Design Opportunity for Learning Aid in Multi-grade Schools in Rural India
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Multigrade schools are ones in which two or more grades study together in same physical class with same teacher. This student project was an attempt to surface design opportunity in such environment. The paper at IndiaHCI 2015 focuses on design idea primarily related to human-computer interaction. For more information visit: http://riken312.com/
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Lecture/Notes prepared by Zulfiqar Behan for class ADE GECE Lyari Karachi
Multi-grade classes involve teaching two or more grade levels together in the same classroom. They exist due to necessities like small class sizes in remote areas. In a multi-grade classroom, the teacher takes on facilitator and planning roles to implement a curriculum tailored to varied student abilities and levels. Students benefit from social interaction across age groups and learn independence, while teachers can better assess student needs and experiment with teaching strategies.
Multigrade teaching-introduction-1212743864627450-8
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. It is common in small, rural schools with few teachers. Teachers may be responsible for two, three, or even up to seven grades. While it presents challenges like increased planning needs, multigrade teaching can also provide benefits like a richer learning environment and greater community involvement. Support from educational officials, access to teaching materials, and community participation are important for teachers practicing multigrade instruction.
teaching multi age children
Set up the classroom for the specific multi-age group. Although early childhood centers may offer programs for kids of all ages, many multi-age programs that refer to themselves as a "preschool" cater to 3- to 5-year-old children. Including clearly separated centers or learning areas for different classroom content or curricular sections is an important part to the room design
Organizing Curriculum in Multigame Classroom
when teaching a curriculum designed for monograde classes and when needing to react to ..... Multigrade teaching is all about classroom organization, student management ... planning and carrying out multiple lessons at the same time. ◇ designing ..... activities such as music, creative arts, games, and physical education
Multigrade Teaching
This document discusses multigrade classrooms in the Philippines. It notes that about 2/3 of public school classrooms are multigrade due to factors like remote locations, small student populations, and lack of resources. Multigrade classrooms are seen as an effective way to provide education for all children, though they have also received some negative perceptions. When implemented properly with teacher training and materials, multigrade classrooms can have advantages over single grade classrooms like helping both younger and older students learn, developing independence and social skills, and allowing teachers to better know their students.
Multigrade Teaching Introduction
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. It is common in small schools with fewer teachers than grade levels. Some factors contributing to multigrade teaching are cultural, socioeconomic, and related to small class sizes. Benefits include a richer learning environment through interaction between age groups and greater community involvement. However, multigrade teaching also presents challenges like increased planning demands, potential stakeholder reservations, and lack of specialized resources. Support for multigrade teachers can come through professional development, community engagement, and ensuring adequate classroom facilities and materials.
multi-grade class
This document discusses multigrade classes, which are classrooms with two or more grade levels taught together. Multigrade classes exist due to necessities like remote locations with small student populations or shortages of teachers and buildings. Teachers in multigrade classes take on facilitator and planning roles. There are advantages like social interaction and individualized learning, but also challenges like needing more preparation and record keeping. Benefits are seen for learners, teachers, and communities by providing educational access in an efficient manner.
Multigrade Teaching
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. Some teachers may teach two grades while others may teach up to seven grades. It occurs where there are more grade levels than teachers. Factors like cultural, socioeconomic, benefits to learning, and community involvement contribute to multigrade teaching. Teachers face challenges like curriculum planning, attitude, isolation, and varying student abilities but can overcome them with support, resources, and community involvement.
Recommended
Lecture/Notes prepared by Zulfiqar Behan for class ADE GECE Lyari Karachi
Multi-grade classes involve teaching two or more grade levels together in the same classroom. They exist due to necessities like small class sizes in remote areas. In a multi-grade classroom, the teacher takes on facilitator and planning roles to implement a curriculum tailored to varied student abilities and levels. Students benefit from social interaction across age groups and learn independence, while teachers can better assess student needs and experiment with teaching strategies.
