Presentation from AGELE's 2009 National Conference. Social and emotional skills embedded in structured speaking opportunities appropriate for classrooms and adult meetings. e
This document discusses effective communication between teachers and students in the classroom. It begins by outlining the objectives of communication techniques and teaching methods. It then defines educational communication as a transactional process where educators and students jointly influence each other. The document recommends teachers ask questions about their communication goals and impact. It states that teaching requires balancing knowledge and performance, and good teachers connect with students through caring attitudes and effective communication. Specific communication skills discussed include establishing emotional connections, using non-verbal language, humor, reflection, and technology. The conclusion emphasizes the importance of respect in student-teacher relationships.
This document provides a summary of three key points from the document:
1. The document discusses principles for teaching English to young learners, noting that teachers should take into account individual differences among children of the same age group to ensure optimal English language learning.
2. It recommends applying principles discussed in the essay, such as understanding children's characteristics and how they learn, to correctly teach and treat young English learners.
3. The book discussed in the document provides opportunities for readers to directly practice writing with guidance, believing that practice is more important than discussing theories and that process is more valuable than product.
Development of communication skills in teaching & learning English among ESL ...Vijayeswari Subba Naidu
This document summarizes a workshop on developing communication skills for English as a second language learners. It identifies problems ESL learners face such as lack of motivation and issues with listening, speaking, reading and writing skills. It also outlines strategies discussed at the workshop to improve skills like using activities to make learning enjoyable, setting goals, building confidence, and reducing anxiety. Teachers are encouraged to make lessons relevant, promote collaboration, and motivate students.
Effective communication in the classroom is essential for teachers to stimulate students and achieve lesson objectives. Communication includes both transmission and reception with students, colleagues, parents, and others. Both verbal and nonverbal communication impact how messages are received. Positive communication that promotes learning includes praise, affirmation, clear expectations, respect, and body language that shows psychological closeness. Developing communication strategies, avoiding conflicts, and establishing fair consequences are important proactive steps for teachers.
This document provides instructions for a persuasive speech assignment. It outlines that the purpose is to persuade an audience by strengthening or changing their beliefs on a topic. The speech should be 5-6 minutes and students must select a topic they feel strongly about. At least two sources must be used to support the main points and enhance credibility, and these sources must be orally cited. Students must analyze the audience to adapt the speech based on their existing views. The speech should have an introduction, three main points, and conclusion. At least one visual aid must be used without being overreliant on them. The speech will be evaluated based on motivating the audience and organization, content, delivery, and language.
This document provides information about strategies for engaging children in substantive conversation. It discusses three conversation strategies: clarify/extend, question/tell, and think-aloud. The clarify/extend strategy involves listening to what a child says, picking up an idea from their talk, and adding to or clarifying it. The question/tell strategy involves joining a child in an activity, drawing attention to details, maintaining interest based on their efforts, and offering praise. The think-aloud strategy involves verbalizing thoughts and modeling how to think through a task or problem to a conclusion. The document emphasizes that these strategies can help teachers build students' oral language and knowledge through everyday conversations.
This document provides guidance on organizing and delivering an effective speech. It discusses dividing the body of the speech into key ideas using various organizational patterns like topical, chronological, or problem-solution divisions. Transitions between ideas should complement, contrast, or show chronology. The introduction should grab attention, state the topic, and preview main ideas. The conclusion should summarize key points and provide closure. Speeches should be outlined in stages from a working outline to a formal outline to a speaking outline. Effective delivery requires practicing vocal elements like rate, volume, and pitch as well as physical elements like appearance, posture, eye contact and gestures. Analyzing the audience helps tailor the speech appropriately. Wording the speech clearly, vividly
Delivery is the most important aspect of public speaking as listeners remember and are persuaded more by the delivery than the content. Effective delivery is listener-centered, conversational, and reinforces the verbal message through strong nonverbal communication like eye contact, gestures, and body language. Speakers should practice their delivery extensively using an extemporaneous method that balances preparation and spontaneity for a natural, engaging presentation.
This document discusses effective communication between teachers and students in the classroom. It begins by outlining the objectives of communication techniques and teaching methods. It then defines educational communication as a transactional process where educators and students jointly influence each other. The document recommends teachers ask questions about their communication goals and impact. It states that teaching requires balancing knowledge and performance, and good teachers connect with students through caring attitudes and effective communication. Specific communication skills discussed include establishing emotional connections, using non-verbal language, humor, reflection, and technology. The conclusion emphasizes the importance of respect in student-teacher relationships.
