This document provides an overview of the curriculum and learning goals for students in Term 1. It includes 'I can' statements for students to assess their progress, suggested questioning stems to develop critical thinking, and online resources for further learning at home. The principal emphasizes the importance of parental involvement in supporting their child's education. The curriculum coordinator explains how questioning will help build students' confidence and learning. Suggested activities include using questioning stems to review lessons, online quizzes, and interactive math and science activities.
Here are some next steps you could take to continue learning from this assignment:
- Create additional learning materials for other literacy skills your students need practice with, like sight words, phonics patterns, etc. Hands-on materials are engaging.
- Involve your students in creating their own materials to practice skills. Having ownership over their learning helps retention.
- Observe how other teachers in your school create hands-on learning materials and get ideas to expand your toolkit. Collaborating with colleagues is beneficial.
- Reflect on how creating these materials impacted student learning and engagement. Continually improving your practice is important.
- Share your experience and materials with other teachers who teach similar grade levels/skills. Pay
The document is a capstone project for a Dimensions of Diversity course. It includes sections on synthesizing course concepts, communicating with families, an instructional portfolio, and a progression of learning. The portfolio includes assignments completed for the course including creating a gif-tionary to teach vocabulary using technology, making a foldable book to teach contractions to first graders, and designing a vocabulary lesson plan incorporating total physical response strategies. The document reflects on lessons learned from each assignment and how they will inform the student's future teaching practice.
This document outlines an instructional portfolio containing several assignments completed for a Dimensions of Diversity course. The portfolio includes tasks focused on vocabulary instruction, such as creating a "Gif-tionary" using gifs to illustrate vocabulary words and a vocabulary lesson plan incorporating total physical response strategies. It also includes assignments to develop literacy materials, such as a foldable book for teaching contractions to English language learners. The document reflects on the learning from each assignment, including increased understanding of strategies for engaging students and supporting English language development.
Ian Jim A. Bayson created a slideshow presentation on degrees of comparison for his field study. The presentation included 13 slides covering the positive, comparative, and superlative degrees. Graphics, sound effects, and stylish fonts were used as enhancements. Bayson analyzed that the presentation was well-organized with appropriate enhancements to effectively teach the topic. He reflected on difficulties in organization and enhancement selection but felt the final presentation would catch and hold learner interest.
My Field Study 3 answers. This does not include the questions and tasks in the booklet. Field Study 3 OBE and K-12 based BY BRENDA B. CORPUZ, Ph.D. This includes my observation notes.
Olivia Phillips Dimensions of Diversity CapstoneKelseyShroyer
This document contains a capstone project by Olivia Phillips on dimensions of diversity. It includes contents, quotes from readings to include, and an instructional portfolio with examples of first and last class communications with families. It also contains a table to track assignment submissions with details like goals, assignments, points, and feedback requested. Overall, the document outlines Olivia's capstone project, which focuses on communicating with families and tracking progress on assignments related to teaching dimensions of diversity.
In accordance to 21st century learning conventional learning methods are not engaging and motivating resulting in poor pupils participation in the classroom. Quizvaganza is used as a tool to increase pupils motivation and engagement in the classroom in an ESL classroom. Using Quizizz web application as a platform this study is aimed to investigate secondary level pupils motivation and perception in learning English using Quizvaganza game.
Dimensions of Diversity Capstone Example 1KelseyShroyer
The document outlines Ramsey Champagne's capstone project on elements of diversity, including reflections on concepts learned, a synthesis of concepts, interviews with English language learners, research on discussion strategies, and materials and a lesson plan created for a discussion on adversity and values. The lesson plan incorporates learning objectives, preparation activities, discussion protocols, and the establishment of group agreements.
Here are some next steps you could take to continue learning from this assignment:
- Create additional learning materials for other literacy skills your students need practice with, like sight words, phonics patterns, etc. Hands-on materials are engaging.
- Involve your students in creating their own materials to practice skills. Having ownership over their learning helps retention.
- Observe how other teachers in your school create hands-on learning materials and get ideas to expand your toolkit. Collaborating with colleagues is beneficial.
- Reflect on how creating these materials impacted student learning and engagement. Continually improving your practice is important.
- Share your experience and materials with other teachers who teach similar grade levels/skills. Pay
The document is a capstone project for a Dimensions of Diversity course. It includes sections on synthesizing course concepts, communicating with families, an instructional portfolio, and a progression of learning. The portfolio includes assignments completed for the course including creating a gif-tionary to teach vocabulary using technology, making a foldable book to teach contractions to first graders, and designing a vocabulary lesson plan incorporating total physical response strategies. The document reflects on lessons learned from each assignment and how they will inform the student's future teaching practice.
This document outlines an instructional portfolio containing several assignments completed for a Dimensions of Diversity course. The portfolio includes tasks focused on vocabulary instruction, such as creating a "Gif-tionary" using gifs to illustrate vocabulary words and a vocabulary lesson plan incorporating total physical response strategies. It also includes assignments to develop literacy materials, such as a foldable book for teaching contractions to English language learners. The document reflects on the learning from each assignment, including increased understanding of strategies for engaging students and supporting English language development.
Ian Jim A. Bayson created a slideshow presentation on degrees of comparison for his field study. The presentation included 13 slides covering the positive, comparative, and superlative degrees. Graphics, sound effects, and stylish fonts were used as enhancements. Bayson analyzed that the presentation was well-organized with appropriate enhancements to effectively teach the topic. He reflected on difficulties in organization and enhancement selection but felt the final presentation would catch and hold learner interest.
My Field Study 3 answers. This does not include the questions and tasks in the booklet. Field Study 3 OBE and K-12 based BY BRENDA B. CORPUZ, Ph.D. This includes my observation notes.
Olivia Phillips Dimensions of Diversity CapstoneKelseyShroyer
This document contains a capstone project by Olivia Phillips on dimensions of diversity. It includes contents, quotes from readings to include, and an instructional portfolio with examples of first and last class communications with families. It also contains a table to track assignment submissions with details like goals, assignments, points, and feedback requested. Overall, the document outlines Olivia's capstone project, which focuses on communicating with families and tracking progress on assignments related to teaching dimensions of diversity.
In accordance to 21st century learning conventional learning methods are not engaging and motivating resulting in poor pupils participation in the classroom. Quizvaganza is used as a tool to increase pupils motivation and engagement in the classroom in an ESL classroom. Using Quizizz web application as a platform this study is aimed to investigate secondary level pupils motivation and perception in learning English using Quizvaganza game.
Dimensions of Diversity Capstone Example 1KelseyShroyer
The document outlines Ramsey Champagne's capstone project on elements of diversity, including reflections on concepts learned, a synthesis of concepts, interviews with English language learners, research on discussion strategies, and materials and a lesson plan created for a discussion on adversity and values. The lesson plan incorporates learning objectives, preparation activities, discussion protocols, and the establishment of group agreements.
This document provides information about the course CT4131 Language and Literacy in the Early Childhood Curriculum taught at Teachers College, Columbia University in the fall of 2008. The course is an introduction to early communication, language, and literacy development for children from infancy to age 4-5. It covers topics such as how young children learn to communicate, develop language skills, and learn early literacy. Assignments for the course include a child study and language development plan, an annotated bibliography of children's books, a letter on a social justice issue related to language or literacy, and reflections on telling stories to young children. The overall goal is for students to better understand language acquisition and apply this knowledge to developing curricula that
This document provides guidance for teachers on developing effective reading programs at the primary school level. It discusses factors that influence reading readiness, such as parental involvement and the home environment. The document also outlines stages of reading development and recommends approaches and methods for teaching reading fluency.
