Powerpoint presentation on the findings of some classroom research into the relevance of strategy-use in reading and listening from the learners' viewpoint.
This document summarizes an action research case study examining the use of visual aids to engage an English Language Learner (ELL) student in science class. Baseline data showed the student was hesitant to participate verbally. An intervention introducing brief educational video clips increased the student's time-on-task and comprehension of lesson content. However, the study had limitations including a short data collection period and differences between baseline and intervention methodology.
Meeting aeltt teaching grammar algiers may 21st 2016Mr Bounab Samir
Teaching grammar can be done using the PIASP method, which is based on Bloom's Taxonomy of learning objectives. The PIASP method involves presenting grammar structures in context, isolating the structures, analyzing their form and function, stating the governing rules, and providing practice. For each stage of PIASP (presentation, isolation, analysis, stating rules, practice), there is a corresponding category of Bloom's Taxonomy. This allows grammar to be taught gradually and contextualized within communicative exercises, building students' knowledge, comprehension, application, analysis, synthesis and evaluation of grammatical structures.
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
The document describes Paula Schulze's reflections on four English lessons taught to a 4th year secondary level group. Paula focused on communicative language teaching approaches and used a variety of strategies like visual aids, group work, and discussions. The students reacted positively overall, actively participating in lessons and using English, though some lessons ran short on time or required improvements to practice structures more.
Framework for groupwork in middle school revised version pour fusionMr Bounab Samir
The document discusses the rationale for using group work in English courses to improve student performance and engagement. It proposes dividing classes into small groups to provide more opportunities for language practice, peer support, and targeted feedback. Two types of grouping are suggested: mixed-ability groups to foster collaboration between students of different levels, and grouping by achievement to better meet student needs and reduce inhibition. The objectives of group work are outlined as developing communicative competence, language skills, learning strategies, and social skills. A variety of task types are also listed.
The document describes a student's field study observation of a lesson on proving trigonometric identities. It includes the student's observation sheet where they documented the resource teacher's behaviors aligned with principles of developing lesson objectives. The student analyzed whether their stated objective matched the teacher's actual objective, and found them to be somewhat similar. The student reflected that while objectives guide lessons, they are not always strictly followed. The student's portfolio includes research quotes on the importance of goals and objectives.
This document is a teacher's guide for a 3rd year middle school English coursebook. It provides an introduction to the coursebook's objectives and layout. It emphasizes that the coursebook focuses on developing students' English skills through communicative, learner-centered activities that incorporate the four skills of listening, reading, speaking and writing. It also discusses the representation of core values in the coursebook and provides guidance on teaching pronunciation, suggesting a three-stage process of repetition, identification, and autonomous production to help students learn and produce sounds.
The document describes observations of three teachers' lessons by a resource teacher. All three teachers began their lessons by clearly stating the objectives and intended learning outcomes. Their objectives were specific, measurable, attainable, results-oriented and time-bound. This helped guide the structure and progression of the lessons. The objectives addressed cognitive and psychomotor domains as students gained knowledge and skills. Having objectives in these domains helps create a well-rounded learning experience for students.
This document summarizes an action research case study examining the use of visual aids to engage an English Language Learner (ELL) student in science class. Baseline data showed the student was hesitant to participate verbally. An intervention introducing brief educational video clips increased the student's time-on-task and comprehension of lesson content. However, the study had limitations including a short data collection period and differences between baseline and intervention methodology.
Meeting aeltt teaching grammar algiers may 21st 2016Mr Bounab Samir
Teaching grammar can be done using the PIASP method, which is based on Bloom's Taxonomy of learning objectives. The PIASP method involves presenting grammar structures in context, isolating the structures, analyzing their form and function, stating the governing rules, and providing practice. For each stage of PIASP (presentation, isolation, analysis, stating rules, practice), there is a corresponding category of Bloom's Taxonomy. This allows grammar to be taught gradually and contextualized within communicative exercises, building students' knowledge, comprehension, application, analysis, synthesis and evaluation of grammatical structures.
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
The document describes Paula Schulze's reflections on four English lessons taught to a 4th year secondary level group. Paula focused on communicative language teaching approaches and used a variety of strategies like visual aids, group work, and discussions. The students reacted positively overall, actively participating in lessons and using English, though some lessons ran short on time or required improvements to practice structures more.
Framework for groupwork in middle school revised version pour fusionMr Bounab Samir
The document discusses the rationale for using group work in English courses to improve student performance and engagement. It proposes dividing classes into small groups to provide more opportunities for language practice, peer support, and targeted feedback. Two types of grouping are suggested: mixed-ability groups to foster collaboration between students of different levels, and grouping by achievement to better meet student needs and reduce inhibition. The objectives of group work are outlined as developing communicative competence, language skills, learning strategies, and social skills. A variety of task types are also listed.
