This article relies on Howard Gardner’s theory of multiple intelligences. Gardner stated that intelligence is not a singular phenomenon but rather a collection of seven distinct intelligences within every individual: linguistic, logical-mathematical, spatial, bodily kinaesthetic, interpersonal, intrapersonal and musical (Gardner, 1983). Besides, Visual/Auditory/Kinaesthetic model for learning preferences complements the understanding of Garner’s theory. NLP presuppositions are found along this work, as well.
This daily lesson log outlines the lesson plan for a Grade 2 class taught by Melody C. Chavez. The lesson covers several subjects: Edukasyon sa Pagpapakatao, Mother Tongue Filipino, English, Mathematics, Araling Panlipunan, and MAPEH.
For Edukasyon sa Pagpapakatao, the lesson objectives are for students to demonstrate awareness of childrens' human rights and identify the rights a family can provide like name and nationality. In Mother Tongue Filipino, students will analyze information to understand, interpret, and appreciate texts they have listened to and respond appropriately.
Several learning activities are outlined including reviewing concepts from past lessons, establishing the purpose
This document discusses using the HangMouse game to teach vocabulary to young English language learners. It first provides background on the importance of vocabulary acquisition and discusses characteristics of young learners. It then describes the HangMouse game, which is similar to hangman but involves a mouse trying to get cheese before a cat catches it. The document suggests this game can help motivate young learners and provide multiple exposures to new vocabulary words in an enjoyable, low-stress way.
The document outlines a contemporary children's literature program for primary school students in Malaysia. It aims to improve English proficiency and instill a love of reading through exposing students to short stories and poems. The program is implemented over three years from Year 4 to Year 6. Teachers are provided guidance on conducting reading lessons, which involve pre-reading, while-reading and post-reading activities to enhance comprehension and engagement.
This document describes 21 instructional strategies for supporting English language learners. It provides the strategy name, who presented it, what skills it focuses on, how it supports ELL students, and steps to implement each strategy. Some of the strategies described include using clock appointments, outcome sentences, a classroom map, and a KWL chart to build vocabulary, scaffold instruction, and engage students in partner and group work. Many of the strategies incorporate visuals, hands-on activities, and opportunities for students to discuss ideas with peers.
Olivia Phillips Dimensions of Diversity CapstoneKelseyShroyer
This document contains a capstone project by Olivia Phillips on dimensions of diversity. It includes contents, quotes from readings to include, and an instructional portfolio with examples of first and last class communications with families. It also contains a table to track assignment submissions with details like goals, assignments, points, and feedback requested. Overall, the document outlines Olivia's capstone project, which focuses on communicating with families and tracking progress on assignments related to teaching dimensions of diversity.
The document introduces the characters of Alex and his friends who are part of the Teen Scene drama and music group. It provides a short self-introduction for each character, describing their name, age, interests and personality traits. The characters introduced are Lori Hudson, Joseph Sanders, Karen Jackson, Diane Sanders, and Alex Romero. Each character shares some biographical details and how they would describe their own personality.
A short presentation of teaching English using the cross-curricular approach whereby English is taught using other subject content - in this case history and geography. This method can be used with any subject and with any age range of learners.
Dimensions of Diversity Capstone Example 2KelseyShroyer
This document outlines Kylie Zhang's capstone project portfolio for an instructional coaching program. The portfolio includes lesson plans, reflections on research assignments, and documentation of Kylie's progression of learning about supporting English language learners. The research assignments focused on creating language objectives, facilitating discussions, developing vocabulary, and using technology to enhance instruction for diverse learners.
This daily lesson log outlines the lesson plan for a Grade 2 class taught by Melody C. Chavez. The lesson covers several subjects: Edukasyon sa Pagpapakatao, Mother Tongue Filipino, English, Mathematics, Araling Panlipunan, and MAPEH.
For Edukasyon sa Pagpapakatao, the lesson objectives are for students to demonstrate awareness of childrens' human rights and identify the rights a family can provide like name and nationality. In Mother Tongue Filipino, students will analyze information to understand, interpret, and appreciate texts they have listened to and respond appropriately.
Several learning activities are outlined including reviewing concepts from past lessons, establishing the purpose
This document discusses using the HangMouse game to teach vocabulary to young English language learners. It first provides background on the importance of vocabulary acquisition and discusses characteristics of young learners. It then describes the HangMouse game, which is similar to hangman but involves a mouse trying to get cheese before a cat catches it. The document suggests this game can help motivate young learners and provide multiple exposures to new vocabulary words in an enjoyable, low-stress way.
The document outlines a contemporary children's literature program for primary school students in Malaysia. It aims to improve English proficiency and instill a love of reading through exposing students to short stories and poems. The program is implemented over three years from Year 4 to Year 6. Teachers are provided guidance on conducting reading lessons, which involve pre-reading, while-reading and post-reading activities to enhance comprehension and engagement.
This document describes 21 instructional strategies for supporting English language learners. It provides the strategy name, who presented it, what skills it focuses on, how it supports ELL students, and steps to implement each strategy. Some of the strategies described include using clock appointments, outcome sentences, a classroom map, and a KWL chart to build vocabulary, scaffold instruction, and engage students in partner and group work. Many of the strategies incorporate visuals, hands-on activities, and opportunities for students to discuss ideas with peers.
Olivia Phillips Dimensions of Diversity CapstoneKelseyShroyer
This document contains a capstone project by Olivia Phillips on dimensions of diversity. It includes contents, quotes from readings to include, and an instructional portfolio with examples of first and last class communications with families. It also contains a table to track assignment submissions with details like goals, assignments, points, and feedback requested. Overall, the document outlines Olivia's capstone project, which focuses on communicating with families and tracking progress on assignments related to teaching dimensions of diversity.
The document introduces the characters of Alex and his friends who are part of the Teen Scene drama and music group. It provides a short self-introduction for each character, describing their name, age, interests and personality traits. The characters introduced are Lori Hudson, Joseph Sanders, Karen Jackson, Diane Sanders, and Alex Romero. Each character shares some biographical details and how they would describe their own personality.
A short presentation of teaching English using the cross-curricular approach whereby English is taught using other subject content - in this case history and geography. This method can be used with any subject and with any age range of learners.
