This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This web seminar (presented October 14, 2010) explores a 5E learning cycle unit that integrates science and literacy through the study of the adaptations and habitats of the sanderling, a migratory shorebird. The unit is designed for students in the elementary grades.
This document discusses natural resources and how they are classified. Natural resources are things from nature that are used without much modification, such as air, water, soil, rocks, minerals and living things like plants and animals. Resources are also classified as renewable or non-renewable, with renewable resources like solar and wind energy being replenished quickly and non-renewable resources like coal having limited supplies that take thousands of years to renew. The document provides examples of different types of natural resources and asks questions for homework about their importance and conservation.
2109 20 primary science session 1 what is science me (003)MariaElsam
This document provides an overview of a session on teaching science in primary classrooms. It discusses introducing the primary science module and interrogating perceptions of science. It introduces the concept of scientific enquiry and focuses on observation skills. Groups create mind maps of what science means and the goals of science are discussed. Developing children's scientific thinking through activities like prediction and hypothesis is covered. The difference between predictions, hypotheses and theories is explained. The document provides a curriculum overview of science themes by year group and discusses developing observational skills through different activities.
This document contains a feedback questionnaire for university graduates. It is divided into 8 sections that gather information on: personal details, teaching and learning, international experiences, career services, internships, theses, competence development, and overall satisfaction. Responses will be used to develop degree programs. The questionnaire takes about 20 minutes to complete and includes questions with rating scales on topics like course content, teaching methods, study support, and skill development during the degree.
3 option , choose one to write itActivity 3 Option 1Ethn.docxtamicawaysmith
3 option , choose one to write it
Activity 3 Option 1
Ethnography of an Indigenous Culture
This activity is a good way to demonstrate what you have learned in this course. Be sure to choose an indigenous culture that you find interesting. Read all directions and ask questions if you have them.
To successfully complete this activity, you will need to consult:
· your textbook
· Web sites -- no encyclopedia!
· Contact your instructor at least three weeks before this assignment to make sure you have chosen an indigenous group. Numerous students have made mistakes in understanding what is meant by indigenous. Please review your readings. It is also best to NOT choose a group in the United States (they have assimilated to U.S. Culture and it can be difficult to write paper).
You will be constructing an ethnography of an indigenous culture of your choice. To help you choose an indigenous culture, I would recommend starting at these websites:
Wikipedia Indigenous Peoples
Center for World Indigenous Studies
Indigenous Node of the World Wide Web Virtual Library
I must approve your choice by the fourth week of the semester. This is not an activity you will want to procrastinate on.
This acivity is a capstone experience for you. It is critical that you demonstrate you can use as many concepts from our course as possible. You are to apply as many ideas you have learned from the textbook, videos, and websites as possible. Underline each concept you use from the text! While firsthand knowledge of a culture is valuable, you must use academic resources for this activity.
When you submit your activity, type out the question and then your response. You will not need to organize your work into the traditional style for a paper. It is your job to "flesh out" the indigenous culture you have chosen. By the time you have finished, someone who knows nothing about your indigenous culture should be able to truly understand it.
· Include the complete address of any and all Web sites you use
Some of the following questions may be answered in a few paragraphs, but some may require you to write more than a page. You probably will need to consult more than one WEB site. If you choose a culture that has been changed by another, be certain to stick with the traditional aspects of your chosen culture before it was contaminated by outsiders. Integrate concepts, ideas, and theories from your textbook and Web sites. Remember: demonstrate that you can truly use concepts from this course.
1. Is this truly a culture? What makes it a culture? Why is it a culture? (Remember language!)
2. Where is thisculture geographically located? Cite if you quote.
3. Of the patterns of subsistence covered in your videos and textbook, which is the dominant type used in your culture and why?
4. How have these people adapted to their physical environment?
5. Is this a preliterate or literate culture? Explain.
6. How are mates selected? (Think on a cultural basis.)
7. How is descent traced? Describe ...
This document outlines the curriculum for the first quarter of the Technology and Livelihood Education (TLE) course. It will cover Home Economics over 10 meetings. Key topics include Home and Family Living, Housing and Family Economics, Foods and Applied Nutrition, and Basic Clothing. Students will develop an understanding of the influence of family and importance of proper nutrition. Assessment will include a creative presentation demonstrating harmonious family relationships. The overall goal is for students to develop life skills and maturity to face adulthood.
