Natia katamadze inga sharadze - module 5 observation
•Download as DOC, PDF•
0 likes•134 views
This document provides feedback on a lesson plan and micro teaching session for an English language civic education program in Batumi, Georgia. The summary highlights that the lesson used several pre, during, and post reading strategies effectively and was student-centered through pair work and giving students choices. The lesson related to an overall objective of discussing diversity with modals and used logical steps like brainstorming to work towards that objective. The feedback praised aspects like team teaching, empowering students, and having students take charge of the class. It suggested the concept of paying it forward was relevant and vital for students' lives.
Report
Share
Report
Share
Recommended
Emotive variables presentation
This document summarizes a case study on the emotive variables that influence motivation for vocabulary learning. The study examined two questionnaires given to second year Japanese university students in a content-based English course. The first questionnaire asked students about their perceptions and experiences with the vocabulary learning program. The second questionnaire probed student motivation, beliefs, and meta-cognitive awareness. Follow-up interviews found that lack of sleep, stress from other commitments, and upcoming tests and presentations negatively impacted motivation. The conclusion discusses the role of emotion, sleep deprivation, and emotional control strategies in language learning motivation.
Role of teacher in intellectual development ppt
This document discusses the role of teachers in intellectual development according to several theories. It covers Jean Piaget's theory of cognitive development in children and how it can be applied in the classroom. Key concepts in Piaget's theory include scaffolding, linking new knowledge to experiences, challenging existing knowledge, and using open-ended questions. The document also discusses Vygotsky's sociocultural theory, including the idea of the zone of proximal development and how children can be encouraged to solve problems beyond their current abilities with help from more expert others. In summary, the document outlines Piaget and Vygotsky's influential theories on cognitive development and how teachers can support students' intellectual growth according to different stages and concepts in these theories
Motivation and motivating in the foreign language classroom
1. The document discusses motivation theories in foreign language classrooms proposed by researchers like Gardner and Lambert in the 1960s-70s who developed the Attitude/Motivation Test Battery (AMTB).
2. More recent motivation theories focus on intrinsic/extrinsic motivation and intellectual curiosity rather than just social and pragmatic dimensions. Other constructs examined include integrative and instrumental motivation, knowledge/friendship/travel orientations, and intrinsic vs. extrinsic motivation.
3. Motivation is analyzed at the learner level considering factors like need for achievement, self-confidence, and at the learning situation level considering course, teacher, and group specific factors.
Aptitude, attitude and motivation towards language learning
The document discusses aptitude, attitude, and motivation towards language learning. It defines aptitude as a natural ability, attitude as emotional involvement and feelings, and motivation as goals and reasons for pursuing an action. Motivation towards learning a foreign language depends on desires for personal growth, communication, and professional opportunities. The document also discusses Gardner's theory of multiple intelligences and questions about learning styles posed by the British Council.
Language learning strategies
The document discusses 5 important factors that affect second language learners' strategy use:
1. Age and educational level, as primary students tend to rely on memorization while secondary students expand their strategies through activities.
2. Type of task, as different tasks require different learning strategies like paraphrasing passages or mind maps for keywords.
3. Individual learning styles, as visual, auditory and kinesthetic learners benefit from tailored strategies.
4. Attitudes and beliefs, as positive attitudes and beliefs foster strategy use and skill development while negative views hamper the learning process.
5. Social factors, as learners are influenced by peers, teachers and family in adopting strategies like notetaking or study groups
Reading Interventions
The document discusses recommendations for K-6 reading intervention materials selection in the Puyallup School District. It recommends adopting several research-based programs that address the five components of reading and can be used across the three tiers of instruction. A selection committee reviewed many programs and recommends Making Meaning, SIPPS, Six Minute Solution, Rewards, Reading Mastery, Corrective Reading, and Soar to Success based on district needs and requirements. The document also provides information on implementation, including professional development.
майстер клас
This document discusses learning styles and provides information to help teachers recognize and accommodate different styles in their students. It identifies three primary learning styles: visual, auditory, and kinesthetic. Visual learners learn best through pictures and diagrams, auditory learners prefer listening, and kinesthetic learners learn through physical activities. The document encourages teachers to be aware of different learning styles so they can match their teaching methods accordingly and help all students to learn more effectively.
Using Videos as a Tool to Motivate Students
Introduction
My presentation is about using ICT in ELT and more precisely about using videos in EFL context. Let's start with a theoretical background to put this presentation in context.
Theoretical background
Every teacher has his/her own way of teaching a foreign language according to how he/she views language systems and therefore foreign language learning. In other words, he/she sets his/her own objectives according to the theory of language and the theory of learning he/she adopts.
Views of language and language learning have undergone a tremendous change over the last decades. First, language has been seen as structural systems then as notional/topical then as functional, transactional, and recently as an interactional system.
So, Language is no longer seen as a set of structural rules. It is rather viewed as a tool of interaction and communication. This shift in language views has resulted in change in how language learning is viewed, which gives birth to the Communicative Language Teaching (CLT).
CLT has emerged as a reaction to other methods that are far away from empowering students with skills that enable them to communicate using the language studied. According to CLT, language is a system for expressing meaning. It is primary function is establishing interaction and communication. Therefore, foreign language teaching consists of bringing to FL classrooms activities that involve real communication and that aims at teaching meaningful language to FL learners, which gives rise to learner-centered learning. Accordingly , learning should be personalized regarding learners’ needs, learning styles and characteristics. Additionally, teachers are no longer viewed as the solo holders of information as learners are perceived as contributors to the learning process.
I will not spend much more time elaborating on this theoretical side as the main focus of this presentation is to provide an example of how these notions are brought into practice i.e. are implemented in the classroom.
Accordingly, this presentation aims at presenting an example of a lesson delivered to my Turkish pupils in Turkey.