The document describes a student's field study observation of a lesson on proving trigonometric identities. It includes the student's observation sheet where they documented the resource teacher's behaviors aligned with principles of developing lesson objectives. The student analyzed whether their stated objective matched the teacher's actual objective, and found them to be somewhat similar. The student reflected that while objectives guide lessons, they are not always strictly followed. The student's portfolio includes research quotes on the importance of goals and objectives.
This document is a teacher's guide for a 3rd year middle school English coursebook. It provides an introduction to the coursebook's objectives and layout. It emphasizes that the coursebook focuses on developing students' English skills through communicative, learner-centered activities that incorporate the four skills of listening, reading, speaking and writing. It also discusses the representation of core values in the coursebook and provides guidance on teaching pronunciation, suggesting a three-stage process of repetition, identification, and autonomous production to help students learn and produce sounds.
The document describes observations of three teachers' lessons by a resource teacher. All three teachers began their lessons by clearly stating the objectives and intended learning outcomes. Their objectives were specific, measurable, attainable, results-oriented and time-bound. This helped guide the structure and progression of the lessons. The objectives addressed cognitive and psychomotor domains as students gained knowledge and skills. Having objectives in these domains helps create a well-rounded learning experience for students.
The document summarizes the observations of a student who observed 4 resource teachers' classes using observation sheets. The observation sheets focused on analyzing the levels of cognitive processing demonstrated by students based on Bloom's Taxonomy and Kendall and Marzano's frameworks. The student observed that while most classes demonstrated lower levels like remembering and comprehension, higher levels like analysis, evaluation and creation were not fully demonstrated. The student reflected that teachers are mostly focused on lower levels of information processing and share some responsibility for limiting students' cognitive engagement.
The document outlines the typical steps in a lesson plan for teaching speaking and grammar: warm-up, presentation, practice, and use. The warm-up activates students' prior knowledge to engage them in the new lesson. During presentation, the teacher conveys new language and ensures student understanding. Practice then has students work with the new material in controlled, guided activities to develop accuracy before moving to freer activities. Finally, use provides opportunities for students to apply what they learned in less structured contexts through activities like role plays and discussions.
2 generation curriculum & pdp listening lesson planMr Bounab Samir
Salam,
2 G curriculum & PDP Listening Lesson Plan
Still dealing with how to teach receptive skill listening , which can be tackled through PDP frame work .
The document shows :
1) What is PDP listening ?
2) Why PDP listening frame work?
3) How to teach PDP listening ?
4) Sample activities for pre-listening / during listening / post listening
5) Assessing listening
by
Mr Samir Bounab ( teacher trainer at MONE)
This document provides guidance for teachers on planning English lessons given a new 2-hour time block for teaching. It recommends using the July 2021 ministry learning plans to design detailed lesson plans for each level and sequence. Lesson plans should include learning objectives, skills practice, language functions, grammar, vocabulary, pronunciation, and materials. Objectives must be measurable. The suggested teaching sequence is: first session on language functions; second on related grammar; third on another linked objective if needed; and two sessions for written expression and assessment. Teachers are not expected to reteach prerequisites but should consider them in planning.
Teachers should plan lessons with clear objectives, activities, and assessments. When writing objectives, teachers should use active verbs and focus on what students will be able to do. Objectives should be specific, measurable, attainable, relevant and time-bound. Lesson plans should include stages like preparation, presentation, practice and production. After teaching, teachers should evaluate what worked and how the lesson could be improved in the future.
2Generation Curriculum & Teaching PPU speaking lesson ( In put Situation)
The document deals with :
- Guide Sheet or Lesosn Focus
- The 3 stages of a lesson
- PPU frame work
- Why PPU?
- How to teach PPU ?
- Pre Stage & warming up - ice breaker - lead in
- During Stage = Presentation + Practice
- Activities to promote teaching speaking
- Post stage : Use = Produce = Feed back
By :
Mr Samir Bounab ( Teacher trainer at MONE)
This action research studied 30 Form 5 students' issues with verb tenses in essay writing. A pre-test showed many tense errors. Lessons taught the differences between tenses through drilling and exercises. A 3-step approach identified, classified, and explained errors. A post-test found students made fewer errors by analyzing their own writing. The study concluded the 3-step approach helped students better understand and correct tense errors in their writing.
This chapter presents an analysis of data gathered from students at Laboratory High School about factors affecting performance in mathematics. It finds that students are often interested in mathematics, especially getting good grades, and often exhibit good study habits like doing assignments regularly and studying harder after low grades. Teachers are perceived to always have good relationships with students and mastery of the subject matter, and often exhibit additional good teaching skills.
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
The document is a lesson plan created by Mehmet Durmaz for a 50-minute English reading lesson for pre-intermediate level students. The main focus of the lesson is on practicing reading skills like skimming and scanning through a text about birth order. The lesson plan outlines the aims, materials, procedures, and timeline. It includes the reading text and accompanying activity sheets as appendices.
