This document provides teaching materials and lesson plans for a mathematics lesson on key literacy terms. It includes activities for students such as defining key words, playing word games to learn definitions, peer assessing each other's work, and reflecting on what they have learned. The lesson aims to build students' understanding of essential math vocabulary and concepts.
English Language - Spoken Interaction Part 2Goh Bang Rui
Link to part 1 of Spoken interaction
https://www.youtube.com/watch?v=H1RbChWPd58
Subscribe to my channel for more upcoming education videos.
bit.ly/gohbangrui
These slides are used to explain the idea of part 2 of Spoken Interaction of oral examination for O Level English Language Examination in Singapore. Students are introduced to the concept of Spoken Interaction which consists of 20 marks or 67% of the Oral Examination. Students are expected to carry out a conversation based on the given picture after given 10 minutes to practise reading as well as using the picture as stimulus. They are then expected to answer given prompts and provide well-developed responses related to the theme given in the picture.
The video is divided into three sections.
1. Introduction
2. Why conversations break down (02:55)
3. 10 tips from examiners (09:48)
4. Practices (13:30)
If you have any feedback, please comment and like it if you find it useful.
Subscribe to my Youtube channel if you like what you are watching.
Thank you
English Language - Spoken Interaction Part 2Goh Bang Rui
Link to part 1 of Spoken interaction
https://www.youtube.com/watch?v=H1RbChWPd58
Subscribe to my channel for more upcoming education videos.
bit.ly/gohbangrui
These slides are used to explain the idea of part 2 of Spoken Interaction of oral examination for O Level English Language Examination in Singapore. Students are introduced to the concept of Spoken Interaction which consists of 20 marks or 67% of the Oral Examination. Students are expected to carry out a conversation based on the given picture after given 10 minutes to practise reading as well as using the picture as stimulus. They are then expected to answer given prompts and provide well-developed responses related to the theme given in the picture.
The video is divided into three sections.
1. Introduction
2. Why conversations break down (02:55)
3. 10 tips from examiners (09:48)
4. Practices (13:30)
If you have any feedback, please comment and like it if you find it useful.
Subscribe to my Youtube channel if you like what you are watching.
Thank you
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.
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.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. Contents page
Have you heard the 1 thing I’ve learned & 1
Taboo
word 1 thing to improve
Have you heard the
Definition of key words Pick a box plenary
word 2
Key word mind map 1 thing I’ve learned & 1
Peer assessment
(loose) thing to improve 2
Key word mind map
Success Criteria www...ebi
(structured)
Key words into a
Explain, listen, write Learning triangle
sentence
Press to return to this page
3. Have you heard the key words
If you can fill in the put 3 points, if you have heard it but not sure of meaning put 2, if
you’ve never heard it put 1. Add up your total, will it be better at the end of the lesson?
Key Word Now End of lesson It means...
Co-ordinate
x axis
y axis
Axes
Quadrant
Negative
Vertical
Horizontal
Total
4. 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
5. Write as many different things as you can about the word below.
Put anything related to the word, it doesn’t have to be about Maths!
Key word of
choice
6. Taboo
We are going to pay a Key Words
game called Taboo. X
X
I am going to describe a X
key word (without using X
X
it) and you need to
write down what it is!
7. Who can remember what these words
mean...
Multiple
Sequence
Choose 1 and write
down it’s meaning Triangle
Factor
Odd Even
8. Peer Assessment
On your partners work, mark the
work they have done and write:
• 1 thing that they have done well
• 1 thing they need to do to
improve
Get ready we will be sharing!
10. Success Criteria
Step by step guide to making What’s making
a cup of tea. tea got to do
1) Put water in the kettle and with Maths?
turn it on.
2) Put a tea bag in the cup (and
any sugar if needed).
3) When kettle has boiled fill cup
with water to 80% full. Now write a
4) Leave tea to brew to desired step by step
strength.
5) Take out the tea bag. guide for one
6) Put in milk to taste (not more thing you have
than 15% or you’ll spill).
7) Enjoy!!!! learned today.
11. Plenary
One thing I One thing I
need to
have learned remember for
today is... next time is...
12. Plenary
Pick a box from below to copy and
complete in your book
Today the most One thing I need to
important thing I have remember from today's
learned is... lesson is...
Next time I do a this One thing I have found
topic I will make sure I... hard today is...
13. Plenary
Write down one thing that has
helped you be successful in today's
lesson
Write down one thing that you
need to do to improve
14. Plenary
www…ebi
what went well … even better if
15. Plenary
Turn to your work partner, one of you is A and
the other is B.
A tell B what you have B tell A what you have
learned. found challenging.
Write down what your partner has said
in their book.
16. Plenary
Write down the meaning of one of they key words
from today’s lesson.
Using as many of the key words as you can from
today's lesson, write a sentence to describe what
you have learned.
Get ready to share (your partner will read your sentence)!
17. Draw a triangle into your
book, like the one below.
Plenary Fill in each section with:
•Something you’ve done
well today
•Something to think about
for next time
I’ve done •Key words from the lesson
well with...
Key words Something
for the to think
lesson about...
Editor's Notes
This is a great entry activity to help get students used to the key words of the lesson, it will give them a focus on the mathematical terminology. Ask the students to complete the grid, if they are they must write down the meaning of the word, if they are or they tick the appropriate box on the sheet. Make sure you get students to feedback to the class the meanings of the key words (this will aid the use of these words during the lesson).
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.
You can choose to do this for a key word or the topic you are about to cover/ already covered. It can be used as an entry activity, plenary or as part of the lesson. Give the students a time limit and then share ideas as a class. You can share ideas in pairs 1st and then as a class.
This is a great activity to do using whiteboards, each description comes in on a click. Make sure you read the description as well as putting them on the board. Can be done in students books if you don’t want to use whiteboards.
Bubbles are editable to put in your own key words. During the lesson pop this slide in with the key words for the lesson and get the students to choose one and write down/say it’s meaning
Now get the groups to swap work back. Each group to read out to the class what they have done well and what they need to do to improve.
This is a great way to get the students to really think about the way they use the key words and will help them to remember them/ understand what they mean.
Get the students to draw two big bubbles in their book and copy and complete the statements. Get them to share what they have written with the class. This encourages writing, make sure the students write their answers in full sentences.
Students choose 1 box to put in their book and complete. Get the class to share what they have written. This encourages writing, make sure the students write their answers in full sentences.
Students to write in their books two sentences, the 1st to explain what they have done well and the 2nd to explain what they need to do to improve. Students to then share what they have written with the class. This encourages writing, make sure the students write their answers in full sentences.
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. This encourages writing, make sure the students write their answers in full sentences.
This is a really quick plenary. Get each pair of students to label themselves A and B. Student A should tell student B what they have learned. Student B should tell student A what they found challenging. Student A then writes what student B has said in student B’s book. And student B writes what student A said in student A’s book. This is a great activity for literacy as they students have to listen to each other and then write in full sentences what their partner has said.
This is a really quick plenary. Get students to write in their book the meaning of one of the key words. Then using as many of they key words as they can write a full sentence to say what they have learned. Get students work partner to share what they have written. This encourages writing, make sure the students write their answers in full sentences.
Get the students to sketch a triangle (like the one above) into their book. Then get them to complete each section in relation to the lesson.,