5 senses webquest
•Download as PPTX, PDF•
1 like•741 views
The document outlines an activity where students will research and present on one of the five senses. The class is split into five groups, with each group assigned a different sense. Within their groups, students take on roles of speaker, fact finder, or artist. They use provided websites to research their sense and answer questions for their role. Each group then presents to the class, aiming to convince the others that their sense is the best. After all presentations, the class votes on the best sense. The document provides evaluation criteria for the presentations and concludes by having groups prepare for their presentations.
Report
Share
Report
Share
Recommended
September 9 -6. idiom, courage, vp 2, introduce newspaper assignment
This document contains information about reading groups for books and class assignments. It is divided into sections about reading groups, vocabulary, and upcoming assignments. For reading groups, it lists students assigned to discuss three different books: Oliver Twist, Great Expectations, and A Tangled Web. It also outlines upcoming events for practicing oral summaries, including discussing articles in groups and giving group presentations on Friday. Students are instructed to complete a vocabulary quiz, homework on multitasking, and introduce the Newspaper Discussion assignment.
Pre writing strategies
Prewriting is the first step in the traditional writing process and involves activities done before the first draft to generate and organize ideas. Some common prewriting techniques include listing, free writing, clustering, and cubing. Listing involves jotting down every idea about the topic without censoring. Free writing has the writer continuously write about the subject for 10-15 minutes without worrying about mechanics. Clustering maps out ideas that relate to the central topic through drawings of lines and circles. Cubing looks at a topic from six angles: describing, comparing, associating, analyzing, applying, and arguing. Prewriting helps writers explore different perspectives on their topic before beginning the first draft.
CTE Grammar for ESL Teachers Present Progressive/Continuous
This document provides guidance for teaching the present progressive tense to ESL students. It discusses the name, formation, pronunciation, usage, related structures, exceptions, errors students may make, and activity ideas for practicing the tense. The present progressive is used to describe actions happening now or temporarily, and is usually taught along with the simple present for comparison.
Essay workshop
This document provides guidance for students on essay writing skills. It emphasizes preparing and planning essays by choosing interesting topics, doing thorough research beyond assigned readings, and developing clear outlines. When writing, students are advised to introduce their topic and argument, support points with examples and analysis, and conclude by summarizing without introducing new ideas. Proper referencing and proofreading are also stressed. Students are reminded not to procrastinate and should seek feedback from mentors and tutors.
GE14 class 5 June 4th
This document discusses indirect questions. It begins by explaining the structure of a direct question and then compares it to the structure of an indirect question. Some examples of direct questions being changed to indirect questions are provided. The document then discusses when indirect questions are used and provides an activity where the reader is prompted to write down indirect questions for a given situation.
SDC11 class 1 Mar 10th
This document summarizes the first class of an English course. It introduces the teacher, Jaqueline Chaowah Veloz, and outlines the course structure, rules, and expectations. Students will introduce themselves, ask the teacher questions, and learn about attendance policies, assignments like exercises, exams, writing and reading, and the course blog. Homework is assigned asking students to write answers to introductory questions about their English experience and goals for the course.
Cross Cultural Study Skills
Common academic problems faced by international students studying in the United States, and how to deal with them.
Welcome to 5th grade
Students and parents are welcomed to an open house for the 5th grade classroom. The students will participate in an icebreaker activity where they act like animals, while parents observe. The teacher, Mr. Couch, will then introduce himself and give an overview of his background and the class structure. He outlines the grading breakdown and expectations for homework, papers, quizzes, and tests. After lunch, parents will meet with Mr. Couch while students tour the classroom. Both students and parents will sign a promise agreeing to abide by classroom policies.
Recommended
September 9 -6. idiom, courage, vp 2, introduce newspaper assignment
This document contains information about reading groups for books and class assignments. It is divided into sections about reading groups, vocabulary, and upcoming assignments. For reading groups, it lists students assigned to discuss three different books: Oliver Twist, Great Expectations, and A Tangled Web. It also outlines upcoming events for practicing oral summaries, including discussing articles in groups and giving group presentations on Friday. Students are instructed to complete a vocabulary quiz, homework on multitasking, and introduce the Newspaper Discussion assignment.