As I said earlier, each teacher sets his/her own objectives according to the theory of language/theory of language learning he/she adopts. However, the teacher's objective can differ from the curriculum developers' objectives, which was my case while teaching my Turkish eight grade students.
Recommended
Emotive variables presentation
This document summarizes a case study on the emotive variables that influence motivation for vocabulary learning. The study examined two questionnaires given to second year Japanese university students in a content-based English course. The first questionnaire asked students about their perceptions and experiences with the vocabulary learning program. The second questionnaire probed student motivation, beliefs, and meta-cognitive awareness. Follow-up interviews found that lack of sleep, stress from other commitments, and upcoming tests and presentations negatively impacted motivation. The conclusion discusses the role of emotion, sleep deprivation, and emotional control strategies in language learning motivation.
Role of teacher in intellectual development ppt
This document discusses the role of teachers in intellectual development according to several theories. It covers Jean Piaget's theory of cognitive development in children and how it can be applied in the classroom. Key concepts in Piaget's theory include scaffolding, linking new knowledge to experiences, challenging existing knowledge, and using open-ended questions. The document also discusses Vygotsky's sociocultural theory, including the idea of the zone of proximal development and how children can be encouraged to solve problems beyond their current abilities with help from more expert others. In summary, the document outlines Piaget and Vygotsky's influential theories on cognitive development and how teachers can support students' intellectual growth according to different stages and concepts in these theories
Motivation and motivating in the foreign language classroom
1. The document discusses motivation theories in foreign language classrooms proposed by researchers like Gardner and Lambert in the 1960s-70s who developed the Attitude/Motivation Test Battery (AMTB).
2. More recent motivation theories focus on intrinsic/extrinsic motivation and intellectual curiosity rather than just social and pragmatic dimensions. Other constructs examined include integrative and instrumental motivation, knowledge/friendship/travel orientations, and intrinsic vs. extrinsic motivation.
3. Motivation is analyzed at the learner level considering factors like need for achievement, self-confidence, and at the learning situation level considering course, teacher, and group specific factors.
Aptitude, attitude and motivation towards language learning
The document discusses aptitude, attitude, and motivation towards language learning. It defines aptitude as a natural ability, attitude as emotional involvement and feelings, and motivation as goals and reasons for pursuing an action. Motivation towards learning a foreign language depends on desires for personal growth, communication, and professional opportunities. The document also discusses Gardner's theory of multiple intelligences and questions about learning styles posed by the British Council.
Language learning strategies
The document discusses 5 important factors that affect second language learners' strategy use:
1. Age and educational level, as primary students tend to rely on memorization while secondary students expand their strategies through activities.
2. Type of task, as different tasks require different learning strategies like paraphrasing passages or mind maps for keywords.
3. Individual learning styles, as visual, auditory and kinesthetic learners benefit from tailored strategies.
4. Attitudes and beliefs, as positive attitudes and beliefs foster strategy use and skill development while negative views hamper the learning process.
5. Social factors, as learners are influenced by peers, teachers and family in adopting strategies like notetaking or study groups
Reading Interventions
The document discusses recommendations for K-6 reading intervention materials selection in the Puyallup School District. It recommends adopting several research-based programs that address the five components of reading and can be used across the three tiers of instruction. A selection committee reviewed many programs and recommends Making Meaning, SIPPS, Six Minute Solution, Rewards, Reading Mastery, Corrective Reading, and Soar to Success based on district needs and requirements. The document also provides information on implementation, including professional development.
майстер клас
This document discusses learning styles and provides information to help teachers recognize and accommodate different styles in their students. It identifies three primary learning styles: visual, auditory, and kinesthetic. Visual learners learn best through pictures and diagrams, auditory learners prefer listening, and kinesthetic learners learn through physical activities. The document encourages teachers to be aware of different learning styles so they can match their teaching methods accordingly and help all students to learn more effectively.
Using Videos as a Tool to Motivate Students
Introduction
My presentation is about using ICT in ELT and more precisely about using videos in EFL context. Let's start with a theoretical background to put this presentation in context.
Theoretical background
Every teacher has his/her own way of teaching a foreign language according to how he/she views language systems and therefore foreign language learning. In other words, he/she sets his/her own objectives according to the theory of language and the theory of learning he/she adopts.
Views of language and language learning have undergone a tremendous change over the last decades. First, language has been seen as structural systems then as notional/topical then as functional, transactional, and recently as an interactional system.
So, Language is no longer seen as a set of structural rules. It is rather viewed as a tool of interaction and communication. This shift in language views has resulted in change in how language learning is viewed, which gives birth to the Communicative Language Teaching (CLT).
CLT has emerged as a reaction to other methods that are far away from empowering students with skills that enable them to communicate using the language studied. According to CLT, language is a system for expressing meaning. It is primary function is establishing interaction and communication. Therefore, foreign language teaching consists of bringing to FL classrooms activities that involve real communication and that aims at teaching meaningful language to FL learners, which gives rise to learner-centered learning. Accordingly , learning should be personalized regarding learners’ needs, learning styles and characteristics. Additionally, teachers are no longer viewed as the solo holders of information as learners are perceived as contributors to the learning process.
I will not spend much more time elaborating on this theoretical side as the main focus of this presentation is to provide an example of how these notions are brought into practice i.e. are implemented in the classroom.
Accordingly, this presentation aims at presenting an example of a lesson delivered to my Turkish pupils in Turkey.
As I said earlier, each teacher sets his/her own objectives according to the theory of language/theory of language learning he/she adopts. However, the teacher's objective can differ from the curriculum developers' objectives, which was my case while teaching my Turkish eight grade students.
The Natural Approach By Aulia Rahman
The document discusses the Natural Approach language teaching method. It was developed by Stephen Krashen and Tracy Terrell in the 1970s-1980s. The Natural Approach is based on 5 hypotheses about language acquisition and aims to develop communicative skills through comprehensible input. It focuses on communication over form, does not force speech production, and follows natural stages of language development. The approach uses techniques like TPR and visuals to gradually build language comprehension and production.
