Giving instructions 1. Micro teaching
•Download as PPTX, PDF•
1 like•814 views
Instructions should be given clearly using graded language, gestures, pictures and real objects to ensure students understand what they need to do. Good instructions are supported with visual aids and engagement checks to make sure students comprehend the tasks, while poor instructions use vague language, lack engagement and do not confirm understanding. Instructions are key directions for activities and authentic listening practice for students.
Report
Share
Report
Share
Recommended
Learn Communiation Skills
This document provides tips for public speaking such as keeping good rhythm, speaking clearly, using appropriate body language, being empathetic, and asking questions. It also advertises Planet Spark as a solution for children to learn phonics, writing, word recognition, and early spelling skills through fun and interactive lessons aligned with educational standards.
Spoken communication
This document discusses developing listening and speaking skills in the English language classroom. It addresses debates around making listening input comprehensible for learners, whether teachers should emphasize a "silent period" for learners, and how to help learners build confidence in dealing with authentic spoken English. There are two types of listening processes: bottom-up, where we process sounds to make meaning, and top-down, where we use context clues and prior knowledge. Types of listening include participatory interactional listening and non-participatory listening like radio. The document provides examples of classroom activities that can develop communicative competence, such as discussing pictures, role-playing, and telling stories.
Interactive Skills
Listening and speaking are important interactive skills. These skills allow for effective communication between individuals. Being able to listen to others and express yourself clearly are key abilities in relationships and careers.
1. objectives of let's sing & dance
This document discusses using nursery rhymes and songs to help young students learn language. It has two main goals - to identify how rhymes and songs impact language learning, and to explore activities that can be done with rhymes and songs. The document recommends that teachers utilize rhymes and songs constantly as a fun way for pupils to play with language. Students develop oral skills by listening to rhymes and action songs, and using nonverbal actions to show comprehension.
Giving instructions 2
This document provides guidance on effectively giving instructions to students. It recommends using simple language in instructions, demonstrating the activity, checking key aspects of instructions with questions, and holding up worksheets while instructing so students remain focused. Providing clear instructions helps students feel secure and allows them to begin tasks quickly to maximize learning time. Teachers should plan instructions, support them visually, and confirm understanding through questioning.
Give and respond to instructions
The document provides guidelines for writing effective instructional steps, including:
1) Steps should proceed in a logical order without backtracking.
2) Each step should begin with an active verb in the imperative mood.
3) Use short, simple sentences for each step.
4) Emphasize cautions, warnings, and dangers to avoid injury or damage.
5) Explanations can follow steps in parentheses or notes.
Giving instructions
The document discusses the importance of effectively formulating instructions when teaching students. It notes that the way instructions are presented is crucial for successful learning. Some key points teachers should consider when giving instructions include determining the important information to convey, the order it should be presented, necessary materials, and whether students will work individually or in groups. Instructions should be short, easy to understand, precise, and demonstrated by the teacher. Teachers must prepare carefully and account for students' language proficiency levels to ensure instructions are clear. Checking for student understanding is also important to ensure they comprehend the instructions fully. Unclear instructions can lead to students not understanding or only catching parts of what needs to be done.
Recommended
Learn Communiation Skills
This document provides tips for public speaking such as keeping good rhythm, speaking clearly, using appropriate body language, being empathetic, and asking questions. It also advertises Planet Spark as a solution for children to learn phonics, writing, word recognition, and early spelling skills through fun and interactive lessons aligned with educational standards.
Spoken communication
This document discusses developing listening and speaking skills in the English language classroom. It addresses debates around making listening input comprehensible for learners, whether teachers should emphasize a "silent period" for learners, and how to help learners build confidence in dealing with authentic spoken English. There are two types of listening processes: bottom-up, where we process sounds to make meaning, and top-down, where we use context clues and prior knowledge. Types of listening include participatory interactional listening and non-participatory listening like radio. The document provides examples of classroom activities that can develop communicative competence, such as discussing pictures, role-playing, and telling stories.
Interactive Skills
Listening and speaking are important interactive skills. These skills allow for effective communication between individuals. Being able to listen to others and express yourself clearly are key abilities in relationships and careers.
1. objectives of let's sing & dance
This document discusses using nursery rhymes and songs to help young students learn language. It has two main goals - to identify how rhymes and songs impact language learning, and to explore activities that can be done with rhymes and songs. The document recommends that teachers utilize rhymes and songs constantly as a fun way for pupils to play with language. Students develop oral skills by listening to rhymes and action songs, and using nonverbal actions to show comprehension.
