- The document summarizes journal entries from a student's practicum observing an English class of 4th grade students in Argentina.
- On the first day, the student felt nervous but introduced a lesson on weather and reviewed a story about a fairy named Zappy. The students were enthusiastic, motivated, and wanted to participate.
- In subsequent classes, the student continued lessons on weather, the Zappy story, and introduced new vocabulary like house parts and colors. The students remained engaged and asked frequent questions.
- Over time, the student felt more comfortable and the students greeted her warmly. The students enjoyed the lessons and activities and worked energetically the entire class. The student was challenged to keep the students stimulated
FullbackÂź Insulated Siding is an industry leading building product. Its moisture performance is only one of its many industry leading features. From the productâs introduction nearly 20 years ago, it was obvious that no siding system would be successful unless it allowed moisture to escape from the wall assembly, either as water vapor or bulk moisture. Progressive Foam completed moisture testing leading-up to the launch of FullbackÂź Insulated Siding, and has continued to test products as the FullbackÂź line has evolved.
FullbackÂź Insulated Siding is an industry leading building product. Its moisture performance is only one of its many industry leading features. From the productâs introduction nearly 20 years ago, it was obvious that no siding system would be successful unless it allowed moisture to escape from the wall assembly, either as water vapor or bulk moisture. Progressive Foam completed moisture testing leading-up to the launch of FullbackÂź Insulated Siding, and has continued to test products as the FullbackÂź line has evolved.
â...Porque derramarei ĂĄgua sobre o sedento, e rios sobre a terra seca; derramarei o meu EspĂrito sobre a tua posteridade, e a minha bĂȘnção sobre os teus descendentes...â (Is 44:3)Â
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
Â
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
Â
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.
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
How to Make a Field invisible in Odoo 17Celine George
Â
It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Â
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
Â
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.
âą 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.
âą 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 âany matterâ at âany timeâ under House Rule X.
âą 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
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
Â
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. PĂĄgina2
9th
, June
Class NÂș 1
The group I was assigned for my practicum was formed by eleven boys and twelve girls of
between nine and ten years old.
The first day of class I felt nervous and anxious. The teacher of the course introduced me
to the class. She explained to them why I was there. They were very surprised and happy.
They gave me a cheerful welcome. Then, I started the class speaking about the weather. I
wrote on the board the question "Whatâs the weather like?â I waited until they answered
the question. I went near a picture hanging on the wall, in which you could see the different
kinds of weather and the corresponding drawings. I asked, "Is it cloudy?â they answered:
âyes, itâs cloudyâ. They wrote on their notebooks the answer âItâs cloudyâ and they drew the
cloud and they also wrote the date.
I continued the class with a revision on the previous class. We remembered the main
characters of the book in order to start with a short story about Zappy, a little fairy that
appears on the book, who knew a group of children that go to the same school .Zappy
looked for their friends and entered into the different parts of her house and we focused on
naming each part of the house. Students wanted to participate all the time .They named
each part of the house where Zappy went into. They were very enthusiastic in each
moment, they loved taking part and raising their hands. And they also wanted to go to the
front of the class to speak and work. They were always motivated. I was very astonished.
Then, they did written activities about Zappy and the parts of the house, and also we
listened to the audio CD of the story. In this exercise, they had to pay attention in order to
answer where Zappy was in each picture; they had to complete the sentences from the
book. At the end, we watched a video about parts of the house with a song, they sang the
song and finally we said âgood byeâ.
I think that I have to prepare each class very well because children are very active and
demand to continue working in each stage of the class. They love the English class. They
are always motivated to work.
3. PĂĄgina3
Journal
11th
, June
Class NÂș2
The second day of class, I greeted children and they said âHello Miss Andreaâ. They gave
me another happy welcome. Then I started the class speaking about whatâs the weather
like? I wrote on the board the questionâ Whatâs the weather like?â I waited until they
answer the question. I went near a picture hanging on the wall in which you could see the
different kinds of weather and the corresponding drawings. I asked, "Is it runny?â they
answered: âyes, itâs runnyâ. They wrote on their notebooks the answer âItâs runnyâ and
they drew the rain and they also wrote the date.
We revised the places where Zappy had been to look for her friends. I used colored
pictures with a house and its parts written in each room. Then I started to name different
objects the Zappy found in her house. Children repeated enthusiastically and named the
different elements of the house. All of them wanted to learn and name the new vocabulary.
