This study evaluated the teaching and learning of grade 12 physics using CLIL (Content and Language Integrated Learning) at a private school in Kazakhstan. The school teaches in Kazakh, Russian, and English but had no visible CLIL assessment. The researchers reviewed literature and used a CLIL matrix to assess physics lessons. They found the weakest areas were integration of content and language and connections to the community. Recommendations included increasing support for English language development, focusing more on higher-order thinking, and engaging more with the local community. Overall the study found potential for improvement, especially in integrating content, language, and community, but progress was being made in implementing CLIL for physics.
Supporting the academic success of underprepared college students at an Engli...Serpil Tekir
Pre-conference presentation for the study entitled "Supporting the academic success of underprepared college students at an English Medium Instruction (EMI) university."
EVALUATING CLASSROOM PRACTICE: A CRITICAL ANALYSIS OF APPROACHES TO EVALUATIO...Tom Power
This study builds on and contributes to work in teacher education and educational technology, in international development contexts. Recent reviews, funded by the UK Department for International Development (DFID) have examined the characteristics of teacher education programmes (Westbrook et al. 2013) and educational technology programmes (Power et al. 2014), that show evidence of impact on teaching practice or learning outcomes. These both illustrate the importance of a strong focus on improving the quality of classroom practice in programme design, and both indicate some of the key characteristics of effective programme support for teachers. But in both reviews, the studies reviewed present problems of evidence. Such evidential problems arise in relation to reporting changes in: attitudes and understanding; teaching and learning practices; and learning outcomes.
In this article, we draw particular attention to evidence of classroom practice: in terms of extensiveness, of methodology, and of understanding the relationships between the variables considered. As such, the purpose of this article is to provide insight into three inter-related issues: the methodological challenges - of rigour, systematic observation, and extensiveness; the practical challenges - of human capacity for research activity, geographical remoteness, and cost; and the evidence requirements of different audiences - donors, policy makers, practitioners and the academic and research communities. This is done by considering these three issues, through a case study of English in Action, a large scale teacher education programme in Bangladesh, in which Educational Technology plays a central role in supporting both teacher professional development, and new classroom practices.
There are several implications from the recent reviews and the case study, that lead us to argue for greater development of evaluation approaches for classroom practice, based upon rigorous, systematic observation (using standardised observations, of objective behaviors). Such approaches must be capable of deployment at scale, and reliable implementation through relatively inexperienced field researchers, available and affordable in country. This may suggest certain kinds of large scale quantitative observation, that are rare in the global north. Is there an opportunity, for a collective accumulation of data, to deepen our basic understanding of classrooms and the actors within them?
Constructing an innovative critical thinking syllabus for at risk postseconda...The Free School
This document constructs a “critical thinking syllabus” (Mok, 2010, p. 262) as an innovative approach for teaching Asian students at risk who speak English as a Foreign Language and study using English for Academic Purposes (EAP) but who are reluctant to write critically for cultural reasons. This syllabus is inclusive and flexible. It incorporates student input to redesign tasks and activities that aim to develop their ability to locate scholarly resources that may assist them to use EAP to think and write critically (Mok, 2010, p. 264). I shall modify the syllabus in real-time if a student’s suggestions are practical and align with course objectives.
Supporting the academic success of underprepared college students at an Engli...Serpil Tekir
Pre-conference presentation for the study entitled "Supporting the academic success of underprepared college students at an English Medium Instruction (EMI) university."
EVALUATING CLASSROOM PRACTICE: A CRITICAL ANALYSIS OF APPROACHES TO EVALUATIO...Tom Power
This study builds on and contributes to work in teacher education and educational technology, in international development contexts. Recent reviews, funded by the UK Department for International Development (DFID) have examined the characteristics of teacher education programmes (Westbrook et al. 2013) and educational technology programmes (Power et al. 2014), that show evidence of impact on teaching practice or learning outcomes. These both illustrate the importance of a strong focus on improving the quality of classroom practice in programme design, and both indicate some of the key characteristics of effective programme support for teachers. But in both reviews, the studies reviewed present problems of evidence. Such evidential problems arise in relation to reporting changes in: attitudes and understanding; teaching and learning practices; and learning outcomes.
