The document provides information for parents about homework expectations and supporting their child's French learning. It states that students will write homework assignments in their agenda and bring the agenda home daily. Parents are asked to review homework expectations and sign the agenda. It also provides tips for parents to help their child learn French, such as asking questions about class, listening to their child read written work, encouraging use of French with neighbors, and providing French learning materials at home.
ALO Finland - Teacher training courses on Finnish educationALO Finland
The purpose of the ALO Finland online courses is more than just content delivery and theory. They aim to enhance collaboration between teachers and encourage creative experiments in different schools and classrooms.
Finnish education brings great academic results, whilst cultivating creativity, curiosity and life-long learning skills. Teachers can learn from the best practices, innovative experiments and pedagogy in Finnish primary schools via videos, text and photos.
The emphasis of the courses is on the practical approach and to
offer teachers solutions that can be repeated, benchmarked and
further developed.
Presentation by Ana-Maria Stan (European Commission) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University and held in Utrecht, the Netherlands on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
In March of 2009, a group of 18 EFL Educators from around the globe participated in a unique program sponsored by the US Department of State and organized by The Center for Language Education and Development - CLED- of Georgetown University. This pp presentation summarizes the educational visits that were made and has links to all the schools that were visited, as well as links to videos depicting the visits.
ALO Finland - Teacher training courses on Finnish educationALO Finland
The purpose of the ALO Finland online courses is more than just content delivery and theory. They aim to enhance collaboration between teachers and encourage creative experiments in different schools and classrooms.
Finnish education brings great academic results, whilst cultivating creativity, curiosity and life-long learning skills. Teachers can learn from the best practices, innovative experiments and pedagogy in Finnish primary schools via videos, text and photos.
The emphasis of the courses is on the practical approach and to
offer teachers solutions that can be repeated, benchmarked and
further developed.
Presentation by Ana-Maria Stan (European Commission) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University and held in Utrecht, the Netherlands on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
In March of 2009, a group of 18 EFL Educators from around the globe participated in a unique program sponsored by the US Department of State and organized by The Center for Language Education and Development - CLED- of Georgetown University. This pp presentation summarizes the educational visits that were made and has links to all the schools that were visited, as well as links to videos depicting the visits.
Presentation by Amor Segerhammar and Ann-Charlotte Karnermo (Language Center Gothenburg, Sweden) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands and was held on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Presentation by Dr. Emmanuelle LePichon (Utrecht University) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands and held on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Redesigning the college English curriculum for flipped learningheyoungkim
Kim, H. (2017, September). Redesigning the college English curriculum for flipped learning. Paper presented at MMSEE Joint International Conference, Inchon, Korea.
This explores the ESOL resources that are available to support teachers in NZ. This presentation has been developed by Dan Haddock and Janis Maidment who work in the Auckland MOE.
You may find it useful for a range of purposes in your work with schools.
This presentation draws on a course in English for Science at a university in Hong Kong, and describes the process of curriculum and syllabus design for that course, including a needs analysis and action research into new literacies and English for Specific Purposes.
Presentation by Dr. Ellen-Rose Kambel (Rutu Foundation) and Rahzeb Choudhury (Lifelong Inspiration) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Change in Japanese Tertiary Education: Implementing Content and Language Inte...Ted O'Neill
Abstract: Higher education in Japan is going through a period of profound change. As universities attempt to respond to the needs of students and society, some are looking abroad for new approaches. One example is a recent surge in interest in Content and Language Integrated Learning (CLIL) in tertiary education. This is closely related to government initiatives for globalisation in education, competition amongst universities for both local and international students, and growth of English Medium of Instruction (EMI) at the undergraduate level. These pressures will also be familiar to university educators around Asia and elsewhere. CLIL offers an approach to preparing students to study specific academic content while also improving language skills. However, much of the early work in developing CLIL took place in European primary and secondary education, so how does CLIL fit in this new environment? The understanding and application of this approach necessarily changes as it travels to other contexts, but its implementation promises deep effects on the identities of learners and institutions.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Presentation by Amor Segerhammar and Ann-Charlotte Karnermo (Language Center Gothenburg, Sweden) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands and was held on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Presentation by Dr. Emmanuelle LePichon (Utrecht University) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands and held on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Redesigning the college English curriculum for flipped learningheyoungkim
Kim, H. (2017, September). Redesigning the college English curriculum for flipped learning. Paper presented at MMSEE Joint International Conference, Inchon, Korea.