Dimensions of Diversity Capstone Example 2KelseyShroyer
This document outlines Kylie Zhang's capstone project portfolio for an instructional coaching program. The portfolio includes lesson plans, reflections on research assignments, and documentation of Kylie's progression of learning about supporting English language learners. The research assignments focused on creating language objectives, facilitating discussions, developing vocabulary, and using technology to enhance instruction for diverse learners.
This document outlines the aims, background, texts, and strategies for teaching Contemporary Children's Literature at the primary level in Malaysia. The aims are to develop interest in literature, provide an early foundation, and help pupils understand other cultures. It has been introduced since 2004 for Years 4-6. The current cycle will end in 2014 and be replaced with new texts. Acceptable teaching strategies include singing, listening to passages, movement breaks, and illustrating texts. The overall goal is to make literature fun and motivate pupils to improve their English.
This document provides information and activities for teaching 8 poems in Malaysian schools. It includes an introduction describing the educational benefits of poetry and suggested teaching strategies. The document then provides detailed lessons for each poem, including educational objectives, descriptions of the poems, and multiple suggested hands-on activities. These activities aim to develop students' language skills, creativity, and higher-order thinking through experiences like reciting, enacting, discussing, and writing poems.
This document provides instructions and materials for teachers to help welcome and support new English language learner students. It includes tips for the first few days with new students such as learning their names, making identification cards, and providing a language reference sheet. A language learning center with books and activities is also suggested to be set up. Assessment of students' language levels and involving their families are addressed. The bulk of the document consists of mini-books, games, art projects and other activities focused on basic vocabulary organized by topic to build students' English skills.
The textbook analyzed is "Flashlight" from Oxford University Press. It is suitable for students aged 11-12 and provides a balanced development of the four language skills. The material covers an appropriate progression of grammar, vocabulary, and communicative skills for the students' age. The thematic units are relevant to students' lives and promote intercultural awareness. A variety of activities, practice exercises, and assessment opportunities are included. The textbook and workbook are well integrated and provide meaningful practice. Overall, the analyzed textbook seems appropriate for 6th grade English learners and aligns with curriculum guidelines.
Program Syllabus- Family and Friends STARTERKatelyn Jones
This syllabus outlines a beginner English program for children designed to build language skills through fun lessons. The program introduces vocabulary, grammar, phonics, math, science and art concepts. Lessons focus on topics like colors, shapes, classroom objects and getting ready for school. Students practice speaking, reading, writing and games. The material is organized weekly and meant to be repetitive to help students learn.
Li (Jerry) Xie Dimensions of Diversity Capstone ProjectKelseyShroyer
The document discusses strategies for teaching English language learners, referencing theories like Krashen's comprehensible input hypothesis. It proposes teaching language through content by providing scaffolded instruction and language objectives. Examples are given for teaching vocabulary through preview, explanation, and review in a reading class while integrating traditional Chinese learning strategies.
Ms4 level f ile 6 fact and fiction with atf and aef competenciesMr Bounab Samir
MS4 file 6 " fact and Fiction" this file can be used to teach the following learning objectives :
1- Tell story
2- Express cause and effect in story telling (simple past & past continuous + time conjunctions "when - while - as)
This document provides an introduction and overview of the Lift Off! 4 English textbook for intermediate students in Saudi Arabia. It describes the components of the Lift Off! series, including the student's book, workbook, teacher's book, and accompanying CD. It outlines the organization of the student's book into 10 units with lessons, vocabulary lists, and characters. It also summarizes features of the workbook and teacher's book, including lesson plans, activities, and answer keys.
The document provides guidelines for teaching academic English programs in Moscow schools. It outlines the curriculum used from 1st to 11th grade, which includes Cambridge English exams. Lessons are typically 45 minutes, twice a week. The guidelines describe the structure and components of effective lessons, including warm-ups, reviews, skills practice, and wrap-ups. Teacher observations focus on lesson structure, technique, classroom management, and organization.
The document outlines Everglade Primary School's plan for teaching Te Reo Maori and Tikanga Maori. It includes an introduction stating the school's commitment to implementing the Treaty of Waitangi and supporting a dual cultural heritage. It specifies that Te Reo instruction will be compulsory, purposefully planned and at least 30 minutes per week. It provides achievement expectations and checklists for levels 1-3. It lists resources and notes comprehensive lesson plans are available online. The plan aims to provide a scaffolded, spiral approach to learning Te Reo and Tikanga through exposure, practice and assessment of language skills and cultural understanding.
This document describes an innovative flip book project created by a student called "The Very Hungry Caterpillar Flip Book". The flip book is based on the story "Two Brothers" and aims to enhance reading comprehension and writing skills. It contains a brief background of the author, the story, and a story map graphic organizer to help students visualize the key elements of the plot, including characters, setting, problem, and solution. The story map provides a framework to improve understanding and caters to different learning styles.
The document is a daily lesson log for an English class covering August 22-26, 2016. It includes:
- The objectives, content, and performance standards for the week related to resolving conflicts and critical reading/listening strategies.
- A list of learning competencies and objectives to be covered each day.
- An outline of the daily lesson plans and activities, including introducing new concepts, practicing skills, and formative assessments.
- A reflection on student progress and needs, along with the teacher's evaluation of their own strategies and requests for supervisor assistance.
This document is the introduction from the teacher's edition of the English language textbook Postcards. It provides an overview of the course components and principles behind the course design. The course aims to engage teenage students by focusing on relevant topics and activities. It offers a variety of exercises to develop language skills while allowing students opportunities for self-evaluation and monitoring progress. The teacher's edition provides lesson notes and answer keys to support teaching the student book, workbook, and additional materials. Suggestions are also given for effective classroom management.
The passage describes a special class for disabled children taught by a young teacher named Pham Thu Thuy. Initially, only five children attended due to opposition from parents who believed their children could not learn. However, the teacher made great efforts to help the students, such as demonstrating how to add and subtract using hand gestures during a math lesson. Her dedication was time-consuming but effective, as the children began to learn and feel proud of their accomplishments. The teacher opened a new world of learning for students who come from poor families and face disabilities.