Proyec tconclusion
The document summarizes observations from an English language class for third year middle school students aged 15-16. It discusses the teaching methods and techniques used by the teacher, including lexical approach, communicative language teaching, and task-based learning. It analyzes the students' cognitive, moral, and social development stages according to theories by Piaget, Kohlberg, Freud, and Marcia. Defense mechanisms like rationalization were observed being used by some students.
Crystal hsia id#1
This document describes a behaviorist-based after-school Mandarin reading program for 3rd grade students. The objective is to teach students to form an online reading habit by using principles of operant conditioning, including reinforcement and punishment. Students are expected to read online for 20 minutes daily and complete reading missions. Appropriate reading behaviors are reinforced with rewards like free time or prizes, while inappropriate behaviors are punished by removing rewards. The teacher will record results and make adjustments, such as adding group reinforcement.
maintain the pupil's enthusiasm
This document discusses how to maintain pupils' enthusiasm for learning. It defines enthusiasm as intense interest and approval. To maintain enthusiasm, teachers should vary their teaching methods, give challenging but achievable assignments, and make lessons relevant. Getting pupils enthusiastic involves creating a welcoming classroom environment, making the class interactive, and providing feedback. Factors that influence pupil enthusiasm are motivation, engagement with the teacher through academic challenges, and engagement with peers through collaborative learning. The document provides a case study example of how to boost enthusiasm in an introverted student who dislikes English.
4.3.1 total physical response tpr definitivo
This document discusses the advantages and disadvantages of using Total Physical Response (TPR) as a language teaching method, and provides examples of TPR activities. The key advantages are that TPR is fun, easy to implement, does not require much preparation, is good for vocabulary learning, works for classes of any size, and is effective for teenagers and young learners. However, it is not very creative and does not allow students to express their own views. The activities described are Simon Says, a school race, using theatre techniques, and action songs.
motivation in learning a second language
The document discusses motivation in second language learning and methods teachers can use to promote learning. It defines intrinsic and extrinsic motivation and explains their role in second language acquisition. Some ways to increase student motivation mentioned include varying activities, cooperative learning, setting goals, and building relationships. The document also lists several methods a teacher can employ in the classroom, such as demonstration, questioning, narration, games and role plays, to engage students and promote learning.
Motivation And Second Language Acquisition Ppt
This document discusses motivation and its importance in second language acquisition. It outlines two main types of motivation: instrumental motivation, which focuses on practical reasons for learning a language like education or career goals, and integrative motivation, which involves interest in the language and culture. The document also summarizes two studies that found students were more instrumentally motivated to learn English for educational or employment reasons than for integrative reasons. It concludes that teachers should consider students' motivations and encourage active participation to maintain student motivation in language learning.
Motivation presentation
Second Language Learning and Acculturation:
The Role of Motivation and goal content
Congruence
By:
Sara Rubenfeld
Lisa Sinclair
Richard Clement
2009 5th Grade Parent Night Final
The document provides information to help students transition from elementary to middle school. It introduces the 6th grade teachers and outlines some key changes students will experience, including having multiple teachers, switching classes, and increased responsibility. It offers tips for students, parents, and the school to assist with the transition and ensure student success in the new environment.
Module 6: Final Project
The document outlines a lesson plan for teaching students about psychological disorders. It includes having students watch video clips about disorders, research disorders in groups to create a PowerPoint presentation, individually research and design pamphlets on specific disorders, listen to a speaker who is a clinical psychologist, and act out disorders in role-playing videos to have classmates guess the depicted disorder. The teacher assesses students using a rubric on their participation in class discussions, quality of presentations and pamphlets, and role-playing videos. The teacher found the students engaged in the project and met the learning goals.
How to be a good learner
This document discusses characteristics of good language learners and how teachers can support learners at different levels. It notes that good learners are motivated, participate actively, and take responsibility for their own learning. Teachers must consider learners' backgrounds and individual differences. While beginners benefit from simple language and activities, advanced learners need challenging tasks and subtle language use. The key is providing engagement and clear goals appropriate for each learner's level of proficiency.
the daily 5 in primary
The document discusses the Daily 5 framework for literacy instruction in primary grades. It introduces the five main tasks - Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work. These tasks provide uninterrupted time for literacy learning and foster student independence. The document also discusses the CAFE system for comprehension, accuracy, fluency, and expanding vocabulary. It emphasizes evidence-based practices, self-regulated learning, and formative assessment. Videos demonstrate Daily 5 in practice in various classrooms.
Mixed abilities classes
The document discusses several factors that contribute to the diversity of students in mixed-ability language classes, including differing motivations, linguistic abilities, learning styles, educational backgrounds, available time to study, anxiety levels, and more. Students' reasons for taking the class may change over time, their language learning experience and skills vary greatly, and they have different preferences in terms of learning approaches. Managing a classroom with such a variety of student needs and characteristics can be challenging for teachers.
Trends & Issues in Instructional Design
The document proposes a project to teach kindergarten through second grade students alternative problem solving strategies through role-playing activities at recess in order to reduce conflicts on the playground. It analyzes the instructional needs and learner characteristics, and outlines objectives and assessments to teach students to recognize cues leading to conflicts and demonstrate walking away or breathing techniques in response. The project aims to help students control impulses and seek help from staff when issues arise.
Learning Styles
This document summarizes several learning styles and factors, as presented by a group of students to their class. It describes dependent and independent learning styles, left and right brain dominance, reflective vs impulsive learners, and Kolb's four-stage experiential learning cycle. Strategies are provided for each learning style to help students learn in ways that suit their natural preferences and strengths.
Learning strategies
This document discusses language learning strategies. It begins by defining strategies as tools for developing communicative ability. Learning strategies are classified into cognitive, metacognitive, social and affective categories. The document recommends that teachers help students identify their preferred learning strategies through reflection activities. It describes a strategy training program involving tasks to stimulate focus on the learning process, context/environment, macroskills, and language systems. The goals are to increase student awareness of the learning process and encourage autonomous strategy use beyond the classroom. Overall, the document advocates for strategy-based instruction to improve student language learning.
