The teacher introduced the topic of sentences by asking students about their prior knowledge. Students provided answers drawing from past experience. The teacher's role was to guide students and provide some brief explanations, while also allowing student participation through simple exercises and games. Students were able to distinguish language elements and express basic understanding of the topic. The lesson exposed students to the target language and built on their previous knowledge to provide basic input and practice producing language within this framework.
English assignment could embody several functions: consolidating language learned in class, extending students’ horizon and developing students’ key competence which is required in a new era of information evolution. This paper aims at raising principles as well as approaches to realize individualized English assignment in Primary school in the hope of endowing students’ chances to develop as an all-round developed individual.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
Teaching includes all the activities of providing education to other. The person who provides education is called teacher. The teacher uses different method for giving best knowledge to his students .He tries his best to make understand students. His duty is to encourage students to learn the subjects.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
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 Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Instrument of natanael
1. INSTRUMENT OF OBSERVATION
1.-How does the teacher introduce the topic?
2.-How does the teacher stimulate students?
3.-Who controlled the class? Why?
4.-Is the teaching deductive or inductive
5.-Does the teacher promotes drilling or repetition activities?
6.-What aspects does the teacher take in account from students?
7.-Does the teacher encourage learners to produce language?
8.-Does the teacher creates a good atmosphere in the class?
9.-Does the teacher motivates or cheers up the students?
10.-Does the teacher gave confidence to students? Why?
11.-Does the teacher use technology as a learning tool?
12.-Is the group organized into teams?
13.-What communicative skills did she put into practice?
14.-To what extent learners are able to distinguish elements about the topic, and express
them?
15.-How does the teacher enhance reflection on English knowledge?
16.-How learners characteristics are considered?
17.-How do students show that they have processed knowledge?
18.-Are the Students exposed to the language? In what kind of activities?
19.-Does the learners receive enough input?
20. - Are they are able to produce within this input?
2. Summary
The teacher presents the class asking the students if they know what a sentence was, they
gave answers previous knowledge and own experience, in a more explicit way they
answered with clue words.
There was a lack of stimulus, but in some stages of the lesson the teacher applied the elicit
function.
There was a teacher- student’s role because in some stages of the lesson the teacher
explains some lesson points and in another stages students had the opportunity to
participate.
The teaching was deductive because the teacher gave a brief explanation about the topic
specifically sentence definition and the structure.
The teacher does not base her lesson on drilling or repetition activities, instead she
interacts with the students.
Some aspects that the teacher took in consideration from students were their
participation during the class in different activities and also that students do not speak in
their mother tongue. The teacher was aware that students do not use their first language.
The teacher maintained good humor, and was respectful to students but on the other
hand it was notorious the lack of enhancement, she was just focus on to teach her lesson.
Treatment between teacher and students seemed to be rather routine and monotonous
with no evidence that she wanted to make them feel secure of what they were doing.
She did not use technology in this stage of her class; the tools she used were the
blackboard and flashcards.
The group was not organized into teams the interaction pattern that she applied for the
lesson was group work and the abilities that she put into practice was reading, writing,
and speaking skills.
Students were able to solve exercises and express what they understood about the lesson
to some extent within normal attitudes with mistakes and successes like any other
students. As a fact the teacher did not really enhance reflection about English knowledge,
she just suddenly in a few occasions suggests them not to speak their first language.
Learners’ characteristic that best suits for the way they worked in class was group learning
style because student learns best working with others.
3. When learners are connected to other bits of past information when they reinforce
knowledge again it will be easier for them to solve exercises or to remember language
rules.
The lesson was given in the target language, so students were exposed to the language
during the lesson through simple games and competitions.
Students received the very basic input because students had previous knowledge to
understand the topic. If the subject had been new the input would not be sufficient and as
a result it had been more difficult to learners to distinguish and produce language.
4. NATANAEL SUPPORTIN INFORMATION:
The teacher introduce the topic based on “Constructivism Theory” because she ask
students questions, previous knowledge about the topic with the purpose to give them a
review related to sentence structure., Students answer with key words.
The role of the teacher was focus on being a guide. Student’s participation was following
teacher instructions, for example solving simple exercises distinguishing language
elements (structure) and as result they were able to construct their own knowledge.
Students participate and they were involved in the activities that teacher sets in class the
interaction of both, teacher and students were active during the lesson activities.
The class was also inspired in the “Cognitive Theory” because the teacher gave
information about the topic, and students received the elemental information, they
assimilated and on the next stage of the lesson they were able to produce basic
knowledge. Students practiced different activities as games using verbs flashcards. The
dynamic of this game was that students saw a flashcard and they had to write a sentence
in their notebooks that matches with verb of the flashcard, underlining with red color the
subject and with double line and blue color the predicate following the teacher
instructions as a result the students processed knowledge in a logical way.
The last activity of the lesson was based on constructivism theory because the teacher
supported it in students’ prior knowledge and experiences. Teacher sets a competition
game between girls and boys, the instructions for the game were that the student had to
to look to a flashcard and the student who has written the sentence in first place was the
winner.