This document provides a summary of three key points from the document:
1. The document discusses principles for teaching English to young learners, noting that teachers should take into account individual differences among children of the same age group to ensure optimal English language learning.
2. It recommends applying principles discussed in the essay, such as understanding children's characteristics and how they learn, to correctly teach and treat young English learners.
3. The book discussed in the document provides opportunities for readers to directly practice writing with guidance, believing that practice is more important than discussing theories and that process is more valuable than product.
Development of communication skills in teaching & learning English among ESL ...Vijayeswari Subba Naidu
This document summarizes a workshop on developing communication skills for English as a second language learners. It identifies problems ESL learners face such as lack of motivation and issues with listening, speaking, reading and writing skills. It also outlines strategies discussed at the workshop to improve skills like using activities to make learning enjoyable, setting goals, building confidence, and reducing anxiety. Teachers are encouraged to make lessons relevant, promote collaboration, and motivate students.
Effective communication in the classroom is essential for teachers to stimulate students and achieve lesson objectives. Communication includes both transmission and reception with students, colleagues, parents, and others. Both verbal and nonverbal communication impact how messages are received. Positive communication that promotes learning includes praise, affirmation, clear expectations, respect, and body language that shows psychological closeness. Developing communication strategies, avoiding conflicts, and establishing fair consequences are important proactive steps for teachers.
This document provides instructions for a persuasive speech assignment. It outlines that the purpose is to persuade an audience by strengthening or changing their beliefs on a topic. The speech should be 5-6 minutes and students must select a topic they feel strongly about. At least two sources must be used to support the main points and enhance credibility, and these sources must be orally cited. Students must analyze the audience to adapt the speech based on their existing views. The speech should have an introduction, three main points, and conclusion. At least one visual aid must be used without being overreliant on them. The speech will be evaluated based on motivating the audience and organization, content, delivery, and language.
This document provides information about strategies for engaging children in substantive conversation. It discusses three conversation strategies: clarify/extend, question/tell, and think-aloud. The clarify/extend strategy involves listening to what a child says, picking up an idea from their talk, and adding to or clarifying it. The question/tell strategy involves joining a child in an activity, drawing attention to details, maintaining interest based on their efforts, and offering praise. The think-aloud strategy involves verbalizing thoughts and modeling how to think through a task or problem to a conclusion. The document emphasizes that these strategies can help teachers build students' oral language and knowledge through everyday conversations.
This document provides guidance on organizing and delivering an effective speech. It discusses dividing the body of the speech into key ideas using various organizational patterns like topical, chronological, or problem-solution divisions. Transitions between ideas should complement, contrast, or show chronology. The introduction should grab attention, state the topic, and preview main ideas. The conclusion should summarize key points and provide closure. Speeches should be outlined in stages from a working outline to a formal outline to a speaking outline. Effective delivery requires practicing vocal elements like rate, volume, and pitch as well as physical elements like appearance, posture, eye contact and gestures. Analyzing the audience helps tailor the speech appropriately. Wording the speech clearly, vividly
Delivery is the most important aspect of public speaking as listeners remember and are persuaded more by the delivery than the content. Effective delivery is listener-centered, conversational, and reinforces the verbal message through strong nonverbal communication like eye contact, gestures, and body language. Speakers should practice their delivery extensively using an extemporaneous method that balances preparation and spontaneity for a natural, engaging presentation.
T 4.1 slideshare or scribd resource writing + vocabularyElsa Crisol
The document discusses writing and vocabulary instruction for young English language learners. It addresses the developmental skills needed for writing, such as fine motor skills. It also covers the writing process, including pre-writing, drafting, revising, editing, and publishing. Techniques for teaching vocabulary are discussed, such as direct and indirect instruction, multiple exposures to words, and connecting words to students' lives. The use of activities to reinforce vocabulary learning is recommended.
Fluency is an important part of reading comprehension. Skilled readers can read text fluently by coordinating word recognition and comprehension processes. Fluency allows readers to focus on meaning rather than decoding. Teachers should assess students' fluency and provide explicit instruction, practice, and progress monitoring. The most effective fluency practices include repeated readings, timed readings with charting of words correct per minute, and alternate or simultaneous oral reading with a model.
Speech is oral communication through speech sounds and gestures to express thoughts and emotions. Persuasive speech aims to convince the audience to accept the speaker's viewpoint. There are three types of persuasive speech: convincing speech which causes the audience to believe a new viewpoint, actuating speech which motivates the audience to take action, and stimulating speech which strengthens existing beliefs in the audience.
