This document outlines a computer science curriculum for grades 7 and 8. In grade 7, students will learn the basics of computers and various software programs like word processing, spreadsheets, and presentations. They will also learn about computer networks and creating basic web pages. In grade 8, the focus is on photo editing with Photoshop and video editing with Premiere. Students will learn skills like image manipulation, color correction, video editing, and animation. The curriculum aims to teach students essential digital literacy skills through hands-on projects and exercises.
The document discusses classroom observation as a tool to provide feedback and encourage reflection to help teachers improve their practice. It introduces the Classroom Observation Tool (COT) which is based on the Philippine Professional Standards for Teachers (PPST). The COT evaluates teachers on 12 priority standards over the course of the RPMS cycle, with mid-year and end-of-year reviews providing feedback. The results of classroom observations using the COT are considered evidence of teacher performance and achievement of objectives.
1. The document outlines 20 strategies for supporting learners at risk, including gamifying learning, engaging frequently with learners through assistance and feedback, modifying activities to suit individual learning levels, creating parent-teacher partnerships, and utilizing various interactive online tools and platforms.
The document discusses ICT policies and issues related to teaching and learning in the Philippines. It defines ICT policy and outlines the Department of Information and Communication Technology's (DICT) roadmap to guide agencies on ICT utilization, regulation, and enhancement. The roadmap includes programs like the ICT in Education Masterplan, PheDNET network, and eSkwela community learning centers. It also discusses issues around internet policy like censorship, privacy, and e-waste. Implications for teaching include helping teachers integrate technology appropriately while maintaining the human element. Learners should be guided to leverage technology's benefits while avoiding hazards with teacher oversight.
This document outlines a 4-day ICT literacy training session for teachers at Mamburao Elementary School in the Philippines. The session aims to develop an understanding of using ICT in the teaching and learning process. Over the 4 days, participants will learn how to create an interactive quiz using hyperlinks in PowerPoint, use formulas, charts and rankings in Excel, build a website using Weebly, save files on Google Drive, and edit photos and text in Photoshop. Each day will include demonstrations and discussions of the different applications. On the final day, participants will discuss and analyze their experiences using the various ICT tools in teaching.
This document appears to be a school attendance report template used to record student attendance data on a daily and monthly basis. It includes fields to record the student's name, gender, daily attendance marked as present, absent, or tardy, totals for the month, remarks on any students who dropped out or transferred, guidelines for calculating attendance statistics, and certifications from the teacher and school head. The form is intended to replace several other forms for tracking absenteeism and dropouts on a monthly basis to the school office.
1) Tandag Central Elementary School conducted an online orientation on the revised implementation of Homeroom Guidance during the pandemic on October 12, 2021. The orientation was led by the school principal and homeroom guidance designate and aimed to empower students to adapt to the new normal.
2) The orientation presentation from the Bureau of Curriculum Development highlighted that Homeroom Guidance should be considered part of the mental health component of the K-12 curriculum and serve as a tool to promote life skills development through proactive, preventative, and educational methods.
3) A total of 37 participants including teachers, parents, and the school principal attended the successful and well-delivered online orientation meeting.
The document outlines rules for computer use in a lab and principles of 5S. The rules specify washing hands before entering, focusing on lectures, turning off monitors as instructed, no food or drinks by keyboards, using only assigned computers and workstations, and saving work often. The 5S principles describe sorting unneeded items, setting items in clear order, daily cleaning, standardizing tasks and procedures, and sustaining commitment through motivation.
This document outlines the 4As lesson plan framework, which is based on Kolb's experiential learning theory. The 4As - activity, analysis, abstraction, and application - provide a structured approach to lesson planning that engages students through hands-on experience, critical thinking, conceptual understanding, and real-world application. An example lesson on comparative and superlative adjectives demonstrates how each phase can be implemented, from an opening activity comparing objects to applying the concepts in discussions and writing. The 4As framework aims to facilitate holistic student learning through an experiential process.
The document discusses classroom observation as a tool to provide feedback and encourage reflection to help teachers improve their practice. It introduces the Classroom Observation Tool (COT) which is based on the Philippine Professional Standards for Teachers (PPST). The COT evaluates teachers on 12 priority standards over the course of the RPMS cycle, with mid-year and end-of-year reviews providing feedback. The results of classroom observations using the COT are considered evidence of teacher performance and achievement of objectives.
1. The document outlines 20 strategies for supporting learners at risk, including gamifying learning, engaging frequently with learners through assistance and feedback, modifying activities to suit individual learning levels, creating parent-teacher partnerships, and utilizing various interactive online tools and platforms.
