Notably, a detailed comparative analysis with existing methods showcases the superiority of
our proposed model. These findings underscore the model’s competence in precise brain tumor localization, underscoring its potential to revolutionize medical
image analysis and enhance healthcare outcomes. This research paves the way
for future exploration and optimization of advanced CNN models in medical
imaging, emphasizing addressing false positives and resource efficiency.
Null Bangalore | Pentesters Approach to AWS IAMDivyanshu
#Abstract:
- Learn more about the real-world methods for auditing AWS IAM (Identity and Access Management) as a pentester. So let us proceed with a brief discussion of IAM as well as some typical misconfigurations and their potential exploits in order to reinforce the understanding of IAM security best practices.
- Gain actionable insights into AWS IAM policies and roles, using hands on approach.
#Prerequisites:
- Basic understanding of AWS services and architecture
- Familiarity with cloud security concepts
- Experience using the AWS Management Console or AWS CLI.
- For hands on lab create account on [killercoda.com](https://killercoda.com/cloudsecurity-scenario/)
# Scenario Covered:
- Basics of IAM in AWS
- Implementing IAM Policies with Least Privilege to Manage S3 Bucket
- Objective: Create an S3 bucket with least privilege IAM policy and validate access.
- Steps:
- Create S3 bucket.
- Attach least privilege policy to IAM user.
- Validate access.
- Exploiting IAM PassRole Misconfiguration
-Allows a user to pass a specific IAM role to an AWS service (ec2), typically used for service access delegation. Then exploit PassRole Misconfiguration granting unauthorized access to sensitive resources.
- Objective: Demonstrate how a PassRole misconfiguration can grant unauthorized access.
- Steps:
- Allow user to pass IAM role to EC2.
- Exploit misconfiguration for unauthorized access.
- Access sensitive resources.
- Exploiting IAM AssumeRole Misconfiguration with Overly Permissive Role
- An overly permissive IAM role configuration can lead to privilege escalation by creating a role with administrative privileges and allow a user to assume this role.
- Objective: Show how overly permissive IAM roles can lead to privilege escalation.
- Steps:
- Create role with administrative privileges.
- Allow user to assume the role.
- Perform administrative actions.
- Differentiation between PassRole vs AssumeRole
Try at [killercoda.com](https://killercoda.com/cloudsecurity-scenario/)
Batteries -Introduction – Types of Batteries – discharging and charging of battery - characteristics of battery –battery rating- various tests on battery- – Primary battery: silver button cell- Secondary battery :Ni-Cd battery-modern battery: lithium ion battery-maintenance of batteries-choices of batteries for electric vehicle applications.
Fuel Cells: Introduction- importance and classification of fuel cells - description, principle, components, applications of fuel cells: H2-O2 fuel cell, alkaline fuel cell, molten carbonate fuel cell and direct methanol fuel cells.
KuberTENes Birthday Bash Guadalajara - K8sGPT first impressionsVictor Morales
K8sGPT is a tool that analyzes and diagnoses Kubernetes clusters. This presentation was used to share the requirements and dependencies to deploy K8sGPT in a local environment.
International Conference on NLP, Artificial Intelligence, Machine Learning an...gerogepatton
International Conference on NLP, Artificial Intelligence, Machine Learning and Applications (NLAIM 2024) offers a premier global platform for exchanging insights and findings in the theory, methodology, and applications of NLP, Artificial Intelligence, Machine Learning, and their applications. The conference seeks substantial contributions across all key domains of NLP, Artificial Intelligence, Machine Learning, and their practical applications, aiming to foster both theoretical advancements and real-world implementations. With a focus on facilitating collaboration between researchers and practitioners from academia and industry, the conference serves as a nexus for sharing the latest developments in the field.
artificial intelligence and data science contents.pptxGauravCar
What is artificial intelligence? Artificial intelligence is the ability of a computer or computer-controlled robot to perform tasks that are commonly associated with the intellectual processes characteristic of humans, such as the ability to reason.
› ...
