The document discusses key aspects of the National Education Policy 2020 regarding holistic development of learners. It emphasizes incorporating 21st century skills like communication, collaboration, critical thinking, and creativity. It aims to equip students for life and an uncertain future by making learning more interactive and empowering students to be lifelong learners. Teachers have an important role in sparking curiosity and making learning interactive. Students will also have increased flexibility and choice of subjects. The document also discusses promoting multilingualism by using home languages in instruction up to Grade 5 or 8, as well as offering foreign languages at the secondary level. It aims for national textbooks with local content and flavors to be available at low cost both physically and digitally.
Language Planning in Education.pptx.pptxHikaKawuryan1
This document discusses language planning and policy in education. It begins by explaining why the education sector is often the site of language planning activities, as it is responsible for transmitting culture and teaching standard versions of languages.
It then outlines several objectives of language-in-education planning, including determining which students and teachers will receive language education, developing the syllabus and curriculum, choosing teaching methods and materials, identifying available resources, and establishing assessment and evaluation protocols.
The document also discusses Indonesia's language policy as outlined in Presidential Regulation No. 63 of 2019 and presents a model for how language policy is implemented through related curriculum, personnel, materials, community engagement, and evaluation policies. Finally, it examines considerations for literacy planning within language
The document provides an overview of literacy practices used in primary and secondary schools in the UK. It discusses how phonics and other approaches are used to teach early reading. In secondary schools, it examines case studies of two London schools that take different approaches to developing students' literacy skills, including for those learning English as an additional language. The schools emphasize developing strong oracy, increasing vocabulary, modeling writing, and integrating literacy across subjects. The document concludes with Ofsted's 10 principles of effective literacy practices commonly found in successful schools.
This document consists of data related to curriculum of United Kingdom. Here is the Agenda of this document;
1. Introduction.
2. What is National Curriculum?
3. Establishment of National Curriculum.
4. The current national curriculum of UK.
5. Regulatory Framework for private Sector.
6. Summary of regulatory framework of UK.
Bilingual literacy program for pre k studentsEricaLiddell
This document provides an overview of a new bilingual literacy curriculum being introduced. It begins with an icebreaker activity to build rapport among teachers. The curriculum would support both English and Spanish-speaking students through bilingual books, assessments, and take-home learning kits. Teachers are shown example materials and provided time to review them. The curriculum would be implemented three times per week and assess students' bilingual literacy skills each quarter. Collaboration between teachers is emphasized as important for supporting the new program. Teachers are invited to ask questions and provided follow-up support.
The document discusses key aspects of the National Education Policy 2020 regarding holistic development of learners. It emphasizes incorporating 21st century skills like communication, collaboration, critical thinking, and creativity. It aims to equip students for life and an uncertain future by making learning more interactive and empowering students to be lifelong learners. Teachers have an important role in sparking curiosity and making learning interactive. Students will also have increased flexibility and choice of subjects. The document also discusses promoting multilingualism by using home languages in instruction up to Grade 5 or 8, as well as offering foreign languages at the secondary level. It aims for national textbooks with local content and flavors to be available at low cost both physically and digitally.
Language Planning in Education.pptx.pptxHikaKawuryan1
This document discusses language planning and policy in education. It begins by explaining why the education sector is often the site of language planning activities, as it is responsible for transmitting culture and teaching standard versions of languages.
It then outlines several objectives of language-in-education planning, including determining which students and teachers will receive language education, developing the syllabus and curriculum, choosing teaching methods and materials, identifying available resources, and establishing assessment and evaluation protocols.
The document also discusses Indonesia's language policy as outlined in Presidential Regulation No. 63 of 2019 and presents a model for how language policy is implemented through related curriculum, personnel, materials, community engagement, and evaluation policies. Finally, it examines considerations for literacy planning within language
The document provides an overview of literacy practices used in primary and secondary schools in the UK. It discusses how phonics and other approaches are used to teach early reading. In secondary schools, it examines case studies of two London schools that take different approaches to developing students' literacy skills, including for those learning English as an additional language. The schools emphasize developing strong oracy, increasing vocabulary, modeling writing, and integrating literacy across subjects. The document concludes with Ofsted's 10 principles of effective literacy practices commonly found in successful schools.
