This document contains a checklist for evaluating a Self-Access Module (SAM) used for adult learning activities through the California Distance Learning Project. The checklist includes sections on context knowledge, language acquisition, and SAM delivery. It evaluates whether the SAM being assessed provides authentic materials, a variety of activities, feedback, and opportunities for learners to practice speaking in real situations.
O documento fornece uma lista de perguntas para os pais fazerem quando visitarem escolas para matricular seus filhos. As perguntas cobrem tópicos como o projeto pedagógico, horários, alimentação, atividades extracurriculares, transporte, segurança, festividades e como a escola lida com possíveis problemas disciplinares ou de aprendizagem das crianças.
This document summarizes a teacher candidate's evidence for meeting Standard B, which involves delivering effective instruction. Some key points:
1) The candidate clearly communicates learning objectives and relates new content to prior knowledge. Engaging introductory activities are used, like modeling word problems with a "lava crossing" scenario.
2) A variety of instructional techniques are employed, from direct instruction to group work and projects. The candidate demonstrates knowledge of math content and uses strategies like note-taking.
3) Homework and feedback are provided to further learning. Assessments include informal checks and formal evaluations to gauge progress toward objectives. Evaluation results are recorded to convey achievement levels.
The document provides a running record of several English classes observed at Diego Fallón School. It describes the activities, lessons, and interactions during each class. The observer notes things like how long it takes students to get tablets, warm-up activities, lessons on vocabulary and grammar, worksheets and tasks students complete, and levels of student participation and use of English. The observer also provides comments and questions after each class to reflect on ways to improve methodology, class management, use of materials, and student learning and engagement.
The document discusses the importance of establishing effective classroom routines. It notes that routines provide order and discipline, helping students stay focused. Routines are the backbone of classroom life and save valuable time, making it easier for students to learn and achieve more. The document emphasizes that establishing routines early in the school year enables smooth daily activities, effective time management, and maintains classroom order.
The document describes a field study assignment to observe different school and classroom environments and the learners within them. The student is tasked with visiting a school to assess the facilities and how they support learning. They are to observe classrooms, learners of different ages, and interview students. The goal is to understand how the environment and learner characteristics impact education and determine what creates an effective setting. The student will document their findings and reflections on what type of school and classroom best facilitates learning.
Atividades do livro Os Pingos e a ChuvaSusana Felix
Os Pingos vão encher de alegria a sua vida. Cada Pingo é uma emoção! Cada um deles, com sua cor e seu jeito especial de ser, vive dentro de nós. Eles moram num lugar de mágica e fantasia.
This document contains a checklist for observing instruction using the TMDI (Teaching Methodology Development Initiative) framework, with indicators for drilling lessons, new lesson development including motivation, modeling, guided practice, and independent work, and evaluation. The checklist is to be used by an observer to mark whether each indicator is observed or not observed during a classroom lesson, along with any remarks or comments.
O documento fornece uma lista de perguntas para os pais fazerem quando visitarem escolas para matricular seus filhos. As perguntas cobrem tópicos como o projeto pedagógico, horários, alimentação, atividades extracurriculares, transporte, segurança, festividades e como a escola lida com possíveis problemas disciplinares ou de aprendizagem das crianças.
This document summarizes a teacher candidate's evidence for meeting Standard B, which involves delivering effective instruction. Some key points:
1) The candidate clearly communicates learning objectives and relates new content to prior knowledge. Engaging introductory activities are used, like modeling word problems with a "lava crossing" scenario.
2) A variety of instructional techniques are employed, from direct instruction to group work and projects. The candidate demonstrates knowledge of math content and uses strategies like note-taking.
3) Homework and feedback are provided to further learning. Assessments include informal checks and formal evaluations to gauge progress toward objectives. Evaluation results are recorded to convey achievement levels.
The document provides a running record of several English classes observed at Diego Fallón School. It describes the activities, lessons, and interactions during each class. The observer notes things like how long it takes students to get tablets, warm-up activities, lessons on vocabulary and grammar, worksheets and tasks students complete, and levels of student participation and use of English. The observer also provides comments and questions after each class to reflect on ways to improve methodology, class management, use of materials, and student learning and engagement.
The document discusses the importance of establishing effective classroom routines. It notes that routines provide order and discipline, helping students stay focused. Routines are the backbone of classroom life and save valuable time, making it easier for students to learn and achieve more. The document emphasizes that establishing routines early in the school year enables smooth daily activities, effective time management, and maintains classroom order.
The document describes a field study assignment to observe different school and classroom environments and the learners within them. The student is tasked with visiting a school to assess the facilities and how they support learning. They are to observe classrooms, learners of different ages, and interview students. The goal is to understand how the environment and learner characteristics impact education and determine what creates an effective setting. The student will document their findings and reflections on what type of school and classroom best facilitates learning.
Atividades do livro Os Pingos e a ChuvaSusana Felix
Os Pingos vão encher de alegria a sua vida. Cada Pingo é uma emoção! Cada um deles, com sua cor e seu jeito especial de ser, vive dentro de nós. Eles moram num lugar de mágica e fantasia.
This document contains a checklist for observing instruction using the TMDI (Teaching Methodology Development Initiative) framework, with indicators for drilling lessons, new lesson development including motivation, modeling, guided practice, and independent work, and evaluation. The checklist is to be used by an observer to mark whether each indicator is observed or not observed during a classroom lesson, along with any remarks or comments.
Rachel Cioni - SIP Day In-Service - 2014 - Living Up to the StandardRachel Cioni
This document outlines materials from a professional development day for teachers focused on aligning classroom instruction and assessments to state standards. It provides examples of how to write student-friendly learning targets based on standards, methods for student self-assessment and goal-setting, and templates for tracking student progress and reflecting on learning.