Artificial intelligence (AI) | Definitio
artificial intelligence and data science contents.pptx
3605_2 Final.pdf
1. Assignment No 2
Education of Mentally Retarded Children-I (3605)
Submitted by :Kiran Iqbal
Submitted to : Respected Sir Sajid Ali
Registration Number:CB572572
Program: M.A/M.Ed. Special Education
Semester: Spring, 2022(4th
Semester)
Allama Iqbal Open University Islamabad
2. Q.1 Suppose you have to teach the English alphabets to the children with mild intellectual
disability. Prepare a lesson plan employing curriculum modification strategy.
Teaching children the alphabet is foundational to learning how to read. Before children can put
together sounds or draw together lines that make words, they need to know what they are. If you’ve
never taught the alphabet before, the concept may sound abstract: how do you teach something
that comes so naturally to you? Teaching letters can be really fun and simple. In this article, we’ll
give you easy ways to teach the alphabet to preschoolers.
1) Sing alphabet songs
Obviously, we all know the English-language, “A-B-C-D, E-F-G,” song. That’s a great place to
start. However, there are more alphabet songs, which can add variety to your tunes, and help kids
learn the alphabet in different ways.
This article lists a whole bunch of alphabet songs to try. And, if you saw our article on YouTube
channels for toddlers and preschoolers, you can find letter-related songs there too. The visuals in
videos can show objects that start with each letter, and sometimes the songs also pronounce sounds
too.
One important note brought up by this early childhood educator, is that kids should go from singing
the song, to being able to say and point out the letters without a tune. So don’t stop at singing!
3. 2) Play letter matching games
Letter matching games are easy to set up. You can have a poster board with the alphabet printed
on it in large letters. Have separate letter magnets or paper letters cut out at the same size as the
print letters. Ask the preschoolers to match their cut outs to the letters on the chart. Where does
“A” go? Place the letter “A” cut out on top of the printed “A” on the poster board. Get them to
practice doing this with all the other letters.
As the early childhood educator mentioned above noted, you can also have an alphabet ‘arc,’ where
one end of a half-circle shows the letter “A”, and the other end the letter “Z”. In between you can
have other letters in the alphabet shown, but not all of them. Ask the preschoolers to put down
their block letters in the right sequence, using the pre-filled in letters as clues.
3) Open a new ‘alphabet box’ each week
You may have seen us post on Facebook that a certain week is brought to you by a letter we’re
covering. It may be “C,” and you’ll see photos of us painting the letter C at daycare, or learning
about animals that start with the letter “C.” Weekly letter themes are common in preschools.
You can take your weekly letter curriculum a step further by creating a box that children can open
to discover objects that relate to that letter.
For example, on the week covering the letter “A,” your preschoolers can open (or even unlock) a
box that contains an apple, a toy airplane, a toy alligator, an acorn, an arrow (a safe one!), and so
on. In fact, don’t tell the children right away what letter the box of ‘treasures’ represents. Ask them
if they can guess the letter they’ll cover that week by observing the objects in the box alone. This
can be a fun and whimsical way to have your children get excited about the week ahead, and work
together to come up with an answer.
3) Use interdisciplinary learning with each letter, to strengthen letter associations
Since repeating a letter over and over again can get boring, you can mix it up a little by bringing
in related lessons. You can start with a week’s letter as your core subject. Then, throughout the
day, teach interdisciplinary subjects that still relate.
4. For example, if you are on the letter “R,” you can learn about the colour “red” too, since it starts
with “R.” Ask the children, ‘what things are red?’ If you are on the letter “A,” you can learn about
apples. We’ve done this before, where we teach children about the types of apples there are, as
well as explain that seeds are inside an apple, and so on.
This blogger lists a whole bunch of crafts you can you incorporate into your letter learning. For
example, you can make holes with a hole punch for the letter “H.” This can then lead into learning
about the circle shape. You get the idea…
4) If you use flashcards to teach the alphabet, use logical ones
Flashcards are a great memorization tool, and the alphabet is all about memorizing. However, this
teacher warns that sometimes, pre-made flashcards can get really confusing. If you are teaching
the letter “D” and there is an image of something that simply uses the sound of “D” somewhere in
the word, but doesn’t start with “D”… well you can quickly see how even adults would be confused
by that.