This document consists of data related to curriculum of United Kingdom. Here is the Agenda of this document;
1. Introduction.
2. What is National Curriculum?
3. Establishment of National Curriculum.
4. The current national curriculum of UK.
5. Regulatory Framework for private Sector.
6. Summary of regulatory framework of UK.
Bilingual literacy program for pre k studentsEricaLiddell
This document provides an overview of a new bilingual literacy curriculum being introduced. It begins with an icebreaker activity to build rapport among teachers. The curriculum would support both English and Spanish-speaking students through bilingual books, assessments, and take-home learning kits. Teachers are shown example materials and provided time to review them. The curriculum would be implemented three times per week and assess students' bilingual literacy skills each quarter. Collaboration between teachers is emphasized as important for supporting the new program. Teachers are invited to ask questions and provided follow-up support.
The K to 12 Program covers kindergarten through 12 years of basic education with the goal of providing students sufficient time to master concepts and skills, develop lifelong learning abilities, and prepare for tertiary education or employment. The policy guidelines outline seven key areas to support effective implementation of the K to 12 Program: 1) curriculum development, 2) multilingual education, 3) the senior high school program, 4) assessment and evaluation, 5) teacher training, 6) infrastructure and resources, and 7) stakeholder engagement.
The document outlines the key changes to the new National Curriculum that will be implemented in September 2014. It discusses the aims of focusing on core subjects like English, maths, and science. There will be higher expectations in these areas, including greater emphasis on grammar, phonics, arithmetic skills, and core scientific concepts. The history and geography curriculum will have increased content, and computing will now replace ICT. Assessment will move from leveling to yearly objectives, and there will be changes to testing and reporting procedures over the next few years as the new curriculum is fully implemented.
This document discusses strategies and considerations for teaching English language learners (ELLs). It emphasizes viewing ELLs as assets and combating deficit perspectives. Teachers should value students' home languages and cultures. Effective strategies include using small groups, hands-on materials, word walls, displaying student work, modeling language, and assessments to guide instruction. Digital tools like Epic, Newsela and Google Translate can help facilitate learning. Teachers' positive attitudes are crucial to student achievement. Home languages should not be seen as inferior to English.
The document discusses strategies for bridging the gap between elementary and secondary world language teachers. It emphasizes using consistent instructional strategies, authentic materials, and common concepts like the three modes of communication across levels. The presentation recommends improved vertical alignment of curriculum, shared resources, and continuous professional development to unify world language programs.
- The document provides an overview of the new NSW English K-6 Syllabus, outlining both similarities and differences to the previous syllabus.
- Key similarities include retaining the overall structure and many features of the previous syllabus. Key differences include an increased emphasis on literature and reorganizing the content into a clear K-10 continuum.
- The syllabus focuses on developing students' skills in speaking and listening, reading and viewing, writing and representing, grammar, punctuation and vocabulary, and other areas. It outlines objectives and outcomes for each stage from Early Stage 1 to Stage 3.
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
A plea for practicle attitude by R.K. singhnupur vyas
This document discusses adopting a practical attitude towards teaching English. It argues that English should be taught based on students' needs and in a flexible way. The aims are to ensure students achieve a basic command of the language, encourage a teaching program responsive to their specific needs, and help students experience success. Teachers should understand students' abilities and provide material at the right level. They should also give students opportunities to use English meaningfully and challenge them intellectually. The goal is to develop students' communication skills for real-life use of the language and motivate them through rewarding learning experiences.
The document summarizes key features of the Philippines' K to 12 education system implemented by DepEd. It discusses strengthening early childhood education through universal kindergarten. It emphasizes teaching children in their mother tongue in kindergarten through grade 3, and gradually developing proficiency in Filipino and English. The curriculum is made relevant through local context and ensures seamless learning through spiral progression. It also gears students for the future by ensuring college and livelihood readiness, and developing 21st century skills in all graduates.
The document discusses international and national trends in primary level curriculum development. It provides examples of curriculum reforms from various countries. There is a trend toward increasing skills-based learning outcomes and reducing prescribed content. Countries are also increasingly offering foreign language instruction at younger ages. The document then discusses curriculum development processes in specific countries like Pakistan, India, and Malaysia. It provides details on curriculum authorities, textbook development, and reform cycles in Pakistan. Suggestions for improving curriculum emphasize skills, technology, international awareness, and periodic review.
