1) The document describes teaching methods and learning experiences from three teachers. It discusses factors related to cognitive ability, metacognitive ability, and motivational processes.
2) The teachers used various teaching strategies like inductive/deductive reasoning, problem solving, and board exercises. Instructional materials included the chalkboard, workbooks, and textbooks. Assessment tools involved assignments, quizzes and student participation.
3) Across the three teachers, common methods to motivate students involved praise, encouragement, and additional points for strong participation and performance on assignments. This was intended to enhance student cognitive and metacognitive abilities through active involvement in the learning process.
Why activity is important in teaching?
It is equally important that each activity is meaningful, and ensures learners’ learning progress and advancement through the didactic unit or input sessions.
Activities should build on previous activities and avoid being repetitive, they should enable learners to engage with and develop their skills, knowledge and understandings in different ways.
Activities help learners to make and sustain the effort of learning. They provide practice in the basic language skills – listening, speaking, reading and writing. They encourage learners to interact and communicate.
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning 🌅🌅 a good 👍👍👍 a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
1. FIELD STUDY 2: EXPERIENCING THE TEACHING LEARNING PROCESS
FOCUS I: Meaningful Learning Experiences
1st Teacher: Mr. Danilo Palacpac .
FACTORS
COGNITIVE
ABILITY
METACOGNITIVE MOTIVATIONAL
ABILITY
PROCESS
a. Inductive/
Deductive
Students are able to
defined what is
asked by the
teacher and they
are able to give
examples.
To be critical on what
they will define and also
in giving examples. They
are able to think
critically.
The teacher gave jokes
related to the
topic/lesson and so
students were able to
construct an idea
regarding the lesson.
b. Reporting
Students learned
how to organize
their ideas before
presenting it to the
class.
Students acquire selfconfidence in reporting
and she/he explain well
his/her report.
The teacher gave
additional points in the
recitation especially
those who were
assigned to report in
class.
c. Problem
Solving
Students were able
to think of
formulas that they
will use in solving
the problem.
Students are able to solve By giving examples
the problem in a fast in an related to the problem
accurate manner.
in relation to our daily
lives.
d. Board
Exercises
Students are able to
execute/show
proper procedures
in solving the
problems in the
board.
Students were able to
show to their classmates
what they learned or what
they solved on the board.
The teacher gave
additional points to the
leader of the group who
presents their report in
the class and he gave
praises and
encouragement to the
students.
a. Chalk and
board
Students learned
best when they see
the topic/lesson
written on the
board.
Students will able to
analyze well as they read
the topic on the board.
The teacher asked a
volunteer students to
solve on the board so
that he will test the
ability of the student.
b. Scientific
Calculator
To test the students
knowledge
regarding scientific
calculators.
Students are able to use
the scientific calculator in
solving problems.
The teacher taught the
procedure to the
students on how to store
the answer through the
STO memory.
1)Methods/
Strategies
2) Instructional
Materials
2. 3) Assessment
tools
a. Giving of
assignments and
quizzes after the
discussion.
To test if the students
know how to solve
properly the problem.
Students are able to
solve properly the
problem or their
assignments.
The teacher gave
additional points to
the students who will
perfect their quizzes
and their
assignments.
The teacher uses
textbook in
discussing and
students are able to
read their lesson in
their textbook
The teacher uses also
workbooks for the
students to apply
what they had
learned in the
discussion.
The teacher
encourage the
students to participate
well in the class or in
a discussion and
answer correctly the
problems on the
workbook.
4) Varied Resources
of Learning
a. Textbook and
workbook
3. FIELD STUDY 2: EXPERIENCING THE TEACHING LEARNING PROCESS
FOCUS I: Meaningful Learning Experiences
2nd Teacher: Mrs. Novelyn Fuller.
FACTORS
COGNITIVE
ABILITY
METACOGNITIVE MOTIVATIONAL
ABILITY
PROCESS
a. Inductive/
Deductive
The students are
able to think ideas
about the topic.
The students will
think critically to the
topic.
b. Problem
Solving
The students are
able to use the
formula and are
able to apply it on
the problem.
The students are able
to solve the problem
by using the right
formula.
The teacher gives
additional points to
those who will solve
correctly the
problem.
Students are able to
think/solve fast “on
the spot” problems.
Students are
challenge to solve the
problems and present
it on the board.
To those who will
be able to solve the
problem, she gives
additional points
The students are
able to understand
well the lesson
because of visual
aids like chart. The
students are able to
think solutions to
the problems before
presenting it to the
class.