Teacher's hand out 2nd g & in put situation novemb 22nd 2016Mr Bounab Samir
This document provides guidance on using problem-solving situations and the PPU framework to teach listening and speaking lessons. It discusses:
1) Using a problem-solving situation at the start of a lesson to engage learners and activate prior knowledge.
2) The PPU framework which includes the presentation, practice, and production stages of a lesson.
3) Examples of activities for each stage like brainstorming, guessing, and roleplays to help students develop their speaking and listening skills.
How to adapt the the school manual to the programMr Bounab Samir
how to teach ?
Here are five teaching methods adapting the school manual (or without using it ) to the program & 10 hand outs dealing with how to teach each lesson mentioned in the illustration
by Mr Samir Bounab ( teacher trainer)
Salam , MS3 Level : File 3 " Work & Play" The file is planned with PPu & PDP listening & reading frame works and PIASP teaching grammar and pronunciation item I included many worksheets that may help remedy any weaknesses in TD sessions Good Luck By: Mr Samir Bounab ( teacher trainer at MONE) The links:
Teacher hand out problem solving bouira march 2018Mr Bounab Samir
1. The document discusses problem solving in teaching and addresses several key questions about problem solving situations.
2. It defines a problem as a challenging but solvable learning task, and problem solving as using knowledge to discover unknown information and arrive at solutions. Problem solving involves seeking information, developing new knowledge, and decision making.
3. Teaching through problem solving situations is important as it allows students to use knowledge in real-life activities and think at higher levels. It has been part of the Algerian teaching system since 2003 with the adoption of a competency-based approach.
2 generation curriculum & pdp reading lesson planMr Bounab Samir
This document outlines a lesson plan framework called PDP (Pre-reading, During reading, Post-reading) for teaching reading skills. It describes various activities that can be used in each stage of the framework. In the pre-reading stage, activities like brainstorming, previewing vocabulary are recommended to activate prior knowledge. During reading activities like fill-in-the-blank and answering comprehension questions help students monitor understanding. Post-reading activities include evaluation, having students summarize or ask each other questions to further analyze and understand the text. The framework is intended to make reading an interactive process between the student and text.
This document provides guidance and templates for observation tasks during an English teaching lesson. It includes forms for recalling thoughts during the lesson, noting things noticed and questions had. It also includes a template for "stealing" teaching skills and techniques from the observed teacher. Finally, it provides a "jargon bank" defining common terms used in English language teaching.
The document summarizes a group presentation by three students on topics related to teaching English as a foreign language. Meghan Tansey discusses motivating English learners through games and a positive classroom environment. Shinan Zhou covers challenges in teaching vocabulary and strategies like distinguishing word meanings. Michael Trap outlines bottom-up and top-down listening processing and classroom activities to develop both skills types.
Salam
Training Novice teachers
Medea - Beni Slimane - December 2016
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
N.B ; Special thank to Mr Berdjam - Inspector of Arabic and head of the training center & to Mr Abdelkader Challabi for their great help for the success of this training; Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
Metadata Management In Organisations Finalpaulbrous
The document analyzes metadata production issues in Dutch organizations that manage geographic information. It finds that 80% of spatial datasets had no metadata, while 18% had some basic metadata but not full compliant metadata. Producing complete metadata for all of the Netherlands' spatial datasets would require an estimated 135 person-years of work. The study used interviews and an online questionnaire to identify issues relating to human, data, technology, and organizational resources that contribute to the failure to create comprehensive metadata. The conclusions recommend that organizations improve planning, expertise, process awareness, and responsiveness to personnel and data quality needs in order to successfully produce useful metadata at scale.
The document summarizes the observations of a student who observed 4 resource teachers' classes using observation sheets. The observation sheets focused on analyzing the levels of cognitive processing demonstrated by students based on Bloom's Taxonomy and Kendall and Marzano's frameworks. The student observed that while most classes demonstrated lower levels like remembering and comprehension, higher levels like analysis, evaluation and creation were not fully demonstrated. The student reflected that teachers are mostly focused on lower levels of information processing and share some responsibility for limiting students' cognitive engagement.
The document outlines the typical steps in a lesson plan for teaching speaking and grammar: warm-up, presentation, practice, and use. The warm-up activates students' prior knowledge to engage them in the new lesson. During presentation, the teacher conveys new language and ensures student understanding. Practice then has students work with the new material in controlled, guided activities to develop accuracy before moving to freer activities. Finally, use provides opportunities for students to apply what they learned in less structured contexts through activities like role plays and discussions.
2 generation curriculum & pdp listening lesson planMr Bounab Samir
Salam,
2 G curriculum & PDP Listening Lesson Plan
Still dealing with how to teach receptive skill listening , which can be tackled through PDP frame work .