This document describes two learning intervention programs - Project TERE and Project CBRI - implemented at San Felipe Elementary School to improve students' reading abilities. Project TERE assessed students' reading levels and provided leveled reading materials and parent involvement. After implementation, 78% of students improved their reading skills based on assessments. Project CBRI established daily reading routines including flashcards, vocabulary words, and a reading corner. It is currently being implemented along with progress monitoring. The document also identifies gaps and provides a technical assistance plan to address developing quality materials, funding, teacher training, and collaboration.
2 0 HIP PRIMARY GUIDEBOOK_2022 MAR.pptxtgsuzanaishak
The document discusses best practices for enhancing English proficiency through creating a highly immersive English environment. It outlines the roles that school heads, teachers, students, parents, and the community can play in establishing an English environment both inside and outside the classroom. Specific in-class activities are described such as fun learning, guided reading, and project-based learning to engage students and improve their English in a creative and collaborative way. The implementation of these practices requires coordination between multiple stakeholders to maximize impact and ensure sustainability.
The document proposes several in-class activities to create an immersive English environment for students:
1) "Fun learning" uses activities like role-playing, songs, stories, and games to engage students in a creative and confidence-building way.
2) "Let's Talk" has students discuss topics in pairs or groups to practice speaking.
3) "Let's Read Together" involves shared and guided reading activities.
4) "Show Your Talent" gives students opportunities to perform and showcase their English abilities through drama, songs, dances and more.
5) "Project-based learning" assigns projects like scrapbooks, videos or diaries for hands-on language practice.
Towards a new curriculum in the NetherlandsEduSkills OECD
This presentation was given by Rosavande Tas at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
The document outlines an instructional plan for an intercultural language greeting skills course. It identifies a need to improve communication between employees and international guests at a resort. Currently, no such training is offered locally. The plan's goal is to provide students basic greeting skills in different cultural languages. It describes learner characteristics, classroom-based delivery, and formative/summative assessments including a final exam. The recommendations suggest improving group work and feedback to better meet instructional goals.
This document outlines the English language curriculum for Years 1, 2 and 3 of primary school in Malaysia. It covers 5 modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Years 3-6). The goals are to equip students with basic English communication skills and develop literacy. Some key points include:
- Developing listening comprehension, oral expression, phonics, reading fluency, writing mechanics, and appreciation of stories/songs.
- Subject content is organized into themes and follows a progression from sounds/words to phrases to sentences.
- Pedagogical approaches emphasize making learning fun, student-centered, integrated with technology, and include formative assessment.
- The
Help the teacher with administrative tasks such as handing out
books, collecting roles, photocopying etc.
Illustrator: Choose several key scenes from the reading and sketch simple
illustrations to accompany them. The illustrations should help show the
meaning or mood of the scene.
Book Doctor: Choose a part of the story that could be improved and rewrite
that section of the text. Explain your changes and why you think they
make the story better.
Literary Detective: Find connections between your book and other books,
movies or television shows. What themes, characters or plot devices are
similar? Present your findings to the group.
Literary Critic: Write a book review evaluating the strengths
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.
First year english dsk English Year 1, 2, &3JENNY WONG
This document outlines the English language curriculum for primary schools in Malaysia for Years 1, 2 and 3. The curriculum is organized into modules that focus on specific language skills. The modules are Listening and Speaking, Reading, Writing, Language Arts, and Grammar (introduced in Year 3). The goals are for students to communicate confidently in English, comprehend a variety of texts, write for different purposes, and appreciate English literary works. The curriculum emphasizes developing a strong foundation in basic literacy and a mastery of language skills through fun and meaningful activities.
The K to 12 Program covers kindergarten through 12 years of basic education with the goal of providing students sufficient time to master concepts and skills, develop lifelong learning abilities, and prepare for tertiary education or employment. The policy guidelines outline seven key areas to support effective implementation of the K to 12 Program: 1) curriculum development, 2) multilingual education, 3) the senior high school program, 4) assessment and evaluation, 5) teacher training, 6) infrastructure and resources, and 7) stakeholder engagement.
The document outlines the key changes to the new National Curriculum that will be implemented in September 2014. It discusses the aims of focusing on core subjects like English, maths, and science. There will be higher expectations in these areas, including greater emphasis on grammar, phonics, arithmetic skills, and core scientific concepts. The history and geography curriculum will have increased content, and computing will now replace ICT. Assessment will move from leveling to yearly objectives, and there will be changes to testing and reporting procedures over the next few years as the new curriculum is fully implemented.