This document provides a rubric for evaluating persuasive speeches. It rates speeches on a scale of 0 to 5 based on criteria such as the attention getter, thesis statement, connection with the audience, subject knowledge, organization, logical and emotional appeals, credibility, eye contact, body language, voice, and fluency. Speeches are assessed on how effectively they meet each criterion, with higher scores given for clear accomplishment of the criteria and lower scores for partial or no accomplishment.
This document discusses developing effective classroom feedback. It emphasizes that feedback should be specific, help students identify areas for improvement, and celebrate their achievements. The document recommends that feedback come from monitoring student performance on activities and then providing praise for specific successes, reformulating student work, answering questions, giving instruction, modeling strategies, and evaluating overall performance and next steps. It also suggests that feedback can come from teachers to students, students to teachers through self-evaluation, and students providing feedback to each other.
Exploiting technology in the teaching and learning processes. This PPT goes through the process of teaching speaking and then gives examples of how technology can be a helping hand in this process.
The document discusses SMART objectives, which are goals that are Specific, Measurable, Attainable, Relevant, and Time-bound. It provides examples of lesson objectives and evaluates how well they conform to the SMART criteria. The objectives are made stronger by making them more specific and focusing them on observable and measurable outcomes like answering questions correctly or completing tasks accurately rather than just presenting content. The document also provides formulas for writing SMART objectives for language lessons that clearly define the assessment criteria.
The document discusses several topics related to teaching oral communication skills, including pronunciation teaching, accuracy versus fluency, affective factors, and interaction effects. It provides examples of micro-skills involved in oral communication, such as producing chunks of language, stress patterns, and strategic devices. The document also discusses factors that affect pronunciation learning, such as native language and age, and provides a model for correcting speech errors. Overall, the document offers guidance on techniques for developing students' oral communication abilities.
The document discusses strategies for teaching writing and vocabulary to young English language learners. It describes the process writing approach, which involves prewriting, writing, revising, editing, and publishing. Some techniques for implementing process writing are writing models, group writing, talking/writing boxes, writing centers, conferences, inventive spelling, and word walls. The document also discusses the importance of both direct and indirect vocabulary instruction, giving strategies like pre-teaching words, using context clues, and activities to develop vocabulary like word games and notebooks.
The document discusses effective communication strategies for the classroom. It emphasizes the importance of communication between instructors and students as well as among students. Specific tips are provided for presentations, visual aids, group work, interpersonal communication, and developing a supportive class climate. Cultural differences in communication styles are also addressed. The goal is to model and teach students how to communicate effectively.
This document discusses teaching speaking skills and provides suggestions for activities and the teacher's role. It defines teaching speaking as using language to express thoughts logically. Activities that promote speaking are discussed, including acting scripts, information gap games, discussions, debates, role-plays and presentations. The teacher should provide feedback and guidance without dominating, and help students who struggle to maintain fluency. Preparing thoroughly for presentations and practicing public speaking can help overcome fears related to speaking in front of large groups.
This document discusses misunderstandings and realities about differentiation in teaching. It addresses several misunderstandings: that differentiation is just instructional strategies; is just about instruction; and something a teacher only does in response to problems. The realities are that differentiation is a philosophy of teaching and learning; requires a positive learning environment; and ongoing reflection and adjustment by teachers. It suggests teachers investigate, invest in, and persist with differentiation through providing learning opportunities and reflection.
Nonverbal Communications in AdvertisementPark JunPyo
This document discusses nonverbal communication in advertisements. It begins by introducing the concept of nonverbal elements in both oral and written communication. It then discusses studies that show nonverbal communication, such as facial expressions and tone of voice, can account for over 50% of the perceived meaning of a message. The document provides examples of how advertisements use nonverbal elements like music, visuals, colors and physical characteristics. It concludes by emphasizing the importance of achieving harmony between verbal and nonverbal communication for advertisements to be effective.
The document discusses effective language assessment practices. It emphasizes that assessment should be a democratic process that engages students and provides clear, ongoing feedback to improve learning. Effective assessments use multiple, authentic tasks that integrate skills, are aligned to instruction, and are fair for all students. The document provides recommendations for formative assessment, using different assessment types, contextualizing tasks, empowering students, and ensuring assessments are valid and unbiased. Overall, it promotes the idea that assessment should guide and enhance the learning process rather than simply evaluate students.