The document discusses ICT policies and issues related to teaching and learning in the Philippines. It defines ICT policy and outlines the Department of Information and Communication Technology's (DICT) roadmap to guide agencies on ICT utilization, regulation, and enhancement. The roadmap includes programs like the ICT in Education Masterplan, PheDNET network, and eSkwela community learning centers. It also discusses issues around internet policy like censorship, privacy, and e-waste. Implications for teaching include helping teachers integrate technology appropriately while maintaining the human element. Learners should be guided to leverage technology's benefits while avoiding hazards with teacher oversight.
This document outlines a 4-day ICT literacy training session for teachers at Mamburao Elementary School in the Philippines. The session aims to develop an understanding of using ICT in the teaching and learning process. Over the 4 days, participants will learn how to create an interactive quiz using hyperlinks in PowerPoint, use formulas, charts and rankings in Excel, build a website using Weebly, save files on Google Drive, and edit photos and text in Photoshop. Each day will include demonstrations and discussions of the different applications. On the final day, participants will discuss and analyze their experiences using the various ICT tools in teaching.
This document appears to be a school attendance report template used to record student attendance data on a daily and monthly basis. It includes fields to record the student's name, gender, daily attendance marked as present, absent, or tardy, totals for the month, remarks on any students who dropped out or transferred, guidelines for calculating attendance statistics, and certifications from the teacher and school head. The form is intended to replace several other forms for tracking absenteeism and dropouts on a monthly basis to the school office.
1) Tandag Central Elementary School conducted an online orientation on the revised implementation of Homeroom Guidance during the pandemic on October 12, 2021. The orientation was led by the school principal and homeroom guidance designate and aimed to empower students to adapt to the new normal.
2) The orientation presentation from the Bureau of Curriculum Development highlighted that Homeroom Guidance should be considered part of the mental health component of the K-12 curriculum and serve as a tool to promote life skills development through proactive, preventative, and educational methods.
3) A total of 37 participants including teachers, parents, and the school principal attended the successful and well-delivered online orientation meeting.
The document outlines rules for computer use in a lab and principles of 5S. The rules specify washing hands before entering, focusing on lectures, turning off monitors as instructed, no food or drinks by keyboards, using only assigned computers and workstations, and saving work often. The 5S principles describe sorting unneeded items, setting items in clear order, daily cleaning, standardizing tasks and procedures, and sustaining commitment through motivation.
This document outlines the 4As lesson plan framework, which is based on Kolb's experiential learning theory. The 4As - activity, analysis, abstraction, and application - provide a structured approach to lesson planning that engages students through hands-on experience, critical thinking, conceptual understanding, and real-world application. An example lesson on comparative and superlative adjectives demonstrates how each phase can be implemented, from an opening activity comparing objects to applying the concepts in discussions and writing. The 4As framework aims to facilitate holistic student learning through an experiential process.
This document outlines an IPCRF development plan for the 2022-2023 school year. The plan focuses on developing functional competencies related to applying knowledge across subjects, using innovative teaching strategies to develop higher-order thinking, addressing student needs, and participating in professional development. Core behavioral competencies around resourcefulness and conforming to procedures are also addressed. Action plans include participating in seminars and surveys to create differentiated lessons, taking on additional responsibilities, and attending meetings. Progress will be monitored through submissions like lesson plans and feedback.
strategies in promoting numeracy and literacyReynelRebollos
The document discusses strategies for promoting numeracy and literacy. It defines key concepts like literacy and numeracy and identifies essential components of teaching reading like oral language, phonological awareness, phonemic awareness, and comprehension. The presentation also provides examples of appropriate activities for teaching mathematics and demonstrates applying reading and math strategies through a teaching demonstration.
The document discusses the agenda for a PTA meeting which includes electing new officers, reviewing school rules, graduation updates, and creating a group chat for parents of graduating students. It lists the positions for PTA officers that need to be elected and provides the school's grading system, policies on failing grades, back subjects, absences, and late arrivals. Additionally, it states the date range for graduation activities and payments required. Finally, it proposes making a group chat for parents of graduating students from Osmeña grade 12.
The document summarizes a continuous improvement project called Project READ that aims to improve the reading skills of 61 grade 7 students at Malauli High School. It outlines the current problems of low reading abilities, test scores and high dropout rates. It then details the 10 step CI process used to assess the problem, analyze root causes through student interviews, develop and implement remedial reading solutions including securing materials and revising class schedules. Initial implementation shows high student attendance of remedial classes and secured materials. The goal is for all students to advance as readers and improve test scores.
The document discusses the spiral curriculum, an approach to teaching where basic facts are first introduced without details, and then more details are added with each repetition to help reinforce learning. It is both a sequencing and teaching strategy that exposes learners to concepts and skills through continually revisiting topics with increasing complexity. An example spiral curriculum for science is provided, showing how topics like characteristics of living things are revisited each year with more details. The approach aims to improve retention of concepts while allowing progressive elaboration of topics to broaden understanding.