Dimensions of Diversity Capstone Example 2KelseyShroyer
This document outlines Kylie Zhang's capstone project portfolio for an instructional coaching program. The portfolio includes lesson plans, reflections on research assignments, and documentation of Kylie's progression of learning about supporting English language learners. The research assignments focused on creating language objectives, facilitating discussions, developing vocabulary, and using technology to enhance instruction for diverse learners.
This document discusses the role of teaching materials in language instruction. It notes that while learners should be the center of instruction, materials often end up controlling instruction because teachers and learners rely heavily on them. Good materials have an instructional philosophy and approach that suit learners' needs, use accurate and up-to-date English, and provide support for learning. Teachers must carefully evaluate materials and be aware of commercial influences and copyright issues when selecting materials.
This resource guide provides information on adapting books for young children with special needs or developmental delays. It includes criteria for selecting books for adaptation, tips for introducing adaptations to families, and recipes for common adaptations. The guide emphasizes introducing adaptations by focusing on behaviors observed in children rather than labels, and involving families throughout the process.
Li (Jerry) Xie Dimensions of Diversity Capstone ProjectKelseyShroyer
The document discusses strategies for teaching English language learners, referencing theories like Krashen's comprehensible input hypothesis. It proposes teaching language through content by providing scaffolded instruction and language objectives. Examples are given for teaching vocabulary through preview, explanation, and review in a reading class while integrating traditional Chinese learning strategies.
This syllabus outlines the requirements and expectations for a multicultural education course at Kansas City Kansas Community College. Students will examine multicultural paradigms through readings, discussions, and assignments. Assessments include weekly oral tests, written reflections, a cultural identity presentation, and a final exam. Students are expected to actively participate in class by completing readings, contributing to discussions, and submitting all assignments by the due dates. The course aims to help students understand their own cultural influences and how to thoughtfully engage with diverse perspectives.
True Insight: Using UC and UT Essays for College Readiness, Admissions & SuccessRebecca Joseph
The presenters demonstrated how to use college application prompts to help high school students prepare for college. They discussed three UT Austin and four UC prompts in detail, providing examples of how students could respond and strategies for using the prompts. The goals were to help students understand themselves, stay on track academically, and guide the college application process. Students could brainstorm activities, interests, and leadership experiences to discuss. Drafting prompt responses early allows time for refinement and reuse in other essays.
The document is a newsletter from an organization called Inspiring Teachers that focuses on inclusive education. In the first issue of 2014, the editor discusses the importance of making education accessible to all students, including those who are visually impaired. The newsletter features an organization called Samrita Trust that creates educational materials and resources for visually impaired students in India to help them learn independently. It discusses some of Samrita Trust's initiatives like producing audio books, online tests, and Braille materials to support the education of visually impaired individuals in India.
This document contains a final project portfolio submitted by Lissette Armijos, Karen Cañizares, and Roger Flores to the Faculty of Communication, Linguistics and Literature at the Pontificia Universidad Católica del Ecuador. It includes their responses to 12 questions about incorporating technology into language teaching and learning. Some key benefits they identified are increasing student autonomy, supporting different language skills, and enabling authentic interaction. Challenges include not all students being able to use technology and reliance on stable internet connections.
Getting to Know You: Fall 2017 Personal Statement WorkshopRebecca Joseph
This document provides information about college application essays, including the purpose and role of essays in the application process. It discusses how essays are one part of an applicant's overall application and gives examples of current prompts from the Common Application. The document also includes a sample personal essay response and discusses how additional essays may differ between colleges, using the University of Southern California and University of California as examples. It provides sample responses to some of USC and UC's supplemental essay prompts.
This document summarizes the evaluation of an English language textbook called "New English File" for use in a pre-intermediate marketing course for Argentinean students. It compares the subjective needs analysis of the course against the objective analysis of the materials based on Hutchinson and Waters' four-step evaluation process of defining criteria, subjective analysis, objective analysis, and matching. Overall, the document finds that the textbook adequately addresses the language points, skills, topics, methodology, exercises/tasks, and flexibility needed for the course, making it a suitable core material.
The document discusses key ingredients for an effective English language classroom. It identifies several essential elements, including:
1. Having an inspired and happy teacher who models reflective teaching.
2. Creating a student-centered classroom that lowers students' affective filters through needs analysis and a comfortable environment.
3. Incorporating fun, laughter, and activities that engage different learning styles like Nation's 25% rule on meaningful input and output.
4. Adapting lessons through supplemental materials, technologies, and cooperative learning strategies to maximize student engagement and interaction.
This document provides information about a university course called "Speaking and Reading" including the instructor's contact details, required texts, course goals, section aims and policies, grading criteria, and a tentative schedule of assignments. The main goals of the course are to help students develop verbal literacy skills and learn how to craft compelling presentations through techniques like establishing ethos, incorporating pathos and logos in arguments, and using effective visuals and storytelling. Major assignments include origin story speeches, numbers in context presentations, and an issues of community speech. Participation, attendance, and group work are also part of the course grade.
This document discusses adding engagement to the classroom through digital storytelling. It notes that bored students do not learn and students need motivation. While teachers want to engage students, they often lack time and resources to teach technology. The document suggests that digital storytelling can engage students by allowing them to express themselves using different modalities and intelligences. It provides suggestions for how to implement digital storytelling, such as starting simply and providing structured support and resources.
This document provides information about a 3-lesson unit on descriptive writing for 5th grade students. Lesson 1 focuses on sensory writing and having students create descriptive stories using their five senses. Lesson 2 teaches idioms and has students illustrate their own idiom in a comic or video before writing a short story. Lesson 3 continues practicing descriptive writing skills. The lessons aim to enhance students' creative writing through techniques like sensory details, idioms, and clear descriptions. Formative assessments include group projects, comics/videos, and exit tickets to check understanding of key concepts.
A small boy was returning starfish that had washed up on the beach back to the water during low tide to save them from dying, despite being told by a man that his efforts wouldn't make a difference given how many starfish there were. When the man pointed out there were too many for the boy to help, the boy replied "It will for that one" in reference to each individual starfish he returned to the water.
The document discusses dyslexia and provides definitions, facts, and strategies for supporting students with dyslexia. It notes dyslexia affects areas like auditory and visual memory, processing information, and phonological awareness. Multi-sensory learning, use of technology, visual aids,
This document contains a student's responses to discussion prompts for an early literacy course. In their responses, the student reflects on their own experiences learning language and literacy as a child, how families and communities influence children's development, and different strategies for teaching literacy skills like reading, writing, spelling and handwriting to students. They discuss teaching methods from their course textbook and critique literacy education websites.
This document discusses strategies for supporting phonemic awareness in a 4th grade classroom. It describes the teacher's literacy blocks and student population, which includes some students lacking phonemic awareness. Screenings are used to identify students for intervention. Activities discussed to build phonemic awareness include a poetry unit, response to intervention block, and audio recording practice. The document also analyzes one student's assessment results and identifies areas of strength and weakness. Finally, it proposes classroom strategies like segmentation and syllabication activities to target skills during literacy and intervention blocks.
Edll 5341 edll 5344 may 5%2c 2014 learning module 16cswstyle
This document discusses disciplinary literacies and content area literacy. It begins by defining disciplinary literacies as a form of academic literacy that involves learning the conventions and language used within a particular discipline. It discusses how students' understanding in a discipline, called "envisionments", develop over time through experiences like reading texts and discussions. The document provides examples of how envisionments are built in classrooms through inquiry-based learning and engaging with the practices of a discipline. It concludes by emphasizing the importance of teaching literacy through critical thinking and inquiry within discipline-focused instruction.
