Asesorías Jueves
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Group 1 will present on implementing bottom-up and top-down listening strategies from 2:30 to 2:45. Group 2 will analyze the cognitive processes of memory and attention in how intermediate EFL students process regular and irregular verb forms from 2:45 to 3:00. Group 3 will discuss improving integrated skills through authentic materials from 2:00 to 2:15.
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Schedule proposals
The document lists several student research and classroom projects presented at Universidad Tecnológica de Pereira. It includes the names of presenters, project titles, times of presentations, and names of the researchers Enrique A., Claudia C., and Dolly R. who provided feedback on the projects. The projects covered topics like using total physical response activities for classroom management, developing bilingual education and creative writing skills, and using techniques like storytelling, music, and authentic materials to develop language skills. Presentations took place on Monday December 9th and Thursday December 12th from 8:30-10:30 am in different time slots.
Schedule proposals
- The document outlines research projects and classroom projects for students in the course "Introducción a la Investigación Cualitativa" at Universidad Tecnológica de Pereira.
- It lists the names of student groups, their project topics, and the time allotted for meetings with professors Enrique A., Claudia C., and Dolly R. or Daniel M.
- Project topics include using total physical response activities for classroom management, strategies that impact descriptive behavior, developing bilingual education in early childhood, and using storytelling to develop listening comprehension.
Psychology application project
This document provides a summary of a classroom observation project for a psychology class. It summarizes that the student observed 21 total hours at Sharp Creek Elementary School, focusing on subjects like English, math, science, and social studies. It also summarizes that the kindergarten class had diverse demographics and that the teacher demonstrated respect for students and treated all students equally. Finally, it summarizes that the teacher utilized Howard Gardner's theory of multiple intelligences to meet all students' needs through techniques like using songs, drawings, games and outdoor exploration.
resume 2014
David Papell has over 25 years of experience in elementary education, holding teaching and substitute positions. He has a Master's in Elementary Education from City College of New York and a Bachelor's in Psychology from Brockport State University. Papell implemented science and reading programs during his career and remains active in tutoring, publishing, and substitute teaching in various school districts.
5 Factors that affect LLS
This document discusses 5 factors that affect language learning strategies:
1. Motivation - Individuals who are motivated tend to learn the second language faster than those who are not.
2. Gender - Males and females tend to use different types of language learning strategies, with females using metacognitive and social strategies most.
3. Age - Younger learners tend to use metacognitive strategies most while older learners focus on metacognitive strategies.
4. Personality - Traits like empathy, introversion and extraversion can influence language learning strategies in different ways.
5. Proficiency level - High proficiency learners use a greater variety of language learning strategies than beginners.
Miller.Nicholas.Resume
Nicholas Miller has extensive experience in education, including roles as an assistant principal, fourth grade team lead, and corps member with Teach for America. He holds a Master's degree in Education from Southern Methodist University and Bachelor's degree in Kinesiology from Texas A&M University. Miller has received several awards for his work improving educational opportunities and outcomes.
Beach j digital story
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Creative project for psycholinguistics and language teaching (ss)
This document summarizes a creative project that used games called "Minute to Win It!" to help young language learners overcome problems with vocabulary acquisition. It describes 4 activities that applied learning theories: 1) introducing words through drilling, 2) practicing identification in pairs, 3) individual practice, 4) acting out words. The strategies were effective in improving pupils' picture-word association and spelling skills. Strengths included pupils enjoying the games and developing language skills. Weaknesses included time constraints and classroom management. Recommendations included adapting the activities for other topics and using ICT.
Recommended
Schedule proposals
The document lists several student research and classroom projects presented at Universidad Tecnológica de Pereira. It includes the names of presenters, project titles, times of presentations, and names of the researchers Enrique A., Claudia C., and Dolly R. who provided feedback on the projects. The projects covered topics like using total physical response activities for classroom management, developing bilingual education and creative writing skills, and using techniques like storytelling, music, and authentic materials to develop language skills. Presentations took place on Monday December 9th and Thursday December 12th from 8:30-10:30 am in different time slots.