The document shows :
1) What is PDP listening ?
2) Why PDP listening frame work?
3) How to teach PDP listening ?
4) Sample activities for pre-listening / during listening / post listening
5) Assessing listening
by
Mr Samir Bounab ( teacher trainer at MONE)
This document provides guidance for teachers on planning English lessons given a new 2-hour time block for teaching. It recommends using the July 2021 ministry learning plans to design detailed lesson plans for each level and sequence. Lesson plans should include learning objectives, skills practice, language functions, grammar, vocabulary, pronunciation, and materials. Objectives must be measurable. The suggested teaching sequence is: first session on language functions; second on related grammar; third on another linked objective if needed; and two sessions for written expression and assessment. Teachers are not expected to reteach prerequisites but should consider them in planning.
Teachers should plan lessons with clear objectives, activities, and assessments. When writing objectives, teachers should use active verbs and focus on what students will be able to do. Objectives should be specific, measurable, attainable, relevant and time-bound. Lesson plans should include stages like preparation, presentation, practice and production. After teaching, teachers should evaluate what worked and how the lesson could be improved in the future.
2Generation Curriculum & Teaching PPU speaking lesson ( In put Situation)
The document deals with :
- Guide Sheet or Lesosn Focus
- The 3 stages of a lesson
- PPU frame work
- Why PPU?
- How to teach PPU ?
- Pre Stage & warming up - ice breaker - lead in
- During Stage = Presentation + Practice
- Activities to promote teaching speaking
- Post stage : Use = Produce = Feed back
By :
Mr Samir Bounab ( Teacher trainer at MONE)
This action research studied 30 Form 5 students' issues with verb tenses in essay writing. A pre-test showed many tense errors. Lessons taught the differences between tenses through drilling and exercises. A 3-step approach identified, classified, and explained errors. A post-test found students made fewer errors by analyzing their own writing. The study concluded the 3-step approach helped students better understand and correct tense errors in their writing.
This chapter presents an analysis of data gathered from students at Laboratory High School about factors affecting performance in mathematics. It finds that students are often interested in mathematics, especially getting good grades, and often exhibit good study habits like doing assignments regularly and studying harder after low grades. Teachers are perceived to always have good relationships with students and mastery of the subject matter, and often exhibit additional good teaching skills.
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
The document is a lesson plan created by Mehmet Durmaz for a 50-minute English reading lesson for pre-intermediate level students. The main focus of the lesson is on practicing reading skills like skimming and scanning through a text about birth order. The lesson plan outlines the aims, materials, procedures, and timeline. It includes the reading text and accompanying activity sheets as appendices.
Teacher's hand out 2nd g & in put situation novemb 22nd 2016Mr Bounab Samir
This document provides guidance on using problem-solving situations and the PPU framework to teach listening and speaking lessons. It discusses:
1) Using a problem-solving situation at the start of a lesson to engage learners and activate prior knowledge.
2) The PPU framework which includes the presentation, practice, and production stages of a lesson.
3) Examples of activities for each stage like brainstorming, guessing, and roleplays to help students develop their speaking and listening skills.
How to adapt the the school manual to the programMr Bounab Samir
how to teach ?
Here are five teaching methods adapting the school manual (or without using it ) to the program & 10 hand outs dealing with how to teach each lesson mentioned in the illustration
by Mr Samir Bounab ( teacher trainer)
Salam , MS3 Level : File 3 " Work & Play" The file is planned with PPu & PDP listening & reading frame works and PIASP teaching grammar and pronunciation item I included many worksheets that may help remedy any weaknesses in TD sessions Good Luck By: Mr Samir Bounab ( teacher trainer at MONE) The links:
Teacher hand out problem solving bouira march 2018Mr Bounab Samir
1. The document discusses problem solving in teaching and addresses several key questions about problem solving situations.
2. It defines a problem as a challenging but solvable learning task, and problem solving as using knowledge to discover unknown information and arrive at solutions. Problem solving involves seeking information, developing new knowledge, and decision making.
3. Teaching through problem solving situations is important as it allows students to use knowledge in real-life activities and think at higher levels. It has been part of the Algerian teaching system since 2003 with the adoption of a competency-based approach.
2 generation curriculum & pdp reading lesson planMr Bounab Samir
This document outlines a lesson plan framework called PDP (Pre-reading, During reading, Post-reading) for teaching reading skills. It describes various activities that can be used in each stage of the framework. In the pre-reading stage, activities like brainstorming, previewing vocabulary are recommended to activate prior knowledge. During reading activities like fill-in-the-blank and answering comprehension questions help students monitor understanding. Post-reading activities include evaluation, having students summarize or ask each other questions to further analyze and understand the text. The framework is intended to make reading an interactive process between the student and text.
