Esf ict cpd day
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This document provides information about setting up online learning environments and recommends several useful websites. It discusses how to plan and set up a Moodle site, including functionality options like forums and embedding content. Several applications that enable interaction between Apple devices are also mentioned. The rest of the document recommends and provides links to various educational websites for creating games, guiding research, making word clouds, collecting student ideas, using visual thesauruses, student blogging, making crosswords and flashcards, and practicing recordings.
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This document provides information about various educational technology tools and websites that can be used in the classroom. It discusses free sites for creating word clouds, comics, and videos. Examples of free audio/video communication tools are provided, including Skype and ooVoo. Several Google tools are mentioned, including Google Translate, Google Latitude and Google Art Project. Other highlighted resources include educational video sites like United Streaming, Khan Academy, screen reading software like JAWS, and learning platforms like Edmodo. Augmented reality and its potential classroom applications are also briefly discussed.
Similar to Esf ict cpd day (20)
Free technology for teachers presentation october 2014
Free technology for teachers presentation october 2014
Getting Your Message Across: Exploring New Online Website Editors
Getting Your Message Across: Exploring New Online Website Editors
More from South Island School
7dominoes
To play dominoes with a partner, each player counts their 20 domino cards to ensure they have a full set. Starting with the designated start card, players take turns matching one of their card's ends to the previous card's open end, arranging terms and definitions. The game ends when the finish card is played, and players check their answers with the teacher before completing a worksheet on film definitions.
Assessing the inquiry
Students will present their inquiry projects at a science fair. Before the fair, students must name their inquiry and be assigned two other projects to assess. At the fair, students will set up their project and have time to prepare any physical or digital components. They will then assess the two projects assigned by the teacher, providing feedback on how well the projects communicate their content and ideas, the accuracy of the information, creativity, and strengths and areas for improvement. After assessing other projects, students will evaluate their own inquiry based on peer feedback.
Individual oral
The document discusses an individual oral assessment for a language course that is worth 10% of the coursework grade. It instructs students to form groups to analyze and discuss the criteria for either an A* or B grade on the assessment. The groups will brainstorm what each criteria means and provide examples to then share with the class.
Essential questions
The document provides guidance on creating effective essential questions to guide research. It explains that essential questions should be open-ended, meaningful to the researcher, and aim to develop higher-level thinking skills like analysis, synthesis and evaluation rather than just comprehension. Some tips are considering what is already known, making sure the question isn't something that can be easily answered, and testing questions using a "Plus, Minus, Interesting" table. Effective questions cues include words like "explain", "compare", and "assess" and ask the researcher to make connections across areas of knowledge.
Essential questions
The document provides guidance on creating effective essential questions to guide research. It explains that essential questions should be open-ended, meaningful to the researcher, and aim to develop higher-level thinking skills like analysis, synthesis and evaluation rather than just comprehension. Some examples of question cues and questions are given for each thinking skill. Researchers should start by considering what they already know about the topic before crafting questions they want to find answers to through research.
Choosing a challenge
The document provides guidance for students to choose an inquiry challenge on which to focus. It suggests choosing a topic that interests the student but that they don't already know a lot about. Some example challenges are given, such as investigating themes in Shakespeare's works, tracking the evolution of a language over time, or examining how a particular genre portrays women and what this reveals about society. Students are then instructed to brainstorm ideas in their journal based on topics they found interesting during previous activities before formulating their own inquiry challenge question. The document concludes by noting that students will present their findings to peers.
Year 10 introduction
This document provides students with information about their Year 10 English course, which will focus on developing language and literature skills. It outlines the modules, exams, and coursework requirements. Students are instructed to set up a structured computer folder system to organize their English work. The first unit asks students to consider why language and literature are studied and how they personally connect to these areas. They will complete introductory activities and stations before developing an individual or group inquiry project related to language and literature.
Section B Coursework
This document provides an overview of an activity aimed at defining and analyzing the concept of courage through examining passages from five texts. Students will be assigned to expert groups to closely read and annotate one of the texts. They will analyze what type of courage is portrayed, by whom, and how. Afterwards, the groups will reconvene and share their findings on the depictions of courage in each text. Students will also evaluate the pros, cons, and connections between the texts to determine which one or two they will focus on for a coursework analysis assignment.
Jealousy
The document discusses different instances of jealousy experienced by characters in Balzac and the Little Chinese Seamstress. The narrator feels jealousy when he learns that the Little Chinese Seamstress has chosen Luo over him. The miller is jealous of Luo and the seamstress' youth while watching them play. The narrator and Luo are kept awake with envy, wondering who will be the first to be released from the re-education camps.
Context carisse
The document provides context and summaries for Arthur Miller's play "A View from the Bridge". It discusses the play's setting in an Italian immigrant community in Brooklyn in the 1950s, and how the characters represent different generations and values relating to tradition, independence, and the American Dream. Key characters like Eddie, Catherine, Marco, and Beatrice are introduced along with their roles and how they embody tensions between old and new ways.
A view from a bridge
Alfieri serves as both a character and a chorus in the play. As a lawyer, he deals with the legal troubles of the poor immigrants in his community. He is observant of human nature and foreshadows the tragic conclusion of the story. As a chorus, he comments on and frames the action for the audience. Alfieri recognizes the inevitability of the situation but feels powerless to change it, as the problems stem from deeper issues around codes of honor, justice, and the clash of old and new worlds.
