This document discusses reading strategies that can be used before, during, and after reading. Some strategies discussed for before reading include anticipation guides, activating prior knowledge, analyzing first lines, listen-read-discuss, and think-pair-share. During reading strategies include partner reading, think alouds, monitoring comprehension, paired reading, and using graphic organizers. After reading strategies include exit slips, question-answer relationships, summarizing, journal responses, and questioning the author. Specific details are provided about how each strategy can be implemented in the classroom to improve student reading comprehension.
Planning the unit is known as Unit Plan. Usually after the year plan, the teacher plans the unit plan. So the year plan should be ready before one starts preparing the unit plan.
Large subdivision of the subject matter is called unit. Unit planning provides you a sense of direction and organization that helps you and your students achieve significant academic gains within a particular period of time.
Planning the unit is known as Unit Plan. Usually after the year plan, the teacher plans the unit plan. So the year plan should be ready before one starts preparing the unit plan.
Large subdivision of the subject matter is called unit. Unit planning provides you a sense of direction and organization that helps you and your students achieve significant academic gains within a particular period of time.
Printed aids combine words, pictures, and diagrams to convey accurate and clear information. It can be read at any available time and can be kept for record.
INSTRUCTIONAL MEDIA AND METHODS
INTRODUCTION
Audio-visual aids are sensitive tools teaching that facilitates learning. They are multi sensory materials which motivate, classify and stimulate individuals.
The aim of the learning with technological media is ‘clearing the channel between the learner and things that are no worth learning.’ The basic assumption underlying audio-visual aids is that learning-clear understanding stems from the sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio-visual aids help in completing the triangular process of learning i.e., motivation, clarification, stimulation.
Audio-visual aids are also called “instructional material”.
DEFINITON
An Audio-Visual Aid is an instructional device in which the message can be heard as well as seen.
“Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning”. –Burton
Audio-visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi-sensory materials. –Edger Dale
Audio-visual aids are anything by means which learning process may be encouraged or carried on through the sense of hearing or sense of sight. –Good’s Dictionary of education
KEY CONCEPTSBOF AUDIO-VISUAL AIDS
Audio-visual aids are sensitive tools in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quickness learning, facilitates for clear understanding.
A Chinese proverb:
If I hear, I forget
If I see, I remember
If I do, I know
This proverb says the importance of sensory perception in teaching, learning situation:
Seeing-87%
Hearing-07%
Odour-03%
Touch-02%
Taste-01%
Audio-visual aids provide significant gains in informational learning, retention and recall, thinking and reasoning activities, interest, imagination, better assimilation and personal growth and development.
The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
On the use of audio-visual aids, the Kothari commission (1964-66) observed that it should indeed bring about an ‘educational revolution’ in the country.
The National Policy on education, 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make teaching learning more effective and realistic.
PURPOSES
To initiate & sustain attention, concentration & personal involvement of stu
Printed aids combine words, pictures, and diagrams to convey accurate and clear information. It can be read at any available time and can be kept for record.
INSTRUCTIONAL MEDIA AND METHODS
INTRODUCTION
Audio-visual aids are sensitive tools teaching that facilitates learning. They are multi sensory materials which motivate, classify and stimulate individuals.
The aim of the learning with technological media is ‘clearing the channel between the learner and things that are no worth learning.’ The basic assumption underlying audio-visual aids is that learning-clear understanding stems from the sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio-visual aids help in completing the triangular process of learning i.e., motivation, clarification, stimulation.
Audio-visual aids are also called “instructional material”.
DEFINITON
An Audio-Visual Aid is an instructional device in which the message can be heard as well as seen.
“Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning”. –Burton
Audio-visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi-sensory materials. –Edger Dale
Audio-visual aids are anything by means which learning process may be encouraged or carried on through the sense of hearing or sense of sight. –Good’s Dictionary of education
KEY CONCEPTSBOF AUDIO-VISUAL AIDS
Audio-visual aids are sensitive tools in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quickness learning, facilitates for clear understanding.