Giving instructions 2
This document provides guidance on effectively giving instructions to students. It recommends using simple language in instructions, demonstrating the activity, checking key aspects of instructions with questions, and holding up worksheets while instructing so students remain focused. Providing clear instructions helps students feel secure and allows them to begin tasks quickly to maximize learning time. Teachers should plan instructions, support them visually, and confirm understanding through questioning.
Give and respond to instructions
The document provides guidelines for writing effective instructional steps, including:
1) Steps should proceed in a logical order without backtracking.
2) Each step should begin with an active verb in the imperative mood.
3) Use short, simple sentences for each step.
4) Emphasize cautions, warnings, and dangers to avoid injury or damage.
5) Explanations can follow steps in parentheses or notes.
Giving instructions
The document discusses the importance of effectively formulating instructions when teaching students. It notes that the way instructions are presented is crucial for successful learning. Some key points teachers should consider when giving instructions include determining the important information to convey, the order it should be presented, necessary materials, and whether students will work individually or in groups. Instructions should be short, easy to understand, precise, and demonstrated by the teacher. Teachers must prepare carefully and account for students' language proficiency levels to ensure instructions are clear. Checking for student understanding is also important to ensure they comprehend the instructions fully. Unclear instructions can lead to students not understanding or only catching parts of what needs to be done.
Follow your passion, be a global amp
This document provides information about the Global Alliance for Management Program (GAMP) offered jointly by Georgetown University and ESADE Business School. The 3-week modular program takes place in Washington D.C., Dubai, and Madrid, and aims to develop executives' global leadership skills and knowledge. It combines lectures, case studies, and networking to provide a dynamic learning experience. The program is aimed at senior professionals with extensive international experience seeking to enhance their global perspective.
Chap3.1 giving instructions
A presentation to explain how students can write a (how-to) paragraph. It includes the keys to write a clear paragraph and the transitional signals that connect the steps or the instructions of doing something.
Passion - (find it and follow it)
The document discusses the importance of passion and finding what excites you. It suggests focusing on continual self-improvement by improving 5% each day. Pursuing your passion will lead to success, though change is difficult at first. The key is dedicating yourself to what you love and blurring the lines between work and play.
Giving Instructions
This document provides information about a presentation on giving effective instructions. The presenter has 10 years of teaching experience in the US and South Korea. The objective of the presentation is to provide strategies for identifying steps, giving instructions, and practicing instructions. The document outlines strategies for writing clear, consistent, and concise instructions, chunking instructions into smaller steps, reducing unnecessary language, and checking for comprehension. It includes examples of instructions and activities where participants practice rewriting and giving instructions.
GIVING INSTRUCTIONS
This document discusses important factors to consider when giving instructions to students in the classroom. Teachers should ensure students are paying attention and not distracted before delivering instructions. It is also important to check for understanding by asking questions to verify students comprehend the tasks they have been assigned. Clear instructions are essential for effectively communicating expectations and launching new classroom activities.
Oral and written instructions
Here are instructions for 3 tasks:
How to shut down a computer properly:
1. Click the Start button
2. Select the Power icon
3. Select "Shut down"
How to print a document from a computer:
1. Open the document you want to print
2. Click File then Print
3. Select your printer and click Print
How to cook instant noodles:
1. Boil water in a pot
2. Add noodles and flavoring packet to boiling water
3. Cook for 2-3 minutes until noodles are soft
4. Remove from heat and serve
Asking opinion and giving opinion
The document provides examples of asking for and giving opinions, as well as expressing satisfaction and dissatisfaction. It gives sample phrases for asking about satisfaction or dissatisfaction, expressing satisfaction or dissatisfaction, and responding to expressions of dissatisfaction. The examples focus on customer service interactions between waiters and customers at a restaurant.
Writing An Opinion Paragraph Workshop
The document provides guidance on writing an opinion paragraph. It explains that an opinion paragraph should include an attention-grabbing introduction, opinion statement, three main reasons supported by evidence, and a conclusion that restates the opinion and summarizes the reasons. It also defines different types of evidence like facts, statistics, and examples that can be used to support the reasons.
Int to opinion paragraph.ppt.