Dimensions of Diversity Capstone Example 1KelseyShroyer
The document outlines Ramsey Champagne's capstone project on elements of diversity, including reflections on concepts learned, a synthesis of concepts, interviews with English language learners, research on discussion strategies, and materials and a lesson plan created for a discussion on adversity and values. The lesson plan incorporates learning objectives, preparation activities, discussion protocols, and the establishment of group agreements.
The document discusses language learning strategies and styles. It provides background on learning strategies according to Oxford (2003) and McDonough (2006), who see strategies as techniques that help students learn more effectively. A diagnosis test revealed deficiencies in a student's grammar and coherence. To address this, the document plans a CALLA lesson to teach the student the brainstorming strategy. This will help the student connect ideas when writing about their family. The strategy practice and evaluation sessions aim to improve the student's composition skills.
The document discusses teaching speaking skills to ESL learners. It describes speaking as an important part of language learning that allows students to communicate and follow social and cultural rules. The document outlines seven activities teachers can use to develop students' speaking abilities, including drills, performance tasks, role plays, discussions, and games. It emphasizes the importance of providing opportunities for meaningful communication and collaboration to help students improve their speaking skills.
Este documento presenta una introducción a los conceptos fundamentales de la enseñanza y el aprendizaje. Define qué es la enseñanza según las 9 reglas de Comenio y los 10 mandamientos del aprendizaje de Pozo-Municio. Explica que la enseñanza implica al docente, el contenido y el aprendiz, y describe cada uno de estos elementos clave. Finalmente, propone que se enseñen habilidades del siglo XXI como la comunicación y el trabajo en equipo, y que se utilicen métodos como el aprendizaje
Este documento presenta información sobre las tecnologías de la información y la comunicación (TIC). Explica que las TIC incluyen herramientas computacionales e informáticas que procesan, sintetizan, recuperan y presentan información. Además, describe la evolución de las computadoras desde el ábaco hasta las computadoras portátiles y la importancia de Internet y las redes de computadoras para compartir información a nivel mundial. El objetivo del curso es que los estudiantes aprendan a usar programas de ofimática como Word
Este documento discute como técnicas como simulação, improvisação, jogo de papéis e trabalho em duplas podem ser usadas para aumentar o tempo de fala dos alunos em aulas de português como língua estrangeira. O documento explica que o tempo de fala dos alunos é reduzido e é necessário aumentá-lo para desenvolver a competência comunicativa. Essas técnicas podem ajudar a criar situações mais realistas para prática da língua e envolver mais alunos falando ao mesmo tempo.
This document outlines the aims, background, texts, and strategies for teaching Contemporary Children's Literature at the primary level in Malaysia. The aims are to develop interest in literature, provide an early foundation, and help pupils understand other cultures. It has been introduced since 2004 for Years 4-6. The current cycle will end in 2014 and be replaced with new texts. Acceptable teaching strategies include singing, listening to passages, movement breaks, and illustrating texts. The overall goal is to make literature fun and motivate pupils to improve their English.
This document provides information and activities for teaching 8 poems in Malaysian schools. It includes an introduction describing the educational benefits of poetry and suggested teaching strategies. The document then provides detailed lessons for each poem, including educational objectives, descriptions of the poems, and multiple suggested hands-on activities. These activities aim to develop students' language skills, creativity, and higher-order thinking through experiences like reciting, enacting, discussing, and writing poems.
This document provides instructions and materials for teachers to help welcome and support new English language learner students. It includes tips for the first few days with new students such as learning their names, making identification cards, and providing a language reference sheet. A language learning center with books and activities is also suggested to be set up. Assessment of students' language levels and involving their families are addressed. The bulk of the document consists of mini-books, games, art projects and other activities focused on basic vocabulary organized by topic to build students' English skills.
The textbook analyzed is "Flashlight" from Oxford University Press. It is suitable for students aged 11-12 and provides a balanced development of the four language skills. The material covers an appropriate progression of grammar, vocabulary, and communicative skills for the students' age. The thematic units are relevant to students' lives and promote intercultural awareness. A variety of activities, practice exercises, and assessment opportunities are included. The textbook and workbook are well integrated and provide meaningful practice. Overall, the analyzed textbook seems appropriate for 6th grade English learners and aligns with curriculum guidelines.
Program Syllabus- Family and Friends STARTERKatelyn Jones
This syllabus outlines a beginner English program for children designed to build language skills through fun lessons. The program introduces vocabulary, grammar, phonics, math, science and art concepts. Lessons focus on topics like colors, shapes, classroom objects and getting ready for school. Students practice speaking, reading, writing and games. The material is organized weekly and meant to be repetitive to help students learn.
Li (Jerry) Xie Dimensions of Diversity Capstone ProjectKelseyShroyer
The document discusses strategies for teaching English language learners, referencing theories like Krashen's comprehensible input hypothesis. It proposes teaching language through content by providing scaffolded instruction and language objectives. Examples are given for teaching vocabulary through preview, explanation, and review in a reading class while integrating traditional Chinese learning strategies.
Ms4 level f ile 6 fact and fiction with atf and aef competenciesMr Bounab Samir
MS4 file 6 " fact and Fiction" this file can be used to teach the following learning objectives :
1- Tell story
2- Express cause and effect in story telling (simple past & past continuous + time conjunctions "when - while - as)
This document provides an introduction and overview of the Lift Off! 4 English textbook for intermediate students in Saudi Arabia. It describes the components of the Lift Off! series, including the student's book, workbook, teacher's book, and accompanying CD. It outlines the organization of the student's book into 10 units with lessons, vocabulary lists, and characters. It also summarizes features of the workbook and teacher's book, including lesson plans, activities, and answer keys.
The document provides guidelines for teaching academic English programs in Moscow schools. It outlines the curriculum used from 1st to 11th grade, which includes Cambridge English exams. Lessons are typically 45 minutes, twice a week. The guidelines describe the structure and components of effective lessons, including warm-ups, reviews, skills practice, and wrap-ups. Teacher observations focus on lesson structure, technique, classroom management, and organization.
The document outlines Everglade Primary School's plan for teaching Te Reo Maori and Tikanga Maori. It includes an introduction stating the school's commitment to implementing the Treaty of Waitangi and supporting a dual cultural heritage. It specifies that Te Reo instruction will be compulsory, purposefully planned and at least 30 minutes per week. It provides achievement expectations and checklists for levels 1-3. It lists resources and notes comprehensive lesson plans are available online. The plan aims to provide a scaffolded, spiral approach to learning Te Reo and Tikanga through exposure, practice and assessment of language skills and cultural understanding.