Remember, at this stage, you’re not teaching phonetics or complex vocabulary and pronunciation.
First, children need to recognize and know the alphabet. Use the simplest flash cards, with the
simplest pictures of the objects and animals that preschoolers can recognize.
That said, sometimes you want to use lowercase and uppercase letters in your flashcards…and yes,
that can be confusing for the very young learners, especially when the upper and lowercase look
so different, but are called the same thing. But if you’re using a set of magnets, for example, you
can just use their uppercase versions, that’s ok (they may only come in that form). For very early
learners, you can start really basic. Just don’t forget to start showing them the lowercase and
uppercase letters together at some point in their alphabet learning journey.
5) Eat foods shaped like letters to help preschoolers learn their alphabet
Speaking of interdisciplinary alphabet learning, why not do a baking session with the kids at
preschool? They can use letter-shaped cookie cutters to make a fun and yummy snack. Meanwhile,
5. there is a host of lessons you can teach with the baking activity. Chemistry, cooking, nutrition…the
list goes on.
If you want the easy route, try commercially-sold letter-shaped biscuits. IKEA has a version of
these. Ask your toddler or preschooler to name the alphabet letter they’re about to eat. Eating it
can be the reward for getting it right!
And of course, there is alphabet soup, or noodles shaped like letters. You can make mealtime fun,
and educational, with these edible alphabet manipulatives.
So there you have it, 5 easy ways to teach the alphabet to preschoolers. They may even be fun for
you, too! It is super cute to hear little ones pronounce letters, and guess what object goes with each
letter. When your preschoolers are learning the alphabet, be sure to take every teachable
opportunity you can to encourage them to recognize letters in the world around them. If you’re on
a field trip, ask the children if they can spot their letter-of-the-week on a street or building sign. If
you’re reading a book, see if they can spot the letters you’re reading to them. Keep pushing letter
recognition throughout the day, so the lessons can really sink into their memory.
Q.2 Discuss the procedure and benefits to use sign language and communication board for
children with severe intellectual disability.
What is Sign Language?
Sign language is the bridge that connects us to the world of those who have an impaired hearing
or verbal ability. An array of gestures made using hands, fingers, arms, head and facial expressions
besides symbols constitute a sign language. It helps the deaf and the dumb to communicate with
the people around them and vice versa. It enables them to understand the world around them
through visual descriptions and in turn, contribute to the society. Heather Whitestone became the
first deaf woman to win the Miss America pageant in the year 1995 proving to the world that such
people can thrive equally well. Helen Keller is considered to be the first woman who was educated
in spite of being deaf and blind using sign language.
6. Sign language is based on ideas rather than words. It is a language that cannot be written and
comprises of 26 hand symbols each representing one alphabet. These symbols are conveyed using
fingers and words are spelt. Words or names are expressed using a combination of finger spellings
as well as gestures. Over the period of time standard sign languages, namely American Sign
Language (ASL) and British Sign Language (BSL) have developed and are used by the deaf. Many
deaf schools use a technique called total communication which implies the use of ASL or BSL,
oral speech and lip reading.
History of Sign Language
Signs probably have been the first form of communication used by man since his evolutions. Signs
can be said to be as old as the human race. Babies make noises or use gesture what they want or
how they feel. People who are not natives use signs to communicate with the others as language
is a barrier. We still use signs when we need to communicate with each other without being noticed
or heard. Nobody can say with certainty as to where and when did the first sign evolve. For many
years the deaf and the dumb were ill-treated and considered unfit to be educated. Aristotle was the
biggest proponent of this theory. His ideas were challenged about two thousand years later by an
Italian physicist, Girolamo Cardano, who attempted to educate his own deaf son. It was in the year
1545 that a Spanish priest, Pedro de Ponce, set up the first ever school for the deaf. This was
followed by many attempts to establish signs as a means of communication. The advocates of this
act faced severe persecution but the sign language not only prevailed, but it also flourished. It
finally put an end to the social isolation of the deaf and the dumb.
