This was one of the Power Point Presentations used at the August 2010 English A CESEC workshop I facilitated in Belize City to an audience of over fifty-five teachers.
These slides are from a webinar on why reading mathematics is challenging for many students and what teachers can do. We will examine how mathematics symbols, vocabulary, and content presentation can create roadblocks to students’ mathematics understanding. Learn how to address students’ difficulties by approaching mathematics as a language and to use specific strategies to improve mathematics learning.
Language in the Math Classroom; A Workshop for Mathematics and Special Educators focuses on ways in which middle- grades math and special education teachers can support students with the language demands of the middle grades math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
These slides are from a webinar on why reading mathematics is challenging for many students and what teachers can do. We will examine how mathematics symbols, vocabulary, and content presentation can create roadblocks to students’ mathematics understanding. Learn how to address students’ difficulties by approaching mathematics as a language and to use specific strategies to improve mathematics learning.
Language in the Math Classroom; A Workshop for Mathematics and Special Educators focuses on ways in which middle- grades math and special education teachers can support students with the language demands of the middle grades math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
The Effect of Grammar vs. Vocabulary Pre-teaching on EFL Learners’ Reading Comprehension: A Schema-Theoretic View of Reading - Dr. Ali Jahangard Assistant professor of Sharif University of Technology
Dr. Ahmad Moinzadeh Assistant professor of University of Isfahan
Akbar Karimi, M.A Student of Mobarakeh Board of Education, Isfahan Abstract
**** summary by www.sepatubordir.com
A presentation, based on the research, that teaches what good readers do to comprehend and what tools are out there to facilitate comprehension skills for struggling readers.
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.
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.
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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!
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s 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.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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
12. 12 4. For usefulness in a world replete with non-fiction literature
13. 13 5. For creation of a deeper understanding of self and others
14. 14 6. For enjoyment and appreciation of literature (fiction) Am reading. Go away.
15. Key Beliefs to Teaching Reading Successfully Teachers, not programs or strategies, are the critical element in a student’s success. Teachers must understand a student’s particular issues and choose teaching strategies that will push students forward. The goal of reading is comprehension. 15
16. Key beliefs to Teaching Reading (continued) 3. Comprehension is a complex, abstract activity. It can be taught. There are no “magically good” readers. 4. No matter what level of students we teach, no matter how weak or how strong, it is our responsibility to teach them. 16
17. Diagnosing Students Reading Comprehension weaknesses. You are the doctor here. Open This Box/Student: Student brings socio-economic complexes plus own reading experiences- good or bad 1. Your Teaching Experience 2. Education 3. Your training 4. Your compassion 17
25. Independent Reader versus Dependent Reader Independent Reader: Monitors her understanding of a text Chooses appropriate strategies necessary to comprehend difficult text Able to make the invisible process of reading mostly visible Dependent Reader: May be able to sound out/decode a passage, but not able to make sense of it Appeals to teacher for help Lacks interest to complete long or difficult texts 19
26. Schema Connections Schema: the combined knowledge that students already have; connecting reading to what you know. Three types of schema connections: text to self, text to text, and text to world. 20
27. Why do good readers make schema connections as they read? Increases their interest level in the text Helps them to relate to characters Increases “reading stamina” Helps them remember what they read Shows them that they DO have a base knowledge/core group of experiences that they can draw from Forces them to ask questions Learn to listen to others 21
28. Teach the students schema by: Explaining concept of schema to them, and the three types of schema Make sure students understand the benefits of schema connections. 3. Model how I make schema connections. Use “think aloud” method. 22
29. Teach students schema (continued) 4. Give students time to practice. Students are expected to make at least ONE schema connection in pairs, groups or as a class. 5. Continue to demonstrate , ask students about, and expect students to make schema connections as they read primary texts 23
30. Teaching students schema (continued) 6. Apply schema connections elsewhere, e.g. to movies, book to movie, et cetra 7. Introduce students to short non-fiction articles related to themes in book 8. Remind students to highlight or underline with a purpose as they read 24
31. Teaching students schema (concluded) 9. Ask students to compare books to popular songs or to think about what songs are related to what is happening in the book and WHY 25
32. Alternative Methods for introducing Schema Adopt mantra- “what does this remind me of?” Ask students to list everything they know about a given subject. 26
33. Alternative methods for introducing schema (continued) 3. Work on K-W-L charts with students 4. Activity: give generalized statements related to themes in text- ask students to take a stand and explain WHY in two sentences 27
38. Form groups of four to teach the following reading comprehension strategies given four minutes: 1. clarifying 2. Comparing & Contrasting 3. Inferencing 5. Predicting 7. Questioning the text 9. Evaluating 11. Determining what’s important as students read 12. SQ4R method 4. Make connections to prior experience 6. Summarizing 8. Visualizing 10. Understanding Textual Features 13. Synthesizing information to create new thinking 32
40. Home Work for Tuesday & Wednesday: Bring one innovative teaching method or technique you have created or used. Prepare for a debate on the following three propositions for Wednesday: 34
41. Propositions for debate: Be it resolved that teachers should specialize as lower form orupper form teachers. Be it resolved that teachers teach to CSEC exam instead of teaching to course. Be it resolved that CSEC is still important to Belizeans. 35
Editor's Notes
Take five minutes to write down why you read and the strategies you use to read.
Some times we can know when a student has failed a test even before he has taken the test.
Student also needs help with 8. finding the main idea, 9. monitoring their own understanding
Dependent Reader: 4. is not aware of the processes that should be going on in her head as she reads.