Didactical aplication
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The document describes a classroom activity where students will rotate in small groups between different stations around the classroom to answer questions about functions. Each station will have a question written on a poster board. Students will have 10 minutes at each station to discuss the question with their group and write down their ideas before rotating clockwise to the next station. After completing the rotation, each group will present the best ideas from their discussions to the whole class. The purpose is to review functions and share knowledge between students before an exam through an active learning activity.
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This document provides an overview of a lesson plan on interpreting literary texts through multimedia formats. It begins with an opening prayer and then lists the learning objectives and competencies which include demonstrating understanding of short stories, analyzing basic story elements, appreciating multimedia for sharing lessons from stories, and performing self or peer assessments. It defines the basic elements of short stories such as characters, setting, plot, conflict, theme and point of view. It then discusses peer and self-assessment, outlining their advantages like generating feedback and developing judgment skills, and disadvantages like peer pressure and lack of experience assessing.
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2) The comprehension approach from 1980 aims to help students understand meaning and gain confidence to participate.
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Assessment will be carried out based on five different models. Model 1 involves individual assessment through teacher questions and scoring. Model 2 involves student retelling of a story to peers. Model 3 involves assessment of a student by a peer assigned questions. Model 4 involves group work with individual scoring. Model 5 involves group work and discussion in groups of three or four with individual scoring based on ideas and creativity. The document also provides guidelines for score moderation between assessors.
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2) The comprehension approach from 1980 aims to help students understand meaning and gain confidence to participate.
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Dossier nivel5 vela_sarricolea_arriaga
The document provides a lesson plan for a class on the topic of "Taking care of Business around the world." The aims of the lesson are to understand phrases related to business, evaluate services/products across cultures, discuss unusual business practices in different cultures, and consider turning problems into opportunities with different cultural standards. The lesson involves an icebreaker activity matching flags to technology developments. Students will then discuss business vocabulary, cultural standards, and opinions on services/products in various countries and regions.
Lessonplan.Montse Roquet.
The lesson plan aims to improve students' oral proficiency with conditionals through discussions of ethical dilemmas. Students will work in groups to watch and discuss videos presenting moral dilemmas, using conditionals to engage in conversations. They will choose a video, consider discussion questions, and debate different viewpoints. A competition and homework assignment will assess students' mastery of conditionals and ability to explain a dilemma. The goal is for students to communicate fluently about engaging topics through collaborative, mixed-ability group work.
DEVELOPING SPEAKING LESSON PLANS
The document discusses developing effective speaking lesson plans. It emphasizes that lesson plans should motivate students and provide language practice opportunities. The document outlines steps to create lesson plans such as determining topics, objectives, and activities. It then discusses various classroom activities to develop speaking skills, including discussions, role plays, interviews and more. Suggestions are provided for teachers such as reducing speaking time and providing feedback.
Flipped classroom
This document presents information about flipped classrooms including:
- A flipped classroom moves activities like lectures outside of class time and uses class time for hands-on work and discussions.
- Benefits include personalized learning, one-on-one teacher time, and students learning at their own pace. Challenges include reliance on student preparation and increased screen time.
- Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework.
- An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.
Day 3_modified
This lesson plan is for a Spanish 1 class of 18 students ages 11-14, including 2 males with ADHD. The students will have limited Spanish knowledge. The plan involves students working in groups to research and present on a Spanish-speaking country holiday using a podcast, webquest, and virtual world. Students will identify 5 discussed holidays and describe 3 celebration aspects. The teacher will evaluate students on their 100-point presentation and 25-point webquest. Students will also evaluate the lesson effectiveness and methods. The teacher will consider student performance and feedback to revise future lessons.
NAVARRO - PDSec - Lesson 22, 23, 24 - Pass.docx
The document contains a lesson plan submitted by a student teacher for a 120 minute class with 24 beginner level students. The lesson plan aims to have students revise vocabulary, develop listening and speaking skills, and improve pronunciation. Students will present individual projects assessing their speaking, writing, listening skills, organization, and creativity. The lesson involves the teacher modeling a self-introduction, then students taking turns presenting their individual posters and answering questions from peers, with the teacher providing support. The lesson concludes with the teacher thanking students and getting feedback on their teaching practice.
Starting your lesson with talk
The document provides descriptions and outcomes of various discussion techniques that can be used to start lessons with talk. Some key techniques described include think-pair-share, which allows students to think individually and then discuss in pairs before sharing with the class, and jigsawing, where students are assigned aspects of a topic to research and then return to their groups to teach their expertise. Starting lessons with talk engages students, allows settling time, and taps into higher-order thinking from the beginning of class.
Day 3 Lesson Plan
This lesson plan is for a unit on Spanish holidays for students ages 11-14, including two with ADHD. The students will work in groups to research an assigned holiday using a webquest and SecondLife, then create and present a presentation to the class. The objectives are for students to become familiar with 5 holidays and adequately describe 3 aspects of celebrations. Students will use computers in the lab and can work from home, communicating via Edmodo. Participation is required from all students through discussions, group work, and presentations. Students will be evaluated on their presentation and webquest, and asked to evaluate the unit's methods to help improve future lessons.
Lesson plan class 3 - secondary
This document contains a lesson plan for a secondary school English class. The lesson plan aims to improve students' reading, listening, speaking, and collaborative skills through activities about changes and trends in the workplace. Students will discuss statements about equal work conditions, technology and unemployment, and the importance of English for jobs. They will read statements in groups, discuss their opinions, and write paragraphs explaining their level of agreement. The lesson incorporates group work, class discussions, and the use of cell phones for vocabulary lookups to integrate skills in a communicative approach.
المناظرة
The document describes an activity to introduce students to delivering speeches. Students will interview a partner and then introduce their partner to the class with a 30-second speech highlighting four key things about them. This allows students to get to know one another and practice public speaking structure. A second activity uses impromptu role-playing debates to discuss a scenario. Students prepare 2-3 minute speeches from an assigned role on an issue. They participate in a mock public forum to practice argumentation and persuasive skills. A third activity introduces students to recording debate arguments in a flow chart format with three columns to write the topic, opposing arguments, and responses.
DEVELOPING SPEAKING LESSON PLANS
This document provides guidance on developing effective speaking lesson plans. It begins by outlining the key components of a strong lesson plan, including determining the topic, objectives, activities, and assessments. It then describes various classroom activities to practice speaking skills, such as discussions, role plays, simulations, interviews and storytelling. Suggestions are made for teachers, such as providing vocabulary beforehand, limiting corrections, and giving written feedback. The conclusion emphasizes that teaching speaking requires providing opportunities for meaningful communication through engaging activities.
DEVELOPING SPEAKING LESSON PLANS
This document provides guidance on developing effective speaking lesson plans. It begins by explaining that an organized teacher with well-structured lesson plans can best motivate students and provide useful language practice. It then outlines the key steps in creating a lesson plan, including determining the topic, developing objectives and activities, and providing feedback. Various classroom activities are proposed to develop students' speaking skills through discussion, role plays, interviews and other interactive exercises. The document concludes by emphasizing the importance of teaching speaking and providing a rich communicative environment for students to practice.
Collaborative Activities,HOTS Activities,Creative Learning.pdf
The document discusses various collaborative learning activities and higher order thinking skills (HOTS) activities that can be used in the classroom. It provides descriptions and step-by-step instructions for implementing different group activities like round robin, numbered heads together, pairs check, three step interview, and think pair share. These activities encourage cooperation among students and hold individuals accountable for contributing to the group. The document also briefly defines creative learning and HOTS, noting that they develop skills like problem solving, creativity, and building knowledge through creative instructional techniques rather than memorization.
No student left behind creating learning opportunity in elt class
This document discusses strategies for creating learning opportunities in mixed-ability classrooms. It begins by defining mixed-ability classes as those with students of varying intellectual abilities and proficiency levels. It then identifies several factors that can contribute to student differences in mixed-ability classes, such as learning styles, interests and abilities. Several common problems that arise in mixed-ability classrooms are outlined. The document proposes differentiating instruction for individual student needs through strategies like varying task difficulty, using multi-sensory teaching methods, providing individual attention, including extension activities for advanced students and support for weaker students, and incorporating varied activities, grouping arrangements, and assessment types.
How Do You Effectively Engage Your Students in Learning?
The document discusses various instructional strategies for effectively engaging students in learning, including activating strategies to spark prior knowledge, cognitive strategies that provide structures for learning new concepts, and summarizing strategies to help students retain information. It provides detailed procedures for implementing different engaging activities like carousel brainstorming, think-pair-share, and exit slips. The goal is to actively involve students in higher-level thinking to promote enduring understanding.
Lesson planning presentation 2011
This lesson plan template contains the essential elements needed for an effective lesson. It includes sections for objectives, a warm-up, teaching presentation, wrap-up, transitions, and a sample lesson plan. The objectives state what students will be able to do by the end of class. The warm-up sets the tone and connects to the lesson topic. The teaching presentation provides tools for students to use the language. The wrap-up reinforces and practices what was taught through exercises. Transitions alert students to changes in activities. The sample lesson plan models how to write one using this template.
Effective Multidisciplinary Active Learning Techniques for Students
The document discusses effective active learning techniques for freshmen polytechnic students across various disciplines. It analyzes the typical personality profile of polytechnic students as introverted, sensing, thinking, and judging (ISTJ) based on Myers-Briggs testing. For engineering, techniques like muddiest point, true/false questions, and props are recommended. Cooperative learning is also discussed. Examples for mechanical design and circuit analysis classes are provided. For mathematics, techniques like clarification pauses, wait time, and cooperative groups are suggested. For languages, the focus is on moving students from repetition to directed dialogue to independent communication through classroom arrangement changes.
