A pupil volunteers to teach part of the lesson to their peers. This provides an opportunity for the pupil to consolidate and demonstrate their understanding, while also engaging their classmates. It encourages active participation from learners and helps evaluate how well the key ideas have been understood.
The Jerusalem Rotary Club: 80 Years of Service in Jerusalem, the region and a...Mark Alan Zober, Ph.D.
The Jerusalem Rotary Club was chartered in March 1929 and now celebrates its 80th anniversary of service in Jerusalem, the region and around the world. Past President Kern Wisman, with assistance from Past District Governor Irene Lewitt produced this slide presentation that was first shown a the District 2490 Convention June 2009
Learning with the Web: Spotting Named Entities on the intersection of NERD an...Giuseppe Rizzo
Talk "Learning with the web: spotting named entities on the intersection of nerd and machine learning" event during #MSM'13 (WWW'13), Rio de Janeiro, Brazil
Microposts shared on social platforms instantaneously report facts, opinions or emotions. In these posts, entities are often used but they are continuously changing depending on what is currently trending. In such a scenario, recognising these named entities is a challenging task, for which off-the-shelf approaches are not well equipped. We propose NERD-ML, an approach that unifies the benefits of a crowd entity recognizer through Web entity extractors combined with the linguistic strengths of a machine learning classifier.
The Jerusalem Rotary Club: 80 Years of Service in Jerusalem, the region and a...Mark Alan Zober, Ph.D.
The Jerusalem Rotary Club was chartered in March 1929 and now celebrates its 80th anniversary of service in Jerusalem, the region and around the world. Past President Kern Wisman, with assistance from Past District Governor Irene Lewitt produced this slide presentation that was first shown a the District 2490 Convention June 2009
Learning with the Web: Spotting Named Entities on the intersection of NERD an...Giuseppe Rizzo
Talk "Learning with the web: spotting named entities on the intersection of nerd and machine learning" event during #MSM'13 (WWW'13), Rio de Janeiro, Brazil
Microposts shared on social platforms instantaneously report facts, opinions or emotions. In these posts, entities are often used but they are continuously changing depending on what is currently trending. In such a scenario, recognising these named entities is a challenging task, for which off-the-shelf approaches are not well equipped. We propose NERD-ML, an approach that unifies the benefits of a crowd entity recognizer through Web entity extractors combined with the linguistic strengths of a machine learning classifier.
An Introduction to the role Practicality, Relevance, and Active Learning play in the PRIME Approach to Facilitating the Acquisition of a Foreign Language.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter Windle
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...
Proof of Progress Minibite (zs)
1. P
Proof of Progress
P
From the outset, plenaries were often the weakest part of the lesson.
Good
planning was critical to the success of plenaries. Often there was
O insufficient time for them, typically because teachers under-estimated
the time required for activities in the main phase of the lesson.
Plenaries were often the least active part of lessons.
Teachers tended merely to sum up what happened during the main
phase and pupils did not have the opportunity to articulate what O
they had learned.
P
When pupils had such opportunities, they proved
an important part of the learning process.’
POPs
P
O
!
2. What are the benefits of
POPs and Plenaries
• A few to get you started…
• Stick your ideas on the board
Help highlight Summarise the
Lead on to the
how pupils learn learning that has
next stage of
as well as what taken place so
learning
they learn far
7. Linking phrases
Sun Moon Orbit
Star Axis Earth
Solar system Tilt Space
1. Number each word, roll the dice to select the words that have to be linked.
2. Link as many words as possible together in one sentence
3. Lower ability give definitions of each word, increase the demand by linking
more and more words together
4. Write the sentences in books, mini whiteboards, IWB,
5. Make as many sentences as you can linking on two of these words togther
POP
!
8. Concept cartoon
John thinks.... Sarah thinks....
Amy thinks...
POP
!
Into the speech bubbles put...
1.True false phrases Abdi thinks...
2.Common misconception phrases
3.Varying degrees of accuracy phrases
To use...
1.Who is right/ wrong... True/false?
2.Why are they right/wrong... True/false?
3.Correct/underline/point out the mistakes
4.Add the correct speech bubble in
9. Diamond 9
Participants are given a list of issues and
asked to discuss and agree which are the
most important items. Each item is placed
on a large, diamond-shaped grid. The most
important item is usually placed in the top
of the diamond and the least important at
the bottom of the diamond. Items in each
row are of equal importance. (Some groups POP
prefer to put the most important card in the
!
centre - either approach is fine, as it's the
discussion surrounding the group's
decisions that is important.) The diamond
shape enables the group to encompass a
range of priorities and perspectives.