Charles Michel de l’ Épée, often called the Father of the Deaf, was the most influential teacher of
sign language. By the time of his death in the year 1789 had trained a team of teachers for the deaf
and established 21 schools in France and Europe. Soon the French and the European efforts to
educate the deaf spread to America and eventually the ASL or the American Sign Language
became the official sign language of the deaf and the dumb. Different groups of people have
developed their own particular sign languages over the years. However, the sign language has a
different syntax and grammar that varies from the native language of that place. Today we have
more than 50 sign languages such as the Danish, Chinese, American and French. The sign language
has evolved in different parts of the world just like the other spoken languages.
7. Advantages of Learning Sign Language
The process of learning a sign language requires a lot of patience and practice. It is learnt by the
deaf themselves, the family members of the deaf, teachers who deal with children who are disabled
as well as by newsreaders who convey the news to the deaf viewers using sign language. Besides
them, the deep sea divers also use sign language to communicate under the deep waters where
speaking is not possible. The experience of communicating words or feelings through hands, finger
spells, facial expressions is quite amazing and thrilling. Some of the benefits of learning the sign
language and its usage are as follows:
Helps the deaf and the dumb to communicate with the others as well as amongst themselves
Helps in the process of social inclusion of those that suffer from hearing impairment
Provides a chance to the deaf children to educate themselves
Enhances the level of confidence among the disabled
Instils a feeling of social responsibility and sensitivity among the non-deaf who volunteer
to learn sign language in order to communicate with those who are disabled
Makes life easier for the deaf
Deaf babies can be taught sign language more easily than verbal language as the muscles
of their hands develop faster than their mouth. They can pick up signs faster and learn to
express themselves better as they grow.
Research proves that children who learn to use signs at an early age are smarter than the
children who do not
Easier and effective communication reduces chances of conflict between people
Sign language interpreters and educators are greatly required in public places such as police
stations, courts, hospitals to remove language barriers between the deaf and the normal
people and prevent any chance of exploitation
It is believed that 90 per cent of the deaf children is born to parents who can listen properly.
Therefore such parents need to learn the sign language to communicate with their child
Benefits of Sign Language for Autistic Children
Use of sign language has proved to be a great boon for the autistic children who find it difficult to
express themselves verbally. Research proves that such children, when trained using sign language
8. along with verbal communication, tend to become more receptive and learn to express themselves
easily. Training in sign language helps them speak faster and more coherently as the sign language
activates the same part of the brain that the verbal language does. Eventually, as the autistic
children start expressing themselves effectively, their social interaction is augmented. This further
reduces the instances or the possibility of emotional as well as behavioural outbursts and lowers
their frustration levels.
Sign Languages Abbreviations
There is no universal sign language and nearly every country has developed its own language to
fulfil the needs of its deaf community. There is no clarity on how many sign languages exist in the
world. Some countries have more than one native sign language. However, the 2013 Ethnologue
(catalogue of languages) lists 137 sign languages in all.
Q.3 Provide a list of activities to be carried out in classroom for ocular motor control and
hand-eye coordination of the children with intellectual disability.
Eye-Hand Coordination
It is the coordinated control and movement of the eyes and hands that guide our reaching, grasping,
etc.
It uses the proprioception system in the hand and/or legs and visual system to coordinate these
movements.
Eye-Hand Coordination Development
Eye-hand coordination begins to develop between 4 and 14 months old, when a baby begins to use
their hands and legs to explore around them. Together with visual input and developing fine motor
skills, a baby begins to grasp and hold objects, while fine tuning these movements as they grow.
9. The visual system is comprised of more than just visual acuity, being able to distinguish what the
eyes see. It also involves being able to fixate on objects, eye movement abilities, focusing, eye
aiming (convergence) and eye teaming (binocularity), and controlling eye and hand movements.
Fine motor skills need movement and coordination of the small muscles in the hand and arm in
order to complete tasks and activities.
Let's take a look at some of the eye-hand coordination skills a child masters at different ages.
