This document provides a detailed lesson plan for drafting a pattern for pyjama trousers in Technology and Livelihood Education class. The objectives are to define pyjama trousers, analyze the drafting steps, and have students draft their own pattern. The lesson proceeds with motivation, demonstration of the drafting procedure step-by-step, and has students practice drafting their own pattern using body measurements. The overall goals are for students to understand pattern drafting and apply it to clothing construction.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Detailed Lesson Plan in
Technology and Livelihood Education
Dressmaking
March 02, 2016
I. OBJECTIVES: At the endof the lessonthe learner’sshouldbe able to:
1. Define PyjamasTrouser.
2. Analyse the stepsinDraftingPyjamasTrouser;
3. Draft a Patternforthe PyjamasTrouser.
II.SUBJECT MATTER
A.Topic:
“ DraftingPatternfor PyjamasTrouser”
B. References:
1. TechnologyandLivelihoodEducationLearningModule
Dressmaking/Tailoring
2. ArmstrongHelenJoseph,PatternMakingforFashionDesign.
C. Materials:
1. Visual Aids
2. Toolsneededindraftingpattern
III.TEACHERS ACTIVITY
A.DailyRoutine
1. Prayer
2. Greetingthe Class
3. Checkingof Attendance
4. Checkingof Assignment
B. Procedure
1. Recall the previouslessonaboutTakingBodyMeasurement
.
2. Motivation – POPTO CONSTRUCT
Determine the importanceof constructingapattern,andto be familiarizedtothe stepby
Stepproceduresindraftingpatternof the PyjamaTrouser.
Guide Questions:
What can you sayabout the firstpicture?
The firstpicture show usthat B1 andB2
Wearingtheirfavourite pyjamas!
How aboutthe secondpicture,what
can yousay aboutit?
The secondpicture show a kindof
Pattern.
Andwhat kindof patternis that?
base on the firstpicture.
Patternof a pyjama!
Verygood!Andthat’s our topicall about.
Our topicfor todayisall about
2. “DraftingPatternof PyjamaTrouser!
are youready?
Yesma’am!
I’ll be the firstwhodraft the patternand
each one of you will readthe stepbystep
procedure.AndafterthisI will call ona
two learnersthatalsodraftthe pattern
on the board. I wantyouall to be focused
and keepyoureyesonwhatI did,and listen
to your classmate!
Yesma’am
The teachersshowthe learnersonhow to draft the patternof pyjamastrousers
on the board, while the learnersreadthe procedure.
3. LessonProper
“DraftingPatternof PyjamaTrouser”
PyjamaTrouser- a kindof garmentwornfromwaistdownto the desiredlength.
It is separatedbytwopanelsforthe legsandcan be gartered
or withwaistband.
MeasurementNeeded:
Hip - ex. 32 – 4 =8”
Crotch - ex. 11”
Full length - ex. 30
ToolsNeeded:
Tape Measure L-Square
FrenchCurved Pencil
Procedure:
1. A is the startingpoint. Square outboth waysfrompointA.
2. A-B isthe full lengthmeasurement.
3. A-Cis the crotch measurement.
4. B-D is 2 inchesdownwardforthe fold. ConnectpointsA,B,C and D downward.
5. Square out pointsB – C- and D (leftandright)
6. C-E is ¼ of hipmeasurement,plus1inch.(leftandright)
7. A-Fis equalstoC-E (leftandright)
Note: the rightside isforthe back part andthe leftside isforthe front.
8. ConnectpointE and F (leftandright)
9. I is the centre of pointE andF for the front part.
10. J isthe centre of pointE and F for the back part.
11. E-G is4 ½ inchesforthe back part.ConnectJ and G usingFrenchcurved.
12. E-H is2 ½ inchesforthe front.ConnectI and H usingFrenchcurved.
13. F-A is½ inch inwardat the back part, markedthisas pointK.
14. K-Lis 1 inchupward.ConnectpointL-Kand Jwitha straightline.
15. B-Mis equalstopointC to G minus1 inch.
16. B-N isequalsto pointC toH minus1 inch.
17. D-Ois equalstoB-N plus¾ inch.
18. D-Pis equalstoB-Mplus¾ inch.ConnectpointsH-N-Owithastraightline,
thenP-M-G.
19. ConnectpointFand L witha slantline.Cutaroundthe parts.
IV.GENERALIZATION
Draftingpatternis one of the most importantstepsinmakingclothesordresses
because the customersatisfactionisdependonthe pattern you’dmake.