This document provides instruction on how to write an opinion paragraph. It discusses the key components of an opinion paragraph, including the introduction, main body, and conclusion. The introduction states the topic and your opinion. The main body supports your opinion with arguments and examples. The conclusion restates your opinion. Other tips include planning, using formal language, and avoiding contractions. The document includes examples of language structures to use in each section and provides a sample topic on sports in schools to practice writing an opinion paragraph.
Exspression for asking and giving opinions
This document provides expressions that can be used when asking for and giving opinions in both formal and informal situations. For asking opinions, formal expressions include "Have you got any comments on..." and "What is your opinion about...", while informal expressions are "What do you think of..." and "How do you think of Riana's idea?". For giving opinions, formal expressions involve "I personally believe..." and "My own view of the matter is...", while informal expressions are "I think I like it" and "In my opinion, I would rather...". The document aims to help students properly use expressions for soliciting and providing opinions.
The opinion essay
The document discusses the key components and structure of an effective opinion essay. It states that an opinion essay presents the author's viewpoint on a topic, supported by reasons and examples, while also including the opposing viewpoint and refuting it. An opinion essay should consist of an introduction stating the topic and opinion, main body paragraphs supporting the view with arguments and examples, a paragraph presenting and refuting the opposing view, and a conclusion summarizing and restating the opinion. Important elements like well-supported points and linking words are also highlighted.
Expressing opinion
The document provides guidance on expressing opinions in American English. It explains that an opinion is how an individual feels about something and should not be stated as a fact. It offers phrases to introduce personal opinions like "In my opinion" or "Personally, I think." The document also suggests starting a general opinion with phrases like "It is thought that" and providing reasons and details to support opinions. Finally, it notes that in responding to opinions, one can agree or disagree and provides examples of language for both.
How to Find your Passion and love your work every day? @CoachAkanksha
7 step Guide to Discover your Passion.
Follow this step by step process to understand what your passion is!
www.IgniteJoy.com
@CoachAkanksha
Opinion essay
This Power Point I made for my students to review before their final exam. The do’s and don’ts of writing an opinion composition. Giving them tips in what to include and not include. How they can brainstorm on paper before actually writing. There is also an example of an essay.
opinion paragraph
The document provides instructions for writing an opinion paragraph, including how to structure it. An opinion paragraph should begin with a topic sentence stating your opinion and whether you agree or disagree. This is followed by supporting sentences that provide examples or evidence. The paragraph concludes by summarizing the main reasons or restating the topic sentence. Useful expressions for stating opinions and signal words for connecting sentences are also outlined.
Opinion essay FCE
This document provides guidance on writing an opinion essay. It explains that an opinion essay requires stating whether you agree or disagree with a topic or statement. It advises introducing the topic and expressing your opinion clearly. Reasons in favor or against should be explained with possible consequences and examples. The essay should summarize reasons and consequences, and can finish with a rhetorical question. Transition words are provided to structure the essay by stating opinions, contrasting views, giving examples, and expressing results.
Opinion essays
This document provides guidance on writing an opinion essay. It explains that an opinion essay aims to convince the reader of your point of view on a subject without presenting opposing views. It recommends including an introductory paragraph stating your opinion, body paragraphs with reasons and examples supporting your opinion, and a concluding paragraph summarizing your opinion. The document also provides vocabulary for expressing opinions and connecting ideas, as well as sample essay structures.
Writing An Opinion Paragraph
The document provides instructions for writing an opinion paragraph. It explains that an opinion paragraph should take a stance, have an introduction with a topic sentence agreeing or disagreeing, reasons and supporting details, and a conclusion summarizing the main points or restating the topic sentence. It provides sentence structures, transition signals, and sample paragraphs as examples.
An Opinion Essay
This document provides guidance for writing an opinion essay. It explains that an opinion essay allows the writer to state their view on a subject without considering other perspectives. It recommends including an introductory paragraph with the statement and opinion, followed by paragraphs with reasons to support the opinion and a concluding paragraph summarizing the views. Useful language for stating opinions, facts, and referring to other ideas is also outlined. An example essay topic and response is provided on whether top sports people earn too much money.
Opinion essay
The document is an opinion essay that defines an opinion essay, outlines its typical parts, and provides some useful language for writing one. An opinion essay presents the author's viewpoint on a subject supported by reasons and examples. It typically includes an introduction stating the topic and viewpoint, a body with 2-3 paragraphs giving the opinion and supporting reasons, and a conclusion that restates the main idea. The document also lists some common transitional phrases for giving opinions, facts, referring to others' ideas, providing reasons and results, addition, and concluding.
