Created by Sara Ansari using various freeware. Content based on knowledge acquired over the years. Presented in a private international school in Jeddah.
This document discusses learner differences that can affect second language acquisition. It identifies several affective factors, including motivation, anxiety, attitudes, intelligence/aptitude, and personality factors. Motivation is considered the most important affective factor influencing how quickly and successfully a learner acquires a new language. The number and type of opportunities to use the language are also important, with more interactive opportunities generally leading to better learning outcomes.
This document discusses individual learner differences and ways to differentiate instruction to meet varied student needs. It begins by asking questions about individual learning preferences like learning style and whether students learn better alone or in groups. It then defines individual differences and gives examples of visual, auditory, and hands-on learning styles. The document goes on to discuss why differentiating instruction is important by addressing student variability and maximizing potential. It suggests allowing students to use their preferred intelligences and including varied activities and assessments. Finally, it shows examples of self-directed learning through learning stations and centers that provide choice and flexibility for students.
Creating Your Research Poster Using the Instructional Media WorkshopT. Andrew Bain
Slides from a short course at VCU Research Services Day 2009, led by Andrew Bain at the Tompkins-McCaw Library, on techniques and best practices for creating a research poster.
The document discusses various topics related to online learning including learning theories, creative commons licensing, and strategies for catering to different types of learners. It explores how constructivism, behaviorism, and cognitivism relate to online learning and discusses basic tenets of constructivism. It also provides examples of creative commons licensing types and resources. The document suggests using multimedia, online activities, and incorporating industry knowledge to reduce reliance on text and engage learners with different styles.
The document discusses ability grouping and differentiated instruction. It describes the author's past experiences with ability grouping and concerns about inconsistent evaluations and social stigma. It also recognizes some theoretical advantages like appropriate instruction levels and peer interactions. The author discusses using technology tools like VoiceThread, MindMeister, and Google Earth to enhance ability grouping. The module increased the author's awareness of various learning elements and styles. The author plans to better understand individual student needs and accommodate field-dependent and field-independent learners through combined teaching methods and tailored motivation strategies.
The document describes strategies for teaching mixed-ability classes, including differentiating instruction, peer tutoring, and group work. It notes that students differ in their learning styles, backgrounds, and abilities. Effective strategies include preparing leveled activities; varying teaching methods; and giving attention, time, and support to different groups. Challenges include the time needed, but they can be addressed through planning, monitoring, and training students for independent work. The strategies aim to meet all students' needs and help them learn at their own pace.
Assessing, evaluating and reporting student progress nov 2110Andrea Hnatiuk
The document provides guidance for teachers on assessing, evaluating, and reporting student progress. It defines assessment as gathering information on a daily basis to understand student learning and needs, while evaluation is interpreting that information to make judgements and decisions, often for reporting purposes. The key principles outlined state that assessment and evaluation should be planned, continuous, derived from curriculum outcomes, and help students improve.
This document discusses learner differences that can affect second language acquisition. It identifies several affective factors, including motivation, anxiety, attitudes, intelligence/aptitude, and personality factors. Motivation is considered the most important affective factor influencing how quickly and successfully a learner acquires a new language. The number and type of opportunities to use the language are also important, with more interactive opportunities generally leading to better learning outcomes.
This document discusses individual learner differences and ways to differentiate instruction to meet varied student needs. It begins by asking questions about individual learning preferences like learning style and whether students learn better alone or in groups. It then defines individual differences and gives examples of visual, auditory, and hands-on learning styles. The document goes on to discuss why differentiating instruction is important by addressing student variability and maximizing potential. It suggests allowing students to use their preferred intelligences and including varied activities and assessments. Finally, it shows examples of self-directed learning through learning stations and centers that provide choice and flexibility for students.
Creating Your Research Poster Using the Instructional Media WorkshopT. Andrew Bain
Slides from a short course at VCU Research Services Day 2009, led by Andrew Bain at the Tompkins-McCaw Library, on techniques and best practices for creating a research poster.
The document discusses various topics related to online learning including learning theories, creative commons licensing, and strategies for catering to different types of learners. It explores how constructivism, behaviorism, and cognitivism relate to online learning and discusses basic tenets of constructivism. It also provides examples of creative commons licensing types and resources. The document suggests using multimedia, online activities, and incorporating industry knowledge to reduce reliance on text and engage learners with different styles.
The document discusses ability grouping and differentiated instruction. It describes the author's past experiences with ability grouping and concerns about inconsistent evaluations and social stigma. It also recognizes some theoretical advantages like appropriate instruction levels and peer interactions. The author discusses using technology tools like VoiceThread, MindMeister, and Google Earth to enhance ability grouping. The module increased the author's awareness of various learning elements and styles. The author plans to better understand individual student needs and accommodate field-dependent and field-independent learners through combined teaching methods and tailored motivation strategies.