A Chinese proverb:
If I hear, I forget
If I see, I remember
If I do, I know
This proverb says the importance of sensory perception in teaching, learning situation:
Seeing-87%
Hearing-07%
Odour-03%
Touch-02%
Taste-01%
Audio-visual aids provide significant gains in informational learning, retention and recall, thinking and reasoning activities, interest, imagination, better assimilation and personal growth and development.
The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
On the use of audio-visual aids, the Kothari commission (1964-66) observed that it should indeed bring about an ‘educational revolution’ in the country.
The National Policy on education, 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make teaching learning more effective and realistic.
PURPOSES
To initiate & sustain attention, concentration & personal involvement of stu
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.
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.
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
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
3. Anticipation Guide
• Anticipation Guide: A guide for students to use prior to reading. It helps
students activate prior knowledge and help get interest into various topics
• It allows students to make predictions, and expect what may happen in the
text and also see if their predictions are correct.
• Anticipation guides should be developed after the text is chosen and prior to
being read aloud.
4. Activating Prior Knowledge
• This strategy is used to activate students prior
background knowledge, information that has
already been learned and/or experiences to
make connection to the topic.
• It allows students to understand based on real-
life experiences
• It allows students to recognize connections in
the text and relevance to their own knowledge.
5. First Lines
• First lines is a strategy in which students read the beginning sentences from
assigned readings and make predictions about the content of what they’re
about to read.
• This strategy helps students focus their attention on what they can tell from
the first lines of a story, play, poem, or other text.
• Helps improving students reading comprehension and helps students
become active participants in learning.
6. Listen Read Discuss
• Listen Read Discuss is a comprehension strategy that builds students prior
knowledge before they read a text. Sometimes paired with a graphic
organizer.
• This strategy is a powerful tool for engaging struggling readers in classroom
discussions.
• It builds oral skills by giving students opportunities to express their ideas out
loud.
7. Listen Read Discuss continued
• Listen: Present the text and information. A graphic organizer can be used to
insure students follow and understand the direct teach.
• Read: The students can read independently or aloud, this is based on the
teachers discretion.
• Discuss: Lead a discussion of material. Encourage students to reflect on the
differences between their reading of the content and your presentation.
8. Think Pair Share
• Think-Pair-Share is a collaborative strategy that allows students to think
about the give topic or question, pair up with a classmate, and share their
thoughts with each other based on prior knowledge and interest.
• This strategy helps students become active participants in learning and can
include writing as a way of organizing thoughts generated from discussions.
• The teacher decides upon the text to be read and develops the set of
questions or prompts that target key content concepts. Then the teacher will
describe the purpose of the strategy and provide guidelines for discussion.
9. Applying these Strategies Before Reading
• Anticipation Guide: Read each prediction statement and have students select what they believe. Make sure
that the students understand that there is not a right or wrong problem. This is the time to predict what they
believe.
• Activating Prior Knowledge: After reading vocabulary, the teacher can ask students if they have ay
connections to the specific passage or vocab.
• First Lines: After reading the sentence, student and teacher can discuss their ideas and have predictions of
the text. In a non-fiction text, a teacher can also ask if they have any knowledge of the topic given from the
sentence.
• Think Read Discuss:
• Think Pair Share: Students are given a topic or open-ended question to think about and then to record their
thoughts on paper. Then students are paired up and asked to share their thoughts with a partner.
11. Partner Reading
• Partner reading is a cooperative learning strategy
in which two students work together to read an
assigned text.
• This strategy allows students to take turns
reading and provide each other with feedback as
a way to monitor comprehension.
• Provides direct opportunities for a teacher to
circulate in the class, observe students, and offer
individual remediation.
12. Think Alouds
• Think Alouds help students learn to monitor
their thinking as they read an assigned passage.
• Students are directed by a series of questions
which they think about and answer aloud
while reading.