Schedule proposals
- The document outlines research projects and classroom projects for students in the course "Introducción a la Investigación Cualitativa" at Universidad Tecnológica de Pereira.
- It lists the names of student groups, their project topics, and the time allotted for meetings with professors Enrique A., Claudia C., and Dolly R. or Daniel M.
- Project topics include using total physical response activities for classroom management, strategies that impact descriptive behavior, developing bilingual education in early childhood, and using storytelling to develop listening comprehension.
Psychology application project
This document provides a summary of a classroom observation project for a psychology class. It summarizes that the student observed 21 total hours at Sharp Creek Elementary School, focusing on subjects like English, math, science, and social studies. It also summarizes that the kindergarten class had diverse demographics and that the teacher demonstrated respect for students and treated all students equally. Finally, it summarizes that the teacher utilized Howard Gardner's theory of multiple intelligences to meet all students' needs through techniques like using songs, drawings, games and outdoor exploration.
resume 2014
David Papell has over 25 years of experience in elementary education, holding teaching and substitute positions. He has a Master's in Elementary Education from City College of New York and a Bachelor's in Psychology from Brockport State University. Papell implemented science and reading programs during his career and remains active in tutoring, publishing, and substitute teaching in various school districts.
5 Factors that affect LLS
This document discusses 5 factors that affect language learning strategies:
1. Motivation - Individuals who are motivated tend to learn the second language faster than those who are not.
2. Gender - Males and females tend to use different types of language learning strategies, with females using metacognitive and social strategies most.
3. Age - Younger learners tend to use metacognitive strategies most while older learners focus on metacognitive strategies.
4. Personality - Traits like empathy, introversion and extraversion can influence language learning strategies in different ways.
5. Proficiency level - High proficiency learners use a greater variety of language learning strategies than beginners.
Miller.Nicholas.Resume
Nicholas Miller has extensive experience in education, including roles as an assistant principal, fourth grade team lead, and corps member with Teach for America. He holds a Master's degree in Education from Southern Methodist University and Bachelor's degree in Kinesiology from Texas A&M University. Miller has received several awards for his work improving educational opportunities and outcomes.
Beach j digital story
Teachers must reach all students in their classroom, as students learn in different ways - some are visual, auditory, or tactile learners. The document discusses Universal Design for Learning, which provides multiple means of presentation, engagement, and expression to accommodate different learning styles and needs such as ESOL students or those with disabilities.
Creative project for psycholinguistics and language teaching (ss)
This document summarizes a creative project that used games called "Minute to Win It!" to help young language learners overcome problems with vocabulary acquisition. It describes 4 activities that applied learning theories: 1) introducing words through drilling, 2) practicing identification in pairs, 3) individual practice, 4) acting out words. The strategies were effective in improving pupils' picture-word association and spelling skills. Strengths included pupils enjoying the games and developing language skills. Weaknesses included time constraints and classroom management. Recommendations included adapting the activities for other topics and using ICT.
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This document outlines the terms and conditions for a rental agreement between John Doe and ABC Properties for the lease of an apartment located at 123 Main St from January 1, 2023 through December 31, 2023. The tenant agrees to pay $1000 per month in rent and a $500 security deposit. The landlord and tenant both agree to abide by their respective responsibilities as outlined in the agreement.
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Este documento trata sobre los fundamentos comunicativos en espacios virtuales para la educación. Explica que una buena comunicación es la base para la educación virtual y que el rol del docente es emitir mensajes que guíen el proceso y motiven a los estudiantes. También discute las ventajas y desventajas de la educación virtual, y señala que tanto el emisor como el receptor juegan un papel importante en el proceso de aprendizaje en entornos virtuales.
Annotated bibliographies
This document provides homework instructions for a class that includes answering questions about a potential class project, reading about annotated bibliographies, and bringing printed answers to the next class. It also provides information about what annotated bibliographies are, including that they summarize and evaluate sources, and examples of annotated bibliography entries.
Fund presentations
The document lists the schedule for presentations on Thursday December 5th by students in the Fundamentos de Investigación class at Universidad Tecnológica de Pereira. There are 12 student groups that will present on topics related to language teaching from 7:30 to 8:55, with presentations lasting 3 to 9 minutes each.
