This Questionnaire is conducted as a part of the project My work is my future with aim of getting knowledge and frequency of usage of various methods in everyday work with students with special needs due to easier adjustment to world of work.
The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
WE KNOW THE NOTES, THEIR COLOURS, AND THEIR ALPHABETICAL
The colourful notes are replaced with the names of the sounds in proper colours in the shapes of the squares.
The written names of the sounds are adequate to sound colours, and we are going to put them on the cymbals in lesson 3.
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The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CMAJOR GAMUT SOUNDS ARE ON THE CYMBALS NOW, AND WE KNOW THEM ALREADY!
Putting colour squares with the names of the sounds of cmajor gamut on the proper plate of the cymbals in order to play it right in the lesson 4.
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The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
COLORFUL SOUNDS OF THE C MAJOR GAMUT. Notes on the staff of the c-major gamut and their colours.
C – yellow; D – blue; E – orange; G – red; A – violet; H – green
the result: the student knows the colour of the proper sound of the cmajor gamut.
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The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
WE KNOW THE NOTES, THEIR COLOURS, AND THEIR ALPHABETICAL
The colourful notes are replaced with the names of the sounds in proper colours in the shapes of the squares.
The written names of the sounds are adequate to sound colours, and we are going to put them on the cymbals in lesson 3.
---------------------------------------------------------------------------
The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CMAJOR GAMUT SOUNDS ARE ON THE CYMBALS NOW, AND WE KNOW THEM ALREADY!
Putting colour squares with the names of the sounds of cmajor gamut on the proper plate of the cymbals in order to play it right in the lesson 4.
-------------------------------------------------------------------------------
The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
COLORFUL SOUNDS OF THE C MAJOR GAMUT. Notes on the staff of the c-major gamut and their colours.
C – yellow; D – blue; E – orange; G – red; A – violet; H – green
the result: the student knows the colour of the proper sound of the cmajor gamut.
------------------------------------------------------------------------------
The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Outline the pictures on the paper - motorskillss_y_l_w_i
The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Outline the pictures on the paper - motorskillss_y_l_w_i
The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Social Media use by Italian Critical Care doctors and nurses - 30° SMARTTommaso Scquizzato
Social Media use by Italian Critical Care doctors and nurses
presented at 30° SMART
Thanks to
Carlo D'Apuzzo
Velia Marta Antonini
Arianna Gazzato
Mario Rugna
Matteo Pagagini
Carmine Della Vella
Giuseppe Sfuncia
How to kickstart your learner-centric strategyLaura Overton
How do you help people learn best? By putting them in charge. That’s the thesis of Laura Overton of Towards Maturity and Teresa Rose of E.On Group, who bring together research and experience to demonstrate that a learner-centric approach is not only desirable, it’s a necessity for successful learning at work.
96% of L&D leaders want to increase self-directed learning but we continue to struggle to connect and engage. It's time that L&D worked smarter, to stop blaming their staff for not engaging and to start listening instead.
This practical session will consider how true learning organisations put staff capability at the forefront of their thinking by placing staff at the heart of their strategy. When L&D provide staff with an active voice productivity and engagement flow. Join this interactive panel with Tesco and E.on to find out how to kick start a customer-centric strategy that delivers growth, profit and business transformation:
Challenge your assumptions about how staff really learn
Banish your organisation’s preconceptions about learning
Find out how listening more helps you achieve more
Inject vital evidence to win hearts and minds of managers
Crucial research on the learning voice
Recommendation for implementation at national level:
Need for uniform training program.
Develop curriculum
Consultant lead training.
TOT courses, (electronic training)
Yearly appraisal for trainers .
Yearly assessment of trainees (In depth workplace assessment of trainees)
Obligatory Courses: basic & advanced
Offer simulators, videos.
Revise obstacles at hospitals
Investigate workload & no of trainees at hospitals.
Re-Imagining Mentoring: Students’ Practicum Experience in ESL and EFL contextsorlovanatalia
March 27, 2010.This presentation compares student teachers’ practicum experiences in ESL and EFL contexts and provides suggestions for improving practicum experience.
COLORFUL SOUNDS - WE KNOW! AND WE CAN PLAY THEM! You hit with the drumstick the colour sounds and then you play. One colour name – one sound.
We play in sequence the c-major gamut sounds.
..............................................................................................
The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Sringing the beads Prepare materials: green sheet of paper, red sheet of paper, thong or codline with the knot at one end, red and green beads.