This document describes an innovative flip book project created by a student called "The Very Hungry Caterpillar Flip Book". The flip book is based on the story "Two Brothers" and aims to enhance reading comprehension and writing skills. It contains a brief background of the author, the story, and a story map graphic organizer to help students visualize the key elements of the plot, including characters, setting, problem, and solution. The story map provides a framework to improve understanding and caters to different learning styles.
The document is a daily lesson log for an English class covering August 22-26, 2016. It includes:
- The objectives, content, and performance standards for the week related to resolving conflicts and critical reading/listening strategies.
- A list of learning competencies and objectives to be covered each day.
- An outline of the daily lesson plans and activities, including introducing new concepts, practicing skills, and formative assessments.
- A reflection on student progress and needs, along with the teacher's evaluation of their own strategies and requests for supervisor assistance.
This document is the introduction from the teacher's edition of the English language textbook Postcards. It provides an overview of the course components and principles behind the course design. The course aims to engage teenage students by focusing on relevant topics and activities. It offers a variety of exercises to develop language skills while allowing students opportunities for self-evaluation and monitoring progress. The teacher's edition provides lesson notes and answer keys to support teaching the student book, workbook, and additional materials. Suggestions are also given for effective classroom management.
The passage describes a special class for disabled children taught by a young teacher named Pham Thu Thuy. Initially, only five children attended due to opposition from parents who believed their children could not learn. However, the teacher made great efforts to help the students, such as demonstrating how to add and subtract using hand gestures during a math lesson. Her dedication was time-consuming but effective, as the children began to learn and feel proud of their accomplishments. The teacher opened a new world of learning for students who come from poor families and face disabilities.
Dimensions of Diversity Capstone Example 1KelseyShroyer
The document outlines Ramsey Champagne's capstone project on elements of diversity, including reflections on concepts learned, a synthesis of concepts, interviews with English language learners, research on discussion strategies, and materials and a lesson plan created for a discussion on adversity and values. The lesson plan incorporates learning objectives, preparation activities, discussion protocols, and the establishment of group agreements.
The document discusses language learning strategies and styles. It provides background on learning strategies according to Oxford (2003) and McDonough (2006), who see strategies as techniques that help students learn more effectively. A diagnosis test revealed deficiencies in a student's grammar and coherence. To address this, the document plans a CALLA lesson to teach the student the brainstorming strategy. This will help the student connect ideas when writing about their family. The strategy practice and evaluation sessions aim to improve the student's composition skills.
The document discusses teaching speaking skills to ESL learners. It describes speaking as an important part of language learning that allows students to communicate and follow social and cultural rules. The document outlines seven activities teachers can use to develop students' speaking abilities, including drills, performance tasks, role plays, discussions, and games. It emphasizes the importance of providing opportunities for meaningful communication and collaboration to help students improve their speaking skills.
Este documento presenta una introducción a los conceptos fundamentales de la enseñanza y el aprendizaje. Define qué es la enseñanza según las 9 reglas de Comenio y los 10 mandamientos del aprendizaje de Pozo-Municio. Explica que la enseñanza implica al docente, el contenido y el aprendiz, y describe cada uno de estos elementos clave. Finalmente, propone que se enseñen habilidades del siglo XXI como la comunicación y el trabajo en equipo, y que se utilicen métodos como el aprendizaje
Este documento presenta información sobre las tecnologías de la información y la comunicación (TIC). Explica que las TIC incluyen herramientas computacionales e informáticas que procesan, sintetizan, recuperan y presentan información. Además, describe la evolución de las computadoras desde el ábaco hasta las computadoras portátiles y la importancia de Internet y las redes de computadoras para compartir información a nivel mundial. El objetivo del curso es que los estudiantes aprendan a usar programas de ofimática como Word
Este documento discute como técnicas como simulação, improvisação, jogo de papéis e trabalho em duplas podem ser usadas para aumentar o tempo de fala dos alunos em aulas de português como língua estrangeira. O documento explica que o tempo de fala dos alunos é reduzido e é necessário aumentá-lo para desenvolver a competência comunicativa. Essas técnicas podem ajudar a criar situações mais realistas para prática da língua e envolver mais alunos falando ao mesmo tempo.
Escritura académica y Cita bibliográficaCarolaClerici
Curso virtual de Escritura académica y Cita bibliográfica. Duración 7 semanas. Inicio: 26 agosto. Por informes e inscripción: informes@sedessapientiae.edu.ar Teléfonos: 03446-427177 / 03446-426865 . Recorrido por los contenidos: http://prezi.com/badhhlwdjyjt/curso-virtual-de-escritura-academica-y-cita-bibliografica/
El documento propone el uso de recursos educativos abiertos (REA) para facilitar el aprendizaje de estudiantes y maestros. Su objetivo general es que estudiantes y maestros conozcan, manipulen y aprovechen los REA. La UNESCO está desarrollando una plataforma de REA libres y participa en iniciativas para mejorar la calidad de la educación a través del uso de estos recursos. El plan de acción incluye la movilización de REA interactivos con estudiantes de bachillerato y maestros
Este documento presenta el análisis realizado por el Colegio Manuel del Socorro Rodríguez sobre diferentes indicadores de gestión para el periodo 2006-2012 y proyecciones hasta 2020. Se analizan indicadores de eficiencia interna, resultados académicos, convivencia y desempeño docente. Para cada indicador, se identifican posibles causas de los resultados y se proponen acciones de mejoramiento a corto, mediano y largo plazo.
Este documento presenta el portafolio de trabajo de Leidy Johanna Avendaño Moreno, una licenciada en educación física, recreación y deporte. Describe su contexto como profesora de danza para niños de 7 a 10 años y identifica algunos desafíos como el inadecuado uso de la tecnología por los niños y falta de motivación y acompañamiento para usar herramientas tecnológicas. Propone estrategias como usar TIC para explicar temas teóricos de manera más práctica, acompañar a los estudiant
La grilla de evaluación presenta 22 aspectos a evaluar de una monografía divididos en 5 secciones: título, índice, introducción, desarrollo y conclusión. Cada sección evalúa elementos como el objetivo, antecedentes, bibliografía, calidad del escrito y presentación. La grilla provee una herramienta estandarizada para que estudiantes y profesores revisen y mejorar la calidad de una monografía.