The document discusses strategies for incorporating authentic research projects into secondary curricula using the Independent Investigation Method (IIM). It provides an overview of the IIM process, which includes 5 steps: [1] selecting a topic, [2] setting goals and research questions, [3] gathering information from varied sources, [4] organizing findings, and [5] evaluating if goals were met. The document emphasizes preventing plagiarism and using multiple primary and secondary sources to support conclusions. Sample tools are presented to guide students through each step of the research process.
This lesson plan is for a 5th year high school science class in Argentina. The lesson focuses on environmental problems and introduces students to several environmental organizations. During the 60 minute lesson, students will define environmental problems, discuss which issues qualify, and learn about organizations like WWF, Friends of the Earth, and Greenpeace. They will read about the origins and purpose of WWF's panda logo. For homework, students will research one organization's logo and complete a chart with details. Assessment will include questions about the content and comprehension of reading passages.
This web seminar (presented October 14, 2010) explores a 5E learning cycle unit that integrates science and literacy through the study of the adaptations and habitats of the sanderling, a migratory shorebird. The unit is designed for students in the elementary grades.
This document discusses natural resources and how they are classified. Natural resources are things from nature that are used without much modification, such as air, water, soil, rocks, minerals and living things like plants and animals. Resources are also classified as renewable or non-renewable, with renewable resources like solar and wind energy being replenished quickly and non-renewable resources like coal having limited supplies that take thousands of years to renew. The document provides examples of different types of natural resources and asks questions for homework about their importance and conservation.
2109 20 primary science session 1 what is science me (003)MariaElsam
This document provides an overview of a session on teaching science in primary classrooms. It discusses introducing the primary science module and interrogating perceptions of science. It introduces the concept of scientific enquiry and focuses on observation skills. Groups create mind maps of what science means and the goals of science are discussed. Developing children's scientific thinking through activities like prediction and hypothesis is covered. The difference between predictions, hypotheses and theories is explained. The document provides a curriculum overview of science themes by year group and discusses developing observational skills through different activities.
This document contains a feedback questionnaire for university graduates. It is divided into 8 sections that gather information on: personal details, teaching and learning, international experiences, career services, internships, theses, competence development, and overall satisfaction. Responses will be used to develop degree programs. The questionnaire takes about 20 minutes to complete and includes questions with rating scales on topics like course content, teaching methods, study support, and skill development during the degree.
3 option , choose one to write itActivity 3 Option 1Ethn.docxtamicawaysmith
3 option , choose one to write it
Activity 3 Option 1
Ethnography of an Indigenous Culture
This activity is a good way to demonstrate what you have learned in this course. Be sure to choose an indigenous culture that you find interesting. Read all directions and ask questions if you have them.
To successfully complete this activity, you will need to consult:
· your textbook
· Web sites -- no encyclopedia!
· Contact your instructor at least three weeks before this assignment to make sure you have chosen an indigenous group. Numerous students have made mistakes in understanding what is meant by indigenous. Please review your readings. It is also best to NOT choose a group in the United States (they have assimilated to U.S. Culture and it can be difficult to write paper).
You will be constructing an ethnography of an indigenous culture of your choice. To help you choose an indigenous culture, I would recommend starting at these websites:
Wikipedia Indigenous Peoples
Center for World Indigenous Studies
Indigenous Node of the World Wide Web Virtual Library
I must approve your choice by the fourth week of the semester. This is not an activity you will want to procrastinate on.
This acivity is a capstone experience for you. It is critical that you demonstrate you can use as many concepts from our course as possible. You are to apply as many ideas you have learned from the textbook, videos, and websites as possible. Underline each concept you use from the text! While firsthand knowledge of a culture is valuable, you must use academic resources for this activity.