Multigrade teaching-introduction-1212743864627450-8
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. It is common in small, rural schools with few teachers. Teachers may be responsible for two, three, or even up to seven grades. While it presents challenges like increased planning needs, multigrade teaching can also provide benefits like a richer learning environment and greater community involvement. Support from educational officials, access to teaching materials, and community participation are important for teachers practicing multigrade instruction.
teaching multi age children
Set up the classroom for the specific multi-age group. Although early childhood centers may offer programs for kids of all ages, many multi-age programs that refer to themselves as a "preschool" cater to 3- to 5-year-old children. Including clearly separated centers or learning areas for different classroom content or curricular sections is an important part to the room design
Organizing Curriculum in Multigame Classroom
when teaching a curriculum designed for monograde classes and when needing to react to ..... Multigrade teaching is all about classroom organization, student management ... planning and carrying out multiple lessons at the same time. ◇ designing ..... activities such as music, creative arts, games, and physical education
Multigrade Teaching
This document discusses multigrade classrooms in the Philippines. It notes that about 2/3 of public school classrooms are multigrade due to factors like remote locations, small student populations, and lack of resources. Multigrade classrooms are seen as an effective way to provide education for all children, though they have also received some negative perceptions. When implemented properly with teacher training and materials, multigrade classrooms can have advantages over single grade classrooms like helping both younger and older students learn, developing independence and social skills, and allowing teachers to better know their students.
Multigrade Teaching Introduction
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. It is common in small schools with fewer teachers than grade levels. Some factors contributing to multigrade teaching are cultural, socioeconomic, and related to small class sizes. Benefits include a richer learning environment through interaction between age groups and greater community involvement. However, multigrade teaching also presents challenges like increased planning demands, potential stakeholder reservations, and lack of specialized resources. Support for multigrade teachers can come through professional development, community engagement, and ensuring adequate classroom facilities and materials.
multi-grade class
This document discusses multigrade classes, which are classrooms with two or more grade levels taught together. Multigrade classes exist due to necessities like remote locations with small student populations or shortages of teachers and buildings. Teachers in multigrade classes take on facilitator and planning roles. There are advantages like social interaction and individualized learning, but also challenges like needing more preparation and record keeping. Benefits are seen for learners, teachers, and communities by providing educational access in an efficient manner.
Multigrade Teaching
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. Some teachers may teach two grades while others may teach up to seven grades. It occurs where there are more grade levels than teachers. Factors like cultural, socioeconomic, benefits to learning, and community involvement contribute to multigrade teaching. Teachers face challenges like curriculum planning, attitude, isolation, and varying student abilities but can overcome them with support, resources, and community involvement.
Multigrade & Ladderized Education
The document discusses multigrade and ladderized education systems. Multigrade education involves teaching multiple grade levels in one classroom, typically in rural areas with low student populations. It allows for efficient education delivery but places high demands on teachers. Ladderized education allows learners to progress flexibly between technical/vocational and college programs, opening opportunities for career and educational advancement while reducing wasteful duplication.
Multigrade teaching towards an international research and policy agenda lit...
This document discusses multigrade teaching, where teachers are responsible for instructing students across two or more grade levels. It explores the meaning and conditions under which multigrade teaching arises in developing and industrialized countries. The conditions include low student populations, population decline/growth, teacher shortages, and pedagogical choice. The document then summarizes existing research on multigrade teaching practices and strategies. Finally, it proposes an international agenda for future research and policy work on multigrade teaching to better support teachers and achieve Education For All goals.
Pp multigrade
This document discusses the challenges of multigrade teaching. It begins by explaining that multigrade classes exist due to small student populations in remote areas that do not allow for single grade classes. It then outlines advantages and challenges for both students and teachers in multigrade environments. Key aspects of effective multigrade teaching are also presented, such as systematic instruction, classroom management strategies, and facilitating a cooperative learning environment.
Methods Most Commonly used in Multigrade Teaching
The document discusses different instructional strategies used in multigrade classrooms, including lecture-recitation, small group work, independent study, paired and peer tutoring, and direct instruction. It also describes individualized instruction, where the teacher determines students' individual needs and designs activities to effectively respond to them. Independent study is discussed as well, where students work alone or in small groups with clear expectations and access to help. These various strategies are used in combination to deliver instruction in a multigrade classroom's complex learning environment.
Multi grade teaching
Multi-grade teaching in Australia involves one teacher instructing two or more grade levels simultaneously in the same classroom. It is common in small, rural schools with fewer teachers than grades. Multi-grade teachers may be responsible for teaching two, three, or even up to seven different grades. While students in each grade are usually the same age, their abilities may vary. Multi-grade teaching requires specialized instructional methods and classroom management. These smaller, more dispersed multi-grade schools provide education closer to where children live, reducing travel time and increasing attendance rates. They also foster stronger community ties. Well-trained, locally-oriented teachers are especially important for effective multi-grade instruction.
Instructional schemes
1. The document discusses various instructional schemes that can be used to individualize instruction for students with special needs within the Philippine education system.
2. These schemes include pull out within the room, pull out in another venue, resource room plan, assistanceship plan, team teaching plan, shadow teaching plan, support service plan, integration plan, and multigrade/multilevel plan.
