Teaching listening in secondary schools (a survey in Morocco)Mohamed Benhima
This presentation is about the teaching and learning of listening in Moroccan Public Secondary schools. It is based the recommendations of the pedagogical guidelines of teaching English in Morocco, and the presentation of the statistical findings of a questionnaire administered to some secondary school teachers.
TEACHING AND LEARNING RESOURCES: FORMAL AND INFORMAL CONTEXTMustheena k
TEACHING AND LEARNING RESOURCES: FORMAL AND INFORMAL CONTEXTS
FORMAL AND INFORMAL LEARNING
FORMAL TEACHING AND LEARNING RESOURCES
INFORMAL TEACHING AND LEARNING RESOURCES
Teaching and learning materials for motor and speech developmentjilu123
Teaching and learning materials -Imortance
Motor development - types of development-activities
VAKT
Speech and Language-materials,Language aquisition,comprehension,receptive and expressive,Functions of language,language delay,activities to foster language development.
Participants will examine a Chinese distance-learning program offered to largely rural school districts in Ohio, which originated in 2007 to solve the funding and logistical problems of offering state-of-the-art Chinese language education to a school without the resources to hire a teacher and enroll a full class. The program’s growth—it grew in two years to include 26 schools and more than 400 students—created issues of staffing, scheduling and facilities, among other challenges. It also exposed issues relating to the partner organizations’ diverse goals and needs. Participants in this session will discuss the success of the program and the approaches taken by its partners to manage its growing pains.
Teaching learning materials are supportive tools for effective and meaningful in teaching and learning process. Under such material, the role of print media is vital in developing language skills.
Teaching listening in secondary schools (a survey in Morocco)Mohamed Benhima
This presentation is about the teaching and learning of listening in Moroccan Public Secondary schools. It is based the recommendations of the pedagogical guidelines of teaching English in Morocco, and the presentation of the statistical findings of a questionnaire administered to some secondary school teachers.
TEACHING AND LEARNING RESOURCES: FORMAL AND INFORMAL CONTEXTMustheena k
TEACHING AND LEARNING RESOURCES: FORMAL AND INFORMAL CONTEXTS
FORMAL AND INFORMAL LEARNING
FORMAL TEACHING AND LEARNING RESOURCES
INFORMAL TEACHING AND LEARNING RESOURCES
Teaching and learning materials for motor and speech developmentjilu123
Teaching and learning materials -Imortance
Motor development - types of development-activities
VAKT
Speech and Language-materials,Language aquisition,comprehension,receptive and expressive,Functions of language,language delay,activities to foster language development.
Participants will examine a Chinese distance-learning program offered to largely rural school districts in Ohio, which originated in 2007 to solve the funding and logistical problems of offering state-of-the-art Chinese language education to a school without the resources to hire a teacher and enroll a full class. The program’s growth—it grew in two years to include 26 schools and more than 400 students—created issues of staffing, scheduling and facilities, among other challenges. It also exposed issues relating to the partner organizations’ diverse goals and needs. Participants in this session will discuss the success of the program and the approaches taken by its partners to manage its growing pains.
Teaching learning materials are supportive tools for effective and meaningful in teaching and learning process. Under such material, the role of print media is vital in developing language skills.
TV or Television as a Medium for EducationPritiba Gohil
Here I am sharing My Presentation of Course No. 15: Mass Communication and Media Studies: An Introduction based on TV or Television as a Medium for Education.
Universal Design for Learning at Inclusive Education InstituteSteve Brown
A May 2015 post-Pac Rim Institute, Inclusive Education Institute, based on CRPD Article #24, presentation focused on Universal Design for Learning (UDL), Honolulu, HI.
INTERACTIVE TEACHING AND INSTRUCTIONAL MATERIALS James Bacayan
HANDOUTS FOR GENERAL STUDY AND VERIFYING MEDIUM.
This is a research based handout that inculcates most of the general idea.
It is generally a useful tool for everyone to use.
Feel free to download and appreciate each cumulative ideas.
This assignment is based on instructional media, the categories of instructional media and five ways a teacher can be prepared for the use and design of media.