This document discusses how to assess students' speaking skills. It recommends designing speaking tests with lower teacher participation, creating a list of objectives, including different speaking tasks, designing an evaluation rubric, and providing feedback. Some common speaking tasks are classroom participation, presentations, and weekly voice journals. An example assessment asks students to choose a topic, prepare for 4 minutes, present on the procedure and results, and grade their peers using a rubric. The overall purpose is to determine if learning objectives have been achieved.
This document discusses factors related to assessing speaking proficiency, including the constructs of speaking, oral development processes, task design, and performance conditions. It addresses linguistic features of speech, construction of speaking tasks, and circumstances of performance such as planning and examination context. Key aspects of speaking that can be observed and evaluated are discussed, such as involvement, fragmentation, and editing features. The roles of declarative and procedural knowledge in methodology are also covered.
This document discusses using textual enhancement to improve grammar learning. Textual enhancement involves manipulating text, such as underlining, bolding, or italics, to make grammatical forms more noticeable. The goal is to draw learners' attention to linguistic patterns without explicit instruction. The document provides background on the difference between input (what learners are exposed to) and intake (what is processed in the mind). It also discusses theories that noticing and understanding grammatical rules is important for second language acquisition. Textual enhancement is presented as an implicit, external method of input enhancement aimed at helping learners notice grammatical patterns in context.
This document provides information for students at the Centre for Foundation Studies PJ Campus about unit registration, final examinations, course transfers, and a student survey. It explains who the information applies to, important dates and deadlines, and how to access online guides and forms. Key details include unit registration occurring from August 20-September 10, final exams from September 11-30, applying for course transfers between weeks 6-7 of trimester 3, and a student survey running from August 17-September 3.
The document provides information and instructions for foundation students on unit registration, final examinations, and a student survey. It details the registration process, exam guidelines including penalties for cheating, and announces a student survey to provide feedback on classes, units and facilities from August 17 to September 3, 2009. Students are directed to various online resources for more details on registration, exams, surveys and the academic calendar.
20 daily-habits-that-will-make-you-smartersrinivasan J S
Here are 20 habits you can practice daily to make yourself smarter. Each are easy to practice and can be mastered in no time at all. But do not discount their effectiveness. Go on, try them now! - www.merajob.in
T 4.1 slideshare or scribd resource writing + vocabularyElsa Crisol
The document discusses writing and vocabulary instruction for young English language learners. It addresses the developmental skills needed for writing, such as fine motor skills. It also covers the writing process, including pre-writing, drafting, revising, editing, and publishing. Techniques for teaching vocabulary are discussed, such as direct and indirect instruction, multiple exposures to words, and connecting words to students' lives. The use of activities to reinforce vocabulary learning is recommended.
Fluency is an important part of reading comprehension. Skilled readers can read text fluently by coordinating word recognition and comprehension processes. Fluency allows readers to focus on meaning rather than decoding. Teachers should assess students' fluency and provide explicit instruction, practice, and progress monitoring. The most effective fluency practices include repeated readings, timed readings with charting of words correct per minute, and alternate or simultaneous oral reading with a model.
Speech is oral communication through speech sounds and gestures to express thoughts and emotions. Persuasive speech aims to convince the audience to accept the speaker's viewpoint. There are three types of persuasive speech: convincing speech which causes the audience to believe a new viewpoint, actuating speech which motivates the audience to take action, and stimulating speech which strengthens existing beliefs in the audience.
This document provides a rubric for evaluating persuasive speeches. It rates speeches on a scale of 0 to 5 based on criteria such as the attention getter, thesis statement, connection with the audience, subject knowledge, organization, logical and emotional appeals, credibility, eye contact, body language, voice, and fluency. Speeches are assessed on how effectively they meet each criterion, with higher scores given for clear accomplishment of the criteria and lower scores for partial or no accomplishment.
This document discusses developing effective classroom feedback. It emphasizes that feedback should be specific, help students identify areas for improvement, and celebrate their achievements. The document recommends that feedback come from monitoring student performance on activities and then providing praise for specific successes, reformulating student work, answering questions, giving instruction, modeling strategies, and evaluating overall performance and next steps. It also suggests that feedback can come from teachers to students, students to teachers through self-evaluation, and students providing feedback to each other.
Exploiting technology in the teaching and learning processes. This PPT goes through the process of teaching speaking and then gives examples of how technology can be a helping hand in this process.
The document discusses SMART objectives, which are goals that are Specific, Measurable, Attainable, Relevant, and Time-bound. It provides examples of lesson objectives and evaluates how well they conform to the SMART criteria. The objectives are made stronger by making them more specific and focusing them on observable and measurable outcomes like answering questions correctly or completing tasks accurately rather than just presenting content. The document also provides formulas for writing SMART objectives for language lessons that clearly define the assessment criteria.