Pre writing strategies
Prewriting is the first step in the traditional writing process and involves activities done before the first draft to generate and organize ideas. Some common prewriting techniques include listing, free writing, clustering, and cubing. Listing involves jotting down every idea about the topic without censoring. Free writing has the writer continuously write about the subject for 10-15 minutes without worrying about mechanics. Clustering maps out ideas that relate to the central topic through drawings of lines and circles. Cubing looks at a topic from six angles: describing, comparing, associating, analyzing, applying, and arguing. Prewriting helps writers explore different perspectives on their topic before beginning the first draft.
CTE Grammar for ESL Teachers Present Progressive/Continuous
This document provides guidance for teaching the present progressive tense to ESL students. It discusses the name, formation, pronunciation, usage, related structures, exceptions, errors students may make, and activity ideas for practicing the tense. The present progressive is used to describe actions happening now or temporarily, and is usually taught along with the simple present for comparison.
Essay workshop
This document provides guidance for students on essay writing skills. It emphasizes preparing and planning essays by choosing interesting topics, doing thorough research beyond assigned readings, and developing clear outlines. When writing, students are advised to introduce their topic and argument, support points with examples and analysis, and conclude by summarizing without introducing new ideas. Proper referencing and proofreading are also stressed. Students are reminded not to procrastinate and should seek feedback from mentors and tutors.
GE14 class 5 June 4th
This document discusses indirect questions. It begins by explaining the structure of a direct question and then compares it to the structure of an indirect question. Some examples of direct questions being changed to indirect questions are provided. The document then discusses when indirect questions are used and provides an activity where the reader is prompted to write down indirect questions for a given situation.
SDC11 class 1 Mar 10th
This document summarizes the first class of an English course. It introduces the teacher, Jaqueline Chaowah Veloz, and outlines the course structure, rules, and expectations. Students will introduce themselves, ask the teacher questions, and learn about attendance policies, assignments like exercises, exams, writing and reading, and the course blog. Homework is assigned asking students to write answers to introductory questions about their English experience and goals for the course.
Cross Cultural Study Skills
Common academic problems faced by international students studying in the United States, and how to deal with them.
Welcome to 5th grade
Students and parents are welcomed to an open house for the 5th grade classroom. The students will participate in an icebreaker activity where they act like animals, while parents observe. The teacher, Mr. Couch, will then introduce himself and give an overview of his background and the class structure. He outlines the grading breakdown and expectations for homework, papers, quizzes, and tests. After lunch, parents will meet with Mr. Couch while students tour the classroom. Both students and parents will sign a promise agreeing to abide by classroom policies.
Pre writing strategies
This document discusses various pre-writing strategies that can be used in the writing process. Pre-writing is the preliminary work done before drafting a paper and includes activities like brainstorming, clustering, free writing, and questioning. The goal of pre-writing is to calm nerves and get ideas flowing so writers don't panic about their topic. Some specific techniques covered are brainstorming ideas related to the topic, mind mapping to relate concepts, free writing for a set period of time, and using the six journalists' questions of who, what, where, when, why and how.
Prewriting techniques
This document discusses various prewriting techniques that can be used before drafting a first writing. It explains that prewriting is the first step of the writing process and involves thinking about the writing purpose and audience as well as generating ideas. Some specific prewriting techniques described include listing, free writing, clustering, and cubing. Listing involves jotting down any ideas that come to mind without worrying about structure. Free writing involves continuously writing about the topic for 10-15 minutes without editing. Clustering maps out ideas that are related. Cubing looks at a topic from six different perspectives: describing, comparing, associating, analyzing, applying, and arguing.
Week 1-18 review
This document summarizes Catherine Galloway's weekly review of a class over 17 weeks. It covers topics like learning styles, multiple intelligences, study techniques like mind mapping and note taking, managing attention and attitude, writing papers, test taking strategies, memorization techniques, choosing an effective study space, and using music effectively while studying. The review demonstrates the wide range of study skills and concepts covered throughout the semester.
GE15 G2 class 1 Mar 11th
This document summarizes an English class for group GE15 taught by Jaqueline. The class covered introductions, course rules and guidelines, how the course will work, information about the class blog, and homework assignments. Students were instructed to introduce themselves to the teacher and class, ask the teacher questions, and write answers to homework questions about their English experience, hobbies, course goals, and plans for the class. Students were informed of attendance policies, evaluation criteria including exercises, exams, writing and reading assessments, and the importance of oral English practice.
