1. Mystery Hangouts allow classrooms to introduce themselves to each other through video calls where they try to guess each other's locations.
2. Students are assigned roles like inquirers, question keepers, and mappers to efficiently narrow down locations through asking questions.
3. In a example call, classes asked questions to determine they were from Massachusetts and California, eventually guessing the right cities of Plympton, MA and Los Angeles, CA.
The slideshow discusses the distribution of mountain ranges, volcanoes, and earthquake epicenters. This is the basis of the scientist in dividing the earth's lithospheric paltes or the earth's crust. This also contains the different types of plate boundaries: convergent, divergent and transform fault boundaries. The different geologic features that are formed in the plate boundaries were also discussed and the processes that occur in the different plate boundaries.
The slideshow discusses the distribution of mountain ranges, volcanoes, and earthquake epicenters. This is the basis of the scientist in dividing the earth's lithospheric paltes or the earth's crust. This also contains the different types of plate boundaries: convergent, divergent and transform fault boundaries. The different geologic features that are formed in the plate boundaries were also discussed and the processes that occur in the different plate boundaries.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Burnaby Int.Sec (Nov 09)- It's All about ThinkingFaye Brownlie
2 frameworks and 3 strategy sets for humanities, social studies and english classes, grades 5-12. Focus on inclusion and differentiation in a thoughtful classroom.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Burnaby Int.Sec (Nov 09)- It's All about ThinkingFaye Brownlie
2 frameworks and 3 strategy sets for humanities, social studies and english classes, grades 5-12. Focus on inclusion and differentiation in a thoughtful classroom.
Effectively Differentiating Mathematics Instruction to Help Struggling StudentsDreamBox Learning
Donna Knoell will offer ideas for blended learning strategies to help students understand mathematical concepts, increase achievement, and enhance confidence. Learn how to incorporate vocabulary, problem solving strategies, and manipulatives to help students develop reasoning skills and proficiency.
Join the discussion of issues including:
• Using blended learning strategies to increase mathematical achievement
• Integrating mathematical discourse to help students develop effective reasoning skills and proficiency
• Combining manipulatives and problem solving strategies in the classroom
A half day session - continuing the conversation about the impact of formative assessment and how formative assessment differs in intent and purpose and impact from summative assessment. Several cross-content secondary examples included.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
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.
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 review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Mystery Hangouts (or Skype) provide an engaging way
for classrooms to introduce themselves to each other. The
concept is simple: Classrooms Hangouts call each other
and try to guess where the other classroom is located
either in the United States or in the world. On the day of
the call, students use their resources in trying to figure
where the other class is calling from via Google Hangout.
Project Goals:
• Students will use map skills to find the location of the mystery classroom
• Students will use communication and critical thinking skills to ask questions to help them find
the mystery location.
• Classes communicate with other classrooms via Skype or Google+ Hangouts.
• Students will learn to respect and appreciate the cultures and customs of others.
• Students will be able to see the differences and similarities between themselves and others around
the world.
Skype Etiquette Guidelines
1. Sit quietly and look at the screen so your audience can see that you are paying attention to
them – remember that they can see you the whole time.
2. Do not raise your hand unless it’s question/answer time. Let the speaker finish first.
3. Do not shout out – wait to be called on.
4. When speaking to the other class, look into the camera, not at yourself.
5. Speak a little louder than your normal voice.
6. Be polite
Don’t:
• Wear a shirt that represents or is a clue to your location.
• Ask vague questions such as weather related ones unless they are specific.
• Guess states too quickly.
• Not write down the questions and answers.
Do:
• Pay attention to the questions that the other team asks – often it gives away clues.
• Pay attention in general.
• Have a sign signaling thinking.
• Stay calm and don’t be rude to each other.
• Assign jobs and sticking to them.
• Have a student-led discussion after the call to discuss success/failures and figure out how
to improve.
Mystery Hangouts Mr. Ambrosio 2014
2. Preparation:
A. We want to know facts about our own state so that we would be ready for any question.
We will research the following questions today in class: climate, region, neighboring states,
time zone, capital, famous landmarks, geographical location. All of this will give us a better
grip of what we might be asked.