In this article, we draw particular attention to evidence of classroom practice: in terms of extensiveness, of methodology, and of understanding the relationships between the variables considered. As such, the purpose of this article is to provide insight into three inter-related issues: the methodological challenges - of rigour, systematic observation, and extensiveness; the practical challenges - of human capacity for research activity, geographical remoteness, and cost; and the evidence requirements of different audiences - donors, policy makers, practitioners and the academic and research communities. This is done by considering these three issues, through a case study of English in Action, a large scale teacher education programme in Bangladesh, in which Educational Technology plays a central role in supporting both teacher professional development, and new classroom practices.
There are several implications from the recent reviews and the case study, that lead us to argue for greater development of evaluation approaches for classroom practice, based upon rigorous, systematic observation (using standardised observations, of objective behaviors). Such approaches must be capable of deployment at scale, and reliable implementation through relatively inexperienced field researchers, available and affordable in country. This may suggest certain kinds of large scale quantitative observation, that are rare in the global north. Is there an opportunity, for a collective accumulation of data, to deepen our basic understanding of classrooms and the actors within them?
Constructing an innovative critical thinking syllabus for at risk postseconda...The Free School
This document constructs a “critical thinking syllabus” (Mok, 2010, p. 262) as an innovative approach for teaching Asian students at risk who speak English as a Foreign Language and study using English for Academic Purposes (EAP) but who are reluctant to write critically for cultural reasons. This syllabus is inclusive and flexible. It incorporates student input to redesign tasks and activities that aim to develop their ability to locate scholarly resources that may assist them to use EAP to think and write critically (Mok, 2010, p. 264). I shall modify the syllabus in real-time if a student’s suggestions are practical and align with course objectives.
Cooperative Learning and Student’s Academic Achievement in English Language i...iosrjce
This paper examined cooperative learning and academic achievement of students in English
language in Imo State. The study adopted quasi experimental pre-test, post-test control group design. The
sample for the study consisted of twenty (20) SS2 Students, purposively selected from two classes in a senior
secondary school in Imo State. The instrument used for the study was the English Language Achievement
Test (ELAT). Section A of the ELAT contained the bio-data of the respondents while section B consisted
of 30 multiple-choice question items. The research questions were answered using mean rating to determine the
difference between the pre-test and the post-test while the hypothesis was tested using Analysis of Covariance
(ANCOVA) at 0.05 level of significance. The findings indicated that there was a significant difference
between the achievement mean scores of subjects in the cooperative learning group and those in the control
group. The study revealed that Cooperative Learning plays a significant role in students’ academic
achievement in English Language. The paper therefore, recommended the retraining of teachers towards using
cooperative learning for student’s optimal academic achievement
Talk presented at TEPE 2018 - Teacher Education Policy in Europe | University of Minho, Braga (Portugal) - 17 - 19 May 2018
Authorship:
- Cristina Sá (CIDTFF) - cristina@ua.pt
- Luciana Mesquita - lucianamesqu@gmail.com
A Correlational Analysis of Students’ Achievement in WASSCE and NECO (SSCE) M...iosrjce
This study presents the findings of the relationship between students’ achievement in Senior School
Certificate Examination (SSCE) Mathematics conducted by the West African Examination Council (WAEC) and
the National Examination Council (NECO) in four selected secondary schools in Ifedayo Local Government
Area , Osun State, Nigeria.
The analysis showed that there is significant positive relationship between Mathematics in all the selected
schools contrary to the hypothesis that says there is no relationship in West African Senior School Certificate
Examination (WASSCE) and Senior School Certificate Examination (SSCE) NECO Mathematics results in the
schools.
It is therefore recommended that students should develop more interest in sitting for either of the two
examinations since they produce equivalent results.
“But, Did It Work?”Effects of Teacher-Implemented ComputerAssisted Instructio...inventionjournals
Four students with learning disabilities participated in a supplemental repeated reading intervention in order to increase oral reading fluency (ORF) skills. Teachers implemented the computerized intervention with the students in an inclusive classroom during reading/language arts time. The students engaged with the computerized repeated reading program three times per week for 10 weeks. Teachers administered generalization passages once a week to determine each student’s reading skills on passages that had not been read. Study data revealed mixed results as the students increased their ORF on progress monitoring generalization passages and tended to reach their goals, but only two of the four students showed a positive level change on the computerized repeated reading intervention passages. Implications, limitations, and future research are discussed.