10. Fill in the blanks
Blanks in text with no choices of words
POP
!
11. Red/ Yellow/ Green Cards
POP
!
A quick POP activity that allows you to check the whole classes progress
Use the traffic lights for...
1.Statements
2.True or false
3.Understanding of a particular topic or activity
12. Aide Memoire
POP
!
Students have to come up with something to help them remember what has
been studied. This could be a mnemonic, visual aids, a story, a song etc.
Allows differentiation for learning styles.
Develop by asking students to share their aide memoires and producing a
pool of the most helpful ones.
13. Speed dating
Sit with a partner - one of you must sit facing the
whiteboard and the other facing the opposite way
The first person has only 30 seconds to describe the key
word(s) featured below before moving onto their next
partner - your teacher will keep writing down the
keyword to be explained
Your keyword is:
POP
!
14. A, B, C, D Cards
A B C D
A quick POP activity that allows you to check the whole classes progress
Use the ABCD cards for...
1.Multiple choice questions
POP
!
15. Idea thoughts
When you have received an answer to a question, open up the thinking behind
it by asking what others think about the idea.
e.g. “What do others think about _________’s idea?”
POP
!
16. Same…Different?
Give group of shapes/expressions/graphs and students identify
what is the same and what is different about them.
POP
!
17. Adding detailed ideas
In teams you are going to be extending sentences to
show off your newfound knowledge. The team with the best
sentence, ie accurate and detailed, wins the prize!
POP
!
Example Original Sentence:
The Second World War started in 1939.
Example Extended Sentence:
The Second World War, which occurred between 1939 and 1945, started
when the Germans invade Poland and Britain declared war on Germany
18. How, where, when, why, what
e.g. …does democracy work?
…is the economy?
…do human rights affect people?
POP
!
20. Here are the answers, what is the
question?
POP
!
Question?
21. Kindred relationships
• In this exercise, think of a word that is related to the preceding words.
(Compound and hyphenated words or commonly used expressions are allowed.)
• Sleeping, contest, spot, shop
Answer: Beauty (sleeping beauty, beauty contest, beauty spot, beauty shop)
POP
!
Relating
word?
22. Missing Sequence
POP
!
Students receive a process (or the lesson itself) cut up or distributed
between cards which they must then put into the right sequence. However,
one (or more) of the bits is missing and they must work out what should go
there.
23. POP
In ten words.... !
•Summary activity (second level of Bloom’s taxonomy)
•Literacy activity
•Encourages boys to pick out key words/ key bits of information
•Can be changed to more or less words, and therefore can be differentiated
24. POP
Pictionary !
e.g. Give students concepts/ideas/things to draw
whilst others have to guess what they are
Alternative – short list of
concepts/ideas and students
have to draw in books or on
mini-whiteboard and
then feedback their
Can divide group
thinking/explanation. into teams to make
it competitive
25. Logical/Mathematical
Verbal/Linguistic
Interpersonal
Intrapersonal 8 way thinking
Naturalistic
Body/Physical
Musical
Visual/Spatial
POP
!
1. Students can ask questions on each of the 8 ways- then
research them
2. or use the 8 ways as prompts to jot down information
3. Can be used at the start of a lesson or topic
4. And/or at the end of a lesson/ topic
27. Continuum
Use continuum to allow students to identify themselves with a
position or stance related to the issue or topic looked at.
Particularly appropriate if the lesson has centred around making an
informed judgement.
POP
!
Develop by questioning students on their position on the continuum; only allowing reasons based on evidence from the
lesson; asking students to decide the continuum question or statement
28. Pupil as Teacher
POP
!
e.g. One (or more?) pupil is the teacher.
They have to summarise the lesson (unit) and question
the class on what was studied.
29. Looking at blooms bookmark
1. Ask students what the highest skill they have used
was
POP
!
30. Mime
Students get into pairs and mime key learning/ideas/concepts whilst the other has to
guess what it is.
POP
!
31. What if?
What if we hadn’t done today’s lesson?
What if you weren’t allowed to know what
we’ve learnt today?
What if everything I’ve told you today
was false? POP
!
32. 5–5–1
Summarise today’s topic in 5 sentences.
Reduce to 5 words.
Now to 1 word.
POP
!
(with as many variations as there are numbers!)
33. In the spotlight
A volunteer (or group) is asked five
questions based around the lesson.