The document discusses several topics related to teaching oral communication skills, including pronunciation teaching, accuracy versus fluency, affective factors, and interaction effects. It provides examples of micro-skills involved in oral communication, such as producing chunks of language, stress patterns, and strategic devices. The document also discusses factors that affect pronunciation learning, such as native language and age, and provides a model for correcting speech errors. Overall, the document offers guidance on techniques for developing students' oral communication abilities.
The document discusses strategies for teaching writing and vocabulary to young English language learners. It describes the process writing approach, which involves prewriting, writing, revising, editing, and publishing. Some techniques for implementing process writing are writing models, group writing, talking/writing boxes, writing centers, conferences, inventive spelling, and word walls. The document also discusses the importance of both direct and indirect vocabulary instruction, giving strategies like pre-teaching words, using context clues, and activities to develop vocabulary like word games and notebooks.
The document discusses effective communication strategies for the classroom. It emphasizes the importance of communication between instructors and students as well as among students. Specific tips are provided for presentations, visual aids, group work, interpersonal communication, and developing a supportive class climate. Cultural differences in communication styles are also addressed. The goal is to model and teach students how to communicate effectively.
This document discusses teaching speaking skills and provides suggestions for activities and the teacher's role. It defines teaching speaking as using language to express thoughts logically. Activities that promote speaking are discussed, including acting scripts, information gap games, discussions, debates, role-plays and presentations. The teacher should provide feedback and guidance without dominating, and help students who struggle to maintain fluency. Preparing thoroughly for presentations and practicing public speaking can help overcome fears related to speaking in front of large groups.
This document discusses misunderstandings and realities about differentiation in teaching. It addresses several misunderstandings: that differentiation is just instructional strategies; is just about instruction; and something a teacher only does in response to problems. The realities are that differentiation is a philosophy of teaching and learning; requires a positive learning environment; and ongoing reflection and adjustment by teachers. It suggests teachers investigate, invest in, and persist with differentiation through providing learning opportunities and reflection.
Nonverbal Communications in AdvertisementPark JunPyo
This document discusses nonverbal communication in advertisements. It begins by introducing the concept of nonverbal elements in both oral and written communication. It then discusses studies that show nonverbal communication, such as facial expressions and tone of voice, can account for over 50% of the perceived meaning of a message. The document provides examples of how advertisements use nonverbal elements like music, visuals, colors and physical characteristics. It concludes by emphasizing the importance of achieving harmony between verbal and nonverbal communication for advertisements to be effective.
The document discusses effective language assessment practices. It emphasizes that assessment should be a democratic process that engages students and provides clear, ongoing feedback to improve learning. Effective assessments use multiple, authentic tasks that integrate skills, are aligned to instruction, and are fair for all students. The document provides recommendations for formative assessment, using different assessment types, contextualizing tasks, empowering students, and ensuring assessments are valid and unbiased. Overall, it promotes the idea that assessment should guide and enhance the learning process rather than simply evaluate students.
This document discusses how to assess students' speaking skills. It recommends designing speaking tests with lower teacher participation, creating a list of objectives, including different speaking tasks, designing an evaluation rubric, and providing feedback. Some common speaking tasks are classroom participation, presentations, and weekly voice journals. An example assessment asks students to choose a topic, prepare for 4 minutes, present on the procedure and results, and grade their peers using a rubric. The overall purpose is to determine if learning objectives have been achieved.
This document discusses factors related to assessing speaking proficiency, including the constructs of speaking, oral development processes, task design, and performance conditions. It addresses linguistic features of speech, construction of speaking tasks, and circumstances of performance such as planning and examination context. Key aspects of speaking that can be observed and evaluated are discussed, such as involvement, fragmentation, and editing features. The roles of declarative and procedural knowledge in methodology are also covered.
This document discusses using textual enhancement to improve grammar learning. Textual enhancement involves manipulating text, such as underlining, bolding, or italics, to make grammatical forms more noticeable. The goal is to draw learners' attention to linguistic patterns without explicit instruction. The document provides background on the difference between input (what learners are exposed to) and intake (what is processed in the mind). It also discusses theories that noticing and understanding grammatical rules is important for second language acquisition. Textual enhancement is presented as an implicit, external method of input enhancement aimed at helping learners notice grammatical patterns in context.