The document summarizes the author's visit to Madagascar and the Vezo Tribe. It describes traveling along bumpy roads and witnessing colorful local scenes. The author arrives in Ifaty and learns about the Vezo people, one of Madagascar's 18 unique tribes, who rely on the surrounding lagoon and reef system for their livelihood through fishing. The author takes a boat ride to visit a fishing village and UNESCO school and observes the Vezo people's traditional way of life.
Este documento presenta el portafolio de la asignatura de Pedagogía del segundo semestre de la carrera de Psicología Educativa, Orientación Vocacional y Familiar de la Universidad Nacional de Chimborazo. El portafolio contiene todo el material cubierto en la asignatura, incluyendo el syllabus, las fichas de cada unidad, las evaluaciones y anexos, para ayudar a los estudiantes a comprender mejor los temas tratados y contribuir a su aprendizaje. Además, el portafolio sirve como respaldo
This document provides information about the course CT4131 Language and Literacy in the Early Childhood Curriculum taught at Teachers College, Columbia University in the fall of 2008. The course is an introduction to early communication, language, and literacy development for children from infancy to age 4-5. It covers topics such as how young children learn to communicate, develop language skills, and learn early literacy. Assignments for the course include a child study and language development plan, an annotated bibliography of children's books, a letter on a social justice issue related to language or literacy, and reflections on telling stories to young children. The overall goal is for students to better understand language acquisition and apply this knowledge to developing curricula that
This document provides guidance for teachers on developing effective reading programs at the primary school level. It discusses factors that influence reading readiness, such as parental involvement and the home environment. The document also outlines stages of reading development and recommends approaches and methods for teaching reading fluency.
Dimensions of Diversity Capstone Example 2KelseyShroyer
This document outlines Kylie Zhang's capstone project portfolio for an instructional coaching program. The portfolio includes lesson plans, reflections on research assignments, and documentation of Kylie's progression of learning about supporting English language learners. The research assignments focused on creating language objectives, facilitating discussions, developing vocabulary, and using technology to enhance instruction for diverse learners.
This document discusses the role of teaching materials in language instruction. It notes that while learners should be the center of instruction, materials often end up controlling instruction because teachers and learners rely heavily on them. Good materials have an instructional philosophy and approach that suit learners' needs, use accurate and up-to-date English, and provide support for learning. Teachers must carefully evaluate materials and be aware of commercial influences and copyright issues when selecting materials.
This resource guide provides information on adapting books for young children with special needs or developmental delays. It includes criteria for selecting books for adaptation, tips for introducing adaptations to families, and recipes for common adaptations. The guide emphasizes introducing adaptations by focusing on behaviors observed in children rather than labels, and involving families throughout the process.
Li (Jerry) Xie Dimensions of Diversity Capstone ProjectKelseyShroyer
The document discusses strategies for teaching English language learners, referencing theories like Krashen's comprehensible input hypothesis. It proposes teaching language through content by providing scaffolded instruction and language objectives. Examples are given for teaching vocabulary through preview, explanation, and review in a reading class while integrating traditional Chinese learning strategies.
This syllabus outlines the requirements and expectations for a multicultural education course at Kansas City Kansas Community College. Students will examine multicultural paradigms through readings, discussions, and assignments. Assessments include weekly oral tests, written reflections, a cultural identity presentation, and a final exam. Students are expected to actively participate in class by completing readings, contributing to discussions, and submitting all assignments by the due dates. The course aims to help students understand their own cultural influences and how to thoughtfully engage with diverse perspectives.
True Insight: Using UC and UT Essays for College Readiness, Admissions & SuccessRebecca Joseph
The presenters demonstrated how to use college application prompts to help high school students prepare for college. They discussed three UT Austin and four UC prompts in detail, providing examples of how students could respond and strategies for using the prompts. The goals were to help students understand themselves, stay on track academically, and guide the college application process. Students could brainstorm activities, interests, and leadership experiences to discuss. Drafting prompt responses early allows time for refinement and reuse in other essays.
The document is a newsletter from an organization called Inspiring Teachers that focuses on inclusive education. In the first issue of 2014, the editor discusses the importance of making education accessible to all students, including those who are visually impaired. The newsletter features an organization called Samrita Trust that creates educational materials and resources for visually impaired students in India to help them learn independently. It discusses some of Samrita Trust's initiatives like producing audio books, online tests, and Braille materials to support the education of visually impaired individuals in India.
This document contains a final project portfolio submitted by Lissette Armijos, Karen Cañizares, and Roger Flores to the Faculty of Communication, Linguistics and Literature at the Pontificia Universidad Católica del Ecuador. It includes their responses to 12 questions about incorporating technology into language teaching and learning. Some key benefits they identified are increasing student autonomy, supporting different language skills, and enabling authentic interaction. Challenges include not all students being able to use technology and reliance on stable internet connections.
Getting to Know You: Fall 2017 Personal Statement WorkshopRebecca Joseph
This document provides information about college application essays, including the purpose and role of essays in the application process. It discusses how essays are one part of an applicant's overall application and gives examples of current prompts from the Common Application. The document also includes a sample personal essay response and discusses how additional essays may differ between colleges, using the University of Southern California and University of California as examples. It provides sample responses to some of USC and UC's supplemental essay prompts.
This document summarizes the evaluation of an English language textbook called "New English File" for use in a pre-intermediate marketing course for Argentinean students. It compares the subjective needs analysis of the course against the objective analysis of the materials based on Hutchinson and Waters' four-step evaluation process of defining criteria, subjective analysis, objective analysis, and matching. Overall, the document finds that the textbook adequately addresses the language points, skills, topics, methodology, exercises/tasks, and flexibility needed for the course, making it a suitable core material.
The document discusses key ingredients for an effective English language classroom. It identifies several essential elements, including:
1. Having an inspired and happy teacher who models reflective teaching.
2. Creating a student-centered classroom that lowers students' affective filters through needs analysis and a comfortable environment.
3. Incorporating fun, laughter, and activities that engage different learning styles like Nation's 25% rule on meaningful input and output.
4. Adapting lessons through supplemental materials, technologies, and cooperative learning strategies to maximize student engagement and interaction.
This document provides information about a university course called "Speaking and Reading" including the instructor's contact details, required texts, course goals, section aims and policies, grading criteria, and a tentative schedule of assignments. The main goals of the course are to help students develop verbal literacy skills and learn how to craft compelling presentations through techniques like establishing ethos, incorporating pathos and logos in arguments, and using effective visuals and storytelling. Major assignments include origin story speeches, numbers in context presentations, and an issues of community speech. Participation, attendance, and group work are also part of the course grade.
This document discusses adding engagement to the classroom through digital storytelling. It notes that bored students do not learn and students need motivation. While teachers want to engage students, they often lack time and resources to teach technology. The document suggests that digital storytelling can engage students by allowing them to express themselves using different modalities and intelligences. It provides suggestions for how to implement digital storytelling, such as starting simply and providing structured support and resources.
This document provides information about a 3-lesson unit on descriptive writing for 5th grade students. Lesson 1 focuses on sensory writing and having students create descriptive stories using their five senses. Lesson 2 teaches idioms and has students illustrate their own idiom in a comic or video before writing a short story. Lesson 3 continues practicing descriptive writing skills. The lessons aim to enhance students' creative writing through techniques like sensory details, idioms, and clear descriptions. Formative assessments include group projects, comics/videos, and exit tickets to check understanding of key concepts.