This document discusses strategies and considerations for teaching English language learners (ELLs). It emphasizes viewing ELLs as assets and combating deficit perspectives. Teachers should value students' home languages and cultures. Effective strategies include using small groups, hands-on materials, word walls, displaying student work, modeling language, and assessments to guide instruction. Digital tools like Epic, Newsela and Google Translate can help facilitate learning. Teachers' positive attitudes are crucial to student achievement. Home languages should not be seen as inferior to English.
The document discusses strategies for bridging the gap between elementary and secondary world language teachers. It emphasizes using consistent instructional strategies, authentic materials, and common concepts like the three modes of communication across levels. The presentation recommends improved vertical alignment of curriculum, shared resources, and continuous professional development to unify world language programs.
- The document provides an overview of the new NSW English K-6 Syllabus, outlining both similarities and differences to the previous syllabus.
- Key similarities include retaining the overall structure and many features of the previous syllabus. Key differences include an increased emphasis on literature and reorganizing the content into a clear K-10 continuum.
- The syllabus focuses on developing students' skills in speaking and listening, reading and viewing, writing and representing, grammar, punctuation and vocabulary, and other areas. It outlines objectives and outcomes for each stage from Early Stage 1 to Stage 3.
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
A plea for practicle attitude by R.K. singhnupur vyas
This document discusses adopting a practical attitude towards teaching English. It argues that English should be taught based on students' needs and in a flexible way. The aims are to ensure students achieve a basic command of the language, encourage a teaching program responsive to their specific needs, and help students experience success. Teachers should understand students' abilities and provide material at the right level. They should also give students opportunities to use English meaningfully and challenge them intellectually. The goal is to develop students' communication skills for real-life use of the language and motivate them through rewarding learning experiences.
The document summarizes key features of the Philippines' K to 12 education system implemented by DepEd. It discusses strengthening early childhood education through universal kindergarten. It emphasizes teaching children in their mother tongue in kindergarten through grade 3, and gradually developing proficiency in Filipino and English. The curriculum is made relevant through local context and ensures seamless learning through spiral progression. It also gears students for the future by ensuring college and livelihood readiness, and developing 21st century skills in all graduates.
The document discusses international and national trends in primary level curriculum development. It provides examples of curriculum reforms from various countries. There is a trend toward increasing skills-based learning outcomes and reducing prescribed content. Countries are also increasingly offering foreign language instruction at younger ages. The document then discusses curriculum development processes in specific countries like Pakistan, India, and Malaysia. It provides details on curriculum authorities, textbook development, and reform cycles in Pakistan. Suggestions for improving curriculum emphasize skills, technology, international awareness, and periodic review.
This document describes two learning intervention programs - Project TERE and Project CBRI - implemented at San Felipe Elementary School to improve students' reading abilities. Project TERE assessed students' reading levels and provided leveled reading materials and parent involvement. After implementation, 78% of students improved their reading skills based on assessments. Project CBRI established daily reading routines including flashcards, vocabulary words, and a reading corner. It is currently being implemented along with progress monitoring. The document also identifies gaps and provides a technical assistance plan to address developing quality materials, funding, teacher training, and collaboration.
2 0 HIP PRIMARY GUIDEBOOK_2022 MAR.pptxtgsuzanaishak
The document discusses best practices for enhancing English proficiency through creating a highly immersive English environment. It outlines the roles that school heads, teachers, students, parents, and the community can play in establishing an English environment both inside and outside the classroom. Specific in-class activities are described such as fun learning, guided reading, and project-based learning to engage students and improve their English in a creative and collaborative way. The implementation of these practices requires coordination between multiple stakeholders to maximize impact and ensure sustainability.
The document proposes several in-class activities to create an immersive English environment for students:
1) "Fun learning" uses activities like role-playing, songs, stories, and games to engage students in a creative and confidence-building way.
2) "Let's Talk" has students discuss topics in pairs or groups to practice speaking.
3) "Let's Read Together" involves shared and guided reading activities.
4) "Show Your Talent" gives students opportunities to perform and showcase their English abilities through drama, songs, dances and more.
5) "Project-based learning" assigns projects like scrapbooks, videos or diaries for hands-on language practice.