This document provides a table of specification for a 3rd quarter assessment in Grade 7. It outlines the topics that will be covered, categorizing them into knowledge, process/skills, and understanding. For knowledge, 25% of the assessment will cover topics like capitalization and use of nouns. Process/skills, making up 35% of the assessment, includes topics such as identifying synonyms and antonyms. Finally, 40% of the assessment will evaluate students' understanding through topics from readings like "The Good Fight" and analyzing points of view. The document was prepared by a teacher and approved by an academic head.
Multiple choice questions can assess different levels of knowledge from simple recall to interpretation and problem solving. They provide flexibility through variations like correct answer, best answer, and interpretive exercises using stimulus materials. Analysis of multiple choice questions focuses on scoring models to determine student achievement and item analysis to evaluate how well questions functioned.
This document provides a daily lesson log for a Grade 9 English class. It outlines the objectives, content, learning resources and procedures for the week. The objectives are derived from the curriculum guides and focus on developing students' understanding of Anglo-American literature, use of language techniques, and performance in a chamber theatre presentation. The content focuses on maximizing strengths. Learning resources include textbooks, additional materials, and ICT resources. The procedures are spread out over the week and include reviewing previous lessons, establishing purposes, presenting examples, discussing concepts and skills practice.
This document outlines the Learning Action Cell (LAC) action plan for Soong National High School from July to October 2019. The plan aims to improve higher order thinking skills of students, teach K-12 standards using technology, strengthen classroom management skills, enhance competence in blended learning, develop technology-based teaching materials, and use quick response assessment tools. The objectives will be achieved through activities like viewing presentations, brainstorming, demonstrations, and discussions. Teachers and school heads are responsible for implementation on set dates with expected outputs including sample lesson plans, lists of websites, and teachers' improved skills and knowledge.
The document summarizes a student's observation of an English lesson at Holy Cross College. It describes the teacher's objectives, which were to prepare students for finals and ensure mastery of parts of speech. It notes the learning activities like discussion, recitation, and drills, as well as assessment tools like quizzes. The student observed active student participation. They analyzed how the activities helped achieve objectives and allowed different learning styles. If they were the teacher, the student would use a variety of techniques to engage students and address weaknesses. Overall, the experience highlighted qualities of effective teachers and importance of reflection.
Reading intervention programs aim to prevent or address reading failure by targeting students' specific needs. Effective interventions identify whether a student struggles with decoding, fluency, comprehension, or vocabulary and provide instruction tailored to their phase of learning. The response to intervention model uses increasingly intensive tiers of support. Tier 1 involves core instruction, Tier 2 adds more time and intensity, and Tier 3 provides individualized intervention. Successful programs explicitly teach phonics, include reading with comprehension, and can be implemented in small groups or by paraprofessionals especially in early grades. Evaluating programs ensures they adapt to student needs and include alphabetic knowledge, phonemic awareness, vocabulary and text reading.
The document contains a pledge from teachers of Sarangani Senior High School to fully commit to implementing the K to 12 education program according to the standards set by the Department of Education. The teachers pledge to share what they have learned from trainings, work as a united team, build a supportive learning environment for students, help manage any problems that arise, and set a good example through their dedication to teaching.
K-12 Module in TLE - ICT Grade 10 [All Gradings]Daniel Manaog
==========================================
K-12 Module in TLE-9 ICT [All Gradings]
Want to Download?
Click the Download at the bottom of the Slideshare :)
==========================================
Empowerment Technologies, ET, Live C. Angga, Malungon NHS, Empowerment Technology, Senior High School, SHS, Department of Education, SHS, ET Student LM, Learning Materials for ET students
Weekly Learning Competency Directory and Test Item BankVicente Antofina
Weekly Learning Competencies Directory and Test Item Bank for ALS is tracking mechanism of learning competencies taught within a week,monthly or quarterly. This will also facilitate the construction of test items for weekly, monthly, and quarterly assessments of learning by learning level and strand.
The following 3-sentence summary provides the key information from the given document:
The document lists over 100 high-frequency words that 6th grade students should automatically recognize by the end of the school year. These words cover a wide range of topics including parts of speech, places, actions, subjects, and more. Mastering these common words is important for 6th graders to read with fluency and comprehension.
This document provides directions for a class activity where students must identify sentences as being true or bluff and explain their reasoning. It includes several statements for students to classify, along with explanations of whether they are true or bluff. The statements cover topics like the origins of oranges, chickens and eggs, coin flipping probabilities, losing accents when learning English, cloud weights, and early supercontinents.
This document discusses instructional strategies for today's learners using information and communication technologies (ICT). It outlines the needs of learners for ubiquitous, active, interactive learning and development of communication, collaboration, critical thinking and problem solving skills. Learning environments should be self-directed, student-centered and involve active participation. ICT-based instructional strategies discussed include interactive multimedia, web-based learning, mobile teaching, collaborative strategies like discussion groups and social media, and evaluation strategies like e-portfolios, concept maps and rubrics.
