How to plan lesson ? ( according to CBA > < Official Approach in Algerian eaducational system, PPU and PDP frame works & PIASP teaching grammar or pronunciation items .
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/ja.maica.393
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
Definition of Taxonomy
Benjamin Samuel Bloom
History of Bloom's Taxonomy
Three Domains
Six Levels of Cognitive Domain
Appropriate Verbs
Products and Model Questions
1. بِسْمِ اللهِ الرَّحْمٰنِ الرَّحِيْمِ
2. Active learning
What is active learning?
Learning:
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences
Active learning:
approach to instruction that involves actively engaging students with course material.
discussions, problem solving, case studies, role plays and other methods.
This is a student center aproach in which the responsibility for learning is placed upon the student.
3. With the goal of teaching mindful learners who actively pursue knowledge, teachers become more actively engaged in how they teach the curriculum and how they develop each student's learning potential. They mix and match a variety of ... tactics to ensure that students not only learn more, better, and faster -- they also learn smarter.
-James Ballencia
4. Teacher’s Role in the Active Learning Classroom
In active learning teachers are facilitators rather than one way providers of information.
Overall," a 2011 study found, "teachers play an influential role in increasing students' situational interest in the active-learning classroom."
teacher's social connection with students and subject matter
expertise "significantly influence the level of students' situational interest in the active learning classroom.”
5. Incorporate Active Learning in Your Course
Get student attention and increase motivation
Assess students' prior knowledge
Promote problem solving
and application, and deepen student understanding
Assess whether students understood the material
Help students review materials for an exam
Prepare students for a major assignment
Explore the relevance of the course material in students professional or everyday lives
6. Advantages
Interactive engagement
Collaborative learning
Problem-based learning develops positive student
Increased student engagement and understanding
Better attention (breaks between lecture segments)
More student ownership of learning process
Greater enjoyment of course material
Greater retention
7. Dis Advantages
Time and topic coverage
Preparation
Student participation
Lack of individual accountability
Misconception generation
Outside perceptions
Any Question?
*Thank you*
Salam
Examiner Guide 2017
Here is the new Examiner guide Ocotber 2017
Teachers have to use it in their daily lesson planning and involve them in their daily lessons to make the learners used to the typology and instructions of the tasks
All the test and exams must be conform to this guide , so there is no that strange instruction specially that "I" and also the typology " text + 6 activities + written expression ( situation of integration )
Good Luck
Mr Samir Bounab ( Ex teacher trainer )
the links
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/ja.maica.393
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
Definition of Taxonomy
Benjamin Samuel Bloom
History of Bloom's Taxonomy
Three Domains
Six Levels of Cognitive Domain
Appropriate Verbs
Products and Model Questions
1. بِسْمِ اللهِ الرَّحْمٰنِ الرَّحِيْمِ
2. Active learning
What is active learning?
Learning:
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences
Active learning:
approach to instruction that involves actively engaging students with course material.
discussions, problem solving, case studies, role plays and other methods.
This is a student center aproach in which the responsibility for learning is placed upon the student.
3. With the goal of teaching mindful learners who actively pursue knowledge, teachers become more actively engaged in how they teach the curriculum and how they develop each student's learning potential. They mix and match a variety of ... tactics to ensure that students not only learn more, better, and faster -- they also learn smarter.
-James Ballencia
4. Teacher’s Role in the Active Learning Classroom
In active learning teachers are facilitators rather than one way providers of information.
Overall," a 2011 study found, "teachers play an influential role in increasing students' situational interest in the active-learning classroom."
teacher's social connection with students and subject matter
expertise "significantly influence the level of students' situational interest in the active learning classroom.”
5. Incorporate Active Learning in Your Course
Get student attention and increase motivation
Assess students' prior knowledge
Promote problem solving
and application, and deepen student understanding
Assess whether students understood the material
Help students review materials for an exam
Prepare students for a major assignment
Explore the relevance of the course material in students professional or everyday lives
6. Advantages
Interactive engagement
Collaborative learning
Problem-based learning develops positive student
Increased student engagement and understanding
Better attention (breaks between lecture segments)
More student ownership of learning process
Greater enjoyment of course material
Greater retention
7. Dis Advantages
Time and topic coverage
Preparation
Student participation
Lack of individual accountability
Misconception generation
Outside perceptions
Any Question?
