The students noticed that many of their peers faced problems with their studies and lacked effective solutions. They decided to gather ideas to address this issue. They asked students about common study problems and researched techniques from teachers and others. They displayed this information on notice boards and collected feedback to identify the most useful techniques, which many students found helpful for overcoming study challenges.
Ben Howard and Deborah Plowright - Checking for UnderstandingGareth Jenkins
A presentation from the first of the Ryedale Federation Twilight Training Sessions which took place in October where all 4 member schools took part in two training sessions hosted by both Primary and Secondary teaching staff.
The evening was an opportunity for staff from the different schools to meet each other, share ideas and teaching practice and participate in two sessions of four which they had prioritised themselves.
Ben Howard and Deborah Plowright - Checking for UnderstandingGareth Jenkins
A presentation from the first of the Ryedale Federation Twilight Training Sessions which took place in October where all 4 member schools took part in two training sessions hosted by both Primary and Secondary teaching staff.
The evening was an opportunity for staff from the different schools to meet each other, share ideas and teaching practice and participate in two sessions of four which they had prioritised themselves.
Landscape architecture energy efficient landscape lecture 8Bineet Chhajer
Tree consumes lesser water, cleans air pollution, provide shade and require low maintenance. Start Plant and Design with Native Tree to save our future.
Group Discussion is a modern method of assessing students personality.It is both a technique and an art and a comprehensive tool to judge the worthiness of the student and his appropriateness for the job.Topic may be given to judge your public speaking talent.Discussion revolves around a specific subject.The examiner does not interfere once he announced the topic.Maintain cordiality and free expression of thought and opinion.
For the Final Paper, you will demonstrate an understanding of the .docxAKHIL969626
For the Final Paper, you will demonstrate an understanding of the complex set of issues that must be considered as you embark on your professional preparation to become a classroom teacher. The best way to do this is to conduct an interview of an educator to get a realistic perspective of the teaching profession. It is hoped that after the interview, you will have a better understanding of the daily work a teacher does and how the teaching philosophies and learning theories guide the teacher in making classroom decisions. In addition, you will then have an opportunity to reflect on your own “goodness of fit” as a future educator.
Please be courteous of the teachers you are interviewing. Plan ahead and schedule your interviews early. It can be difficult to secure an interview date with the teacher. Writing or emailing a thank-you note to the teacher you interviewed is good professional practice. (I already done the interview for you)Requirements: You will interview one teacher at the elementary level (K-5) or secondary level (6-12) depending on where your own teaching interests lie. Please ask your teacher the following questions and record their responses: Mrs. Jones is a 3rd teacher at Solomon Elementary
Why did you decide to become a teacher? What was your motivation and what attributes do you think are important for a teacher to exhibit to be effective? (Attributes/Motivation) I became a teacher because I enjoy working with kids and seeing them make learning connections. In college I had developed and taught my own preK summer program. Once out of school, I worked at a child development center, teaching preK as well as working with the school age program. I found that I really enjoyed working with school age children. So I began working with Red Cross youth programs as well as Boy and Girl Scouts. I went back to school and completed a Master of Arts in Teaching program. I think a teacher needs to be someone who wants to help children become successful citizens. They need to be able to communicate to both children and adults. A teacher also needs to be someone willing to collaborate with others sharing ideas to help all students succeed. They need to be willing to learn and grow.
· What is your philosophy of education? What is the role of the teacher and the students? (Teaching Philosophy) I believe that every child can learn and should be given the opportunity. The teacher should present the concepts and instruction in a way students can understand. The material should be challenging and should get students excited. I believe that students should be given the opportunity to learn in a variety of ways. Students need to come to school ready to learn. It is very frustrating to work with students who refuse to try.
· What are your learning goals for your students? How do you effectively meet their needs? (Learning Theory) My learning goals for my students are ideally to meet academic success and be proficient in ...
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
IGCSE GP Team Project- It's OK to talk- DepressionBismahAhmed3
Since many people don't take depression very seriously and stigmatize approaching counsellors, we chose this topic as our IGCSE team project. Basically, our main aim is to create awareness about causes and consequences of depression .
So it's OK to talk about depression.
EPSS for Faculty Development (In-Progress Project)Saul Carliner
In this project, a team comprised of members from university and a Cegep are developing an alternate approach to professional development: an electronic performance support system (EpSS) that provides teaching support online and consists of (a) generalized and discipline-specific research-based guidance for their most significant challenges as identified by a needs assessment; (b) teaching cases that illustrate practical applications in the classroom and (c) other approaches to engage faculty with this system. This session, by the research team describes the system and summarizes the first topics covered.
imagine having 50 learners in a class with a lesson of 40 minutes. how will you distribute the minutes to ensure that every child/learner in your class gets equal time to talk. neglecting classroom talk will enhance a culture whereby a teacher moves a head with few learners while others feel not involved. this presentation gives you an idea of how you can involve every learner in classroom talk
improving classroom talk is a presentation to help teachers and other caregivers by giving them skills on how they can engage learners in class effectively. talking is the beginning of teaching. without learners talking, you will create a boring class to you first and to learners.
Embracing GenAI - A Strategic ImperativePeter 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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. DESIGN FOR
CHANGE…..
Topic :
Managing
Asmi Mhalgi Studies
Dhvani Shah
Krina Patel
Shristi Darbar
Harshidhi Chajjer
2. Feel
We noticed that a lot of students had
problems with studies and they did no have
definite answers to their problems. Therefore,
we decided to put our ideas together to
address this problem. To understand the
problem better we asked students about
problems associated with studying.
3.
4. Imagine
We then thought of techniques to help
students overcome these problems.
We also a few study techniques through
discussion with teachers and others which
we put up on a collage and displayed it on
a notice boards for students to read. We
also asked our friends their opinions and
suggestions regarding the techniques we
had put up.
5.
6.
7. Do
Firstly, we collected the problems students
usually have with studies and later we
collected the study techniques.
We shared the study techniques with others
and held informal discussions about them. This
interaction helped us decide which
techniques were useful and which were not.
8.
9.
10. How our friends reacted to our
suggestions
A lot of our friends tried the techniques
we collected. These techniques were
collected from teachers and student,
who are good at studies. As these were
tested techniques they were readily
accepted by other students. Most of
the students told us that they
benefitted from the techniques while a
few modified the techniques to suit
their needs.