When you submit your activity, type out the question and then your response. You will not need to organize your work into the traditional style for a paper. It is your job to "flesh out" the indigenous culture you have chosen. By the time you have finished, someone who knows nothing about your indigenous culture should be able to truly understand it.
· Include the complete address of any and all Web sites you use
Some of the following questions may be answered in a few paragraphs, but some may require you to write more than a page. You probably will need to consult more than one WEB site. If you choose a culture that has been changed by another, be certain to stick with the traditional aspects of your chosen culture before it was contaminated by outsiders. Integrate concepts, ideas, and theories from your textbook and Web sites. Remember: demonstrate that you can truly use concepts from this course.
1. Is this truly a culture? What makes it a culture? Why is it a culture? (Remember language!)
2. Where is thisculture geographically located? Cite if you quote.
3. Of the patterns of subsistence covered in your videos and textbook, which is the dominant type used in your culture and why?
4. How have these people adapted to their physical environment?
5. Is this a preliterate or literate culture? Explain.
6. How are mates selected? (Think on a cultural basis.)
7. How is descent traced? Describe ...
This document outlines the curriculum for the first quarter of the Technology and Livelihood Education (TLE) course. It will cover Home Economics over 10 meetings. Key topics include Home and Family Living, Housing and Family Economics, Foods and Applied Nutrition, and Basic Clothing. Students will develop an understanding of the influence of family and importance of proper nutrition. Assessment will include a creative presentation demonstrating harmonious family relationships. The overall goal is for students to develop life skills and maturity to face adulthood.
The document discusses strategies for incorporating authentic research projects into secondary curricula using the Independent Investigation Method (IIM). It provides an overview of the IIM process, which includes 5 steps: [1] selecting a topic, [2] setting goals and research questions, [3] gathering information from varied sources, [4] organizing findings, and [5] evaluating if goals were met. The document emphasizes preventing plagiarism and using multiple primary and secondary sources to support conclusions. Sample tools are presented to guide students through each step of the research process.
This lesson plan is for a 5th year high school science class in Argentina. The lesson focuses on environmental problems and introduces students to several environmental organizations. During the 60 minute lesson, students will define environmental problems, discuss which issues qualify, and learn about organizations like WWF, Friends of the Earth, and Greenpeace. They will read about the origins and purpose of WWF's panda logo. For homework, students will research one organization's logo and complete a chart with details. Assessment will include questions about the content and comprehension of reading passages.
Have You Sequestrated your Carbon in your Garden - Teacher Handbook for School Gardening ~ tessafrica.net~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
This marketing research project surveyed 41 teachers from Appleton, Little Chute, and Kimberly school districts about their use of Bubolz Nature Preserve for environmental field trips. Key findings include: 29 teachers had visited Bubolz previously, 61% lacked funding for trips, and 90% preferred spring trips. Popular programs were Earth Materials and Structures of Life. The survey aimed to understand curriculum connections and potential new programs. Most responses came from 2nd grade teachers in Kimberly district.
Sd session 2 digestion & assessment (inc vocab and misconceptions)MariaElsam
The document provides information about a school direct session on the topic of digestion. It includes outlines of the aims of the session, which are to develop knowledge of teeth and the digestive process, consider ways to assess working scientifically skills, and consider vocabulary use and models to support teaching and learning. It also includes activities for students such as labeling a diagram of digestion, discussing questions about the topic, and using scientific vocabulary to describe the digestion process when making a meal.
The document expresses gratitude towards nature and its elements like birds, trees, ants, and other creatures. It acknowledges how they all have the right to live and promises to protect the biodiversity and natural resources. It realizes the message of hard work from ants and strength from unity of birds. It vows to not disturb the habitat of other living things and to avoid polluting nature. It pledges to behave wisely and eradicate superstitions while conserving nature with scientific attitude and aesthetic sense.
The document provides information on how to build independent learners through teaching the inquiry process, benchmark skills, and information literacy. It defines information literacy and inquiry, describes the inquiry cycle, and gives examples of benchmarks for different grade levels. It also discusses how to embed these concepts into lessons across different subjects using resources like reference works, discussion groups, and electronic media like wikis, blogs, audio and video. Sample lessons on the topic of cloning are provided for different subjects to illustrate how to develop benchmarks, use inquiry phases, and create end products.