Investigating strategies to build self confidence in dance students
The document discusses strategies to build self-confidence in dance students aged 11-16. The researcher used action research methodology, which included observations, interviews, and a literature review. Various techniques were tested in dance classes, including positive reinforcement and focusing on successes. Student self-confidence was measured through interviews and assessing body language. The findings were inconclusive as to how many students had low, medium, or high self-confidence. However, using multiple strategies appeared to benefit students at various self-confidence levels.
ClassDojo Integration
ClassDojo can be integrated into elementary classrooms in five ways: (1) using the random feature to select students to answer questions to keep them engaged; (2) using the timer to help transition between subjects, especially in elementary grades; (3) giving positive feedback to students who are staying on task while they work; (4) using the "Noise Meter" to help students be aware of their noise level and create a quieter classroom; (5) projecting simple direction slides to provide both verbal and visual directions for students.
PowerPoint Presentation
This blog is aimed at 5th grade students and aims to get them to participate in various activities on the blog. The blog will include pictures, vocabulary, sentences to complete, puzzles and videos about health topics to help describe feelings and symptoms and give advice on health problems.
Adhoc form 2016
This document is an application form for Assistant Professors positions on an ad-hoc basis at the Department of Computer Science, University of Delhi. The application requests basic personal details such as name, date of birth, qualifications, teaching experience, and publications. It lists the documents required to be attached for consideration, including degree certificates, experience certificates, and publication proofs. Candidates are advised to check the department website for the shortlisted candidates list on June 10th, 2016.
Lesson plan2
This lesson plan aims to teach elementary students about heroes through communicative language activities. It includes a warm-up vocabulary game, a PowerPoint presentation on describing heroes, teaching a song to practice using the modal verb "can", watching a video to identify heroes, and a writing activity where students describe heroes for their peers to guess. The plan seeks to help students use descriptive language to talk about Georgian and American heroes while practicing WH questions through a conversational context.
10 règles du moi pour l'identité numérique.
Voici un guide sur l'identité numérique et comment gérer son image sur Internet. Des conseils, des sites qui vous aideront à ne pas vous tromper.
More Related Content
What's hot
The Natural Approach By Aulia Rahman
The document discusses the Natural Approach language teaching method. It was developed by Stephen Krashen and Tracy Terrell in the 1970s-1980s. The Natural Approach is based on 5 hypotheses about language acquisition and aims to develop communicative skills through comprehensible input. It focuses on communication over form, does not force speech production, and follows natural stages of language development. The approach uses techniques like TPR and visuals to gradually build language comprehension and production.
Proyec tconclusion
The document summarizes observations from an English language class for third year middle school students aged 15-16. It discusses the teaching methods and techniques used by the teacher, including lexical approach, communicative language teaching, and task-based learning. It analyzes the students' cognitive, moral, and social development stages according to theories by Piaget, Kohlberg, Freud, and Marcia. Defense mechanisms like rationalization were observed being used by some students.
Crystal hsia id#1
This document describes a behaviorist-based after-school Mandarin reading program for 3rd grade students. The objective is to teach students to form an online reading habit by using principles of operant conditioning, including reinforcement and punishment. Students are expected to read online for 20 minutes daily and complete reading missions. Appropriate reading behaviors are reinforced with rewards like free time or prizes, while inappropriate behaviors are punished by removing rewards. The teacher will record results and make adjustments, such as adding group reinforcement.
maintain the pupil's enthusiasm
This document discusses how to maintain pupils' enthusiasm for learning. It defines enthusiasm as intense interest and approval. To maintain enthusiasm, teachers should vary their teaching methods, give challenging but achievable assignments, and make lessons relevant. Getting pupils enthusiastic involves creating a welcoming classroom environment, making the class interactive, and providing feedback. Factors that influence pupil enthusiasm are motivation, engagement with the teacher through academic challenges, and engagement with peers through collaborative learning. The document provides a case study example of how to boost enthusiasm in an introverted student who dislikes English.
4.3.1 total physical response tpr definitivo
This document discusses the advantages and disadvantages of using Total Physical Response (TPR) as a language teaching method, and provides examples of TPR activities. The key advantages are that TPR is fun, easy to implement, does not require much preparation, is good for vocabulary learning, works for classes of any size, and is effective for teenagers and young learners. However, it is not very creative and does not allow students to express their own views. The activities described are Simon Says, a school race, using theatre techniques, and action songs.
motivation in learning a second language
The document discusses motivation in second language learning and methods teachers can use to promote learning. It defines intrinsic and extrinsic motivation and explains their role in second language acquisition. Some ways to increase student motivation mentioned include varying activities, cooperative learning, setting goals, and building relationships. The document also lists several methods a teacher can employ in the classroom, such as demonstration, questioning, narration, games and role plays, to engage students and promote learning.
Motivation And Second Language Acquisition Ppt
This document discusses motivation and its importance in second language acquisition. It outlines two main types of motivation: instrumental motivation, which focuses on practical reasons for learning a language like education or career goals, and integrative motivation, which involves interest in the language and culture. The document also summarizes two studies that found students were more instrumentally motivated to learn English for educational or employment reasons than for integrative reasons. It concludes that teachers should consider students' motivations and encourage active participation to maintain student motivation in language learning.
Motivation presentation
Second Language Learning and Acculturation:
The Role of Motivation and goal content
Congruence
By:
Sara Rubenfeld
Lisa Sinclair
Richard Clement
2009 5th Grade Parent Night Final
The document provides information to help students transition from elementary to middle school. It introduces the 6th grade teachers and outlines some key changes students will experience, including having multiple teachers, switching classes, and increased responsibility. It offers tips for students, parents, and the school to assist with the transition and ensure student success in the new environment.
