This document summarizes an environmental awareness project carried out with students in 9th grade in Florencia, Caqueta, Colombia. The project aimed to raise students' awareness of environmental problems and develop their English skills. Over three classes, students learned vocabulary, watched a video, created posters on environmental topics, and presented their posters to the class. The project was successful in teaching students about the environment and improving their English skills through task-based activities.
TEACHING STRATEGIES IN MATHEMATICS IN AN INCLUSIVE CLASSROOM: A CASE STUDY B...Laika B. Veloso
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TEACHING STRATEGIES IN MATHEMATICS IN AN INCLUSIVE CLASSROOM: A CASE STUDY B...Laika B. Veloso
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How to contextualize, localize, and "indigenize" lesson plans. That is why we don't agree to some proposal of lazy educators to have a common lesson plan for all teachers.
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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
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• 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.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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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.
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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.
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2. Place DESCRIPTION
THE PROJECT WAS CARRED OUT IN THE
EDUATIVE INSTITUTION “LA INDUSTRIAL” IN
FLORENCIA-CAQUETA.
POPULATION: STUDENTS OF 9th
GRADE, FROM 13 to 16 YEARS OLD.
3. PROJECT PRESENTATION
THIS PROJECT WAS CONCERNED TO
ENVIRONMENTAL AWARNESS, THROUGHOUT
THIS LEARNING PROCESS, STUDENTS
ACQUIRE KNOWLEDGE AND IMPROVE THEIR
SKILLS IN ORDER TO GENERATE POSSIBLE
SOLUTIONS WHICH CONTRIBUTE THE
NATURE CONSERVATION.
4. PROJECT DESCRIPTION
THIS PROJECT IS DIRECTED TO RAISE
AWARENESS IN STUDENTS ABOUT THE
ENORMOUS ENVIRONMENTAL PROBLEMS
THAT ARE AFFECTING OUR PLANET. THERE
IS A GREAT NECESSITY TO CHANGE THE
THINKING AND BEHAVIOR OF THE PEOPLE
IN ORDER TO HELP TO CONSERVE OUR
ENVIRONMENT. ALSO IT IS FOCUSED TO
IMPROVE THE STUDENTS’ SKILLS USING
THEIR KNOWLEDGE IN ORDER TO
CONTRIBUTE TO SOLVE SOCIAL PROBLEMS.
5. GOALS
SPECIFIC OBJECTIVES:
Provide students a dynamic learning by which they
achieve a knowledge and are able to apply it.
GENERALS OBJECTIVES.
1) Encourage students with a special way to teach
English.
2) Make students aware about environmental problems.
3) Give students confidence to participate in active way
and develop their oral skill.
6. FIRST CLASS
• Teachers tell students the objectives of the project and give
instructions about the activities to do in classes.
PRE • Introduce the topic through some flashcards and posters.
• Asks Sts what they know about some words and concept
related to the topic.
• Students learn new vocabulary and how to pronounce it.
WHILE • Sticks some pictures on the class room’s wall and explain
these.
• Give students an exercise to solve about the vocabulary
which they have seen in class .
POST
11. EVIDENCES
EXERCISE IN CLASS.
MATCH THE CORRECT WORD OR SENTENCE.
EROSION
POLLUTION
TREE PLANTING
CUTTING TREES
WATER SAVING
RECYCLE
GARBAGE
GLOBAL WARMING
13. SECOND CLASS
• Show students a video about the topic (environmental
awareness).
PRE
• Ask students some questions about natural environment and,
WHILE what should/shouldn’t/can…we do? (using modal verbs).
• Teachers give students some instructions in order to make a
meaningful posters about environmental problems.
POST
17. THIRD CLASS
• Organize the students in the classroom in order to develop
the activity. (expose their poster).
• Teachers check the students’ work and give feedback about
PRE the pronunciation.
• Each student do the presentation about his or her
WHILE poster, telling what does it mean.
• Teachers and student organize the posters in the classroom,
making a beautiful and significant mural.
POST
30. CONCLUSIONS
The project was a success, students worked hard
and the objectives were achieved.
They acquired knowledge and improved their
skills.
Student’ motivation and creativity was achieved
employing task based.