This explores the ESOL resources that are available to support teachers in NZ. This presentation has been developed by Dan Haddock and Janis Maidment who work in the Auckland MOE.
You may find it useful for a range of purposes in your work with schools.
This presentation draws on a course in English for Science at a university in Hong Kong, and describes the process of curriculum and syllabus design for that course, including a needs analysis and action research into new literacies and English for Specific Purposes.
Presentation by Dr. Ellen-Rose Kambel (Rutu Foundation) and Rahzeb Choudhury (Lifelong Inspiration) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Change in Japanese Tertiary Education: Implementing Content and Language Inte...Ted O'Neill
Abstract: Higher education in Japan is going through a period of profound change. As universities attempt to respond to the needs of students and society, some are looking abroad for new approaches. One example is a recent surge in interest in Content and Language Integrated Learning (CLIL) in tertiary education. This is closely related to government initiatives for globalisation in education, competition amongst universities for both local and international students, and growth of English Medium of Instruction (EMI) at the undergraduate level. These pressures will also be familiar to university educators around Asia and elsewhere. CLIL offers an approach to preparing students to study specific academic content while also improving language skills. However, much of the early work in developing CLIL took place in European primary and secondary education, so how does CLIL fit in this new environment? The understanding and application of this approach necessarily changes as it travels to other contexts, but its implementation promises deep effects on the identities of learners and institutions.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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!
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
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
Curriculum night 2013 2014
1. September 17, 2013
Home/School
communication
613-825-4300
Students will write all homework assignments
in their agenda and will bring the agenda home
daily.
The plastic pouch at the front section is
very useful for inserting forms and money.
Please review homework expectations with
your child and sign the agenda everyday.
2. September 17, 2013
HOMEWORK! DEVOIRS!
Homework
Grade 4, 5 and 6 students will be assigned between the French and
English teachers, on average, up to 40, 50, 60 minutes of homework a
night respectively. According to the new Ontario progress report,
homework is going to be assessed based on its completion and "may also
be noted on the report as part of the evaluation of the student’s
development of the learning skills and work habits" (p44 Growing
Success).
Homework is not included as part of the overall evaluation rather it is a
means to practise skills, consolidate knowledge and skills, and/or prepare
for the next class. It will consist of drills, practice, review, study,
reading, researching and watching or listening to French Media etc. If
there are circumstances which make it impossible for homework to be
completed, please write us a note in the agenda.
3. September 17, 2013
Library
Please encourage your child to bring his/her French
library book home for reading. Ideally each student
should have access to a French- English dictionary at
home.
Notebooks
Notebooks and tests will be sent home periodically.
Research on the internet
On a regular basis your child will be encouraged to do
research on the internet on a specific topic/concept
or to find words in French. The initial research can be in English.
HOMEWORK! DEVOIRS!
4. September 17, 2013
The Common European Framework of Reference for language learning is the inspiration
behind the new Ontario FSL Curriculum. It is based on developing oral communication
first. Many French teachers have begun implementing it in their teaching.
5. September 17, 2013
Collaborative Inquiry
The Collaborative Inquiry for Learning – Mathematics, Early Primary
Collaborative Inquiry and Student Work Study are examples of how the LNS
is promoting collaborative inquiry in schools and boards.
Through collaborative inquiry, teachers build and integrate new knowledge
and understanding of student learning and classroom instruction into their
existing knowledge of professional practice.
Why teach through inquiry
6. September 17, 2013
11 Good Reasons to Teach Through Inquiry
1. Students are engaged because they are being challenged with relevant questions and issues
that don’t have easy answers.
2. Teachers are engaged—inquiry restores intellectual excitement.
3. Inquiry mirrors the approach to learning that students will experience across a wide variety
of disciplines in university.
4. Inquiries apprentice students in the patterns of thinking and specific strategies used by
experts in the discipline being studied.
5. Metacognitive skills are developed in context as students make choices in the strategies they
will use to research the question or problem, generate and test hypotheses, and share their
methods and conclusions with others.
6. Robust questions and problems encourage the use of all three intelligences defined by Robert
Sternberg (2001)—analytical, creative, and practical.
7. Learning is deeper because of the focus on meaning making. Students are involved in applying
and integrating knowledge, rather than simply collecting and recalling facts.
