Graph organizers.pptx
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Graphic organizers are visual tools that help students organize and structure information by illustrating relationships between concepts. The document discusses several types of graphic organizers like T-charts, Venn diagrams, fishbone diagrams, and lists their functions. It explains that graphic organizers increase student engagement, facilitate cognitive processes, and improve comprehension by allowing students to break down ideas visually. Overall, the document advocates that graphic organizers are powerful teaching tools that can enhance the learning process.
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EMS 300: Graphic Organizers
This document defines graphic organizers as visual displays that depict relationships between facts, terms, and ideas. It provides examples of common graphic organizers like timelines, flow charts, and Venn diagrams. Each type is described, including how timelines can show a sequence of events and flow charts depict processes. The document outlines benefits like how graphic organizers make information easier to understand and remember. It recommends their use for all learners and subjects. Teachers are advised to model their use and match organizers to concepts.
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Graphic organizers are visual tools that help students organize and structure their thinking about information. They come in different formats like Venn diagrams, webs, concept maps, and mind maps. Graphic organizers facilitate learning by helping students identify key areas of focus within a topic and make connections between ideas. Teachers can use graphic organizers to illustrate students' understanding and identify areas for improvement. They are effective for organizing writing projects, brainstorming ideas, classifying information, demonstrating thinking processes, and encouraging decision making. While graphic organizers provide structure and scaffolding for students, some cons are that they can be seen as extra work and become time-consuming or messy if used incorrectly.
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Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering theoretical perspectives for their effective application.
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According to the Association for Educational Communication and Technology (AECT, 2008) it is possible to define educational technology as “the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources” (Richey et al. 2008).
Engineers, technicians, and technologists:
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Graphic organizers are visual tools that help students organize and structure information. They can be used across content areas and benefit all learners. Teachers should select graphic organizers that match their learning objectives and have students complete them to demonstrate their understanding, identify gaps in knowledge, and assess their learning. When implemented effectively throughout a lesson, graphic organizers can improve student engagement, strengthen the learning process, and increase test scores.
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Engineers, technicians, and technologists:
technology as a tool for material construction based
on a systematic engineering knowledge of how to
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based on the organization of knowledge for the
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This document discusses effective vocabulary teaching. It begins by explaining that communication is at stake with a limited vocabulary, so teachers should focus on vocabulary. It then outlines the objectives of effective vocabulary teaching, including exposing teachers to new strategies and reflecting on current practices. Finally, it discusses various theoretical approaches and strategies for presenting, practicing, and evaluating vocabulary, such as using visuals, examples, and varied activities for different learning styles. The key implication is that effective vocabulary instruction requires using a variety of teaching methods.
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By the end of the lesson.docx
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This document describes different types of thinking and corresponding activities that can be used to develop reading skills. It outlines four types of thinking: matching, sorting, sequencing, and ranking. For each type of thinking, it provides the cognitive processes involved, example visual aids that could be used, and sample reading activities explaining their purpose and materials needed. The purpose of the activities is to help students develop letter recognition, vocabulary, understanding of text structure and meaning, as well as encourage problem solving skills.
Classroom management updated.pptx
This case study document outlines several common problems that can occur when students work in groups. It notes that groups may finish tasks at different rates, some students may struggle to communicate or be dominated by one or two members. Other issues include having conflict, not staying on task, not understanding the task, not working within time frames, and students speaking their native language instead of the target language being learned. The case study aims to document a variety of challenges that can arise for students working collaboratively in groups.
comparatives-and-superlativesfruit-clt-communicative-language-teaching-resour...
This document provides instructions to compare and contrast different fruits using descriptive words like sweet, sour, delicious, large, sticky, rough, small, moist, difficult to open, smooth, soft, hard, bumpy and spiky. It then lists several pairs of fruits to compare such as apples, oranges, melons, soursop and banana, durians and lychee, guava and dragon fruit, jackfruit and mango, mangosteen and papaya, sugar apple and strawberry, pomelo and damson, walnut and cherry, rambutan and bitter gourd, and chilly and sweet pepper.
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This document discusses teacher-centered vs student-centered approaches to education. A teacher-centered approach involves the teacher being the sole leader and authority in the classroom, making all rules and decisions. A student-centered approach involves more shared leadership and responsibility between the teacher and students, with students playing a larger role in managing classroom operations. While teacher-centered approaches ensure order and focus on the teacher's lessons, student-centered approaches promote collaboration, communication skills, and active participation in learning.
Lesson Plan for Lincoln.docx
This 45-minute English lesson for starter level students has the main aim of teaching students to say and write numbers 1-20 independently by looking at pictures in their textbook. The lesson will begin with singing a numbers song to engage students. Then the teacher will review numbers 1-10 using word and number cards, and introduce numbers 11-20. Students will practice matching numbers and words through a worksheet activity. They will then rewrite number words in order and check each other's work. Finally, students will write numbers for pictures and answer questions to assess their understanding of the day's lesson.
02_Worksheet B - Checking instructions.doc
The document discusses techniques for checking if students understand instructions for an activity. It lists several techniques and rates them as good, not recommended, or possibly working. The best techniques included having students demonstrate the activity, answering check questions to show understanding, and repeating instructions in their own words. Simply asking if students understand or having one strong student repeat was not recommended on its own. Providing instructions in both English and the students' native language could work for lower levels.
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- 2. What are graphic organizers? Graphic organizers are defined as a visual display demonstrating the relationship between facts, ideas and concepts. Using visual and spatial modalities, graphic organizers enable students to organize, comprehend and internalize new learning.
- 3. Graphic Organizers • T CHART • VENN DIAGRAM • FISHBONE • CAUSE AND EFFECT • MULTIPLE CAUSES MAP • KWLH CHART • FLOW CHART • CYCLE OF EVENTS • CHANGE OF EVENTS • STORY MAP • BAR GRAPH • PIE CHART • PYRAMID • PICTURE WITH INDEX • SPIDER WEB • CONCEPT MAP/ MIND MAP
- 4. Why use graphic organizers in the classroom? • Using graphic organizers can be extremely helpful for both students and teachers. It simplifies the teaching and the learning process while making it more enjoyable and interactive for everyone.
- 5. Learning with graphic organizers Increases student engagement • The use of graphic organizers provides a hands on approach to learning. • These tools, when incorporated in the lesson, provide students with the opportunity to actively participate and contribute to their learning process. • The designs of the graphical organizers and the act of organizing content serves to stimulate both the creative and logical parts of the brain. • It also helps to develop team dynamics when given as a group activity.
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- 8. T CHART shaped like a “T,” used to separate information into two categories. A T chart can be used to compare and contrast two things, to list advantages and disadvantages, to separate facts from opinions, etc.
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- 15. Process diagrams • Show relationships between different parts of a process, e.g cause and effect. Causes and effects of global warming. a. Loss of biodiversity b. Glaciers melting /sea levels rising/ extreme weather c. Deforestation d. Loss of ecosystem e. World temperature increasing faster f. Fossil fuel use g. Loss of biodiversity
- 16. 4 2 3 1 Reorder the stage of butterfly. Write the numbers that represent the picture.
- 19. KWHL chart
- 21. FLOW CHART
- 23. PIE CHART
- 24. STORY MAP
- 27. SPIDER MAP
- 30. BAR CHART