Conversation time and skills
The document provides guidance on conversation time during English class. It explains that conversation time aims to give students practice having English conversations, rather than being a subject itself. Students should imagine their classmates are from other places and cannot speak Korean. Effort during conversations will be graded, not grammar, vocabulary, speed or pronunciation. Good conversation skills involve listening to others, asking follow-up questions, asking for opinions, starting new topics, and checking meaning. Examples are provided of different types of questions and responses students can use during conversations.
Academic Success Pt.1
This document provides information to help students identify their personal orientation to learning. It begins by having students take an assessment to determine their learning style and preferences. It then discusses the key aspects that make up an individual's orientation to learning, including learning style, intellectual development level, and approach to studying. The document notes that learning preference can change depending on class/subject and includes environmental factors. It emphasizes that learning preference does not determine ability. It explains why understanding learning preference is important for success and adapting one's study strategies. Later sections provide tips for developing skills like active listening, college-level reading, and effective communication.
Prewriting
The document discusses various prewriting techniques for developing ideas and forming thesis statements for essays, including listing, questioning, and freewriting. It provides examples of each technique and encourages experimenting with different prewriting methods to see what works best. Key details include making lists of images, characters, main points, and quotations from readings; questioning texts using who, what, when, where, why, and how; and freewriting for 10-15 minutes without stopping to generate content and ideas.
5 b. idiom, vocabulary groups, newspaper presentation time
The document outlines the agenda for an English class. It includes discussing an idiom, working in vocabulary groups, assigning novel readings to students, and signing up for newspaper presentations. Students will practice presenting summaries of news articles in groups, including creating note cards and discussion questions. For homework, students are assigned vocabulary work, buying an assigned novel, and preparing for their newspaper presentation.
Teacher workshop 8 24 2012
Visual Thinking Strategies uses open-ended questioning to guide students in carefully observing and discussing works of art. Teachers ask what is happening, what evidence students see, and what more can be found, while paraphrasing and linking comments. Students look closely, discuss interpretations, and consider different views. Other activities include using art to spark wonder questions, collaborative storytelling, and acting out imagined continuations depicted in images.
GE19 Jan 7th class 1
This document outlines the introduction to an English course. It includes introductions from the teacher and students, as well as an overview of course rules, guidelines, and expectations. Students are asked to introduce themselves and ask the teacher a question. The document also previews the first unit, provides a link to the course blog, and assigns homework for students to write answers to introductory questions about themselves and their goals for the course.
e
The teacher Jaqueline introduced the GE16 English class. She outlined the course rules and guidelines, including attendance requirements, homework assignments, and testing. Students will be graded based on MEC exercises, an exam, writing assignments, reading comprehension, and oral interaction. The teacher explained how the course will work, including reading assignments posted on the class blog and participation expectations. For homework, students were assigned questions to answer in writing about their English experience and goals for the course.
Wheel
Teaching literary terms can be challenging as there are many terms for students to remember. This document provides activities to make learning literary terms more engaging and fun for students. The activities ensure students understand the meaning of terms and can identify and analyze how they are used in texts. A literary term wheel game is described where students spin a wheel to answer random questions about different literary devices in a competitive team format. The aims are to build reading skills while helping students know, understand, apply and analyze various literary devices.
Learning 101: Test Taking
Ever feel like you don't know how to prpare for tests, or what to study. How do you answer all the differnt types of questions. Or maybe you have test anxiety. This presentation offers lots of tips and tricks for preparing for and taking tests.
Pre-Writing Strategies
Pre-Writing Strategies
1. Free writing
2. Brainstorming/ Listing
3. Clustering/ Mapping
4. Journalistic questions
GE19 G1; Class 1
The document summarizes the first class of an English course. It introduces the teacher and has students introduce themselves. Rules and guidelines for the course are presented, including attendance, assignments, exams, and use of a class blog. Students are given homework to answer questions in a Word document about liking English, their English study history, hobbies, and goals for the course. They are instructed to email it to the teacher.
Reflective Teaching - MLA 2013
This document discusses reflective teaching techniques for librarians. It provides information on journaling methods like free writing and using focused questions. Peer observation is described as an important reflective practice that involves preparation, observation, and post-observation discussion. Guidelines for effective peer observation include establishing goals and areas of focus. Additional reflective tools mentioned include teaching circles, video recording, portfolios, and combining various methods. Barriers to reflection like lack of time are addressed, and the document emphasizes that regularly reflecting on teaching is most important, regardless of method.