Use of Ict's in teaching and learning.
This document discusses the benefits of using information and communication technologies (ICTs) in teaching and learning. It provides examples of how ICTs such as videos, PowerPoint, and online resources can engage students, stimulate learning, and make lessons more interactive. ICTs allow teachers to individualize instruction and students to learn at their own pace. They also provide opportunities for collaboration between students. However, the document also notes some potential drawbacks of ICTs such as technical issues, reduced personal interaction, and security risks.
Writing process
The document outlines the writing process, which includes pre-writing, drafting, sharing, revising, editing, publishing, and assessing. It defines each step, such as pre-writing involving experimentation and gathering thoughts before drafting, and revising as seeing one's writing from the reader's perspective to add, move, cut, or leave content alone based on feedback. The process results in a published work that can then be assessed after time has passed.
More Related Content
Viewers also liked
Follow your passion, be a global amp
This document provides information about the Global Alliance for Management Program (GAMP) offered jointly by Georgetown University and ESADE Business School. The 3-week modular program takes place in Washington D.C., Dubai, and Madrid, and aims to develop executives' global leadership skills and knowledge. It combines lectures, case studies, and networking to provide a dynamic learning experience. The program is aimed at senior professionals with extensive international experience seeking to enhance their global perspective.
Chap3.1 giving instructions
A presentation to explain how students can write a (how-to) paragraph. It includes the keys to write a clear paragraph and the transitional signals that connect the steps or the instructions of doing something.
Passion - (find it and follow it)
The document discusses the importance of passion and finding what excites you. It suggests focusing on continual self-improvement by improving 5% each day. Pursuing your passion will lead to success, though change is difficult at first. The key is dedicating yourself to what you love and blurring the lines between work and play.
Giving Instructions
This document provides information about a presentation on giving effective instructions. The presenter has 10 years of teaching experience in the US and South Korea. The objective of the presentation is to provide strategies for identifying steps, giving instructions, and practicing instructions. The document outlines strategies for writing clear, consistent, and concise instructions, chunking instructions into smaller steps, reducing unnecessary language, and checking for comprehension. It includes examples of instructions and activities where participants practice rewriting and giving instructions.
GIVING INSTRUCTIONS
This document discusses important factors to consider when giving instructions to students in the classroom. Teachers should ensure students are paying attention and not distracted before delivering instructions. It is also important to check for understanding by asking questions to verify students comprehend the tasks they have been assigned. Clear instructions are essential for effectively communicating expectations and launching new classroom activities.
Oral and written instructions
Here are instructions for 3 tasks:
How to shut down a computer properly:
1. Click the Start button
2. Select the Power icon
3. Select "Shut down"
How to print a document from a computer:
1. Open the document you want to print
2. Click File then Print
3. Select your printer and click Print
How to cook instant noodles:
1. Boil water in a pot
2. Add noodles and flavoring packet to boiling water
3. Cook for 2-3 minutes until noodles are soft
4. Remove from heat and serve
Asking opinion and giving opinion
The document provides examples of asking for and giving opinions, as well as expressing satisfaction and dissatisfaction. It gives sample phrases for asking about satisfaction or dissatisfaction, expressing satisfaction or dissatisfaction, and responding to expressions of dissatisfaction. The examples focus on customer service interactions between waiters and customers at a restaurant.
Writing An Opinion Paragraph Workshop
The document provides guidance on writing an opinion paragraph. It explains that an opinion paragraph should include an attention-grabbing introduction, opinion statement, three main reasons supported by evidence, and a conclusion that restates the opinion and summarizes the reasons. It also defines different types of evidence like facts, statistics, and examples that can be used to support the reasons.
Int to opinion paragraph.ppt.
This document provides instruction on how to write an opinion paragraph. It discusses the key components of an opinion paragraph, including the introduction, main body, and conclusion. The introduction states the topic and your opinion. The main body supports your opinion with arguments and examples. The conclusion restates your opinion. Other tips include planning, using formal language, and avoiding contractions. The document includes examples of language structures to use in each section and provides a sample topic on sports in schools to practice writing an opinion paragraph.
