Tarea sesion 13: APRENDIZAJE BASADO EN PROBLEMASMiriam Troya
¿Cómo puede implementar esta metodología de aprendizaje basado en problemas en la enseñanza de su asignatura? Presente algunos ejemplos de problemas que podrían ser tratados en su clase.
Tarea sesion 12: DEL PENSAMIENTO EGOCENTRICO A LA INTELIGENCIA EMOCIONAL A TR...Miriam Troya
¿Puede identificar en que medida su pensamiento es egocéntrico?
¿Qué creencias lo sustentan
¿Está consciente de sus emociones mientras se encuentra en el aula?
?
Tarea sesion 10 y 11: ESTRATEGIAS PARA PROMOVER EL PENSAMIENTO CRÍTICO EN VAR...Miriam Troya
¿Es posible implementar estrategias para el desarrollo de pensamiento crítico en las asignaturas que enseña? ¿Por qué?
¿Cómo puede implementarlas, a pesar de la falta de tiempo que existe para cubrir el programa curricular?
Tarea sesion 9: Pensamiento Critico desde los primeros anios de basica hasta...Miriam Troya
Que importancia tiene desarrollar el pensamiento critico desde muy temprana edad.
Que importancia tiene el desarrollar drestezas de comprension lectora para el desarrollo del pensamiento critico.
Tips on lesson planning
To give participants some tips for them to organize content, materials, time, instructional strategies and assistance in the classroom when planning a lesson effectively;
Describe two types of lesson planning
Provide a list of online ready-made lesson plans that can be adapted to EFL classes in Moldova
Curriculum Project: Sample Planning Charts
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
LegendA ArtCI Community involvement activity (collaboration)CIV CivicsCC Collaboration with colleagues CE Character educationCL Cultural literacy and diversityCM CommunicationCT Critical thinkingD Dramatic ArtsDA Differentiation/diversity/accommodation E EnglishEC EconomicsEVAL Evaluation (assessment)GA Group activityGEO GeographyL LiteracyLI ListeningLS Life skillsHE HealthHI HistoryHS Home/school connection (collaboration)HW HomeworkM MathMA Manipulative activityMU MusicOL Oral language/presentations (public speaking)PE Physical education/movementPS Problem solving R ReadingS ScienceT TechnologyW Writing
SAMPLE PLANNING CHARTS 1
SAMPLE PLANNING CHARTS 2
Day 16
Character Trait: Commitment
VA SOL Writing 3.8, 3.9; Reading 3.4 f, g
Cursive handwriting; write with purpose; expand vocabulary
VA SOL MATH 3.2
Fractions, mixed numbers
VA SOL SCIENCE 3.4
Animal adaptations:
Physical
VA SOL HISTORY 3.1
Ancient Greece
Introduction and Vocabulary
Fine Arts, Health, and
PE / Movement Connections
ENG/HI: Class will compile a list of unknown content vocabulary/topics about Ancient Greece. (SEE HISTORY)
ENG/T/R/GA/W/CM: The teacher will explain to students that nonfiction writing is used provide information about a topic to readers. Students will divide into groups and the teacher will assign an equal number of content words/topics to each group. Students will use their iPads and classroom library to look up information and to create definitions/short answers with the most important facts about the word/topic in their own words (not a word for word definition, but a created definition or short answer). The group will work together to create a working short answer about each word. Then the students will divide the words evenly amongst themselves. Each student will write the definition/short answer the group came up with in their best cursive handwriting, with correct spelling.
EVAL: Teacher will collect and review definitions for topic understanding and correct spelling.
M/CT: The teacher will introduce improper fractions. She will write several proper and improper fractions on the board. She will ask the students if they can tell what is different about each of these fractions (desired answer examples: the top is bigger than the bottom, the numerator is bigger, the denominator is smaller, the numbers are the same on top and bottom). When it is obvious all the students see what makes the improper fractions different from proper fractions the teacher will then use the smartboard to show the students how to convert the improper fractions into mixed numbers using models.
MA/M/GA: Students will separate into pairs. They will use ...
Similar to Present Perfect: Indefinite Past Lesson Plan (20)
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Rose
ESL 210
Crystal Rose
04/11/12—Jones 35
ESL 210—Intermediate Grammar
Students: 18 adult learners from various countries (Saudi Arabia, Oman, Venezuela, Russia,
China, and South Korea). Most students are at the intermediate level in all modes of
communication.
Texts/materials: Focus on Grammar 3, printed world maps for each pair of students
Objectives:
Students will be able to ask questions about past events (another group’s travels) using
the present perfect tense.
Students will be able to talk about their (imagined) travels using the present perfect
tense.
Students will be able to write a letter to their friend using the present perfect tense to
describe their travels.
Students will be able to use a world map to talk about traveling.
Assumptions: Students have a basic knowledge of the meta-language of English grammar. The
students have also already been working with the present perfect tense for about a week, this
lesson will be on the last day of this unit (talking about the indefinite past).
Possible Problems: Students may try to complete activity using the simple past verb tense,
which would be grammatically correct, but not the focus structure of the activity. Specific
guidelines will be given in class (use present perfect in each sentence) and on the homework
handout.
Activities:
Presentation/Review—
Teacher will ask students to produce sentences about a series of pictures presented on
the overhead. The sentences should be formed using the present perfect tense to
describe events that happened in the indefinite past. The sentences will be written on
the board as a reference for the lesson.
Teacher will ask students to produce a list of activities that people could do while
traveling (see a Broadway show, ride a hot air balloon, eat strange food, swim in the
ocean, climb a mountain, see pyramids, ride in a boat, etc).
Structured Practice—
Teacher will pass out world maps to each pair of students (suggestion: pairs made by
tables in Jones 35, as tables each seat 2 students.) Students will be instructed (via the
overhead and verbal instruction) to remember a pretend trip around the world with
their partner (they have already gone on this trip).
Students should choose five or more locations they have visited on the map. They
should also choose at least two activities they have done in each location. (Students will
be shown an example map that the teacher completed. Students may draw X’s or lines
on their map to indicate where they went on their trip.)
2. Rose
ESL 210
Students will then be told to practice talking about their trip as if they have gone on it
already. (Students can use the sentences on the board from the review to guide them &
teacher will monitor practice/work by visiting each pair).
After about 10 minutes of practice with their partner, the groups will be paired
(probably by proximity in the classroom) and each pair will be instructed to ask the other
pair of students about their travels. (Have you been to China? Have you seen the Eiffel
Tower? What have you done in Brazil? How many times have you been there? Etc).
If there is time: Pairs will be asked to tell the rest of the class about the pair they
interviewed/talked with. Ideally, each group could go, but with limited time, the teacher
could ask for volunteer groups, or call on a few groups specifically.
Teacher should make sure there is enough time at the end of class to explain the
homework assignment.
Less Structured Practice (homework): Students will write an essay for a job application with an
international travel agency. The company wants to know about their travel experience (where
they have gone and what they have done). The teacher should try to make students see the
connection between their past activities (travel) and their present (applying for a job). The
teacher will provide students with a handout.
Homework writing will be checked and given back to students to make corrections for half the
points they missed the first time.
What I would do differently next time: