- 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
An assignment centered around the assure method was given at the begging of the semester for Marshall University's CI355 course. We were to improve that assignment implementing new tools we have discovered throughout the course at the end of the semester. This is the updated version.
Management in business and organizations is the function that coordinates the efforts of people to accomplish goals and objectives using available resources efficiently and effectively.
An assignment centered around the assure method was given at the begging of the semester for Marshall University's CI355 course. We were to improve that assignment implementing new tools we have discovered throughout the course at the end of the semester. This is the updated version.
Management in business and organizations is the function that coordinates the efforts of people to accomplish goals and objectives using available resources efficiently and effectively.
Dr Jens Klump - CSIRO. implementing Sample identification in Australia - The IGSN pilot project.
2 Nov 2016, Canberra International Geo-Sample Number (IGSN) Symposium
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Ashley Gettes
ASSURE method
A-Analyze learners
My students are in the 4th grade. The class is about even with boys and girls. There are 11
girls and 9 boys. I have two Muslim students, three Jewish students, and two African American
students. Students are from a rural town in Cincinnati Ohio. They all are about 9 or 10 years of
age. The class is filled with a diverse group of students who come from different religious
backgrounds.
S-State Objectives
The students will be able to identify the differences between Christmas, Hanukkah, and
Kwanza, with 100% accuracy at the end of the week. They will also understand the importance
of each holiday’s traditions with 90% accuracy at the end of the week. The students will use
PowerPoint, songs, YouTube, and Facebook to accomplish the objectives.
S-Select methods, media, and materials
I will use a PowerPoint to lead the class discussion on the history and traditions of
Christmas, Hanukkah, and kwanza. I will also play each holiday’s traditional songs while the
children eat some of the holiday’s traditional foods. Students will use Facebook to connect with a
pin pal from another country that celebrates a different holiday than them. Students will also
make a YouTube video describing the holiday they will be assigned.
U-Utilize media and materials
In the morning, before students arrive I will prepare the classroom environment for that
day. On the Monday, we will learn about Christmas so I will have a small Christmas tree up and
pictures of Santa Claus. I will be playing Christmas carols on the CD player and at each students
desk I will have hot chocolate and sugar cookies. On Tuesday, we will learn about Hanukkah and
I will have the menorah set up and dreidels on the student’s desk. I will also set up the traditional
Hanukkah potato latkes for each student to snack on while listening to Hanukah holiday songs.
Finally, on Wednesday when the students are first introduced to the Kwanza holiday traditions I
will have the room decorated in the colors black, red, and green. I will also have a kinara set up.
At the students desk there will be a sample of sweet potatoes that the students can eat while they
enjoy traditional kwanza music. Thursday and Friday will be work days that the students will use
to make their video.
R-Require Learner Participation
During class, the students will be involved in hands on learning activities. While the
students are eating, the traditional holiday foods I will be going through the PowerPoint
explaining what they are eating and why that tradition originated. The students will also color
their storybook about each holiday so they can take it home and share with their family friends
2. what they learned. Students will be divided into groups to make the video about the holiday they
were assigned. Connecting with a new friend on Facebook will be a homework assignment.
E-Evaluate and Revise
Evaluation before class on Monday is students have little to know knowledge about all
three holidays and its traditions. Evaluation during the week is students enjoyed eating the
holiday foods and making the videos. Evaluation after class was students could differentiate
between other cultures holidays. I will revise this lesson before using it next year by extending
the lesson plan from one week to two weeks. I think the students needed more time to work on
their videos outside of the classroom.