A small boy was returning starfish that had washed up on the beach back to the water during low tide to save them from dying, despite being told by a man that his efforts wouldn't make a difference given how many starfish there were. When the man pointed out there were too many for the boy to help, the boy replied "It will for that one" in reference to each individual starfish he returned to the water.
The document discusses dyslexia and provides definitions, facts, and strategies for supporting students with dyslexia. It notes dyslexia affects areas like auditory and visual memory, processing information, and phonological awareness. Multi-sensory learning, use of technology, visual aids,
This document contains a student's responses to discussion prompts for an early literacy course. In their responses, the student reflects on their own experiences learning language and literacy as a child, how families and communities influence children's development, and different strategies for teaching literacy skills like reading, writing, spelling and handwriting to students. They discuss teaching methods from their course textbook and critique literacy education websites.
This document discusses strategies for supporting phonemic awareness in a 4th grade classroom. It describes the teacher's literacy blocks and student population, which includes some students lacking phonemic awareness. Screenings are used to identify students for intervention. Activities discussed to build phonemic awareness include a poetry unit, response to intervention block, and audio recording practice. The document also analyzes one student's assessment results and identifies areas of strength and weakness. Finally, it proposes classroom strategies like segmentation and syllabication activities to target skills during literacy and intervention blocks.
Edll 5341 edll 5344 may 5%2c 2014 learning module 16cswstyle
This document discusses disciplinary literacies and content area literacy. It begins by defining disciplinary literacies as a form of academic literacy that involves learning the conventions and language used within a particular discipline. It discusses how students' understanding in a discipline, called "envisionments", develop over time through experiences like reading texts and discussions. The document provides examples of how envisionments are built in classrooms through inquiry-based learning and engaging with the practices of a discipline. It concludes by emphasizing the importance of teaching literacy through critical thinking and inquiry within discipline-focused instruction.
The document summarizes the author's visit to Madagascar and the Vezo Tribe. It describes traveling along bumpy roads and witnessing colorful local scenes. The author arrives in Ifaty and learns about the Vezo people, one of Madagascar's 18 unique tribes, who rely on the surrounding lagoon and reef system for their livelihood through fishing. The author takes a boat ride to visit a fishing village and UNESCO school and observes the Vezo people's traditional way of life.
Este documento presenta el portafolio de la asignatura de Pedagogía del segundo semestre de la carrera de Psicología Educativa, Orientación Vocacional y Familiar de la Universidad Nacional de Chimborazo. El portafolio contiene todo el material cubierto en la asignatura, incluyendo el syllabus, las fichas de cada unidad, las evaluaciones y anexos, para ayudar a los estudiantes a comprender mejor los temas tratados y contribuir a su aprendizaje. Además, el portafolio sirve como respaldo
Este documento descreve as diretrizes do Programa de Regularização Tributária (PRT) estabelecido pela Medida Provisória no 766/2017, incluindo quais débitos podem ser liquidados no programa, as modalidades de pagamento e liquidação dos débitos, o processo de adesão e formalização do parcelamento.
The future of the SSM and banking in the EurozoneDeloitte UK
One year on from the start of the Single Supervisory Mechanism (SSM), the European Central Bank (ECB) has made significant progress in developing and embedding its supervisory approach. But what still needs to be done to realise the vision that the ECB set out at the start of this journey?
Dokumen tersebut berisi kisi-kisi soal UKA Teknik Elektronika yang mencakup berbagai kompetensi, standar kompetensi guru, dan indikator esensial. Dokumen tersebut memberikan 43 indikator esensial yang meliputi berbagai konsep dasar teknik elektronika seperti kelistrikan, elektronika dasar, digital, mikroprosesor, sensor dan aktuator, sistem audio, radio dan televisi, serta kontrol.
EY Global Market Outlook 2016 - Trends in Real Estate Private EquityThorsten Lederer 托尔斯滕
We are heading into new economic territory as 2015 draws to a close, and with this comes a new environment for real estate fund managers that have become accustomed to low interest rates and rising values. Many fund managers are lightly tapping the brakes given competition for deals, an abundance of debt and equity capital, and an awareness of the typical duration of a real estate bull market. What does this mean for the industry? Read more in this EY publication.
The document discusses universal pedagogical thought. It introduces concepts related to how education and teaching methods have developed over time across different cultures and societies around the world. In a few sentences, it sets up discussion of universal principles in how humans approach education and passing knowledge to new generations.
Este documento presenta una descripción general del pensamiento pedagógico a través de la historia. Cubre las principales escuelas de pensamiento incluyendo las ideas de Comenio, Rousseau, Kant, Makarenko, Pestalozzi, Freire, Montessori y otros. También resume los principales enfoques pedagógicos como el conductismo, el humanismo, el aprendizaje significativo, y los paradigmas ecológicos, contextuales y de construcción integral. El documento ofrece una visión de alto nivel de la evolución del pensamiento educ
1. The document discusses student engagement and involving students in decision making at school. It provides different levels of student influence over decisions, from simply informing students to actively including students in planning and decision making.
2. The document advocates checking assumptions with students and developing student leadership capabilities. It provides examples of practices schools can use to gain student input, such as focus groups, student-led research, and reflective questioning techniques.
3. The challenges discussed include reviewing how student voices are considered in school policies and curriculum design, and building student capacity to contribute meaningfully to their own learning and school.
The document provides information about literacy training service (LTS) as a component of the National Service Training Program (NSTP) in the Philippines. It discusses LTS's role in training students to teach literacy and numeracy skills to children and out-of-school youth. It also outlines key elements of effective lesson planning such as objectives, teaching strategies, and evaluation tools. Emergent literacy approaches are recommended, including developing print motivation, vocabulary, and phonological awareness. Suggested community outreach activities are talking, singing, reading, and writing activities to help children develop early literacy skills.
The document discusses how technology can be integrated into classrooms to improve student learning. It describes using an interactive whiteboard for morning attendance, which allows students to drag their photo to mark themselves present. Recording lessons with technology gives students access to material if they miss class. However, technology integration also faces disadvantages like technical difficulties and digital distractions. The document advocates for thoughtful technology use to prepare students for future careers and engage learners, while being aware of potential issues.
The Importance Of A Good School Environment For Creative DevelopmentKapilPunetha2
This document discusses the importance of fostering creativity in school environments. It argues that creativity is an essential life skill and schools should encourage creative development. The document provides several strategies schools can use to promote creativity, including recognizing creative efforts, allowing visual reflection, maintaining a flexible learning space, introducing novel resources, encouraging hands-on learning and conversation, not restricting assignments to single formats, and rewarding accomplishments. The overall message is that teachers play a key role in nurturing students' creativity through the school environment.
Creating a literate environment in the classroompgrana
Knowing your learners is essential for literacy instruction. Teachers should understand students' developmental levels, interests, and backgrounds. Pre-assessments provide data to differentiate instruction for emergent and beginning literacy learners. When selecting texts, teachers should use a matrix to evaluate text complexity and make sure materials are appropriate based on readability, length, structure, and other factors. The five pillars of reading - phonemic awareness, phonics, fluency, vocabulary, and comprehension - form the foundation of effective literacy lessons. Noncognitive skills like motivation and self-confidence also impact literacy development.
A course on Learning Theory and Implications for Instruction.
These slides: Try to explain how teachers raise learners' motivation. By discussing some important theories, and using different instructional techniques.