Introduction to theme
This document provides information and guidance for students preparing for an externally set art exam titled "Transformation". It consists of 3 paragraphs:
1. The first paragraph reminds students to think independently about their ideas, fully explore mind maps and initial artists, and complete contact sheets for each idea. It advises choosing a subtheme they have variety of ideas for.
2. The second paragraph notes the exam is more personal, fast-paced and ambitious than coursework. It encourages students to be brave and stay up-to-date on tasks, coming to lessons prepared.
3. The third paragraph lists 4 tasks for students to complete that week in preparation, including creating a Pinterest board, mood board, full
Learning 101: Note Taking
Taking notes is key to being successful in college. But many students struggle to figure out what to write down, how to organize their notes and how to study them.
Emilylee
This document outlines a 4-part series on introducing practical approaches for teaching students with behavioural, emotional, social, and developmental disorders (BESD). The sessions include: understanding the nature of BESD; adapting teaching with empathy; practical classroom approaches like developing a nurturing environment; and bringing the lessons together with action plans and success stories. The goal is to help teachers who struggle with students that have more challenging behaviors by providing effective resources.
Week of January 27th
This document provides the homework schedule for 5th grade students from January 27th to January 31st. It includes assignments for reading, math, writing, wordly wise, social studies/science, and Spanish. For math, students will be practicing and learning about fractions, with a test on Thursday. In writing, students will continue working on expository writing. In social studies/science, students will be focusing on BizTown and a science lab. There is also a walk-a-thon on Tuesday and independent reading is expected every night.
Soc semmcte
Socratic seminars are structured discussions that emphasize core skills like communication, evidence, reasoning, and critical thinking. They involve students sitting in a circle to discuss open-ended questions about a text without raising hands. The teacher facilitates the discussion by paraphrasing, following up, and encouraging participation from all students. Students reflect individually and as a group on their discussion and set goals for improvement. Socratic seminars take practice but can promote significant growth in students' analytical and discussion skills.
Clil valladolid session_3_sunday
The document outlines an agenda for a professional development session on contextualization and diversification in social sciences, including using various digital tools and interactive activities to reinforce vocabulary, review concepts, and develop students' communicative skills through information gap activities, games, and role-playing group work assignments.
More Related Content
What's hot
Pre writing strategies
This document discusses various pre-writing strategies that can be used in the writing process. Pre-writing is the preliminary work done before drafting a paper and includes activities like brainstorming, clustering, free writing, and questioning. The goal of pre-writing is to calm nerves and get ideas flowing so writers don't panic about their topic. Some specific techniques covered are brainstorming ideas related to the topic, mind mapping to relate concepts, free writing for a set period of time, and using the six journalists' questions of who, what, where, when, why and how.
Prewriting techniques
This document discusses various prewriting techniques that can be used before drafting a first writing. It explains that prewriting is the first step of the writing process and involves thinking about the writing purpose and audience as well as generating ideas. Some specific prewriting techniques described include listing, free writing, clustering, and cubing. Listing involves jotting down any ideas that come to mind without worrying about structure. Free writing involves continuously writing about the topic for 10-15 minutes without editing. Clustering maps out ideas that are related. Cubing looks at a topic from six different perspectives: describing, comparing, associating, analyzing, applying, and arguing.
Week 1-18 review
This document summarizes Catherine Galloway's weekly review of a class over 17 weeks. It covers topics like learning styles, multiple intelligences, study techniques like mind mapping and note taking, managing attention and attitude, writing papers, test taking strategies, memorization techniques, choosing an effective study space, and using music effectively while studying. The review demonstrates the wide range of study skills and concepts covered throughout the semester.
GE15 G2 class 1 Mar 11th
This document summarizes an English class for group GE15 taught by Jaqueline. The class covered introductions, course rules and guidelines, how the course will work, information about the class blog, and homework assignments. Students were instructed to introduce themselves to the teacher and class, ask the teacher questions, and write answers to homework questions about their English experience, hobbies, course goals, and plans for the class. Students were informed of attendance policies, evaluation criteria including exercises, exams, writing and reading assessments, and the importance of oral English practice.
Conversation time and skills
The document provides guidance on conversation time during English class. It explains that conversation time aims to give students practice having English conversations, rather than being a subject itself. Students should imagine their classmates are from other places and cannot speak Korean. Effort during conversations will be graded, not grammar, vocabulary, speed or pronunciation. Good conversation skills involve listening to others, asking follow-up questions, asking for opinions, starting new topics, and checking meaning. Examples are provided of different types of questions and responses students can use during conversations.