As Tics no mercado de trabalho
O documento discute as tecnologias da informação e comunicação (TIC) no mercado de trabalho, destacando sua importância crescente e consequências. As TIC aumentam a produtividade e competitividade, mas também podem causar desemprego devido à automação e globalização. Tanto impactos positivos como negativos dependem do desenvolvimento de novas competências para acompanhar a inovação tecnológica.
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O documento discute a evolução histórica da comunicação humana e o desenvolvimento das tecnologias da informação e comunicação (TIC). Define TIC como tecnologias que mediam processos informacionais e comunicativos, incluindo hardware, software e telecomunicações. Explora como as TIC facilitam o compartilhamento, distribuição e coleta de informações entre indivíduos e grupos conectados pela internet.
Schedule proposals
This document contains a schedule for groups presenting their classroom and research projects in the "Introducción a la Investigación Cualitativa" class. It lists the names of group members, project titles, and time slots for 9 groups presenting on Monday December 9th and 5 groups presenting on Thursday December 12th. The projects focus on topics related to language teaching methods, classroom management strategies, and skills development. They will be discussed with Enrique A., Claudia C., Dolly R., and Daniel M. during the scheduled time slots.
Presentations for Thursday
This document lists the names of 8 research groups, their project topics, and scheduled meeting times. The projects focus on improving language skills such as listening, writing, and vocabulary acquisition through implementing techniques like using authentic materials, audio documents, dialogue journals, and problem-based learning. The groups will meet between 2:00-2:56 pm to discuss their projects.
Schedule proposals
The document lists several student groups, their project topics, and meeting times for project work at Universidad Tecnológica de Pereira. On Monday, December 8th three groups will work on research projects related to classroom management strategies and descriptive student behavior. On Thursday, December 12th additional groups will work on classroom and research projects involving topics like the use of music, storytelling, authentic materials, reflective portfolios and web-based pronunciation development.
#VenTESOL2015 Schedule at a glance
33rd VenTESOL National Convention
Breaking Paradigms and Borders in ELT
UGMA, Barcelona, Anzoategui, Venezuela
May 30th and 31st, 2015
SCHEDULE AT A GLANCE
Collaborative task1 doney torres m
The document discusses three topics related to natural science education:
1) The importance of natural science education in adolescence and the need for teachers to understand their students' cognitive abilities and personalities.
2) Improving student teachers' knowledge, skills, and attitudes for teaching natural sciences in a foreign language through projects like SciencePro.
3) The role of multimodality in natural science education by incorporating different learning activities, representations, and language to help students construct meanings.
Case Study Scoring GuideDue Date End of Unit 10. Percen.docx
Case Study Scoring Guide
Due Date: End of Unit 10.
Percentage of Course Grade: 20%.
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Provides a rationale
for studying the child
and for the need for
differentiation.
25%
Does not provide
a rationale for
studying the
child.
Provides a
rationale for
studying the
child, though
the rationale is
incomplete.
Provides a rationale for
studying the child and for
the need for
differentiation.
Provides a rationale for studying
the child and for the need for
differentiation, explaining the
effect on the child of not
providing differentiated
instruction.
Describes in detail
relevant facts and
data collected for a
case study of a child
with exceptional
needs.
25%
Does not
describe facts
and data
collected for a
case study of a
child with
exceptional
needs.
Describes facts
and data
collected for a
case study of a
child with
exceptional
needs.
Describes in detail
relevant facts and data
collected for a case study
of a child with exceptional
needs.
Describes in detail relevant
facts and data collected for a
case study of a child with
exceptional needs, providing
examples that illustrate the
importance of these facts.
Analyzes relevant
facts and data
collected based on
an understanding of
learning styles,
cognitive processes,
and instructional
strategies.
25%
Does not analyze
relevant facts
and data
collected.
Analyzes
relevant facts
and data
collected.
Analyzes relevant facts
and data collected based
on an understanding of
learning styles, cognitive
processes, and
instructional strategies.
Analyzes and synthesizes
relevant facts and data
collected based on an
understanding of learning
styles, cognitive processes, and
instructional strategies.