B. We will brainstorm questions to possibly ask.
C. Assign jobs:
i. Greeters – Say hello to the class and some cool facts about the class – without giving away
the location.
ii. Inquirers – these kids ask the questions and are the voice of the classroom. They can also be
the ones that answer the questions.
iii. Answerers – if you have a lot of kids it is nice to have designated question answerers – they
should know their state facts pretty well.
iv. Think tanks – I had students sit in a group and figure out the clues based on the information
they knew.
v. Question keepers – these students typed all of the questions and answers for us to review later.
vi. Google mappers – two students were on Google maps studying the terrain and piecing
together clues.
vii. Atlas mapper – two students used atlases and our pull down map to also piece together clues.
viii. Clue keepers – worked closely with answerers and inquirers to help guide them in
their questioning.
ix. Runners – Students that runs from group to group relaying information.
x. Photographer – takes pictures during the call
xi. Clue Markers – These students worked with puzzles of the United States and maps to remove
any states that didn’t fit into the clues given.
xii. Problem solver – this student helped students with any issues they may encounter during
the call.
xiii. Closers – End the call in a nice manner after the game has been completed.
3. Possible Questions:
For the USA
• Are you in North America?
• Are you in the United States?
• Are you east of the Mississippi?
Depending on the answer to that, you can go in different directions:
If east of Mississippi:
• Are you one of the original 13 colonies?
• Do you border a Great Lake?
• Do you border an ocean?
• Do the Appalachians run through your state?
• Do you border Canada?
• Are you Northeast/Midwest/Southeast region?
• Do you border the Gulf of Mexico?
If west of the Mississippi:
• Are you in the West/Southwest region?
• Do you border the Pacific?
• Do the Rocky Mountains run through your state?
• Do you border Canada?
• Is your state landlocked?
Other Questions:
Does your country border another country?
Are there mountains in your country?
Does your country/state have a coastline?
Does your country/state he border______?
Is your country/state/province north/south/east/west of?
Is your city in the north/south/east/west of your country/state/province?
Is your city the capital of your country/state/province?
Possible Clues:
• The time is…
• The season is…
• We are north/south/east/west of…
• The beginning letter is…
4. Teacher Mystery Skype Story
Today we had a chance to Mystery Skype! The students had no idea what class we were skyping with. Their goal was to cooperate as a team to try to figure out the location of that class.
There were a few rules to the Mystery Skype. Students had to ask closed questions (yes or no answers). Classes went back and forth asking questions to help them find the location. If a class asked a question that received a yes answer, they got to ask a follow up question.
In order to be as efficient as we possibly could, students chose different roles for the afternoon. Each of these jobs had their own importance in the attempt to solve our mystery. We started with our inquirers. The inquirers were in charge of asking relevant, closed questions that would help others to narrow down where the other class could be found. The inquirers tried to use their knowledge of geography to hone in on the other classes location. They asked questions such as “are you east of the Mississippi River?” The response was “no” which helped us to remove quite a few states!
We also had two question keepers. The role of these two students was to work at the laptops. They typed in each question as it was asked as well as the response. This allowed for us to review the information that had already been shared.
Once our inquirers got answers to their questions, we had three Google Mappers who used online maps to search based upon the clues. They were able to use the computers to zoom in on different regions, states and cities. They could share information they found to help create new question.
Our runner was quite the multi-tasker. She was in charge of solving any problems that other students encountered. She also took information and questions from the other students and shared it with our inquirers. She was called the runner for good reason!
Our last two jobs were our logical reasoners and clue keepers. Our logical reasoners were in charge of using given information to try to remove possible states. They used a puzzle of the United States to pull away states that we knew it could not be. While they worked on this, our clue keepers used maps to mark down any relevant information. They could cross out, circle, or dot areas to help us figure out the location of the mystery class.
So many great questions were asked on each side. The other class was able to narrow down that we lived in Massachusetts. We were able to figure out that they lived in California. We started running out of time though so we had to each give one large clue that would help the other class determine the location. We shared that we were right next door to Plymouth, which is where the Pilgrims landed when they first arrived in North America. After taking a closer look at the map, they were able to determine that we lived in Plympton! They then shared the hint that where they lived had the largest population in their state. Our Google Mappers switched over to Google Search to find their information. We decided that they lived in Los Angeles, California.