1. The document provides guidance for students to observe a classroom and document aspects of classroom management, including the learners' characteristics, classroom organization, daily routines, and the teacher's behavior strategies.
2. Students are instructed to observe seating arrangements, classroom rules, storage areas, daily routines, and how the teacher reinforces positive behavior and addresses misbehavior.
3. The observation is meant to help students understand how classroom design and management can impact learners and prepare students to develop their own classroom procedures in the future.
1. The document provides guidance for students to observe a classroom and document aspects of classroom management, including the learners' characteristics, classroom organization, daily routines, and the teacher's behavior strategies.
2. Students are instructed to observe seating arrangements, classroom rules, storage areas, daily routines, and how the teacher reinforces positive behavior and addresses misbehavior.
3. The observation is meant to help students understand how classroom design and management can impact learners and prepare them to develop their own classroom procedures in the future.
This document outlines steps for conducting a behavior change project, including choosing a student, defining their problem behavior, collecting baseline data, developing an intervention, and ensuring generalization. It provides examples and resources for each step, such as forms for recording antecedents, behaviors, and consequences (ABC charts), methods of data collection like duration, event, interval, and latency recording, and strategies to maintain behavior change over time and in new environments. The overall goal is to help students improve social behaviors through systematic observation, objective definition of issues and replacement behaviors, data-driven interventions, and continued support.
The document describes a field study activity where the student is tasked to observe and compare the characteristics and needs of learners from different developmental levels (preschool, elementary, high school). The student is provided with observation guides to document physical, social, emotional, and cognitive traits of the learners. The student then completes a development matrix to record their findings and analyze the salient characteristics of each level. In their reflections, the student considers their own experiences at that age and how understanding development can guide their future teaching.
The document describes a field study activity involving technology in the learning environment. It provides instructions for students to visit a school's learning resource center, observe classroom teaching, and develop instructional materials. The goal is to help students gain competence in identifying appropriate educational resources and materials to support different learning tasks. Students are guided to observe facilities, interview staff, evaluate displays and lessons, and create their own teaching aids and presentations.
This document provides an overview of the Year 7 mathematics curriculum and teaching approaches at the school. It outlines the key units covered in each term including topics like integers, fractions, geometry, statistics, and algebra. It emphasizes developing students' problem solving, reasoning, and communication skills. Teachers guide students through multi-step problem solving processes involving understanding problems, making connections, investigating possibilities, getting feedback, and reflecting on strategies. The curriculum aims to develop students' mathematical understanding and skills as outlined in the Australian National Curriculum.
The document provides a template for a lesson plan structure that should be used when doing teaching practice, including sections for routine lesson information, objectives, teaching strategies, learner diversity considerations, teaching activities structured by phase of the lesson with time allocation, assessment, and reflections. It details the information that should be included in each section such as the target knowledge and skills, integration of skills, appropriate teaching strategies, resources, and assessments. The template is intended to guide student teachers in developing structured and comprehensive lesson plans.
- Researchers used a Data-in-a-Day approach to observe multiple classrooms in a single day through short observations, faculty surveys, and student questionnaires.
- Data-in-a-Day allows for collecting, analyzing, and synthesizing data from various stakeholders to evaluate educational reforms and provide timely feedback to schools.
- The document describes a classroom observation checklist and student questionnaire used in the Data-in-a-Day approach to evaluate smaller learning communities at a school.
This document discusses assessing struggling learners through response to intervention (RTI). It defines screening as assessing all students to identify areas where more assistance is needed. RTI is a multi-tiered model including Tier 1 school-wide core instruction, Tier 2 targeted supplemental interventions, and Tier 3 intensive individualized interventions. The document outlines each tier, including that Tier 2 involves small group instruction 30-45 minutes per week using progress monitoring assessments biweekly or monthly, and Tier 3 is intensive individualized instruction often involving a special education referral.
The document summarizes a social studies workshop for teachers. The workshop aims to help teachers overcome challenges in teaching social studies, develop students' love of learning the subject, and prepare them for high-stakes assessments through collaborative sharing of effective strategies. Teachers discuss their motivations for teaching social studies and challenges that prevent fostering student interest. The workshop also outlines the graduation performance system used in International Studies Schools Network schools to assess student proficiency in college readiness and global competence through portfolio reviews.
This document contains observations from a student's visit to their school's learning resource center. It includes sections for the student to document what resources are available in the center, how they are organized and stored, and guidelines for users. The student also analyzes the strengths and weaknesses of the center and provides suggestions for improvement. They reflect on which resources interested them most and which they need to learn more about.
This document is a walk-through assessment tool used to evaluate evidence of Universal Design for Learning (UDL) principles in a classroom. It contains sections to observe and note whether students are provided choices, scaffolds, and clear expectations, the classroom environment eliminates barriers and supports the learning activity, and curricular materials and tools are offered in flexible formats to support diverse learners.
Denise hawkes campus website and college cataloghawkdz
This document provides instructions for a student to complete activities using their campus website and college catalog. The activities have the student locate various information on the campus website such as campus events, degree programs, and financial aid. The student also uses the college catalog to find course descriptions, scholarships, and definitions of academic terms. Finally, the document asks the student to visit different campus resources and identify the services available at each like the bookstore, library, career services, and registration office.
This document discusses two models of decision making - the rational model and bounded rationality model. The rational model involves 6 sequential steps: 1) identifying the problem, 2) generating alternatives, 3) evaluating alternatives, 4) choosing an alternative, 5) implementing the decision, and 6) evaluating effectiveness. However, the bounded rationality model recognizes limitations in people's rationality. Decisions are made at all levels in schools and affect outcomes. Effective problem identification, consideration of alternatives, implementation, and evaluation are essential for quality decision making.