• It slows down the reading process and allows
students to monitor their understanding of a
text.
13. Monitoring/Clarifying
Texts
• Students can be taught how to monitor their
comprehension when reading a text.
• This strategy teachers students to recognize
when they don’t understand parts of a text and
to take necessary steps to restore meaning.
• Monitoring/Clarifying helps students learn to be
actively involved and monitor their
comprehension as they read.
14. Paired Reading
• Paired Reading strategy encourages peer teaching and learning.
• Paired Reading strategy places students with partners to aid in fluency and
comprehension.
• Students are divided into pairs and read along together or take turns reading
aloud to one another.
15. Graphic Organizers
• A graphic organizer is a visual display that demonstrates relationships
between facts, concepts or ideas.
• A type of semantic map used as a visual guide for what has been happening
in the text
• Graphic organizers could be tables, timelines, graphs, flow charts, diagrams,
etc.
• Could be used as a comprehension assessment so the teacher can monitor
the students progress.
16. Applying these Strategies During Reading
• Partner Reading: Choose the assigned reading and introduce the text to the students. Then
create pairs within the classroom. Model the procedure to ensure that students understand.
• Think Alouds: Model the strategy, introduce the text, and have a set of questions to support
as you model. Give students the opportunity to cultivate this skill.
• Monitoring/Clarifying Texts: Students begin reading, and when they come across a difficult
part of the text, they stop and ask questions about what they are reading.
• Paired Reading:
• Graphic Organizers: Teachers can provide a graphic organizer at the end of the reading. The
student must answer the relevant information to encase the ideas and main points of the
reading.
17. After Reading
• Exit Slips
• QAR’s
• Summarizing
• Journal Responses
• Question the Author
18. Exit Slips
• The Exit Slip strategy requires students to write
responses to questions you pose at the end of the
class
• Exit Slips help students reflect on what they have
learned and express what or how they are thinking
about the new information.
• This provides teachers with feedback about the
passage and student’s comprehension or interest in
passage.
19. QAR’s
• Question-Answer Relationship
(QAR) is a strategy to be used
after students have read the
passage.
• QAR empowers students to
think about the text they are
reading and beyond it, too.
• It inspires them to think
creatively and work
cooperatively while
challenging them to use literal
and higher-level thinking skills.
20. Summarizing
• After students have read the passage, they can summarize and take the
information that they learned and figure out what the main ideas are and
consolidate important details that support them.
• Summarizing builds comprehension by helping to reduce confusion
• This strategy can be used with the whole class, small groups, or as an
individual assignment.
• Summarizing text by using writing activities builds on prior knowledge, helps
improve writing, and strengthens vocabulary skills.
21. Journal
Responses
• This strategy allows students to
reflect on what they have read
and how the experiences that
they had in order to respond to
a journal topic in their own
words
• Journal Responses can also be
based on the information they
have read from a given passage
and how they interpreted that
information.
22. Question the Author
• This strategy gets students to start asking
questions about their readings by giving them
strategy questions that they could eventually ask
themselves.
• Primarily used with nonfiction text, Question
the Author lets students critique the author’s
writing and in doing so engage with the text to
create a deeper meaning.
23. Applying these Strategies After Reading
• Exit Slips: At the end of the lesson, have the students respond to questions that determine
and encompasses the lesson.
• QAR’s: Students can practice going back into the stories or passages to find answers. They
can use the skimming and scanning method to help find answers.
• Summarizing: Have students read given text, ask students to consider framework questions
and use key words to identify.
• Journal Responses:
• Question the Author: Display a short passage to your students along with one or two
queries you have designed ahead of time. Model how you think through them. Have
students work together to work through the queries.
24. References
• All About Adolescent Literacy. Resources for parents and educators of kids
in grades 4-12
http://www.adlit.org/strategy_library/
• Bursuck, William D.; Damer, Mary. Teaching Reading to Students Who Are at
Risk or Have Disabilities A Multi-Tier, RTI Approach Pearson Education