Repercusión de la capacitación de tutores para entornos virtuales en la imple...CarolaClerici
Este documento describe una investigación sobre el impacto de una capacitación de tutores virtuales en la implementación de propuestas de aprendizaje en línea y blended learning. La capacitación mejoró las actitudes hacia la enseñanza en línea y llevó a cambios significativos en las prácticas docentes. Los participantes pudieron diseñar e implementar con éxito sus propios proyectos de educación a distancia.
Este documento presenta información sobre la toma de decisiones en el contexto educativo. Explica los objetivos de facilitar lineamientos para que los directivos resuelvan problemas en sus centros educativos de manera alineada con sus objetivos. También describe diferentes métodos de toma de decisiones individuales y en grupo, así como un modelo de utilidad multiatributo para evaluar múltiples criterios al tomar decisiones complejas.
Este documento describe diferentes tipos de géneros gráficos como la fotografía. Explica que las fotografías son una representación icónica de la realidad que aportan credibilidad a las palabras y refrescan la visión social de los hechos. Describe tipos de fotografías como las de identificación que muestran un solo rostro en primer plano y las de interés humano que buscan sensibilizar al lector sobre problemas sociales. También habla sobre las fotos en secuencia que detallan los diferentes aspectos de un hecho desde el principio hasta
Este documento presenta una discusión sobre las estrategias y materiales utilizados en la enseñanza. Describe varias estrategias como la narración, explicación, diálogo y preguntas didácticas. También discute el uso de ejemplos, analogías, ejercicios y estudios de casos. Finalmente, identifica materiales de apoyo como pizarrón, mapas conceptuales y presentaciones.
El documento presenta una discusión sobre conceptos fundamentales de la pedagogía como su relación con la educación, los modelos y enfoques pedagógicos, los actos y estrategias pedagógicas. Explica que la pedagogía estudia el proceso educativo de forma reflexiva para mejorarlo, mientras que la educación es la práctica de transmitir conocimientos. También describe los diferentes tipos de modelos pedagógicos y cómo las estrategias pedagógicas guían el trabajo del profesor en el aula.
El documento discute los diferentes enfoques de la didáctica y argumenta que la didáctica problemática será la ciencia líder del siglo XXI. Critica tanto la didáctica tradicional que se centra en la transmisión de conocimiento como la didáctica activa que se centra demasiado en el estudiante. En su lugar, propone una didáctica problemática que oriente la enseñanza hacia problemas de la vida real e integre los aportes de la tradición pedagógica y la experimentación metodológica avanzada.
Este documento presenta una introducción a las ciencias ambientales. Cubre tres unidades: 1) Las ciencias ambientales, 2) Nociones generales sobre el ambiente y las ciencias ambientales, y 3) El ambiente del planeta. Explica conceptos clave como evolución, extinción, ecosistemas, y las interacciones entre el ambiente, la economía y la sociedad. También analiza el origen de la Tierra, la aparición de la vida y la diseminación del ser humano a lo largo del planeta.
El documento habla sobre el trabajo en equipo, definiéndolo como una actividad que requiere la participación de diferentes personas y que implica compartir habilidades y conocimientos. Para que funcione bien, se necesita una relación de confianza donde cada miembro cumpla con la parte que se le delegó. Las características incluyen que todo el equipo conozca y acepte los objetivos, cada quien sepa su responsabilidad y haya cooperación e intercambio de información.
La didáctica diferencial se refiere al estudio de cómo aprenden grupos de alumnos con características comunes, como la edad, el nivel cultural o la situación vivencial. Es necesario distinguir entre lo diferencial, que se refiere a grupos, y lo diferenciado, que se centra en los individuos. Algunos aspectos diferenciales clave son la edad, el nivel cultural y la situación vivencial de los estudiantes.
Este documento describe una serie de 22 actividades para desarrollar la competencia digital en los estudiantes. Las actividades incluyen crear mapas conceptuales, juegos en línea, wikis colaborativas, blogs, grabación de sonidos y debates en línea. El objetivo general es ayudar a los estudiantes a buscar, seleccionar, procesar y comunicar información de manera efectiva utilizando las tecnologías de la información y la comunicación.
This document discusses ideas for teaching English to young learners. It begins by providing context on the field of teaching English to young learners (TEYL) and how the age of English education is decreasing globally. It then shares 10 helpful ideas from an online course for TEYL professionals. The ideas focus on incorporating visuals, movement, and student involvement to maintain short attention spans. They also emphasize teaching in themes to connect activities and using familiar contexts and routines to scaffold young learners' English acquisition.
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Clerici catering for MI VAK and other students of EFL
1. Catering for Learner Differences: MI, VAK and Other
Carolina Clerici, Argentina
Carolina Clerici is an English teacher and researcher at Facultad de
Bromatología, Universidad Nacional de Entre Ríos, Argentina.
E-mail: clericicarolina@hotmail.com, cclerici@fb.uner.edu.ar.
Menu
Introduction
Background
For visual students
For auditory students
For kinaesthetic students
For other students
Final words
References
Introduction
It is not easy to be original in the field of ELT since a lot has already been written. However, it is
worth recycling easy techniques to make lessons interesting for different kinds of students and
without spending too much time and money. During my last year in college, I noticed trainee
teachers depend on ready-made activities and photocopies for lesson planning. It is true that they
are an easy way to work since you only need to find a good activity to photocopy and hand it out to
students. I am not denying how useful they are, especially nowadays, when teachers seem to rush
from school to school and have hardly any time to plan. I do not mean the activities in course-books
or photocopies should be banned. I just want to show my experience in making the most of them.
Activities that help save up money and time is nothing new, in fact Widdowson (1978, p.55) once
said “they can be used at any level, an important factor to consider for teachers, who often have
little time for preparing lots of new materials”.
Background
This article relies on Howard Gardner’s theory of multiple intelligences. Gardner stated that
intelligence is not a singular phenomenon but rather a collection of seven distinct intelligences
within every individual: linguistic, logical-mathematical, spatial, bodily kinaesthetic, interpersonal,
intrapersonal and musical (Gardner, 1983). Besides, Visual/Auditory/Kinaesthetic model for
learning preferences complements the understanding of Garner’s theory. NLP presuppositions are
found along this work, as well.