3. The schemes allow for structural flexibility, collaborative teaching between regular and special educators, and resource sharing to maximize support for students with special needs.
slides strategies to teach large multilevel class
This document discusses strategies for teaching large multilevel classes. It begins by defining key terms like strategy, large class, and multilevel class. It then covers advantages and disadvantages of teaching these types of classes. Some disadvantages include difficulties with classroom management, discipline, attention to individual students, and meeting varied needs. Advantages include exposure to diverse students and independent learning. The document outlines strategies like lesson planning, classroom management, collaboration, individualization, and variety. It concludes by recommending further research and study on strategies to effectively teach large multilevel classes.
The challenges of multigrade teaching
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
Good multi grade programs and practices
This document discusses several examples of good multi-grade teaching programs from around the world. The best-known example is Escuela Nueva from Colombia, which encourages active and participatory learning through self-instructional materials. Another example is the School in a Box program developed by the Rishi Valley Institute, which provides an educational kit for multi-grade classrooms. The document also discusses multi-grade programs in the Philippines, including the Multi-grade Program in Philippine Education and the Instructional Management by Parents, Community and Teachers approach. Finally, it mentions the Learning and Teaching in Multi-grade Settings project in Nepal and Sri Lanka that adapted curricula for multi-grade classrooms.
Group Management in Multigrade Teaching
This document discusses strategies for using small group work in a multigrade classroom. It notes that small groups allow students to clarify their thinking with peers, learn from each other, and work at their own pace. Students can be grouped by ability, need, or interest. The teacher takes on different roles with groups - directly teaching one group, guiding another, or letting a third work independently. Strategies like "peel off grouping" allow the teacher to work with groups at their ability level by removing them one by one to do related activities. Using a group task board or one input with varied activities keeps groups organized and engaged.
Multigrade Program in Philippine Education
Multigrade schools were the first type of schools in North America and the Philippines. In the late 1800s, one-room schoolhouses were common in North America before single grade classrooms were organized. Similarly, the earliest schools in the Philippines were multigrade due to factors like remote locations, teacher shortages, and lack of funding. Multigrade classrooms combine two or more grade levels and are used where enrolment does not support single grade classes. They provide an opportunity for student-centered, collaborative learning. The Philippines refers to multigrade classrooms as "combination classes."
Challenges in Teaching
1. Teachers face many challenges in today's classrooms including teaching students from diverse cultural and linguistic backgrounds, students with special needs, and multigrade classrooms.
2. Effectively teaching in these environments requires the use of culturally responsive pedagogy, modifying curriculum for special needs, and innovative strategies for multigrade settings.
3. The document also discusses challenges like integrating multiple intelligences and implementing learner-centered constructivist approaches. Addressing these diverse challenges requires flexibility, creativity, and commitment from teachers.
Structures and routines in a multigrade-classroom
This document discusses strategies for structuring a multi-grade classroom. It recommends organizing desks into small groupings, having boxes or folders for student work, and designated workstations or learning centers. It also emphasizes establishing routines like planning, scheduling, and displaying visuals tailored to students of different grade levels. Maintaining classroom structure, organization, and consistent routines is important for providing an optimal learning environment when students of varying ages and abilities are taught together.
Routines and structures in making classroom community
Routines involve everyday activities done by people, such as classroom routines like arranging seats, marking attendance, reviewing past topics, introducing and explaining new topics, answering questions, and maintaining discipline. Structure refers to how parts of a system or object are purposefully arranged. A community is a group of people who support each other and can include rural, urban, or suburban areas. Schools form partnerships with families and communities through parenting, communication, volunteering, learning at home, decision making, and collaborating with community resources. When schools actively involve parents and the community, they can better address students' health and learning needs.
HJust - Discussion 6
The document discusses academically diverse learners and strategies to support their literacy development. Academically diverse learners have a variety of learning needs, including different learning styles, cultural backgrounds, language abilities, and home support systems. Schools can support these learners through collaborative teams that identify student needs, research effective strategies, and monitor student progress. This involves understanding each student, providing differentiated instruction, and engaging families and communities.
Inclusive education
This document discusses inclusion and inclusive education. It defines inclusion as minimizing exclusion and fostering participation for all students, including those who are often excluded from mainstream society such as those with disabilities, illnesses, or from marginalized social groups. Inclusive education is defined as educating all students of all abilities in age-appropriate general education classrooms with supports to help all students succeed academically and socially. The document outlines principles of inclusive education, groups who are often excluded, and requirements for making schools more inclusive such as curriculum modifications, accessibility improvements, resources teachers, and support services.
