This document provides information about a CLIL course on teaching math and science held in Cheltenham, UK from February 26 to March 4, 2017. It discusses what CLIL is and provides details about the course content and structure. The course will include a visit to Cardiff, Wales and lessons led by Dr. Diana Hicks and Dr. Graham Workman. Participants will learn effective CLIL teaching methods and receive guidance on integrating language and content instruction with a focus on vocabulary development, communication, and addressing varied student abilities.
Learn about Roman numerals
Use of English alphabets to represent Roman numbers
Rules to form Roman numerals from Hindu arabic number
Learn the conversion of numbers in two system
Solve the Examples to learn the concept
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
Learn about Roman numerals
Use of English alphabets to represent Roman numbers
Rules to form Roman numerals from Hindu arabic number
Learn the conversion of numbers in two system
Solve the Examples to learn the concept
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
CSC/SC Differentiation Workshop 2009
Topics
1. Differentiation Instruction and its application to world languages learning
2. Critical and Creative Thinking
3. 21st Century skills and tools for WL Teachers
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
CSC/SC Differentiation Workshop 2009
Topics
1. Differentiation Instruction and its application to world languages learning
2. Critical and Creative Thinking
3. 21st Century skills and tools for WL Teachers
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. What is CLIL
• CLIL è l’acronimo di Content and Language Integrated Learning
• Metodologia utilizzata per l’apprendimento di una lingua straniera attraverso i
contenuti di un’altra disciplina non necessariamente linguistica
• Obbligatoria nel quinto anno della Scuola Secondaria di II grado e in
sperimentazione negli altri ordini di scuola
10. Some questions?
• How CLIL help me teach maths?
• How CLIL transform italian student, french student in european student?
• CLIL pedagogy________ mixed proficiency
ability special needs
students speaking english
15. LESSON STRUCTURE
• 1) PRESENTATION (PPT, EXPERIMENT, ECC) L1-L2 2-3 MIN
• 2) PRACTICE
• 3) PRODUCTION
• HOMEWORK
16. CLIL LESSON STRUCTURE
1) START from students (cognitive, creative in L1 o L2)
What don’t you know about…?
Questions L1 students (o L2)
Example Why people leave their countries?
Activity …..
2) FINDING OUT (L1/L2) “scoperta”
3) SORTING OUT (L2) process “smistamento”
4) REFLECTION L1 “riflessione”
Tra 2 e 3 bilanciare e scambiare L1/L2
20. 2. Learning outcomes
• To study linear equations
• To choose an apropriate scale for each axis
• To represente the points in the Cartesian diagram
• To transforme a real problem in linear equation
• To interpret the graph
21. 3. Orientation
• How do you plot a linear graph?
• How do you interpret a graph?
• How do you use the graph of your choice?
23. 5. Model
The teacher does the following:
We draw the straight line graph of two linear equation obtained studying the cost of two
different telephone company.
We find the theleponic cost of two different companies in internet
“wind card” : 20 cent/min plus 25 cent for basic charge
“tim card”: 30 cent/min and 0 cent for basic charge
Then we write linear equations that describe the cost in function of the time. We call the cost y
and the time x: y=20x +25 (wind) and y=30x (Tim). Now you can discuss with your partner
why this are the equation.
We draw the Cartesian diagram in having choose an appropriate scale for x and y axis. We use
the T-Graph to calculate two point per equation, so that we can represents both equation using
a different color for each of them. In the end we compare them to decided when it is
cheapeast the first company and when the other. Now explain to your partner the reason.
24. 6. Tasks for learners
• Describe a real problem with a function.
• Draw this function in a graph
• Use the graphic resolution to compare this real problem.
25. 7. Task support
• www.geogebra.com
• www.padlet.com for comunication whit other students
• Open office (excel)
• App “Quick Graph” for check
26. 8.Content language for learners’ tasks
• Linear equation
• Axis
• Intersection
• T-Graph
• Coordinates
• Points
• Gradient
• Scale
27. 9. Scaffolding language
We draw … studying …
We find
Then write … that describe… We call
We draw…. having choose…. We use…. so that… represents… using….
In the end…. Compare… to decided
28. 10. Assessment criteria
• Clarity of graphs
• Explanation of content vocabulary
• Effettive use of language
• Use of computer and resource