Then they did a written activity about the elements in Zappyâs house. They asked to check
their activities at that moment. Then we listened to audio the cassette, in which many
elements in Zappyâs house were mentioned. Students had to complete a written task.
Finally, they went to their break because time was up. They greeted me and kissed me
good bye. We really bonded.
I think that they want to be corrected all the time and they ask for help in each stage of the
class .If I donât answer quickly, they get angry very fast. I have to organize my time in order
to help them continue working with enthusiasm and happiness.
16th
, June
4. PĂĄgina4
Journal NÂș3
The third day of class I said âHello Miss Children, and children said ââHello Andreaâ. They
gave me a happy welcome. Then I started the class speaking about whatâs the weather
like? I wrote on the board the questionâ Whatâs the weather like?â I waited until they
answer the question. I went near a picture hanging on the wall in which you could see the
different kinds of weather and the corresponding drawings. I asked, "Is it sunny?â they
answered: âyes, itâs sunnyâ. They wrote on their notebooks the answer âItâs sunnyâ and
they drew the sun and they also wrote the date.
Then I did a revision about Zappy and her friends and also what she saw in her house.
After that I mime in order to guess what part of the house Zappy was. They did this
activity very enthusiastic and happy in stage of the exercise. They were involved in each
activity all the time. They loved participating and raising their hands in order to guess each
part of the house where Zappy was. Then they did a written activity about Zappy story.
After that we played a Bingo about different elements of the house that zappy found in the
house. They played very happy and all of them wanted to win. They remembered each
element of the Zappyâs house very quickly and enthusiastic. Finally when the ring rang Thy
greeted I and they said âGood Bye Miss Andrea. I said âgood byeâ Miss Andrea.
I think that they are dynamic and anxious to work and do activities.They love working and
participating in each moment .I have to create many activities in order to stimulate them to
go learning with happiness and enthusiasm. This is a great and involving challenge to face
in order to improve my teaching
19th
, June.
5. PĂĄgina5
Journal NÂș 4
The fourth day of class the group said âHello Miss Andrea. They gave me a happy
welcome as in every class. . Then I started the class speaking about whatâs the weather
like? I wrote on the board the questionâ Whatâs the weather like?â I waited until they
answer the question. I went near a picture hanging on the wall in which you could see the
different kinds of weather and the corresponding drawings. I asked, "Is it cloudy?â they
answered: âyes, itâs cloudyâ. They wrote on their notebooks the answer âItâs cloudyâ and
they drew clouds and they also wrote the date.
I did a revision about Zappy and where she had been to look for her friends. Then, I
started to teach other different things that she found in her house. Children with
enthusiasm repeated and named the different elements. Then, I told a short story about a
frog called Frida and a rainbow, in order to introduce the colors. Frida the frog presented
different objects with each color of the rainbow. Children were attentively listening to the
short story. I showed each picture with each colored object that Frida compared to the
rainbow. Then I asked questions about the story and we named each color of the rainbow.
And we also practised with pencils and colored elements in the classroom .They
participated a lot. They were involved with this activity. Then I gave instructions for them to
do a written task about Frida and the rainbow. They asked to correct what they had done
all the time. Finally, the bell rang and they said to me âGood bye MissAndrea".
I think that some of them work very quickly and are anxious in each moment. I feel I have
to pay attention to each of them all the time, .I have to answer their questions and
organism time to check their work and their answers. They are motivated to work and do
the activities all the time.
Journal NÂș5
6. PĂĄgina6
11th
, august.
The fifth day of class I felt relaxed and as a part of the class. They were calm and
expecting me. When I arrived, the children said ââHello Andreaâ.
. Then I started the class speaking about whatâs the weather like? I wrote on the board the
questionâ Whatâs the weather like?â I waited until they answer the question. I went near a
picture hanging on the wall in which you could see the different kinds of weather and the
corresponding drawings. I asked, "Is it sunny?â they answered: âyes, itâs sunnyâ. They
wrote on their notebooks the answer âItâs sunnyâ and they drew the rain and they also
wrote the date.
I did a revision about Frida the frog and then I continued the story with new and different
things that Frida saw in the lake with other new colors. They participated a lot telling the
story and naming the new colors and things from the lake.
They were involved in each activity. After that I gave a written activity that I had to check
because they asked to be corrected all the time. Finally, when time was up, I said âgood
bye âand they said âgood bye Miss Andrea".
I think that they feel motivated to work. They do not have any problem with their learning.
They enjoy working and doing activities all the time. They are happy working. I enjoyed a
lot working in this atmosphere. I would like to work in a place like this in the future.