Module 6: Final Project
The document outlines a lesson plan for teaching students about psychological disorders. It includes having students watch video clips about disorders, research disorders in groups to create a PowerPoint presentation, individually research and design pamphlets on specific disorders, listen to a speaker who is a clinical psychologist, and act out disorders in role-playing videos to have classmates guess the depicted disorder. The teacher assesses students using a rubric on their participation in class discussions, quality of presentations and pamphlets, and role-playing videos. The teacher found the students engaged in the project and met the learning goals.
How to be a good learner
This document discusses characteristics of good language learners and how teachers can support learners at different levels. It notes that good learners are motivated, participate actively, and take responsibility for their own learning. Teachers must consider learners' backgrounds and individual differences. While beginners benefit from simple language and activities, advanced learners need challenging tasks and subtle language use. The key is providing engagement and clear goals appropriate for each learner's level of proficiency.
the daily 5 in primary
The document discusses the Daily 5 framework for literacy instruction in primary grades. It introduces the five main tasks - Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work. These tasks provide uninterrupted time for literacy learning and foster student independence. The document also discusses the CAFE system for comprehension, accuracy, fluency, and expanding vocabulary. It emphasizes evidence-based practices, self-regulated learning, and formative assessment. Videos demonstrate Daily 5 in practice in various classrooms.
Mixed abilities classes
The document discusses several factors that contribute to the diversity of students in mixed-ability language classes, including differing motivations, linguistic abilities, learning styles, educational backgrounds, available time to study, anxiety levels, and more. Students' reasons for taking the class may change over time, their language learning experience and skills vary greatly, and they have different preferences in terms of learning approaches. Managing a classroom with such a variety of student needs and characteristics can be challenging for teachers.
Trends & Issues in Instructional Design
The document proposes a project to teach kindergarten through second grade students alternative problem solving strategies through role-playing activities at recess in order to reduce conflicts on the playground. It analyzes the instructional needs and learner characteristics, and outlines objectives and assessments to teach students to recognize cues leading to conflicts and demonstrate walking away or breathing techniques in response. The project aims to help students control impulses and seek help from staff when issues arise.
Learning Styles
This document summarizes several learning styles and factors, as presented by a group of students to their class. It describes dependent and independent learning styles, left and right brain dominance, reflective vs impulsive learners, and Kolb's four-stage experiential learning cycle. Strategies are provided for each learning style to help students learn in ways that suit their natural preferences and strengths.
Learning strategies
This document discusses language learning strategies. It begins by defining strategies as tools for developing communicative ability. Learning strategies are classified into cognitive, metacognitive, social and affective categories. The document recommends that teachers help students identify their preferred learning strategies through reflection activities. It describes a strategy training program involving tasks to stimulate focus on the learning process, context/environment, macroskills, and language systems. The goals are to increase student awareness of the learning process and encourage autonomous strategy use beyond the classroom. Overall, the document advocates for strategy-based instruction to improve student language learning.
Investigating strategies to build self confidence in dance students
The document discusses strategies to build self-confidence in dance students aged 11-16. The researcher used action research methodology, which included observations, interviews, and a literature review. Various techniques were tested in dance classes, including positive reinforcement and focusing on successes. Student self-confidence was measured through interviews and assessing body language. The findings were inconclusive as to how many students had low, medium, or high self-confidence. However, using multiple strategies appeared to benefit students at various self-confidence levels.
ClassDojo Integration
ClassDojo can be integrated into elementary classrooms in five ways: (1) using the random feature to select students to answer questions to keep them engaged; (2) using the timer to help transition between subjects, especially in elementary grades; (3) giving positive feedback to students who are staying on task while they work; (4) using the "Noise Meter" to help students be aware of their noise level and create a quieter classroom; (5) projecting simple direction slides to provide both verbal and visual directions for students.
PowerPoint Presentation
This blog is aimed at 5th grade students and aims to get them to participate in various activities on the blog. The blog will include pictures, vocabulary, sentences to complete, puzzles and videos about health topics to help describe feelings and symptoms and give advice on health problems.
What's hot (19)
Investigating strategies to build self confidence in dance students
Investigating strategies to build self confidence in dance students
Viewers also liked
Adhoc form 2016
This document is an application form for Assistant Professors positions on an ad-hoc basis at the Department of Computer Science, University of Delhi. The application requests basic personal details such as name, date of birth, qualifications, teaching experience, and publications. It lists the documents required to be attached for consideration, including degree certificates, experience certificates, and publication proofs. Candidates are advised to check the department website for the shortlisted candidates list on June 10th, 2016.
Lesson plan2
This lesson plan aims to teach elementary students about heroes through communicative language activities. It includes a warm-up vocabulary game, a PowerPoint presentation on describing heroes, teaching a song to practice using the modal verb "can", watching a video to identify heroes, and a writing activity where students describe heroes for their peers to guess. The plan seeks to help students use descriptive language to talk about Georgian and American heroes while practicing WH questions through a conversational context.
10 règles du moi pour l'identité numérique.
Voici un guide sur l'identité numérique et comment gérer son image sur Internet. Des conseils, des sites qui vous aideront à ne pas vous tromper.
Assess impacts and outcomes of a screening programme
HTA in hand to hand with process evaluation to Assess impacts and outcomes of a screening programme
Vivir es amar¡ reflexion desarrollo
El documento argumenta que vivir es amar a la familia, la humanidad, los animales, la naturaleza, Dios, la pareja y a uno mismo. Explica que amar a los demás y perdonar es fundamental para vivir en armonía y descubrir el sentido de la vida.
Anhad farm brochure
Recently INXS Creations was commissioned to design and develop project brochure for "Anhat Farms". Brochure was conceptualised and designed with the concept of "living your dreams". We received the acknowledgement from the client for the brochure design.