Towards a new curriculum in the NetherlandsEduSkills OECD
This presentation was given by Rosavande Tas at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
The document outlines an instructional plan for an intercultural language greeting skills course. It identifies a need to improve communication between employees and international guests at a resort. Currently, no such training is offered locally. The plan's goal is to provide students basic greeting skills in different cultural languages. It describes learner characteristics, classroom-based delivery, and formative/summative assessments including a final exam. The recommendations suggest improving group work and feedback to better meet instructional goals.
This document outlines the English language curriculum for Years 1, 2 and 3 of primary school in Malaysia. It covers 5 modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Years 3-6). The goals are to equip students with basic English communication skills and develop literacy. Some key points include:
- Developing listening comprehension, oral expression, phonics, reading fluency, writing mechanics, and appreciation of stories/songs.
- Subject content is organized into themes and follows a progression from sounds/words to phrases to sentences.
- Pedagogical approaches emphasize making learning fun, student-centered, integrated with technology, and include formative assessment.
- The
Help the teacher with administrative tasks such as handing out
books, collecting roles, photocopying etc.
Illustrator: Choose several key scenes from the reading and sketch simple
illustrations to accompany them. The illustrations should help show the
meaning or mood of the scene.
Book Doctor: Choose a part of the story that could be improved and rewrite
that section of the text. Explain your changes and why you think they
make the story better.
Literary Detective: Find connections between your book and other books,
movies or television shows. What themes, characters or plot devices are
similar? Present your findings to the group.
Literary Critic: Write a book review evaluating the strengths
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.
First year english dsk English Year 1, 2, &3JENNY WONG
This document outlines the English language curriculum for primary schools in Malaysia for Years 1, 2 and 3. The curriculum is organized into modules that focus on specific language skills. The modules are Listening and Speaking, Reading, Writing, Language Arts, and Grammar (introduced in Year 3). The goals are for students to communicate confidently in English, comprehend a variety of texts, write for different purposes, and appreciate English literary works. The curriculum emphasizes developing a strong foundation in basic literacy and a mastery of language skills through fun and meaningful activities.
Similar to Deped Order Report - Sujero & Villaver.pptx (20)
Angles and Angle Relationships - Complementary and Supplementary AnglesChristeusVonSujero1
This document defines and provides examples of different types of angles:
- Vertical angles are opposite each other and congruent.
- Adjacent angles share a vertex and ray but may or may not be congruent.
- Complementary angles have measures that sum to 90 degrees.
- Supplementary angles have measures that sum to 180 degrees.
It then provides examples of identifying angle types and finding unknown angle measures using properties like vertical angles being congruent or complementary angles summing to 90 degrees.
This document discusses the concept of responsibility. It defines responsibility as having an obligation to do something or having control over someone as part of one's role. It then provides multiple choice questions about responsible actions in different scenarios involving clothing choices, balancing social obligations, choosing friends, self-improvement, and admitting mistakes. The document encourages reflection on whether one's choices demonstrate responsibility and which values they reflect. It emphasizes that responsibility means performing tasks with excellence, not just adequately. As adolescents, students have responsibilities to themselves, their families, and their school. The document assigns writing a six-day diary detailing one's responsibilities as a student and family member as homework.
Pearson Product Moment Coefficient Correlation (Pearson r).pptxChristeusVonSujero1
The document discusses calculating Pearson's correlation coefficient (r) between midterm and final exam scores of students. It provides steps to compute r using an online calculator. For 10 students, r = 0.949, p = 0.000, indicating a significant relationship. For 12 students, r = 0.467, p = 0.126, not significant. The null hypothesis of no relationship is rejected for the first group but accepted for the second.
This document discusses the concept of responsibility and provides examples of responsible versus irresponsible actions. It defines responsibility as having an obligation or being accountable for someone or something. It then provides multiple choice questions about responsible choices in situations like choosing clothes, balancing social obligations, selecting friends, self-improvement, and admitting mistakes. The document encourages reflection on whether one's choices demonstrate responsibility and which values they reflect. It emphasizes taking responsibility seriously and aiming for excellence in one's responsibilities as a student and family member. As an assignment, students are asked to keep a 5-day diary on their responsibilities.