Academic Success Pt.1
This document provides information to help students identify their personal orientation to learning. It begins by having students take an assessment to determine their learning style and preferences. It then discusses the key aspects that make up an individual's orientation to learning, including learning style, intellectual development level, and approach to studying. The document notes that learning preference can change depending on class/subject and includes environmental factors. It emphasizes that learning preference does not determine ability. It explains why understanding learning preference is important for success and adapting one's study strategies. Later sections provide tips for developing skills like active listening, college-level reading, and effective communication.
Prewriting
The document discusses various prewriting techniques for developing ideas and forming thesis statements for essays, including listing, questioning, and freewriting. It provides examples of each technique and encourages experimenting with different prewriting methods to see what works best. Key details include making lists of images, characters, main points, and quotations from readings; questioning texts using who, what, when, where, why, and how; and freewriting for 10-15 minutes without stopping to generate content and ideas.
5 b. idiom, vocabulary groups, newspaper presentation time
The document outlines the agenda for an English class. It includes discussing an idiom, working in vocabulary groups, assigning novel readings to students, and signing up for newspaper presentations. Students will practice presenting summaries of news articles in groups, including creating note cards and discussion questions. For homework, students are assigned vocabulary work, buying an assigned novel, and preparing for their newspaper presentation.
Teacher workshop 8 24 2012
Visual Thinking Strategies uses open-ended questioning to guide students in carefully observing and discussing works of art. Teachers ask what is happening, what evidence students see, and what more can be found, while paraphrasing and linking comments. Students look closely, discuss interpretations, and consider different views. Other activities include using art to spark wonder questions, collaborative storytelling, and acting out imagined continuations depicted in images.
GE19 Jan 7th class 1
This document outlines the introduction to an English course. It includes introductions from the teacher and students, as well as an overview of course rules, guidelines, and expectations. Students are asked to introduce themselves and ask the teacher a question. The document also previews the first unit, provides a link to the course blog, and assigns homework for students to write answers to introductory questions about themselves and their goals for the course.
e
The teacher Jaqueline introduced the GE16 English class. She outlined the course rules and guidelines, including attendance requirements, homework assignments, and testing. Students will be graded based on MEC exercises, an exam, writing assignments, reading comprehension, and oral interaction. The teacher explained how the course will work, including reading assignments posted on the class blog and participation expectations. For homework, students were assigned questions to answer in writing about their English experience and goals for the course.
Wheel
Teaching literary terms can be challenging as there are many terms for students to remember. This document provides activities to make learning literary terms more engaging and fun for students. The activities ensure students understand the meaning of terms and can identify and analyze how they are used in texts. A literary term wheel game is described where students spin a wheel to answer random questions about different literary devices in a competitive team format. The aims are to build reading skills while helping students know, understand, apply and analyze various literary devices.
Learning 101: Test Taking
Ever feel like you don't know how to prpare for tests, or what to study. How do you answer all the differnt types of questions. Or maybe you have test anxiety. This presentation offers lots of tips and tricks for preparing for and taking tests.
Pre-Writing Strategies
Pre-Writing Strategies
1. Free writing
2. Brainstorming/ Listing
3. Clustering/ Mapping
4. Journalistic questions
GE19 G1; Class 1
The document summarizes the first class of an English course. It introduces the teacher and has students introduce themselves. Rules and guidelines for the course are presented, including attendance, assignments, exams, and use of a class blog. Students are given homework to answer questions in a Word document about liking English, their English study history, hobbies, and goals for the course. They are instructed to email it to the teacher.
Reflective Teaching - MLA 2013
This document discusses reflective teaching techniques for librarians. It provides information on journaling methods like free writing and using focused questions. Peer observation is described as an important reflective practice that involves preparation, observation, and post-observation discussion. Guidelines for effective peer observation include establishing goals and areas of focus. Additional reflective tools mentioned include teaching circles, video recording, portfolios, and combining various methods. Barriers to reflection like lack of time are addressed, and the document emphasizes that regularly reflecting on teaching is most important, regardless of method.