This document is the teacher's book for Think Level 2. It contains teaching notes and answer keys to support teachers in using the student's book. The front matter includes a table of contents and information about copyright and ISBN numbers. The introduction discusses the course methodology, which is based on developing language and thinking skills through engaging topics. It emphasizes building cognitive tools, values, self-esteem and critical thinking skills in accordance with educational principles.
In this webinar, Kevin Schaefer, Assistant Director of Special Programs at WestEd's Center for Prevention and Early Intervention, addresses the following topics:
- What is Common Core and why was it adopted?
- How does it relate to Special Education?
- How does it affect my child's IEP?
- What kinds of accommodations can be written into the IEP in order to help my child succeed with Common Core?
1) The document discusses curriculum alignment for a preschool program, including the grade level (ages 3-5), subject areas (language arts, cognitive development, etc.), and learning objectives (language development, cognitive development, health/safety skills, social skills, physical development).
2) It describes instructional resources like books, study toys, and computers that are commonly used to aid teaching in preschools.
3) It evaluates the importance of choosing culturally appropriate and linguistically sensitive material for a diverse group of students.
The document provides information about metacognition and metacognitive processes. It defines metacognition as awareness of one's own knowledge and ability to understand, control, and manipulate one's cognitive processes. It discusses how metacognition involves knowing when and where to use strategies for learning and problem solving, as well as how and why to use specific strategies. It also explains that metacognition plays a critical role in learning, as it allows learners to construct knowledge using cognitive strategies and guide, regulate, and evaluate their own learning.
21st Century World Language Teaching ExperiencePatrickw407
This document discusses moving from a 20th century teaching model to a 21st century teaching model for world language education. The 20th century model focuses on isolated skills, textbook coverage, and teacher-centered instruction, while the 21st century model emphasizes developing students' creativity, critical thinking, communication and collaboration skills. It encourages using technology and real-world projects, differentiating instruction, and assessing what students can do rather than just knowing. The presenter discusses implementing these changes by giving students ownership over their learning and focusing on competency development for an authentic purpose like preparing to move abroad.
This document provides an introduction to the methodology and educational principles behind the Think course for teaching English to adolescents and teenagers. It discusses how the course focuses on developing solid language skills while also emphasizing thinking skills, awareness of values, and self-esteem. Activities are designed to be engaging for students by connecting them to topics and stories they can relate to emotionally. The course also aims to integrate emotional and cognitive development to help students become more caring and thoughtful young adults.
1. The document provides information for parents on developing their child's skills and independence to succeed in secondary school and beyond, including developing good work habits, thinking skills, and finding their passions.
2. It outlines the IB program that students will follow in Year 6, including transdisciplinary themes, concepts, skills and attitudes.
3. Key dates are provided for Term 1, and parents are reminded to work together with teachers to support students' development.
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Angel Winslow
January 28, 2020
Walden University
EP002: Plans Developmentally Appropriate Curriculum
Assessment: Work Product
Part One
Early Childhood Work Product
Effective learning especially for early childhood is one of the most vital component when comes to children development. From the assessment done, there are fundamental component which comes to be of much concern when comes to teaching young children. I understand that it is hard for managing 3-4year-old kids. But I can say the experience was good starting from the interaction of the kids and also the mode of teaching. It is one of delicate stage of development and therefore more attention are required. I can also say it is one of the craziest stage and more active. Stage of ready to learn since they are more of emulating what is being done. From the assessment, I can say that the following are indicators of effective curriculum. First is the children were active and also engaged. This was evident from the areas; literacy, maths, science, and arts. And this were evident domain such as cognitive, social, physical and empirical involvement. Secondly is that the goals which were set have been achieved. Thirdly the curriculum is evidence-based and lastly valued content especially in the learning investigation are focused and also intentional learning.
Learning standards are defined as the written and concise description of what the student are expected to know and also able to do at a specific stage of their education. In respect to learning experience in this case study. They are correlated for instance, it concludes with the goals which were earlier identified by the childhood teacher. Learning experience therefore elaborates on the following themes; subject areas which in this scenario are basic maths, art, literacy, science, arts and technology which are also appropriate learning standards to children. Secondly is the learning progress upon which each subject area is organized in accordance with grade level. Third it also take care of the education goals in which many set learning standards such as overarching and long-term education goals are able to describe the knowledge, skills and character. Lastly content whereby the set learning standards are unique and commonality from the system to system as described in the childhood teacher goals.
The language used by adults affects cognitive growth and learning in children in many subtle ways. Labeling is a powerful way to foster conceptual development. Development and early learning can be supported continuously as a child develops, and early knowledge and skills inform and influence future learning. This is important for the development of a child as it help them master things and therefore able to distinguish them effectively.
Taking competencies and oral language improvement have a sturdy effect on analyzing fulfillment. Almost all youngsters examine to talk through practice and use through the years, with li ...
English Language Learner Strategies and Activities Presentation-Chaunta Black...ChauntaBlack
Imagine that you have been asked to develop a professional development presentation that outlines strategies and activities that would be appropriate to use with English language learners.
Part OneEarly Childhood Work ProductViable adapting especial.docxssuser562afc1
Part One
Early Childhood Work Product
Viable adapting especially for early youth is one of the greatest critical angle while comes to adolescents improvement. From the appraisal completed, there are central factor which comes to be of an extraordinary arrangement concern when includes instructing more youthful youngsters. I comprehend that it's far hard for dealing with 3-4year-old kids. Data I can say the experience turned out to be genuine beginning from the association of the adolescents and also the method of training. It is unquestionably one of touchy level of progress and subsequently additional consideration are required. I can likewise say its miles one of the craziest degree and increasingly fiery. Level of prepared to investigate for the explanation that they're a greater amount of copying what is being accomplished. From the assessment, I will say that the resulting are pointers of incredible educational plan. First is the youngsters have been dynamic and furthermore locked in. This changed into glaring from the zones; education, maths, science, and humanities. What's more, this had been glaring area comprehensive of subjective, social, substantial and exact association. Furthermore is that the fantasies which had been set have been practiced. Thirdly the educational plan is proof principally based lastly esteemed substance especially in the examining examination are focused and furthermore purposeful contemplating.
Picking up information on models are portrayed as the composed and succinct depiction of what the researcher are required to comprehend and furthermore ready to do at a particular level in their preparation. In appreciate to learning appreciate in this circumstance study. They might be connected for instance, it finishes up with the wants which have been ahead of time perceived by means of the puberty teacher. Finding a workable pace in hence explains on the accompanying topics; concern zones which on this situation are essential maths, fine art, education, innovation, expressions and innovation which may be moreover suitable learning guidelines to kids. Furthermore is the finding a workable pace whereupon each challenge district is composed concurring with grade organize. 0.33 It likewise adapt to the training objectives wherein many set learning prerequisites alongside larger and long haul tutoring wants are fit for portray the understanding knowledge, abilities and man or lady. At long last substance wherein the set finding a good pace are one of a kind and shared trait from the framework to gadget as depicted inside the adolescent educator wants.
The language used by grown-ups influences psychological blast and acing in kids in heaps of diffused techniques. Naming is an amazing method to cultivate applied improvement. Advancement and early learning can be bolstered continually as a kid creates, and early understanding and capabilities advise and impact fate finding a workable pace. This is critical for the improv.
Similar to Gr 8 Academic Communique -Vol 2 Issue 1 - April 2015 (17)
Part OneEarly Childhood Work ProductViable adapting especial.docx
Gr 8 Academic Communique -Vol 2 Issue 1 - April 2015
1. 1
To be, or not to be, that is the question. Whether it makes the mind any nobler…The key to powerful
thinking is powerful questioning. When the students ask the right questions, they are on the path to self learn-
ing and they succeed as a thinker, for questions are the force that powers their thinking.