Teachers Attitude towards ICT in English Language ClassroomMd. Shahriar Shafiq
English and ICT have become major tools for education and communication worldwide due to global needs and acceptance of those skills. In recent years, those skills have been integrated in language learning classrooms where English is being taught through ICT equipment. Thus it has become the part of pedagogical practice in different countries e.g. Malaysia, Singapore, Taiwan, Hong Kong and so governments invest in integrating ICT with education. In Bangladesh, government and some other national and international NGOs are working to implement English language learning programs through the use of ICT. English in Action (EIA) is one of them which is implementing this innovation countrywide and providing training to the teachers for implementing the practice in the classroom. This study aims to find out teachers’ readiness, attitude and use of available ICT in language classroom under the EIA intervention.
Alternative Learning Delivery Modalities (ALDM) of Secondary Social Studies T...AJHSSR Journal
ABSTRACT ; This research study explored the aspects of different Alternative Learning Delivery Modalities
(ALDMs)such as Home-Based/Modular Learning, the Blended Learning and Online Class Learning for
utilization of Secondary Social Studies Teachers aimed to address teaching pedagogies in the new normal. It
also focused on ascertaining the preferred support from their school on ALDMs. The respondents were the
Junior and Senior Social Studies teachers from Secondary Schools of Zone 2, DepEd, Division of Zambales,
Philippines. It was conducted during the second quarter of the school year 2020-2021. The research study is
descriptive and quantitative in its analysis. The Social Studies teachers are very much ready in ALDM mainly
on Home-Based/Modular Learning. The Social Studies teachers strongly agreed that they preferred to be
supported on ALDMs primarily on technological infrastructures and trainings and seminars. Specifically, the
teachers aimed and needs to be more familiar on the guidelines of blended learning utilization inside the
classroom and the need to be supplied with sufficient, strong and stable Internet bandwidth or speed. The
analysis of variance result revealed a significant difference in the perceived readiness/preparedness in the
ALDMs.
KEYWORDS: Alternative Learning Delivery Modalities, Home-Based/Modular Learning, Blended Learning,
Online Class Learning, Secondary Social Studies Teachers, COVID19 Pandemic
The objective of this article is to explore the effectiveness of a method of
teaching English as a foreign language in Indonesian higher institutions
called project based Content Language Integrated Learning (CLIL) higher
education institutions. The design proposed was based on the principle of
language integrated learning (CLIL). Quantitative data were obtained from
the scores of students' English proficiency before and after CLIL model
application. While the qualitative data were obtained from the output of
language produced by students during the learning process took place The
results showed that CLIL English language course at higher education
institutions in Lampung could work effectively. This is evident from the
implementation of the whole program activities, from the implementation of
the formation of groups, students work in groups to finish the project, group
presentation activities, personal presentations and students’ responses to all
activities.
Each involved country in the Erasmus+ Hands On CLIL partnership presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
Cooperative Learning and Student’s Academic Achievement in English Language i...iosrjce
This paper examined cooperative learning and academic achievement of students in English
language in Imo State. The study adopted quasi experimental pre-test, post-test control group design. The
sample for the study consisted of twenty (20) SS2 Students, purposively selected from two classes in a senior
secondary school in Imo State. The instrument used for the study was the English Language Achievement
Test (ELAT). Section A of the ELAT contained the bio-data of the respondents while section B consisted
of 30 multiple-choice question items. The research questions were answered using mean rating to determine the
difference between the pre-test and the post-test while the hypothesis was tested using Analysis of Covariance
(ANCOVA) at 0.05 level of significance. The findings indicated that there was a significant difference
between the achievement mean scores of subjects in the cooperative learning group and those in the control
group. The study revealed that Cooperative Learning plays a significant role in students’ academic
achievement in English Language. The paper therefore, recommended the retraining of teachers towards using
cooperative learning for student’s optimal academic achievement
Talk presented at TEPE 2018 - Teacher Education Policy in Europe | University of Minho, Braga (Portugal) - 17 - 19 May 2018
Authorship:
- Cristina Sá (CIDTFF) - cristina@ua.pt
- Luciana Mesquita - lucianamesqu@gmail.com
A Correlational Analysis of Students’ Achievement in WASSCE and NECO (SSCE) M...iosrjce
This study presents the findings of the relationship between students’ achievement in Senior School
Certificate Examination (SSCE) Mathematics conducted by the West African Examination Council (WAEC) and
the National Examination Council (NECO) in four selected secondary schools in Ifedayo Local Government
Area , Osun State, Nigeria.