*Thank you*
Salam
Examiner Guide 2017
Here is the new Examiner guide Ocotber 2017
Teachers have to use it in their daily lesson planning and involve them in their daily lessons to make the learners used to the typology and instructions of the tasks
All the test and exams must be conform to this guide , so there is no that strange instruction specially that "I" and also the typology " text + 6 activities + written expression ( situation of integration )
Good Luck
Mr Samir Bounab ( Ex teacher trainer )
the links
How to apply the 2 G curriculum
1 - The pedagogic project
2- The sequence
3- The session ( 4 situations)
3- Guided sheet = lesson focus
5- Lesson plan model
6- The project work
By :
Mr Samir Bounab ( Teacher Trainer at MONE)
File3 2nd am-health-+file five 1st am adapted -atf & aef.1Mr Bounab Samir
This file is adpated with File five " food" of the MS one level since the slimming of the syllabus June 2008 , so teachers have to teach it before dealing with " healthy food and ideal meal"
Salam
The 4 learning situations
- what are the 4 learning situaitons ?
- what does each situation stand for ?
By : Mr Samir Bounab ( Teacher trainer at MONE)
the links
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)
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)
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
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)
Training Novice teachers
**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
alam
Training Novice teachers
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
Expressing Opinion and Showing positive action
Part One : Read how to :
1) show and express opinion
2) Accept or agree with an opinion
3) Reject or disagree with an opnion
3) Use of time sequencers
Part Two: Practice expressing and rejecting opinions
safety rules and conduct disasters& Had better-ought to-should-if I were you ...Mr Bounab Samir
Natural Disaster Recommendations
Part 1 : worksheet
task 1 : Complete with had to or should
task 2 : If I were you " Rewrite using if I were you "
Task 3: Find the silent letters in the transcribed words
task 4: Write into the direct speech using the intorductory verbs
task 5: safety rules and conducts in natural disaster ' earthquake'
task 6: Writing anouncement preventing people from natural disasters
Part2 : Passages about natural disasters with reading comprehension questions
*=*= Like & hate + verb +Verb +ing & Silent letters =*=*=
Task 1 : Choose the right verb form
task 2 : fill in the gaps with like - hate - love
task 3 : Turn the sentence into the negative form
task 4: Turn the sentences into the interrogative form
Task 5 / ask the questions
task 6 : Correct the mistakes
task 7 : Re-order the words to make correct sentences
Task 8 : Silent latters
Best of Luck
Mr Samir Bounab ( Teacher Trainer )
the links
lexis & tasks related to travelling & revision of simple present tense.pdfMr Bounab Samir
task 1 : Look at the picture and answer the questions
task 2 : match the abbreviations with the cardinal directions
task 3 : name the famous places to visit in Algeria
task 4 : Match the names of transport with the their pictures
task 5 : How do we travel ? Classify the means of tranpsort
task 6 : What do we need to travel . Re-order the words
task 7: Ask the questions ( auxiliaries questions)
task 8: complete the questions with thr right "wh qq" words
task 9 : Give the right form of the verbs in brackets ( use the simple present tense )
task 10 : Write into the negative form
MS4 level being good citizen -imperative- (1) (1).pdfMr Bounab Samir
Being Good Citizen
Part 1: Reading passage about being good citizen to save the world
Part2 : Reading Comprehension tasks exploiting the passage
Part3 : Using the imperative more tasks about protecting the world (afformative and negative imperative forms)
Worksheet " Reported Speech Part 2 -All tenses"
=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*==*=*=*=*=*=*=*=*
Task 1 : Re-write into the direct speech
task 2: Change the sentences from indirect to indirect speech
Task 3: Re-write the indirect questions into the direct ones
Task4 : Change the sentences into indirect speech (auxialary
questions)
Task 5: re-write into indirect speech (wh qq words questions)
Task 6 : Correct the mistakes
Task 7 : Report using mixed tense....