This document discusses principles and tips for improving teaching accuracy and effectiveness. It provides 7 tips: 1) Tell students the purpose and destination of the lesson; 2) Know yourself as a teacher; 3) Be clear and explicit in your teaching; 4) Create clear learning activities and questions; 5) Make the content relevant to students; 6) Aim high-order thinking tasks; 7) Have clear principles to guide your teaching. It also discusses frameworks for thinking skills and lesson planning, the influence of different pedagogies, and principles for cooperative learning.
2109 20 primary science school direct session 1 what is science meMariaElsam
This document discusses teaching science in primary classrooms. It begins with an introduction to primary science, noting the aims of observing and interrogating perceptions of science. It discusses developing scientific enquiry skills like observation and working scientifically according to the National Curriculum. It also covers developing children's thinking through discussion and activities. The document provides an overview of the primary science curriculum and discusses key science concepts like materials, physical and chemical changes, and states of matter. It emphasizes the importance of observation, questioning, and developing a questioning community in the classroom.
The document summarizes a guided inquiry unit implemented with primary school students on the topic of Antarctica. It describes the key components of guided inquiry, including Carol Kuhlthau's Information Search Process model. Students worked in pairs to research an area of interest about Antarctica, formulating their own questions. They located and analyzed information to answer their questions and presented their findings. Student responses from surveys indicated challenges in finding relevant information and reworking questions. The guided inquiry approach helped students build deeper understanding of Antarctica through sustained inquiry.
1. The document summarizes a passage that discusses the dilemma faced by governments who want to improve welfare but find policies incur environmental risks for current and future generations, raising questions of intergenerational justice and relations.
2. It then provides an outline of the passage in point form and a 150-word summary that discusses issues like pollution, depletion of resources, long-term debts, and the need to consider effects of current policies on future generations.
3. The summary discusses the author's perspective on the linguistic conflict faced by post-colonial communities between English and indigenous languages, and different approaches like rejecting one language, appropriating elements of the second language, or finding new discourses through creative tension between languages
The document discusses cultivating creativity in children through authentic engagement and applying first principles of instruction. It provides examples of real-world questions students may ask and how those questions could be explored through various subjects like music, language arts, art, science and more. The document also addresses potential challenges like standardized testing and outlines theories and research that support allowing students to pursue their own questions to increase motivation and creativity. It concludes by inviting the reader to an upcoming conference on transforming school library services for students.
Successful language learners — who are they? What is it that makes some students into fluent and confident users of English while others are struggling to wrap their heads around it?
In my talk I am going to argue that while dedication, effort, and motivation are all very important, it is our learning habits that help us become successful language learners and achieve our learning goals. Moreover, together we will link good learning habits to learner autonomy.
Finally, I will share some practical tips how to plant good learning habits in our students and help them grow into autonomous learners.
Three takeaways
Participants
1 will be able to define 'a good learning habit' and become aware of some examples of language learning habits;
2 will be able to describe an autonomous learner and bridge learner autonomy and learning habits;
3 will get some practical tips how to plant good learning habits in their students and promote learner autonomy.
The document outlines a webquest activity where students are assigned an animal and must research its habitat and create a model and presentation. It provides a list of animals to choose from, steps to complete the task including researching the animal's traits and creating an inspiration web and model habitat. It also includes rubrics and standards addressed.
This document provides an agenda for a professional development session on the redesigned curriculum. The agenda includes: welcoming participants and having them introduce themselves; providing overviews of the redesigned curriculum, core competencies, and posters; breaking into groups to learn about using Book Creator and databases; having a learning break; creating an activity to take back to their class; and wrapping up with questions. The document also includes details about using various apps like Book Creator, databases, and sample planning templates, posters on core competencies, and links for additional support and resources.