Birth to 3 years old
Develops the vision needed in order to start following objects with their eyes
Begin basic eye-hand activities such as grasping, reaching, feeding and dressing
Start to recognize directions such as up, down, in and out
Begin to manipulate smaller objects using fine motor skills
3 Years Old to 5 Years Old
Start to develop a preference of right of left handedness
Continue to understand concepts such as direction and and place such as up, down,
under, beside
Climbing, jumping, running, galloping, pushing, pulling, and climbing stairs one
stair at a time
Fine tune eye/hand/body coordination and eye teaming as well as depth perception
Children above the age of 5 continue to fine tune all these skills as well as learn to visually attend
to and focus during school work activities in the classroom or at home. They also tend to decide
whether to be right or left handed between 5 and 7 years old (handedness).
10. Eye-Hand Coordination Difficulties
Eye-hand coordination is important for a variety of tasks including handwriting, participating in
sports, grasping and moving objects, etc. Difficulty with eye-hand coordination can look like a
lack of drawing or writing skills, unable to stay within the lines for coloring, or difficulty catching
or kicking a ball.
Eye-hand coordination skills can also be affected by vision impairment and/or loss or motor
problems such as ataxia (lack of coordination of voluntary movements) or hypertonia (abnormally
increased muscle tone which affects the muscle's ability to stretch).
Hand Eye Coordination Games For Younger Kids
1) Rolling A Ball
This activity is lovely for toddlers and young preschoolers.
Have your child sit with legs apart, as shown, and you roll the ball to your child.
Your child needs to try and stop the ball before it hits the body. This means your child will
be watching the ball carefully and then coordinating the hands to stop the ball at just the
right time.
2) Object Relays
This is a fun indoor or outdoor game and the whole family can take part!
You can use different objects, depending on the theme and occasion (holiday themes and birthday
parties are great for this game)!
Works on bilateral as well as hand eye coordination.
The kids stand in a line and pass the ball/object to the child behind them.
Do it overhead, then between the legs.
Encourage the kids to use both hands together.
11. Make it more fun by having a bucket of objects at the front that have to be transferred to
an empty bucket at the back.
You can do this in fireman relay style, where everyone keeps their place, or have the last
kid run to the front after placing the object in the bucket at the back, that way they all get
a turn to be in front.
3) Passing and Gentle Tossing
It takes a lot of concentration for a toddler or a preschooler to pass or toss something carefully
with both hands!
Play a variety of circle or line games, like the relays above, where balls or beanbags are
carefully passed from one player to another.
Then upgrade to gentle tossing.
Have the kids move one step away from each other and then gently toss the ball or
beanbag to each other.
For toddlers and preschoolers, I also have some easy visual motor activities that can help improve
hand eye coordination skills.
Eye-Hand Activities for Older Kids
1) Ball-Wall Toss
Once your child has had lots of practice catching and hitting a suspended ball, you can try a ball-
wall toss.
Find a nice stretch of high wall with no windows or breakable objects nearby. Smoother walls are
better than bumpy ones.
Ask your child to toss the ball against a wall and catch it again.
12. You will need to experiment a bit to find the most effective distance from the wall – it
depends on the type of ball, and how forcefully your child throws it, but encourage your
child to start with a gentle toss!
See how many your child can catch before missing and keep a running record of the best
tally. Encourage your child to better the score each time!
2) Toss and Catch
Tossing a beanbag or ball into the air and catching again is a good hand-eye coordination
exercise.
If your child tends to throw haphazardly, have your child stand in a hoop or mark a circle
to stand in - this can help kids throw more carefully.
3) Threading and Lacing
Threading beads and completing a lacing card, are fine motor activities that have a big eye-hand
coordination component. Use chunky beads and laces if your child struggles, or have your child
thread beads onto a pipe cleaner/chenille stick for extra stability.
13. Q.4 Discuss the similarities and differences between computer simulation and computer
assisted instruction. How can these teaching strategies be used for children with intellectual
disability?
"Computer-assisted instruction" (CAI) refers to instruction or remediation presented on a
computer. Many educational computer programs are available online and from computer stores
and textbook companies. They enhance teacher instruction in several ways.
Computer simulation are interactive and can illustrate a concept through attractive animation,
sound, and demonstration. They allow students to progress at their own pace and work individually
or problem solve in a group. Computers provide immediate feedback, letting students know
whether their answer is correct. If the answer is not correct, the program shows students how to
correctly answer the question. Computers offer a different type of activity and a change of pace
from teacher-led or group instruction.