Lori Lucas is an Academic Services Officer II at Wayne State University, where she coordinates student teaching placements and advises education students. She has worked at Wayne State since 2010, first as a Program Specialist and now in her current role. Her responsibilities include coordinating field placements, advising students, assisting with orientations, and ensuring compliance with state requirements. She holds multiple degrees from Wayne State and is currently a Ph.D. student there, with an expected graduation date of May 2020.
The document provides information about the volunteer coordinator position and volunteer program at Rossview Middle School (RMS) in the Clarksville-Montgomery County School System (CMCSS). It outlines the responsibilities of the volunteer coordinator, which include conducting needs assessments, recruiting and screening volunteers, providing orientation and training, and evaluating the program. It also describes the roles and expectations of principals, teachers, volunteers, and the front office staff in relation to the volunteer program. The goals of the RMS volunteer program are to support teachers and students, provide assistance under teacher direction, work collaboratively with the school and community, and ensure a safe and secure environment following all CMCSS policies and procedures.
This is for the first assignment 1,2,&3 Email in canvas inbox.GrazynaBroyles24
This is for the first assignment 1,2,&3
Email in canvas inbox. Community assessment adequate. Minimum assessment of student differences, and interest. Prior knowledge minimum. C-11 LG Learning goals must be labeled. LG 1, LG 2. Some variety for goals. Jumping. stick with thought then move. Don't understand literacy fundamental skill. Take out. LG 10 Assessment not using suggested page length. Don't include learning objectives. Must have planned out activities. A-9. Review chat on page 8 Total 31.
This is for assignment 4&5
unclear chart,. Must include goals, activities and adaptations in chart, All activities must align with a goal, Must make this clear in presentation, Empty spaces appear in charts. Hard to assess. 4-8 5- Don't understand chart. One plan fits all. Individual assessment is imperative. Aligning goals is not seen in this section. Need work. 5 - 9 Total 18
Normal School Division
IEP MEETING NOTICE
Date:
To:
Susie and Robert Jones_______
and
Michael______________________________________
Parent(s)/Adult Student Student (if appropriate or if transition will be discussed)
You are invited to attend an IEP meeting regarding Michael Jones
Student’s Name
PURPOSE OF MEETING (check all that apply):
· IEP Development or Review
· IEP Amendment
· Transition: Postsecondary Goals, Transition Services
· Manifestation Determination
· Other: ________________________________________________________________________________
The meeting has been scheduled for:
Date Time Location
Meetings are scheduled at a mutually agreed upon place and time by you and the school division. If you are unable to attend this meeting you may request participation through other means. If you are unable to attend this meeting, please contact:
IEP Case Manager (Your name goes here)
Title
Phone
You and the school division may invite individuals to participate in the IEP team meeting who have knowledge or expertise about the student’s educational needs. The determination of the knowledge or special expertise shall be made by the party who invited the individual. If the division intends to invite a representative of an agency that is likely to be responsible for providing or paying for transition services to the IEP meeting, written consent of the parent or adult student is required.
Below is a list of the participants (by name and position) the division will be inviting to attend the IEP meeting: (list at least 5 attendees)
Normalville School Division
INDIVIDUALIZED EDUCATION PROGRAMCOVER PAGE
Student Name_____________________________________________________________________________
Student ID Number_18412___________________ ...
Rachel Cioni - SIP Day In-Service - 2014 - Living Up to the StandardRachel Cioni
This document outlines materials from a professional development day for teachers focused on aligning classroom instruction and assessments to state standards. It provides examples of how to write student-friendly learning targets based on standards, methods for student self-assessment and goal-setting, and templates for tracking student progress and reflecting on learning.
1. The document provides guidance for students to observe a classroom and document aspects of classroom management, including the learners' characteristics, classroom organization, daily routines, and the teacher's behavior strategies.
2. Students are instructed to observe seating arrangements, classroom rules, storage areas, daily routines, and how the teacher reinforces positive behavior and addresses misbehavior.
3. The observation is meant to help students understand how classroom design and management can impact learners and prepare students to develop their own classroom procedures in the future.
1. The document provides guidance for students to observe a classroom and document aspects of classroom management, including the learners' characteristics, classroom organization, daily routines, and the teacher's behavior strategies.
2. Students are instructed to observe seating arrangements, classroom rules, storage areas, daily routines, and how the teacher reinforces positive behavior and addresses misbehavior.
3. The observation is meant to help students understand how classroom design and management can impact learners and prepare them to develop their own classroom procedures in the future.
This document outlines steps for conducting a behavior change project, including choosing a student, defining their problem behavior, collecting baseline data, developing an intervention, and ensuring generalization. It provides examples and resources for each step, such as forms for recording antecedents, behaviors, and consequences (ABC charts), methods of data collection like duration, event, interval, and latency recording, and strategies to maintain behavior change over time and in new environments. The overall goal is to help students improve social behaviors through systematic observation, objective definition of issues and replacement behaviors, data-driven interventions, and continued support.
The document describes a field study activity where the student is tasked to observe and compare the characteristics and needs of learners from different developmental levels (preschool, elementary, high school). The student is provided with observation guides to document physical, social, emotional, and cognitive traits of the learners. The student then completes a development matrix to record their findings and analyze the salient characteristics of each level. In their reflections, the student considers their own experiences at that age and how understanding development can guide their future teaching.