Ms lmoneytransferslideshow
Microcredit Solutions Limited provides a mobile money transfer service called Mobile Cash. The document tells the story of a mother who needs money to buy medicine for her sick baby. Without Mobile Cash, she would have to make a long and difficult journey to transfer money, but with Mobile Cash the money is instantly sent to her phone and she can easily purchase the medicine. The summary highlights how Mobile Cash provides a simple, fast, and secure way to transfer money compared to traditional methods.
Skyi Songbirds Brochure - Zricks.com
For more information about http://www.zricks.com/Skyi-Songbirds-Bavdhan-Pune/14338
Skyi Songbirds, Bavdhan, Pune. Visit: http://www.zricks.com
Resume May 2016
Jeffrey Blacker has over 17 years of experience as an aircraft mechanic and team lead on helicopters such as the UH-60 Blackhawk and AH-64 Apache. He has worked extensively in Iraq and Afghanistan for companies such as DynCorp International, AECOM, and L-3 Vertex Aerospace performing maintenance, inspections, and as a phase team lead. Blacker aims to be a valued team member as an aircraft technician with an emphasis on safety, quality maintenance, and customer satisfaction.
Presentation1.PPTX
This one sentence document does not provide enough context or information to create an accurate 3 sentence summary. The document contains only one word - "Lorem" - which is not meaningful on its own.
Comunicacion
El documento analiza a Ronald Reagan como el Gran Comunicador entre los presidentes estadounidenses, destacando su campaña de 1980 basada en un mensaje claro y simple de cinco palabras: familia, trabajo, vecindario, libertad y paz. Además, presenta cuatro puntos clave para la comunicación efectiva: simplificar el mensaje, conectar con la audiencia, transmitir credibilidad siendo coherente entre lo que se dice y hace, y buscar una respuesta o acción.
Características de los delfines
Los delfines son mamíferos acuáticos que viven en grupos de 6 a 100 individuos. Tienen cuerpos aerodinámicos y aletas pequeñas que les permiten moverse rápidamente en el agua. Se comunican mediante silbidos de ultrasonido para alertar a la manada sobre posibles amenazas. Se alimentan de crustáceos, peces, calamares y pulpos, y las crías se alimentan de leche materna bajo el agua.
101 ideas cultofamiliar
El documento ofrece consejos para un culto familiar exitoso, enfatizando la importancia de enseñar los principios bíblicos a los hijos regularmente en el hogar. Sugiere que los cultos familiares profundizan las relaciones, permiten a los padres enseñar valores y llevan un espíritu de alabanza a la iglesia local. Además, incluye ideas para cultos con niños de diferentes edades y matrimonios, como usar ilustraciones bíblicas, proyectos misioneros y lecturas compartidas.
Viewers also liked (15)
Assess impacts and outcomes of a screening programme
Assess impacts and outcomes of a screening programme
Similar to Natia katamadze inga sharadze - module 5 observation
Teaching english as a foreign new
This document discusses teaching methodologies for teaching English as a foreign or second language. It begins with describing traditional grammar-translation and teacher-centered methods. It then addresses future challenges like integrating new technologies and second language acquisition research. The rest of the document discusses concepts like active learning, learning styles, concerns with active learning and methods like Total Physical Response that incorporate physical movement. It emphasizes the importance of soft skills and qualities for language teachers.
Literacy
This document summarizes key points from several presentations and workshops attended at a literacy conference. It discusses the importance of oral language, modeling reading strategies, adapting reading programs to meet student needs, intervention programs for struggling readers, the role of nutrition and behavior in learning, using games and technology to teach literacy, and tracking literacy development from early childhood to adulthood. Presenters emphasized explicit instruction in phonics, vocabulary, comprehension and other literacy skills.
Journal
The document summarizes the teacher's observations from a classroom. [1] The teacher observed that the instructor primarily used worksheets and did not speak English or plan engaging activities in class. [2] Through research, the teacher learned about effective second language teaching techniques including using music, interactive projects, and challenging activities. [3] In their own university class, the teacher observed the instructor using real questions to engage students and display questions to assess their knowledge.
Some considerations when teaching english in today’s settings
This document discusses considerations for teaching English in various settings. It covers important issues related to teachers, students, methodology, materials and evaluation. It provides an overview of different language teaching methods and the roles of teachers in each method. It also discusses characteristics of effective language learners and considers factors related to materials selection and the use of portfolios for evaluation.
Inga sharadze module 1 observation
This document provides feedback on an English language lesson taught by Inga Sharadze to 5th grade students in Batumi, Georgia. The feedback notes that the teacher demonstrated many learner-centered practices, including focusing on students, considering their needs, using a communicative approach, and keeping students engaged and speaking in English. Suggestions for improvement include clarifying objectives, providing more student choices, and moving from memorization to oral production. The teacher and observers discussed ways to further modernize lessons with more technology and establish democratic class leadership.
Teaching listening by Saray
This document discusses techniques for teaching listening skills. It begins by outlining some objectives of the presentation, which are to understand what makes listening difficult, key guidelines for teaching listening, and common techniques and activities. Some of the challenges of listening identified include clustering, redundancy, delivery rate, and stress/intonation. The document recommends using a variety of pre, during, and post listening activities. These include predicting content, sequencing sentences, drawing pictures, and answering multiple choice or open-ended questions. Throughout, the focus is on making listening an active process for students rather than a test of memory.
Theoriesof Firstand Second Language Session1slideshare
This document discusses theories of first and second language acquisition. It covers several topics, including introducing concepts, discussing how theories of second language acquisition fit into teacher education, and presenting different theories of first and second language acquisition. The document contains slides from a seminar on theories of first and second language acquisition, including discussions of various theories, issues in language learning research, and the relationship between theory and practice in language teaching.