This document presents a series of scenarios and asks the reader to choose the best decision or option. It discusses roles as a believer, consumer, good citizen, and steward of God's creation. It emphasizes the importance of obedience and responsibility. For each scenario, the reader is asked to select an option or suggest their own decision. The scenarios involve crossing the street safely, borrowing a car without a license, stopping friends from shoplifting, and identifying underlying values. The document stresses duties of citizens, strengthening spirituality, proper media use, resisting temptations, and preserving the environment. Readers are asked to analyze a situation and submit their best decision.
The document discusses deductive and inductive reasoning. It provides examples of using deductive reasoning to prove mathematical statements through a series of logical steps. Deductive reasoning uses facts and properties to reach a conclusion, while inductive reasoning observes patterns to form a conclusion. The document also contains examples of multi-step proofs involving geometry concepts like complementary angles. Students are assigned to identify given and prove statements, complete proofs using properties of equality and geometry, and distinguish between deductive and inductive reasoning.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
2. At the end of the discussion, the
learners will be able to
• Recognize the fundamental DepEd
orders in English, Math and Science
• Elaborate the mandates and
guidelines of the given Deped
Orders
• Connect the DepEd orders into the
current trends in education
3. Mechanics of the Game:
• The students will be shown a set
of pictures of four on screen
with a given hint on how many
letters does it contain.
• To participate, the students
must raise their hand and guess
the exact word correctly.
• Whoever guesses the word right
will win a prize.
17. • It emphasizes the increased use of
English as a medium of instruction in
the educational system, while also
reaffirming the use of Filipino and
English as languages of instruction,
with local languages as auxiliary
languages
• .It acknowledges the use of the
mother tongue as the language of
instruction in Grade 1 and for learners
in the alternative learning system.
The Policy to Strenghten the Use of English
Language as a Medium of Instruction
18.
19. • It provides guidelines for the distribution
of Science and Mathematics Equipment to
enhance teaching and learning in public
elementary and senior high schools in the
Philippines, with specific instructions on
procurement, delivery, storage, and
monitoring.
Science and Math Equipment Guidelines for
Grades 4-6 and Grades 11-12 in Public Schools
20.
21. It aims to strengthen the learning
recovery and continuity program,
improve literacy and numeracy, and
accelerate the achievement of education
targets. It anchors the MATATAG
curriculum.
Adoption of the National Recovery
Program (NLRP)
22. This shall primarily address the learning gaps through the
concerted effort of DepEd under the MATATAG AGENDA. Under
this order, MATATAG curriculum has 4 critical components:
• MAke the curriculum relevant to produce competent and job-
ready, and active citizens
• TAke steps to accelerate delivery basic education facilities
and services
• TAke good care of learner by promoting learner well-being,
inclusive education, and a positive learning environment.
• Give support to teachers to teach better.
Adoption of the National Recovery
Program (NLRP)
23. It composes 5 subprograms namely:
• National Learning Camp (NLC)
• National Reading Program (NRP)
• National Mathematics Program (NMP)
• National Science and Technology
Program (NSciTP)
• Other programs implemented by the
central office.
Adoption of the National Learning
Recovery Program (NLRP)
24. • National Learning Camp - is a
voluntary End-of-School Year break
program designed to improve
learning in the form of
Enhancement, Consolidation, or
Intervention Camps in all learning
areas for K- 12 learners and to
enhance teacher capacity.
25. • National Reading Program is a program
that promotes literacy development from
Key Satges 1 to 3 achored on the
foundations of reading skills in the early
grades. It is a two-tiered program lodged
as a core reading program, supplemental
reading program and remediation
program.
26. • National Mathematics Program aims
to drive collaborative action to
promote better numeracy and
mathematics learning in schools
across all grade levels. Specifically,
effort under NP shall be geared
towards understanding numeracy,
increasing system wide capacity in
mathematical skills and increasing
availability of broad and reliable
data on numeracy including
mathematics progress and
achievement.
27. The NSciTP is a a program
that targets the
development of scientific
and technological literacy of
Grades 4 - 10 learners. This
aims to strengthen scientific
and technological literacy,
ignite intetrest among
learners in scientific
investigation and promote
innovation and creativity
and foster an earl
appreciation for STEM
28. To ensure the effectiveness of NLRP
strategies, DepEd will harness local,
national, and international partnerships,
and collaboration.
It shall engage all its internal and
external stakeholders in protecting
learners of all types through the
provision of learning support system.
Adoption of the National Learning
Recovery Program (NLRP)
