This document discusses the four main learning styles: visual, aural, read/write, and kinesthetic. It provides a quiz to determine a learner's dominant style and recommends study strategies tailored for each style. Visual learners benefit from seeing information, aural learners from hearing it, read/write learners learn best through words, and kinesthetic learners through physical movement and hands-on activities. The document aims to help readers identify their preferred learning style and apply effective study methods.
TOEIC® Upgrade is a comprehensive and up-to-date preparation book for beginner learners. It offers a step-by-step approach that provides learners with the language skills and strategies needed when taking the TOEIC® test. The testing points, examples, checkup questions, and review tests presented throughout the book are designed to help learners reach their full potential.
Triumph Hub Training And Placement Institute We provide extensive training for IELTS, PTE, GRE, TOEFL and OET. With our expert Trainers, we guarantee that you will score high in the IELTS test. We are nodal agents of the British Council and IDP for the IELTS Test booking. We provide extensive training and assurance of clearing PTE on the 1st attempt as we have professionally managed.
https://www.triumphhub.com/ielts-coaching-madurai.html
Writing True/False, Binary Choice, and Interpretive Exercises Test ItemsMr. Ronald Quileste, PhD
In this presentation, the pre-service teachers are taught what are these types of pen-and-paper tests, disadvantages and advantages, as well as the rules on how to write them.
An interactive session that aims to present practical ideas for building a K–12 proficiency-based program that focuses on developing students’ authentic oral communication and foundational literacy skills. Differentiation and personalized learning are the keys to a successful program, hence this presentation will include strategies for both. Focus points: proficiency — how to identify students’ levels and set learning goals; differentiated instruction — how to meet individual student needs, including learning styles, IT, personal interests, etc.; metacognition — how to raise the level of awareness of students’ self-assessment and provide strategies to move to a higher level of proficiency; resources — how to ensure rich and authentic content and materials; K–12 program articulation — how to align a program across all grade levels without following a set of textbooks — yes, it really is possible! Presenters will share the Singapore American School model, classroom practices, and examples along with Q&A and discussion. Facilitated by Susan Zhang and Sally Lean of the Singapore American School.
Speaker:
Sally Lean: Sally Lean (林莎莉) began a love of learning Chinese in middle school and further developed that through undertaking a Bachelor of Chinese Studies at the Australian National University. She has taught Chinese for over 15 years and managed Chinese programs for several well-known international schools and for several years worked as a co-founder, co-organizer and presenter of the ACAMIS (Association of China & Mongolia International Schools) Annual Summer Conference for teachers of Chinese language and culture. Apart from teaching Chinese, Sally was also head-hunted to create a teacher training project for the Chaoyang District Education Committee in Beijing, training local English teachers in current interactive and communicative teaching methodology.
Yuehua (Susan) Zhang: Dr. Yuehua (Susan) Zhang obtained her BA degree in English from Beijing Normal University, MED from Concordia University of Nebraska and PhD in Curriculum and instruction from University of Nebraska-Lincoln in the US. She has extensive experience in U.S./China educational programs. Currently she serves as Director of world languages at Singapore American School in Singapore.
Assessment is becoming more prominent in both ESL and EFL programs as a teacher it is something that you will be called to do on a continual basis. The purpose of this chapter was to explore language assessment it relates to young learners.
TOEIC® Upgrade is a comprehensive and up-to-date preparation book for beginner learners. It offers a step-by-step approach that provides learners with the language skills and strategies needed when taking the TOEIC® test. The testing points, examples, checkup questions, and review tests presented throughout the book are designed to help learners reach their full potential.
Triumph Hub Training And Placement Institute We provide extensive training for IELTS, PTE, GRE, TOEFL and OET. With our expert Trainers, we guarantee that you will score high in the IELTS test. We are nodal agents of the British Council and IDP for the IELTS Test booking. We provide extensive training and assurance of clearing PTE on the 1st attempt as we have professionally managed.
https://www.triumphhub.com/ielts-coaching-madurai.html
Writing True/False, Binary Choice, and Interpretive Exercises Test ItemsMr. Ronald Quileste, PhD
In this presentation, the pre-service teachers are taught what are these types of pen-and-paper tests, disadvantages and advantages, as well as the rules on how to write them.