Best of Luck
Mr.Samir Bounab ( Teacher Trainer )
2 AS Types of Disaster and where they occur & Reported Speech.pdfMr Bounab Samir
Disaster & safety
Part 1:
task 1 : WOrd CLoud "listing the words related to natural disaster
task 2: Matching pictures with names of natural disaster
Task 3 :Mtaching words with the right natural disaster definitions
Task4: Word seard games " find the natural disaster names"
Task 5: Write the warning natural signs names
Task 6: Classify the types of natural disasters
Part2 :
Reported Speech
task1: Re-write into the indirect speech
task 2: Put the intorductory verb into the past then write the sentences into the indirect speech
Task 3: Make indirect sentences into the present
task 1 : Unscramble the words to make correct sentence
task2 : Put the verbs in brackets into the correct trense
task 3: What do the sentences mean
task 4: Complete the dialogues with the simple present tense or the future simple tense
task 5: Supply the punctuation and capital letters
Task 6 : Complete the sentence with your own words
Abstract:
We love our children’s holding pencils, pens and making their first drawings. They start making their first drawing lines, circles, zigzags, before they write, so they feel happy about their first drawing and how they are amazed to express themselves before event joining schools.
Young learners once at school quickly learn that success at school is measured by how well you can read and write, not by how good your drawings are.
Writing is combination of process and product , the process refers to gathering ideas and thoughts and working on them to be readable for the reads .
However, learners who draw their first graphics before they tackle writing tasks produce better writing. It is likely this is because the act of drawing concentrates the mind on the topic at hand, and provides an avenue for rehearsal before writing.
Many questions are raised to reach such goal:
Why is writing important for young learners ?
What are the initiation steps to teach spelling and writing ?
How to make very young learners write fluently ?
All these questions I will be very pleased to tackle them with you in my conference meeting and see how to help young learners teachers benefit from this presentation to help their learners once in class .
Methodology :
Workshop objective: By the end of this presentation and workshop, the audience will be able to importance of writing for your learners and how to proceed in that.
Workshop format : The workshop is a variety of tasks , where the audience will be invited to work in pair , groups in a room with round tables for interaction and theatre or classroom style while being invited to power point presentation
Diversity :
Well 1h is not enough for such important topic , but I will try to manage that by allocating not more than the required timing for each task in order to cover all the topic
I will try to proceed as follows :
Set Ground Rules
Before I start the workshop, I have to establish ground rules to make the environment in which everyone feels comfortable ( phones in silent mode, respect each others while interacting, help each others while working in round table made class……
Use Ice Breakers to Build Bridges
For example, when the speakers introduces himself he may invite , everyone to share their feeling taking part in ELT conference(s).
How to Wrap Up
By the end of the workshop, the attendees are invited to share what they have learned. I have to make them complete an evaluation paper, so I can gauge what worked best about the workshop and what improvements need to be made
Thank you
Mr Samir Bounab ( Teacher trainer)
Writing Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdfMr Bounab Samir
*= Technology & Innovations =*=*
Worksheet : ** Writing Agony Letter &
** If type O+1 &
** Diphthongs +
** Text Sample “The Golden Age of Arab Science"
** Passive
** conditionals
** Number of syllables in a word
** Written Expression "Writing Biography
imperative do & don't health safety recommendations.pdfMr Bounab Samir
task 1 : Look at the coronas virus pictures and match them with the right numbers
task2 : re-order the words to make correct sentences about corona virus healthy recommendations
task 3 : classify healthy and unhealthy food
task 4 : rewrite into the imperative
Texr : Obesity and health recommendations
Asking & Telling the time & Sample text School timetableMr Bounab Samir
Describing daily activities
telling the time
reordering the words to make correct sentences sayingthe time
matching the sentences with the correct clock time
writing the time in full
writing the time in letters
re-ordering the questions asking about the time
sample text abotu school timetables & sounds "th" &"the" &/ei/ & /i/
writing letter intorducing oneself and school timetable
2AS passive-voice & text oil & letter of advice & conditional & stressed sy...Mr Bounab Samir
General revision about Passive Voice
a) Rule of the passive with different tenses
b) Choose only yhe passive
c)underline the correct variant
d) find the correct form of the verbs
e) Sample text about "oil" + word formation + conditional & passive & stressed syllables + written expression : writing letter of advice
MS4 seq 2 revision superlative & past & past continuous with while and when &...Mr Bounab Samir
*=*=* MS4 seq 2 revision (part 2) worksheet *=*=*
1)Superlative
2) Past & past continuous with while and when
3) Present perfect
4) Prefixes and suffixes
5) Final "ed" sound
6) Text dream career
Best of luck
Mr.Samir Bounab ( Teacher Trainer )
general grammar revision for MS4 learners seq 2Mr Bounab Samir
MS4 worksheet: ***Sequence 2 General Revision***
1) writing the superlative form of the adjectives
2) Forming Adjectives Using the Suffixes: "ful" and "less"
3) Narrating using The past continuous and the past using "while" & when "
4) Prefixes: (dis; un; in; im; il and ir).