Teaching challenges - education and technology - Roles of teachers today
what are the challenges for teachers in today´s changing education world? are we accepting them? are we facing and understanding the changes, variations, and new orientation it requires?
Is our role the same as it used to be in the recent past?
What are the attitudes towards the application and use of the digital learning environments?
Multicultural literacy
The document provides examples of how teachers at different grade levels can create a culturally responsive classroom and eliminate gender bias. A third grade teacher designs cultural festivals and discusses values like courtesy that are shared across cultures. An art teacher decorates their room with art from different ethnic groups and discusses cultural values. An English teacher assigns readings from authors with diverse backgrounds. The examples show how recognizing and appreciating diverse cultures and eliminating gender roles can make classrooms more inclusive and effective learning environments.
Inclusive Pedagogy and Strategies
Dr. Mary Bonderoff presented on strategies for creating more inclusive classrooms. She discussed issues facing students from their perspectives, such as feeling pressure to perform better than white classmates. She outlined common missteps by faculty, like not acknowledging bias or ignoring student experiences. Strategies included using personal narratives, addressing identity in the classroom, and being mindful of language. The presentation provided scenarios to discuss inclusive responses and resources for further researching inclusive pedagogy.
Inclusive teaching
This document discusses inclusive teaching practices in higher education. It defines inclusion and diversity broadly to encompass all students and teaching approaches that fully include all students. The document advocates for a student-centered approach and discusses moving from a pedagogical to andragogical teaching model. It also provides examples of inclusive assessment and feedback practices and suggests that the most effective inclusive practices are essentially invisible because they are fully embedded in the teaching approach.
ICT in teaching grammar
This document discusses using ICT, specifically the program Socrative, to teach grammar in a more engaging way. It defines grammar and outlines traditional grammar teaching approaches. Socrative allows teachers to create real-time multiple choice quizzes and polls to assess student understanding. Both teachers and students can access Socrative through web or mobile apps. The benefits of Socrative include increased student engagement, immediate feedback, and flexibility. The document provides instructions on setting up Socrative accounts and creating/administering quizzes. Previous studies on using ICT and Socrative to teach grammar are also summarized.
Assistive Technology WebQuest
Individual Education Programs (IEPs) are developed by a team to establish goals and plans for students with special needs. IEPs are tailored to each student's unique needs and abilities. Teachers should incorporate assistive technologies and resources that are appropriate for students' IEPs. Examples include computer programs, audio books, and writing aids. It is important for teachers to consider students' individual needs and abilities when developing lesson plans and choosing technologies.
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Multigrade & Ladderized Education
The document discusses multigrade and ladderized education systems. Multigrade education involves teaching multiple grade levels in one classroom, typically in rural areas with low student populations. It allows for efficient education delivery but places high demands on teachers. Ladderized education allows learners to progress flexibly between technical/vocational and college programs, opening opportunities for career and educational advancement while reducing wasteful duplication.
Multigrade teaching towards an international research and policy agenda lit...
This document discusses multigrade teaching, where teachers are responsible for instructing students across two or more grade levels. It explores the meaning and conditions under which multigrade teaching arises in developing and industrialized countries. The conditions include low student populations, population decline/growth, teacher shortages, and pedagogical choice. The document then summarizes existing research on multigrade teaching practices and strategies. Finally, it proposes an international agenda for future research and policy work on multigrade teaching to better support teachers and achieve Education For All goals.
Pp multigrade
This document discusses the challenges of multigrade teaching. It begins by explaining that multigrade classes exist due to small student populations in remote areas that do not allow for single grade classes. It then outlines advantages and challenges for both students and teachers in multigrade environments. Key aspects of effective multigrade teaching are also presented, such as systematic instruction, classroom management strategies, and facilitating a cooperative learning environment.
Methods Most Commonly used in Multigrade Teaching
The document discusses different instructional strategies used in multigrade classrooms, including lecture-recitation, small group work, independent study, paired and peer tutoring, and direct instruction. It also describes individualized instruction, where the teacher determines students' individual needs and designs activities to effectively respond to them. Independent study is discussed as well, where students work alone or in small groups with clear expectations and access to help. These various strategies are used in combination to deliver instruction in a multigrade classroom's complex learning environment.