Exspression for asking and giving opinions
This document provides expressions that can be used when asking for and giving opinions in both formal and informal situations. For asking opinions, formal expressions include "Have you got any comments on..." and "What is your opinion about...", while informal expressions are "What do you think of..." and "How do you think of Riana's idea?". For giving opinions, formal expressions involve "I personally believe..." and "My own view of the matter is...", while informal expressions are "I think I like it" and "In my opinion, I would rather...". The document aims to help students properly use expressions for soliciting and providing opinions.
The opinion essay
The document discusses the key components and structure of an effective opinion essay. It states that an opinion essay presents the author's viewpoint on a topic, supported by reasons and examples, while also including the opposing viewpoint and refuting it. An opinion essay should consist of an introduction stating the topic and opinion, main body paragraphs supporting the view with arguments and examples, a paragraph presenting and refuting the opposing view, and a conclusion summarizing and restating the opinion. Important elements like well-supported points and linking words are also highlighted.
Expressing opinion
The document provides guidance on expressing opinions in American English. It explains that an opinion is how an individual feels about something and should not be stated as a fact. It offers phrases to introduce personal opinions like "In my opinion" or "Personally, I think." The document also suggests starting a general opinion with phrases like "It is thought that" and providing reasons and details to support opinions. Finally, it notes that in responding to opinions, one can agree or disagree and provides examples of language for both.
How to Find your Passion and love your work every day? @CoachAkanksha
7 step Guide to Discover your Passion.
Follow this step by step process to understand what your passion is!
www.IgniteJoy.com
@CoachAkanksha
Opinion essay
This Power Point I made for my students to review before their final exam. The do’s and don’ts of writing an opinion composition. Giving them tips in what to include and not include. How they can brainstorm on paper before actually writing. There is also an example of an essay.
opinion paragraph
The document provides instructions for writing an opinion paragraph, including how to structure it. An opinion paragraph should begin with a topic sentence stating your opinion and whether you agree or disagree. This is followed by supporting sentences that provide examples or evidence. The paragraph concludes by summarizing the main reasons or restating the topic sentence. Useful expressions for stating opinions and signal words for connecting sentences are also outlined.
Opinion essay FCE
This document provides guidance on writing an opinion essay. It explains that an opinion essay requires stating whether you agree or disagree with a topic or statement. It advises introducing the topic and expressing your opinion clearly. Reasons in favor or against should be explained with possible consequences and examples. The essay should summarize reasons and consequences, and can finish with a rhetorical question. Transition words are provided to structure the essay by stating opinions, contrasting views, giving examples, and expressing results.
Opinion essays
This document provides guidance on writing an opinion essay. It explains that an opinion essay aims to convince the reader of your point of view on a subject without presenting opposing views. It recommends including an introductory paragraph stating your opinion, body paragraphs with reasons and examples supporting your opinion, and a concluding paragraph summarizing your opinion. The document also provides vocabulary for expressing opinions and connecting ideas, as well as sample essay structures.
Writing An Opinion Paragraph
The document provides instructions for writing an opinion paragraph. It explains that an opinion paragraph should take a stance, have an introduction with a topic sentence agreeing or disagreeing, reasons and supporting details, and a conclusion summarizing the main points or restating the topic sentence. It provides sentence structures, transition signals, and sample paragraphs as examples.
An Opinion Essay
This document provides guidance for writing an opinion essay. It explains that an opinion essay allows the writer to state their view on a subject without considering other perspectives. It recommends including an introductory paragraph with the statement and opinion, followed by paragraphs with reasons to support the opinion and a concluding paragraph summarizing the views. Useful language for stating opinions, facts, and referring to other ideas is also outlined. An example essay topic and response is provided on whether top sports people earn too much money.
Opinion essay
The document is an opinion essay that defines an opinion essay, outlines its typical parts, and provides some useful language for writing one. An opinion essay presents the author's viewpoint on a subject supported by reasons and examples. It typically includes an introduction stating the topic and viewpoint, a body with 2-3 paragraphs giving the opinion and supporting reasons, and a conclusion that restates the main idea. The document also lists some common transitional phrases for giving opinions, facts, referring to others' ideas, providing reasons and results, addition, and concluding.
Viewers also liked (20)
How to Find your Passion and love your work every day? @CoachAkanksha
How to Find your Passion and love your work every day? @CoachAkanksha
More from nouredine yaddaden
Use of Ict's in teaching and learning.
