Here are a few things that went well in today's lesson, and some suggestions for how it could be even better:
What went well:
- Students practiced generating algebraic terms and expressions, which is an important skill. Generating examples is a good way to build understanding and fluency.
- The lesson included clear explanations of key vocabulary like variable, term, expression, etc. Defining important terms helps students follow along.
- Different levels of challenge questions allowed students to work at their own pace and be appropriately stretched. Scaffolding helps ensure success.
Even better if:
- After generating examples, students could explain the patterns they noticed or rules they were following. This helps solidify their thinking.
-
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The 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.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Lesson 3 term, expression, equation and substituting
1. Entry Activity
Convert between fractions decimals and percentages
Fraction Decimal Percentage
Divide the numerator by the Multiply the Decimal by 100 to
denominator to get a decimal get the percentage
½
0.1
¼
20%
0.6
0.1 becomes 1/10 because it’s is 1 Divide the percentage by 100 to
in the tenths column. 0.01 is 1/100 make it a decimal
2. Entry Activity
Convert between fractions decimals and percentages
Fraction Decimal Percentage
Divide the numerator by the Multiply the Decimal by 100 to
denominator to get a decimal get the percentage
½ 0.5
50%
1/10 0.1 10%
¼ 0.25 25%
2/10 = 1/5 0.2 20%
6/10 = 3/5 0.6 60%
0.1 becomes 1/10 because it’s is 1 Divide the percentage by 100 to
in the tenths column. 0.01 is 1/100 make it a decimal
3. Today I will learn to generate a
term or expression Level 4
Challenge Objective:
Identify and describe the key
words of the lesson Level 5
Key Words
Variable, Generate, Term, Expression, Sequence,
Describe
4. •All will generate a term
•Most will generate several
terms
•Some will be able to
explain they key words and
understand their meaning
5. Have you heard of the Key Words
Key Words I know what it Heard it but not Never What it means is...
means, which is... sure what it means heard it
before
Variable
Term
Expression
Generate
Sequence
Describe
6. Have you heard of the Key Words
Key Words I know what it Heard it but not Never What it means is...
means, which is... sure what it means heard it
before
Variable A letter used in algebra to show
the value can change e.g. n (n
can be any number)
Term Algebra containing only letters
(but could have a number
attached) e.g. n or 3n
Expression A combination of letter
numbers and mathematical
signs e.g. 3n – 2, 5 + a, 6p - q
Generate Make it e.g. Generate a
sequence means make
one!
Sequence A list of numbers,
pictures or letters that
have a pattern.
Describe You explaining
something in detail
7. Today I will learn to generate a
term or expression Level 4
Challenge Objective:
Identify and describe the key
words of the lesson Level 5
Key Words
Variable, Generate, Term, Expression, Sequence,
Describe
8. •All will generate a term
•Most will generate several
terms
•Some will be able to
explain they key words and
understand their meaning
9. We are going to generate some algebraic terms
and expressions...sounds hard, but it’s not!
a) Add 3 to a
b) Multiply b by 9
c) Take 14 from c
d) Divide 20 by d
e) e divided by 2
f) f minus 1
g) Increase g by 4
h) What are the red questions? Term or expression.
Why?
i) What are the black questions? Term or expression.
Why?
10. We are going to generate some algebraic terms
and expressions...sounds hard, but it’s not!
a) Add 3 to a a+3
b) Multiply b by 9 9b
c) Take 14 from c c - 14
d) Divide 20 by d 20/d (or 20 ÷ d)
e) e divided by 2 e/2 (or e ÷ 2)
f) f minus 1 f-1
g) Increase g by 4 g+4
h) What are the red questions? Term Why? Because it’s
all attached together
i) What are the black questions? Expression Why?
Because there is a sign in there
11. Show me how confident you are to do
the next task on this!
