Addresses some of the causes of destructive forces and how they cause changes in the earth's surface. Goes with slide shows shown below.
http://www.slideshare.net/MMoiraWhitehouse/teach-erosion-and-deposition-copy and
http://www.slideshare.net/MMoiraWhitehouse/weathering-teach
Addresses some of the causes of destructive forces and how they cause changes in the earth's surface. Goes with slide shows shown below.
http://www.slideshare.net/MMoiraWhitehouse/teach-erosion-and-deposition-copy and
http://www.slideshare.net/MMoiraWhitehouse/weathering-teach
An exercise sheet to be used when teaching the ideas presented in "Scientific Method-Variables":
http://www.slideshare.net/MMoiraWhitehouse/varviables-of-sci-method-4th
1.Distinguish the three states of matter in terms of movement of the particles
2.Relate the three states of matter with energy of movement of particles in them
3. Describe the changes of state using kinetic theory
Boiling, Vaporization, Melting, Fusion, Evaporation,
Condensation, Sublimation, Deposition,Freezing
EVS, Environmental Science, Birds
Birds Features
Body
Wings
Beak
Feet
Different Types Sound they make
Migratory Birds
Birds's Nests
Class III, Class 3, CBSE
Topics Included:
• Materials
• How materials are made
• What is matter made up of
• Why things are grouped
• Classification and its requirement
• Properties of Materials
An exercise sheet to be used when teaching the ideas presented in "Scientific Method-Variables":
http://www.slideshare.net/MMoiraWhitehouse/varviables-of-sci-method-4th
1.Distinguish the three states of matter in terms of movement of the particles
2.Relate the three states of matter with energy of movement of particles in them
3. Describe the changes of state using kinetic theory
Boiling, Vaporization, Melting, Fusion, Evaporation,
Condensation, Sublimation, Deposition,Freezing
EVS, Environmental Science, Birds
Birds Features
Body
Wings
Beak
Feet
Different Types Sound they make
Migratory Birds
Birds's Nests
Class III, Class 3, CBSE
Topics Included:
• Materials
• How materials are made
• What is matter made up of
• Why things are grouped
• Classification and its requirement
• Properties of Materials
ASLA XXIII Biennial Conference - Lee FitzGerald - Exciting change is happening in Guided Inquiry theory and practice. Following the publication of Guided Inquiry Design: A framework for inquiry in your school, (Kuhltau, et al) in 2012, a clear blueprint for preparation and running of Guided Inquiry units in our schools exists. The 2013, the International Research Symposium, Digital Youth, Inquiry, and the Future of the School Library is taking place in April in New Jersey. With my colleague and Head of History at Loreto Kirribilli, I am presenting at the April symposium, on developments in Guided Inquiry at my school. My presentation at ASLA XXIII will cover changes in the theory and practice of Guided Inquiry at Loreto Kirribilli, as well as reporting on developments from the symposium in New Jersey.
Eduwebinar guest speaker, Margo Pickworth, shares her journey on implementing Guided Inquiry into the teaching and learning program of a primary school library.
Guided Inquiry is explained, with particular emphasis on its inherent teaching and learning strategies that develop knowledge, skills, problem solving and critical and creative thinking.
A realistic sharing of highlights as well as pitfalls in the attempts to implement Guided Inquiry are shared. Principal support, staffing arrangements, resourcing, timetabling have been some issues to consider, whereas the implementation of new History and Geography syllabi have carried the journey strongly forward. It has not been as easy road but some useful practical tips will be shared to facilitate the implementation of Guided Inquiry in a wide range of school settings.
my report for Com 311: Seminar in Cross-Cultural Research at the College of Mass Communication, University of the Philippines Diliman - PhD Media Studies program
Introduction to The Four Agreements by Ruiz:
"Everything we do is based on agreements we have made - agreements with ourselves, with other people, with God, with life. But the most important agreements are the ones we make with ourselves. In these agreements we tell ourselves who we are, how to behave, what is possible, what is impossible. One single agreement is not such a problem, but we have many agreements that come from fear, deplete our energy and diminish our self-worth."
-Miguel Ruiz
Bicultural Histories - British Isles Term 2 2014Ruth Lemon
Unit Two follows on from the Māori foundation laid in unit one by exploring the complex histories and contexts that lead to the wants/needs of the peoples in the British Isles to migrate to Aotearoa / New Zealand... This is a plan for section one of the unit.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How libraries can support authors with open access requirements for UKRI fund...
How We Express Ourselves
1. How We Express Ourselves
Over the coming weeks students will be looking into How We
Express Ourselves. This unit is an inquiry into how cultures use the
arts to express identity. During this unit, students will inquire into
cultures from around the world, art forms and aspects of identity.
Central Idea In all cultures, the arts are used to express identity.
Key Concepts Function– how the arts are used to convey/ express cultural identity
Connection—how our connection to art reflects cultural identity
Perspective—individual, group and cultural perspectives represented by
art
Lines of Inquiry Identity conveyed through the arts
Cultural identity and its connection to the arts (we have a connection to
different music, literature and art because it reflects who we are
(expresses our identity))
How culture can influence the creation of art
Transdisciplinary Research : observing through use of senses, recording data through
Skills learning and creating about different forms of expression
Thinking: synthesis through combining different specialist lesson parts to
make a whole (summative assessment)
Communication: listening, speaking, reading, writing, viewing
Self-management: control of gross and fine-motor skills through Music
(instrument playing) and Art
Social: respecting others and different types of expression
Learner Profile Communicators—expressing ideas in a variety of ways
Open-minded– appreciating other perspectives
Risk-takers—through experimenting with different art forms
2. Please find below outlines of how Language Arts and Mathematics
are integrated with our unit which, will be taught in conjunction with
our on going mathematics and literacy programs.
Language Arts
Transdisciplinary Speaking and Listening: Oral story telling and listening. Retelling
stories and story meanings.
Students will: Begin to retell, relate and sequence events and sto-
ries with increasing detail. Be increasingly aware of tone and voice
level.
Writing – Retelling, identifying beginning, middle and end. Write
simple, sequenced stories.
Mr. Craig (music), Ms.Warunee (Thai Studies) and Ms. Dana (Art) will be involving
children in many exploratory activities in this unit. Mr. Jago will be using ICT to sup-
port our inquiries into the world’s different types of art forms.
Please visit Ms. Eva’s Year 2 EAL Blog for regularly updated vocabulary information
regarding this unit. http://blogs.nist.ac.th/eal/category/year-2/
Mathematics
Transdisciplinary Patterns – The use of patterning in different cultures, tessel-
lating patterns and symmetrical patterns.
Represent patterns in a variety of ways, for example, using
words, drawings, symbols, materials, actions, numbers
Inquire into number patterns – for example odd and even
Extend and create patterns in numbers
Use number patterns to represent and understand real-life
situations
Use the properties and relationships of addition and sub-
traction to solve problems.