Recommends the
most appropriate
future practices that
will foster the
development of a
specific child.
25%
Does not make
suggestions for
future practice.
Makes
suggestions for
future practice.
Recommends the most
appropriate future
practices that will foster
the development of a
specific child.
Evaluates and recommends the
most appropriate future
practices that will foster the
development of a specific child.
Case Study
Reasoning and Differentiation
The purpose of this case study is going to provide the intended audience with a thorough description and detailed information about the ideal candidate. The ideal candidate for me is a five year old girl named Dylan. Dylan has been emotionally and physically traumatized by a car wreck several years ago. Even though she partially participates in all of the classroom lessons and activities, Dylan is unable to respond to her teacher’s commands or requests. Dylan is in a self-contained classroom with other exceptional children and requires extra assistance during instructional time from her teachers. There are two teacher aides available in the classroom setting that works closely with the Lead Teacher (Ms. Carrington). In an effort of providing students with a productive, positive, warm, loving an ...
Casestudypresentation humberstone
The document summarizes a study on the effects of small reading groups on student engagement and motivation, particularly for English as an Additional Language (EAL) students. It describes the school demographics, main setting of reading groups, literature review on relevant topics, focus students and data collection methods. Key findings indicate that classroom arrangement, technology, hands-on learning and understanding vocabulary can motivate students, while cultural and parental influences impact learning. The conclusion discusses implications for engaging students intrinsically and extrinsically in reading groups through diversity and parental involvement.
Are emotions driving better university courses?
Wednesday 13 April, 18:30 - 19:30 (BST)
Do happier students make better learners? How much do our emotions dictate how we learn? And can we use this information to make university courses better?
These are just some of the questions we’ll be exploring as part of a special talk by some of the UK's leading academics in this area.
OU Technology Enhanced Learning experts are researching a concept called ‘analytics of emotions’ which means that in the future, devices like eye trackers and facial recognition software will analyse students’ emotional states when they are learning. These devices can gauge whether students are bored or frustrated by their online materials by the amount they sigh or frown.
The researchers predict in their annual Innovating Pedagogy report that that within the next 10 years, the design of university courses will be driven by how students interact socially and emotionally with their materials, peers, parents and teachers.
They will elaborate on what this means for higher education in their talk.
In the OpenMinds talk: Are emotions driving better university courses? the following topics will be investigated:
Dr Bart Rienties, Reader in Learning Analytics at the OU, will highlight the role of emotions in learning and question why they are often ignored.
Dr Ana Aznar, Postdoctoral Research Fellow, School of Psychology, University of Surrey, will explore how emotions develop in children and how they influence their learning.
Garron Hillaire, OU PhD student, Institute of Educational Technology will describe how his research categorises over 200 emotions related to learning. He will reveal how traces of student data are being used for emotional measurement. With these measures he will be leveraging the OU learning laboratories to validate the approach by examining physiological responses including facial muscle movement, heart rates, and galvanic skin sensors. Most importantly in the coming year these studies will expand to a University context to explore the role of emotion in Higher Education.
“The concept, “analytics of emotions” means that in the future, devices like eye trackers and facial recognition software will analyse students’ emotional states when they are learning,” said Dr Rienties. “These devices will track whether students find their content boring and frustrating, all of which can be fed back into course design. Emotions play a critical role in the learning and teaching process because they impact on learners’ motivation, self-regulation and academic achievement, so it is surprising that up to now, they have been mostly ignored in learning.”
“A COMPARATIVE STUDY ON ENGLISH PERFORMANCE WHEN NEURO EDUCATION AND SOFT SKI...
“A COMPARATIVE STUDY ON ENGLISH PERFORMANCE WHEN NEURO EDUCATION AND SOFT SKI...UNIVERSIDAD MAGISTER (Sitio Oficial)
Bienvenidos al sitio virtual UNIVERSIDAD MAGISTER que contiene importantes trabajos de investigación de nuestros profesionales. Con estos Mares Azules esperamos cooperar en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Por tener Propiedad Intelectual, queda prohibida su reproducción parcial o total, a excepción de que los compartan como citas de autor o referencias bibliográficas. Esta información quedará a disposición en el portal www.umagister.com. Disfruten de este magno contenido bibliográfico esperando sus amables comentarios, no sin antes agradecer al Ing. Jerry González quien está administrando el sitio. Rectoría, Universidad Magister. – 2019.Let's Talk about the Book! - Teacher and Children's Responses towards the Imp...
