How to contextualize, localize, and "indigenize" lesson plans. That is why we don't agree to some proposal of lazy educators to have a common lesson plan for all teachers.
How to contextualize, localize, and "indigenize" lesson plans. That is why we don't agree to some proposal of lazy educators to have a common lesson plan for all teachers.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
UNDERLYING ELEMENTS INVOLVED IN DESIGNING A CURRICULUMFlorie May Gonzaga
Refers to the structure of arrangement of the components or elements of a curriculum.
The arrangement and emphasis of the elements reflect the theoretical orientation of the curriculum developer. Technical-scientific approaches put a lot of emphasis on well formulated objectives as bases for the selection and organization of content and evaluation of learning that is taking place.
Indigenous Peoples Education Curriculum FrameworkRey John Rebucas
The State of Education among IPs , The Role of IP Teachers in Educating IP Learners, Hiring Guidelines & Qualifications of an IP Teacher , Relevant Experiences of an IP Teacher, Guidelines on the Conduct of Activities and Use of MaterialsInvolving Aspects of Indigenous People Culture, Cultural Diversity, BALS, IKSPS, BESRA, EFA & RBA .
Essentials Grid for Lindsay Booze’s Unit on Urban, Suburban, and R.docxSANSKAR20
Essentials Grid for Lindsay Booze’s Unit on Urban, Suburban, and Rural Communities
This Unit fulfills California Department of Education (Grade 2) Standard 2.2:Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
What Students Should KnowVocabulary: urban, suburban, rural, community, environment, dense, population
Facts and Information:
· The U.S. population lives in multiple places, which can be grouped into three major categories: urban, suburban, and rural areas.
· Urban areas, or cities, are land areas with many buildings and other structures used for residences, businesses, and industrial sites. Urban most often utilize public transportation, such as buses, subways, or trains and also have high population densities. Buildings are often located closer together and higher than buildings in suburban or rural areas.
· Suburban areas are on the outside of cities. People residing in suburban areas usually commute to the cities for jobs. Sometimes suburban areas have trains and buses that bring people to and from the cities. Buildings in suburban communities are usually lower and farther apart than buildings in cities. The suburbs offer the same services as cities, including schools, health care facilities, and public works.
· Rural areas are large amounts of land with lower populations than urban or suburban areas. Buildings are usually far apart and some rural communities share hospitals or schools. Rural communities can be far from urban areas. Rural communities can be farmland, but also include woodland forests, plains, deserts, and prairies.
What Students Should Understand
· The differences between Urban, Suburban and Rural communities in terms of building density, population density, animals, environment.
· Why people congregate in certain areas; access to water, ports, desirable weather, etc.
· Where most food is grown and how the system of transport takes place.
· The reasons why people transport to work or school from their homes.
What Students Should Be Able to Do
· Conduct guided research via the library or internet in order to study their community’s past. Describe the transition from rural, to suburban, etc., and population growth. Analyze how the community has changed over time.
· Design their own “community,” based upon their knowledge of the three main areas. Students should be able to draw icons and various objects associated with each community.
· Verbally compare and contrast the three main areas. Be able to discuss ideas such as population density (tightly compacted in city, each successive area is spread out more than previous area)
· Become familiar with the associated vocabulary terms.
· Express the key ideas and vocabulary in writing, sharing their family’s journey to the community, and if they have ever lived in an alternate type of community.
Strategies for Various Learning Needs
· Compacting for gifted and talented students:
These students ...
Supporting Students with Limited or Interrupted Formal Education London Ontar...Andrea DeCapua
Workshop for teachers working with SLIFE (Students with Limited or Interrupted Formal Education) in Thames Valley and Waterloo School Districts, London Ontario
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.
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.
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.
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
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.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
3. Objectives
• Know the meaning of localization and indigenization.
• Know how to localize and indigenize instructional materials
• Identify the Least Mastered Competencies in second quarter.
• Make localize and indigenize Intervention Materials for Least
Mastered Competencies in Second Quarter.
4. Let Us Think
• What is localization?
• What is indigenization?
• What are Least Mastered Competencies?
5. Localization refers to the process of relating learning content
specified in the curriculum to local information and materials
in the learners‘ community.
7. Examples of Localization
1.Examples used in lessons start with those in the locality
2. Names, situations, setting needed to give context to test
questions or problem-solving exercises are those of the
immediate community
3. Local materials are used as often as possible in making
instructional materials
4. Local stories are used in the language learning areas
5. Translating a story written in another language to the
language of one's learners for use in MTB-MLE
8. Indigenization refers to the process of enhancing curriculum
competencies, education resources, and teaching-learning processes in
relation to the bio-geographical, historical, and socio-cultural context of
the learners' community. Indigenization may also involve the enhancement
of the curriculum framework, curriculum design, and learning standards
of subject areas, guided by the standards and principles adhered to by the
national curriculum
10. Examples of Localization and
Indigenizationion
Competency;
Visualize the ratio of two given numbers (M5NS-IIh-22)
LOCALIZATION
• Use easily observable examples of ratio in the community
— One jeep, 4 wheels; one kariton, 2 wheels, one tricycle, 3 wheels
(depending on what is most common in the community)
INDIGENIZATION
• community activities or cultural practices that inherently use the concept of
ratio
— Ex. Bringing products to the market entails using a carabao
carrying sacks (one carabao is to 2 sacks)
11. Examples of Localization and
Indigenizationion
Competency;
Identify star patterns that can be seen at particular times of the
year
LOCALIZATION
• use the community's name for prominent stars, if they have,
while retaining the use of the Greek constellations and its
background in discussing star patterns
INDIGENIZATION
• Discuss the community's own calendar of star patterns and its
background before discussing the Greek constellation
12. Localization and indigenization are degrees
or levels of doing contextualization
• When we localize, we do not necessarily
indigenize
• When we indigenize, we localize
14. • Are competencies that were not
mastered by half or more than
half of the class.
• Competencies that were not
taught.
• Competencies that are too
difficult for the learners to
understand.