Because video can provide a break from the textbook routine and a novel approach to language learning, teachers can take advantage of the benefits behind the use of video in a language classroom to promote both teaching and learning. The number of ways in which video can be used in class to enhance learning is unlimited provided the teacher exploits at its full. One way to exploit fully a video segment and implement effective teaching strategies in developing writing is the use of graphic organizers (GOs). The use of GOs in writing helps learners approach a writing text in a metacognitive way since they are focusing on what they are doing and on how they are going to organize and recall information provided by a visual input to be transferred into written output. In implementing video and GOs in a writing class, learners are aware of how their paragraph will be structured (cause and effect, comparison and contrast, classification, problem and solution, for and against, procedure and sequence, definition).
EDG 3321 â Lesson Plan Format BrainstormDo not make changes to.docxgreg1eden90113
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EDG 3321 â Lesson Plan Format Brainstorm
Do not make changes to the format of this document
Only the items in shaded green are required for your brainstorm assignment grade. All remaining sections are required for your final submission in a future module.
I. General Info:
Name __________________________ Subject Area: Reading Language Arts
MicroTeach #______ Grade Level of lesson _2
Lesson Plan Title: Character Analysis
Choose/circle one Stimulus Variation to be observed during your lesson:
Verbal Focusing Pausing Non-verbal Cues Change Speech Patterns Gestures/Movement
YouTube MicroTeach Video Link:
II. Objective (use the Easy Generator to complete your ONE SENTENCE objective): The student will be able to identify character traits.
III. Standards:
ELA.2.R.1.3
Identify different characters perspectives in a literary text.
Clarification 1: The term perspective means âa particular attitude toward or way of regarding something.â The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation.
IV. Content Outline (In this section you must provide the content you will be TEACHING. For example, if you are making a PPT, this section should include an outline of everything that is in your PPT)
You must ALSO include the following,
in addition:
1.
Information about the storybook/poem/text you chose for this lesson, including the author and title.
2.
Identify the SKILL you are teaching (this should come from your standard)
3.
What will your DOK questions be (include questions and possible answers; be sure to label each level of questioning)
V. Differentiated Instruction Strategies/ (Content, Process, Product):
1. List 1 way you can differentiate the CONTENT for your lesson.
2. List 1 way you can differentiate the PROCESS for learning your lesson.
3. List 1 way you can differentiate the PRODUCT for your lesson.
Consider: Multiple Intelligences, Learning Styles
and UDL (Universal Design for Learning)
SPECIFIC instructional STRATEGIES for Diverse Learners to learn YOUR LESSON:
Students identified as ELLs (strategies cannot be repeated):
¡
ELL â List 1 strategy for a student who speaks Spanish (Your strategy should be specific to their native language)
¡
ELL â List 1 strategy for a student who speaks Creole (Your strategy should be specific to their native language)
Students identified with special learning needs/ESE (strategies cannot be repeated):
¡
ESE â List 1 strategy for a student who is identified as dyslexic (Your strategy should be specific to their learning disability)
¡
¡
.
Because video can provide a break from the textbook routine and a novel approach to language learning, teachers can take advantage of the benefits behind the use of video in a language classroom to promote both teaching and learning. The number of ways in which video can be used in class to enhance learning is unlimited provided the teacher exploits at its full. One way to exploit fully a video segment and implement effective teaching strategies in developing writing is the use of graphic organizers (GOs). The use of GOs in writing helps learners approach a writing text in a metacognitive way since they are focusing on what they are doing and on how they are going to organize and recall information provided by a visual input to be transferred into written output. In implementing video and GOs in a writing class, learners are aware of how their paragraph will be structured (cause and effect, comparison and contrast, classification, problem and solution, for and against, procedure and sequence, definition).
EDG 3321 â Lesson Plan Format BrainstormDo not make changes to.docxgreg1eden90113
Â
EDG 3321 â Lesson Plan Format Brainstorm
Do not make changes to the format of this document
Only the items in shaded green are required for your brainstorm assignment grade. All remaining sections are required for your final submission in a future module.
I. General Info:
Name __________________________ Subject Area: Reading Language Arts
MicroTeach #______ Grade Level of lesson _2
Lesson Plan Title: Character Analysis
Choose/circle one Stimulus Variation to be observed during your lesson:
Verbal Focusing Pausing Non-verbal Cues Change Speech Patterns Gestures/Movement
YouTube MicroTeach Video Link:
II. Objective (use the Easy Generator to complete your ONE SENTENCE objective): The student will be able to identify character traits.
III. Standards:
ELA.2.R.1.3
Identify different characters perspectives in a literary text.
Clarification 1: The term perspective means âa particular attitude toward or way of regarding something.â The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation.
IV. Content Outline (In this section you must provide the content you will be TEACHING. For example, if you are making a PPT, this section should include an outline of everything that is in your PPT)
You must ALSO include the following,
in addition:
1.
Information about the storybook/poem/text you chose for this lesson, including the author and title.
2.
Identify the SKILL you are teaching (this should come from your standard)
3.