The document describes a field study activity involving technology in the learning environment. It provides instructions for students to visit a school's learning resource center, observe classroom teaching, and develop instructional materials. The goal is to help students gain competence in identifying appropriate educational resources and materials to support different learning tasks. Students are guided to observe facilities, interview staff, evaluate displays and lessons, and create their own teaching aids and presentations.
This document provides an overview of the Year 7 mathematics curriculum and teaching approaches at the school. It outlines the key units covered in each term including topics like integers, fractions, geometry, statistics, and algebra. It emphasizes developing students' problem solving, reasoning, and communication skills. Teachers guide students through multi-step problem solving processes involving understanding problems, making connections, investigating possibilities, getting feedback, and reflecting on strategies. The curriculum aims to develop students' mathematical understanding and skills as outlined in the Australian National Curriculum.
The document provides a template for a lesson plan structure that should be used when doing teaching practice, including sections for routine lesson information, objectives, teaching strategies, learner diversity considerations, teaching activities structured by phase of the lesson with time allocation, assessment, and reflections. It details the information that should be included in each section such as the target knowledge and skills, integration of skills, appropriate teaching strategies, resources, and assessments. The template is intended to guide student teachers in developing structured and comprehensive lesson plans.
- Researchers used a Data-in-a-Day approach to observe multiple classrooms in a single day through short observations, faculty surveys, and student questionnaires.
- Data-in-a-Day allows for collecting, analyzing, and synthesizing data from various stakeholders to evaluate educational reforms and provide timely feedback to schools.
- The document describes a classroom observation checklist and student questionnaire used in the Data-in-a-Day approach to evaluate smaller learning communities at a school.
This document discusses assessing struggling learners through response to intervention (RTI). It defines screening as assessing all students to identify areas where more assistance is needed. RTI is a multi-tiered model including Tier 1 school-wide core instruction, Tier 2 targeted supplemental interventions, and Tier 3 intensive individualized interventions. The document outlines each tier, including that Tier 2 involves small group instruction 30-45 minutes per week using progress monitoring assessments biweekly or monthly, and Tier 3 is intensive individualized instruction often involving a special education referral.
The document summarizes a social studies workshop for teachers. The workshop aims to help teachers overcome challenges in teaching social studies, develop students' love of learning the subject, and prepare them for high-stakes assessments through collaborative sharing of effective strategies. Teachers discuss their motivations for teaching social studies and challenges that prevent fostering student interest. The workshop also outlines the graduation performance system used in International Studies Schools Network schools to assess student proficiency in college readiness and global competence through portfolio reviews.
This document contains observations from a student's visit to their school's learning resource center. It includes sections for the student to document what resources are available in the center, how they are organized and stored, and guidelines for users. The student also analyzes the strengths and weaknesses of the center and provides suggestions for improvement. They reflect on which resources interested them most and which they need to learn more about.
This document is a walk-through assessment tool used to evaluate evidence of Universal Design for Learning (UDL) principles in a classroom. It contains sections to observe and note whether students are provided choices, scaffolds, and clear expectations, the classroom environment eliminates barriers and supports the learning activity, and curricular materials and tools are offered in flexible formats to support diverse learners.
Denise hawkes campus website and college cataloghawkdz
This document provides instructions for a student to complete activities using their campus website and college catalog. The activities have the student locate various information on the campus website such as campus events, degree programs, and financial aid. The student also uses the college catalog to find course descriptions, scholarships, and definitions of academic terms. Finally, the document asks the student to visit different campus resources and identify the services available at each like the bookstore, library, career services, and registration office.
This document discusses two models of decision making - the rational model and bounded rationality model. The rational model involves 6 sequential steps: 1) identifying the problem, 2) generating alternatives, 3) evaluating alternatives, 4) choosing an alternative, 5) implementing the decision, and 6) evaluating effectiveness. However, the bounded rationality model recognizes limitations in people's rationality. Decisions are made at all levels in schools and affect outcomes. Effective problem identification, consideration of alternatives, implementation, and evaluation are essential for quality decision making.
Lori Lucas is an Academic Services Officer II at Wayne State University, where she coordinates student teaching placements and advises education students. She has worked at Wayne State since 2010, first as a Program Specialist and now in her current role. Her responsibilities include coordinating field placements, advising students, assisting with orientations, and ensuring compliance with state requirements. She holds multiple degrees from Wayne State and is currently a Ph.D. student there, with an expected graduation date of May 2020.
The document provides information about the volunteer coordinator position and volunteer program at Rossview Middle School (RMS) in the Clarksville-Montgomery County School System (CMCSS). It outlines the responsibilities of the volunteer coordinator, which include conducting needs assessments, recruiting and screening volunteers, providing orientation and training, and evaluating the program. It also describes the roles and expectations of principals, teachers, volunteers, and the front office staff in relation to the volunteer program. The goals of the RMS volunteer program are to support teachers and students, provide assistance under teacher direction, work collaboratively with the school and community, and ensure a safe and secure environment following all CMCSS policies and procedures.
This is for the first assignment 1,2,&3 Email in canvas inbox.GrazynaBroyles24
This is for the first assignment 1,2,&3
Email in canvas inbox. Community assessment adequate. Minimum assessment of student differences, and interest. Prior knowledge minimum. C-11 LG Learning goals must be labeled. LG 1, LG 2. Some variety for goals. Jumping. stick with thought then move. Don't understand literacy fundamental skill. Take out. LG 10 Assessment not using suggested page length. Don't include learning objectives. Must have planned out activities. A-9. Review chat on page 8 Total 31.