This document provides information for students at the Centre for Foundation Studies PJ Campus about unit registration, final examinations, course transfers, and a student survey. It explains who the information applies to, important dates and deadlines, and how to access online guides and forms. Key details include unit registration occurring from August 20-September 10, final exams from September 11-30, applying for course transfers between weeks 6-7 of trimester 3, and a student survey running from August 17-September 3.
The document provides information and instructions for foundation students on unit registration, final examinations, and a student survey. It details the registration process, exam guidelines including penalties for cheating, and announces a student survey to provide feedback on classes, units and facilities from August 17 to September 3, 2009. Students are directed to various online resources for more details on registration, exams, surveys and the academic calendar.
20 daily-habits-that-will-make-you-smartersrinivasan J S
Here are 20 habits you can practice daily to make yourself smarter. Each are easy to practice and can be mastered in no time at all. But do not discount their effectiveness. Go on, try them now! - www.merajob.in
This document provides instructions for uploading and cropping an image for a collection homepage. The instructions are to hover over the placeholder image, click "edit image", toggle between "On the web" and "My Computer" until the "Choose File" option appears, upload an image from your computer, adjust the crop by dragging corners, and click "Crop" when finished to view the result on the collection homepage.
Este documento resume conceptos clave de CSS como CSS3, diseño web responsive, SASS, LESS y CSS orientado a objetos. Brevemente describe las características principales de CSS3 como bordes, transformaciones, fondos múltiples y gradientes. También cubre selectores avanzados de CSS3, animaciones, transiciones y media queries. Finalmente, introduce conceptos como diseño web responsive, preprocesadores como SASS y LESS, y el enfoque de CSS orientado a objetos.
This document provides instructions for teachers to log into the Gooru learning platform and create a new class. Users are directed to visit the Gooru website, log in using their school Google account, and click "Create a New Class" to set up a class profile and assign educational resources to students.
The document introduces the Fish Philosophy, which aims to boost morale and improve results in the workplace. It discusses four practices: be present, make their day, play, and choose your attitude. These practices encourage focusing on the present, serving others to make their day positive, finding ways to play at work, and choosing a positive attitude each day. The goal is to create a trusting, innovative culture where people care for each other and their work.
Making one key shortcut for pasting valueskyungjpark
This document provides instructions for creating a one-key shortcut to paste values in Excel using a macro. The instructions are: 1) Copy a formula, 2) Click Developers and Record Macro, 3) Name the macro using a free letter like "e", 4) Click Home > Paste Values while a cell is selected and the formula is still copied, 5) Stop recording, 6) Test by copying a formula, clicking a cell and pressing "Ctrl + e", which will paste just the values.
The document discusses how to positively influence others through developing influence style flexibility. It outlines four main steps: 1) setting specific, measurable, achievable, and relevant influence objectives; 2) choosing the best influence style for the objective, such as persuading, asserting, bridging, or attracting; 3) constructing an influence style action plan with a core style statement and contingency plan; 4) applying the three steps when preparing for critical influence situations. The overall goal is to mobilize resources, improve relationships, and become effective team members through assessing different influence styles and adapting one's approach to different objectives and contexts.
Ejemplos de preguntas saber 5 ciencias naturales 2014 v4Andrés De la Rosa
El documento presenta los resultados de una prueba de ciencias naturales aplicada a estudiantes de grado 5° en Colombia. Incluye tablas con los porcentajes de respuestas correctas e incorrectas por pregunta, según la entidad territorial certificada. El objetivo es evaluar el desempeño de los estudiantes en competencias relacionadas con el entorno vivo.
Ejemplos de preguntas saber 5 ciencias naturales 2012 v3Andrés De la Rosa
This document contains the results of a science test administered by ICFES (Instituto Colombiano para la Evaluación de la Educación) to students in 5th grade across Colombia. It shows the percentage of students in each department/city who answered each question correctly (A, B, C, or D) or omitted the question/marked multiple answers. It also lists the number of students tested in each location. The document provides this data to analyze student performance on the science test at the regional level.
This document provides information about earthquakes and tectonic plates. It explains that tectonic plates make up the earth's layers and are constantly moving and bumping into each other, which can cause earthquakes. When the plates move it creates faults in the crust. Earthquakes start at a focus point and seismic waves travel outward from the epicenter, causing the shaking and splitting of the earth. The document discusses different layers of the earth, how the Richter scale measures earthquake strength, and provides an example of the devastating 2004 earthquake and tsunami in Southeast Asia.