What will your DOK questions be (include questions and possible answers; be sure to label each level of questioning)
V. Differentiated Instruction Strategies/ (Content, Process, Product):
1. List 1 way you can differentiate the CONTENT for your lesson.
2. List 1 way you can differentiate the PROCESS for learning your lesson.
3. List 1 way you can differentiate the PRODUCT for your lesson.
Consider: Multiple Intelligences, Learning Styles
and UDL (Universal Design for Learning)
SPECIFIC instructional STRATEGIES for Diverse Learners to learn YOUR LESSON:
Students identified as ELLs (strategies cannot be repeated):
¡
ELL â List 1 strategy for a student who speaks Spanish (Your strategy should be specific to their native language)
¡
ELL â List 1 strategy for a student who speaks Creole (Your strategy should be specific to their native language)
Students identified with special learning needs/ESE (strategies cannot be repeated):
¡
ESE â List 1 strategy for a student who is identified as dyslexic (Your strategy should be specific to their learning disability)
¡
¡
.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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Letâs explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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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 âany matterâ at âany timeâ 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
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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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 wasnât 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.
A Strategic Approach: GenAI in EducationPeter Windle
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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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Â
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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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.
1. GRADES 1 to 12
DAILY LESSON LOG
School: TANONG INTEGRATED SCHOOL Grade Level: VI
Teacher: IMELDA G. GUARIN Learning Area: ENGLISH
Teaching Dates and
Time: OCTOBER 10-14, 2022 (WEEK 8) Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A.Content Standards The learnerâŚ
demonstrates mastery of the
subject matter.
The learnerâŚ.
demonstrates an understanding of determining images/ideas that are explicitly used to influence viewers such as
stereotypes, points of view and propagandas.
B.Performance Objective The learnerâŚ
answers correctly the summative
test
Determines images or ideas that are
explicitly used to influence viewers
such as stereotypes, points of view,
and propagandas
Identify images or ideas that are explicitly used to influence viewers such as
stereotypes, points of view, and propagandas
C.Learning Competencies/
Objectives
( Write the LC code for
each)
-Noting details
-Identifying tenses of the verbs
-Making connections
Determine images or ideas that are explicitly used to influence viewers such as stereotypes, points of view, and
propagandas
EN6VC-IVc-7.1,7.2,7.3 WEEKLY TEST
CONTENT
( Subject Matter)
Summative Test 3
II.LEARNINGRESOURCES
A.References
Essential Engliish 6
1.Teachers Guide pages
2.Learners Material Pages 328-329
B. Other Learning Resources Test materials https://youtu.be/8qFflVsT8Yk
III. PROCEDURES
A.Reviewing past lesson or
Presenting the new lesson
(Drill/Review/Unlocking of
difficulties)
Classroom routine:
a. Prayer
b. Reminder of the classroom
health and safety protocols
c. Checking of attendance
d. Quick âkumustahanâ
What do you call the images and
ideas used explicitly to influnce our
way of thinking?
What is propaganda? Stereotype?
Point of view?
2. B.Establishing a purpose of the
new lesson (Motivation)
1. Giving of
instructions/directions before
answering.
Can you give examples of each based
on their definitions?
-Stereotype
-point of view
-propaganda
C.Presenting Examples/
instances of the new lesson
(Presentation)
2. Distribution of test
materials.
Watch a video
(https://www.youtube.com/watch?v=
23NZ1OW5DTY)
Watch lesson video
https://youtu.be/8qFflVsT8Yk
D.Discussing new concepts and
practicing new skills no.1.
(Modeling)
From the video you have watched,
answer the questions that follow:
1. How are your feelings, beliefs and
ways of thinking changed after
viewing the video? Explain.
E. Discussing new concepts and
practicing new skills no.2
(Guided Practice)
F.Developing Mastery
(Leads to Formative Assessment
3.)
(Independent Practice)
3. Test proper. Determine the images in the video
that influence viewers. Explain your
answers.
1. Stereotype
2. Point of view
3.Propaganda
G. Finding practical application of
concepts and skills in daily living
(Application/Valuing)
4. Teachersâ supervision Do we need to believe all the
information from different media?
Why?
The class will be divided into four.
Each group should give new name
of the product to endorse. A
representative from each group
must explain the ideas used to
influence the viewers.
Group 1: Make a commercial
inspired by stereotypes. Then have
the leader to explain why their
commercial inspired by
stereotypes.
Group 2: Present a drama about
the importance of brushing teeth
using a brand toothpaste. Have the
leader explain the presentation.
3. H. Making Generalization and
abstraction about the lesson
(Generalization)
How do viewing materials in different
media affect/ influence our way of
thinking.
I. Evaluating learning 5. Checking/Analyzing of
answers
6. Recording of Scores
Use rubrics to evaluate their activity
above
J. Additional activities for
application and remediation
(Assignment)
IV REMARKS
V. REFLECTION
A. No. of learner who earned
80%
B .No. of learner who scored
below 80% ( needs remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies work well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share w/other
teacher?