Follow below steps:
1. Choose the right colour of the beads.
2. Take the thong into your hand.
3. Put the thong into the whole in the bead and drag it to the other side. Repeat all the steps using all the beads you have.
4. Strung beads put down on a piece of paper with bead’s color. Repeat above steps with the red bead color.
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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
How to do a snowmen? - Motor skills
First steps: cutting, kniding, rolling the ball, joining.
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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Follow below steps:
1. Pour the ground to the pot - about 1/4 of the pot.
2. Take out the flower, which you want to plant from the pot.
3. Put the flower to the new pot.
4. Pour the ground to the end of pot.
5. Tamp down the ground around the flower.
6. Water the flower.
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The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This Questionnaire is conducted as a part of the project My work is my future with aim of getting knowledge and frequency of usage of various methods in everyday work with students with special needs due to easier adjustment to world of work.
The results of the Questionnaire will be used to evaluate the applications of the new working methods on the school personnel and students who participated in Erasmus+ project entitled “My work is my future”.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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?
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!
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.
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.
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
My work is my future - 1st questionare
1. My work is my future.
This project has been funded with support from the European Commission. This publication
[communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
4. 97%
3%
Are you specila needs
teacher?
Yes No
13%
87%
Experience in working with
students with learning
disabilities
<1 1-5 years 6 - 10 years >10 years
5. 55%
45%
I am familiar with TEACCH
method.
yes no
3%
10%
87%
I use TEACCH method.
ALWAYS MOSTLY
FREQUENTLY SOMETIMES
NEVER
6. 42%
58%
I am familiar with Video
Modelling method
YES NO
3% 3%
94%
I use Video Modelling
method
ALWAYS MOSTLY
FREQUENTLY SOMETIMES
NEVER
7. 80%
20%
I am familiar with Makaton
method
YES NO
3% 3%
42%52%
I use Makaton method
ALWAYS MOSTLY
FREQUENTLY SOMETIMES
NEVER
8. 75%
25%
I am familiar with Picture
Work Process Schemes
method
YES NO
3% 3%
3%
68%
I use Picture Work Process
Schemes method
ALWAYS MOSTLY
FREQUENTLY SOMETIMES
9. 100%
I am familiar with Method
of practical action
Yes No
30%
26%
36%
8%
I use Method of practical
action
ALWAYS MOSTLY
FREQUENTLY SOMETIMES
NEVER
10. 100%
I consider social adaptive
skills classes important
(necessary)
Yes No
41%
16%
21%
22%
I teach (keep, maintain)
social adaptive skills
classes
ALWAYS MOSTLY
FREQUENTLY SOMETIMES
NEVER
11. 100%
I am familiar with
Occupational Therapy
Yes No
3%
18%
52%
21%
6%
I use Occupational Therapy
ALWAYS MOSTLY
FREQUENTLY SOMETIMES
NEVER
12. 70%
27%
3%
I consider Monitoring the
process of socialization and
assisting with employment of
qualified students needed.
DEFINETLY YES MOSTLY YES
I DON’T KNOW MOSTLY NOT
DEFINETLY NOT
58%
9%
33%
In School is organized
monitoring the process of
socialization and assisting with
employment of qualified
students
Yes No I don't know
13. 75%
25%
I am familiar with
Kinesitherapy
Yes No
6%
38%
Kinesiotherapy is conducted
at school.
Yes No
18. 90%
10%
I consider recognition and
recording of pre-vocational
and vocational skills
needed.
DEFINETLY YES MOSTLY YES
I DON’T KNOW MOSTLY NOT
41%
47%
6%
Recognition and recording
of pre-vocational and
vocational skills is
conducted at school.
DEFINETLY YES MOSTLY YES
I DON’T KNOW
19. 39%
26%
6%
16%
I consider it necessary to
apply the individual
education and
teaching/training plans.
DEFINETLY YES MOSTLY YES
I DON’T KNOW MOSTLY NOT
87%
13%
I create and carry out the
individual education and
teaching/training plans.
DEFINETLY YES
MOSTLY YES
I DON’T KNOW
MOSTLY NOT
DEFINETLY NOT
20. 3% 3%
16%
78%
How often do you engage in
eTwinning portal?
ALWAYS MOSTLY
FREQUENTLY SOMETIMES
NEVER
69%
31%
Have you heard about
eTwinning?
Yes No