The document summarizes the key habits of highly effective people from Stephen Covey's book "The 7 Habits of Highly Effective People". It discusses the seven habits: 1) be proactive, 2) begin with the end in mind, 3) put first things first, 4) think win-win, 5) seek first to understand then to be understood, 6) synergize, and 7) sharpen the saw. Each habit is described briefly, highlighting its importance for effectiveness and success. The overall message is that developing these habits can help people achieve more by focusing on priorities, understanding others, and continuous self-improvement.
The document discusses several key concepts related to communication and trust building, including attunement, empathic accuracy, and looping. It defines these concepts from Daniel Goleman's work on social intelligence and emphasizes the importance of trust in coaching. The document also presents four communication styles - task-focused, relationship-focused, logic-focused, and creativity-focused - and suggests being aware of one's natural style when listening to others.
How to create a folder, create a folder inside it, and add collectionsTrusted Coaching
To create folders for organizing documents, click "My Collections" and then "Create Folder", adding a title for the new folder. Additional subfolders can then be made by clicking the existing folder in the sidebar and selecting "Create Folder", allowing documents to be grouped into units and collections within the folder structure.
This document provides information about HIV/AIDS, including:
- It defines endemic, epidemic, and pandemic, with AIDS classified as a pandemic.
- As of 2003, it was estimated that 40 million people worldwide were living with HIV/AIDS, with 25-28.2 million in Sub-Saharan Africa.
- HIV attacks and destroys CD4 cells, weakening the immune system and leaving the body vulnerable to opportunistic infections over time without treatment.
- HIV is transmitted through direct contact with infected bodily fluids like blood, semen, vaginal fluids. It cannot be transmitted by casual contact.
- Prevention strategies include blood screening, education on safer sex practices, STI treatment, and preventing mother
This document provides information about English language and soft skills training courses offered by ACE American Spoken English in Kodambakkam, Chennai. It summarizes the various course levels, durations, syllabi, and skills developed for Basic, Advanced, Stage Speaking, Personality Development, Call Center, TOEFL, IELTS, Corporate Training, and Air Hostess courses. The document aims to help students and professionals improve their English communication abilities for professional and personal success.
Group 2 special considerations for teaching listening and speakinghey Park
This presentation is for EESL 542D class in TESOL, CSUSB. Group 2 has 3 members, achimisul park, Yool Bin Kim, Shawn.
This is about special considerations for teaching listening and speaking, including motivation and vocabulary language while teaching listening, and teaching speaking while tackling accents.
Please leave lots of valuable comments!
The document provides strategies for accelerating academic learning for English learners. It discusses identifying students' academic needs, describing an instructional model, and identifying learning strategies. Academic needs include developing vocabulary, reading to acquire information, understanding oral presentations, participating in discussions, and writing to communicate knowledge. The document also discusses the role of academic content, input texts, the teacher's role, thinking strategies, metacognitive strategies, and assessing student writing.
The English department was formed in 2006 with the goal of developing students' English abilities. The department works as a team, setting aside individual interests to accomplish shared goals like making students enthusiastic about English. Good communication and a positive working environment are important for student success. Key concepts in language teaching are also defined, like the communicative approach, fluency vs accuracy, and structural vs functional syllabuses.
Personality development program in university+Shweta Mehta
The document discusses the importance of Personality Development Programs (PDP) for students in colleges. It states that PDP can help groom students' social, family, and professional relationships through modules that improve interpersonal skills, spoken and written English, public speaking, and more. PDP can also help students from rural backgrounds by improving their communication skills, confidence, dressing, and awareness of professional environments. By implementing PDP, colleges can see benefits like increased placements, positive company feedback, more student enrollments, and an enhanced brand image.
245477Lecture 11_ Introduction to Communication (1)-1693202022907.pptxShreehariMeena
This document provides an introduction to communication and discusses its importance in professional success. It begins by outlining the objectives of learning about the communication process and factors that influence it. Effective communication, self-awareness, and ongoing professional development are identified as key aspects of career success. The focus then turns to defining communication and examining what it looks like specifically in the workplace context through both verbal and non-verbal exchanges. The communication process is explained as involving a sender, message, receiver, and response with the goal of full understanding between parties. Factors like channel, context and noise are also noted as influencing communication effectiveness.
This document provides information about the English language training courses offered by ACE American Spoken English institute. It summarizes the various course levels they offer - basic, advanced, stage speaking, personality development, call center training, TOEFL training, IELTS training, and corporate training. For each level, it outlines the syllabus, duration, and skills developed. It also describes their air hostess and steward training academy program.