5) The present perfect with time markers "always - ever-never-just)
6) The Contrast Markers "like, unlike and whereas"
7) Pronunciation of "ed" endings in past simple and past participle of regular verbs
8) : Situation of integration
-->Write a letter to a friend talking about
one's personality and interests, childhood/ school memories,
dream job ,ideal teacher and friend.
Best of luck for our angels
Mr .Samir Bounab ( teacher trainer)
2 as unit 3 technology & innovation & if type 0 & suffixes.pdfMr Bounab Samir
2AS level worksheet: Technology & Innovations
Part 1:
1) word cloud: eliciting lexis related to technology and inventions
2) Conditionals: Type 0 + Type 1
3) Forming Adjectives
Part 2 : Text " Astronomy "
-> conditionals
-> Final "ed" sound
-> Written Expression ( situation of integration ) "Letter of advice"
Wish you best of luck
Mr.Samir Bounab ( teacher trainer)
The links
Meeting and Workshop Medea District 3
I would like to thank Mrs Arab for inviting me to take part in her meeting and training workshop for the teachers of her district
Big Thank to all the teachers and to their precious collaboration
The meeting points
** The New didactic guide 2023
** Characteristics of Young Learners
** The exit profile
** Learning styles
** What teaching strategies are good for different learning/perceptual styles?
**Classroom Guidelines
** Framing of the Syllabus
** Target Competences
** Main Adjustments
** Topics and communicative objectives
** The teaching and learning framwork
** How to demonstrate phonemic awareness
** Tips for teaching writing
** The problem solving situation
** Suggested sesison lay out
** Assessment
** Workshop tasks
For futher reading pleased download the PDF copy
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?
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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
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.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
10. A lesson plan is a teacher's detailed description
of the course of instruction for one class.
A daily lesson plan is developed by a teacher to
guide class instruction.
Details will vary depending on the preference of
the teacher, subject being covered, and the need
and/or curiosity of students.
There may be requirements mandated by the
school system regarding the plan.
11. 1.Teachers should prepare a lesson plan before
teaching.
2.Teachers should consider learners ’ abilities,
interests, learning preferences, and the
institutional program while planning.
3.Teacher should analyze their lesson plans
before and after teaching.
4.Lesson plans should include specific
information.
5.Objectives should concretely state the
communicative objectives of the lesson.
12. Before planning, teachers should know what
they are teaching and why.
Lessons should focus on helping learners develop
communication skills – not finishing the curriculum,
memorizing grammar rules or learning to transcribe
words.
They should consider learners ’ ability, age,
learning preferences, interests, available
resources, previously taught information and the
institutional program.
13.
14.
15. time Interactio
n
procedure competency VAKT
Time = is very important , teachers should master that .
Interaction = In order to avoid TTT ( Teacher Talking Time) and split the role
among his or her learners
Procedure = here the teachers plans his or her lesson with different stages
& steps.
Competency = Since we are dealing with CBA < Competency Based Approach>
teachers must know when his or her learners perform the
“3IIP”{ Interact – Interpret – Produce}
VAKT = Visual Auditory Kinesthetic Tactile = Teachers must know which
kind of aids must be used at any stage of teaching.
16. 1.In all lessons there is a prep to teaching (
icebreakers/ games/ warmers/ lead
in
2. while lesson which is split into
presentation and practice/ others will
refer to observation / analysis and
practice , in case it is a grammar /
vocabulary lesson .
3.The post lesson is the productive
stage.
