You will have a deeper knowledge of the English language as well as its practical application in the different facets of your life. You'll no longer be confused about tenses and other grammatical rules. Your strong foundation in grammar will reflect in the way you speak and write. Your reading and writing style will become sharper and you'll be able to apply the strategies you learned to make your communication simple, clear, and effective.
The use of narratives in preventive approachesIngridHillblom
The use of cartoons to "catch" children in a childrens home with humour and exageration of things that are difficult. ”Tree of life” A way of talking with children about different aspects of their lives by Social worker Alec McCollin/
Familytherapist Gunnar Eide.
The conference Developing Strength and Resilience in Children 1-2 Nov. 2010 in Oslo
BBS first year . Tribhuvan University , Nepal
English
only for students understanding purpose. Educating people with the help of essay on Gender descrimination for maintaining equality............
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.
The use of narratives in preventive approachesIngridHillblom
The use of cartoons to "catch" children in a childrens home with humour and exageration of things that are difficult. ”Tree of life” A way of talking with children about different aspects of their lives by Social worker Alec McCollin/
Familytherapist Gunnar Eide.
The conference Developing Strength and Resilience in Children 1-2 Nov. 2010 in Oslo
BBS first year . Tribhuvan University , Nepal
English
only for students understanding purpose. Educating people with the help of essay on Gender descrimination for maintaining equality............
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.
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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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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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.
2. 17 May 2157
“Today Tommy found
a real book!”
It was the 17th of
May 2157. Margie,
a young girl, was
writing excitedly in
her diary.
She wrote about
Tommy having
found a real book.
3. &
It was a very old
book, the pages of
which had turned
yellow and crinkly.
4. It reminded Margie
about the time
when her
grandfather had
told her about the
time when he was
a little boy and his
grandfather had
told him of a time
when stories were
printed on paper.
5. &
They turned the
pages of the book
together and found
it strange as the
words on the pages
remained the
same.
6. They were used to
reading telebooks
on the screen and
Tommy, who was
thirteen years old,
had read more
books than Margie
who was eleven.
8. One would consider
throwing it away
unlike the
television which
had millions of
books in it and so
they would never
throw it away.
9. As Tommy kept
reading, Margie
asked him what
the book was
about to which
he said that the
book was about
school.
10. Geography Test
Margie wondered why
one would write
about school, as she
hated it and now she
hated it even further
because her
mechanical teacher
kept giving her test
after test in
geography and she
was performing badly.
11. This time she was
taken to the
County Inspector.
He was a round
little man with a
red face and a
whole box of tools
with dials and
wires.
12. He was the one who
checked the
mechanical teacher
and repaired it if
needed.
She was hoping that
he takes the teacher
away this time but
that did not happen
and he fixed it in an
hour.
13. Margie frowned while
looking at the black
screen where all her
lessons and questions
were asked but the
thing she hated more
was the part where
she had to submit her
homework and test
papers.
14. She always had to
write them out in a
punch code they
made her learn when
she was six years old,
and the mechanical
teacher calculated
the marks in no time.
15. The inspector spoke to
Margie’s mother and told
her that the geography
sector of the mechanical
teacher was a little too
quick and so Margie
found it difficult. It had
now been set as per her
level which was that of
an average ten year old.
16. While Tommy discussed with Margie
what the book was about, he told her
that hundreds of years ago the
children went to a school and the
teacher did not come home to teach
the children.
18. Both the kids were
excited to learn
about this unusual
way of learning
and teaching until
Mrs. Jones,
Margie’s mother
came to call her
for school.
19. Margie went to the room
next to her bedroom which
was the schoolroom where
her mechanical teacher was
waiting for her.
It was an arithmetic class
on addition of proper
fractions and the teacher
had asked Margie to insert
the homework of the
previous class into the right
slot.
20. While sitting in
front of the
monitor, she kept
thinking about the
kids must have
loved learning in
the old days and
the fun they had.
22. ‘The Fun They Had’ is a fiction story that
takes us to the future of education.
Extreme mechanization of education drifts the
children
away from the joy of learning as a human experience.
THEM
E
23. Learning for children is fun when they are
accompanied
by their peers and are taught with love and affection
as
that leads to a life-long experience.
This story shows us the downside of
technological development in education.
THEM
E