The document discusses various materials and resources that can be used for English language teaching (ELT), including:
1) The blackboard, which allows for the creation of ideas through drawings and improves understanding through illustrations.
2) Visual aids like realia (real objects), flashcards, wall charts and posters to teach concepts in various subjects. Flashcards specifically help with memorization of vocabulary.
3) Additional resources covered include textbooks, handmade materials using environmental resources, audio resources to facilitate expression, visual resources like video, and the internet which allows access to huge amounts of information.
Interdisciplinary methods for researching teaching and learningLina Markauskaite
This set of slides has been prepared for a workshop “Interdisciplinary methods for researching teaching and learning”. It summarises some ideas about intellectual work across conventional (disciplinary) boundaries in education. A number of them draw on the experiences writing Epistemic fluency book and working in the field of the leaning sciences more generally. The main message is the paradoxical tension between what educational research is as practice and how educational research is organised and institutionalised as a formal research field (aka. discipline).
Research-as-science, ….as disciplined inquiry
1. Finite cluster of social sciences: psychology, sociology, etc
2. Loose groupings: curriculum, professional development, etc
3. Discipline(s) on its own right: the learning sciences, other institutionalised practices
Research-as-project …as activity in the world
1. “Normal” science-as-project: compact vs. diffuse; explanatory vs. interpretative; conceptually driven vs. textually driven; explicit vs. implicit.
2. Researcher-participant collaboration
3. Multi-, Inter-, Trans-tribal research
Interdisciplinary methods for researching teaching and learningLina Markauskaite
This set of slides has been prepared for a workshop “Interdisciplinary methods for researching teaching and learning”. It summarises some ideas about intellectual work across conventional (disciplinary) boundaries in education. A number of them draw on the experiences writing Epistemic fluency book and working in the field of the leaning sciences more generally. The main message is the paradoxical tension between what educational research is as practice and how educational research is organised and institutionalised as a formal research field (aka. discipline).
Research-as-science, ….as disciplined inquiry
1. Finite cluster of social sciences: psychology, sociology, etc
2. Loose groupings: curriculum, professional development, etc
3. Discipline(s) on its own right: the learning sciences, other institutionalised practices
Research-as-project …as activity in the world
1. “Normal” science-as-project: compact vs. diffuse; explanatory vs. interpretative; conceptually driven vs. textually driven; explicit vs. implicit.
2. Researcher-participant collaboration
3. Multi-, Inter-, Trans-tribal research
Pupils are enabled to decide themselves on which topics they want to conduct research. By researching themselves, the children acquire methodological competencies that enable them to learn independently about specific contents, interacting with different media and by organising themselves in small project groups while supporting and teaching each other. Posters and models are developed, and experiments and tests are conducted continuously. In presentation slots that are regularly scheduled the children present their findings. In addition, they repeat important learning contents and aspects of their research. Teachers accompany the children during these autonomous learning situations.
Regular nouns are nouns that become plural if an -s is added to them. For example, a shirt becomes shirts, or a pen becomes pens. Instead of -s however, -es must be added to singular nouns that end in -ch, -sh, -s, -x, or -z. For example, vases, watches, and bushes are the plural forms of a vase, watch, and bushWhat is a regular noun? A regular noun can be made plural by simply adding -s or -es to the end of the word. For example, a regular noun like pickle becomes plural by adding an -s to the end of the word, creating the plural noun pickles.
Erasmus+ Project Based Learning activities for Inclusion despinarmenaki
Under the frame of the Erasmus+ project “Inclusive Learning for Students”, Uk, Italy, Poland, Greece and Turkey cooperate to stimulate inclusion to every student and interest in the subjects of language, physics, history, science, environmental education, geography, physical education, design technology, ICT, music and Art.
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Pupils are enabled to decide themselves on which topics they want to conduct research. By researching themselves, the children acquire methodological competencies that enable them to learn independently about specific contents, interacting with different media and by organising themselves in small project groups while supporting and teaching each other. Posters and models are developed, and experiments and tests are conducted continuously. In presentation slots that are regularly scheduled the children present their findings. In addition, they repeat important learning contents and aspects of their research. Teachers accompany the children during these autonomous learning situations.
