The document discusses different types of language learning strategies categorized as cognitive strategies and metacognitive strategies. Cognitive strategies directly manipulate incoming information to enhance learning, such as resourcing, repetition, translation, note-taking, deduction, contextualization, transfer, and inferencing. Metacognitive strategies are skills used for planning, monitoring, and evaluating the learning activity, like directed attention, selective attention, self-monitoring, and self-evaluation. Specific metacognitive strategies are also outlined like planning/organizing, monitoring/identifying problems, and evaluating.
El adiestramiento de Recursos Humanos es un proceso que permite desarrollar conocimientos y habilidades en el individuo para que pueda desenvolverse eficientemente en el puesto de trabajo. Aquí algunos aspectos de la evaluación del plan de adiestramiento.
Potato cracker cricket world cup activityAzim Hossain
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
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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.
Embracing GenAI - A Strategic ImperativePeter 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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. According to O'Malley and Chamot (1990: 44), cognitive
strategies 'operate directly on incoming
information, manipulating it in ways that enhance learning'
1.Resourcing, having recourse to dictionaries
and other materials
2. Repetition, when imitating others' speech
3.Translation, that is, using their mother tongue as
a basis for understanding and/or producing the
target language
4.Note-taking
5.deduction, conscious application of L2 rules
6.contextualisation, when embedding a word or
phrase in a meaningful sequence
3. Transfer, that is, using knowledge
acquired in the L1 to remember and
understand facts and sequences in the
L2
Inferencing, when matching an
unfamiliar word against available
information (a new word etc)
Question for clarification, when asking
the teacher to explain, etc.
4. Metacognitive strategies are skills used for
planning, monitoring, and evaluating the learning activity.
Directed attention, when deciding in advance to concentrate on
general aspects of a task
Selective attention, paying attention to specific aspects of a task
Self-monitoring, checking one's performance as one speaks
Self-evaluation, appraising one's performance in relation to one's
own standards
Self-reinforcement, rewarding oneself for success.
5. Plan / Organize
Before beginning a task:
-Set goals.
-Plan the task or content
sequence.
-Plan how to accomplish
the task .
-Preview a text.
Monitor / Identify Problems
While working on a task:
-Check your progress on the
task.
-Check your comprehension as
you
use the language. Do you
understand? If not, what is the
problem?
Evaluate
After completing a task:
-Assess how well you have
accomplished the learning task.
-Assess how well you have used
learning strategies.
-Decide how effective the
strategies were.
Manage Your Own Learning
-Determine how you learn best.
-Arrange conditions that help you
learn.
-Seek opportunities for practice.
-Focus your attention on the task.
6. USE WHAT YOU KNOW
Use Background
Knowledge
-Think about and use
what you
already know to help
you do the
task.
- Make associations
between new
information and your
prior
knowledge.
-Use new information
to clarify or
modify your prior
knowledge.
7. Make Inferences
-Use context and
what you know to
figure out meaning.
-Read and listen
between the lines.
-Go beyond the text
to understand
its meaning.
Make Predictions
-Anticipate information
to come.
-Make logical guesses
about what
will happen in a written
or oral text.
-Make an estimate
(math).
-Make a hypothesis
(science).
8. Personalize
-Relate new concepts
to your own
life, to your
experiences,
knowledge, beliefs
and feelings.
Transfer / Use
Cognates
-Apply your linguistic
knowledge of
other languages
(including your
native language) to
the target
language.
-Recognize cognates.
Substitute /
Paraphrase
-Use a synonym or
descriptive
phrase for unknown
words or
expressions
9. USE YOUR SENSES
Use Images
-Use or create an actual or mental image
to understand and/or represent information.
-Use or draw a picture or diagram.
Use Sounds
-Say or read aloud a
word, sentence,
or paragraph to help your
understanding.
-Sound out/vocalize.
- Use your “mental tape
recorder” to
remember
sounds, words, phrases
Use Your Kinesthetic Sense
--Act out a role, for example, in
Readers’ Theater, or imagine
yourself in different roles in the
target language.
-Use real objects to help you
remember words, sentences, or
content information.
10. USE YOUR ORGANIZATIONAL SKILLS
Find/Apply Patterns
-Apply a rule.
-Make a rule.
-Recognize and apply
letter/sound,
grammar, discourse, or
register
rules.
-Identify patterns in
literature
(genre).
-Identify patterns in
math, science,
and social studies.
Summarize Create a mental, oral,
or written
summary of
information.
11. Classify/Sequence
-Categorize words or
ideas
according to attributes.
-Classify living things;
identify
natural cycles.
-Identify order and
sequences in
math, science, and
social studies.
-Sequence events in
history
Take Notes
-Write down important
words and
ideas while listening or
reading.
-List ideas or words to
include in
speaking or writing..
12. Use Graphic
Organizers
-Use or create visual
representations
(such as Venn
diagrams, time lines,
webs, and charts) of
important
relationships between
concepts.
Use Selective
Attention
-Focus on specific
information,
structures, key
words, phrases, or
ideas.
13. USE A VARIETY OF RESOURCES
Access Information
Sources
-Use the dictionary, the
internet, and
other reference
materials.
-Seek out and use
sources of
information.
-Follow a model
-Ask questions
Cooperate
-Work with
others to
complete tasks,
build
confidence, and
give and
receive
feedback.
Talk Yourself
Through It
(Self-Talk)
Use your inner
resources.
Reduce
your anxiety by
reminding
yourself
of your progress,
the resources
you have
available, and
your goals.