The analysis showed that there is significant positive relationship between Mathematics in all the selected
schools contrary to the hypothesis that says there is no relationship in West African Senior School Certificate
Examination (WASSCE) and Senior School Certificate Examination (SSCE) NECO Mathematics results in the
schools.
It is therefore recommended that students should develop more interest in sitting for either of the two
examinations since they produce equivalent results.
“But, Did It Work?”Effects of Teacher-Implemented ComputerAssisted Instructio...inventionjournals
Four students with learning disabilities participated in a supplemental repeated reading intervention in order to increase oral reading fluency (ORF) skills. Teachers implemented the computerized intervention with the students in an inclusive classroom during reading/language arts time. The students engaged with the computerized repeated reading program three times per week for 10 weeks. Teachers administered generalization passages once a week to determine each student’s reading skills on passages that had not been read. Study data revealed mixed results as the students increased their ORF on progress monitoring generalization passages and tended to reach their goals, but only two of the four students showed a positive level change on the computerized repeated reading intervention passages. Implications, limitations, and future research are discussed.
Teachers Attitude towards ICT in English Language ClassroomMd. Shahriar Shafiq
English and ICT have become major tools for education and communication worldwide due to global needs and acceptance of those skills. In recent years, those skills have been integrated in language learning classrooms where English is being taught through ICT equipment. Thus it has become the part of pedagogical practice in different countries e.g. Malaysia, Singapore, Taiwan, Hong Kong and so governments invest in integrating ICT with education. In Bangladesh, government and some other national and international NGOs are working to implement English language learning programs through the use of ICT. English in Action (EIA) is one of them which is implementing this innovation countrywide and providing training to the teachers for implementing the practice in the classroom. This study aims to find out teachers’ readiness, attitude and use of available ICT in language classroom under the EIA intervention.
Alternative Learning Delivery Modalities (ALDM) of Secondary Social Studies T...AJHSSR Journal
ABSTRACT ; This research study explored the aspects of different Alternative Learning Delivery Modalities
(ALDMs)such as Home-Based/Modular Learning, the Blended Learning and Online Class Learning for
utilization of Secondary Social Studies Teachers aimed to address teaching pedagogies in the new normal. It
also focused on ascertaining the preferred support from their school on ALDMs. The respondents were the
Junior and Senior Social Studies teachers from Secondary Schools of Zone 2, DepEd, Division of Zambales,
Philippines. It was conducted during the second quarter of the school year 2020-2021. The research study is
descriptive and quantitative in its analysis. The Social Studies teachers are very much ready in ALDM mainly
on Home-Based/Modular Learning. The Social Studies teachers strongly agreed that they preferred to be
supported on ALDMs primarily on technological infrastructures and trainings and seminars. Specifically, the
teachers aimed and needs to be more familiar on the guidelines of blended learning utilization inside the
classroom and the need to be supplied with sufficient, strong and stable Internet bandwidth or speed. The
analysis of variance result revealed a significant difference in the perceived readiness/preparedness in the
ALDMs.
KEYWORDS: Alternative Learning Delivery Modalities, Home-Based/Modular Learning, Blended Learning,
Online Class Learning, Secondary Social Studies Teachers, COVID19 Pandemic
The objective of this article is to explore the effectiveness of a method of
teaching English as a foreign language in Indonesian higher institutions
called project based Content Language Integrated Learning (CLIL) higher
education institutions. The design proposed was based on the principle of
language integrated learning (CLIL). Quantitative data were obtained from
the scores of students' English proficiency before and after CLIL model
application. While the qualitative data were obtained from the output of
language produced by students during the learning process took place The
results showed that CLIL English language course at higher education
institutions in Lampung could work effectively. This is evident from the
implementation of the whole program activities, from the implementation of
the formation of groups, students work in groups to finish the project, group
presentation activities, personal presentations and students’ responses to all
activities.