2019 20 pgce session 1 what is science materials meMariaElsam
This document provides an overview of a session on teaching primary science. It discusses introducing primary science and interrogating perceptions of science teaching. It introduces scientific enquiry and the process of working scientifically according to the National Curriculum, with a focus on observation. Various observational activities and investigations are presented to develop children's observation skills, such as exploring materials and chemical changes. The document also covers developing children's scientific thinking through discussion and activities.
The document is an English learning module for 8th grade students in the Philippines. It contains several lessons to help students learn about traditions and values in selected African and Asian countries to better understand their identity as Filipinos and Asians. The module uses various activities like forming semantic webs and group discussions to explore traditions shown in oral literature and texts from Afro-Asian nations. It also provides comprehension questions and strategies to help students learn unfamiliar words.
This booklet aims to provide
resources to tutors who
work with Indigenous
students at Charles Darwin
University. It is intended to
provide you with
information and exercises to
assist you to scaffold
students to be successful in
their university studies. We
focus on writing academic
essays, because this is a skill
student’s need in most
university courses, and is a
skill that can be transferred
to assessments in other
units.
Here are some notes about the effects of the tsunami on people:
Notefact 1:
The tsunami killed over 230,000 people in 14 countries. It left over 1 million people homeless and caused widespread devastation and loss of livelihoods.
Notefact 2:
In Indonesia, the tsunami devastated the province of Aceh, where over 126,000 people were killed. It destroyed houses, schools, mosques, and infrastructure.
Notefact 3:
In Sri Lanka, over 31,000 people lost their lives. Coastal villages were flattened and fishing communities were severely impacted by loss of boats and equipment.
Notefact 4:
The tsunami had
Lesson plan Bahasa Inggris Kelas VIII KD 3.9 4.10 Kurikulum 2013rowel273
The document provides a lesson plan for an English class at SMP school. The lesson plan is for a class on comparison degrees and will take place over two 40-minute periods. The lesson plan outlines the core competencies, basic competencies, indicators, learning objectives, materials, teaching methods, learning activities, and assessment rubrics. The learning activities include identifying adjectives, completing comparisons, arranging words, creating sentences, and performing dialogs. Students will be assessed on their speaking and writing skills based on pronunciation, grammar, vocabulary, spelling, coherence, and other factors.
Clearing Invasive Weeds - Teacher Handbook for School Gardening www.scribd.com/doc/239851313 ~ tessafrica.net~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
Bloom’s Taxonomy of Educational Objectives.pptxAtul Thakur
Bloom's Taxonomy is a framework for classifying educational goals and objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive Domain focuses on intellectual skills and includes six levels of objectives from basic recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. Bloom's Taxonomy provides a useful structure for teachers to design objectives, assessments, and lessons that address different levels of learning.
Programed instructional material: Reproduction in PlantsAtul Thakur
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
More Related Content
Similar to Programed instructional material: Natural resources
Have You Sequestrated your Carbon in your Garden - Teacher Handbook for School Gardening ~ tessafrica.net~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
This marketing research project surveyed 41 teachers from Appleton, Little Chute, and Kimberly school districts about their use of Bubolz Nature Preserve for environmental field trips. Key findings include: 29 teachers had visited Bubolz previously, 61% lacked funding for trips, and 90% preferred spring trips. Popular programs were Earth Materials and Structures of Life. The survey aimed to understand curriculum connections and potential new programs. Most responses came from 2nd grade teachers in Kimberly district.
Sd session 2 digestion & assessment (inc vocab and misconceptions)MariaElsam
The document provides information about a school direct session on the topic of digestion. It includes outlines of the aims of the session, which are to develop knowledge of teeth and the digestive process, consider ways to assess working scientifically skills, and consider vocabulary use and models to support teaching and learning. It also includes activities for students such as labeling a diagram of digestion, discussing questions about the topic, and using scientific vocabulary to describe the digestion process when making a meal.
The document expresses gratitude towards nature and its elements like birds, trees, ants, and other creatures. It acknowledges how they all have the right to live and promises to protect the biodiversity and natural resources. It realizes the message of hard work from ants and strength from unity of birds. It vows to not disturb the habitat of other living things and to avoid polluting nature. It pledges to behave wisely and eradicate superstitions while conserving nature with scientific attitude and aesthetic sense.