For visual students
Visual aids and visualization turn teaching more real and alive, and they help convey meaning. The
value of visual aids depends on how much they contribute to the learning process. “Their function is
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2. not to make the lesson more colourful or to demonstrate the teacher’s versatility either in
constructing or handling them, but to make learning more effective” (Byrne, 1976, p.128).
1. Cards
They are a good resource when courses are not very crowded. With large classes, it may take some
time to get organized and a great number of copies.
1.1. Flashcards and pictures
Flashcards are good for teaching vocabulary, guessing games, oral compositions, etc. They are
useful for the production stage, since they are non-verbal frameworks for language practice. They
prompt dialogue production and role-playing. They stimulate interpretation and discussion and help
students get their own viewpoints. “Students can go beyond what can actually be seen in the picture
to what’s implied by it.” (Byrne, 1976, p.84). Flashcards and pictures should be large enough for
students to be able to see them from the back of the classroom. They can be drawn using a thick
felt-tip pen or cut out from magazines. The simpler they are, the more useful they will be for later
activities. Students can draw pictures themselves, this is suitable for those with spatial intelligence.
1.2. Why are flashcards, pictures and visualization so important in learning a foreign language?
Taking into account Saussure’s linguistic sign, we know every sign is made up by a significant and
a signified, i.e. a concept and an acoustic image. Picture 1 illustrates what happens in Spanish
speakers’ minds when they learn a word, in this case “tree”:
Since there is a tendency to associate the mother tongue directly to the foreign language, we could
assume that the process in the mind of a Spanish speaker studying English could be the following
(picture 2):
Flashcards and pictures may help associate directly the concept in English with the acoustic image,
without going through translation. So making good use of visual aids may have a very positive
effect on teaching vocabulary, and the result may be illustrated in picture 3:
1.3. Cue cards and role cards
Cue cards and role cards guide students for pair work and role-play (see picture 4). These cards
could be written on posters. Students can read them from the board and act out the situation.
Humanising Language Teaching Magazine; Year 16; Issue 1; February 2014, ISSN 1755-9715 http://www.hltmag.co.uk/feb14/less01.htm
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3. For higher levels, cards can contain more complex instructions and they can guide more complex
and longer dialogues (see picture 5).
2. Charts
It is quite easy and quick to copy a chart on the board. Charts and visual displays in general help
students with spatial intelligence. The information on the chart can be used for different purposes:
2. 1. Talking about routines
The teacher can design a chart (see picture 6) on the board and ask students to fill in the first
column with their own answers and the second column with their partner’s information. For this
activity, students have to make an appropriate question to be able to get the information they need.
To check the activity, the teacher can ask students to make an oral report. They can use first or third
person singular, according to the structures they are drilling.
2. 2. Writing about routines
Charts are useful prompts for writing. Picture 7 shows a chart, which takes very short to build on
the board, can guide students to write about someone else. Thus, they practice routine and third
person.
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4. Possible outcome (PO): On Thursday, Tony gets up at 6:30 and has breakfast. He goes to school at
7:30. He has lunch at school at 1. Then, at 2, he goes to the club with John and Paul...
An alternative would be to ask students to fill out the chart with their own information, swap charts
with their partner and describe his/her routine according to the information on the chart. Using their
own lives to write about could motivate them. This kind of activity is good to help students with
linguistic intelligence.
2. 3. Making comparisons
The following chart is useful to work on comparisons. They have to fill in the chart with their
opinion (see picture 8):
PO: Buenos Aires is bigger and more modern than Paraná.
For comparisons to be authentic, it is a good idea to use charts with students’ information. The
following example (picture 9) starts as pair work, where students collect information about their
partner/s. The follow up activity may be a report, using the comparative or superlative forms
according to the number of students participating in the activity.
PO: Mary has more sisters than I have. John has the most sisters.
2. 4. Games
A well-known game students love to play is “Battleship”. The teacher can ask students to draw the a
chart on the board (see picture 10) while he/she explains how to play the game:
Class can be split into two teams. Students choose a combination of letter and number, where there
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5. is a question to answer or a true/false statement. If they answer correctly, they have a point. An
alternative for this game is to hide pairs behind the squares, as a memory game. It is an interesting
way to consolidate verb forms, especially irregular verbs. It is also useful to work with opposite
adjectives, minimal pairs (phonetics), etc. These activities are very useful for students with logical
mathematical intelligence.
3. Written posters
“If material is well-made, it is not only more motivating for the students to work with, but it is also
more durable and can therefore be used with a number of different classes” (Hubicka, 1980, p.9).
Picture 11 shows a gap-filling exercise on a poster could be designed in order to make it reusable.
PO: 1- is
2- from
3- in
4- a
5- work
6- old
In the case of matching exercises, the teacher could prepare independent posters for the columns to
be joined and stick them separately (see picture 12). In this way, students draw the lines on the
board.
Visual aids are good for visual people, but they are not the only kind of students we have in the
classroom, so it is good to keep in mind that auditory and kinaesthetic people do not always profit
that much from visual aids.
For auditory students
1. Dictation
Although dictation has long been criticized and banned from the English classroom, it should not be
considered a bad thing. Dictation is useful if we make good use of it. It is helpful to develop
listening skills. Students are exposed to chunks of language and they are able to understand the
general meaning.
Byrne (1986, pp.20-21) claims that dictation involves both listening comprehension and writing and
it is more difficult than we consider. He suggests we should use it to practice specific
pronunciation; such as minimal pairs and homophones. For this purpose, it is better to use sentences
rather than whole passages. When using passages, he admits that they should not be too long or
include sentences that cannot be split into meaningful units. If there are long sentences, we could
repeat them as many times as necessary instead of dividing them up. While Byrne considers that
dictating isolated words is bad, Revell and Norman (1997, p.37) do not seem to agree with him.
They suggest column dictation as a good way to integrate the four skills. An alternative: give each
Humanising Language Teaching Magazine; Year 16; Issue 1; February 2014, ISSN 1755-9715 http://www.hltmag.co.uk/feb14/less01.htm
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6. student half of the dialogue to dictate to one another (p.139).