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
The sample syllabus outlines a course on Knowledge Software and Presentation that will:
1) Provide students with an understanding of knowledge software and how to use it for creating impactful presentations.
2) Cover various types of knowledge software like presentation tools, data visualization platforms, and collaborative systems.
3) Teach best practices for presentation design, content creation, and communication techniques.
4) Include modules on introduction to knowledge software, presentation design, data visualization, collaborative systems, and effective delivery.
5) Assess students through quizzes, assignments using knowledge software, and a capstone presentation project with peer evaluation.
This document outlines an IPCRF development plan for the 2022-2023 school year. The plan focuses on developing functional competencies related to applying knowledge across subjects, using innovative teaching strategies to develop higher-order thinking, addressing student needs, and participating in professional development. Core behavioral competencies around resourcefulness and conforming to procedures are also addressed. Action plans include participating in seminars and surveys to create differentiated lessons, taking on additional responsibilities, and attending meetings. Progress will be monitored through submissions like lesson plans and feedback.
strategies in promoting numeracy and literacyReynelRebollos
The document discusses strategies for promoting numeracy and literacy. It defines key concepts like literacy and numeracy and identifies essential components of teaching reading like oral language, phonological awareness, phonemic awareness, and comprehension. The presentation also provides examples of appropriate activities for teaching mathematics and demonstrates applying reading and math strategies through a teaching demonstration.
The document discusses the agenda for a PTA meeting which includes electing new officers, reviewing school rules, graduation updates, and creating a group chat for parents of graduating students. It lists the positions for PTA officers that need to be elected and provides the school's grading system, policies on failing grades, back subjects, absences, and late arrivals. Additionally, it states the date range for graduation activities and payments required. Finally, it proposes making a group chat for parents of graduating students from Osmeña grade 12.
The document summarizes a continuous improvement project called Project READ that aims to improve the reading skills of 61 grade 7 students at Malauli High School. It outlines the current problems of low reading abilities, test scores and high dropout rates. It then details the 10 step CI process used to assess the problem, analyze root causes through student interviews, develop and implement remedial reading solutions including securing materials and revising class schedules. Initial implementation shows high student attendance of remedial classes and secured materials. The goal is for all students to advance as readers and improve test scores.
The document discusses the spiral curriculum, an approach to teaching where basic facts are first introduced without details, and then more details are added with each repetition to help reinforce learning. It is both a sequencing and teaching strategy that exposes learners to concepts and skills through continually revisiting topics with increasing complexity. An example spiral curriculum for science is provided, showing how topics like characteristics of living things are revisited each year with more details. The approach aims to improve retention of concepts while allowing progressive elaboration of topics to broaden understanding.
This document provides a table of specification for a 3rd quarter assessment in Grade 7. It outlines the topics that will be covered, categorizing them into knowledge, process/skills, and understanding. For knowledge, 25% of the assessment will cover topics like capitalization and use of nouns. Process/skills, making up 35% of the assessment, includes topics such as identifying synonyms and antonyms. Finally, 40% of the assessment will evaluate students' understanding through topics from readings like "The Good Fight" and analyzing points of view. The document was prepared by a teacher and approved by an academic head.
Multiple choice questions can assess different levels of knowledge from simple recall to interpretation and problem solving. They provide flexibility through variations like correct answer, best answer, and interpretive exercises using stimulus materials. Analysis of multiple choice questions focuses on scoring models to determine student achievement and item analysis to evaluate how well questions functioned.
This document provides a daily lesson log for a Grade 9 English class. It outlines the objectives, content, learning resources and procedures for the week. The objectives are derived from the curriculum guides and focus on developing students' understanding of Anglo-American literature, use of language techniques, and performance in a chamber theatre presentation. The content focuses on maximizing strengths. Learning resources include textbooks, additional materials, and ICT resources. The procedures are spread out over the week and include reviewing previous lessons, establishing purposes, presenting examples, discussing concepts and skills practice.
This document outlines the Learning Action Cell (LAC) action plan for Soong National High School from July to October 2019. The plan aims to improve higher order thinking skills of students, teach K-12 standards using technology, strengthen classroom management skills, enhance competence in blended learning, develop technology-based teaching materials, and use quick response assessment tools. The objectives will be achieved through activities like viewing presentations, brainstorming, demonstrations, and discussions. Teachers and school heads are responsible for implementation on set dates with expected outputs including sample lesson plans, lists of websites, and teachers' improved skills and knowledge.
The document summarizes a student's observation of an English lesson at Holy Cross College. It describes the teacher's objectives, which were to prepare students for finals and ensure mastery of parts of speech. It notes the learning activities like discussion, recitation, and drills, as well as assessment tools like quizzes. The student observed active student participation. They analyzed how the activities helped achieve objectives and allowed different learning styles. If they were the teacher, the student would use a variety of techniques to engage students and address weaknesses. Overall, the experience highlighted qualities of effective teachers and importance of reflection.