This document provides guidance and templates for observation tasks during an English teaching lesson. It includes forms for recalling thoughts during the lesson, noting things noticed and questions had. It also includes a template for "stealing" teaching skills and techniques from the observed teacher. Finally, it provides a "jargon bank" defining common terms used in English language teaching.
The document summarizes a group presentation by three students on topics related to teaching English as a foreign language. Meghan Tansey discusses motivating English learners through games and a positive classroom environment. Shinan Zhou covers challenges in teaching vocabulary and strategies like distinguishing word meanings. Michael Trap outlines bottom-up and top-down listening processing and classroom activities to develop both skills types.
Salam
Training Novice teachers
Medea - Beni Slimane - December 2016
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
N.B ; Special thank to Mr Berdjam - Inspector of Arabic and head of the training center & to Mr Abdelkader Challabi for their great help for the success of this training; Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
Metadata Management In Organisations Finalpaulbrous
The document analyzes metadata production issues in Dutch organizations that manage geographic information. It finds that 80% of spatial datasets had no metadata, while 18% had some basic metadata but not full compliant metadata. Producing complete metadata for all of the Netherlands' spatial datasets would require an estimated 135 person-years of work. The study used interviews and an online questionnaire to identify issues relating to human, data, technology, and organizational resources that contribute to the failure to create comprehensive metadata. The conclusions recommend that organizations improve planning, expertise, process awareness, and responsiveness to personnel and data quality needs in order to successfully produce useful metadata at scale.
Boosting Nutrition Impact via Integrated Program Strategiesjehill3
The document summarizes an integrated nutrition program in Bangladesh called Jibon o Jibika that targeted 200,000 children under age 2. It showed that reducing undernutrition was more effective when all program components, such as food production, marketing, health, water and sanitation, were implemented together. Stunting, wasting, and being underweight declined more in areas where all components worked together. Dietary diversity and income also increased more in integrated areas. The document discusses proven interventions to reduce undernutrition and calls for more evidence on how best to integrate different sector approaches, prioritize interventions, and strengthen programs targeting mothers and children under age 2.
This short document expresses love and commitment between two friends, stating that their friendship is a promise to be together forever against whatever challenges may come and that each finds support, laughter and smiles in the other. It closes by reaffirming love between them.
The document discusses a retail market analysis for downtown development. It includes analyzing existing retail services and trade areas, mapping current stores and vacancies, and making recommendations targeted towards filling gaps. Components of successful downtowns discussed include streetscapes, retail, and public spaces. Various strategies are presented for improving the pedestrian experience, attracting the right retail mix, and developing public spaces to attract private investment.
Hans, Harry, and von Hardwigg are exploring an underground world when they encounter two giant monsters fighting underwater. They believe they see various animals like lizards and whales, but realize the creatures are actually parts of the two monsters, an ichthyosaurus and a plesiosaurus, that are battling. The plesiosaurus is eventually wounded and dies in the underwater fight.
Answering the Database Scale Out Problem with PCI SSDsanswers
This document discusses using solid state drives (SSDs) to address the database scale out problem for a growing website. It summarizes the challenges of keeping site performance high while data and traffic increase. Traditional approaches like replication and query optimization were no longer sufficient. Testing Fusion-io SSDs on HP Blade servers showed dramatic improvements in queries per second, response times, replication catch-up times, and server recovery times compared to SAS HDDs. SSDs allowed scaling the database infrastructure on fewer servers, reducing operating costs by 75% while improving performance and scalability. Other potential uses of SSDs in the data center are also mentioned.
Space Camp is a summer camp for children between 8 and 12 years old that are curious about Science and Technology, and especially about Aeronautics and Space. SCC combines all the previous areas of interest in a didactic way by playing cooperatively.
El documento presenta las disposiciones generales relacionadas con el personal de una institución, incluyendo el proceso para solicitar nombramientos permanentes o interinos, la jornada laboral, asistencia y ausencias justificadas, permisos, vacaciones y otros aspectos administrativos.
This document outlines the agenda and responsibilities for various chief officer roles in a Toastmasters club. It discusses the chief scheduler role and provides solutions to common problems like last minute speaker drop outs or not enough speakers. It also covers educational awards, speech contests, and a mentor-mentee program. Suggestions are made to create new roles, sections, and activities to engage members.
Microwaves are electromagnetic waves with wavelengths ranging from one millimeter to one meter and frequencies between 300 MHz and 300 GHz. They have numerous applications including communication technologies like radar, telephone networks, television and radio broadcasting, as well as more modern uses in satellites, cell phones, wireless networks, and microwave ovens. The evolution of microwave technology has enabled advances from early long-distance communication networks to today's wireless devices and networks.