17. Teaching Frameworks
4 ps= Preparation – presentation – practice – produce / 3
ps= presentation – practice – produce
PPU = Presentation – practice – Use /ju:s/ < Speaking
( grammar ) lesson>
PDP = Pre( reading/listening) During (reading/listening )
Post ( reading /listening)
PIASP( grammar or pronunciation item) P= presentation / I=
Isolation / A = Analysis/ S= Stating rule / P= Practice (Oral
or Written = 3 type of tasks < 1- based form 2- Meaning
based 3- communicative based
Teaching Writing= writing process= Problem solving
integrating situation= a- Brainstorming b- planning or
organizing c- drafting d- editing e- publishing
18.
19. ice- breaker, warmer and lead in are nearly the same there is a slight
difference but all serve one objective is to get the learner ready and ease
for the learning sequence :
1- Icebreakers are discussion questions or activities used to help participants relax and
ease into a group meeting or learning situation.. The icebreakers can be used to generate
interest in a topic and activate the student’s prior knowledge.
2- Lead-ins (topic) Topic Lead-ins will direct the student into the content that will be
taught and encourage the sharing of information and resource.
3- Warmers are usually fun activities that focus on fluency practice. Ideally, warmers
should only last a few minutes, while a warmer is usually has no direct relationship to the
REST of the lesson, a lead-in is a quick preview of the material that will be covered in
class. both lean in and warmer have their strengths. A fun, breezy warmer can add a bit
of variety to a lesson, and might appeal to students who like a change of pace. On the
other hand, a lead-in is a better choice for a more cohesive lesson. This is particularly
important with beginning level students, who need a lot of structure and repetition. Sorry
fro being a bit long.
20. Warm-up : The lesson usually begins with a warm-up, built
around a visual aid, « to expand students’ vocabulary »
Students :
Talk about subjects of interest to them.
Students use the material they have already learned
Acquire new vocabulary in a meaningful context
Use some of the structures they practiced in the previous lesson.
Students retrieve and reuse material from previous lessons in a real
exchange of ideas.
Elicit their interest in the present lesson.
21. PRESENTATION : The teacher : [decides on the teaching aids to be
used]
Conveys the meaning of new material / language to students
(inductively or deductively) context of com/ examples analysed then rule
deduced,
for the inductive it is context of com , elicitation of target example for giving
the rule, then practise. It is what is commonly known as rule eg for inductive
and eg rule for deductive.
Gives them the chance to interact with it and to indicate in some way (not
necessarily by producing the language) that they have understood
How :
•answering simple Yes/No / "Wh-questions,
•pointing or marking correct pictures or replies,
•ordering pictures ,
•matching items ,
•deducing and explaining rules or concepts,
•creating questions
•employ dramatization, role-playing, problem-solving, oral or written reports,
discussion, lecturing, grouping, picture-drawing, showing objects, etc,
22. PRACTICE : {engage the students in an interchange of
communication using what they have been learning}
Students work with the material in a controlled context to help them
develop accuracy, confidence and move toward fluency .
Activities begin as more controlled : « Guided practice »
•repetition
•coping
•info gaps
•picture card games
•simple fill-ins (word, dialog, gesture, strategy) .
Activities next move to being freer or more complex : « Free practice »
question-answer exercises where students are restricted to a particular
topic
certain vocabulary items .
23. USE :
Students are required to choose and
discriminate among choices in language
within a less controlled context.
Activities allow for student learning to be
demonstrated as defined by the lesson
objective.
Common activities include role plays
personal reactions ,discussions, values
clarification and games.
24. • A Listening lesson plan is made of the following steps:
• {Pre-listening (P) –During/While listening (D) – Post-listening(P)}
• Pre-Listening:
• The teacher builds schema and introduces new language as needed.
• Use pre-listening activities to prepare students for what they are going to hear or view.
• The activities chosen during pre-listening may serve as preparation for listening in
several ways. During pre-listening the teacher may :
Assess students’ background knowledge of the topic and linguistic content of the text.