Multi grade teaching
Multi-grade teaching in Australia involves one teacher instructing two or more grade levels simultaneously in the same classroom. It is common in small, rural schools with fewer teachers than grades. Multi-grade teachers may be responsible for teaching two, three, or even up to seven different grades. While students in each grade are usually the same age, their abilities may vary. Multi-grade teaching requires specialized instructional methods and classroom management. These smaller, more dispersed multi-grade schools provide education closer to where children live, reducing travel time and increasing attendance rates. They also foster stronger community ties. Well-trained, locally-oriented teachers are especially important for effective multi-grade instruction.
Instructional schemes
1. The document discusses various instructional schemes that can be used to individualize instruction for students with special needs within the Philippine education system.
2. These schemes include pull out within the room, pull out in another venue, resource room plan, assistanceship plan, team teaching plan, shadow teaching plan, support service plan, integration plan, and multigrade/multilevel plan.
3. The schemes allow for structural flexibility, collaborative teaching between regular and special educators, and resource sharing to maximize support for students with special needs.
slides strategies to teach large multilevel class
This document discusses strategies for teaching large multilevel classes. It begins by defining key terms like strategy, large class, and multilevel class. It then covers advantages and disadvantages of teaching these types of classes. Some disadvantages include difficulties with classroom management, discipline, attention to individual students, and meeting varied needs. Advantages include exposure to diverse students and independent learning. The document outlines strategies like lesson planning, classroom management, collaboration, individualization, and variety. It concludes by recommending further research and study on strategies to effectively teach large multilevel classes.
The challenges of multigrade teaching
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
Good multi grade programs and practices
This document discusses several examples of good multi-grade teaching programs from around the world. The best-known example is Escuela Nueva from Colombia, which encourages active and participatory learning through self-instructional materials. Another example is the School in a Box program developed by the Rishi Valley Institute, which provides an educational kit for multi-grade classrooms. The document also discusses multi-grade programs in the Philippines, including the Multi-grade Program in Philippine Education and the Instructional Management by Parents, Community and Teachers approach. Finally, it mentions the Learning and Teaching in Multi-grade Settings project in Nepal and Sri Lanka that adapted curricula for multi-grade classrooms.
Group Management in Multigrade Teaching
This document discusses strategies for using small group work in a multigrade classroom. It notes that small groups allow students to clarify their thinking with peers, learn from each other, and work at their own pace. Students can be grouped by ability, need, or interest. The teacher takes on different roles with groups - directly teaching one group, guiding another, or letting a third work independently. Strategies like "peel off grouping" allow the teacher to work with groups at their ability level by removing them one by one to do related activities. Using a group task board or one input with varied activities keeps groups organized and engaged.
Multigrade Program in Philippine Education
Multigrade schools were the first type of schools in North America and the Philippines. In the late 1800s, one-room schoolhouses were common in North America before single grade classrooms were organized. Similarly, the earliest schools in the Philippines were multigrade due to factors like remote locations, teacher shortages, and lack of funding. Multigrade classrooms combine two or more grade levels and are used where enrolment does not support single grade classes. They provide an opportunity for student-centered, collaborative learning. The Philippines refers to multigrade classrooms as "combination classes."
Challenges in Teaching
1. Teachers face many challenges in today's classrooms including teaching students from diverse cultural and linguistic backgrounds, students with special needs, and multigrade classrooms.
2. Effectively teaching in these environments requires the use of culturally responsive pedagogy, modifying curriculum for special needs, and innovative strategies for multigrade settings.
3. The document also discusses challenges like integrating multiple intelligences and implementing learner-centered constructivist approaches. Addressing these diverse challenges requires flexibility, creativity, and commitment from teachers.
Structures and routines in a multigrade-classroom
This document discusses strategies for structuring a multi-grade classroom. It recommends organizing desks into small groupings, having boxes or folders for student work, and designated workstations or learning centers. It also emphasizes establishing routines like planning, scheduling, and displaying visuals tailored to students of different grade levels. Maintaining classroom structure, organization, and consistent routines is important for providing an optimal learning environment when students of varying ages and abilities are taught together.
Routines and structures in making classroom community
Routines involve everyday activities done by people, such as classroom routines like arranging seats, marking attendance, reviewing past topics, introducing and explaining new topics, answering questions, and maintaining discipline. Structure refers to how parts of a system or object are purposefully arranged. A community is a group of people who support each other and can include rural, urban, or suburban areas. Schools form partnerships with families and communities through parenting, communication, volunteering, learning at home, decision making, and collaborating with community resources. When schools actively involve parents and the community, they can better address students' health and learning needs.
HJust - Discussion 6
The document discusses academically diverse learners and strategies to support their literacy development. Academically diverse learners have a variety of learning needs, including different learning styles, cultural backgrounds, language abilities, and home support systems. Schools can support these learners through collaborative teams that identify student needs, research effective strategies, and monitor student progress. This involves understanding each student, providing differentiated instruction, and engaging families and communities.
