The document discusses using open-ended tools like spreadsheets in teaching and learning. It provides examples of how spreadsheets can be used for language learning activities like creating vocabulary lists, tandem exercises where students fill in blanks, and games like Scrabble. The document also discusses different spreadsheet software that can be used like Google Sheets, Microsoft Excel, and LibreOffice Calc. Overall, the document promotes using open-ended digital tools like spreadsheets to enrich learning and make it more engaging and enjoyable for students.
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
Publications
a) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Digital Didactical Designs in iPad-classrooms. In: Proceedings of European Conference on Technology-Enhanced Learning, ECTEL 2013, 17-21 September 2013, Cyprus.
b) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Designing for iPad-classrooms. In Adjunct Proceedings of European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus. (WIP)
GCU College of EducationLESSON PLAN TEMPLATESection 1 LessoMatthewTennant613
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
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.
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
Publications
a) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Digital Didactical Designs in iPad-classrooms. In: Proceedings of European Conference on Technology-Enhanced Learning, ECTEL 2013, 17-21 September 2013, Cyprus.
b) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Designing for iPad-classrooms. In Adjunct Proceedings of European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus. (WIP)
GCU College of EducationLESSON PLAN TEMPLATESection 1 LessoMatthewTennant613
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. 1
shared experiences in using productivity software
applications as a language learner
2 explored samples of documents, presentations, and
spreadsheets that were used in delivering learning plans
4
Learning Outcomes
3
used new open-ended tools or productivity software
applications that are beneficial for learning.
4. 21st Century
Characteristics
of Teachers
Create a learner-
centered classroom
and make instruction
personalized.
Connect with like-
minded individuals
through media
tools
Learn new
technologies
Use web chats
to share and stay
updated in the
field
Be smart and
allow the use
of devices
Collaborate with
other educators
and students
Go
global
Do blogging
Facilitate the
student’s
productivity
Go digital to help
level up the
learning experience
of students.
Introduce project-
based learning
Build positive digital
footprint
Keep learning
Code as it is
today’s literacy that
helps boost
students’ writing
skills
Facilitate the
student’s
productivity
7. WHY USE INSTRUCTIONAL
SCAFFOLDING?
It provides for a supportive learning environment.
Students are free to ask questions, provide
feedback and support their peers in learning
new material.
When you incorporate scaffolding in the
classroom, you become more of a mentor and
facilitator of knowledge rather than the dominant
content expert.
1
2
3
9. BENEFITS OF INSTRUCTIONAL
SCAFFOLDING
Challenges students through deep learning and
discovery
Engages students in meaningful and dynamic
discussions in small and large classes
Motivates learners to become better students
(learning how to learn)
1
2
3
10. BENEFITS OF INSTRUCTIONAL
SCAFFOLDING
Increases the likelihood for students to meet
instructional objectives
Provides individualized instruction (especially in
smaller classrooms)
Affords the opportunity for peer-teaching and
learning
4
5
6
12. Advance organizers - Tools
used to introduce new
content and tasks.
TYPES OF
SCAFFOLDS
✓ Venn Diagram
✓ Concept Map
✓ T chart
✓ Fishbone
Cue Cards - Prepared cards
given to individual or groups
of students to assist in their
discussion about a particular
topic or content area.
13. Concept and mind maps -
Maps that show relationships.
TYPES OF
SCAFFOLDS
Examples - Samples,
specimens, illustrations,
problems.
Explanations - More detailed
information to move students
along on a task or in their
thinking of a concept.
14. Handouts - Prepared
handouts that contain task-
and content-related
information, but with less
detail and room for student
note taking.
TYPES OF
SCAFFOLDS
Hints - Suggestions and clues
to move students along.
15. Prompts - A physical or
verbal cue to remind — aid in
recall of prior or assumed
knowledge.
TYPES OF
SCAFFOLDS
▪ Physical: Body movements
such as pointing, nodding
the head, eye blinking.
▪ Verbal: Words, statements
and questions such as “Go,”
“Stop”
16. Question Cards - Prepared
cards with content and task
specific questions given to
individuals or groups of
students to ask each other
pertinent questions about a
particular topic or content
area.
TYPES OF
SCAFFOLDS
Question Stems - Incomplete
sentences which students
complete.
17. Stories - Stories relate
complex and abstract
material to situations more
familiar with students.
TYPES OF
SCAFFOLDS
Visual Scaffolds - Pointing;
representational gestures,
diagrams such as charts and
graphs; methods of
highlighting visual information.
18. 1
Select suitable tasks that match
curriculum goals, course learning
objectives and students’ needs.
3
4
Implementing
Scaffolds
2
Allow students to help create
instructional goals.
Consider students’ backgrounds
and prior knowledge to assess
their progress.
3
19. 4
Use a variety of supports as
students progress through a task.
3
4
Implementing
Scaffolds
5 Provide encouragement and
praise as well as ask questions and
have students explain their
progress to help them stay
focused on the goal.
.
Monitor student progress through
feedback.