The document describes strategies for teaching mixed-ability classes, including differentiating instruction, peer tutoring, and group work. It notes that students differ in their learning styles, backgrounds, and abilities. Effective strategies include preparing leveled activities; varying teaching methods; and giving attention, time, and support to different groups. Challenges include the time needed, but they can be addressed through planning, monitoring, and training students for independent work. The strategies aim to meet all students' needs and help them learn at their own pace.
Assessing, evaluating and reporting student progress nov 2110Andrea Hnatiuk
The document provides guidance for teachers on assessing, evaluating, and reporting student progress. It defines assessment as gathering information on a daily basis to understand student learning and needs, while evaluation is interpreting that information to make judgements and decisions, often for reporting purposes. The key principles outlined state that assessment and evaluation should be planned, continuous, derived from curriculum outcomes, and help students improve.
Effective teaching strategies for teaching of Maths Sajjad Ahmad Awan PhD Sc...Malik Sajjad Ahmad Awan
The document outlines five interdependent strands for teaching mathematics: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. An effective teacher plans practical tasks, organizes mathematical work in a social setting, encourages thinking and communication through questioning, helps students discuss concepts and solutions, and supports an equal environment for student opinions. A variety of teaching strategies are recommended including explanation, practice, games, problems, and student-led investigations where students discover and communicate mathematics independently. In addition to textbooks, teachers should utilize resources like manuals, workbooks, and electronics.
Differences of learners in second language acquisitionAuver2012
There are several factors that contribute to differences in how quickly or successfully individuals acquire a second language:
Age - Younger learners have advantages like brain plasticity and weaker identity, while older learners' advantages include learning capacity, analytic ability, and life experience.
Sex - Studies show females tend to acquire a second language faster due to greater motivation and sociability.
Aptitude - Includes abilities like phonemic coding, grammar sensitivity, inductive learning, and memory that determine an individual's language learning ability.
Motivation - Requires effort, desire, and positive attitudes towards integrating with the target culture or gaining benefits from the second language.
Cognitive styles and learning strategies - How individuals prefer
This document discusses several factors that can influence second language acquisition, including age, sex, aptitude, motivation, cognitive style, personality, and learning strategies. It provides details on the advantages and disadvantages of different ages and sexes when it comes to language learning. Various aptitudes like phonemic coding ability and inductive language learning ability are also examined. The document explores the roles of motivation, cognitive style, personality traits, anxiety, and learning strategies on second language achievement and how these factors can differ depending on one's age, sex, or other attributes.
The document discusses cognitive factors that influence success in second language learning. It identifies three key cognitive factors: intelligence, language aptitude, and language learning strategies. Intelligence refers to mental abilities measured by IQ tests, and may play a stronger role in rule-based language learning than communicative learning. Language aptitude comprises an individual's ability to identify sounds, understand word functions, deduce rules, and memorize words - it is one of the strongest indicators of success. Effective language learners employ helpful strategies like planning, monitoring, and rehearsal. Teachers can support students' development by understanding these cognitive factors and tailoring their instruction accordingly.
This document discusses different contexts for language teaching including EFL, ESL, and ESOL. It describes where teaching takes place such as schools, language schools, one-on-one, and large classes. It also covers learner differences including age, aptitude, learning styles, language levels, methodology, topics, and individual variations based on neuro-linguistic programming and multiple intelligences theory. Finally, it questions what can be done with individual differences in language teaching.
This document discusses several affective factors that influence second language acquisition:
1) Self-esteem - High self-esteem can lead to greater academic achievement including in language learning, while low self-esteem inhibits risk-taking and language learning.
2) Attribution theory - Whether students attribute success or failure to internal factors like ability or effort versus external factors like luck or task difficulty. Those attributing internally have greater control.
3) Anxiety - Both trait and state anxiety can inhibit language learning, especially communication apprehension, fear of negative social evaluation, and test anxiety.
4) Empathy, extroversion, and introversion - These personality traits impact how comfortable and capable students are
This document discusses several individual learner differences that can impact second language acquisition, including anxiety, age, language aptitude, intelligence, learning styles, motivation, personality traits, and cognitive styles. Anxiety is related to self-esteem and risk-taking and can interfere with learning. Adults generally progress faster than children in grammar acquisition but not always in pronunciation. Language aptitude, intelligence, and cognitive styles like field dependence/independence can also influence L2 learning.