Reading intervention programs aim to prevent or address reading failure by targeting students' specific needs. Effective interventions identify whether a student struggles with decoding, fluency, comprehension, or vocabulary and provide instruction tailored to their phase of learning. The response to intervention model uses increasingly intensive tiers of support. Tier 1 involves core instruction, Tier 2 adds more time and intensity, and Tier 3 provides individualized intervention. Successful programs explicitly teach phonics, include reading with comprehension, and can be implemented in small groups or by paraprofessionals especially in early grades. Evaluating programs ensures they adapt to student needs and include alphabetic knowledge, phonemic awareness, vocabulary and text reading.
The document contains a pledge from teachers of Sarangani Senior High School to fully commit to implementing the K to 12 education program according to the standards set by the Department of Education. The teachers pledge to share what they have learned from trainings, work as a united team, build a supportive learning environment for students, help manage any problems that arise, and set a good example through their dedication to teaching.
K-12 Module in TLE - ICT Grade 10 [All Gradings]Daniel Manaog
==========================================
K-12 Module in TLE-9 ICT [All Gradings]
Want to Download?
Click the Download at the bottom of the Slideshare :)
==========================================
Empowerment Technologies, ET, Live C. Angga, Malungon NHS, Empowerment Technology, Senior High School, SHS, Department of Education, SHS, ET Student LM, Learning Materials for ET students
Weekly Learning Competency Directory and Test Item BankVicente Antofina
Weekly Learning Competencies Directory and Test Item Bank for ALS is tracking mechanism of learning competencies taught within a week,monthly or quarterly. This will also facilitate the construction of test items for weekly, monthly, and quarterly assessments of learning by learning level and strand.
The following 3-sentence summary provides the key information from the given document:
The document lists over 100 high-frequency words that 6th grade students should automatically recognize by the end of the school year. These words cover a wide range of topics including parts of speech, places, actions, subjects, and more. Mastering these common words is important for 6th graders to read with fluency and comprehension.
This document provides directions for a class activity where students must identify sentences as being true or bluff and explain their reasoning. It includes several statements for students to classify, along with explanations of whether they are true or bluff. The statements cover topics like the origins of oranges, chickens and eggs, coin flipping probabilities, losing accents when learning English, cloud weights, and early supercontinents.
This document discusses instructional strategies for today's learners using information and communication technologies (ICT). It outlines the needs of learners for ubiquitous, active, interactive learning and development of communication, collaboration, critical thinking and problem solving skills. Learning environments should be self-directed, student-centered and involve active participation. ICT-based instructional strategies discussed include interactive multimedia, web-based learning, mobile teaching, collaborative strategies like discussion groups and social media, and evaluation strategies like e-portfolios, concept maps and rubrics.
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
The sample syllabus outlines a course on Knowledge Software and Presentation that will:
1) Provide students with an understanding of knowledge software and how to use it for creating impactful presentations.
2) Cover various types of knowledge software like presentation tools, data visualization platforms, and collaborative systems.
3) Teach best practices for presentation design, content creation, and communication techniques.
4) Include modules on introduction to knowledge software, presentation design, data visualization, collaborative systems, and effective delivery.
5) Assess students through quizzes, assignments using knowledge software, and a capstone presentation project with peer evaluation.
Syllabus for Photoshop 10 week course at the University of the Arts.
Explore Photoshop through hands-on web-design exercises. The course starts with an introduction to the Photoshop interface and tools and the types of files that are used for web graphics. The course continues as you learn how to use layers, effects, text, filters and image optimization tools for the web. Once you gain familiarity with the tools of Photoshop, you will be able to use those skills to create website templates, rich graphics and web page elements such as content boxes and buttons.
This document outlines the steps to prepare for the Acquia certification exam. It discusses understanding the exam goals, blueprint, and question format. Candidates are advised to self-assess strengths and weaknesses across key domains before focusing study on weak areas. The document provides sample questions and recommends reviewing projects, themes and modules to strengthen skills. Tips for taking the online or in-person exam include arriving early, using one monitor, and going with the first answer.
M2 Auxiliary resources to optimize activities Telecenter / ICT Center / Lib...TELECENTRE EUROPE
This document outlines a learning module on optimizing activities at telecenters, ICT centers, and libraries. The module contains 5 units that cover topics like essential tools, creating resources, manuals and tutorials, and specialized tools. Each unit has readings, tasks for students to complete, and focuses on developing skills like creating documents, images, and video tutorials. The overall aim is for students to learn how to utilize available technologies and create effective learning content and resources for their organizations. The module concludes with an evaluation forum and questionnaire for students.
This document provides an overview and agenda for an e-learning induction program. It discusses program introductions, objectives, requirements and goal setting. It also covers topics like mentoring, models of e-learning content and delivery, learning object repositories, program planning, project deliverables, online meeting dates, self-paced and blended learning, course content delivery methods, assessment, evaluation methods, and useful frameworks, tools and networks.