The document provides information on how to build independent learners through teaching the inquiry process, benchmark skills, and information literacy. It defines information literacy and inquiry, describes the inquiry cycle, and gives examples of benchmarks for different grade levels. It also discusses how to embed these concepts into lessons across different subjects using resources like reference works, discussion groups, and electronic media like wikis, blogs, audio and video. Sample lessons on the topic of cloning are provided for different subjects to illustrate how to develop benchmarks, use inquiry phases, and create end products.
This document discusses principles and tips for improving teaching accuracy and effectiveness. It provides 7 tips: 1) Tell students the purpose and destination of the lesson; 2) Know yourself as a teacher; 3) Be clear and explicit in your teaching; 4) Create clear learning activities and questions; 5) Make the content relevant to students; 6) Aim high-order thinking tasks; 7) Have clear principles to guide your teaching. It also discusses frameworks for thinking skills and lesson planning, the influence of different pedagogies, and principles for cooperative learning.
2109 20 primary science school direct session 1 what is science meMariaElsam
This document discusses teaching science in primary classrooms. It begins with an introduction to primary science, noting the aims of observing and interrogating perceptions of science. It discusses developing scientific enquiry skills like observation and working scientifically according to the National Curriculum. It also covers developing children's thinking through discussion and activities. The document provides an overview of the primary science curriculum and discusses key science concepts like materials, physical and chemical changes, and states of matter. It emphasizes the importance of observation, questioning, and developing a questioning community in the classroom.
The document summarizes a guided inquiry unit implemented with primary school students on the topic of Antarctica. It describes the key components of guided inquiry, including Carol Kuhlthau's Information Search Process model. Students worked in pairs to research an area of interest about Antarctica, formulating their own questions. They located and analyzed information to answer their questions and presented their findings. Student responses from surveys indicated challenges in finding relevant information and reworking questions. The guided inquiry approach helped students build deeper understanding of Antarctica through sustained inquiry.
1. The document summarizes a passage that discusses the dilemma faced by governments who want to improve welfare but find policies incur environmental risks for current and future generations, raising questions of intergenerational justice and relations.
2. It then provides an outline of the passage in point form and a 150-word summary that discusses issues like pollution, depletion of resources, long-term debts, and the need to consider effects of current policies on future generations.
3. The summary discusses the author's perspective on the linguistic conflict faced by post-colonial communities between English and indigenous languages, and different approaches like rejecting one language, appropriating elements of the second language, or finding new discourses through creative tension between languages
The document discusses cultivating creativity in children through authentic engagement and applying first principles of instruction. It provides examples of real-world questions students may ask and how those questions could be explored through various subjects like music, language arts, art, science and more. The document also addresses potential challenges like standardized testing and outlines theories and research that support allowing students to pursue their own questions to increase motivation and creativity. It concludes by inviting the reader to an upcoming conference on transforming school library services for students.
Successful language learners — who are they? What is it that makes some students into fluent and confident users of English while others are struggling to wrap their heads around it?
In my talk I am going to argue that while dedication, effort, and motivation are all very important, it is our learning habits that help us become successful language learners and achieve our learning goals. Moreover, together we will link good learning habits to learner autonomy.
Finally, I will share some practical tips how to plant good learning habits in our students and help them grow into autonomous learners.
Three takeaways
Participants
1 will be able to define 'a good learning habit' and become aware of some examples of language learning habits;
2 will be able to describe an autonomous learner and bridge learner autonomy and learning habits;
3 will get some practical tips how to plant good learning habits in their students and promote learner autonomy.
The document outlines a webquest activity where students are assigned an animal and must research its habitat and create a model and presentation. It provides a list of animals to choose from, steps to complete the task including researching the animal's traits and creating an inspiration web and model habitat. It also includes rubrics and standards addressed.