Regular nouns are nouns that become plural if an -s is added to them. For example, a shirt becomes shirts, or a pen becomes pens. Instead of -s however, -es must be added to singular nouns that end in -ch, -sh, -s, -x, or -z. For example, vases, watches, and bushes are the plural forms of a vase, watch, and bushWhat is a regular noun? A regular noun can be made plural by simply adding -s or -es to the end of the word. For example, a regular noun like pickle becomes plural by adding an -s to the end of the word, creating the plural noun pickles.
Erasmus+ Project Based Learning activities for Inclusion despinarmenaki
Under the frame of the Erasmus+ project “Inclusive Learning for Students”, Uk, Italy, Poland, Greece and Turkey cooperate to stimulate inclusion to every student and interest in the subjects of language, physics, history, science, environmental education, geography, physical education, design technology, ICT, music and Art.
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
1. Republic of Panama
Ministery of Education
ISAE University
Subject: General Didactics
Topic: MATERIALS AND RESOURCES FOR ELT
Name: Darielys Rodriguez.
Teacher: Aniluz,Ortega Carrillo
2. The blackboard as didactic support
The blackboard is the element that shapes the school climate. It allows:
• The creation of ideas through ideogenic drawings. The blackboard is
a source of emerging images that develop in view of the
students. It allows providing a graphic, dynamic support adapted to the
varied situations that occur during a class.
• Improve the understanding of the explanation through the illus-
trative
• Attract the interest of the students towards the explanation. All the elements
The expressive coughs we use on the blackboard are made at the moment and
they constitute an act of creation that adds interest to the exhibition.
3. Visual aids: realia, flashcards, wall charts and
posters
Realia is all kinds of objects that, without having been specifically designed for learning, are used in
educational or educational processes. Its use is frequent and traditional for science, language or
artistic classes. Thus, for example, the following are considered:When a science teacher uses rocks,
flowers or waste objects, he is using realia.
4. Flashcards
They are not only used to teach basic concepts to children, but they are often used to improve the
memorization of vocabulary, dates, historical facts and, of course, languages
• The flashcards are very effective learning tabs when it comes to memorizing information. Each card is like a
card with two faces, the front and the back. On the front we write the word, date, formula or image that we
want to memorize. On the reverse we will write the translation, pronunciation, explanation, solution to the
problem or details about the historical fact mentioned in the front.
5. Wall chart.
WallChart, a technique in which words or ideas are put on colored cards that are stuck on a wall
grouped in different ways.
6. Poster
The poster is the graphic presentation of the scientific work. It is a practical, efficient and modern
way of medical communication where the most important aspects of the investigation should be
pointed out.
7. The Textbook
Textbooks, they point out, not only transmit knowledge, but also social values and a greater
understanding of history and the world
8. Hand-made materials
The environment, nature and the immediate environment provide abundant possibilities
that can be used in favor of children in the teaching-learning process.The didactic
materials elaborated with resources of the environment provide experiences that children
can take advantage of to identify properties, classify, establish similarities and differences,
solve problems, among others and, at the same time, it helps teachers to interrelate in a
better way with their students. , being then the opportunity for the teaching-learning
process to be more profound.
9. Audio Resources
The use of the sound medium facilitates various forms of
expression, understood as "the manifestation of
Reflection processes that involve the ability to conceptualize and
acquire knowledge,
motivated in turn by the multisensory perception and the experience of
each individual. "(Moreno, 1998). The expression
therefore a creative process activates transformation mechanisms and
constantly seeks new possibilities
Communication.
10. Visual resources
Video is one of the means or didactic resources
that, pedagogically employed, serve to facilitate
teachers the transmission of knowledge and to the
students the assimilation of these. The current ease
of publishing videos allows to share with comfort
the ideas of the students and their solutions, as well
as innovative and effective practices.
11. The Internet.
Through the use of the Internet, it is possible, for the first time in the
history of education, for the mind to be freed from having to retain a huge
amount of information. It is only necessary to understand the concepts on
the dynamics of the processes in which an information is framed, this
allows to use pedagogical methods with which the student can learn more
and better in a year which required three. Now teachers can use their
efforts and that of the students to develop more mental abilities that
enable students to properly understand the information and elaborate
creatively and thus produce a superior quality of reasoning.