Unless the students know the basic building blocks of thinking, they cannot identify, examine, and check
those building blocks and indulge in critical thinking. As the students deploy these questioning strategies in
various domains of their lives , they will discover features of their thinking that needs to be revised, re-
thought, and reconstructed.
In this issue of Academic Communique, the staff has taken an effort to lay the foundation of critical thinking by providing
apt stems to questions that will stimulate students thinking and we request the support of the parents to help their wards ex-
cel in the art of questioning and achieve a mastery for self learning by active questioning.
This document would provide useful insights into the progression of your ward’s development in various subjects. It would
serve as a useful document for the parents, students and for the system at large for improvising the quality of learning and
development of children during this stage of education. The learning indicators and stage-wise curricular expectations will
provide opportunities for timely intervention at each Grade level, which, when checked in time will help the students per-
form in line with statutory requirements throughout their educational journey.
We request you to engage with your child in his learning cycle for supporting his needs and for motivating him. The quality
time spent with your child will inspire him to achieve his goal in life. We wish you every success in assisting your child to
fulfil his dreams.
Sanjeev K. Jolly
Principal / CEO
Grade-8
OUR OWN HIGH SCHOOL, AL WARQA’A, DUBAI
CURRICULUM IN ACTION
Academic communique
Message from the Principal
.
Dr Anjuli Murthy, Headmistress
Message from the Headmistress
Vol 2, Issue 1, April - 2015
Positive effects of parental involvement in their ward’s academic programme have been demonstrated at
all school levels in countries across the world. Through the Academic Communique the school is shar-
ing the planned curriculum in English, Mathematics and Science with you for Term 1 of the Academic
Year 2015-16. In this issue, the focus is to develop the students’ inquisitive nature through questioning.
The content based skills, questioning stems and the ICT resources will enable you to monitor your ward’s pro-
gress through his written assignments in order to enable the best learning outcome for him. We suggest that you
spend some time with your ward on: collaborative reading and questioning while reading using the stems; quiz
on general and subject related topics using questioning stems for reasoning; Mental Mathematics to enquire and
visualize concepts and processes; and collectively undertaking fun activities in Mathematics and Science using
the ICT links provided in this issue of Academic Communique.
We are sure your active involvement in your son’s educational journey will significantly improve
his skills, critical thinking ability and hence his performance in school assessments.
2. 2
Message from the Curriculum Coordinator
Sadia Mahmood,
Curriculum Coordinator
In this issue of the Academic Communique, the students have been empowered with a tool to build
their confidence at every milestone of their learning. The confidence in learning is being built with
‘I can statements’ which are the skills that your ward is developing during his course of journey in
Term 1. It will provide a roadmap to his learning and in order to strengthen it, in this issue, the
teaching faculty has provided your ward with the most appropriate stems to questioning. Your
ward can use the stems to frame questions while he is learning in the class with his peers and
teachers and you may help your ward frame questions at home to self assess his learning.
The learning resources available on the internet has made home learning a pleasure and in order to
increase the pleasure of learning the teaching faculty has selected the best of interactive resources
to help your ward.
In this issue the students, parents and the teachers take a flight together, developing the content
based knowledge along with questioning skills of interpreting and reasoning. In order to develop
the critical thinking and incite the mind, one needs to question his learning regularly.
This issue presents the food for thought for your ward and prepares the platform for thought pro-
voking questions: My ‘Questioning Conscience’; Thought I knew it all. But I didn't, did I ? I
guess not. Did I question my learning today?
Learning can take place anytime and anywhere. With the explosion of knowledge
and the availability of the best of educational resources on the internet, the size of
the classroom has extended beyond the walls of the classroom and the Academic
Communique establishes the connection between the student, teachers and parents
providing a window to the students’ learning that is taking place during the Term.
Sadia Mahmood,
Curriculum Coordinator
3. 3
English
Topic I can statements …
(children can assess
their learning by us-
ing these
‘I can statements’)
Thought provoking
questions to develop
critical thinking
(Some Suggestions)
At home your ward may use re-
sources to further extend his learn-
ing…(Some Suggestions)
Listening -
Words and
Sentences
I can listen to English
words and sentences
spoken/used in class/
school and responds
accordingly.
I can comprehend an-
nouncements made in
school and in other
areas of the society
like railway stations,
markets, airports, cin-
emas, etc. and the
news in English on
TV/radio and other
bulletins.
What did ...?
Who was it that...?
When did the ….?
Where was it….?
Can you tell why...?
Describe what was…?
What factors would you
change if...?
How many ….?
http://www.bbc.co.uk/skillswise/topic-
group/speaking-and-listening
Listening -Polite
Language and
Expression in
English
I can understand and
differentiate polite
language from other
tones in language.
I can comprehend
people from different
professions/ walks of
life .
Do you think ... is a good
or a bad thing?
Do you know another
instance where...?
What changes to ...
would you recommend?
Do you believe…….?
How would you have
handled...?
Why did you choose...?
http://www.bbc.co.uk/skillswise/topic/types
-of-listening
4. 4
English
Topic I can statements …
(children can assess
their learning by us-
ing these
‘I can statements’)
Thought provoking
questions to develop
critical thinking
(Some Suggestions)
At home your ward may use re-
sources to further extend his learn-
ing…(Some Suggestions)
Listening -
New Words /
New Sentences
I can understand the
difference between
words and phrases,
phrases and sentences,
questions and state-
ments as per tone,
stress, etc.
Find the meaning of...?
What is ….?
How many...?
Frame into…….?
http://www.bbc.co.uk/skillswise/topic/
listening-for-specifics
Speaking -
Self and Surrounding
I can relate to my sur-
roundings and speak
about my experiences
I can take interest in
listening to different
experiences of others
and relate to them
Can you say it in your
own words...?
Who do you think...?
What in your opinion…?
Are you a ... person?
What would you think
about…….?
http://www.bbc.co.uk/skillswise/topic/
formal-and-informal-speaking
Speaking -
Words/Sentences
I can attend to oral
messages/telephonic
communications and
communicate in Eng-
lish or home lan-
guage/sign language.
What was the main
idea...?
Can you provide an ex-
ample of what you
mean...?
Can you define…?
Distinguish between...?
http://www.bbc.co.uk/skillswise/topic/
communication-skills
Speaking -
Visuals/ Auditory
I can appreciate pic-
tures, music and can
express in speech/
writing.
Do you know another
instance where...? What
are other possible out-
comes? From the infor-
mation given, can you
develop a set of instruc-
tions about...?
http://www.bbc.co.uk/skillswise/topic/
giving-a-presentation
5. 5
Topic I can statements …
(children can assess
their learning by us-
ing these
‘I can statements’)
Thought provoking
questions to develop
critical thinking
(Some Suggestions)
At home your ward may use re-
sources to further extend his learn-
ing…(Some Suggestions)
Reading I can find word mean-
ings/antonyms/word
formations
I can make predictions
I can identify charac-
ter traits
I can identify author’s
purpose (Inform/
persuade/entertain)
I can draw conclu-
sions and make infer-
ences
What is the meaning…?
Do you know another
instance where...?
What changes to …
would you recommend?
How would you have
handled...?
Can you tell why...?
What factors would you
change if...?