6
20. 7
Create a welcoming, safe, and
supportive learning environment
that encourages students to take
risks and try alternatives
3
4
Implementing
Scaffolds
8
Help students become less
dependent on instructional
supports as they work on
tasks and encourage them to
practice the task in different
contexts.
21. Using
Spreadsheets
Spreadsheets are a
very useful tool for
language lessons,
but unfortunately
almost unknown by
language teachers,
often due to
missing ICT-
competences.
▪ Spreadsheets are attractive
technology that can be
used by students in future
projects, careers and in
personal life.
▪ Spreadsheet programs are
enormously flexible,
familiar, and relatively easy
to use.
22. Using
Spreadsheets
Advantages of
using spreadsheets
▪ Spreadsheets are very
useful in terms of saving
time.
▪ Can be used as a database
and to produce some
statistical analysis.
▪ Learning can be enriched,
enhanced and made
enjoyable.
23. Vocabulary
List
a simple vocabulary list
with two columns – one
for the native and one for
the foreign language –
can be used for some
nice vocabulary
exercises and games.
24. Tandem-exercise
by copying and pasting
the original list and
erasing some fields in a
way that student 1 has
the solution of student 2
and vice versa. The
students work in pairs
where each partner gets
a different worksheet
25. TANDOKU
▪ can easily create
Tandokus by copying
and pasting 9 words of
the list into the template.
▪ These tandokus can be
printed out or solved on
the computer in Excel
and are a good
alternative to traditional
vocabulary exercises.
27. SCRABBLE/EXPANDED
SCRABBLE TO
CROSSWORD
Ten minutes are
sufficient to play
scrabble with verbs.
▪ A nice possibility to
occupy or relax the
students during the last
minutes until the end of a
lesson is the game
scrabble.
29. Spreadsheets
software
1
powered by Google AI so that you
can safely connect, create and
collaborate
2
powered by Microsoft, review
and edit worksheets at work, at
home, or anywhere in between
30. Spreadsheets
software
3
Numbers is a spreadsheet
application developed by Apple
Inc.
4
Quip is a team collaboration
solution which combines
document and spreadsheet
creation and editing with chat
and commenting capabilities
31. Spreadsheets
software
5
Zoho Sheet is that spreadsheet
application that provides you the
space for organizing data,
discussing reports with your
team, and analyzing data,
wherever you are.
32. Spreadsheets
software
6
OriginPro is a user-friendly and
easy-to-learn software
application that provides data
analysis and publication-quality
graphing capabilities tailored to
the needs of scientists and
engineers.
33. Spreadsheets
software
7
LibreOffice is the power-packed
free, libre and open source
personal productivity suite for
Windows, Macintosh and
GNU/Linux
8
ONLYOFFICE is an online office
suite, developed by Ascensio
System SIA, a Latvian software
development company.
34. Spreadsheets
software
9
In Spreadsheet.com it enables you to
manage projects, automate workflows,
and build your own no-code apps for
collaborative teamwork.
10
In WPS spreadsheet, you can open
and edit spreadsheets from others,
and then save them right from WPS
office knowing others will be able open
them without any issues
36. Math Digital
Tools
1
GeoGebra – this app combines
geometry, algebra, spreadsheets,
graphs, statistics and analysis, calculus
in one user-friendly package.
2
Geometry Pad – Students can easily
present their geometric constructions,
take measurements, use the compass
and experiment with a lot of different
geometric shapes
37. Math Digital
Tools
3
Photomath – By scanning your math
problem, this app will help you instantly
solving it. It explains you the calculation
steps with animations just like a teacher
would do in real life.
4
Khan Academy – uses math videos,
practice exercises, and has a
personalized learning dashboard so you
can study at your own pace in and out of
the classroom.
38. Math Digital
Tools
5
Shapes 3D – You can create prisms,
pyramids, solids of revolution and
Platonic solids.
6
Cuethink – an innovative application for
students from Grades 2-12. They want
students to see challenges as
opportunities with a growing mindset.
39. Math Digital
Tools
7
Bookwidgets – offers a wide range of
different widgets or exercises you can
create by yourself for your students.
6
Virtual Nerd – their website offers all
kinds of videos explaining all kinds of
mathematical problems.
41. Virtual Laboratory or
Simulation apps
1
Virtual Labs – an initiative of Ministry of
Human Resource Development (MHRD),
Government of India. It is a consortium
activity of twelve participating institutes
where IIT Delhi is a coordinating
institute.
2
oPhysics: Interactive Physics Simulation –
contents created by Tom Walsh, a
collection of interactive physics
simulation.
42. 3 PhET Interactive Simulations
▪ Through inclusive design approaches,
the team creates accessible
interactive simulations that allow
students to experience science and
mathematics practices in new ways.
Virtual Laboratory or
Simulation apps
43. Virtual Laboratory or
Simulation apps
4
Virtual Biology Lab: An Inquiry-based
Learning Environment
▪ it simulates natural environments with
the way life responds to changing
condition.
▪ The data generated are biologically
realistic and are displayed
numerically and graphically.
44. Virtual Laboratory or
Simulation apps
5
HTML5 Simulations
▪ are interactive ways to teach the
sciences to the students.
▪ they can change the data input to see
the changes in the expected output.