This document discusses the benefits of using information and communication technologies (ICTs) in teaching and learning. It provides examples of how ICTs such as videos, PowerPoint, and online resources can engage students, stimulate learning, and make lessons more interactive. ICTs allow teachers to individualize instruction and students to learn at their own pace. They also provide opportunities for collaboration between students. However, the document also notes some potential drawbacks of ICTs such as technical issues, reduced personal interaction, and security risks.
Writing process
The document outlines the writing process, which includes pre-writing, drafting, sharing, revising, editing, publishing, and assessing. It defines each step, such as pre-writing involving experimentation and gathering thoughts before drafting, and revising as seeing one's writing from the reader's perspective to add, move, cut, or leave content alone based on feedback. The process results in a published work that can then be assessed after time has passed.
Integrating the skills
The document contains advice from various authors on taking action and responsibility for one's actions. It also discusses different language learning techniques, including integrating skills, brainstorming, graphic organizers, and hands-on learning. Specific skills mentioned are reading, writing, speaking, listening, spelling, and pronunciation. Examples given include a writing activity where students chose topics from magazines to write short descriptions or stories, allowing for an integrated approach to language learning.
Teaching writing
This document provides an overview of the writing process and common issues students face with prewriting. It includes sections on brainstorming ideas, organizing thoughts, choosing words, mixing up ideas, short drafts, boring writing, and verb tense. Various prewriting techniques are suggested to help with starting writing and overcoming writer's block, such as free writing, outlining, webbing and planning. The purpose of using a process approach to writing is also discussed.
Peer observation in teaching practice
This document discusses peer observation in teaching practices. It describes a video showing two experienced teachers, T1 and T2, discussing an upcoming classroom observation. T1 asks T2 questions about the class she will observe, including the proficiency level and lesson topic. T2 asks T1 to provide feedback on her language use and lesson sequencing/pacing. The discussion notes their positive interaction, with T1 seeking to learn and indirectly complimenting T2, who answers questions cooperatively. The document also outlines the purposes and procedures of formative peer observation, including preparing, observing, and debriefing, and how it can benefit both the observed and observing teachers.
Teaching reading
The document discusses various aspects of teaching reading, including the purpose of pre-reading, reading, and post-reading stages. The pre-reading stage prepares learners and includes activities like predicting, background information. The reading stage includes types of reading like silent reading. Post-reading includes checking comprehension and having learners summarize, make inferences, and transfer information from the text. The document also includes examples of reading activities and strategies teachers can use.
Building language awarenss
The document contains jokes, riddles, and short passages about various topics. It includes:
- A joke about a grandmother falling asleep while babysitting and being told by the children that she is being babysat.
- A list of three stages of marriage in the first three years.
- A riddle about why Cinderella could not be a good soccer player.
- Three riddles with answers.
- An activity guide for a language learning module that provides definitions and instructions.
Learner feedback
The document discusses feedback in language learning. It provides examples of formative and summative feedback, as well as feedback on mistakes versus errors. Different strategies for providing feedback are examined, including delayed versus on-the-spot correction. Specific classroom situations are matched with the most appropriate feedback approach. The role of feedback in encouraging learners and helping them improve is also explored.
Teacher's roles
The document discusses the teaching of writing skills. It notes that writing is a complex skill that requires transforming thoughts into language. Several problems make writing difficult, including psychological barriers from the lack of feedback in writing compared to speech, linguistic challenges in using proper grammar without speech supports, and cognitive difficulties in organizing ideas. The document outlines various exercises that can be used to practice writing skills, such as copying, dictation, and different types of paragraphs for descriptive, narrative, expository, comparative, and other purposes. It emphasizes that the teacher's role is to motivate students and provide the best conditions for learning writing through clear lesson planning, objectives, context selection, visual aids, activities, and developing all language skills.
More from nouredine yaddaden (9)
Recently uploaded
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneSolutons Maths Escape Room Spatial .pptx
Solutions of Puzzles of Mathematics Escape Room Game in Spatial.io
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Recently uploaded (20)
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Giving instructions 1. Micro teaching
- 4. Giving writing up key instructions/ rules on the BB instructions Definition Instructions to deliver activities to know what they have to do authentic listening for Students Support using gestures,facial expressions, your hands & intonation using pictures & real objects Good Poor Clear graded langage handing out worksheets and then giving instructions support instructions with gestures using confusing & vague language ensure all the students are engaged check all the students have understood the instructions Lack of eye contact talking around the task