Follow 10 Tips for Excellent Assignment Writing Serviceolivermarkbme
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Follow 10 Tips for Excellent Assignment Writing Serviceolivermarkbme
In this PPT our Writing experts share few assignment writing tips and trick to you that will definitely improve your writing skills and you can write your assignment very easily. If you have any queries contact us via email bookmyessay@gmail.com. To get more https://www.bookmyessay.com
Social Security Administration Facilitator TrainingConnee
This is an entry into the Non-Profit, Government category. I retired from Social Security Headquarters after 13 years as their sole PowerPoint Specialist.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Summarizing ppt: Summarizing is one of the 6 power comprehension strategies (summarizing, predicting, activating prior knowledge, making connections, questioning, and inferencing) that proficient readers utilize while reading. Knowing this, and seeing that this is also one of the strategies that many of our students have difficulty grasping, as it is reflected on ISAT, we have decided to continue presenting teachers with summarizing techniques/methods. We know that summarizing is one that will give students particular leverage, especially as they tackle complicated text in each of the different content-areas.
We often love to provide backpacking to others for learning and development and growth. We will give it. We also try to take it.
But not being effective. Why is it? How to take feedbacks? What can be the ways?
Social Security Administration Facilitator TrainingConnee
This is an entry into the Non-Profit, Government category. I retired from Social Security Headquarters after 13 years as their sole PowerPoint Specialist.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Summarizing ppt: Summarizing is one of the 6 power comprehension strategies (summarizing, predicting, activating prior knowledge, making connections, questioning, and inferencing) that proficient readers utilize while reading. Knowing this, and seeing that this is also one of the strategies that many of our students have difficulty grasping, as it is reflected on ISAT, we have decided to continue presenting teachers with summarizing techniques/methods. We know that summarizing is one that will give students particular leverage, especially as they tackle complicated text in each of the different content-areas.
We often love to provide backpacking to others for learning and development and growth. We will give it. We also try to take it.
But not being effective. Why is it? How to take feedbacks? What can be the ways?
This year we conducted a small Research in the Project IQAIST by applying a QUESTIONNAIRE FOR TEACHERS – TRAINING NEEDS ANALYSIS. These are the results from Spain.
Chris Roush presents "Deciding What to Teach" during Reynolds Business Journalism Week 2013.
Reynolds Business Journalism Week is an all-expenses-paid seminar for journalists looking to enhance their business coverage, and professors looking to enhance or create business journalism courses.
For more information about business journalism training, please visit businessjournalism.org.
Chris Roush presents "Deciding What to Teach" during the annual 2012 Reynolds Business Journalism Seminars, hosted by the Donald W. Reynolds National Center for Business Journalism.
For more information about free training for business journalists, please visit businessjoutnalism.org.
Chris Roush presents "Deciding What to Teach" during the Reynolds Center for Business Journalism's annual Business Journalism Week, Jan. 2, 2014. Roush is the Walter E. Hussman Sr. Distinguished Scholar in business journalism and the founding director of the Carolina Business News Initiative at the University of North Carolina.
The annual event features two concurrent seminars, Business Journalism Professors and Strictly Financials for journalists.
For more information about business journalism training, please visit http://businessjournalism.org.
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Reflective writing for HEA fellowship for librarians Jennifer Rowland
Presented at an ARLH-YH training day for librarians at Huddersfield University, 2018: approaches to reflective writing in the context of an AdvanceHE Fellowship application, with examples
Chris Roush on 'Deciding what to teach' as a business journalism professor at Reynolds Business Journalism Week, Feb. 4-7, 2011.
Reynolds Center for Business Journalism, BusinessJournalism.org, Arizona State University's Walter Cronkite School of Journalism.
Are we a big happy BE family, or are we separate tribes? This article suggests some clear differences between pre-work and in-work contexts, but draws no firm conclusion as to whether we are tribally different.
Content based instruction: making the most of authentic materialsPhilip Saxon
This talk was given at an IATEFL-Hungary BESIG "Creative Café" session on Friday, 2nd December. It outlines the Content Based Instruction approach to teaching languages, with a particular focus on the use of authentic texts. The audience is then invited to reflect on alternative ways of implementing the approach.
Developing critical thinking with WebQuestsPhilip Saxon
This short presentation discusses critical thinking and its relevance to our daily lives; it then proposes WebQuests as tool teachers can use to promote it with learners.
Baring one's soul, online: can it be good for trainee teachers?Philip Saxon
Trainees on short-format language teaching courses often complain about being rushed when it comes to having their teaching practice observed and getting feedback on it.
In this talk, I describe research I did at Warwick University in 2014 - which strongly suggests that inviting students to reflect on their teaching online (and what is more, openly) can pay real dividends.
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.
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
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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How libraries can support authors with open access requirements for UKRI fund...
Needs analysis for the real world
1. Needs analysis for the real world
How can teachers satisfy corporate customers?
Philip Saxon investigates.
2. Contents
Introduction
Client and learner expectations
Possible problems
The ESP approach and “Communicative Events”
The need for flexibility
Conclusion
3. You’re hired. Time for needs analysis!
Okay, but whose needs are we talking about?
The business (as it
perceives needs)?
Or the student’s
(felt/actual needs)?
4. Let’s start with the business. Are they
looking for a return on investment?
5. Or are they simply spending a benefits
allocation, and no more?
6. Now the students. In an ideal world, you
would:
• Learn what the students need just by asking!
• Have enough time to design the course in advance.
• Have no problems balancing needs and wants.
7. And of course:
• Take students’ learning preferences into account.
• Customize your teaching appropriately.