This document discusses dialogic reading, a technique for shared book reading between adults and children. It involves the adult prompting the child to talk about the book and expanding on the child's responses. The document outlines the benefits of dialogic reading in increasing vocabulary and language skills. It then describes how dialogic reading was implemented in an early years language class in Indonesia, including the teacher's and children's positive responses to the technique. It concludes by recommending dialogic reading as an effective practice for teaching English to young learners, while requiring preparation and practice.
Protocolo Presentation Moy_Bautista
This document presents the rationale, objectives, and methodology for a qualitative research study exploring the factors that motivate and demotivate low emotional intelligence students to participate in speaking activities. The study will be conducted with 20 students from various levels of the English Language Teaching program at Universidad of Quintana Roo who score lowest on the Trait Meta-Mood Scale for emotional intelligence. Data collection will involve personal narratives, weekly emotion journals, and interviews. Thematic analysis will identify patterns in the data regarding motivational and demotivational factors. The results aim to help students improve participation and confidence during oral activities.
0407 presentation 2 jessica
This study examined the relationship between cultural awareness, communication apprehension, and communication competence among teachers at Sint John's International School in Thailand. The researchers surveyed 28 teachers using questionnaires measuring these three variables. Regression analysis found that lower communication apprehension correlated with higher communication competence. More cultural awareness also enhanced communication competence and reduced communication apprehension. The study concluded cultural awareness is important for classroom performance in international schools, though the small sample size was a limitation.
Action research for Strategic Intervention Materials
This document discusses a study that evaluated the effectiveness of using strategic intervention materials to improve 4th grade students' academic performance in science. It found that students who were taught using the strategic materials performed better on pre- and post-tests compared to students taught using traditional methods. The study developed science intervention materials aimed at reteaching least mastered concepts and skills. It assessed 330 4th grade students, with some sections taught traditionally and others using the new materials. Students using the materials showed greater gains in science performance compared to those taught traditionally.
Mini research psycolinguistic
1. The child's first language is Javanese, acquired from the home environment, while their native language is Indonesian taught at school.
2. The parent's approach to first language acquisition is interactionism, engaging the child through books, puzzles and stories.
3. For second language acquisition, the child exhibits behaviorist characteristics by imitating, while the parent's approach remains interactionist by asking questions to check understanding.
Project 3 (1)
The teacher introduced the topic by asking students about their previous knowledge of sentences to review the concept. There was some lack of student stimulation, but the teacher used eliciting questions at times. The roles were mostly teacher-centered as the teacher explained concepts and had students do exercises. The teaching style was deductive as concepts were explained before activities. Students were able to understand the material and participate in activities practicing reading, writing and speaking skills, showing they processed the basic input provided.
Fostering YL listening and speaking skills _ Nailin_ Anggi.pptx
This document discusses fostering listening and speaking skills in young English language learners. It outlines that many Asian countries have introduced English at earlier ages in elementary school, privileging oral communication over reading and writing. Teachers are expected to improve children's listening and speaking abilities. Key points discussed include the interrelated nature of listening and speaking, age-appropriate activities like listen-and-draw and listen-and-arrange, and future directions for supporting teachers' professional development to effectively teach oral English skills to young learners.
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Facilitacion y facilitador
This document outlines the terms and conditions for a rental agreement between John Doe and ABC Properties for the lease of an apartment located at 123 Main St from January 1, 2023 through December 31, 2023. The tenant agrees to pay $1000 per month in rent and a $500 security deposit. The landlord and tenant both agree to abide by their respective responsibilities as outlined in the agreement.
Procesos de Fundamentos Comunicativos
Este documento trata sobre los fundamentos comunicativos en espacios virtuales para la educación. Explica que una buena comunicación es la base para la educación virtual y que el rol del docente es emitir mensajes que guíen el proceso y motiven a los estudiantes. También discute las ventajas y desventajas de la educación virtual, y señala que tanto el emisor como el receptor juegan un papel importante en el proceso de aprendizaje en entornos virtuales.