An interactive session that aims to present practical ideas for building a K–12 proficiency-based program that focuses on developing students’ authentic oral communication and foundational literacy skills. Differentiation and personalized learning are the keys to a successful program, hence this presentation will include strategies for both. Focus points: proficiency — how to identify students’ levels and set learning goals; differentiated instruction — how to meet individual student needs, including learning styles, IT, personal interests, etc.; metacognition — how to raise the level of awareness of students’ self-assessment and provide strategies to move to a higher level of proficiency; resources — how to ensure rich and authentic content and materials; K–12 program articulation — how to align a program across all grade levels without following a set of textbooks — yes, it really is possible! Presenters will share the Singapore American School model, classroom practices, and examples along with Q&A and discussion. Facilitated by Susan Zhang and Sally Lean of the Singapore American School.
Speaker:
Sally Lean: Sally Lean (林莎莉) began a love of learning Chinese in middle school and further developed that through undertaking a Bachelor of Chinese Studies at the Australian National University. She has taught Chinese for over 15 years and managed Chinese programs for several well-known international schools and for several years worked as a co-founder, co-organizer and presenter of the ACAMIS (Association of China & Mongolia International Schools) Annual Summer Conference for teachers of Chinese language and culture. Apart from teaching Chinese, Sally was also head-hunted to create a teacher training project for the Chaoyang District Education Committee in Beijing, training local English teachers in current interactive and communicative teaching methodology.
Yuehua (Susan) Zhang: Dr. Yuehua (Susan) Zhang obtained her BA degree in English from Beijing Normal University, MED from Concordia University of Nebraska and PhD in Curriculum and instruction from University of Nebraska-Lincoln in the US. She has extensive experience in U.S./China educational programs. Currently she serves as Director of world languages at Singapore American School in Singapore.
Assessment is becoming more prominent in both ESL and EFL programs as a teacher it is something that you will be called to do on a continual basis. The purpose of this chapter was to explore language assessment it relates to young learners.
This presentation was delivered by an Access teacher during "Keeping EFL Fit" Teacher Training , organized by Access Microscholarship Program Moldova, under the American Councils for International Education to Moldova.
*Develops speaking skills related to personal experience, opinions, and preferences on a variety of topics
*Thematically organized speaking prompts presented along with activities for listening, brainstorming, note-taking, pair work, and group work
*Sample responses for all speaking prompts recorded and written to support pronunciation practice and vocabulary development
This presentation is for middle schoolers and has a note taking component, as well as a small group discussion. This was originally used in a 7th and 8th grade AVID [Advancement Via Individual Determination] class.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This preference includes the depiction of information in maps, spider diagrams, charts, graphs, flow charts, labelled diagrams, and all the symbolic arrows, circles, hierarchies and other devices, that instructors use to represent what could have been presented in words. It could have been called Graphic (G) as that better explains what it covers. It does NOT include movies, videos or PowerPoint. It does include designs, whitespace, patterns, shapes and the different formats that are used to highlight and convey infomation.
This perceptual mode describes a preference for information that is "heard or spoken." Students with this modality report that they learn best from lectures, tutorials, tapes, group discussion, email, using mobile phones, speaking, web chat and talking things through. It includes talking out loud as well as talking to yourself. Often people with this prefernce want to sort things out by speaking, rather than sorting things out and then speaking.
This preference is for information displayed as words. Not surprisingly, many academics have a strong preference for this modality. This preference emphasises text-based input and output - reading and writing in all its forms. People who prefer this modality are often addicted to PowerPoint, the Internet, lists, filofaxes, dictionaries, thesauri,quotations and words, words, words...
By definition, this modality refers to the "perceptual preference related to the use of experience and practice (simulated or real)." Although such an experience may invoke other modalities, the key is that people who prefer this mode are connected to reality, "either through concrete personal experiences, examples, practice or simulation" [See Fleming & Mills, 1992, pp. 140-141]. It includes demonstrations, simulations, videos and movies of "real" things, as well as case studies, practice and applications.
Role play, talk, draw/rewrite
What about Mixtures? Multimodals (MM):Life is multimodal. There are seldom instances where one mode is used, or is sufficient, so we have a four-part VARK profile. That is why the VARK questionnaire gives you four scores. Those who prefer many modes almost equally are of two types. There are those who are context specific who choose a single mode to suit the occasion or situation. There are others who are not satisfied until they have had input (or output) in all of their preferred modes. They take longer to gather information from each mode and, as a result, they often have a deeper and broader understanding.