Inclusive education
This document discusses inclusion and inclusive education. It defines inclusion as minimizing exclusion and fostering participation for all students, including those who are often excluded from mainstream society such as those with disabilities, illnesses, or from marginalized social groups. Inclusive education is defined as educating all students of all abilities in age-appropriate general education classrooms with supports to help all students succeed academically and socially. The document outlines principles of inclusive education, groups who are often excluded, and requirements for making schools more inclusive such as curriculum modifications, accessibility improvements, resources teachers, and support services.
Teaching challenges - education and technology - Roles of teachers today
what are the challenges for teachers in today´s changing education world? are we accepting them? are we facing and understanding the changes, variations, and new orientation it requires?
Is our role the same as it used to be in the recent past?
What are the attitudes towards the application and use of the digital learning environments?
Multicultural literacy
The document provides examples of how teachers at different grade levels can create a culturally responsive classroom and eliminate gender bias. A third grade teacher designs cultural festivals and discusses values like courtesy that are shared across cultures. An art teacher decorates their room with art from different ethnic groups and discusses cultural values. An English teacher assigns readings from authors with diverse backgrounds. The examples show how recognizing and appreciating diverse cultures and eliminating gender roles can make classrooms more inclusive and effective learning environments.
Inclusive Pedagogy and Strategies
Dr. Mary Bonderoff presented on strategies for creating more inclusive classrooms. She discussed issues facing students from their perspectives, such as feeling pressure to perform better than white classmates. She outlined common missteps by faculty, like not acknowledging bias or ignoring student experiences. Strategies included using personal narratives, addressing identity in the classroom, and being mindful of language. The presentation provided scenarios to discuss inclusive responses and resources for further researching inclusive pedagogy.
Inclusive teaching
This document discusses inclusive teaching practices in higher education. It defines inclusion and diversity broadly to encompass all students and teaching approaches that fully include all students. The document advocates for a student-centered approach and discusses moving from a pedagogical to andragogical teaching model. It also provides examples of inclusive assessment and feedback practices and suggests that the most effective inclusive practices are essentially invisible because they are fully embedded in the teaching approach.
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This document discusses using ICT, specifically the program Socrative, to teach grammar in a more engaging way. It defines grammar and outlines traditional grammar teaching approaches. Socrative allows teachers to create real-time multiple choice quizzes and polls to assess student understanding. Both teachers and students can access Socrative through web or mobile apps. The benefits of Socrative include increased student engagement, immediate feedback, and flexibility. The document provides instructions on setting up Socrative accounts and creating/administering quizzes. Previous studies on using ICT and Socrative to teach grammar are also summarized.
Assistive Technology WebQuest
Individual Education Programs (IEPs) are developed by a team to establish goals and plans for students with special needs. IEPs are tailored to each student's unique needs and abilities. Teachers should incorporate assistive technologies and resources that are appropriate for students' IEPs. Examples include computer programs, audio books, and writing aids. It is important for teachers to consider students' individual needs and abilities when developing lesson plans and choosing technologies.
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This document discusses using technology to enhance classroom learning. It begins by covering understanding today's students and how their brains have been shaped by technology. It discusses how students are digitally literate and prefer visual, social and engaging learning. It then provides tips for using PowerPoint and websites in the classroom, like making sure websites are easy to navigate and use. It emphasizes balancing technology with other activities and using it interactively. Overall, the document stresses understanding today's digital students and using technology to enhance learning through engaging experiences.
Instructional materials in education
This document discusses instructional materials in education. It begins by outlining various types of instructional materials including printed materials, displays, and technological media. It then describes different roles of instructional materials in individualized, group, and mass instruction. The document provides guidance for selecting materials, including that they should meet objectives and be appropriate for content and learners. It also lists examples of online tools for teaching and learning, such as Kahoot!, EdPuzzle, and YouTube. The document concludes with a discussion of using online tools in the classroom and whether any medium fits all purposes.
Cai
The document discusses various applications of computers in education, including:
1) Computer Assisted Instruction (CAI) which provides interactive, self-paced learning through multimedia like text, graphics, sound and video.
2) Computer Assisted Learning (CAL) which uses computers as a tool to enhance traditional curriculum and improve thinking skills. Popular CAL software includes drill and practice, tutorials, problem solving, and simulations.
3) Computer Based Training (CBT) which uses computers to acquire skills needed to solve problems or perform tasks through individualized, experiential learning like simulations and models.