8. Inquiry-based learning makes meaningful use of technology during the research and product
creation phases.
9. Inquiry provides opportunities to easily differentiate for student readiness, interests, and
learning preferences.
10. The grouping of diverse learners, which commonly occurs in the inquiry process, is also
common in the project team approach that is central to 21st century workplaces. Students have
meaningful opportunities to develop skills of collaboration, personal responsibility, and respect
for different approaches to a problem.
11. Inquiry approaches to teaching are superior to more traditional approaches in developing
the skills that some argue are especially important in the 21st century.
These include the following:
• critical thinking
• problem-solving
• transfer of knowledge to new situations
• synthesis and evaluation
7. September 17, 2013
As part of Comprehensive literacy, we will be focusing on
teaching our students strategies to enhance their reading
and writing skills.
French and integrated studies
Social Studies/Science/The Arts
Please note that our Language Arts program is taught through integrated studies
(Social Studies and Science). The language skills are taught as required by the
students to help them communicate orally and in writing to do their work
8. September 17, 2013
In GRADE 5, our themes this year are:
1. Canada and World Connections: Aspects of
Citizenship and Government in Canada
2. Heritage and Citizenship: Early Civilizations
In GRADE 4, our themes this year are:
1. Canada and World Connections: Canada's
Provinces, Territories, and Regions
2. Heritage and Citizenship: Medieval Times
In GRADE 6, our themes this year are:
1. Canada and World Connections: Canada’s
Links to the World
2. Heritage and Citizenship: First Nation
Peoples and European Explorers
Social Studies
www.edu.gov.on.ca
9. September 17, 2013
In GRADE 4, our strands & topics this year are:
Life Systems: Habitats and Communities
Structures and Mechanisms: Pulleys and Gears
Matter and Energy: Light and Sound
Earth and Space Systems: Rocks and Minerals
In GRADE 5, our strands & topics this year are:
Life Systems: Human Organ Systems
Structures and Mechanisms: Forces Acting on Structures and Mechanisms
Matter and Energy: Properties of and Changes in Matter
Earth and Space Systems: Conservation of Energy and Resources
In GRADE 6, our strands & topics this year are:
Life Systems: Biodiversity
Structures and Mechanisms: Electricity and Electrical Devices
Matter and Energy: Properties of Air and Principles of Flight
Earth and Space Systems: Space
Science and technology
13. September 17, 2013
Teachers will find the various Information Communication Technology (ICT) tools
useful in their teaching practice, both for whole class instruction and for the
design of curriculum units that contain varied approaches to learning to meet
diverse student needs. (p 40-41)
THE ONTARIO CURRICULUM, GRADES 1–8
Although the Internet is a powerful learning tool, all students
must be made aware of issues of privacy, safety, and
responsible use, as well as of the ways in which the Internet
can be used to promote hatred.
2007
14. September 17, 2013
Whenever appropriate, therefore, students should be encouraged to use ICT to
support and communicate their learning. For example, students working
individually or in groups can use computer technology and/or Internet websites
to gain access to museums and archives in Canada and around the world.
Students can also use digital cameras and projectors to present multimedia
presentations that document the testing and retesting of their design projects.
(p 41)
THE ONTARIO CURRICULUM, GRADES 1–8
ICT can also be used to connect students to other schools, at
home and abroad, and to bring the global community into the
local classroom. Technology also makes it possible to use
simulations when field studies on a particular topic are not
feasible.
2007
15. September 17, 2013
How can I help my child Learn French
• Ask questions about what is being taught
in class and suggest that the child teach
you some vocabulary or structures.
• Listen to your child read you the work
they have written. If you do not
understand listen then ask the child to
explain what was read.
• Encourage your child to interact in
French with French speaking neighbors or
acquaintances
• Encourage your child to spend small
amounts of time listening to French
television (cartoons, sports, games, music
videos).
• Encourage your child to borrow French
books from the library.
Teachers understand
that parents do not
always have knowledge
of French. Homework
will not demand that
you as parents be able
to correct or help in
the production of your
child’s work. The most
important thing for
French is for parents
to show an interest in
the child’s learning.
Provide your child with a French/English dictionary.
In primary grades a visual dictionary is best. Later
in grades 7 and 8 you might also want to get a
Bescherelle (Verb Conjugations).