Effective Implementation of Rubrics in CE classesRob Craig
A rubric is a scoring tool that divides an assignment into components and provides detailed descriptions of acceptable performance levels for each component. Rubrics improve consistency in grading, make expectations clear to students, and provide feedback to help students improve. Key parts of an effective rubric include a task description, performance levels with associated points or scores, dimensions/criteria being assessed, and descriptions of what constitutes each performance level. Rubrics should be shared with students before assignments to clarify expectations and allow self-assessment.
The document provides information about a 4-week training course on Robotic Process Automation (RPA) using the Blue Prism tool. The training will take place offline for 2-2.5 hours per day from Monday to Saturday. It will cover Blue Prism foundations, additional features like error management, control room usage, and culminate in two case studies. Each day's agenda is outlined in detail with topics like installation, different studio modules, process flow, debugging, and advanced automation techniques. Exercises are assigned daily to practice concepts learned.
This document outlines plans for the Polaris Academy of Excellence (PAE) digital learning solution. It aims to empower students aged 18-24 through innovative teaching and learning. The solution will provide industry workshops, collaborative communities, and opportunities for real-world application. Key elements include pre-assessments, curated content, assessments, and certificates. Challenges include ensuring bandwidth, building engagement, and scaling effectively. Responsibilities are defined for SMEs, coordinators, and heads of program to develop and deliver high-quality content.
This document outlines a proposed online library system project for Islington College in Nepal. The project aims to develop a web-based library application to allow users efficient access to digital resources. Key objectives include surveying user needs, researching similar systems, and developing a prototype with additional features such as text scanning by August 2012. The project will use an iterative development process and tools like UML, PHP, and MySQL. Limitations include not supporting desktop apps or mobile features. Risks involve resources, time and political instability.
The document discusses moving a workshop from in-person to online delivery. It recommends defining clear learning objectives and creating a skeleton plan that outlines the workshop content and type of content. Examples of content types include information, activities, quizzes and screencasts. The document also suggests developing a storyboard to flesh out the skeleton plan in more detail. Common pitfalls to avoid include making the learning tool-driven or including too much information. The workshop leaders are asked to share their storyboards for feedback.
This document summarizes a workshop on electronic submission and marking. It discusses:
1. The context of the university's policy to move towards online submission of coursework.
2. An overview of the submission and marking processes, including differences between using Blackboard and Turnitin tools.
3. Other issues to consider like accessibility, service disruptions, and moderation of electronically marked assignments.
4. The importance of careful planning and testing when implementing electronic submission and marking, including developing clear workflows and training staff.
The document outlines an instructional planning training for internet-based teaching and learning. The 4-day training will teach participants how to design effective online lessons and courses using free internet tools and services. Participants will learn instructional models, create lesson plans and rubrics, explore applications like Google Docs and Wikispaces, and build a prototype online instructional website. The goal is to help educators implement e-learning in their teaching.
The document summarizes key topics from a recommender systems conference, including:
1. Many major companies like Netflix, Quora, and Amazon consider recommendations to be a core part of their user experience.
2. Adaptive and interactive recommendations were discussed, including how Netflix personalizes content rows based on a user's predicted mood.
3. Text modeling algorithms like word2vec were discussed for generating recommendations from content like tweets, search queries, or product descriptions.
The document summarizes a European self-evaluation tool called SEVAQ that was developed to improve the quality of e-learning experiences. The tool combines the EFQM excellence model and Kirkpatrick evaluation model into an innovative framework. It identifies various stakeholders in the evaluation process and provides a flexible questionnaire design tool to allow customization of questions for different applications. The tool allows designers to set up questionnaires, publish them to target learners or groups, and analyze the results. The overall goal is to provide a guide for self-evaluation and quality improvement of e-learning.
This document provides information and guidance for students completing the final module of the BAPP WBS3760 program, including:
1) Key deadlines for submitting assignments and guidance on formative feedback checkpoints. Students must submit their critical review, professional artifact, and give an oral presentation by mid-May.
2) An overview of the three assessment parts: a critical review of research, a professional artifact, and an oral presentation.
3) Suggested topics for student blogs and discussions to facilitate peer learning across the program. Blogs should document research progress and reflections on learning.
This document provides steps for creating an online video course. It outlines planning the course by choosing a topic, defining the audience and their skill level, learning objectives, and course structure. It also discusses creating course content like introductory videos, presentations, and assessments. Finally, it covers publishing the course online and promoting it through social media, early users, and faculty groups.
This document discusses ways to improve technology training sessions at public libraries by embedding interactive online resources. It recommends including tutorials from databases like LearningExpress Library, websites like YouTube, and online help pages from Microsoft. The author describes their experience transitioning classes from traditional lectures to a more flexible, self-paced approach using embedded videos and tutorials. Library statistics show an increase in technology training participation after implementing these changes. The document concludes by sharing lessons learned and contact information for the author.