I tried the technique with a small group of advanced students. I told them to make five columns, one
for each of the senses. Then I dictated some isolated words they had to put under the column they
considered appropriate. I started with things like hamburger and TV which relate more directly to
one of the senses and then words which are harder to classify, such as love and learning. When I
told them to write their own names, they felt really surprised but they managed to put it under one
of the columns. In pairs they explained what they had written. This exercise suits both interpersonal
and intrapersonal intelligence. Dictation helps save time when we need some sentences or questions
for students to work later on. It takes short and it allows working long. Picture 13 shows a gapfilling exercise as the introduction for a dialogue to produce in pairs, to revise simple past tense and
location of places.
2. Songs
Songs are real English input easily found outside the classroom and they are usually very
motivating. Songs are helpful for students with musical intelligence. They think via rhythms and
melodies and they remember complex structures they have heard in songs. They can even make
sense of complex abstract lyrics.
As Byrne thinks (1986, p.92) “they are real and once again provide a link between the classroom
and the outside world. They are enjoyable and therefore memorable. Even if they present
difficulties of comprehension, there is an incentive to overcome them”. Revell and Norman (1997,
p.110) share this view, in the sense that they consider that songs help create a good rapport in the
classroom since it maximizes similarities between teacher and students. Whenever the teacher is
interested in something they like and knows about it, she is felt closer. “She meets them at their map
of the world. Once we match, we can begin to influence, if we choose to, and if it is appropriate. In
fact we can only influence from a matching position – from a position of rapport.”
2. 1. True/False exercises
The following activity is a consolidation lesson for modals to indicate: prediction, permission,
advice and obligation. Students listened to the song “Father and Son” by Boyzone and said whether
the statements were true or false.
1. The son shouldn’t make a change now.
2. The son should relax.
3. The son should take a vacation.
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7. 4. The son is allowed to get married.
5. The son should react quickly.
6. The son’s dreams will be there tomorrow.
7. The father had to listen to his parents.
8. The son will die.
9. The son has to learn a lot.
10. The father was allowed to cry
I checked this activity with a technique called pose-pause-pounce (Beaver, 1998, pp.33-34). I
“posed” the question, I “paused” to have everyone think at the same time and then I “pounced” on
someone for the answer. It is useful to keep them all on their toes. Harmer (1991) seems to agree
since he considers that asking questions in a predictable order is demotivating and a possible reason
of disruptive behaviour. However, in cases where questions are harder to answer, this technique
could make students’ affective filter go up, for students might be under pressure. In this case they
can volunteer to answer or they could be told in advance to think of it and take the time they need to
get ready.
2. 2. Answer the questions
This activity was used to revise WH-questions. First, students listened to the song “Frozen” by
Madonna and answered a set of questions that had been dictated. Although the language in the song
was complex from the grammatical viewpoint, the activity was designed to be easy to understand at
the first listening since the answers and the questions were the same as the words in the lyrics.
1. What does he only see?
2. When is he frozen?
3. What is he consumed with?
4. What does he waste his time with?
5. When is he broken?
6. What would happen if she could melt his heart?
7. What should he know?
8. What will happen if she loses him?
9. What is love?
10. What does “she” need?
At a higher level, where students are ready to listen to the song and process the information at the
same time, the following activity can be successful: students listen to the song “Nothing compares
to you” by Sinead O’Connor and answer the questions. Follow-up: students work in pairs to tell the
story with their own words.
1.
When did he go away?
2.
What does she do every night?
3.
What does she do all day?
4.
Where does she have dinner?
5.
How does she feel without him?
6.
Where did she go for a solution?
7.
What did the person say?
8.
What happened to the flowers?
9.
What is living without him like?
10. What does she want to do now?
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8. 2. 3. Tell the story
Story-telling is motivating for students with linguistic intelligence. To develop writing skills, a good
activity could be the following. Students listen to the song “Norwegian Wood” by the Beatles and
tell the story, the teacher may help them by providing some verbs in the infinitive.
have – be good – ask – stay – tell – sit – look – notice – be not – sit – bide – drink – talk – say – be
time – tell – work – start – laugh – tell – crawl out – sleep – wake – be alone – fly – live – be good
2. 4. Listen and do
Students may listen to a song and have to do activities without actually producing any language.
They may arrange paragraphs or put words in the correct place. In this activity with Alanis
Morissette’s song “Hand in my Pocket” students are given the following chart and the words that
appear below it. Their task is to think beforehand where the words go according to their meaning
and then check as they listen to the song.
I’m broke but
I’m poor but
I’m short but
I’m high but
I’m sane but
I’m lost but
What it all comes down to. Is that everything’s gonna be fine, fine, fine.
I’ve got one hand in my pocket and
I feel drunk but
I’m young and
I’m tired but
I care but
I’m here but
I’m wrong but
What it all comes down to? Is that everything’s gonna be quite all right?
I’ve got one hand in my pocket and
What it all comes down to? Is that I haven’t got it all figured out just yet?
I’ve got one hand in my pocket and
I’m free but
I’m green but
I’m hard but
I’m sad but
I’m brave but
I’m sick but
What it all boils down to? Is that no one’s really got it figured out just yet?
I’ve got one hand in my pocket and
What it all comes down to, my friends? Is that everything’s just fine, fine, fine?
I’ve got one hand in my pocket and
I’m chickenish - I’m focused - I’m friendly, baby - I’m grounded - I’m happy - I’m healthy, yeah I’m hopeful, baby - I’m kind - I’m laughing - I’m overwhelmed - I’m pretty, baby - I’m really gone I’m restless - I’m sober - I’m sorry, baby - I’m underpaid - I’m wise - I’m working, yeah - the other
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9. one is flicking a cigarette - the other one is giving a high five - the other one is hailing a taxi cab the other one is playing the piano - the other one’s giving a peace sign
3. CDs
Workings with CDs may be boring if the lyrics are too long and students lose the gist. It is better to
use shorter songs, split them up, or make pauses. It is possible to ask students to listen to the song
and tell later what they remember. Littlewood (1990, p.68) offers an interesting classification of
listening activities.