Computer-assisted instruction improves instruction for students with disabilities because students
receive immediate feedback and do not continue to practice the wrong skills. Computers capture
the students' attention because the programs are interactive and engage the students' spirit of
competitiveness to increase their scores. Also, computer-assisted instruction moves at the students'
pace and usually does not move ahead until they have mastered the skill. Programs provide
differentiated lessons to challenge students who are at risk, average, or gifted.*
What does CAI look like for reading?
Words are spoken aloud by the computer and the program will not allow the student to place the
wrong letter in the word. Students hear, see, and take action to learn phonics.
Reading computer programs demonstrate concepts, instruct, and remediate student errors and
misunderstandings from preschool through college. Some programs help students learn basic sight
word and phonics skills; others develop and enhance reading comprehension skills through
increased fluency, word prediction, and story prediction. Programs may use reading activities as a
community service projects, such as or as competition among students to read books (Accelerated
Reader). The U.S. Department of Education's site, helps parents determine whether their child's
14. early reading program is a good one. Computers may be used individually or in groups in a
cooperative learning environment where students can discuss concept as they learn them.
Below is an example of a computerized program as the student sees it. The program may be used
for instruction or assessment. The student uses the mouse to click the best word of the three
presented for each blank to complete the sentence so that it makes sense. If this activity is used for
instruction, the program gives positive feedback for correct answers or shows the student which
answers are wrong and then gives the correct choice. The program may speak the sentence with
the wrong word and ask the student to choose another word of the three, or it may highlight the
correct choice and speak the correct sentence. If the program is used for assessment, no
remediation is given; the program just scores the sentence.
One program that teaches phonics and reading skills to all ages of students continually monitors a
student's speed and accuracy as the student works through each lesson. The teacher sets an
accuracy goal in the program for the student?the number of sounds or words per minute that the
student must master. At the most basic level, the student, using headphones, hears the sound of the
letter and then chooses which of three letters presented has that sound. For example, the program
makes the sound of the letter k as this screen appears. The student uses the mouse to choose the
correct letter. If the student makes the correct choice, a checkmark appears over the correct letter.
If the choice is incorrect, an X appears over the correct letter. In either case, the program then
quickly moves to the next letter.
The program gives the student 50 sounds and measures the amount of time the student takes to
identify them. The number of sounds the student correctly identifies divided by the number of
minutes is the measure of correct sounds per minute. The program graphs the information for the
student and then prints a copy of the student's errors for the teacher. When the student reaches the
goal the teacher has set, the program moves the student up to the next skill level. When the student
has mastered the phonics, he or she will see word games and puzzles, a maze for comprehension,
and a library with stories and comprehension questions. Programs such as this one are used for at-
risk students and students with disabilities in middle and high school and with adults to improve
reading skills.
15. How is CAI implemented?
Teachers should review the computer program or the online activity or game to understand the
context of the lessons and determine which ones fit the needs of their students and how they may
enhance instruction.
Can this program supplement the lesson, give basic skills practice, or be used as an
educational reward for students?
Is the material presented so that students will remain interested yet not lose valuable
instruction time trying to figure out how to operate the program? Does the program waste
time with too much animation?
Is the program at the correct level for the class or the individual student?
Teachers should also review all Web sites and links immediately before directing students to them.
Web addresses and links frequently change and become inactive. Students might become frustrated
when links are no longer available.
Q.5 Write short notes on the following:
• Modern teaching approaches
Modern Teaching Methods
Like other fields, the face of education has also evolved drastically over the period. Earlier,
teachers were the only means to create a bridge between education and learners. They were using
conventional pedagogical methods to explain the topic or to provide notes. However, modern
education sees a vast scenario which encourages learners to study profoundly and study to satisfy
their curiosity. In recent years, we are getting introduced with different modern teaching methods,
and the introduction of technology along with innovative ways to teach has brought a revolution
in the education sector. So, let’s discuss which new teaching methods are.
16. Following are the modern teaching methods:
Collaborative Learning
Earlier, when students were asked to revise the topic or syllabus during an examination or regular
days, they used to revise the syllabus in isolation or at home. This practise was widespread in
traditional teaching methods. To deal with this issue or provide a more useful platform for students,
schools are coming up with collaborative learning. In this modern teaching method, teachers form
a group of students where they can solve their problem, debates on topics, and clear their queries.