The rest of the class mark down
whether they agree or disagree
with the answers so that the whole
class is tested. Could use whiteboards
or voting cards.
POP
!
34. Concept Map
Give students a list of words related to the
lesson.
This can either be on cards or on the board.
They must then turn these into a ‘map’, where
each connection can be explained and justified.
e.g. Democracy Voting
Safety Freedom POP
!
35. No to no and no to yes
Students are not allowed to use the
words ‘no’ or ‘yes’ when answering
questions.
Questions can be posed by the teacher, in
pairs or groups.
POP
!
36. POP
!
My Word!
Students are given (or choose) a word related to
the lesson. They must stand up and point to
someone in the class who must then give the
meaning. That person then chooses the next
person to pose a word.
37. POP
As easy as 1 2 3 !
Place students in groups of 3 and number them 1-3.
3 statements on the board which the corresponding
individual must explain to the rest of the group.
Develop by ‘phone-a-friend’ where if one student
can’t explain they find another student with their
number in the group and learn from them.
38. POP
Quick-fire !
Quick-fire questions on the topic to individuals
in the class.
Develop by getting students to write the
questions and put them in a box which you
then draw from.
39. Write your own objective
Either at the end of the lesson or during the
lesson ask pupils to write their own objectives,
thinking about what skill they have acquired
POP
!
40. Evaluation
Tree
Ask students where they feel
they are on the tree in relation
to the lesson or topic.
POP
! Can be used repeatedly to
articulate progress/problems.
Could print out on A3/A2 and
get students to put post-it notes
on with their name. Could then
pair up strong and weaker
students etc.
http://www.evaluationsupportsc
otland.org.uk/article.asp?id=13
41. Draw your brain
Either hand out outlines of a brain/head or pupils draw it
themselves. Then, get them to fill it with everything they have
learnt (knowledge and skills) during the lesson.
Could develop by having them draw the brain at the start of the
lesson so as to signpost that they will be able to fill it up by
the end.
POP
!
42. Now reduce that to 5 key words…
5-5-1 Deluxe!
Write 5 sentences summarising today’s
topic…
And finally to one word….
Use shapes and pictures to
deluxe-ify 5-5-1 POP
!
43. Beat the Teacher
Your task is to try and beat the teacher!
Come up with questions based around your learning today and
see if the teacher can answer them.
POP
!
Develop by: - snowballing
- writing questions on pieces of paper and placing in
a box. One student (sensible - able to vet) then sits
opposite the teacher at the front of the class and pulls
out questions to ask a la Mastermind.
44. Exam Question
POP
!
Write an exam question based on your learning today. Then, swap
books and answer someone else’s question.
Develop by writing a mark scheme for the question as well, using
peer/self assessment or using different types of exam questions –
multiple choice, short answer, essay etc.
45. Equation
Write an equation showing your learning…
For example –
Humans + cars = carbon dioxide
Carbon dioxide= melting ice caps + increasing temperature
POP
!
58. Just a minute
• Pupils talk for exactly one minute without
hesitation on a topic to their peers
POP
!
59. Connect game:
1. Sort pupils into groups of 3 or 4
2. choose a topic (perhaps revision)
3. Ask a student to suggest a word.
4. The next member of the group says a word that is
related to that word e.g. if the word is ‘football’
they might say ‘goal’.
5. The next child then says a word connected with
the previous word e.g. ‘goal’, ‘net’ and so on.
6. Players take turns. They are allowed thinking time,
but can be challenged by any other player to
explain the connection between their word and the
previous word
POP
!
60. The 5 whys
1 2
Q: Why do you Q: Why is it
exercise? healthy?
A: Because it's A: Because it’s
healthy good for me
3
POP Q: Why is it good
!
for me? Ask ‘why’ questions in
response to five
A: consecutive answers.
5
4 For example: Q: Why
Q:
Q: do you exercise? A:
Because it's healthy.
A:
A: Q: Why is it healthy?
A: Because it’s good
for me. Q: Why is it
good for me? And so
on.
61. 5 good questions
1. Share questions with class, partner
2. See how many pupils came up with
the same questions
3. Peers to answer each others
questions Question 3
Question 2
Question 4
Write down 5
questions you know
the answer to
Question 1
Question 5
POP
!
62. POP
! KWL
what we Know", what we Want to know, and "what we Learned
1 thing I already
knew
2 questions about what I
have learnt/ 2 things I
didn’t understand
3 things I have learnt