Each involved country in the Erasmus+ Hands On CLIL partnership presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
Each involved country in the partnership Erasmus+ Hands On CLIL presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
This article aims at exposing a design of project based content language integrated learning (CLIL) at a higher education insitution in Indonesia. Th design is proposed based on a mixture of the principle of language integrated learning (CLIL) and the principle of project based learning. The design was implemented for the teaching of English as a compulsory subject at three departments of the university of Lampung. Quantitative data was obtained from the value of students’ English proficiency before and after CLIL model application. While the qualitative data was obtained from the output of language produced by students during the learning process took place. The results showed that project based CLIL English language course at the faculty of teaching and education, the University of Lampung could work effectively. This is evident from the implementation of the whole program activities, from the implementation of the formation of groups, students work in groups to finish the project, group presentation activities, personal presentations and students’ responses to all activities.
PCG Education White Paper - Next Generation Science in Support of Language Ac...Public Consulting Group
SUMMARY
Based on the National Research Council’s Framework for K-12 Science Education (2011), 26 states worked collaboratively to develop the Next Generation Science Standards (NGSS), published in 2013.
The Next Generation Science standards present a new, balanced, vision for K-12 science education where the practices of science and engineering are used to help students investigate and learn new content across a wide-range of disciplines.
The NGSS require that students use and understand the elements of language as they make observations, define questions, develop rules for data collection and describe and defend their results. At the same time as states are working to improve science education in part to develop an informed citizenry and also to better prepare students to be ready for the workforce of the future, more and more students are coming to school needing to learn English as well as the required content for their grade. Because school and teacher accountability models continue to emphasize student performance in ELA and mathematics as two heavily weighted measures in rating school success, ELL students are often placed in extra instruction for English language acquisition instead of science (student performance in science is rarely included in school performance evaluations).
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
STRATEGIES FOR IMPROVING LOW ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE IN SECO...ResearchWap
This study examines strategies for improving low academic performance in the English language in secondary schools in Kaduna state. Over the years, there has been a consistent decline in students’ performance in the English Language. This sordid situation has caused teachers, parents, curriculum experts and evaluators a serious concern. To carry out this investigation, data were collected from thirty-eight (38) English language teachers randomly from twenty secondary schools in Kaduna North Local Government Area. Analysis of the data revealed that poorly trained English language teachers, poor instructional delivery, lack of infrastructural facilities, teachers’ attitude toward innovation, and the traditional content/knowledge-oriented curriculum were factors associated with students’ low performance in the English language. Based on the findings recommendations were made on strategies that will improve the quality of performance in the subject. In this work, data was collected in the area of material, facilities and human resources available for teaching the subject, using questionnaires, personal interviews and relevant textbooks. Put together, the research questionnaire distributed was forty.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Evaluating Teaching and Learning of Grade 12 Physics Using the CLIL Matrix
1. Evaluating Teaching and Learning of Grade 12
Physics Using the CLIL Matrix
Victor Avasi and Mirlan Jussambayev, Nazarbayev Intellectual School in Taraz
ECER 2021
2. Context
• Region: Kazakhstan
• School: Private school funded by government
• Number of students: 701
• Language of instruction: Kazakh, Russian and English
• Problem: no visible CLIL assessment, monitoring and
evaluation
4. Problem statement
The practice of CLIL and the assessment of CLIL practice have not
been fully integrated within the field of education so much so that
while many teachers refer to CLIL, there is no visible CLIL
assessment, monitoring and evaluation.
5. Questions
What comprehensive, theory-based assessment tools exist for
measuring CLIL results?
What is the current state of CLIL practice in Grade 12 at
Nazarbayev Intellectual School of physics and mathematics in
Taraz?
What improvements can be made in CLIL practice in Grade 12?