Balzac minor characters
The document summarizes several minor characters from the novel Balzac and the Little Chinese Seamstress by Ha Jin. It describes Four-Eyes, who introduces the main characters to Western literature and humorously shows the flaws of the Cultural Revolution. The Old Miller provides context and contrasts with the Village Headman. The Village Headman conveys the transformative power of literature and oppression during the Cultural Revolution. The Tailor and Four-Eyes' Mum also highlight issues and find ways around the Cultural Revolution's restrictions. Quotes from the novel are provided for each character.
Luo
Luo is characterized as audacious based on his bold actions and tricks, such as sliding back the hands of a clock and confidently making love against a tree trunk. He sees himself as superior, especially to women, and punches his friend without provocation. However, he is also susceptible to disease, falling ill with malaria and suffering from fever. The narrative contains symbolic moments that seem to foreshadow future events, such as Luo losing his keys in a pool and later burning books in a bonfire.
View themes
This document provides guidance on analyzing the key themes in Arthur Miller's play "A View From The Bridge". It lists the main themes as justice and the law, obsession and desire, manliness, betrayal, and relationships. Students are tasked with matching quotations to themes, identifying key episodes that develop each theme, ranking the usefulness of episodes, and answering questions about how each theme is represented and concluded in the play.
Power of literature
This document summarizes the theme and significance of literature as explored in the story "Power of Literature". It discusses how literature allows the characters to experience different worlds and encourages daring actions. Specific books like Count of Monte Cristo and Ursule Mirouet are mentioned for their transformative effects on the characters. Several quotes from the story are presented to show how literature profoundly impacted the lives and perspectives of the characters.
Marco and rodolpho
Rodolpho is a young Italian man who works as a cook and singer. He dreams of becoming an American citizen and owning a motorcycle. He is in a relationship with Catherine, which causes tension with her overprotective brother Eddie. Eddie accuses Rodolpho of only wanting citizenship, not truly loving Catherine. Marco is Rodolpho's brother and father figure who wishes to return to Italy for his family but remains in America to earn money. He is protective yet polite, and his sense of honor contributes to the climax between him and Eddie.
Honour
The document discusses the theme of honor in Arthur Miller's play "A View From the Bridge". It explores how honor is very important to the male characters, more so than the law, and how taking it too seriously can be destructive. It introduces the character of Vinny Bolzano, who did something wrong and got what he deserved, foreshadowing Eddie's similar actions later in the play. Eddie refuses to admit his love for Catherine because it would be dishonorable, and refuses to admit betraying Marco and Rodolpho when Marco believes the only honorable recourse is to punish Eddie.
Catherine presentation
Catherine is Beatrice's niece who lives with her. She is described as aesthetically pleasing and naïve. Catherine wants to get a job but Eddie does not approve. Rodolpho is attracted to her but Eddie is possessive and sees Rodolpho as stealing Catherine from him. Catherine develops feelings for Rodolpho but struggles with Eddie's demands.
Balzac and the little chinese seamstress' context
The document discusses key concepts and events from the novel Balzac and the Little Chinese Seamstress by Saloni Dattani. It summarizes the novel's portrayal of Communism, Chairman Mao and the Little Red Book, rural China under Communist programs, the Cultural Revolution, and the re-education process where Chinese youth were sent to the countryside. The summary provides high-level context on these topics and uses short quotes from the novel to illustrate the impressions they give within the story.
Avftb love pres df
The document analyzes the theme of love in A View from the Bridge in several forms: father-daughter love between Eddie and Catherine, brotherly love between Rodolpho and Marco, Eddie's unnatural incestuous love for Catherine, the romantic love between Catherine and Rodolpho, married love between Eddie and Beatrice, love of family and place. Love is the cause of conflict between the characters and leads to tragedy.
More from South Island School (20)
Esf ict cpd day
- 1. ESF English CPD DayICT Workshop Jemma Stephens
- 3. Applications
- 5. Functionality you want to use
- 7. Embedding web content/ links to websites
- 9. Stickies
- 10. Grab
- 12. Using word to develop annotation skills
- 14. Creates games using your questions…. From pairs to platform style to shooting games.
- 16. Useful/ Fun websites cont. Creating word clouds www.wordle.net Fun, but has analytical potential too!
- 17. Useful/ Fun websites cont. Wallwisher – collecting student thoughts and ideas Links easily with moodle through quick embed http://www.wallwisher.com/wall/esfcpd
- 18. Useful/ Fun Websites cont. Visual thesaurus Don’t forget the educators page too. http://www.visualthesaurus.com/educators/
- 19. Useful/ Fun Websites cont. Blogs Various uses – student blogs, class blogs etc… Can link into moodle eventually http://jstephensenglish.blogspot.com/
- 20. Useful/ Fun Websites cont. Crossword maker http://www.puzzle-maker.com/CW/ A bit of fun… good to create starters, test reading homework
- 21. Useful/ Fun Websites cont. Vocaroo http://www.vocaroo.com/ Students can record themselves and send to you. Practice IOC’s etc….
- 22. Useful/ Fun Websites cont. Quizlet http://quizlet.com/ Simple flashcard maker Electronic Shakespeare Concordance http://www.it.usyd.edu.au/~matty/Shakespeare/test.html