Navigating the future of education
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
Accessible Science
Universal Design for Learning (UDL) is a framework that provides multiple means of representation, engagement, and action/expression to support all learners. Video games and argument-based learning can provide alternative methods for representing and engaging with science content compared to traditional textbooks. When selecting video games, teachers should determine learning objectives and choose games at students' skill levels that are supported by available technology. Teachers can facilitate discussions before and after gameplay to help students understand connections between the game and lesson concepts. Graphic organizers and supplemental texts with visual and audio supports can also provide multiple means for learners to represent and demonstrate their understanding of science concepts.
2nd INTERNATIONAL CONFERENCE On “Advancements in Computing Sciences, Informat...
2nd INTERNATIONAL CONFERENCE
On
“Advancements in Computing Sciences, Information Techniques & Emerging E-Learning Technologies”
(ACSITEET– 2014)
Organized by “Krishi Sanskriti” On 22nd-23rd February, 2014
Venue: Jawaharlal Nehru University, New Delhi-110067
BLENDED LEARNING by SANJAY PATEL
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校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
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【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：6496090】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：6496090】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：6496090】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理肯特大学毕业证UKC学位证【微信：6496090 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理肯特大学毕业证UKC学位证【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理肯特大学毕业证UKC学位证【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理肯特大学毕业证UKC学位证【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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按照学校原版(UIUC文凭证书)伊利诺伊大学|厄巴纳-香槟分校毕业证快速办理
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一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版亚利桑那大学毕业证(UA毕业证书)如何办理
学校原件一模一样【微信：6496090】【亚利桑那大学毕业证(UA毕业证书)成绩单学位证】【微信：6496090】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：6496090】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：6496090】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：6496090】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理亚利桑那大学毕业证(UA毕业证书)【微信：6496090 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理亚利桑那大学毕业证(UA毕业证书)【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理亚利桑那大学毕业证(UA毕业证书)【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理亚利桑那大学毕业证(UA毕业证书)【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
一比一原版(Vancouver毕业证书)温哥华岛大学毕业证如何办理
学校原件一模一样【微信：6496090 】【(Vancouver毕业证书)温哥华岛大学毕业证成绩单】【微信：6496090 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微6496090
【主营项目】
一.毕业证【q微6496090】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微6496090】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(Vancouver毕业证书)温哥华岛大学毕业证【微信：6496090 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(Vancouver毕业证书)温哥华岛大学毕业证【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(Vancouver毕业证书)温哥华岛大学毕业证【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(Vancouver毕业证书)温哥华岛大学毕业证【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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一比一原版美国哥伦比亚大学毕业证Columbia成绩单一模一样
原件一模一样【微信：6496090】【美国哥伦比亚大学毕业证Columbia学位证成绩单】【微信：6496090】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：6496090】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：6496090】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：6496090】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理美国哥伦比亚大学毕业证Columbia学位证【微信：6496090 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理美国哥伦比亚大学毕业证Columbia学位证【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理美国哥伦比亚大学毕业证Columbia学位证【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理美国哥伦比亚大学毕业证Columbia学位证【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
一比一原版阿肯色大学毕业证(UCSF毕业证书)如何办理
学校原件一模一样【微信：6496090】【阿肯色大学毕业证(UCSF毕业证书)成绩单学位证】【微信：6496090】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：6496090】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：6496090】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：6496090】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理阿肯色大学毕业证(UCSF毕业证书)【微信：6496090 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理阿肯色大学毕业证(UCSF毕业证书)【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理阿肯色大学毕业证(UCSF毕业证书)【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理阿肯色大学毕业证(UCSF毕业证书)【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
一比一原版布兰登大学毕业证(BU毕业证书)如何办理
学校原件一模一样【微信：6496090】【布兰登大学毕业证(BU毕业证书)成绩单学位证】【微信：6496090】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：6496090】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：6496090】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：6496090】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理布兰登大学毕业证(BU毕业证书)【微信：6496090 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理布兰登大学毕业证(BU毕业证书)【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理布兰登大学毕业证(BU毕业证书)【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理布兰登大学毕业证(BU毕业证书)【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Getting Data Ready for Culture Hack by Neontribe