Annotated bibliographies
This document provides homework instructions for a class that includes answering questions about a potential class project, reading about annotated bibliographies, and bringing printed answers to the next class. It also provides information about what annotated bibliographies are, including that they summarize and evaluate sources, and examples of annotated bibliography entries.
Fund presentations
The document lists the schedule for presentations on Thursday December 5th by students in the Fundamentos de Investigación class at Universidad Tecnológica de Pereira. There are 12 student groups that will present on topics related to language teaching from 7:30 to 8:55, with presentations lasting 3 to 9 minutes each.
As Tics no mercado de trabalho
O documento discute as tecnologias da informação e comunicação (TIC) no mercado de trabalho, destacando sua importância crescente e consequências. As TIC aumentam a produtividade e competitividade, mas também podem causar desemprego devido à automação e globalização. Tanto impactos positivos como negativos dependem do desenvolvimento de novas competências para acompanhar a inovação tecnológica.
TIC no mundo do Trabalho
O documento discute a evolução histórica da comunicação humana e o desenvolvimento das tecnologias da informação e comunicação (TIC). Define TIC como tecnologias que mediam processos informacionais e comunicativos, incluindo hardware, software e telecomunicações. Explora como as TIC facilitam o compartilhamento, distribuição e coleta de informações entre indivíduos e grupos conectados pela internet.
Schedule proposals
This document contains a schedule for groups presenting their classroom and research projects in the "Introducción a la Investigación Cualitativa" class. It lists the names of group members, project titles, and time slots for 9 groups presenting on Monday December 9th and 5 groups presenting on Thursday December 12th. The projects focus on topics related to language teaching methods, classroom management strategies, and skills development. They will be discussed with Enrique A., Claudia C., Dolly R., and Daniel M. during the scheduled time slots.
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Presentations for Thursday
This document lists the names of 8 research groups, their project topics, and scheduled meeting times. The projects focus on improving language skills such as listening, writing, and vocabulary acquisition through implementing techniques like using authentic materials, audio documents, dialogue journals, and problem-based learning. The groups will meet between 2:00-2:56 pm to discuss their projects.
Schedule proposals
The document lists several student groups, their project topics, and meeting times for project work at Universidad Tecnológica de Pereira. On Monday, December 8th three groups will work on research projects related to classroom management strategies and descriptive student behavior. On Thursday, December 12th additional groups will work on classroom and research projects involving topics like the use of music, storytelling, authentic materials, reflective portfolios and web-based pronunciation development.
#VenTESOL2015 Schedule at a glance
33rd VenTESOL National Convention
Breaking Paradigms and Borders in ELT
UGMA, Barcelona, Anzoategui, Venezuela
May 30th and 31st, 2015
SCHEDULE AT A GLANCE
Collaborative task1 doney torres m
The document discusses three topics related to natural science education:
1) The importance of natural science education in adolescence and the need for teachers to understand their students' cognitive abilities and personalities.
2) Improving student teachers' knowledge, skills, and attitudes for teaching natural sciences in a foreign language through projects like SciencePro.
3) The role of multimodality in natural science education by incorporating different learning activities, representations, and language to help students construct meanings.
Case Study Scoring GuideDue Date End of Unit 10. Percen.docx
Case Study Scoring Guide
Due Date: End of Unit 10.
Percentage of Course Grade: 20%.
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Provides a rationale
for studying the child
and for the need for
differentiation.
25%
Does not provide
a rationale for
studying the
child.
Provides a
rationale for
studying the
child, though
the rationale is
incomplete.
Provides a rationale for
studying the child and for
the need for
differentiation.
Provides a rationale for studying
the child and for the need for
differentiation, explaining the
effect on the child of not
providing differentiated
instruction.
Describes in detail
relevant facts and
data collected for a
case study of a child
with exceptional
needs.
25%
Does not
describe facts
and data
collected for a
case study of a
child with
exceptional
needs.