This document discusses concepts of learning and variables that affect learning. It defines learning as a relatively permanent change in behavior resulting from experience or practice. Learning involves acquiring new ways of doing things to overcome obstacles or adjust to new situations. The document outlines three main variables that impact learning: individual learner characteristics, task characteristics, and method/learning situation characteristics. It provides examples of how factors like material length, meaningfulness, difficulty level, organization, practice amount, incentives, sensory approach, and spaced vs. massed practice can influence learning outcomes.
The document discusses several factors that affect language learning, including learner characteristics, age, gender, aptitude, motivation, personality, cognitive/learning styles, hemisphere specialization, and learning strategies. It notes that understanding these learner characteristics allows teachers to help students develop positive traits and tailor their teaching approaches to better support different students. Age in particular plays a major role in decisions around how and what to teach, as children, adolescents, and adults learn differently and benefit from different teaching techniques due to variations in maturity levels.
The 4 E's of Marketing By Christopher Graves, President & CEO, Asia Pacific, Ogilvy Public Relations Worldwide.
A keynote presentation at Ogilvy Verge Singapore
For more information, visit www.the-open-room.com and verge.ogilvy.com.sg
Intro. to Linguistics_16 Psycholinguistics 2 (Language Acquisition)Edi Brata
Edi Brata discusses language acquisition in three sessions:
1) First language acquisition - Children acquire language naturally through exposure and without formal teaching. Nativist theories posit an innate language acquisition device.
2) Second language acquisition - Similar to first language but with native language interference. Requires sufficient exposure and practice using the new language.
3) Foreign language acquisition - Children can acquire any language like L1 if the environment provides sufficient exposure and use, though adults face disadvantages like a lack of a critical period. Both children and adults learn via similar cognitive mechanisms.
This document discusses factors that influence learning, including socioeconomic status (SES), motivation, and readiness. It describes how SES is measured and its effect on achievement. Strategies for intervention are proposed, such as tutoring programs and parent workshops. The concept of self-fulfilling prophecy and its impact on self-concept, esteem, and regulation are introduced. Motivation is defined as arousing interest to satisfy needs through intrinsic and extrinsic factors. Readiness is described as the state that allows profitable learning through past experiences and developmental factors.
The document discusses several factors that can affect success in second language acquisition, including motivation, aptitude, personality, intelligence, and learner preferences. It describes research that attempted to correlate these learner characteristics with L2 proficiency by administering questionnaires and proficiency tests. However, precisely measuring qualities like personality is difficult. Motivation in particular has been extensively studied but the relationship between motivation and success is complex, with the possibility that both influence each other. The document also discusses individual differences in learning styles and beliefs that teachers can take into account.
Sociolinguistics is the study of language in society and how social factors like age, gender, identity and social networks influence linguistic variation and change. It examines language variation at the phonological, grammatical, lexical and discourse levels between different dialects, idiolects and sociolects. Standard languages are often codified through grammar books and dictionaries, while non-standard dialects are also studied. Sociolinguistic data is collected through naturalistic recordings to minimize the observer's paradox. Models analyze how social mobility and geographical factors drive language loyalty and change over time.
This presentation discusses factors influencing learning. It covers personal factors like sensation and perception, fatigue, age and maturation, emotional conditions, needs, interests, motivation, intelligence, aptitude, and attitude. Environmental factors like surroundings, relationships, and media influence are also discussed. The goal is to help teachers and parents understand and guide children's learning.
The document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences/styles, and age of acquisition. Regarding intelligence, different types exist (e.g. linguistic, logical) and it may correlate more with rule-based learning than communicative skills. Aptitude predicts future achievement and includes abilities like sound identification and grammar rule inference. Personality's role is unclear but extroversion and risk-taking may help, while inhibition hinders pronunciation. Motivation can be intrinsic or extrinsic/instrumental, and identity/attitudes also influence learning. Learner styles include visual/auditory preferences and field independence/dependence in processing information.
Individual differences in second language learningUTPL UTPL
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
This document discusses the use of instructional media in teaching science. It defines instructional media as tools ranging from simple objects to more advanced technologies that are used to provide concrete learning experiences for students. Examples of instructional media include models, specimens, films, diagrams and audiovisual equipment. The document outlines various types of instructional media and provides suggestions for their effective use in the classroom, such as choosing age-appropriate materials, involving students in media creation, and using local resources. When implemented correctly, instructional media can enrich science teaching by making abstract concepts more accessible and engaging students' multiple senses.
The document discusses sources of variation in second language learning, focusing on factors related to the language learner, including motivation, learning styles, strategies, and individual characteristics. It covers topics like integrative vs. instrumental motivation, the influence of culture and environment on language learning, and implications for adopting style-based and strategy-based instruction approaches to accommodate different learners.