Learner- Centered Approaches
Task-based language learning is a student-centered approach where students complete meaningful tasks using the target language. It focuses on task outcome over language accuracy. Tasks are done in groups and include pre-task planning, task performance, report, analysis, practice. It engages students but may neglect discussion forms. Cooperative learning involves students working together towards a common goal, developing social skills. Benefits include higher achievement and interpersonal skills. Examples include think-pair-share, jigsaws, problem-solving. Factors like learning styles and brain processing should be considered.
Approaches
The document discusses various approaches, methods, and strategies for teaching English. It begins by defining approaches as general philosophies of teaching, methods as more practical techniques, and strategies as specific classroom actions. It then examines several major approaches that have been developed over time, including Communicative Language Teaching, Competency-based Language Teaching, and Content-based Instruction. Several historical methods are also outlined, such as Audiolingual, Direct Method, and Grammar Translation. The document suggests that while discrete methodologies provide guidance, teachers ultimately select eclectic approaches based on their students' needs.
5. Teaching Reading, Speaking & Listening.pdf
This document provides guidance on teaching productive language skills like speaking and writing. It discusses how teachers can focus on all four language systems (vocabulary, grammar, functions, phonology) to help students develop fluency. Speaking is prioritized as it is the skill students most want to develop to communicate when traveling or working. The document outlines the Presentation-Practice-Production (PPP) approach for teaching language skills, with examples for introducing vocabulary, drilling practice, and student production exercises. It also discusses sub-skills like pronunciation, vocabulary, fluency and grammar that teachers can help students improve to develop oral communication abilities. Preparation and choosing engaging topics at the appropriate level are emphasized for effective conversation class planning.
FATMATUL AISYAH (16108810001)
The document discusses several approaches to teaching English as a foreign language, including student-centered, teacher-centered, grammar-translation, direct method, reading, audio-lingual, community language learning, silent way, communicative, functional-notional, total physical response, and natural approaches. Each approach is described in terms of its methods, advantages, and disadvantages. The document provides an overview of the major considerations and guidelines for English language teachers in selecting an approach.
seameo
This document contains the discussion points from a chat session for teachers. It discusses reflecting on their professional learning and development plans, strategies for engaging different types of learners, developing higher order thinking skills in students, using technology in instruction, classroom management techniques, and contextualizing teaching practices. Teachers are asked to share their experiences implementing these strategies and challenges they face in order to improve. The chat aims to support teachers in strengthening their skills and developing best practices.
Assessing Needs
This document discusses assessing language learners' needs. It involves systematically gathering information about learners' needs and preferences through various methods like questionnaires, interviews, and discussions. This information is then interpreted and used to make decisions about course content and methodology to best meet learners' needs and help them achieve their goals. Key areas of information include learners' current language abilities, learning preferences, desired goals, and factors like their age, background, and learning styles.
Reconciling needs of language learners and the demands of course book or curr...
This webinar examines the dilemma that many language teachers face when trying to reconcile the needs of language learners as learners and the demands of a curriculum or a course book. Language learners could also benefit.
FNSA Literacy day 2
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
Teaching english to young learners
This document discusses teaching English to young learners. It begins by outlining the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills, while older learners show more analytical thinking and developed literacy skills. The document recommends teaching listening and speaking skills first through a natural approach. It also discusses several theories that inform teaching English to young learners, including the importance of comprehension over production, scaffolding learning, and creating a print-rich environment. The document concludes by outlining some strategies and classroom language for teaching English to young learners in Indonesia.
[BIS] Intro to PYP For Parents Sept 2012
The Primary Years Programme (PYP) is a transdisciplinary programme of international education designed for students aged 3 to 12. It aims to foster students' development as inquirers and prepares them to actively participate in lifelong learning. The PYP incorporates five essential elements into its written curriculum: concepts, skills, attitudes, action, and knowledge. It uses a framework of six transdisciplinary themes to organize units of inquiry and develop international-mindedness in students. Students are assessed using a variety of strategies to evaluate their understanding and application of skills and knowledge. More information about the PYP can be found on the IBO website and through the school.
TEACHING ENGLISH FOR YL.pdf
This document discusses teaching English to young learners. It describes the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills. Older learners show growing analytical skills and awareness. The document recommends an emphasis on listening and speaking skills first in teaching English to young learners. It also discusses theories from Bruner, Krashen & Terrell, Dewey, Montessori, and Erikson and their implications for teaching methodology, curriculum, and classroom environment. Effective teaching of English to young learners in Indonesia requires an English-rich environment, activity-based techniques, functional vocabulary, repetition, and acquisition-promoting routines.
Didactic Diagnostic Questionnaire
1. The document outlines questions for a didactics diagnostic questionnaire for a teaching practicum. It asks about teaching theories and approaches that will be used, including communicative language teaching and content integrated learning. It also asks about lesson planning strengths and areas for improvement.
2. Further questions address views on teaching English to children and teenagers, the level of L2 exposure and sources in classes, and goals for L2 teaching and learners' needs.
3. Additional questions cover familiarity with teaching and classroom management strategies, the use of ICT, teaching experience, and views on lesson observation.
Didactics diagnostic questionnaire
1. The document outlines questions for a didactics diagnostic questionnaire for a teaching practicum. It asks about teaching theories and approaches that will be used, including communicative language teaching and content integrated learning. It also asks about lesson planning strengths and areas for improvement.
2. Further questions address views on teaching English to children and teenagers, the level of L2 exposure and sources in classes, and goals for L2 teaching and learners' needs. Additional topics include familiarity with teaching and classroom management strategies as well as the use of ICT and previous teaching experience. The last question discusses the benefits of observation.
Similar to Natia katamadze inga sharadze - module 5 observation (20)
Some considerations when teaching english in today’s settings
Some considerations when teaching english in today’s settings
Theoriesof Firstand Second Language Session1slideshare
Theoriesof Firstand Second Language Session1slideshare
Reconciling needs of language learners and the demands of course book or curr...
Reconciling needs of language learners and the demands of course book or curr...