8. However, we don’t live in utopia!
• Students may react negatively to being questioned.
• They may see the process as unnecessary.
• Placement testing may already have taken place and books
been ordered. “Why isn’t the teacher ready to start?”
9. Other problems might also arise:
• Students may be unaware of their real needs. Surprises await.
• Students may not want to make personal disclosures.
• If the boss is present, students may “clam up”.
10. Or indeed:
• The course may just be a “perk” to the students. So much for
intrinsic motivation.
• Or their expectations may be way too high – expect trouble!
A demanding client!
11. ESP: One possible approach!
You might take an English for Special Purposes approach here.
In its standard form, it is relatively flexible:
1) Perform needs analysis when you meet your students;
2) Design the course, taking student needs into account;
3) Adapt the course as it progresses, in response to
observations, student feedback and changing needs.
So let’s try and put this idea into practice…
12. Task 1: A basic questionnaire
Scenario: You are about to teach a class of eight B2-level (Upper
Intermediate) students at a bank. They have all been placement
tested, but have very different responsibilities ranging from
software development to customer service.
With a partner, suggest how you might fill the empty spaces on
the Needs Analysis Form on page 1 of your handout with this
customer in mind.
We will discuss your ideas after 5 minutes.
13. A possible solution:
I need to improve my English in order to better:
Urgent Not urgent
Take part in meetings
Give presentations
Write reports
Deal with e-mails
Speak on the telephone
Socialize
Deal with suppliers
Deal with customers
Source: Frendo, 2005 (adapted).
14. “Communicative events” (1)
However, true customization means getting closer to the actual
business that your students do in English every day.
This is where “communicative events” (Rei, 2012) come in:
• “I can write an e-mail” is a general, “can-do” statement.
• “I can give my boss a project status update by e-mail” is a
specific use of communication skills.
This kind of specificity is what we’re now talking about.
15. “Communicative events” (2)
So why not ask students what specific “communicative events”
matter most to them?
You can use the information gained this way to:
• Develop job-specific skills work
• Introduce task-based role plays
• Create realistic simulations
So let’s examine what needs analysis can do for us here…
16. Task 2: Eliciting “communicative events”
Scenario: Imagine yourself in the students’ shoes. At what points
in their working life is Business English of critical importance?
With a partner, suggest how a student from the bank in our
previous example might fill in the questionnaire on page 2 of
your handout.
We will once again discuss your answers after 5 minutes. What
do you think the students might highlight as being a priority?
17. Here’s a possible event description:
Name: Philip
Type of communication:
☐ E-mail
☐ Telephone call
Face-to-face meeting
☐ Virtual meeting
☐ Resources (documents, web…)
☐ Conference, seminar, workshop
☐ Visits/travel
☐ Other ____________________
Frequency:
Once a week
Contacts:
Line manager and team leaders.
9 people.
Country or culture:
Hungary, but Italian parent company.
Purpose of communication:
To give project status updates, discuss
problems and plan ahead.
Description of situation:
Regular agenda. Written reports
submitted in advance. Main points must
now be summarized. Meeting aims to
deal with issues and plan ahead.
Other (successes/challenges):
Actions are being monitored effectively,
but updates need to be more succinct.
Leader speaks quite fast, too.
Source: http://businessenglishideas.blogspot.hu (Charles Rei, 2012)
18. But you may need to compromise if:
• You have to start work immediately!
• Needs analysis results may contradict what has
already been decided upon!
• The course materials were decided upon before you
were hired. There’s pressure to stick to them.
19. Or just as easily:
• Students in the same class may have very different needs
from each other.
• There may simply be too many demands!
• There may be problems with motivation etc. Students may
see lessons as less valuable or important than work.
20. So be prepared to:
• Plan a first lesson (or lessons) that will suit everyone – you can
get tailoring once things are under way.
• Be open: indicate where things might change, and perhaps
reasons why, too.
• Include general headings in the course description: everyone
will like that.
• Set homework that’s job-related: this will help motivate
students to do it.
21. As well as:
• Manage expectations: explain deviations from original plans.
• Explain your approach:
– how much the textbook will be used;
– what elements might be skipped/adapted;
– how much time (e.g. 20%) they’ll spend on other things.
• Be ready to use texts generated by the client company!
22. And be flexible!
• Take into account what you learn about student needs as the
course progresses.
• Revise/expand upon areas of difficulty, or things that prove to
be especially useful.
• Manage impressions of change: no-one is being criticised!
23. Conclusion: is ESP the way to go?
In some situations, where “time is money”, the answer is surely
yes. Focus on “communicative events” and task-based
simulations above all here.
(Note: if students have an urgent need, they’ll tell you)
24. However:
Productivity may not always be the (main) driver behind the
lessons. Often, longer term improvement is the goal.
Plus, sometimes students just want to maintain their language
level – their sole ambition is to develop fluency.
25. So which of the following is a priority?
Training
for job
Improved
Fluency
SLA*
Improved
Accuracy
* Second Language
Acquisition
26. Might this lead us back to the textbook?
If the client isn’t paying for tailoring, take things easy. The
textbook may be fine for the most part.
Plus Business English students need to live! If they want to
practise conversation, within reason that’s surely fine.
27. Next steps might include:
• Gain familiarity with a range of course books, so that you
aren't ever reliant on a single source for lesson content.
• Specify course aims in general terms, focusing primarily on
learner needs, rather than textbook contents.
30. Acknowledgements
Frendo, E. (2005). How To Teach Business English. (Pearson
Education Ltd).
Rei, C. (2014). Business English Ideas: selected posts from
http://businessenglishideas.blogspot.hu.