Effective teaching strategies for teaching of Maths Sajjad Ahmad Awan PhD Sc...Malik Sajjad Ahmad Awan
The document outlines five interdependent strands for teaching mathematics: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. An effective teacher plans practical tasks, organizes mathematical work in a social setting, encourages thinking and communication through questioning, helps students discuss concepts and solutions, and supports an equal environment for student opinions. A variety of teaching strategies are recommended including explanation, practice, games, problems, and student-led investigations where students discover and communicate mathematics independently. In addition to textbooks, teachers should utilize resources like manuals, workbooks, and electronics.
Differences of learners in second language acquisitionAuver2012
There are several factors that contribute to differences in how quickly or successfully individuals acquire a second language:
Age - Younger learners have advantages like brain plasticity and weaker identity, while older learners' advantages include learning capacity, analytic ability, and life experience.
Sex - Studies show females tend to acquire a second language faster due to greater motivation and sociability.
Aptitude - Includes abilities like phonemic coding, grammar sensitivity, inductive learning, and memory that determine an individual's language learning ability.
Motivation - Requires effort, desire, and positive attitudes towards integrating with the target culture or gaining benefits from the second language.
Cognitive styles and learning strategies - How individuals prefer
This document discusses several factors that can influence second language acquisition, including age, sex, aptitude, motivation, cognitive style, personality, and learning strategies. It provides details on the advantages and disadvantages of different ages and sexes when it comes to language learning. Various aptitudes like phonemic coding ability and inductive language learning ability are also examined. The document explores the roles of motivation, cognitive style, personality traits, anxiety, and learning strategies on second language achievement and how these factors can differ depending on one's age, sex, or other attributes.
The document discusses cognitive factors that influence success in second language learning. It identifies three key cognitive factors: intelligence, language aptitude, and language learning strategies. Intelligence refers to mental abilities measured by IQ tests, and may play a stronger role in rule-based language learning than communicative learning. Language aptitude comprises an individual's ability to identify sounds, understand word functions, deduce rules, and memorize words - it is one of the strongest indicators of success. Effective language learners employ helpful strategies like planning, monitoring, and rehearsal. Teachers can support students' development by understanding these cognitive factors and tailoring their instruction accordingly.
This document discusses different contexts for language teaching including EFL, ESL, and ESOL. It describes where teaching takes place such as schools, language schools, one-on-one, and large classes. It also covers learner differences including age, aptitude, learning styles, language levels, methodology, topics, and individual variations based on neuro-linguistic programming and multiple intelligences theory. Finally, it questions what can be done with individual differences in language teaching.
This document discusses several affective factors that influence second language acquisition:
1) Self-esteem - High self-esteem can lead to greater academic achievement including in language learning, while low self-esteem inhibits risk-taking and language learning.
2) Attribution theory - Whether students attribute success or failure to internal factors like ability or effort versus external factors like luck or task difficulty. Those attributing internally have greater control.
3) Anxiety - Both trait and state anxiety can inhibit language learning, especially communication apprehension, fear of negative social evaluation, and test anxiety.
4) Empathy, extroversion, and introversion - These personality traits impact how comfortable and capable students are
This document discusses several individual learner differences that can impact second language acquisition, including anxiety, age, language aptitude, intelligence, learning styles, motivation, personality traits, and cognitive styles. Anxiety is related to self-esteem and risk-taking and can interfere with learning. Adults generally progress faster than children in grammar acquisition but not always in pronunciation. Language aptitude, intelligence, and cognitive styles like field dependence/independence can also influence L2 learning.
This document discusses concepts of learning and variables that affect learning. It defines learning as a relatively permanent change in behavior resulting from experience or practice. Learning involves acquiring new ways of doing things to overcome obstacles or adjust to new situations. The document outlines three main variables that impact learning: individual learner characteristics, task characteristics, and method/learning situation characteristics. It provides examples of how factors like material length, meaningfulness, difficulty level, organization, practice amount, incentives, sensory approach, and spaced vs. massed practice can influence learning outcomes.
The document discusses several factors that affect language learning, including learner characteristics, age, gender, aptitude, motivation, personality, cognitive/learning styles, hemisphere specialization, and learning strategies. It notes that understanding these learner characteristics allows teachers to help students develop positive traits and tailor their teaching approaches to better support different students. Age in particular plays a major role in decisions around how and what to teach, as children, adolescents, and adults learn differently and benefit from different teaching techniques due to variations in maturity levels.
The 4 E's of Marketing By Christopher Graves, President & CEO, Asia Pacific, Ogilvy Public Relations Worldwide.