Provide students with the background knowledge necessary for their comprehension of
the listening passage or activate the Existing knowledge that the students possess;
Clarify any cultural information which may be necessary to comprehend the passage;
Make students aware of the type of text they will be listening to, the role they will play,
and the purpose(s) for which they will be listening;
Provide opportunities for group or collaborative work and for background reading or
class discussion activities
25. Sample pre-listening activities :
Looking at pictures, maps, diagrams, or graphs
Reviewing vocabulaire or grammatical structures
Reading something relevant
Constructing semantic webs (a graphic
arrangement of concepts or words showing how
they are related)
Predicting the content of the listening text
Going over the directions or instructions for the
activity
Doing guided practice
26. During- listening: While-listening activities relate directly to
the text, and students do them during or immediately after the
time they are listening. Keep these points in mind when planning while-listening
activities:
If students are to complete a written task during or immediately after
listening, allow them to read through it before listening
Keep writing to a minimum during listening. Remember that the
primary goal is comprehension, not production
Organize activities so that they guide listeners through the
text :Students complete multiple tasks that move from a general to
specific focus in order to deepen their understanding of the text and
develop specific listening / reading skills, such as reading / listening
for gist or specifics, skimming and scanning ,using context clues to
predict content
Use predicting to encourage students to monitor their comprehension
as they list
Give immediate feedback whenever possible
27. Sample -while-listening- activities :
Listening with visuals.
Filling in graphs and charts.
Following a route on a map.
Checking off items in a list.
Listening for the gist .
Searching for specific clues to meaning.
Completing cloze (fill-in) exercises.
Distinguishing between formal and
informal registers.
28. Post- listening: Use post-listening activities to:
• Check comprehension,
•Evaluate listening skills and use of listening strategies
• Extend the knowledge gained to other contexts.
A post-listening activity may relate to a pre-listening
activity
A post-listening activity must reflect the real-life uses to
which students might put information they have gained
through listening
Students complete activities that expand on content or
language from the text using other skills
, i.e. grammar, speaking, writing.
29. A Reading lesson plan is made of the following steps :
{ Pre-reading (P) –During/While reading (D) – Post-reading (P)}
•Reading is an interactive process that goes on between the reader and the text,
resulting in comprehension
•Reading is an activity with a purpose. A person may read in order to gain
information or verify existing knowledge, or in order to critique a writer’s ideas or
writing style
•A person may also read for enjoyment, or to enhance knowledge of the language
being read.
•The text presents letters, words, sentences, and paragraphs that encode meaning.
•The reader uses knowledge, skills, and strategies to determine what that meaning is
•In the case of reading, this means producing students who can use reading strategies to
maximize their comprehension of text, identify relevant and non-relevant information, and
tolerate less than word-by-word comprehension.
30. Sample pre-reading activities :
Using the title, subtitles, and divisions within the text to predict content and
organization or sequence of information
Looking at pictures, maps, diagrams, or graphs and their captions
Talking about the author’s background, writing style, and usual topics
Skimming to find the theme or main idea and eliciting related prior knowledge
Reviewing vocabulary or grammatical structures
Reading over the comprehension questions to focus attention on finding that
information while reading
Constructing semantic webs (a graphic arrangement of concepts or words
showing how they are related)
Doing guided practice with guessing meaning from context or checking
comprehension while reading
Asking the learners to anticipate from a picture or the title .
Introducing the topic through some key words .
Telling a parallel story to introduce some difficult words .
Having the learners predict information constituents .
Review a previous lesson that is thematically or structurally linked to the new
one .
Ask pointed questions to whet the pupils' appetite and raise their motivation.
31. While-reading activities
MCQ
True / false / not mentioned.
Table filling
Matching pair activities
Sentence completion .
Open ended comprehension questions graded from :
a)Reference questions : where the answer are explicitly given
in the text
b)Inference questions :where the pupils have to read
between the lines to find the answers .
C) Evaluation questions : although these questions are too
difficult at this level
32. Post reading phase :
The role of the teacher here is that of evaluator .He checks that
the objectives set , that is the activities set in the reading phase
have been done to his satisfaction .These activities are
corrected .
This is also an opportunity to diagnose more common mistakes
and offer remedial works to the hole class for mistakes made by
all .There may also be follow up written or oral activities :
The learners can ask each other questions on the passage .
They can imagine a different ending orally , to pave the way to
written expression .
They can retell the passage from a different character's
point of view .
They can learn how to summarize the passage orally first then
written
33. Reading Aloud in the Classroom
• Students do not learn to read by reading aloud.
• A person who reads aloud and comprehends the meaning of the text is
coordinating word recognition with comprehension and speaking and
pronunciation ability in highly complex ways. Students whose language skills are
limited are not able to process at this level.