This is for assignment 4&5
unclear chart,. Must include goals, activities and adaptations in chart, All activities must align with a goal, Must make this clear in presentation, Empty spaces appear in charts. Hard to assess. 4-8 5- Don't understand chart. One plan fits all. Individual assessment is imperative. Aligning goals is not seen in this section. Need work. 5 - 9 Total 18
Normal School Division
IEP MEETING NOTICE
Date:
To:
Susie and Robert Jones_______
and
Michael______________________________________
Parent(s)/Adult Student Student (if appropriate or if transition will be discussed)
You are invited to attend an IEP meeting regarding Michael Jones
Student’s Name
PURPOSE OF MEETING (check all that apply):
· IEP Development or Review
· IEP Amendment
· Transition: Postsecondary Goals, Transition Services
· Manifestation Determination
· Other: ________________________________________________________________________________
The meeting has been scheduled for:
Date Time Location
Meetings are scheduled at a mutually agreed upon place and time by you and the school division. If you are unable to attend this meeting you may request participation through other means. If you are unable to attend this meeting, please contact:
IEP Case Manager (Your name goes here)
Title
Phone
You and the school division may invite individuals to participate in the IEP team meeting who have knowledge or expertise about the student’s educational needs. The determination of the knowledge or special expertise shall be made by the party who invited the individual. If the division intends to invite a representative of an agency that is likely to be responsible for providing or paying for transition services to the IEP meeting, written consent of the parent or adult student is required.
Below is a list of the participants (by name and position) the division will be inviting to attend the IEP meeting: (list at least 5 attendees)
Normalville School Division
INDIVIDUALIZED EDUCATION PROGRAMCOVER PAGE
Student Name_____________________________________________________________________________
Student ID Number_18412___________________ ...
Similar to Garay vasquez natalia andrea sall materials checklist (2) (20)
This document is an official score report for Natalia Andrea Garay Vasquez, a Colombian national, who took an English proficiency exam on June 20, 2013. The report indicates that she achieved a C1 level overall based on the Common European Framework of Reference for Languages (CEFR) and an iTEP level of 4.5. Her individual section scores were C1 in Reading and Listening, B2 in Grammar, and C1 in Writing and Speaking, all at the Low Advanced level according to iTEP.
This document certifies that the individual has passed a proficiency exam. Passing this exam demonstrates that the individual has achieved a minimum level of competency in their field of study or occupation. Upon passing, the individual is certified and qualified to practice in their area of expertise.
The student is asked to self-assess their performance on activities related to the fairy tale "Snow White and the Seven Dwarfs" based on three criteria: understanding feelings and using verbs; understanding the story and answering comprehension questions correctly; doing additional reading on fairy tales. The student is instructed to rate themselves as excellent, good, or not enough for each criteria.
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This document provides a rubric for self-assessment of learning about the three R's (reduce, reuse, recycle) and waste segregation. It includes criteria for understanding of concepts, performance on a listening exercise, and creation of an oral advertisement about waste segregation. The student is to rate their performance in each criteria on a scale of 1 to 4, add the numbers, divide the total by three, and record their name and final score.
The document outlines an average daily routine, including waking up before 6am, eating a big breakfast, leaving home at 7:30am, having lunch at 12:15pm, returning home at 6pm, checking email after dinner, watching TV in the evening, and typically going to bed after midnight.
The document contains questions about the daily routines of comic characters that students will answer based on a video, including what time characters get up, go to school, get home from work or school, and how the characters will communicate next time. Students are instructed to write short answers to the questions in their notebooks after watching the video about the comic characters' daily schedules.
The document lists 5 questions about different characters' daily routines and favorite parts of the day, including what time Kim wakes up, what activity she enjoys, what Sam's favorite activity is, what Clare drinks, and her reason for wanting to be an astronaut. Students are instructed to listen to a video and answer the questions in their notebooks.
The document appears to contain grades for multiple students across various assignments and exams. It includes each student's name and their grades for 7 assignments on a scale of 1 to 5, as well as their final grades which take into account different weightings of assignments, exams, and automatic correction.
The document appears to contain student grades and performance data across multiple categories. It includes grades for over 30 students in areas like exams, assignments, participation and final grades. The grades range from 1 to 5 with some students scoring higher overall averages than others.
The document appears to contain student performance data across multiple categories. It includes names in the left column and numerical scores in subsequent columns that likely correspond to different assignments, tests, or skills. The document also includes percentages at the bottom that could relate to grade breakdowns. Overall, the document seems to provide anonymized student assessment results.
The document appears to contain grades and evaluation metrics for multiple students. It includes their scores on tests, assignments, participation, and other factors. Overall grades and weighted averages are also provided.
Este documento describe un proyecto entre la Biblioteca Pública y una institución educativa para promover la lectura y la escritura. El proyecto se centra en tres principios: el maestro como lector, la apropiación de la cultura escrita a través de diversas áreas, y la construcción de experiencias significativas para docentes y estudiantes. Incluye actividades como foros, cine foros y talleres para explorar las posibilidades de la lectura y escritura en la escuela. El proyecto ha creado un espacio de reflex
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Garay vasquez natalia andrea sall materials checklist (2)
1. COLEGIO ALFREDO IRIARTE
INSTITUCION EDUCATIVA DISTRITAL
RESOLUCIÓN DE APROBACIÓN DE ESTUDIOS 2497 AGOSTO 27 DE 2002
Código DANE 11100127387 NIT 830036325-5
LOCALIDAD 18 RAFAEL URIBE URIBE
SAM CHECKLIST
TEACHER: _________________________________ SAM NAME: adult learning activities, California distance Learning
project
COURSE LEVEL: ____________________________ SCHOOL: _____________________________________________
AVERAGE LEARNER AGES: ________________________________ LEARNERS’ GENDER________________________
Here you have a form for evaluate your SAM, you have to write some information about your population context, and
then, you can mark a cross on YES or NOT if the criteria is accomplished or not, there is a column next, where you can
explain the particular part of SAM that shows or not that aspect.