Mark Dehmlow, Head of the Library Web Department at the University of Notre Dame
At the University of Notre Dame, we recently implemented a new website in concert with rolling out a “next generation” OPAC into production for our campus. While much of the pre-launch feedback was positive, once we implemented the new systems, we started receiving a small number of intense criticisms and a small wave of problem reports. This presentation covers how to plan for big technology changes, prepare your organizations, effectively manage the barrage of post implementation technical problems, and mitigate customer concerns and criticisms. Participants are encouraged to bring brief war stories, anecdotes, and suggestions for managing technology implementations.”
Similar to MELC-STE-Advance-Subjects-CompSci-1-2.pdf (20)
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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2. 2
Grade Level: Grade 7 (Advanced Subject)
Subject: Computer Science I
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
Week 1-2/
1st
Q
• Demonstrate skills in illustrating the capabilities and the
limitations of computer tools.
- Define computer
- Identify the types of computers
- Identify the parts of a computer
a. hardware
b. software
c. peopleware
Week 3 - 4/
1st
Q
• Manifest ability to demonstrate the functionality of an
operating system and its file management system
- Discuss the purpose of operating systems
- Use commands in a given operating system
- Illustrate the systems of file management
- Illustrate how data is stored on storage media
Week 5 - 6/
1st
Q
• Demonstrate skills in preventing viruses and other malicious
code that effects computers
- Describe a computer virus
- Determine some virus symptoms
- Differentiate and give examples of viruses
- Familiarize with the use of anti-virus software
Week 1-3/
2nd
Q
• Demonstrate skills in using word processing software to compose
effective and well-organized documents
- Identify the parts of MS Word work area
- Create a word document
- Edit a word document
3. 3
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
- Format a document
- Insert pictures in a document
- Insert tables in a document
- Insert ordered lists in a document
- Insert bulleted lists in a document
- Merge word documents
- Print word document
- Create bibliography, citation and references in APA, MLA
and Chicago format using MS Word Reference feature.
- Insert Table of Contents and footnote using MS Word
Reference feature.
Week 4 - 7/
2nd
Q
• Demonstrate skills in using spreadsheets managing software
towards collating meaningful spreadsheets.
- Identify the parts of MS Excel work area
- Arrange and manage data in a spreadsheet
- Use formulas in a spreadsheet
- Apply basic functions in spreadsheet
- Create graphs
- Perform statistical analysis using MS Excel Data Analysis tab
Week 1-3/
3rd
Q
• Demonstrate skills in using MS publisher in creating informative
publications.
- Use MS Publisher software in making publications
- Create different publications namely
▪ Invitation
▪ Certificate
▪ Signs
▪ Flyer
▪ Brochure
▪ Program
4. 4
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
▪ Newsletter
- Edit a publication
- Format a publication
- Print publication
- Layout investigatory project poster/display following the
science fair standards.
Week 4 - 6/
3rd
Q
• Demonstrate skills in using MS PowerPoint in creating slide
presentations.
- Identify the parts of MS PowerPoint work area
- Create a presentation using Template, Auto content wizard
and Blank presentation
- Save a presentation using different file types
- Add graphics and sound in a slide
- Insert custom animation in slide
- Create interactive elements in a slide show
- Create sample investigatory project presentations using
MS Powerpoint.
Week 1-3/
4th
Q
• Manifest ability to illustrate the basics of computer networks and
internet use.
- Illustrate the elements of a computer network
- Identify the hardware needed for computer communication
- Identify the different methods of computer communication
- Illustrate the different services used on the internet
- Apply proper internet ethics
- Demonstrate skills in doing online literature searching
- Use proper methods of citing information on the internet
Week 4 - 5/
4th
Q
• Demonstrate skills in making entertaining and informative web
pages using HTML.