This document provides an agenda for a professional development session on the redesigned curriculum. The agenda includes: welcoming participants and having them introduce themselves; providing overviews of the redesigned curriculum, core competencies, and posters; breaking into groups to learn about using Book Creator and databases; having a learning break; creating an activity to take back to their class; and wrapping up with questions. The document also includes details about using various apps like Book Creator, databases, and sample planning templates, posters on core competencies, and links for additional support and resources.
2019 20 pgce session 1 what is science materials meMariaElsam
This document provides an overview of a session on teaching primary science. It discusses introducing primary science and interrogating perceptions of science teaching. It introduces scientific enquiry and the process of working scientifically according to the National Curriculum, with a focus on observation. Various observational activities and investigations are presented to develop children's observation skills, such as exploring materials and chemical changes. The document also covers developing children's scientific thinking through discussion and activities.
The document is an English learning module for 8th grade students in the Philippines. It contains several lessons to help students learn about traditions and values in selected African and Asian countries to better understand their identity as Filipinos and Asians. The module uses various activities like forming semantic webs and group discussions to explore traditions shown in oral literature and texts from Afro-Asian nations. It also provides comprehension questions and strategies to help students learn unfamiliar words.
This booklet aims to provide
resources to tutors who
work with Indigenous
students at Charles Darwin
University. It is intended to
provide you with
information and exercises to
assist you to scaffold
students to be successful in
their university studies. We
focus on writing academic
essays, because this is a skill
student’s need in most
university courses, and is a
skill that can be transferred
to assessments in other
units.
Here are some notes about the effects of the tsunami on people:
Notefact 1:
The tsunami killed over 230,000 people in 14 countries. It left over 1 million people homeless and caused widespread devastation and loss of livelihoods.
Notefact 2:
In Indonesia, the tsunami devastated the province of Aceh, where over 126,000 people were killed. It destroyed houses, schools, mosques, and infrastructure.
Notefact 3:
In Sri Lanka, over 31,000 people lost their lives. Coastal villages were flattened and fishing communities were severely impacted by loss of boats and equipment.
Notefact 4:
The tsunami had
Lesson plan Bahasa Inggris Kelas VIII KD 3.9 4.10 Kurikulum 2013rowel273
The document provides a lesson plan for an English class at SMP school. The lesson plan is for a class on comparison degrees and will take place over two 40-minute periods. The lesson plan outlines the core competencies, basic competencies, indicators, learning objectives, materials, teaching methods, learning activities, and assessment rubrics. The learning activities include identifying adjectives, completing comparisons, arranging words, creating sentences, and performing dialogs. Students will be assessed on their speaking and writing skills based on pronunciation, grammar, vocabulary, spelling, coherence, and other factors.
Clearing Invasive Weeds - Teacher Handbook for School Gardening www.scribd.com/doc/239851313 ~ tessafrica.net~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
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Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
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2. Objectives
At the end of this module you will be able to-
1. To develop vocabulary through listening,
speaking, reading and writing.
2.To be able to give the theme and central idea
of the content.
3.To be able to find out meaning of words and
sentences.
Let’s start module
2
3. TOPIC – RESOURCES
A resource is anything that can be used to satisfy needs.
Resource is the utility of a product or service. Resource includes
things which are present in the environment and which human
use directly and things which human transfer into usable
material to satisfy their needs. Resources can be broadly
classified into natural resources , human resources and human-
made resources. Resources derived from nature is called natural
resources like air, water, found in rivers, lakes and ponds natural
resources are further divided into four different categories group
1)- on the basis of origin. 2)- on the basis of continuity in supply.
3)- on the basis of development and use. 4)- on the basis of
distribution. Human- made resources are those which human
creates using technology and skills like aircrafts, buildings, roads,
banks, schools etc.
3
4. Continue……
Human resource consist of people. It is the most
important resource. The creative mind of humans and
the desire to satisfy their needs, helped them produce
different services and products iron – ore were used to
build machine while cotton was spun into yarn and
tailored into outfits.
4
26. Fill in the blanks
1. Anything that can be used to satisfy human
needs is colled ____________.
26
(A)
soil
(B)
building
(C)
Human
resource
(D)
Resource