This helps in developing social skills and allows students to understand the subject faster.
In this modern teaching method, every student is a part of the success of a group as they help each
other to reach the desired result, and they also learn to communicate with each other. Learners
learn to tolerate others, develop skills to listen to others and how to work in a team. They will be
able to meet different personalities and can get a genuine review of their work.
Students present their ideas and expect a response when they are in group learning. It allows them
to exchange their creativity and gain more knowledge. In return, it helps them to learn to face
healthy criticism and cross-questions. So, school management should choose to take up a
collaborative method of teaching to teach their students. They just need to make a few changes in
the layout of the Classroom. Replace desks to whiteboard surfaces. So, the groups can work
together with ease.
Spaced Learning
Spaced learning is one of the modern teaching methods, which is being followed by teachers. In
this method, teachers repeat a lesson multiple times, basically until the students understand
entirely. However, the teacher repeats the course with two 10-minute spaces (break) in-between
the lessons.
The gap is meant to refresh the mind by playing physical activities or mindfulness techniques
which prepares them for the next session of the same lesson. This method gives the students
intervals to inherit the knowledge and create connections between learnings. Before moving
forward to another chapter, this method prepares the students with basics.
17. It truly defines a proverb that a healthy mind is in a healthy body. So, the physical state of students
should be sufficient to the growth of mental state which is crucial to gain knowledge. Spaced
learning also has a scope to reduce obesity in school-going children which can be seen more
nowadays. It improves both mental and physical health of a student.
Flipped Classroom
Flipped Classroom is a well-known term in the pedagogical method. You have known about this
undoubtedly. Its name ‘Flipped Classroom’ makes it unique. It is one of the very vital modern
teaching methods that has been in use these days. In this method of teaching, the teaching
procedure takes place in a flipped manner.
As unlike traditional ways, students study new material or content at home by themselves and
practice the same at school. The method is the reverse of providing content at school and asks
students to rework on it or practice it at home. The students practice this method at home by
watching a video tutorial, search online, or work on the content usually shared by the teacher. They
do not need to complete the homework at home. Instead, they end it at school.
Through the practice of flipped Classroom modern teaching methods, students get enough time to
grasp the topic, unlike school where they get only a few minutes to understand the content. If
necessary, they can work more on one issue.
Students prepare themselves with the content before arriving in school, and if they face any doubt,
they can discuss it in the Classroom or ask the concerned teacher. They can also suggest their ideas
related to the content and share it with other classmates. Moreover, there is another advantage of
this modern teaching method that students would not have to suffer due to their sickness. Sick days
won’t interrupt their learning.
Self-learning
Curiosity pushes the learner to learn new and more always. It drives the learners to learn and
memorize large spaces of the text that they will either miss gratefully or forget immediately.
Through their curiosity, students get motivated to explore the subjects they are interested in.
18. Teaching students to operate the internet and find results themselves helps them to be self-
dependent and gives them a deep understanding of the content.
A teacher should allow the students to bring new ideas and work on it for the development of their
brain and ability to work alone. This modern teaching method plays a significant role in learners’
period of education.
Gamification
It is a well-known fact that children love games either it is online games or playing games at the
field. Teaching through games is one of the essential modern teaching methods that has been in
use under modern teaching ways. The significance of Gamification in teaching has mostly been
seen in the elementary and preschool system. Learning through playing games won’t be even
realized by students. It motivated students as well and proved effective not only to the students of
preschool but of any age.
The responsibility of teaching through Gamification is of teachers as they should plan or design
projects that will be suitable for the students of their respective age. They should incorporate
attractive measures to connect the students for a longer time and keep their interest alive. Teachers
can also take help of the online platform under Gamification. Teachers can organize online quiz,
puzzles or brain games. This modern teaching method is a fun learning method to teach.
VAK teaching
VAK is a modern teaching method whose effects can be seen clearly. We divide leaner into three
categories: Visual, Audio, and kinesthetic (movement). One needs to recognize to which category
they belong to or the teacher must know to which category her students relate to.