Welcome and introduction to the 2nd innovation camp in Network of Nordic Public Libraries, 19 September 2011 in Stockholm. 55 participants from the libraries in Oslo, Helsinki, Stockholm, Reykjavik, Akureyri and Aarhus co-create ideas and concept for the future of public libraries in the Nordic Societies
Social Media Week 2012 Panel : Beyond Facebook and TwitterMichoel Ogince
This document discusses how brands are using startups beyond Facebook and Twitter to collaborate and communicate. It summarizes a panel discussion on how brands are using platforms like Local Response, SocMetrics, Behance, UplanMe and Mashable. It then discusses Big Fuel, a social media agency, and how they help brands like Philips, Colgate and GM. Key topics covered include humanizing social technology, analyzing Facebook growth and engagement rates, the importance of mass influence, and industry commentary on Facebook and the future of social media for brands.
Say and Play is a psychosocial support tool developed for orphaned and vulnerable children under 7 in Zambia. It addresses gaps in support for young children's psychosocial needs through interactive stories, games, pictures and questions to engage both children and caregivers. The tool was developed through assessments with local partners and experts, then pilot tested with over 100 children and adults. It covers topics like care, health, protection and death in a culturally appropriate way. Training will be provided to disseminate Say and Play through partner networks and organizations supporting orphans and vulnerable children in Zambia.
The document discusses the importance of listening skills for communication. It identifies several abilities needed for effective listening, including understanding general trends, specific details, intentions, and attitudes. Context is also important for interpreting meaning. The document then outlines best practices for teaching listening skills, including introducing vocabulary, having a purpose, and using a three-stage structure of pre-listening, listening, and post-listening activities. A variety of tasks are suggested for each stage.
This document provides guidance on developing active listening skills, including clarifying and paraphrasing. It discusses clarifying as a process of bringing vague material into focus in order to understand others better. Paraphrasing is defined as restating a message with fewer words to test understanding. An activity is described where students work in pairs to share experiences and practice paraphrasing by restating what they heard. The document stresses that regular practice with techniques like clarifying and paraphrasing can improve group communication and problem solving.
This document outlines a science teaching module that focuses on identifying and applying different science processes in a multigrade classroom setting. It includes 5 activity tasks to engage students in observing, comparing, inferring, predicting, and designing experiments using the scientific method. The tasks involve observing leaf characteristics, making inferences from pictures, predicting future events based on picture sequences, observing how salt affects the melting of ice, and hypothesizing how to improve an unhealthy plant. The document discusses using these activities to develop students' science process skills while effectively teaching science content in a multigrade class.
This document discusses learning styles and strategies for student success. It identifies four main learning styles: active vs reflective, sensing vs intuitive, visual vs verbal, and sequential vs global. Each style has different preferences for how information is received and processed. The document also discusses the Kolb learning cycle and associated strategies including SQ3R, MURDER, and SOLO. Finally, it outlines benefits of understanding learning styles such as tailoring instruction to diverse students and building student confidence.
The document provides guidelines for observing an instructor's use of instructional materials in a lesson. It notes the instructor should be well-prepared themselves and prepare the students. The materials should also be well-prepared and creative. The instructor should include a follow up activity to evaluate student learning. The document then prompts the learner to note what they learned from applying these guidelines and how they could apply it in their own lessons.
The document discusses listening as a complex cognitive process and skill. It explains that listening involves both bottom-up processing of sounds and words as well as top-down processing using background knowledge to understand meaning. The document also discusses factors that can cause difficulties in listening and strategies teachers can use to help students develop effective listening skills and raise awareness of their own listening processes.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness assessments, activities, and instructional strategies. It also provides guidance on using technology, addressing common core standards, and reflecting on the assessment and instruction process.
The document discusses various principles and strategies for teaching. It begins by defining strategy as the art and science of directing activities to achieve objectives in teaching or win battles. It then discusses several principles of teaching, including learning as an active process, using multiple senses enhances learning, the importance of a non-threatening atmosphere, how emotion increases retention, connecting lessons to students' lives, and considering varied learning styles and intelligences. The document then outlines different teaching strategies such as active learning, collaborative learning, critical thinking strategies, experiential learning, games/simulations, and learner-centered teaching. It provides examples of how to implement various strategies based on principles like brain-based learning, individualized teaching, and using different media.
Here are the answers to the exercises:
1. Subject: Anger
Verb: increases
2. Subject: Fred
Verb: learned
3. Subject: Time
Verb: is
4. Subject: voters
Verb: exercise
5. Subject: I
Verb: am
Trying This Out
lesson 1
5 I MYSELF BELIEVE
II. Check your answers to the exercises above.
1. The subject of the sentence "Anger increases the risk of a heart attack" is "Anger" and the verb is "increases".
2. The subject of the sentence "At 10, Fred already learned how to play the guitar" is
This document discusses best practices for teaching interpretive listening skills in a foreign language classroom using authentic materials and 21st century technology. It provides 4 steps for listening activities: 1) activate background knowledge and identify the purpose, 2) selectively listen for relevant information, 3) use appropriate top-down and bottom-up listening strategies, and 4) do comprehension checks. Examples are given for each step and suggestions are made for planning an interpretive listening activity about weather using various technology tools and authentic sources.