12. Today I will learn to generate a
term or expression Level 4
Challenge Objective:
Identify and describe the key
words of the lesson Level 5
Key Words
Variable, Generate, Term, Expression, Sequence,
Describe
13. •All will generate a term
•Most will generate several
terms
•Some will be able to
explain they key words and
understand their meaning
17. Today I will learn to generate a
term or expression Level 4
Challenge Objective:
Identify and describe the key
words of the lesson Level 5
Key Words
Variable, Generate, Term, Expression, Sequence,
Describe
18. •All will generate a term
•Most will generate several
terms
•Some will be able to
explain they key words and
understand their meaning
19.
20. Answers
2 a i 3 ii 6 iii 12 b i 11 ii 19 iii 13 c i 10
ii 13 iii 14 d i 9 ii 7 iii 11 e i 7 ii 2
iii 17 f i 4 ii 3 iii 7 g i 16 ii 46 iii 96
3 a i 9 ii 12 iii 36 b i 40 ii 70 iii 55 c i 8
ii 14 iii 2 d i 20 ii 50 iii 70 e i 12 ii 16
iii 32 f i 6 ii 30 iii 54 g i 36 ii 27 iii 63
22. Today I will learn to generate a
term or expression Level 4
Challenge Objective:
Identify and describe the key
words of the lesson Level 5
Key Words
Variable, Generate, Term, Expression, Sequence,
Describe
23. •All will generate a term
•Most will generate several
terms
•Some will be able to
explain they key words and
understand their meaning
27. Today I will learn to generate a
term or expression Level 4
Challenge Objective:
Identify and describe the key
words of the lesson Level 5
Key Words
Variable, Generate, Term, Expression, Sequence,
Describe
28. •All will generate a term
•Most will generate several
terms
•Some will be able to
explain they key words and
understand their meaning
32. Today I will learn to generate a
term or expression Level 4
Challenge Objective:
Identify and describe the key
words of the lesson Level 5
Key Words
Variable, Generate, Term, Expression, Sequence,
Describe
33. •All will generate a term
•Most will generate several
terms
•Some will be able to
explain they key words and
understand their meaning
34. Plenary
www…ebi
what went well … even better if
Editor's Notes
Use the arrows to help the students to complete the table
Answers to the entry activity
Print off this slide and get the students to complete it. If the know what it means they need to fill it in, if they are they need to tick the appropriate box, if they are they need to tick that box.
Talk through the classes meanings and then show them what the key words actually mean. Get them to copy down any that they didn’t know/have correct meaning for. Or better print the end column off and get them to stick it over their corresponding column.
Go through with the class the how to generate an expression or term. This is a great mini whiteboard activity (then just skip next slide), but could be done as a quick quiz (you’ll need the next slide) or as Q&A (next slide not needed).
Answers from previous if done as a quiz. Please explain to class why we are better putting 20/d rather than 20÷d (for this exercise it is easier to show it is a term – as well as all the other future benefits).
Get the class to show you how they feel about doing the next task, crack on, go straight to help first, go to after the (remember if there are a lot of you may need to reexplain the activity).
Level 4 questions for students to do, either in their books or using the whiteboards.
Get the students to mark/ peer assess their work. Also get them to write down the level they have been working at and a face to describe how they found it.
To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
Level 4 questions for the students to do
Get the students to mark/ peer assess their work. Also get them to write down the level they have been working at and a face to describe how they found it.
To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
Level 4 questions for the students to complete
Get the students to mark/ peer assess their work. Also get them to write down the level they have been working at and a face to describe how they found it.
To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
Students may need a quick reminder as to what n² is e.g. (n x n, so n=5 it is 5 x 5 = 25).
Get the students to mark/ peer assess their work. Also get them to write down the level they have been working at and a face to describe how they found it.
To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
This is a really quick plenary. Get students to write in their book www (what went well) something they found that they were good at and are confident with. They then need to write ebi (even better if) so something that they would like to improve in their work. Get students to share what they have written.