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Connections between addie and assure and 21st century
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Collaborative Activities,HOTS Activities,Creative Learning.pdf
Collaborative Activities,HOTS Activities,Creative Learning.pdf
No student left behind creating learning opportunity in elt class
No student left behind creating learning opportunity in elt class
How Do You Effectively Engage Your Students in Learning?
How Do You Effectively Engage Your Students in Learning?
Effective Multidisciplinary Active Learning Techniques for Students
Effective Multidisciplinary Active Learning Techniques for Students
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Inchies created frames using 5x5 inchies and smaller frames with 16 inchies each. A total of 7 picture frames were made along with 3 smaller ones. The artwork will be sold to support a good cause.
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Christmas in Italy has many traditions and symbols with ancient origins. Families decorate Christmas trees together and Santa leaves presents on Christmas night. Another tradition is the nativity scene, which depicts the birth of Jesus with figures like Mary, Joseph, the magi, and animals. On December 26th, people visit local nativity scenes and make donations. Christmas lunch on the 25th emphasizes family, food, and affection with rich, quality meals including roast meats and stuffed pastas. The Epiphany on January 6th is dedicated to children, as the Befana visits and fills their socks with sweets or coal depending on their behavior.
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Codebreakers
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2. It explains that Caesar cipher replaces each letter with one 3 positions further in the alphabet and gives an example of decrypting a message using a table of all possible shifts.
3. It also explains that steganography hides the very existence of a message and one-time pad cipher is
Evaluation: Breakfast in Europe
Breakfast habits vary widely across Europe. In some countries like Spain and Portugal, people tend to eat a light breakfast of coffee or tea with a pastry or toast. However, in places such as Germany and the Nordic nations, breakfast is a hearty meal that might include eggs, cold cuts, cheese, and various breads. Teachers in Europe are evaluated in different ways depending on the country, but student performance is often an important factor along with classroom observations by other teachers or school administrators.
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The document contains introductions from several students between 11-12 years old describing their typical school breakfasts. Most of the students have healthy options like fruit, bread, cheese and juice. Some mention occasionally having sweets like waffles or glucose. The breakfasts aim to provide nutrition to help the students concentrate at school.
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This document surveys students about their breakfast habits. It finds that most students (40) always have breakfast before school, with the majority (25) taking 15 minutes to eat. The most popular drinks are tea (16) and water (5). Common breakfast foods include butter (20), ham (22), and cornflakes (12). Most students (35) always have a second breakfast at school, usually a sandwich prepared at home (24). Many students' (24) morning school habits vary daily. Most drink water (6) or tea (10) at school. Most students (28) find breakfast at school to be tasty.
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Didactical aplication
- 1. POST QUESTIONS AROUND THE CLASSROOM
- 6. EXCHANGE OF KNOWLEDGE AND CONVERSATION BETWEEN THE STUDENTS IN EACH STATION
- 10. COMPARING SOLUTIONS AND DETERMINING THE MOST ADEQUATE
- 13. PURPOSE: Class of review of functions in order to enhance some contents, before the exam. DESCRIPTION: Students will rotate around the class in small groups, sttoping at Various Stations for a designated amount of time. In each station, students will share their Know- Ledges and ideas, they will be active and they will talk with peers. PROCEDURE: 1.Do five questions for the topic bellow “ Functions” and write them on a Separate piece of poster board. 2. Divide all pupils into groups of 5 students( 3 groups) and 6 students( 2 groups). Students will rotate around the class during the activity. 3. Each group will use a colored marker for writing their ideas at the questions stations. 4. They will have 10 minutes to try to solve the problems in each station. When time is Called, groups will rotate to the next station. Group 1 would rotate to question station 2; Group 2 would rotate to question station 3 and so on. 5. Continue until each group reaches their last question station. 6. Each Group select the best ideas from their station and to share with the rest of the class.
- 14. My comments. -The activity make at the end of the topic in order to share the commons ideas and knowledges between the students, with contents studied along the unit. It is recomended using this method at least Once per term. -It is important that the participants have, more or less, the same level (4º ESO). -The topic is important to motivate the interest of the students. -Every student is resposable for the progress in learning of every member of his group. -All the students are active and they participate explaining to others. -Weaker students are more involved than other teaching methods, with the help of their peers. - Enhance the relations between the group. -It is essencial to choose the students “ heterogeneos”, mixed weaker students and strongers students -The activity has a duration of 50 minutes. The time is not sufficient. -Activity s develope has been very well, without noises and besides groups have rotated to the next Station in clockwise order. ( I have had to change the duration of each station)
- 15. -It is more interested for pupils, but it is more difficult because the problems show the real life situations. -I like this method because it motivates the students by challenging. It is a good practise in order to secure Knowledges and to understand better some conteints.