In VAK, V is visual means seeing the data, A is Audio means gathering information by hearing
the data, and K is Kinesthetic means feeling the data. A teacher should keep the category of
students in kind while teaching because some students catch the information by seeing, by hearing
or by feeling. So, they should present the same material in different ways.
19. The VAK teaching method was introduced in the 1920s to help children with dyslexia. However,
its impact is more effective in the modern era. In the time of the internet, watching and learning
through videos has become a popular new medium of teaching. Students grasp fast when they see,
hear or feel instead of reading the material. And also, a learner is not limited to any one of the
media as they can use even all three mediums of instruction.
Crossover Learning
The not-so-common modern teaching method is Crossover learning which uses both formal and
informal teaching and learning environments. It is one of the perfect ways to give the best
education to learners. Crossover learning effectively engages learners and provides authentic yet
innovative results.
A formal setting is a traditional setting, i.e., Classroom to provide education. While, the informal
environment of teaching is museums, seminars, and after-school places. Schools and colleges teach
with content, study material and use everyday experiences to add knowledge. On the other hand,
informal learning generates curiosity and interest and increases understanding by asking questions
to their teachers.
Teachers should introduce new queries or questions in the formal setting and answers for which
students should try to find in informal settings such as by exploring that question on their museum
visit. The learners can take notes or collect pictures as their data and produce them as the
information once they backed in the Classroom. They can share collected information with other
classmates and can discuss it for better results.
• Open class room methods
An approach to teaching and learning that emphasizes the student’s right to make decisions and
that views the teacher as a facilitator of learning rather than a transmitter of knowledge. The open-
classroom method may include grouping of students across grades, independent study,
individualized rates of progression, open-plan schools without interior walls, or unstructured time
and curricula.
20. The open classroom school generally had an architectural configuration of large pods containing
six to twelve classrooms, each with an outside access and no interior walls. Children were not
assigned individual desks; they sat in cooperative small groups at tables. Teachers usually defined
their workspace by their arrangements of bookshelves and cabinets. The lack of hallways meant
more space was available for instructional use. The outside accesses and lack of walls allowed for
greater accessibility. These design changes also resulted in a more efficient use of energy at a time
when energy was becoming more costly.
At OpenClassrooms, we reverse-engineer our curriculum to meet the specific skill sets needed for
in-demand jobs. There are no tests or exams to study for. Our programs are project-based, requiring
students to build products and solve issues that they would realistically face in a future role.
Each week, you’ll discuss your progress with a mentor during a one-hour video conference.
Mentors are experienced professionals working in your target industry. They’re able to give you
practical advice based on their real-world experience.
So where do video classes fit into all of this?
At OpenClassrooms, classes act as a support to the projects. You aren’t obliged to complete all of
them. You can complete your projects using other sources or knowledge from your own
experience.
If you’re completely new to the subject, however, we do recommend using the classes as much as
possible in order to give yourself a solid knowledge base.
Why this approach?
Project-based learning has been on the fringe of the educational landscape for a long time. It’s
known to be one of the most effective methods in terms of keeping students motivated during their
learning experience as well as teaching them relevant skills, fast.
Here are some of its key benefits:
21. You learn what you need to. You’ll learn only what is required to work in the industry,
but also everything that is required. Project-based learning allows OpenClassrooms to
finely tune courses to achieve this.
It’s a fairer way to evaluate your work. Once you graduate, you’ll know you’ve acquired
all the necessary skills not only to pass an exam, but also to survive and flourish in a real
professional environment.
Your coursework experience has real value. By the end of your program, you’ll have
completed relevant projects that you can put in your professional portfolio and present
during an interview. Recruiters will take notice. You’ll be ready to start work immediately.
Project-based learning gives you the opportunity to gain realistic professional experience in the
‘safety’ of an educational context. Any problems can be discussed with your mentor, allowing
challenges to be an opportunity to learn in a low-stakes environment.
Following our project-based, Path means that you’ll thoroughly learn the skills required for the job
you want all while building your professional portfolio. The combination of these two factors puts
you on an accelerated path toward career success.