Introduction to theme
This document provides information and guidance for students preparing for an externally set art exam titled "Transformation". It consists of 3 paragraphs:
1. The first paragraph reminds students to think independently about their ideas, fully explore mind maps and initial artists, and complete contact sheets for each idea. It advises choosing a subtheme they have variety of ideas for.
2. The second paragraph notes the exam is more personal, fast-paced and ambitious than coursework. It encourages students to be brave and stay up-to-date on tasks, coming to lessons prepared.
3. The third paragraph lists 4 tasks for students to complete that week in preparation, including creating a Pinterest board, mood board, full
Learning 101: Note Taking
Taking notes is key to being successful in college. But many students struggle to figure out what to write down, how to organize their notes and how to study them.
Emilylee
This document outlines a 4-part series on introducing practical approaches for teaching students with behavioural, emotional, social, and developmental disorders (BESD). The sessions include: understanding the nature of BESD; adapting teaching with empathy; practical classroom approaches like developing a nurturing environment; and bringing the lessons together with action plans and success stories. The goal is to help teachers who struggle with students that have more challenging behaviors by providing effective resources.
Week of January 27th
This document provides the homework schedule for 5th grade students from January 27th to January 31st. It includes assignments for reading, math, writing, wordly wise, social studies/science, and Spanish. For math, students will be practicing and learning about fractions, with a test on Thursday. In writing, students will continue working on expository writing. In social studies/science, students will be focusing on BizTown and a science lab. There is also a walk-a-thon on Tuesday and independent reading is expected every night.
What's hot (20)
5 b. idiom, vocabulary groups, newspaper presentation time
5 b. idiom, vocabulary groups, newspaper presentation time
Similar to 5 senses webquest
Soc semmcte
Socratic seminars are structured discussions that emphasize core skills like communication, evidence, reasoning, and critical thinking. They involve students sitting in a circle to discuss open-ended questions about a text without raising hands. The teacher facilitates the discussion by paraphrasing, following up, and encouraging participation from all students. Students reflect individually and as a group on their discussion and set goals for improvement. Socratic seminars take practice but can promote significant growth in students' analytical and discussion skills.
Clil valladolid session_3_sunday
The document outlines an agenda for a professional development session on contextualization and diversification in social sciences, including using various digital tools and interactive activities to reinforce vocabulary, review concepts, and develop students' communicative skills through information gap activities, games, and role-playing group work assignments.
Bc phase one_session8
This document discusses giving instructions and checking for understanding in English language teaching. It provides examples of clear instructions like "Work in groups. Talk about your weekend." and suggests using simple yes/no questions called Instruction-Checking Questions (ICQs) to confirm learners understood, such as "Are you going to work alone?" after the instruction "Work in groups." Trainees are asked to reflect on what they found useful and what they need to learn more about regarding giving instructions.
Using writing circles to enhance and document inquiry UCF literacy symposium ...
Using writing circles to enhance and document inquiry UCF literacy symposium ...sherron killingsworth roberts
Using writing circles to enhance and document inquiry
Writing circles
UCF literacy symposium 2014
Sherron Killingsworth Roberts
Succeeding at interview presentation
A presentation on preparing and performing at interview that will assist you in making sure that you stand the best chance of being offered your dream job.
#TLT13 Presentation on Questioning
This document discusses various questioning strategies and techniques for the classroom. It provides tips on using questions to engage students, check learning, scaffold understanding, and promote a culture of learning. Some highlighted strategies include targeted questioning, hands up vs no hands up approaches, building on peers' responses, student-generated questions, learning objectives as questions, Socratic questioning techniques, and using questions to structure class discussions and written feedback. The document emphasizes using questions to challenge students' thinking and promote higher-order analysis.
P.S.Nelson
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
EUGANGS Community Safety Welcome
This document provides information about an induction for the EUGANGS Community Safety course. It outlines the structure of the course and activities for participants during the induction. Key points:
- The induction introduces participants to the trainers and includes icebreaker activities to help people get to know each other.
- Participants discuss in groups why they are taking the course and questions they hope will be addressed.
- An activity helps identify what concepts participants are already familiar with and what is new to help tailor the course.
- The course runs from April to July, focusing on communication and safety, and September to December examining psychology and social factors.
- An example assignment asks participants to reflect on use of
Brandon.every child, every day.2014
A full day session for the Brandon Reading Council based on Allington and Gabriel's Every Child Every Day recommendations. Primary and
Elementary examples from BC classrooms were shown throughout the day to put these principles into practice.