Describes facts
and data
collected for a
case study of a
child with
exceptional
needs.
Describes in detail
relevant facts and data
collected for a case study
of a child with exceptional
needs.
Describes in detail relevant
facts and data collected for a
case study of a child with
exceptional needs, providing
examples that illustrate the
importance of these facts.
Analyzes relevant
facts and data
collected based on
an understanding of
learning styles,
cognitive processes,
and instructional
strategies.
25%
Does not analyze
relevant facts
and data
collected.
Analyzes
relevant facts
and data
collected.
Analyzes relevant facts
and data collected based
on an understanding of
learning styles, cognitive
processes, and
instructional strategies.
Analyzes and synthesizes
relevant facts and data
collected based on an
understanding of learning
styles, cognitive processes, and
instructional strategies.
Recommends the
most appropriate
future practices that
will foster the
development of a
specific child.
25%
Does not make
suggestions for
future practice.
Makes
suggestions for
future practice.
Recommends the most
appropriate future
practices that will foster
the development of a
specific child.
Evaluates and recommends the
most appropriate future
practices that will foster the
development of a specific child.
Case Study
Reasoning and Differentiation
The purpose of this case study is going to provide the intended audience with a thorough description and detailed information about the ideal candidate. The ideal candidate for me is a five year old girl named Dylan. Dylan has been emotionally and physically traumatized by a car wreck several years ago. Even though she partially participates in all of the classroom lessons and activities, Dylan is unable to respond to her teacher’s commands or requests. Dylan is in a self-contained classroom with other exceptional children and requires extra assistance during instructional time from her teachers. There are two teacher aides available in the classroom setting that works closely with the Lead Teacher (Ms. Carrington). In an effort of providing students with a productive, positive, warm, loving an ...
Casestudypresentation humberstone
The document summarizes a study on the effects of small reading groups on student engagement and motivation, particularly for English as an Additional Language (EAL) students. It describes the school demographics, main setting of reading groups, literature review on relevant topics, focus students and data collection methods. Key findings indicate that classroom arrangement, technology, hands-on learning and understanding vocabulary can motivate students, while cultural and parental influences impact learning. The conclusion discusses implications for engaging students intrinsically and extrinsically in reading groups through diversity and parental involvement.
Are emotions driving better university courses?
Wednesday 13 April, 18:30 - 19:30 (BST)
Do happier students make better learners? How much do our emotions dictate how we learn? And can we use this information to make university courses better?
These are just some of the questions we’ll be exploring as part of a special talk by some of the UK's leading academics in this area.
OU Technology Enhanced Learning experts are researching a concept called ‘analytics of emotions’ which means that in the future, devices like eye trackers and facial recognition software will analyse students’ emotional states when they are learning. These devices can gauge whether students are bored or frustrated by their online materials by the amount they sigh or frown.
The researchers predict in their annual Innovating Pedagogy report that that within the next 10 years, the design of university courses will be driven by how students interact socially and emotionally with their materials, peers, parents and teachers.
They will elaborate on what this means for higher education in their talk.
In the OpenMinds talk: Are emotions driving better university courses? the following topics will be investigated:
Dr Bart Rienties, Reader in Learning Analytics at the OU, will highlight the role of emotions in learning and question why they are often ignored.
Dr Ana Aznar, Postdoctoral Research Fellow, School of Psychology, University of Surrey, will explore how emotions develop in children and how they influence their learning.
Garron Hillaire, OU PhD student, Institute of Educational Technology will describe how his research categorises over 200 emotions related to learning. He will reveal how traces of student data are being used for emotional measurement. With these measures he will be leveraging the OU learning laboratories to validate the approach by examining physiological responses including facial muscle movement, heart rates, and galvanic skin sensors. Most importantly in the coming year these studies will expand to a University context to explore the role of emotion in Higher Education.
“The concept, “analytics of emotions” means that in the future, devices like eye trackers and facial recognition software will analyse students’ emotional states when they are learning,” said Dr Rienties. “These devices will track whether students find their content boring and frustrating, all of which can be fed back into course design. Emotions play a critical role in the learning and teaching process because they impact on learners’ motivation, self-regulation and academic achievement, so it is surprising that up to now, they have been mostly ignored in learning.”