Sometime in the 2010s, this is how explained how to make data "hackday ready"
原版制作(MDIS毕业证书)新加坡管理发展学院毕业证学位证一模一样
学校原件一模一样【微信：741003700 】《(MDIS毕业证书)新加坡管理发展学院毕业证学位证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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Design Opportunity for Learning Aid in Multi-grade Schools in Rural India
- 1. Design Opportunity for Learning Aid in Multi-grade Schools in Rural India Riken Patel & Anirudha Joshi IDC IIT Bombay For IndiaHCI 2015 “Design for Bridging” 18/12/2015
- 2. Typical School pic courtesy: Sandeep.jgupta
- 3. Multigrade School • A school in which two or more grades study together in same physical class with same teacher • A necessity in rural area
- 4. Multigrade Schools in India Primary Schools According to Number of Teacher in India
- 5. Multigrade School Issues • Course curriculum, academic calendar, and teaching aids are all designed keeping in mind monograde
- 6. Multigrade School Potential Benefits: Desired social habits • helping attitude, • group learning • discussions due to interactions • ‘Manitoba Education and youth, Canada’ reports school adopting multigrade model by choice due to it’s benefits
- 7. SDT and Multigrade school (our take) • Higher grade student can act as more knowledgeable other • Effective interaction among peers due to similar world view Can do can not do World view of lower grade student
- 8. Method of study • Study in 5 multigrade schools in Anand Dist., Gujarat • Shadowing in classroom • Four to five hours each day for 2 weeks • Video Recording • Interviews with teachers
- 13. Learning issues
- 14. Difficulty in reading comprehension • Very common issue among all grades A digital book/tablet which will speak out the words and sentences on sliding finger
- 15. Less instruction time • 20 minutes of instruction time in 1 hour period • Less individual attention Automate the learning for repetitive things (like mathematical operation: +,- )
- 16. Difficulty with complex exercises • Copying without understanding concept Exercise-books: One can borrow the other’s book and understand it step by step (by using screen-record and playback) More group activities (game or quiz with multiple mouse, remote control or multiple-voice recognition system)
- 17. Students unable to articulate their learnings • Difficulty articulating the concepts as they may be abstract i.e. reading minutes in a clock Interactive props and animation video can help, for clock, children can change the time and clock will show the time and speak it out
- 18. Class setup & spatial movement related issues
- 19. Diversity of class combination • Combination was based on Based on Teacher’s personal preference Number of student in a grade • Trade off More instruction time v/s Common topics Suggest best class-combination or develop time-table for easy planning and efficiency
- 20. Variety of class setups • Setup were based on Availability of physical infrastructure Teacher’s convenience Provide engaging intra-grade activity like digital games or specially curated TV programs supporting learning
- 21. Spatial movement • Free movements • Forming circle (Will providing bench would help in this context?)
- 23. Unavailability of teachers • Unplanned meetings at other schools (major issue) Reserved set of interesting & engaging activity for peer- learning
- 24. Course curriculum • Can not complete the course curriculum Dynamic rearrangements of topics from the book based on time (‘Basic concepts first’ approach)
- 25. Tech-savviness of teachers • Online blogs to download new content like poems, stories, daily news etc. Platform for sharing resource material among various schools through web? (Crowd-source)
- 26. Technology perception in Rural Education Basic infrastructure v/s Moonshot
- 27. Summary Few of the ideas… • A digital book/tablet which will speak out the words and sentences on sliding finger • Automate the learning for repetitive things • Exercise-books: One can borrow the other’s book and understand it step by step (by using screen-record and playback) • Dynamic rearrangements of topics from the book based on time • Platform for sharing resource material among various schools through web? (Crowd-source)
- 28. Thanks to… All the teachers and students associated with study Prof. Venkatesh Rajamanickam, Prof. Pramod Khambete, Prof. Girish Dalvi and Prof. Ravi Poovaiah, IDC, IIT Bombay Ms. Anisha Malhotra, Ms. Bindu Chowdhry, Prof. Jhumkee Iyengar for their feedbacks
- 29. Thank You Riken Patel (riken312@gmail.com) Anirudha Joshi (anirudha@iitb.ac.in) IDC, IIT Bombay
- 30. References • 8th AISES Provisional Statistics for 2009. Retrieved September 1, 2014 from http://aises.nic.in/surveyoutputs • Dan S. 2009. Designing for Interaction: Creating Innovative Applications and Devices. New Riders. • Independent Together. 2003. Manitoba Education and youth. • Learning Well Together. July 2002. Retrieved September 5, 2014 from http://www.wholeschooling.net/WS/WSPress/WSRptMI/WSR%20AToc.html • Mathot G. 2001. A Handbook for Teachers of Multi-Grade Classes: Volume one. UNESCO, France. • Riddle E. 1991. Lev Vygotsky’s Social Development Theory. • Schacter L., Gilbert T. and Wegner M. 2009. Psychology. Worth Publishers.