Make sentences with the new words learnt,
for better understanding
Log on to the link below and practice:
http://www.tv411.org/reading/
understanding-what-you-read/strategies-
better-reading/activity/1/1
http://teacher.depaul.edu/Skill-Focused-
Readings/Grade%206%20Character%
20Traits.pdf
http://www.ereadingworksheets.com/
reading-worksheets/authors-purpose-
practice-1.htm
http://www.k12reader.com/figurative-
language/ figura-
tive_language_what_is_it.pdf
Writing I can compose sentences
and organise of para-
graphs
I can create answers for
textual questions after
comprehension/
inference.
I can express through
writing, personal experi-
ence and application to
real life situations.
I can write for different
purposes such as class
notes, paragraphs, for-
mal letters, descriptive/
narrative/argumentative
essays.
Can you write it in your
own words...?
Can you write a brief out-
line...?
Who do you think...?
What in your opinion…?
http://www.writing.utoronto.ca/advice/
planning-and-organizing/organizing
6. 6
Topic I can statements … (children can
assess their learning by using
these
‘I can statements’)
Thought provoking ques-
tions to develop critical
thinking
(Some Suggestions)
At home your ward may use
resources to further extend his
learning…(Some Suggestions)
Rational
Numbers
I can add, subtract , multiply and
divide rational numbers
I can state, identify and apply the
properties of addition, subtraction ,
multiplication and division of ration-
al numbers
I can explain the density of rational
numbers and find the rational num-
bers between two given rational
numbers
I can solve real life problems involv-
ing two or more operations on ra-
tional numbers
How would you apply ?
How do you simplify….?
Evaluate…...
How can you sort …. ?
What is the difference/sum/
product of …. ?
Insert rational numbers be-
tween.....?
Apply suitable property to
simplify……
Fill the blanks using suitable
property.
Log on to the links below and
practice:
https://www.kutasoftware.com/
free.html
https://www.kutasoftware.com/
free.html eduplace.com/kids/
hmm/practice/6/ep6_08.html
eduplace.com/kids/hmm/
practice/6/ep6_08.html
http://www.math-only-
math.com/worksheet-on-word-
problems-on-rational-
numbers.html
Exponents
and Powers
I can explain the exponents , base
and power of a given exponential
number
I can explain and evaluate rational
numbers with exponents as positive
and negative integers
I can find the reciprocal of an expo-
nential rational number with positive
and negative integers as exponents
I can state , explain and apply the
laws of exponents while solving the
problems (with any rational number
as the base)
Evaluate with positive expo-
nent….
Evaluate….when the exponent
is negative integer.
Simplify using laws of expo-
nents.
Find the value of unknown if
….
How to write the number in
standard form and vice versa?
Log on to the link below and
practice:
http://www.math-aids.com/
Radicals/
Exponents_Integers.html
http://
www.mathworksheets4kids.com
/scientific-notations.html
http://
www.dadsworksheets.com/v1/
Worksheets/Order%20of%
20Operations.html
http://www.math-aids.com/
Algebra/Algebra_1/Exponents/
Mathematics
7. 7
Topic I can statements … (children can as-
sess their learning by using these
‘I can statements’)
Thought provoking
questions to develop
critical thinking
(Some Suggestions)
At home your ward may use
resources to further extend
his learning…(Some Sug-
gestions)
Exponents
and Powers
I can explain and write the scientific
notation of any number and vice
http://www.mcckc.edu/
services/tutoring/tutoringbtc/
files/exp_rad_log/
Expo-
nent_Rules_&_Practice.pdf
Squares
and
Square
Roots
I can explain square numbers and
evaluate any square number
I can state and explain different prop-
erties of square numbers and apply it
in solving the problems
I can find one member of a Pythagore-
an triplet , given other two members.
I can find the square root of a perfect
square by prime factorization method.
I can find the smallest number to be
multiplied or divided to make any
number a perfect square
I can find the square root of any per-
fect square by division method
I can find the smallest number to be
added or subtracted so that a given
number becomes a perfect square
I can find the square root of a non per-
fect square by division method.( cor-
rect to 2 decimal places)
I can find the square root of any per-
fect square by estimation
I can solve the word problems involv-
ing squares and square roots
What is a perfect squares?
How to check if a number
is a perfect square?
How to find the smallest
number to be multiplied
or divided to …….?
How to find square root
of a number?
What is the smallest num-
ber to be added or sub-
tracted to ……….?
How to apply the concept
of square root while solv-
ing the problems….?
Log on to the links below and
practice:
http://www.math-only-
math.com/square-root-of-
numbers-that-are-not-perfect-
squares.html
http://www.freebookez.net/
square-and-cube-root-word-
problems/
http://
cbsemathstudy.blogspot.ae/20
11/06/squares-and-square-
roots-for-class-8.html
8. 8
Topic I can statements … (children can
assess their learning by using these
‘I can statements’)
Thought provoking
questions to develop
critical thinking
(Some Suggestions)
At home your ward may use re-
sources to further extend his
learning…(Some Suggestions)
Cubes and
Cube Roots
I can explain cube numbers and eval-
uate any cube number
I can state and explain different prop-
erties of cube numbers and apply it in
solving the problems
I can find the cube root of a perfect
cube by prime factorization method
(including negative numbers and frac-
tions )
I can find the smallest number to be
multiplied or divided to make any
number a perfect cube
I can find the cube root of any perfect
cube by estimation
I can solve word problems involving
cubes and cube roots
What is a perfect cu-
bes?
How to check if a num-
ber is a perfect cube?
How to find the small-
est number to be multi-
plied or divided to
…….?
How to find cube root
of a number?
How to apply the con-
cept of cube root while
solving the prob-
lems….?
Log on to the links below and
practice:
http://www.math-drills.com/
numbersense/
cubes_and_cube_roots_001.html
http://mycbseguide.com/
download/1291/
http://in.edugain.com/
sampleWorksheet/Grade8/Cubes-
and-Cube-Root/Printed
9. 9
Topic I can statements … (children can as-
sess their learning by using these
‘I can statements’)
Thought provoking
questions to develop
critical thinking
(Some Suggestions)
At home your ward may use
resources to further extend his
learning…(Some Suggestions)
Direct
and
Inverse
Variations
I can use ratio and proportions in real
life problems.
I can explain direct variation and identi-
fy two quantities vary directly or not.
I can solve simple and direct word prob-
lems of direct variation.
I can explain inverse variation and iden-
tify two quantities vary inversely or
not.
I can solve simple and direct word prob-
lems of inverse variation.
I can solve time and work done prob-
lems and those involving Speed, dis-
tance and time.
Identify the quanti-
ties ; vary directly
and inversely
How to solve the
problems on ….?
Solve problems relat-
ed to time and work
done…
http://www.mesacc.edu/
~scotz47781/mat120/notes/
variation/direct/direct_practice.html
http://mycbseguide.com/
download/1297/
https://jwolfkhs.pbworks.com/w/
file/fetch/79203152/
inversevarwkst.pdf
http://www.math-only-math.com/
worksheet-on-inverse-variation.html
Applications
of
Percentages
I can solve problems involving increase
percent and decrease percent
I can recognize overhead expenses as a
part of cost price and solve slightly ad-
vanced problems involving applica-
tions on profit percent and loss percent.
I can explain the relationship between
marked price ,discount and selling price
and solve problems involving these
concepts.
I can recognize different types of taxes
levied in commercial activities and word
problems involving especially sales tax
and VAT.
How to solve prob-
lems related to profit
% and loss %
Finding SP and MP
given Discount %
Finding Sales tax and
CP given tax %.
Log on to the link below and
practice:
http://www.kwiznet.com/p/
takeQuiz.php?