“A COMPARATIVE STUDY ON ENGLISH PERFORMANCE WHEN NEURO EDUCATION AND SOFT SKI...
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Bienvenidos al sitio virtual UNIVERSIDAD MAGISTER que contiene importantes trabajos de investigación de nuestros profesionales. Con estos Mares Azules esperamos cooperar en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Por tener Propiedad Intelectual, queda prohibida su reproducción parcial o total, a excepción de que los compartan como citas de autor o referencias bibliográficas. Esta información quedará a disposición en el portal www.umagister.com. Disfruten de este magno contenido bibliográfico esperando sus amables comentarios, no sin antes agradecer al Ing. Jerry González quien está administrando el sitio. Rectoría, Universidad Magister. – 2019.Let's Talk about the Book! - Teacher and Children's Responses towards the Imp...
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Protocolo Presentation Moy_Bautista
This document presents the rationale, objectives, and methodology for a qualitative research study exploring the factors that motivate and demotivate low emotional intelligence students to participate in speaking activities. The study will be conducted with 20 students from various levels of the English Language Teaching program at Universidad of Quintana Roo who score lowest on the Trait Meta-Mood Scale for emotional intelligence. Data collection will involve personal narratives, weekly emotion journals, and interviews. Thematic analysis will identify patterns in the data regarding motivational and demotivational factors. The results aim to help students improve participation and confidence during oral activities.
0407 presentation 2 jessica
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Action research for Strategic Intervention Materials
This document discusses a study that evaluated the effectiveness of using strategic intervention materials to improve 4th grade students' academic performance in science. It found that students who were taught using the strategic materials performed better on pre- and post-tests compared to students taught using traditional methods. The study developed science intervention materials aimed at reteaching least mastered concepts and skills. It assessed 330 4th grade students, with some sections taught traditionally and others using the new materials. Students using the materials showed greater gains in science performance compared to those taught traditionally.
Mini research psycolinguistic
1. The child's first language is Javanese, acquired from the home environment, while their native language is Indonesian taught at school.
2. The parent's approach to first language acquisition is interactionism, engaging the child through books, puzzles and stories.
3. For second language acquisition, the child exhibits behaviorist characteristics by imitating, while the parent's approach remains interactionist by asking questions to check understanding.
Project 3 (1)
The teacher introduced the topic by asking students about their previous knowledge of sentences to review the concept. There was some lack of student stimulation, but the teacher used eliciting questions at times. The roles were mostly teacher-centered as the teacher explained concepts and had students do exercises. The teaching style was deductive as concepts were explained before activities. Students were able to understand the material and participate in activities practicing reading, writing and speaking skills, showing they processed the basic input provided.
Fostering YL listening and speaking skills _ Nailin_ Anggi.pptx
This document discusses fostering listening and speaking skills in young English language learners. It outlines that many Asian countries have introduced English at earlier ages in elementary school, privileging oral communication over reading and writing. Teachers are expected to improve children's listening and speaking abilities. Key points discussed include the interrelated nature of listening and speaking, age-appropriate activities like listen-and-draw and listen-and-arrange, and future directions for supporting teachers' professional development to effectively teach oral English skills to young learners.
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- 1. Introduction to Research – AsesoriaJueves Group Project Name Time Yeny Alvarez Janneth Fajardo The implementation of bottom up- top down strategies to promote listening. 2:30 to 2:45 Jonathan Ñañes A psycholinguistic analysis of the cognitive processes of memory and attention in the morphological processing of regular and irregular verbs form by EFL intermediate students. The improvement of integrated skills’ through the implementation of authentic material. 2:45 to 3:00 Daniela Hernandez Leonardo Giraldo Implementation of CLIL in primary school. 2:15 to 2:30 Catalaina Ortiz Angelica Murillo Stevens Salazar Teaching vocabulary through the implementation of PBL. 3:00 to 3:15 Angelica Estrada Cristian C Lopez Eliana Florez Development of the writing skill in children through the use of dialogue journals. Alejandro Toro Maira Montoya Camilo Vélez 2:00 to 2:15