3. 1. Performing physical tasks
This kind of activity is usually associated with Asher’s Total Physical Response. However, it is not
the only way of having students do things after verbal and non-verbal prompts.
Identification and selection: Students need a set of pictures, they listen to the tape and have
to decide what picture is being referred to.
Sequencing: Students can be given pictures and, while they listen to the tape, they place the
pictures in the correct sequence.
Locating: Students place items into their appropriate location according to the tape. They
can use linguistic reference from the lyrics to locate the song or the singer. They can work
with the singer’s biography or they can place songs in time.
Drawing and constructing: While students listen to a description or discussion, they can
draw something. They can create a whole comic strip after listening to a song or story. They
can turn it into drama.
3. 2. Transferring information
Students can listen and put the information into a different format, like a chart or a gap-filling
exercise. I used this technique with adults at a private institute. I made them listen to a tape where a
person described his meals and students had to draw the tables with the food they heard. Then they
compared pictures.
3. 3. Reformulating and evaluating information
Students reformulate the text in their own words, they can make a summary or take down notes.
For kinaesthetic students
1. Simulation
Littlewood (1981, pp.49-62) grades activities taking into account teacher-control and learnercreativity “As this control becomes less tight and specific, so there is increased scope for the
learners’ creativity. In this respect, the activities can be viewed as part of a single continuum which
links pre-communicative and communicative activities.”
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10. Control
Creativity
Performing memorized dialogues
Contextualized drills
Cued dialogues
Role-playing
Improvisation
(adapted from Littlewood, 1981, p.50)
2. Games and kinetic activities
Games and kinaesthetic activities can help students with bodily kinaesthetic intelligence and find it
hard to be quiet while they learn.
2. 1. Guessing games
Guessing games in pairs are easy to settle. For example, when teaching the present continuous
tense, a quick follow up activity could be the following: Students work in pairs; one of them writes
a sentence such as “I’m swimming”; the other student has to guess, either by asking (Are you
reading? Are you sleeping?) or by giving a statement (You are reading. You are sleeping.),
according to the structures that they know.
2. 2. Total Physical Response
Activity and learning are closely linked and students need activities to stimulate the mind. Asher
already declared that it is possible to learn a language through the association between language and
movement. Taking his theory to the classroom, we can mention “Simon says” as the best example
of a game or kinetic activity.
3. Realia
Real objects need no special preparation. Authenticity is very important in the classroom, as many
students do not learn effectively with “let’s pretend this” or “imagine that”. They need real-life
examples and real reference. At secondary school I gave students different old and useless objects,
which they were supposed to sell to the rest of the class. The objects were an old pin, a pencilsharpener, a rubber band, a tiny plastic bag and a button. They had to use their imagination to
convince the group that their product was worth buying. The objective was to practice passive
structures to describe objects, such as:
It is called...
It is used to...
It can also be used to...
It was invented by...
Realia may also be the classroom, the teacher and the students. Brumfit and Johnson (1979, p.203
see picture 14) include activities that are based on the resources available in every classroom.
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11. For other students
And those who do not seem to learn?
There are five questions that are essential when we deal with learning:
Where?
People learn everywhere.
When?
People learn all the time.
What?
Things that touch us in some way.
Why?
Because we are curious about the world.
How?
We get the information through our senses and then the brain takes over.
If we want our students to learn English, we should do interesting things to touch them, appealing to
all senses at the same time. If students do not seem to learn the foreign language we are trying to
teach, it might be because we are not teaching it in the same way they acquired their mother tongue.
Beaver (1998, p.122) makes some suggestions:
We were born with a need to communicate in order to survive.
Our attention was on the communication, not upon the language itself.
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12. We modelled other members of our family.
We used trial and error until we were understood.
All verbal communication was greeted with pride, joy and encouragement.
We were learning in a safe environment.
We were not constantly corrected.
We have an inborn understanding of how language works.
We did not have to learn regular verbs before being allowed to talk.
We were allowed to learn in our own way.
Final words
There is no method that can work at perfection. There is only a teacher with ideas and students. And
there are some principles that govern the classroom:
Mind and body are interconnected, and we should bear this in mind every time we plan a
class.
Everyone has a different map of the world, people have different ways of learning.
Being wrong means that there is still a choice to be better. There is no failure, only
feedback... and a renewed opportunity for success.
The resources we need are within ourselves. Teaching can take place even without any
resources at all. We need imagination and will; the rest comes alone.
Communication is non-verbal as well as verbal. Drama, games and songs are included under
the heading of non-verbal, which sometimes is put aside in the classroom.
All behaviour has a positive intention, so when students do not behave properly, they might
be trying to let us know that our ways are not their ways. Time to change.
My work is not meant to be a recipe but a humble contribution, bearing always in mind that being
creative is the only way to success in teaching. As Widdowson once said “I am not trying to present
a conclusive case but to start an inquiry.” (Widdowson, 1978, p.x)
References
Beaver, D. (1998). NLP for Lazy Learning. New York: Element Books limited.
Brumfit, C.J. and Johnson, K. (1979) The Communicative Approach to Language Teaching.
London: OUP.
Byrne, D. (1976). Teaching Oral English. London: Longman.
Gardner, H. (1983). Frames of mind. New York: Basic Books.
Harmer, J. (1991). The Practice of English Language Teaching. London: Longman
Hubicka, O. (1980). Group and Pair Work. Practical English Teaching 1. Publicação da Royal
Society of Arts Certificate in the Teaching of English as a Foreign Language.
Littlewood, W. (1990). Communicative Language Teaching (12th printing). London: Cambridge
University Press.
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13. Maley, A. and Duff, A. (1978). Drama Techniques in Language Learning. London: Longman.
Revell, J. and Norman, S. (1997). In Your Hands. London: Saffire Press.
Widdowson (1978). Teaching Language as Communication. Oxford: Oxford University Press.
Willis, J. (1995). Teaching English through English (16th impression). London: Longman.
How to cite this article:
Clerici, C. (2014). Catering for Learner Differences: MI, VAK and Other. Humanising Language
Teaching Magazine, 16 (1). Retrieved from http://www.hltmag.co.uk/feb14/less01.htm
Humanising Language Teaching Magazine; Year 16; Issue 1; February 2014, ISSN 1755-9715 http://www.hltmag.co.uk/feb14/less01.htm
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