5. 5
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
- Identify the different types of browsers
- Identify different types of web pages
- Use simple text editor to create web page by means of HTML
tags
- Edit text editor
- Format HTML files
- Add text animations in web page
- Insert pictures in web page
- Create hyperlinks
- Insert elements in a web page
6. 6
Grade Level: Grade 8 (Advanced Subject)
Subject: Computer Science 2
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
Week 1/
1st Q
• Explore and examine the basic concepts and underlying
principles of Photo Editing specifically using the Adobe
Photoshop
- Expain basic concepts in Photo Editing
- Discuss the relevance of the course
- Explore the following photoshop guided tour
Meeting the Application Frame
Working with Panels
The Power of Undo
Tweaking Photoshop’s Preference
Working with Presets
Week 2-3/
1st Q
• Create and save new documents files in Adobe Photoshop
- Execute Opening, Viewing and Saving of Files by
Creating a new document
Saving files
Opening Existing Documents
Changing Views
Arranging open images
Guides, Grids and Rulers
• Manipulate layers in Adobe Photoshop
-Create and use the following types of Layers
Layers Basic
Managing Layers
Layer Blending
Layer Mask
Using Smart Objects
7. 7
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
Layer Styles
• Edit images using selection in Adobe Photoshop
- Demonstrate the following skills in selection
Selecting Basics
Selecting by Shape
Selecting by Color
Selecting Irregular Areas
Modifying Selections
Week 4-5/
1st
Q
• Enhance and edit colors with channels
-Controlling colors with channels
How Color Works
The Color Panels
The Alpha Channel
Basic Channel Stunts
• Transform images using crop, resize and rotate tools
-Demonstrate cropping, resizing and rotating as follows
Cropping Images
Resizing Images
Content-Aware Scaling
Rotating and Distorting
• Combine and blend images to enhance image quality
-Demonstrate combiing images as follows
Cut it out
Pasting into a Selection
Fading Images Together
Layer Blend Modes
Auto-Blending Layer
8. 8
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
Week 6/
1st Q
• Manipulate and enhance photos by draining,changing, changing
and adding color
-Demonstrate and use Draining, Changing and Adding Color
• Manipulate and manage image color to correct unnecessary color
specifically:
Quick Fixer-Uppers
Correcting Imagesin Camera Raw
Using Levels
Working with cuves
Creating high Dynamic Range Images
Making Color Pop
Rescuing the Unfixable
Week 1-2/
2nd
Q
• Ehance image quality by repairing flaws and imperfection
-Execute Changing Reality: Removing and Repositioning as
follows:
The Brush, Fill and Patch Tools
Zapping Shines and Shadows
Whitening Teeth
Super Slimmers
Skin Softeners
Show-Stopping Eyes
Other Creative Madness
Week 3-4/
2nd
Q
• Customize the image property with the art of sharpening
Basic Sharpening
Advance Sharpening Techniques
Sharpening Camera Raw
• Create an artistic image through painting in Photoshop
9. 9
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
The Color Theory
Selecting a Color Scheme
Choosing Individual Colors
Introducing the Brush Tolols
Customizing Brushes
Week 5-7/
2nd
Q
• Create a format text using photoshop
-Create artistic tex by Typography 101
- Creating and editing text
-Formatting text
-Create Special Text Effects
• Explore the filter
-Use filters in an image
• Prepare aand format file ready for printing.
-Execute the following printing
The WYSIWYG Printing
Resizing and Formatting Files
Printing on an Inkjet Printer
Printing on a commercial Offset Press
• Print Multiple Images
Create a scientific imaging or prepare a digital images of
specimens for measurement, especially for separating relevant
features from background detail.
(Scientific imaging with Photoshop is the authoritative guide to the
use of Photoshop in Scientific Research, with special emphasis on
the ethical ramifications of the use of image-enhancement to
extract data from digital images).
Week 1/
3rd
Q
• Explore and manipulate the Adobe Premiere Workspace
-Familiarize with Adobe Premiere
10. 10
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
Workflow and Workspace
Projects
Adobe Bride
Week 2/
3rd
Q
• Manage media file from Capturing, Digitizing and importing
-Demonstrate capturing, digitizing, and importing as follows
Collecting Assets
Device Cntrol
Capturing and Digitizing
Batch Capturing
Timecode
Importing Files
Week 3-4/
3rd
Q
• Move around the workspace area
-Manage and view aspects by means of:
Customizing the Project Panel
Organizing Assets
Working with Assets
Source and Program Monitors
Playing Assets
Week 5-7/
3rd
Q
• Edit video file with proper sequence and trim.
Editing overview
Working in the timeline panel
Working with tracks
Trimming clips
Assembling a sequence
Changing clips attributes
Working and reaaranging clips in a sequence
Previewing a sequence
• Use transition in to enhance video presentation with the
following transitions
11. 11
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
Transition overview
Adding transitions
Fine-tuning transitions
Customizable transitions
Week 1-2/
4th
Q
• Insert audio file and apply effects in video presentation as
follows:
Working with audio
Recording audio
Adjusting volume levels
Appying effects to audio
Editing audio
• Add test objects to enhance video objects
-Use the titler
Creating titles
Using title templates
Adding test to titles
Formatting text
Adding with text and images
Working with the objects in the title
Rolling and crawling titles
Week 3-5/
4th
Q
• Use and explore animation that increase the appeal of the video
through:
Animating effects
Activating, selecting, adding and setting keyframes
Adjusting and customizing effects
• Export video outputs as follows
Exporting basics
Exporting to videotape
Exporting to files
12. 12
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
• Produce DVD files
Create a Video Essay. (environment-related, scientific research, lab
experiments)
Create a Video file
Prepared by:
ROSEMARIE Z. BURAYAG
Education Program Supervisor I
Depedk12.com