Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
Curriculum - What the Experts Have to SayAleasha2602
Answers "wgat is curriculum", why it is necessary, to whom it is important and why and roles of various people in curriculum, including students.
Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
Curriculum - What the Experts Have to SayAleasha2602
Answers "wgat is curriculum", why it is necessary, to whom it is important and why and roles of various people in curriculum, including students.
LAC: Classroom discourse: the verbal exchange of ideas and information within...Maunas Thaker
Classroom discourse, the verbal exchange of ideas and information within an educational setting, is a dynamic and integral aspect of the learning process. Its nature encompasses various communication functions that contribute to the construction of knowledge, development of critical thinking skills and establishment of a collaborative learning environment.
Jean Lave's Situated Learning final demo (1).pptxachasunshine8
This PPT helps the learners to have a deeper understanding about Jean Lave's Situated Learning .Jean Lave's theory of situated learning offers a profound departure from traditional educational paradigms by emphasizing the importance of context and social interaction in the process of learning. At its core, situated learning contends that knowledge is inseparable from the activities, contexts, and culture in which it is developed and used.
Central to Lave's theory is the concept of legitimate peripheral participation (LPP), which suggests that newcomers become integrated into a community of practice through engagement in authentic activities, gradually transitioning from the periphery to full participation. This highlights the importance of situated contexts in shaping learning experiences. Rather than viewing learning as a process of information transmission from teacher to student, situated learning sees it as an active engagement in meaningful tasks within a community of practitioners.
In situated learning, knowledge is not abstracted from its context but is instead deeply embedded within the social and physical environment. Learning occurs through participation in authentic activities where individuals observe, imitate, and collaborate with more experienced members of the community. This process is not only cognitive but also social and cultural, as learners negotiate meanings and practices within the community.
Moreover, situated learning challenges the notion of a clear distinction between learning and application, arguing that they are inherently intertwined. Learning is not a separate phase that precedes application; rather, it occurs through participation in real-world activities where knowledge is applied and refined in context.
By recognizing the situated nature of learning, educators can design learning environments that foster active engagement, collaboration, and authentic experiences. This approach promotes a deeper understanding of concepts and skills by grounding them in meaningful contexts, ultimately preparing learners for the complexities of real-world practice. Thus, Jean Lave's situated learning theory offers valuable insights into how learning occurs within social and cultural contexts, reshaping our understanding of education and training.Jean Lave's theory of situated learning has been influential in reshaping our understanding of how learning occurs within social and cultural contexts. At its heart is the idea that learning is inherently tied to the situations or contexts in which it takes place. Rather than viewing learning as a process that happens in isolation or solely within the confines of formal educational settings, Lave argues that it is deeply embedded in the activities, interactions, and cultures of everyday life.
Central to Lave's theory is the concept of "legitimate peripheral participation" (LPP).
Fs 1 episode 5 individual differences and learners interactionNoel Parohinog
This is the Episode 5 of FS 1. In this episode, you will gain competence in determining understanding and accepting the learners' diverse background to their performance in the classroom.
Female Version of the Pardoner's Tale
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Script written by: Ms Cristina Panganoran
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Based on the original story of Geoffrey Chaucer's "The Canterbury Tales"
http://www.slideshare.net/ToninaMarwin/the-lesson-plan link to the semi-detailed Lesson plan in English for 4th year students exactly for this presentation... The poem is entitled Digging by Seamus Heaney. The lesson plan was executed today and was observed by the critic teacher. This is now the edited version of that lesson plan. You may find the lesson plan uploaded in this site as well...
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
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
Pride Month Slides 2024 David Douglas School District
Field Study4 Episode 4
1. Field Study 4:
Exploring the Curriculum
2
Episode 4: What’s the BAS IC of the
Curriculum?
Name of FS Student: Ma. Cristina D. Panganoran
Course & Year: BSE-3 English
Resource Teacher: Mr. Joey A. Garcia Signature: ________________
Date Signed: ______________
Cooperating School: Candating High School
Instructor: Mrs. Gloria A. Silva
Date of Submission: August 17, 2011
Date Submitted: August 16, 2011
2. Resource Teacher: Mr. Joey A. Garcia
Cooperating School: Candating High School
Curriculum Examined: Lesson Plan in English
Balance is the equitable assignment of content, time, experiences, and other elements.
Balance
Situation Example:
1. Lessons are divided into 4 quarters and each quarter is divided into 9 weeks. All
st st
lessons for each week has the same amount for the 1 grading period or the 1 quarter here are some content from the
lesson plan.
Content for 4 Weeks in Quarter I:
QUARTER I: GETTING IN TOUCH WITH SELF AND OTHERS
Week I: How Do I See Myself?
Week 2: How Does My Family See Me?
Week 3: Through the Eyes of My Friends
Week 4: I, As a Member of the Community
Explanation:
Balance can be seen from week 1-4 because there are 14 objectives for each week, except for week 2 which has 16
objectives for the week but it’s not really a big difference. The lesson plan is very balanced when it comes to the equal
distribution of the lessons. If you notice the title for each week, you will see that it gets into a broader content which
concerns from self to community. This pretty much covers the interest of the learners and the contents can be equally
covered in a certain time frame.
The curriculum is arranged vertically or horizontally.
Articulation
Vertical Articulation:
Example #1
1st year
Grammar: Use indirect discourse to report requests, commands and advice.
Activities:
Divide the class into small groups and have them give the advice, commands or requests they would give
or make in these situations (direct discourse). The other groups are to give in reported speech what was
said.
3. Transformation drill on direct and indirect discourse (imperatives: requests, commands, advice) in
problem situations
2nd yr
Grammar: Direct and Reported Speech Giving Instructions, Commands, Request.
Activities: Transform the following direct statements to reported statements. (Review)
3rd yr
Grammar: Give and follow instructions using direct and reported speech
Activities: Round table discussions about agreeing and disagreeing in a given topic.
4th yr
Grammar:
1. Make requests, commands using indirect speech
2. Give an advice and get things done using reported speech
Activities:
Changing Imperatives From Direct to Indirect Discourse
Giving advice and instructions to get things done
Example #2
4th year:
Point out the interdependence of plot, setting,
and characterization in narratives to achieve the author’s purpose
Deduce the theme of the short story
Discriminate between positive and negative values
3rd year: Discuss the characteristics of a good short story
Use vivid verbs in writing an interesting short story
2nd year: Short story compared to an essay (literary appreciation)
4. 1st year: Identify the elements of a short story in a listening selection
Horizontal Articulation:
Example #1:
Grammar lessons can use content tackled in Social Studies like socio-economic issues.
“The Global Rich and the Global Poor: Seeking the Middle Path” by Chandra Muzaffar.
Adapted from “The Theosophical Digest”, 4th Quarter 2001.
Sample activities:
Task 1: Listen to the text. Take note of examples of intolerance, discrimination and prejudice.
Task 2: Recall the bases of evaluating the relevance and validity of ideas.
1. Your personal observation or experience
2. Personal interviews with knowledgeable persons or authoritative sources
3. Current publications and other reference materials.
Task 3: Do you agree that . . . [Ask the student to explain his/her answer.
a. “One reason fights are started is that one person cannot let another be
different.”
b. “we do not carry much of the prejudice and discrimination of yesteryears.”
c. “today we have become tolerant of others.”
The content, topics, learning experiences in one subject area.
Scope
Week I: How Do I See Myself?
Week 2: How Does My Family See Me?
Week 3: Through the Eyes of My Friends
Week 4: I, As a Member of the Community