A keynote presentation at Ogilvy Verge Singapore
For more information, visit www.the-open-room.com and verge.ogilvy.com.sg
Intro. to Linguistics_16 Psycholinguistics 2 (Language Acquisition)Edi Brata
Edi Brata discusses language acquisition in three sessions:
1) First language acquisition - Children acquire language naturally through exposure and without formal teaching. Nativist theories posit an innate language acquisition device.
2) Second language acquisition - Similar to first language but with native language interference. Requires sufficient exposure and practice using the new language.
3) Foreign language acquisition - Children can acquire any language like L1 if the environment provides sufficient exposure and use, though adults face disadvantages like a lack of a critical period. Both children and adults learn via similar cognitive mechanisms.
This document discusses factors that influence learning, including socioeconomic status (SES), motivation, and readiness. It describes how SES is measured and its effect on achievement. Strategies for intervention are proposed, such as tutoring programs and parent workshops. The concept of self-fulfilling prophecy and its impact on self-concept, esteem, and regulation are introduced. Motivation is defined as arousing interest to satisfy needs through intrinsic and extrinsic factors. Readiness is described as the state that allows profitable learning through past experiences and developmental factors.
The document discusses several factors that can affect success in second language acquisition, including motivation, aptitude, personality, intelligence, and learner preferences. It describes research that attempted to correlate these learner characteristics with L2 proficiency by administering questionnaires and proficiency tests. However, precisely measuring qualities like personality is difficult. Motivation in particular has been extensively studied but the relationship between motivation and success is complex, with the possibility that both influence each other. The document also discusses individual differences in learning styles and beliefs that teachers can take into account.
Sociolinguistics is the study of language in society and how social factors like age, gender, identity and social networks influence linguistic variation and change. It examines language variation at the phonological, grammatical, lexical and discourse levels between different dialects, idiolects and sociolects. Standard languages are often codified through grammar books and dictionaries, while non-standard dialects are also studied. Sociolinguistic data is collected through naturalistic recordings to minimize the observer's paradox. Models analyze how social mobility and geographical factors drive language loyalty and change over time.
This presentation discusses factors influencing learning. It covers personal factors like sensation and perception, fatigue, age and maturation, emotional conditions, needs, interests, motivation, intelligence, aptitude, and attitude. Environmental factors like surroundings, relationships, and media influence are also discussed. The goal is to help teachers and parents understand and guide children's learning.
The document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences/styles, and age of acquisition. Regarding intelligence, different types exist (e.g. linguistic, logical) and it may correlate more with rule-based learning than communicative skills. Aptitude predicts future achievement and includes abilities like sound identification and grammar rule inference. Personality's role is unclear but extroversion and risk-taking may help, while inhibition hinders pronunciation. Motivation can be intrinsic or extrinsic/instrumental, and identity/attitudes also influence learning. Learner styles include visual/auditory preferences and field independence/dependence in processing information.
Individual differences in second language learningUTPL UTPL
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
This document discusses the use of instructional media in teaching science. It defines instructional media as tools ranging from simple objects to more advanced technologies that are used to provide concrete learning experiences for students. Examples of instructional media include models, specimens, films, diagrams and audiovisual equipment. The document outlines various types of instructional media and provides suggestions for their effective use in the classroom, such as choosing age-appropriate materials, involving students in media creation, and using local resources. When implemented correctly, instructional media can enrich science teaching by making abstract concepts more accessible and engaging students' multiple senses.
The document discusses sources of variation in second language learning, focusing on factors related to the language learner, including motivation, learning styles, strategies, and individual characteristics. It covers topics like integrative vs. instrumental motivation, the influence of culture and environment on language learning, and implications for adopting style-based and strategy-based instruction approaches to accommodate different learners.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
5. Aspects of learners
that affect their learning:
1. Their intelligences
2. Their personality types
3. Their learning preferences
4. Their experiential learning styles
5. Their temperaments
Learner Differences, Sara Ansari, January 2012 5
6. Gardner’s Model
Linguistic
(verbal)
Rhythmic
Spatial (visual) (musical)
MULIPLE
Interpersonal INTELLIGENCES Intrapersonal
Mathematical
Naturalist
(logical)
Kinesthetic
(bodily)
Learner Differences, Sara Ansari, January 2012 6
7. Personality Types:
Myers-Brigg model
INFORMATION DECISION
ATTITUDE LIFESTYLE
GATHERING MAKING
Extrovert Sensory Thinkers Judgemental
Introvert Intuitive Feelers Perceivers
Learner Differences, Sara Ansari, January 2012 7