CONTEXT KNOWLEDGE
Learners have previous experience of using internet
utilities. Mentioned at least three.
kinds of learners’ learning styles into the context (auditory,
kinesthetic, visual)
Learners need to be scaffold in these abilities
According to European Common Framework, your learners
are classified in
facebook, edmodo, games sites
kinesthetic and visual
speaking, listening
A1
LANGUAGE ACQUISITION
Yes
Use of authentic material
x
Presence of different activities and x
different ways to do them
Activities have good balance and x
pace
Improve speaking skill
Improve listening skill
x
Improve reading skill
x
Improve writing skill
interesting and relevant for
learners
Students can record their success
into activities
Encourage learners to search extra
materials for increasing their
awareness in the language
Learners use language in real
situations
SAM DELIVERY
x
x
x
x
Not
How
It was taken from a new. Besides, it links to another real website
There are presence of activities like spelling, writing, and choose the
correct option. There are different topics and different reading about
them.
It has a correct number and explain each pace
x
x
At the moment of listening to the reading and writing spelled words
According to the readings proposed everything is developed
Although it has just one activity for writing it is not enough for
qualifying writing skill
It has images and videos, also titles are relevant, it has peaceful
colors.
SAM records their activities and they can send to teacher or
themselves
It has links to connect different real websites about the topic
When they get into the real web sites they can have contact with use
of real language.
2. COLEGIO ALFREDO IRIARTE
INSTITUCION EDUCATIVA DISTRITAL
RESOLUCIÓN DE APROBACIÓN DE ESTUDIOS 2497 AGOSTO 27 DE 2002
Código DANE 11100127387 NIT 830036325-5
LOCALIDAD 18 RAFAEL URIBE URIBE
offer learners more activities
related to other subjects (math,
science, social, ethic, religion,
others)
There are activities which explore
prior leaners’ experiences
There are activities that involve
learners’ learning styles
Have feedback in every activity
proposed
Yes
x
Not
x
At the moment of vocabulary, it looks for definitions known by
learners
Overall, it has activities for visual learners, but it has some activities
for kinesthetic and auditory.
At the end of each activity, it has a score. Also, when they are doing
in a point from an activity it encourages students to choose the best
answer or gives just two opportunities.
Everything is really well explained
x
x
Have clear instructions, objectives x
and expectations for learners
accessible for learners
x
Learners have a space where they
can express their feelings after
every activity
How
In this case with life topics
x
It is friendly for learners because of correct instructions, they are
explained step by step
Students do not have the opportunity to reflect about their process.
Designed by: Natalia Andrea Garay Vasquez.
Evaluation Date: November 28th 2013
COMMENTS, OBSERVATIONS AND SUGGESTIONS:
It is a good tool for improving reading skill. It can be used for fostering self – directed learning, however, it is necessary
to add some aspects like learners’ reflection and critical thinking.
3. COLEGIO ALFREDO IRIARTE
INSTITUCION EDUCATIVA DISTRITAL
RESOLUCIÓN DE APROBACIÓN DE ESTUDIOS 2497 AGOSTO 27 DE 2002
Código DANE 11100127387 NIT 830036325-5
LOCALIDAD 18 RAFAEL URIBE URIBE
SAM CHECKLIST
TEACHER: _________________________________ SAM NAME:Study zone
COURSE LEVEL: ____________________________ SCHOOL: _____________________________________________
AVERAGE LEARNER AGES: ________________________________ LEARNERS’ GENDER________________________
Here you have a form for evaluate your SAM, you have to write some information about your population context, and
then, you can mark a cross on YES or NOT if the criteria is accomplished or not, there is a column next, where you can
explain the particular part of SAM that shows or not that aspect.
CONTEXT KNOWLEDGE
Learners have previous experience of using internet
utilities. Mentioned at least three.
kinds of learners’ learning styles into the context (auditory,
kinesthetic, visual)
Learners need to be scaffold in these abilities
According to European Common Framework, your learners
are classified in
LANGUAGE ACQUISITION
Yes
Use of authentic material
Presence of different activities and x
different ways to do them
Activities have good balance and
pace
Improve speaking skill
Improve listening skill
Improve reading skill
Improve writing skill
interesting and relevant for
learners
Students can record their success
into activities
Encourage learners to search extra
materials for increasing their
awareness in the language
Learners use language in real
situations
Not
x
How
It does have any reference
There are presence of activities like
writing and reading
comprehension. Students can choose what kind of activity they want
to do: grammar, reading, vocabulary and game. into each one of
them they have more than one activity to do, less in game one.
It has a correct number and explain each pace
x
x
x
x
x
According to the readings proposed everything is developed
It offers the possibility to type, organize story presented.
It has images, also titles are relevant, it has peaceful colors.
x
Students do not have where register their process
x
everything is provided into the SAM, and they have to do just what
they have on it.
x
they just make the exercises proposed (drilling exercises)
SAM DELIVERY
Yes
Not
How
4. COLEGIO ALFREDO IRIARTE
INSTITUCION EDUCATIVA DISTRITAL
RESOLUCIÓN DE APROBACIÓN DE ESTUDIOS 2497 AGOSTO 27 DE 2002
Código DANE 11100127387 NIT 830036325-5
LOCALIDAD 18 RAFAEL URIBE URIBE
offer learners more activities x
related to other subjects (math,
science, social, ethic, religion,
others)
There are activities which explore x
prior leaners’ experiences
There are activities that involve all
learners’ learning styles
Have feedback in every activity x
proposed
In this case with life topics
x
At the end of each activity, it has a score. Also, when they are doing
in a point from an activity it encourages students to choose the best
answer, it gives clues like the first letter of the word asked for.