6. What is CLIL?
The CLIL (Content and Language Integrated Learning)
methodology is not an ordinary language teaching method, since
the language is a tool through which the content of the studied
subject is transmitted. By teaching subject content through an
additional language, NIS (Nazarbayev Intellectual Schools) aims
to build a school environment that supports the learning of both
subject content and language.
7. Methodology
This study followed a design of EXPLORATORY RESEARCH
and the following method were used for data collection:
Literature Review
9. Research findings
Upon cursory inspection, it is evident that the worst rated rank
was „Community‟. Furthermore, the worst rated file was
„Integration‟. There are four indicators with a low score, ten
with a moderate score and two with a high score. The indicators
with the highest ratings were „Content-Cognition‟ followed by
„Content-Culture‟. The overall lowest rated indicator is
„Content-Community‟ closely followed by „Language-
community‟, „Integration-Culture‟ and „Integration-
Community‟.
10. Discussion
Content - Culture: The connection between physics subject
content and the culture of the wider community, school and
classroom is related to the application of appropriate inputs for
the English language.
11. Language – Culture: In physics, the English language links to the
culture of the locale through invoking a broad range or registers
in English.
12. Integration – Culture: This facet is about clearly specified wider
cultural objectives of doing English-based CLIL. In physics, language
objectives are specified explicitly in the lesson plans in line with
the subject course plan (NIS, 2016:p.6-7).
13. Learning – Culture: This pair of variables concerns the CLIL
program availing opportunities for students to experience
intercultural learning in the target language.
14. Content – Communication: The subject matter of physics and
communicating in class is about learning interactively through
pair- and group work.
15. Language – Communication: The interaction of English and the
discourse between students is what this indicator is about.
16. Integration – Communication: This connection is about the use of
diverse means of communication. The physics classes at NIS PhM,
Taraz utilize speaking and writing opportunities for students to
share the physics content with each other in class groups and
plenary sessions as well as online.
17. Learning – Communication: The link here is about applying a
broad range of communication skills in order to support the
learning of subject matter and the English language.
18. Content – Cognition: This indicator is about using methods that
nurture the mental requirements of learning complicated subject
matter in English.
19. Language – Cognition: The indicator deals with the support provided
by faculty to students in order to build their repertoire of concepts
in English.
20. Integration – Cognition: This indicator captures the unending
responsibility of the CLIL teachers for the cognitive demands laid on
learners. At NIS PhM, Taraz, physics at Grade 12 is done through
team teaching with inter-teacher cooperation in lesson planning,
delivery and review.
21. Learning – Cognition: The indicator hinges on striking a balance in
the demands of the dual focus on learning physics while concurrently
learning English.
22. Content – Community: This indicator is about how embedded a CLIL
program is within a positive and supportive community.
23. Language – Community: In this indicator, the focus is on the
support availed by NIS PhM, Taraz and other external
stakeholders towards language development of the learner.
24. Integration – Community: This indicator concerns the matter of long
term development as well as sustainability for the community in
which the CLIL school is situated. It is about bringing the values of the
wider community to bear on the teaching and learning process.
25. Learning – Community: The final indicator is about providing a
positive learning environment in class, school and the broader
community. It encompasses the idea of a CLIL project supported
by and reaching the wider community.
26. Сonclusion
Overall, there is still room for improvement especially in the
Community rank and the Integration file. It is evident some
aspects of CLIL can best succeed if the school leadership fully
throws their weight behind CLIL initiatives to allow them to thrive
and grow. This can be done through creation of environments and
rules that affirmatively encourage the development of language
three (L3); increasing the involvement of stakeholders in the
teaching and learning of physics in the school; increasing the
frequency of exchange programs and student visits abroad and
exposing more classes to proficient English language users.
27. Further work in vocabulary development is needed to reduce the
reliance of students and some teachers on translation
technologies such as Google Translate during lessons.
Assessments need to progress to examining students on high
order thinking skills as a way of setting a high academic language
bar for them to jump. Opportunities to engage scientifically with
the locale ought to be sought, sponsored and documented. The
desired competence in the English language is best driven by
internal motivation but this area is personal to the teachers and
learners and exploration of CLIL in this dimension is just taking
off. As long as the key indicators of the CLIL matrix are kept in
view, steady progress will continue to be made in physics at this
CLIL school.