What is thinking & higher order thinking?
How to improve higher order thinking?
Why do we ask questions?
Principles of questioning
Strategies to use when student respond?
Strategies to use when student don’t respond
Strategies for responding to student questions
Clifton Wright embarked on a reflective practice course and was initially anxious about the expectations and destination. Through completing activities and receiving feedback, he gained a better understanding of reflective practice. He explored topics like identifying himself in his workplace, challenges to professional stagnancy, and problem solving approaches. Wright learned about action learning and applied these lessons by working collaboratively with colleagues to solve problems at his institution. By using techniques like interviews and observations, he conducted an action research project on improving communication through social media. The portfolio activity enhanced his critical thinking and equipped him with tools for reflection, problem solving, and managing change.
The deductive, inductive and recitation method of teachingGenaro de Mesa, Jr.
The document discusses three teaching methods: the deductive method, inductive method, and recitation method. The deductive method involves applying generalizations to solve problems, moving from general to specific. The inductive method moves from specific to general by having students discover rules through examples. The recitation method was traditionally teacher-centered but modern innovations make it more student-centered through techniques like problem-solving, discussions, and creative expression. Strengths and weaknesses of each method are also outlined.
The document discusses Benjamin Bloom's taxonomy of educational objectives. It describes Bloom's development of a classification system for levels of thinking, from basic recall of facts to higher-order thinking skills like evaluation. Bloom proposed a hierarchy consisting of six cognitive levels - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The taxonomy provides a structure for writing learning outcomes using specific verbs for each level. It is frequently used by teachers and remains an important framework for curriculum development.
- The document summarizes a student teacher's reflections on two English lessons taught during their teaching practicum.
- For the first lesson, most students understood the content but some struggled with instructions or complexity. The teacher aims to improve time management and include a variety of activities for the second lesson.
- Assessment showed whole class improved in speaking, though there was no written evidence. Two focus students showed different levels of progress, with one improving grammatical errors.
- The teacher believes interactive speaking activities helped learning most. They aim to improve lesson variety and how instructions are explained going forward.
The document provides strategies and information about effective reading skills. It discusses that successful academic readers are active and strategic. Active readers ask questions, take notes, and try to connect new information to what they already know. Strategic readers use pre-reading, during-reading, and after-reading strategies. It then describes the SQ4R (Survey, Question, Read, Recite, Reflect, Review) study method as an effective strategy for academic reading. The method engages the reader at each stage of the reading process. Finally, it discusses additional reading strategies like understanding text types and structure, using linking words to understand relationships between ideas, and dealing with unfamiliar vocabulary through context clues.
The document provides strategies and information about effective reading skills. It discusses that successful academic readers are active and strategic. Active readers ask questions, take notes, and try to connect new information to what they already know. Strategic readers use pre-reading, during-reading, and after-reading strategies. It then describes the SQ4R (Survey, Question, Read, Recite, Reflect, Review) study method as an effective strategy for academic reading. The method engages the reader at each stage of the reading process. Finally, it discusses additional reading strategies like understanding text types and structure, using linking words to understand relationships between ideas, and dealing with unfamiliar vocabulary through context clues.
The document provides an overview of a listening comprehension test, including the types of questions, typical order of questions, and sample practice questions. It discusses taking notes to help correctly answer the questions, with tips like listening for important points and main ideas, writing in your own words, and not copying verbatim. Test-takers are allowed to take notes during the listening sections.
Different Strategies for Teaching Listening.pptxcarlo842542
The document discusses strategies for teaching listening skills to language learners. It begins by outlining why listening is an important skill and some challenges involved in listening comprehension. It then describes three categories of listening strategies: top-down strategies which use background knowledge; bottom-up strategies which focus on linguistic elements; and metacognitive strategies which involve planning, monitoring and evaluating comprehension. Specific strategies within each category are provided along with examples of activities and tips for helping students develop active listening abilities.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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1. The relevance of strategy-use in reading and listening from the learners' viewpoint. Santiago, July 14 Christiane R. Cacciari São Paulo, Brazil X TH LABCI CONFERENCE
2. ALTE 2 TEENAGERS CONTROL 15 STUDENTS EXPERIMENTAL 15 STUDENTS PART 1: skills + strategies PART 2: raising awareness
3. Sample 1 Objective Raising awareness: Elicitation + Investigation + Feedback Reflection: Sample 2 Objective Raising awareness: Elicitation + Investigation + Feedback Reflection: Final Lesson Objective Raising awareness: 2 experiences: Investigation and Reflection Comparing and contrasting groups : Experimental group and control group Conclusions
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12. The students ticked the strategies they thought they really had used. Part 2 – Raising awareness (SAMPLE 2) N of students who used them Strategies 03 Knowledge of the language 03 Guessing vocabulary Others 13 Summarizing 12 Activating background knowledge 14 Getting the main idea 13 Getting the details 11 Guessing / Inferring
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15. Objective (final lesson) P rovide students with two different listening experiences. Lead them to reflect about the differences between those experiences. Finally , state the relevance of strategies use when doing the listening activities.