The students are able
to analyze well what
the teacher presents
on the class.
The teacher showed
colored pictures
related to their
lesson so that the
students would be
motivated to listen
to her discussion
The students are
able to think
solutions to the
problems before
presenting it to the
class.
The students are able
to solve the problem
on the board by using
proper procedure.
The teacher
challenge the
students to solve on
the board that gives
encouragement
1)Methods/
strategies
c. Board
Exercises
2) Instructional
Materials
a. Chart
b. Chalk and
Board
4. .
3) Assessment
tools
a. Giving of
Assignments and
Quizzes
To test the students
if they understand
or not the lesson
through the results
of their quizzes.
Through assignments, Clean and orderly
students learned by
output, additional
reading or studying
point.
their assignments.
For enough
references just to
study well the
lesson.
She uses math
workbook so that
students are able to
apply what they had
learned on the
discussion.
4) Varied
Resources of
Learning
a. Textbook and
workbook
The teacher gives
additional points to
students who have
clean and orderly
output and she don’t
accept it if it is dirty.
FIELD STUDY 2: EXPERIENCING THE TEACHING LEARNING PROCESS
5. FOCUS I: Meaningful Learning Experiences
3rd Teacher: Mr Edilberto Ponce
FACTORS
COGNITIVE
ABILITY
METACOGNITIV
E ABILITY
MOTIVATIONAL
PROCESS
a. Inductive/
Deductive
To let the
students think of
the meaning of
the word being
asked.
For the students to be
able to think critically
about the lesson.
The teacher ask the
students to think of
words related to their
lesson for them to
understand the topic.
b. Problem
Solving
To let the
students think of
the formulas they
will use in the
problem.
The students are able to
apply the formulas and
solve properly the
problem.
The teacher encourage
students to participate
and write their answers
on the board and he
praises the students
work.
The students are
able to
understand well
if the lesson are
written on the
board.
The students are able to
analyze the lesson
because the lesson are
presented on the board.
The teacher let the
students to write their
answers on the board
and he praises the
student’s work.
To let the
students recall
what they had
discussed and
think of formulas
to use.
The students are able to
apply what they had
learned in the discussion
and use the knowledge in
solving.
The teacher gives
praises to those who
have assignments
especially those who
will perfect it.
The teacher uses
textbook in
discussing and
students are able
to read their
lesson in their
textbook
The teacher uses also
workbooks for the
students to apply what
they had learned in the
discussion.
The teacher encourage
the students to
particioate well in the
class or in a discussion
and answer correctly
the problems on the
workbook.
1)Methods/
Strategies
2)
Instructional
Materials
a. Chalk and
board
3) Assessment
tools
a. Giving of
Assignments
and Quizzes
4) Varied
Resources of
Learning
a. Textbook
and workbook
6. FOCUS I: Meaningful Learning Experiences
3rd Teacher: Mr Edilberto Ponce
FACTORS
COGNITIVE
ABILITY
METACOGNITIV
E ABILITY
MOTIVATIONAL
PROCESS
a. Inductive/
Deductive
To let the
students think of
the meaning of
the word being
asked.
For the students to be
able to think critically
about the lesson.
The teacher ask the
students to think of
words related to their
lesson for them to
understand the topic.
b. Problem
Solving
To let the
students think of
the formulas they
will use in the
problem.
The students are able to
apply the formulas and
solve properly the
problem.
The teacher encourage
students to participate
and write their answers
on the board and he
praises the students
work.
The students are
able to
understand well
if the lesson are
written on the
board.
The students are able to
analyze the lesson
because the lesson are
presented on the board.
The teacher let the
students to write their
answers on the board
and he praises the
student’s work.
To let the
students recall
what they had
discussed and
think of formulas
to use.
The students are able to
apply what they had
learned in the discussion
and use the knowledge in
solving.
The teacher gives
praises to those who
have assignments
especially those who
will perfect it.
The teacher uses
textbook in
discussing and
students are able
to read their
lesson in their
textbook
The teacher uses also
workbooks for the
students to apply what
they had learned in the
discussion.
The teacher encourage
the students to
particioate well in the
class or in a discussion
and answer correctly
the problems on the
workbook.
1)Methods/
Strategies
2)
Instructional
Materials
a. Chalk and
board
3) Assessment
tools
a. Giving of
Assignments
and Quizzes
4) Varied
Resources of
Learning
a. Textbook
and workbook