This document provides a flipped lesson plan created for a third grade class on the topic of area. The lesson plan includes the following objectives
• Find the area of a rectangle by counting tiles
• Apply multiplication equations to solve the area of a rectangle
• Explain in numbers, words, or sketches how they found the area of a rectangle
This lesson includes alignment of common core standards, materials (including on-line sites for support), discussion questions, activities, and assessments.
This document provides a flipped lesson plan created for a third grade class on the topic of area. The lesson plan includes the following objectives
• Find the area of a rectangle by counting tiles
• Apply multiplication equations to solve the area of a rectangle
• Explain in numbers, words, or sketches how they found the area of a rectangle
This lesson includes alignment of common core standards, materials (including on-line sites for support), discussion questions, activities, and assessments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. What are contrived
experiences?
These are the second band of experiences in
Dale’s Cone of Experience.
These are “edited” copies of reality and are
used as substitutes for real things when it is
not practical or not possible to bring or do
the real thing in the classroom.
3. What is a model?
It is a reproduction of a real thing in a
small, or a large scale, or exact size.
It is a substitute for a real thing which may
or may not be operational.
5. Why do we make use of
model?
Overcome limitations of space and time
To “edit” reality for us to be able to focus on
parts or a process of a system that we
intend to study
To overcome difficulties of size
To understand the inaccessible
Help the learners understand abstractions
6. Advantages:
Models provide motivation and enhance
learning.
Oversized objects can be reduced in size
and can be studied in the classroom.
Some models can be purchased from
commercial firms.
The parts can be built as to scale and can
appear exactly like the real object.
8. Guidelines:
Emphasize the size of the real object while
being used.
Use of moving models can catch attention
and interest easily.
Encourage students to construct simple
models with parts in correct proportion.
Some models can be kept for display for a
long time depending on the materials used.
9. The most important thing to
remember when we make use
of models are:
to make them as we could to the real things
that represent.
If for one reason or another they could not
replicate the real things in size and
color, and
10. we should at least cautions the user or the
reader by giving the scale.
11. Criteria For Evaluation:
Is the model necessary on case you make
use of the original?
Could some other device portray the idea
more effectively?
Is the idea appropriate for representation in
a model?
Is each part of the model made to the same
scale proportionate in size?
12. Are the important details of construction
correct?
Could wrong impressions of size, color and
shape result from using this model?
Does the model oversimplify the idea?
If it is workable, will at standup under
frequent use?
If it is made locally, is the model likely to be
13. worth the time, effort and money involved?
If it is purchased, will the model be used
often enough to justify the cost?
14. Aims:
To give the students an exact picture of the
thing that being discussed.
To aid the questions of the students about
the lesson being presented.
17. What is the total surface area
of a geometric solid?
it is the sum of the areas of all its polygonal
faces or sides.
18. Surface Area of a Pyramid
its total surface is equal to the area of the
square base, plus the area of the four
triangles
Let us say each triangle has an altitude a
and a base b. Then the total surface area is
T.S.= 1/2ab(4)+b^2
= 1/2a+b^2
20. Level: First Year High School
Subject: Mathematics, Concepts and Operations,
Surface Areas of Geometric Solids
I. Objectives:
A. To know the formula in getting the surface area of a
pyramid.
B. To recognize pyramid through the model.
C. To solve the surface area of a pyramid through the
formula given.
II. Subject Matter:
Concept: Surface Area of a Pyramid
Book: Math I (page 228)
21. III. Materials:
model of a pyramid
chalkboard
ruler
IV. Teaching Strategies:
A. Review
B. Motivation
I have some problems written on the board then
they will answer it by using the formula on how to
get the surface area of a pyramid.
C. Lesson Proper
a.) Presentation
22. -Showing on how to make a model of a pyramid.
-Getting the surface area of a pyramid by using the
formula given.
b.) Development
Discussion of the lesson is given by the teacher.
c.) Classroom Interaction
-Oral Participation
-Board work
V. Evaluation:
Quiz
VI. Assignment:
Concept: Area of the Surface of a Cylinder(page 228)