Powerful questions
Powerful questions are integral part of coaching, this slide describe what is powerful questions and different levels of listening
To learn more about Five senses!!!
The document outlines a lesson plan for teaching students about the five senses. It instructs students to break into groups and research each of the five senses by exploring educational websites. Each group will then collect an object related to each sense and record their observations in a senses journal using descriptive adjectives and illustrations. Finally, the groups will take turns presenting from their journals in a guessing game to teach their classmates about each sense. The conclusion restates that the human senses work together to help us understand the world.
Bulkely valley nov general session 2013
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
SFU.formative assessment
An overview of assessment of learning and assessment for learning with rationale and examples of embedded assessment for learning principles. K-12 audience.
Earcos afl.session.oct 31
This document discusses key concepts of assessment for learning (AFL) that administrators need to understand to support teachers. It defines AFL and assessment of learning, identifies six big AFL practices including learning intentions, criteria, descriptive feedback, questioning, self and peer assessment, and ownership. Examples are provided for each practice showing how teachers have implemented them in the classroom. The document emphasizes that AFL should be ongoing and inform teaching and learning, while assessment of learning happens at the end to measure achievement. It aims to help administrators determine next steps to further support teachers in using AFL.
Revving up writing instruction
Here are some words for "small" placed on a spectrum from largest to smallest meaning:
Tiny
Itsy bitsy
Teeny
Miniature
Compact
Petite
Diminutive
Lilliputian
Microscopic
Atom-sized
Infinitesimal
Intro to P4C, Arezzo, 9-10 april 2014
This document provides an introduction to Philosophy for Children (P4C). It discusses the aims and structure of P4C sessions, which involve forming a circle, presenting a stimulus, inviting questions, voting on questions, dialogue and debriefing. P4C develops skills like questioning, reasoning, exploring concepts and seeking truth through dialogue rather than debate. The document traces the history and development of P4C and provides examples of open-ended questions that can be discussed. It emphasizes the importance of higher-order questioning and thinking in P4C.
Assignment 3 reflections
The document provides reflection questions for a student to consider their interests, strengths, and areas for improvement regarding 5 content areas related to their work. The student indicates they are most interested in language learning processes. They feel unsure in planning and evaluation as they lack experience in those areas. The student also notes all content areas will be difficult as this is their first time studying them.
IELTS Speaking Unit 3.pptx
Here are expanded responses for the topics:
T-shirts:
Yes, I like wearing t-shirts. T-shirts are comfortable and casual to wear. I have a large collection of t-shirts in different styles and colors. In the summer, I enjoy wearing t-shirts most days because they keep me cool in the hot weather. I often wear t-shirts when exercising or lounging around at home as well. Some of my favorite t-shirts have designs or logos from my favorite movies or bands.
Keys:
No, I don't think it's a good idea to leave your house keys with a neighbor. There are several reasons for this. Firstly, it's a security risk if
Didactica
This document discusses teaching English to young learners and provides questions on various topics related to developing lesson plans and managing a classroom. It addresses setting routines, avoiding certain practices, fostering cooperation, teaching grammar and assessment. Additional sections cover organizing the classroom, developing listening, oral, reading and writing activities, implementing games and planning teaching work, including choosing topics, allocating time and collecting materials.
Didactica
This document discusses teaching English to young learners and provides questions on various topics related to developing lesson plans and managing a classroom. It addresses setting routines, avoiding inappropriate activities, fostering cooperation, teaching grammar and assessment. Additional sections cover organizing the classroom, developing listening, oral, reading and writing activities, implementing games and planning teaching work, including choosing topics, allocating time and collecting materials.
Similar to 5 senses webquest (20)
Using writing circles to enhance and document inquiry UCF literacy symposium ...
Using writing circles to enhance and document inquiry UCF literacy symposium ...
More from acgettes
Abstract
This unit introduces the five senses over five days through various learning activities suited for different styles. The five senses of sight, hearing, smell, taste and touch are discussed along with the associated body parts. Throughout the week, students will use different online tools and hands-on activities to extend their knowledge and understanding of the five senses.
Assure method original
- The document describes an ASSURE lesson plan created by Ashley Gettes to teach 4th grade students about the holidays of Christmas, Hanukkah, and Kwanza.
- The objectives are for students to identify differences between the holidays with 100% accuracy and understand traditions with 90% accuracy.