Everything is really well explained
Have clear instructions, objectives x
and expectations for learners
accessible for learners
x
Learners have a space where they
can express their feelings after
every activity
As activities are done according to profeciencyenglish level, reading
and vocabulary are made to improve or reinforce that knowledge
it has activities for visual learners.
x
It is friendly for learners because of correct instructions, they are
explained step by step
Students do not have the opportunity to reflect about their process.
Designed by: Natalia Andrea Garay Vasquez.
COMMENTS, OBSERVATIONS AND SUGGESTIONS:
It is a good tool for improving reading skill.
English listening lesson library online
EZ slang
Evaluation Date: November 30th 2013
5. COLEGIO ALFREDO IRIARTE
INSTITUCION EDUCATIVA DISTRITAL
RESOLUCIÓN DE APROBACIÓN DE ESTUDIOS 2497 AGOSTO 27 DE 2002
Código DANE 11100127387 NIT 830036325-5
LOCALIDAD 18 RAFAEL URIBE URIBE
SAM CHECKLIST
TEACHER: _________________________________ SAM NAME:Practice Speaking English with Online Robot
COURSE LEVEL: ____________________________ SCHOOL: _____________________________________________
AVERAGE LEARNER AGES: ________________________________ LEARNERS’ GENDER________________________
Here you have a form for evaluate your SAM, you have to write some information about your population context, and
then, you can mark a cross on YES or NOT if the criteria is accomplished or not, there is a column next, where you can
explain the particular part of SAM that shows or not that aspect.
CONTEXT KNOWLEDGE
Learners have previous experience of using internet
utilities. Mentioned at least three.
kinds of learners’ learning styles into the context (auditory,
kinesthetic, visual)
Learners need to be scaffold in these abilities
According to European Common Framework, your learners
are classified in
LANGUAGE ACQUISITION
Yes
Use of authentic material
Presence of different activities and
different ways to do them
Activities have good balance and
pace
Improve speaking skill
Improve listening skill
Improve reading skill
Improve writing skill
Not
x
x
How
It does have any reference
There are presence of different dialogues for establishing a dialogue
and different dialogues about that topic chosen.
It has three dialogues and learners can listen as much as they want,
before they go practice with Mike, who is the tutor.
x
x
x
x
interesting and relevant for x
learners
Students can record their success
into activities
Encourage learners to search extra
materials for increasing their
awareness in the language
Learners use language in real x
situations
x
x
You have to listen to the dialogue in order that you can memorize it.
You must read all dialogues for knowing what learner is going to
practice.
It is the must, because you have to recreate the dialogue with Mike
entirely well done.
It has images, Mike can move, but it has a lot of advertising
information which make difficult focus on.
Students do not have where register their process
everything is provided into the SAM, and they have to do just what
they have on it.
Students can learn some kind of vocabulary used in those situations
proposed by the topic.
SAM DELIVERY
Yes
Not
How
6. COLEGIO ALFREDO IRIARTE
INSTITUCION EDUCATIVA DISTRITAL
RESOLUCIÓN DE APROBACIÓN DE ESTUDIOS 2497 AGOSTO 27 DE 2002
Código DANE 11100127387 NIT 830036325-5
LOCALIDAD 18 RAFAEL URIBE URIBE
offer learners more activities x
related to other subjects (math,
science, social, ethic, religion,
others)
There are activities which explore
prior leaners’ experiences
There are activities that involve all
learners’ learning styles
Have feedback in every activity x
proposed
Have clear instructions, objectives
and expectations for learners
accessible for learners
x
Learners have a space where they
can express their feelings after
every activity
In this case with life topics used for improving speaking in some
common situations.
x
There are not activities that try to test learners’ knowledge.
x
It has activities for auditory and visual learners.
x
x
The feedback is done when you do not type the correct word and
punctuation, so, Mike does not work well.
It has good instructions, but objectives and expectations are not
clear.
It is easy to access but it does not have clear instructions about
where learners have to go.
Students do not have the opportunity to reflect about their process.
Designed by: Natalia Andrea Garay Vasquez.
Evaluation Date: November 30th 2013
COMMENTS, OBSERVATIONS AND SUGGESTIONS:
It is a good tool for improving reading skill, writing skill and listening one. It could be affordable for learning new
vocabulary according to the situation chosen.
7. COLEGIO ALFREDO IRIARTE
INSTITUCION EDUCATIVA DISTRITAL
RESOLUCIÓN DE APROBACIÓN DE ESTUDIOS 2497 AGOSTO 27 DE 2002
Código DANE 11100127387 NIT 830036325-5
LOCALIDAD 18 RAFAEL URIBE URIBE
SAM CHECKLIST
TEACHER: _________________________________ SAM NAME:free race
COURSE LEVEL: ____________________________ SCHOOL: _____________________________________________
AVERAGE LEARNER AGES: ________________________________ LEARNERS’ GENDER________________________
Here you have a form for evaluate your SAM, you have to write some information about your population context, and
then, you can mark a cross on YES or NOT if the criteria is accomplished or not, there is a column next, where you can
explain the particular part of SAM that shows or not that aspect.