• In addition, reading aloud is a task that students will rarely, if ever, need to do
outside of the classroom
• It does not test a student’s ability to use reading to accomplish a purpose or goal.
There are three ways to use reading aloud productively in the language
classroom.
• Read aloud to your students as they follow along silently. You have the ability to use
inflection and tone to help them hear what the text is saying. Following along as
you read will help students move from word-by-word reading to reading in
phrases and thought units, as they do in their first language.
• Use the “read and look up” technique. With this technique, a student reads a
phrase or sentence silently as many times as necessary, then looks up (away from
the text) and tells you what the phrase or sentence says. This encourages students
to read for ideas, rather than for word recognition.
• However, reading aloud can help a teacher assess whether a student is “seeing”
word endings and other grammatical features when reading
34. 1-P= Presentation<Presenting the context in which the structure
a2p- pIseoalrast>io n:
the focus is temporarily on the grammatical item itself and the aim is :to
get the learner perceive & recognize the grammatical item what it looks
l3ik- eA nalysis :
Here you will try to make ur learners analyze the isolated items the aim is :
to get your learners perceive how it is formed ( structure), how it functions
and what it means and the rule that govern it
4- Stating Rule :
Here after they analyse you help them to formulate the grammar rule
5- Practice: This is achieved through three (3) type of tasks
a- Based form task: Mechanical manipulation < focus only on the form >
b- Meaning based task: Focus is on meaning
c- Communicative based task: ( emphasis is on transmitting message)
36. 1. :getting started is the most difficult task in writing. With the help of brainstorming we
make it less painful for the students . in the brain storming stage,the students starts
thinking about the topic given. This may be done as a whole class activity or in groups so
the students benefits from each other as well.the teacher writes on the board every idea
that comes from the students without eliminating any.
To initiate thinking and generate possible writing topics,it s important for students to
explore ideas for writing topics using a variety of pre‐writing strategies,such as the
following :
• word map
• *viewing media such as pictures,movies, and television
• *interviewing a person knowledgebale about the topic
• *engaging in peer or teacher_student discussion
• *reading about and researching the topic
• *free writing
• *listing
• *reflecting upon personal experience
• *examing writing models
• *role playing
• *asking the Ws..who,what,where ,when and why
37. 2‐ planning stage: once the ideas are put randomly on the board,it is now time to
eliminate some and organize the rest of the ideas as « main support » ; in other words,
plan the writing.
3‐ drafting (writing the first draft) : by looking at the plans, the students
start writing their essays.they may change the order of their main
supports,or re_arrange their minor supports.if you have read myths about
people writing a perfect essay on their first try, it is time to face the
truth : there is always a mistake either in the organization or in the
grammar or the choice/form of the vocabulary.this leads us to editing.
4‐ Editing:what is the editing stage ? The editing stage is when you check your essay
f*ogrr mamistmakaers aanndd csoprreelclti nthge m: . Editing steps :
‐check your spelling ‐check your grammar. ‐read your essay again
‐make sure each sentence has a subject ‐«make sure your subject
and verb agree with each other ‐make sure that each sentence
makes sense.
*style and organization : ‐make sure your essay has an
introduction.
‐check that you have a thesis statement that identifies the main
idea of the essay.
‐.check that all your paragraphs follow the paragraph format
‐see if your essay is interesting.
38. 5‐ Editing: what is the publishing stage ? The publishing stage is when
you produce a final copy of your essay to hand in. *
•‐make a paper copy of your essay read ‐ to group ‐hand in
your work to your teacher.
•planning stage
•drafting
•Editing
•publishing
publishing steps :
‐ask them for hints on how to improve your writing.
39. Assessing The Lesson Plan
After writing the lesson plan teachers should check to be sure that
it is well planned.
Teachers may check that the lesson communicates objectives to
the learners, that it is well sequenced, has a balance of teacher and
learner-centered activities, etc.
After teaching the lesson, teachers should make notes on the
lesson plan about what was effective, what was not effective and
strategies to make the lesson more effective next time they teach
it.
Then they should file the lesson for future reference.
40. Thank you
Resources :
Allegement du program d’anglais mai 2013
Algeriatesol.org
How to teach ppu and pdp by Mr.Samir Bounab