More from sharadze
Lesson plan7
Students will learn about voting through a lesson with worksheets, ballot papers, and a ballot box. They will warm up with an activity, then work individually and in groups using adjectives to describe personal qualities, connecting to curriculum goals of understanding voting and using descriptive language. The lesson sequence includes warm up, individual, and group activities to help students learn basic communication skills.
Lesson plan4
Students are learning to describe different jobs and use personal pronouns like he, she, and they. The lesson plan includes checking homework, a warm up activity, class work, team work, and an assessment to help 5th grade students practice communicative language about jobs. Activities will be used to reinforce describing jobs and using personal pronouns.
Lesson plan3
This lesson plan has two objectives: for students to be able to use communicative language to describe symbols of Batumi and to use adjectives in conversation. It includes activities like warm up exercises, class work, team work, role-playing, and assessment. Materials include a projector, notebook, video, and worksheets. Students will learn basic descriptive and communicative language through sequenced activities culminating in a possible word game if time allows.
Lesson plan1
This lesson plan aims to teach elementary students how to speak about their age and birthday. It includes warm-up games to review vocabulary in small groups. Students will then role play speaking activities where they practice communicating about birthdays. They will complete writing exercises in their workbook and listen to a song about birthdays. New vocabulary will be introduced and homework assigned to reinforce the topics of age and celebrating birthdays.
Lesson plan by inga and natia
This lesson plan aims to teach students to identify different abilities using the modals "can", "could", and "I would like to". The plan includes warm-up activities like brainstorming abilities and a true/false game. Students will then work in pairs to find things they have in common using the target modals. To assess learning, the teacher will observe students during the pair work activity.
Lesson plan 6
This lesson plan aims to teach elementary students about environmental protection. It includes 6 activities: 1) a 5-minute brainstorm, 2) a 5-minute pair work activity, 3) a 10-minute creative activity, 4) a 5-minute vocabulary introduction, 5) a 10-minute class work activity involving a song, and 6) a 10-minute assessment. The lesson plan seeks to explain the phrase "It's a small world" and discuss specific ways to protect the Earth.
Inga sharadze module 6 observation
This classroom observation summary provides feedback on a 5th grade lesson taught by Inga Sharadze. The assessment did not clearly measure if students achieved the objectives. While the lesson included some group work and student choices, the language and content objectives were unclear. The assessment also did not provide evidence that objectives were accomplished. The observer provided suggestions on how the assessment could be improved such as developing a scoring rubric. They noted the lesson recovered well despite losing power but questioned where the planned assessment was.
Inga sharadze module 3 observation
- The document provides feedback on a lesson plan and micro teaching delivered by Inga Sharadze to her Grade 5 class.
- The feedback indicates that Inga's lesson met the criteria of being student-centered, containing clear objectives and steps to achieve the objectives, and including an assessment to demonstrate achievement of the objectives.
- Inga is praised for her work with students and use of technology in her lesson, despite a brief power outage, showing her determination to improve her teaching.
Inga sharadze module 2 observation
The lesson plan contained clearly stated objectives and activities that scaffolded students' knowledge and skills toward achieving the objective. The lesson was learner-centered through the use of choices, group work, and a student-appointed leader. However, there were too many activities, which caused students to lose focus on the objective. The teacher recognized that she tried to incorporate too much material and needed to refocus students on the core activity rather than having so many distracting elements.
Copy of student sample.pptx
This document compares junk food and healthy food. It defines junk food as having poor nutritional value with a high fat, sodium, and sugar content and often containing additives. Junk food provides calories but few vitamins and minerals. Healthy food on the other hand contains limited fat, cholesterol and sodium while providing at least 10% of a vitamin, mineral, protein or fiber. Healthy eating promotes well-being, energy and reduces health risks, while junk food pleasures short-term but risks long-term health issues like heart disease and obesity. The document encourages eating smart and fresh as part of a balanced lifestyle.
More from sharadze (15)
Recently uploaded
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaA Strategic Approach: GenAI in Education
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 Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdExecutive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
CACJapan - GROUP Presentation 1- Wk 4.pdf
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.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Recently uploaded (20)
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Natia katamadze inga sharadze - module 5 observation
- 1. English Language through Civic Education (ELCE) Program Georgetown University Center for Language Education and Development Module 5 Handout 10 Name:Natia Katamadze/Inga Sharadze (and TLG) Grade: Date: April 2, 2012 School: , Batumi Feedback on Lesson Plans and Micro Teaching 1. Which of the following reading and writing strategies does the lesson use? Reading: ??Pre-reading - yes ??During reading - yes ??Post reading - yes ??Activates prior knowledge - yes ??Motivates students - yes ??Uses selective attention - yes ??Requires students to predict, organize, and summarize reading - yes Writing: - none ??Brainstorming ??Outlining ??Drafting ??Revising ??Editing ??Publishing 2. How is the lesson student-centered? Pair-work, noisy and productive, all students included, choices, 3. How does the lesson relate to an overall objective? Diversity with modals 4. How do activities provide logical steps toward the objective? Brainstorming – What are men better at? What are woman better at? What do we have in common. − What do we know and think? VERY CLEVER to show stereotyping − could/can/would like to (all students) Imagine (Peter's exercise) pre-reading and listening, (x2), vocabulary, post-reading vocabualry and comprehension check 5. Which reading or writing strategies are used? Pre-listening – given title, what is this song and lyrics about?, vocabulary prior to the music and song 6. What other strategies could improve student performance? Post observation collaboration notes:
- 2. This is the first time I've seen team-teaching in Georgia. You empowered the girls when you they realized they were probably better at studying. When we all spoke English, they realized it was a communication tool. Homework – What can older people do that you can't do? Vice versa. I really, really enjoyed this class. Productive, thematic with the module. I LOVED WHEN THE STUDENTS TOOK CHARGE OF THE CLASS. This was a very big concept and it was fine to speak in Georgian. Instructing and using the pay it forward concept is a concept that is relevant and vital for their lives.