CONTEXT KNOWLEDGE
Learners have previous experience of using internet
utilities. Mentioned at least three.
kinds of learners’ learning styles into the context (auditory,
kinesthetic, visual)
Learners need to be scaffold in these abilities
According to European Common Framework, your learners
are classified in
LANGUAGE ACQUISITION
Yes
Use of authentic material
Presence of different activities and
different ways to do them
Activities have good balance and
pace
Improve speaking skill
Improve listening skill
Improve reading skill
Improve writing skill
interesting and relevant for
learners
x
How
It does have any reference
There are presence of different topics for improve vocabulary
x
All the time there is just one acitivity.
x
x
x
According to follow instructions and read words.
x
x
Students can record their success x
into activities
Encourage learners to search extra x
materials for increasing their
awareness in the language
Learners use language in real x
situations
SAM DELIVERY
Not
It has green color which is peaceful and it has an interesting
commitment which is join the most quantity of rice for helping
hungry people.
Students can log in and record their scores as well as make groups.
It has a lot of available links which talks about their mission about
food and hungry around the world.
Learners can use real language into the page but into the activities is
really basic.
8. COLEGIO ALFREDO IRIARTE
INSTITUCION EDUCATIVA DISTRITAL
RESOLUCIÓN DE APROBACIÓN DE ESTUDIOS 2497 AGOSTO 27 DE 2002
Código DANE 11100127387 NIT 830036325-5
LOCALIDAD 18 RAFAEL URIBE URIBE
offer learners more activities
related to other subjects (math,
science, social, ethic, religion,
others)
There are activities which explore
prior leaners’ experiences
There are activities that involve all
learners’ learning styles
Have feedback in every activity
proposed
Have clear instructions, objectives
and expectations for learners
accessible for learners
Learners have a space where they
can express their feelings after
every activity
Yes
x
Not
x
x
How
It has more options for improving vocabulary.
At the moment of asking for meaning of words, it is asking for
previous knowledge
It has activities for visual learners.
x
The feedback is marked by the quantity of rice got it.
x
They have them.
x
It is friendly for learners because it is a game.
Students do not have the opportunity to reflect about their process.
x
Designed by: Natalia Andrea Garay Vasquez.
Evaluation Date: November 30th 2013
COMMENTS, OBSERVATIONS AND SUGGESTIONS:
It is a good tool for improving vocabulary and reading in an easy way.
9. COLEGIO ALFREDO IRIARTE
INSTITUCION EDUCATIVA DISTRITAL
RESOLUCIÓN DE APROBACIÓN DE ESTUDIOS 2497 AGOSTO 27 DE 2002
Código DANE 11100127387 NIT 830036325-5
LOCALIDAD 18 RAFAEL URIBE URIBE
SAM CHECKLIST
TEACHER: _________________________________ SAM NAME:English listening lesson library online
COURSE LEVEL: ____________________________ SCHOOL: _____________________________________________
AVERAGE LEARNER AGES: ________________________________ LEARNERS’ GENDER________________________
Here you have a form for evaluate your SAM, you have to write some information about your population context, and
then, you can mark a cross on YES or NOT if the criteria is accomplished or not, there is a column next, where you can
explain the particular part of SAM that shows or not that aspect.
CONTEXT KNOWLEDGE
Learners have previous experience of using internet
utilities. Mentioned at least three.
kinds of learners’ learning styles into the context (auditory,
kinesthetic, visual)
Learners need to be scaffold in these abilities
According to European Common Framework, your learners
are classified in
LANGUAGE ACQUISITION
Use of authentic material
Presence of different activities and
different ways to do them
Activities have good balance and
pace
Improve speaking skill
Yes
x
x
Not
x
x
Improve listening skill
Improve reading skill
x
x
Improve writing skill
interesting and relevant for
learners
Students can record their success
into activities
Encourage learners to search extra
materials for increasing their
awareness in the language
Learners use language in real
situations
x
x
How
It has real conversations with real people.
There are presence of two kind of exercises that can be done while
the listening activity or after.
They have good balance and can be done according to the learner
need.
Learners can listen to real pronunciation of English and improve thei
speaking.
Learners can listen to real English in use.
Learners have a transcript of the dialogue proposed and answer
some comprehension questions about it.
Students have to type some vocabulary
It has videos and different topics for listening to and work on it.
x
x
It has some links in order learners can explore another kind of
information about the topic chosen.
x
Learners can use real language into the page.
10. COLEGIO ALFREDO IRIARTE
INSTITUCION EDUCATIVA DISTRITAL
RESOLUCIÓN DE APROBACIÓN DE ESTUDIOS 2497 AGOSTO 27 DE 2002
Código DANE 11100127387 NIT 830036325-5
LOCALIDAD 18 RAFAEL URIBE URIBE
SAM DELIVERY
Yes
offer learners more activities x
related to other subjects (math,
science, social, ethic, religion,
others)
There are activities which explore x
prior leaners’ experiences
There are activities that involve all x
learners’ learning styles
Have feedback in every activity x
proposed
Have clear instructions, objectives x
and expectations for learners
accessible for learners
x
Not
Learners have a space where they
can express their feelings after
every activity
x
How
All audios are related to interesting lifestyle activities.
It offers the best visited topics which are related to previous
information of learners.
It has activities for visual, kinesthetic and auditory learners.
The feedback is marked by check all your answers and activities can
be repeated.
They have them.
It is friendly for learners because it has a lot of possibilities to interact
in English, it is visual and colorful.
Students do not have the opportunity to reflect about their process.
Designed by: Natalia Andrea Garay Vasquez.
Evaluation Date: November 30th 2013
COMMENTS, OBSERVATIONS AND SUGGESTIONS:
It is a good tool for fostering self – directed learning process in students, although it will really important to allow
students registers their scores and their reflections.