Chapter-
ID=2496&CurriculumID=22
http://www.ask-math.com/
worksheet-profit-loss.html
http://www.math-only-
math.com/worksheets-on-profit-
and-loss-percentage.html
http://www.math-only-
math.com/discount.html
http://www.nios.ac.in/media/
documents/SecMathcour/Eng/
Chapter-8.pdf
10. 10
Topic I can statements … (children can assess their
learning by using these
‘I can statements’)
Thought provoking
questions to develop
critical thinking
(Some Suggestions)
At home your ward
may use resources to
further extend his
learning…(Some Sug-
Data
Handling
I can arrange the given data in a grouped fre-
quency table.
I can understand the class interval, class limits,
class mark and class size of any class interval.
I can find mean, mode and median of any raw
data.
I can draw and interpret bar graph for any given
data.
I can draw and interpret histogram for any giv-
en data.
I can draw and interpret Pie chart for any given
data.
Define…
How do you make a
grouped frequency ta-
ble?
How do you draw histo-
gram and pie chart.
How do you inter-
pret…..?
How to find mean, me-
dian, mode and range of
…..
http://
www.mathsisfun.com/
data/
11. 11
Science
Topic I can statements …
(children can assess their
learning by using these
‘I can statements’)
Thought provoking questions to develop
critical thinking
(Some Suggestions)
At home your
ward may use
resources to fur-
ther extend his
learning…(Some
Suggestions)
Synthetic
Fibers
and
Plastics
I can identify the different
types of synthetic fibers
I can compare the properties
and uses of synthetic fibers
I can analyze the advantages
and disadvantages of synthet-
ic fibers
I can identify the different
types of plastics and its uses
I can identify the properties
of polymers.
What is …?
How is …?
Where is …?
How would you explain …?,
How would you describe …?
What do you recall …?,
How would you show …?,
Who (what) were the main …?
What is the definition of...?
How would you classify …?
How would you compare/contrast …?
How would you rephrase the meaning …?,
What facts or ideas show …?
What is the main idea of …?
Which statements support …?
How can you explain what is meant …?
How would you summarize …?
How would you use …?
What examples can you find to …?
How would you solve _______ using what
you have learned …?
Log on to the
links below and
practice:
plas-
tics.americanchem
istry.com/
education-
resources
www.fibersource.
com/Fiber.html
http:/
handsonplas-
tics.com/
12. 12
Topic I can statements …
(children can assess
their learning by us-
ing these
‘I can statements’)
Thought provoking questions to develop crit-
ical thinking
(Some Suggestions)
At home your
ward may use
resources to fur-
ther extend his
learning…(Some
Suggestions)
Cont. How would you show your understanding of
…?
What approach would you use to …?
How would you apply what you learned to de-
velop …?,
What would result if …?
How can you make use of the facts to …?,
What facts would you select to show …?,
Crop
Production
and
Management
I can recognize and
identify the steps in
agricultural practices .
I can analyze the role
of microorganisms in
nitrogen fixation.
What is the definition of...?
How would you classify …?
How would you compare/contrast …?
How can you explain …?
What can you say about …?
How would you summarize …? ,
Log on to the link
below and prac-
tice:
www.krishiworld.
com/html/
weed_control.html
http;//www.crop-
net.com
Sound I can identify the types
of waves.
I can recognize the
method of sound prop-
agation.
How would you use …?,
What examples can you find to …?,
Log on to the link
below and prac-
tice:
www.physicsclass
room.com
13. 13
Topic I can statements … (children
can assess their learning by
using these
‘I can statements’)
Thought provoking questions
to develop critical thinking
(Some Suggestions)
At home your ward may use
resources to further extend
his learning…(Some Sugges-
tions)
Sound I can identify the properties of
sound
I can predict the effects- noise
pollution
How would you solve _______
using what you have learned
…?,
How would you organize
_______ to show …?,
How would you show your un-
derstanding of …?,
What approach would you use
to …?
How would you apply what you
learned to develop …?
What other way would you plan
to …?,
What would result if …?,
How can you make use of the
facts to …?
What facts would you select to
show …?,
Www.glenbrook.k12.il.us/
gbssci/phys/class/sound/u11
Combustion
and Fossil
Combustion
of Fossil
Fuels
I can devise ways to conserve
resources.
I can identify the types of com-
bustion conditions needed for
combustion-ignition tempera-
ture.
I can identify zones of flame
I can comprehend the for-
mation of coal and petrol
How would you organize to show
…?,
How would you show your under-
standing of …?,
What approach would you use to
…?
How would you apply what you
learned to develop …?
What other way would you plan to
…?,
Log on to the link below and
practice:
www.chemicalformula.org/
reactions/combustion
http:/
www.sustainableenergy.qld.ed
u.au/what.html
14. 14
Topic I can statements …
(children can assess
their learning by us-
ing these
‘I can statements’)
Thought provoking questions to
develop critical thinking
(Some Suggestions)
At home your ward may
use resources to further
extend his learning…
(Some Suggestions)
Cont. I can devise ways to
conserve resources
What would result if …?
What elements would you choose to
change …?
What facts would you select to show
…?,
www.chemicalformula.org
/reactions/combustion
www.interactives.co.uk/
candle.htm
Some Natural
Phenomena
I can classify the posi-
tive and negative
charges in different
objects
I can identify the
safety measures
against lightning
strikes
What is the main idea of …?
Which statements support you to pro-
tect…?
What would result if …?
What if…….?
Log on to the link below
and practice:
https://youtu.be/
RDDfkKEa2ls
15. 15
Topic I can statements
… (children can
assess their learn-
ing by using these
‘I can state-
ments’)
Thought provoking questions to develop critical
thinking
(Some Suggestions)
At home your ward
may use resources
to further extend
his learning…
(Some Suggestions)
Scientific
Enquiry
I can list the steps
in scientific en-
quiry
I can apply the
steps while con-
ducting experi-
ments, activities,
etc
How would you explain …?
How would you describe …?
How would you show …?
What were the main …?
What are three …?
What is the definition of...?
How would you classify the type of …?
How would you compare /contrast …?
Which statements support …?
How can you explain what is meant …?
How would you summarize …?
How would you use …?
What examples can you find to …?
How would you solve _______ using what you
have
learned …?
How would you organize _______ to show …?
How would you show your understanding of …?
What approach would you use to …?
How would you apply what you learned to develop
…?
What other way would you plan to …?
What would result if …?
How can you make use of the facts to …?
What approach would you use to …?
https://
www.youtube.com/
watch?
v=ig7GNipg0mI
https://
www.youtube.com/
watch?
v=BVfI1wat2y8
https://
www.youtube.com/
watch?
v=ig7GNipg0mI
https://
www.youtube.com/
watch?
v=BVfI1wat2y8
16. 16
Topic I can statements …
(children can assess
their learning by
using these
‘I can statements’)
Thought provoking questions to de-
velop critical thinking
(Some Suggestions)
At home your ward may use
resources to further extend his
learning…(Some Suggestions)
Scientific
Enquiry I can apply the steps
of scientific enquiry
in the activity
What other way would you plan to
…?
What would result if …?
How can you make use of the facts to
…?
What elements would you choose to
change …?
What facts would you select to show
…?
How would you solve _______ using
what you have learned …?
How would you organize _______ to
show …?
How would you show your under-
standing of …?
What approach would you use to …?
How would you apply what you
learned to develop …?
https://www.youtube.com/
watch?v=ig7GNipg0mI
https://www.youtube.com/
watch?v=BVfI1wat2y8