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17. How am I feeling in relation to the learning tasks? What helped/hindered me from getting the answers? More comfortable because the first activity contextualized the second passage. 11 The prediction, the context, paying attention to the key words helped me get the answers right. 10 More relaxed and comfortable, the speaker spoke more clearly . 13 The first activity prepared me because of the similar context .14 It was easier and there was a picture .1 The key words helped me get the right answers .12 Raising awareness Confused due to lack of context. 12 Reasons why they didn’t get the answers : Lack of concentration. 13 Difficulty to distinguish ‘ can ’ from ‘ can’t ’/ ‘ are ’ from ‘ aren’t ’. 12 Misinterpretation of a piece of information. 06 Reasons why they got them right : More concentration . 06 Prediction from the context . 01 Strategies learned (first I got the general idea, then I paid attention to the details. 01 Confused due to the speed of the speaker . 15 Reasons why they didn’t get the answers : Lack of concentration .4 The sentences were not in order .13 Difficulty to distinguish ‘ can ’ from ‘ can’t ’ .7 Reasons why they got them right : From the context I inferred the answer .3 Key words : 4 Understood the words :12
18. The relevance of strategy-use in the student’s point of view. 2.Talking about workplaces I know prepared me for the activity. (I had an idea of what I was going to listen to) Yes – 11 No – 4 Yes – 14 No – 1 3.I didn’t have to understand everything to answer the first question. Yes – 13 No – 2 Yes – 5 No – 10 4.The second time I listened to the passage I focused my attention on specific details. Yes – 13 No – 2 Yes – 10 No – 4 5.Taking notes helped me during the activity. Yes – 5 No – 10 Yes – 3 No 11 (I didn’t take notes) (I didn’t take notes) 1.The picture helped me to predict the context of the listening passage. Yes – 9 No – 6 Yes – 13 No - 2 Experimental group Control group
I decided to investigate the relevance of strategy-use from the learner’s view point, because after teaching a lesson on reading skills, in which I guided the students to use the appropriate strategies, I applied a questionnaire about the utility of those strategies for that lesson and some students said they hadn’t been useful at all. It was my hypotheses that learners were not evaluating the utility of those strategies appropriately because they were not aware of the strategies they were using. Today I’m going to argue that raising students awareness of strategies won’t necessarily change the relevance of strategy-use in reading and listening from their point of view.
In order to test my hypotheses, I got two ALTE 2 teenager groups and planned a series of reading and listening lessons in which they were guided to use direct strategies ( as for example guessing intelligently, getting the idea quickly, taking notes etc).With the control group, I would just teach the lesson up to this part, but with the experimental group, I would have a raising awareness part.
Today, I will show you three lessons. A sample for a typical listening lesson and a sample for a typical reading lesson.The third lesson was common for both groups and its objective was to compare both groups opinion about the relevance of strategy-use.
I elicited from them what we had done and this is what I got. Talked about different kinds of parties, shared experiences about good/bad parties.(This activity aimed at setting the topic, activating they background knowledge about parties, relating it to their life etc.)
The students could relate different strategies to different activities. From my point of view, they were able to relate the appropriate strategy to a specific activity because they understood why to use those strategies and how they can help the task achievement. However ,again, to my mind the students used the strategies according to whether or not they needed them. They chose the ones that were necessary for them. Understanding the rationale behind the use of strategies and how the strategies can help task achievement was not the reason which made the students use the strategies.
The students from the experimental group did not attach importance to the strategies just because they had their awareness raised about how, when and why to use those strategies. Different students attached importance to different strategies according to their needs at that specific moment. However, because of the raising awareness process, they became more conscious of their own potential as learners. They saw themselves as part of the process when they could not accomplish a listening or reading task successfully, thus they could think of solutions to overcome the difficulties found. They were more mature and independent learners. The students from the control group were not so conscious of what hindered them from accomplishing the tasks efficiently. They were not equipped with the knowledge to spot what really went wrong, thus they couldn’t try and find efficient solutions for the problem. They didn’t recognize themselves as part of the problem being no source of possible solutions. Nevertheless, the fact that they didn’t go through the raising awareness process did not impede them from using, recognizing and attaching importance to some strategies. The students did a Reading test taken from PET exam. On average students from the experimental group scored higher than the students from the control group. All of a total of 35 questions, the control group scored 25 on average and the experimental group scored 30.