The document summarizes key concepts related to teaching English as a foreign language using a communicative approach. It defines concepts like communicative approach, structural vs functional syllabus, use vs usage, fluency vs accuracy, lexis, lexical approach, chunks and lexical phrases. It also provides context about the English department being formed in 2006 at a school to develop students' English abilities using various textbook series from Hip Hip Hooray to Click On.
The document outlines a workshop on providing audio feedback. It discusses listening to and recording audio feedback, reflecting on the experience, and comparing audio to written feedback. Participants will consider if audio feedback is richer or poorer, what they liked/disliked, and how it aligns with principles of effective feedback. The principles emphasize feedback that facilitates self-assessment, encourages dialogue, helps clarify standards, provides information to close performance gaps, and supports learning and motivation. Guidelines are given for recording audio comments and focusing on style, technique, and areas for improvement.
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning. Pre, during, and post listening activities are outlined.
For speaking, it discusses the three components of speaking ability and notes the goal is communicative efficiency. A balanced approach combining input, practice, and communication is recommended.
For reading, it describes pre, during, and post reading strategies such as previewing, questioning, and summarizing.
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning.
For speaking, it discusses the importance of mechanics, functions, and social/cultural rules. The goal is communicative efficiency through a balanced activities approach.
For reading, it outlines pre-reading, while-reading, and post-reading strategies like previewing, questioning, and summarizing.
For writing, it discusses strategies like pre
1. Teachers will work collaboratively to plan, teach, observe, and refine lessons focusing on formative assessment strategies.
2. The process involves defining a topic, thoroughly planning lessons, implementing while observing, and reflecting to improve.
3. Specific roles like videotaping, notetaking, and focusing on different aspects of the lesson are assigned to optimize observation.
Before They Enter the Classroom: Positive Classroom Management StrategiesJulie Connor, Ed.D.
You need more than desire and education to teach a successful lesson; you need a plan. Use these tips to create clear procedures and classroom management strategies that work.
This document discusses differentiated instruction for 21st century learners. It provides an overview of key concepts like starting instruction where students are, knowing students individually, and responding to student needs. Examples of differentiation strategies like choice boards, tiered assignments, and learning contracts are described. The importance of assessment for learning is emphasized, and principles of assessment in a differentiated classroom are outlined.
This document provides information about the "Take Time Out" conference in March 2013 focused on enhancing classroom learning. The three-day conference for educators includes keynote speakers and workshops on topics like learning principles and feedback. It also outlines three challenges for school leaders around encouraging discussions of learning over performance, providing feedback to help students learn, and enabling student collaboration. The presentation will focus on learning principles, feedback practices, and learning through collaboration, with a sponsored presentation from Neil Richards on leadership's role in enhancing teaching and learning.
This document discusses communication skills that are important for success in business. It covers foundations of communication including speaking, listening, writing, reading, and signaling. It provides guidance on developing these skills and strategies for integrating communication training across business curricula. Specific tips are offered for making presentations, conducting meetings, communicating with diverse groups, and practicing workplace communication skills like phone etiquette.
The document discusses improving speaking skills. It recommends dividing students into groups and collecting their answers to activities. Some tips for teachers include fostering student motivation and using visual prompts and memory games to practice speaking. The document also provides tips for public speaking such as knowing your material and audience, practicing, using humor, relaxing, and gaining experience to build confidence over time.
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Anuradha RaiEduexcellence
The document discusses best practices for teaching English. It covers three domains of teaching skills: teachers' skills, horizontal skills, and core skills. Some key points include establishing a growth mindset, understanding how children learn best through exploration and social contexts, developing a positive class culture, and using strategies like prediction, questioning, and visualization to improve reading comprehension. The document emphasizes selecting developmentally appropriate activities and materials, modeling strategies, and understanding theories of language acquisition to effectively teach English.
This document provides information about the ACE American Spoken English institute located in Chennai, India. It summarizes the various English language and soft skills courses offered, including basic, advanced, and specialized courses focused on areas like TOEFL preparation, call center training, IELTS training, and corporate training. Course durations are typically one month and include a focus on grammar, pronunciation, speaking, listening, and skills relevant to different professions. The institute aims to help students improve their English communication abilities and career prospects.
This document provides information about the ACE American Spoken English institute located in Chennai, India. It summarizes the various English language and soft skills courses offered, including basic, advanced, and specialized courses focused on areas like stage speaking, personality development, call center training, TOEFL, IELTS, corporate training, and air hostess/steward training. Course durations are typically one month and include a focus on grammar, pronunciation, listening, speaking, and other communication skills to improve English proficiency for professional and academic purposes.
Similar to Eq And Structured Speaking Presentation For Agele 2009 (20)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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