- A variety of methods will be used including a PowerPoint, songs, story, discussion, and traditional foods from each holiday.
- The classroom environment will be decorated differently each day to match the holiday being taught and traditional foods and music from each will be experienced.
- Students will participate through hands-on activities like coloring, eating traditional foods, and singing songs. Evaluation found students learned but needed
Assure method
- The document describes an ASSURE lesson plan for teaching 4th grade students about the holidays of Christmas, Hanukkah, and Kwanza.
- The objectives are for students to identify differences between the holidays with 100% accuracy and understand traditions with 90% accuracy.
- Methods include using PowerPoint, songs, food from each tradition, and having students make videos and connect with peers on Facebook.
- Each day's classroom environment and activities will highlight a different holiday through decorations, music, and traditional foods.
- Students will participate through discussion, crafts, group work on videos, and connecting online with peers who celebrate different holidays.
- The teacher will evaluate students' knowledge before and
Math and science 21st century pillars
This document discusses the importance of math and science as pillars for 21st century learning. It defines math as the study of numbers, quantities, and shapes, and science as the observation and explanation of phenomena. It states that being able to apply reasoning between math and science keeps the subjects intertwined. It also notes that science provides cultural value and unique training in reasoning, while math is an essential life skill. The document advocates for STEM education and increasing standards in math and science. It suggests taking a more digital approach to teaching these subjects using technology like WebQuests, YouTube videos, and blogs.
For my photoshop project
The document describes a Photoshop project where a hand was used as the background and a mouth, nose, and two eyes were cropped and moved onto the hand. The creator then zoomed in and erased extra parts of the pictures so that the eyes, nose, and mouth faded and merged smoothly into the hand. As a final step, the edges were cleaned and smoothed using the spot healing tool.
5 senses unit plan
This unit plan aims to teach kindergarten students about their five senses through hands-on activities over the course of a week. Each day focuses on a different sense: sight on Monday through optical illusions and color tests, hearing on Tuesday using instruments and games, touch on Wednesday with a mystery bag activity, smell on Thursday sniffing different scents, and taste on Friday by sampling foods and identifying flavors. The goal is for students to recognize and identify the five senses and their associated body parts with 100% accuracy by the end of the week through songs, books, and experiential learning.
More from acgettes (6)
Recently uploaded
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdExecutive 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 etcIntroduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaSouth 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.Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Recently uploaded (20)
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
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
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
5 senses webquest
- 1. T H E F I V E S E N S E S
- 2. INTRODUCTION • You have already learned that there are five senses. Now I want to know which sense is the best one! • I will split the class into five groups of three • Each group will be assigned a sense, you will use the internet to research your sense • Each group will present to the class and we will vote on the best sense
- 3. TASK • You will work in groups of three • Each group will have three roles: the speaker, fact finder, and artist • Each student needs to choose a role. • Each role requires you to answer questions about your groups sense and then present your findings to the class. • Once every group has presented we will have a class vote to decide which sense is the best. So, try to convince us your groups sense is the best one!
- 4. PROCESS • Answer the questions for your role with the websites I provided • Artist – Illustrate your sense in action with one of the examples your speaker gives • Fact Finder – Find four interesting facts about your sense we have not learned about in class • Speaker – What part of the body do you use for your sense? – Give three examples of how we use your sense
- 5. WEBSITES • Sight – http://www.scientificpsychic.com/workbook/chapter2.htm • Hearing – http://pbskids.org/sid/isense.html • Taste – http://www.preschoolrainbow.org/5senses.htm • Touch – http://kidshealth.org/kid/htbw/skin.html • Smell – http://www.abcya.com/five_senses.htm
- 6. EVALUATION 1 Needs Improvement 2 Room to Grow 3 Great Job! Score Organization Questions are not answered clearly, many grammatical errors, presentation in unclear Questions are clear but have some grammatical errors Questions are clear with now grammatical errors, presentation is very clear 25% Cooperation Students had many conflicts and could not resolve them Students had few conflicts and were able to resolve them Students had no conflicts and shared the work equally 25% Completion Only a few or no questions were answered Most questions were answered but some or most were unclear All questions were answered clearly 50% Total Score 100%
- 7. CONCLUSION • Good job group! You have now completed the five senses webquest and should be experts in your groups sense. • You will now present your learning to the class. • So, while everyone else finishes up go over what you are going to say to the class. Is your group's sense really the best one?