Universal Design for Learning (Inclusive Education)(UDL).pptxajay maini
Universal Design for Learning (UDL) is an educational framework that aims to provide all students with equal opportunities to learn by accommodating their diverse learning needs and styles. Here are strategies for teaching, learning, and evaluation based on UDL principles:
1. *Multiple Means of Representation (Teaching):*
- Provide information in various formats (text, audio, video, visuals).
- Offer alternative explanations and examples to cater to different learning styles.
- Use inclusive language and diverse perspectives in instructional materials.
2. *Multiple Means of Engagement (Teaching):*
- Incorporate choice and autonomy in assignments and activities.
- Vary the difficulty and complexity of tasks to suit individual readiness levels.
- Foster collaboration and peer learning to increase engagement.
3. *Multiple Means of Expression (Teaching):*
- Allow students to demonstrate understanding in various ways (written, oral, visual).
- Provide clear instructions and rubrics for assessments.
- Encourage creativity and innovation in projects and assignments.
4. *Provide Clear Objectives (Learning):*
- Clearly communicate learning goals and expectations to students.
- Use visual aids like mind maps or checklists to help students track progress.
5. *Scaffold Learning (Learning):*
- Break complex concepts into smaller, manageable chunks.
- Offer support, such as templates or guided questions, as students work on tasks.
6. *Differentiated Instruction (Learning):*
- Adapt materials and tasks to suit individual needs and abilities.
- Offer additional resources for students who need extra help or challenge.
7. *Continuous Assessment (Evaluation):*
- Use formative assessment techniques (quizzes, discussions, peer reviews) to monitor progress.
- Provide regular feedback to help students improve.
8. *Flexible Assessment Options (Evaluation):*
- Allow students to choose assessment formats (e.g., written essay, oral presentation, project).
- Consider alternative assessment methods, such as portfolios or self-assessments.
9. *Accommodations and Accessibility (Evaluation):*
- Ensure assessments are accessible to all students, including those with disabilities.
- Offer accommodations, such as extended time or assistive technology, as needed.
10. *Reflect and Adapt (Continuous Improvement):*
- Regularly gather feedback from students about their learning experiences.
- Adjust teaching methods and materials based on student input and assessment results.
11. *Professional Development (Continuous Improvement):*
- Provide training and support for educators to implement UDL effectively.
- Encourage collaboration among teachers to share UDL strategies and best practices.
By applying these strategies, educators can create inclusive and effective learning environments that cater to the diverse needs of all students.
Thanks and regards
Ajay Maini
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
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
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.
1. Purpose and Benefits of
Media
BY
OLAKUNLE AYENI
The Nigerian Baptist Theological Seminary, Ogbomoso
2. Objectives
•By the end of this lesson learners should be
able to:
1. State the purpose of instructional media
2. Discuss five benefits of using media which they
find quite appealing
3. Model an understanding of the importance of
the use of media by using media in various
class presentations
3. Content
•Purpose of Instructional Media
•Benefits of Using Instructional Media
•Dale's Cone of Learning
•Learning Pyramid
•General Reasons People Scarcely Use Media
•Reasons Some Scarcely Use Media (Personal)
4. PURPOSE OF INSTRUCTIONAL MEDIA
•Main purpose: Channel or
Medium for facilitating
learning
•It can either serve as an
Instructional Aid or the
primary Channel for
delivering the Instruction
5. BENEFITS OF USING INSTRUCTIONAL MEDIA
•Makes teaching (and learning) more pleasurable
•Provides the teacher with a great variety of
activities (vary stimulus)
•Arouses and sustains learners’ interest
•Encourages participation and interaction
•Effective for presenting abstract ideas
•Creates a meaningful context
6. Benefits of Using Media cont.
•Saves energy and time
•Increases retention and makes learning more
enduring
•Makes learning more uniform
•Helps with special educational need learners
•Promote discovery/inquiry-based learning
•Caters for various learning styles
V
A
R
K
7. Benefits of Using Media cont.
• Promotes self-instruction
• Helps to individualise instruction
• Engender positive attitude toward learning
• Makes learning environment more personal and colourful
• Makes the teaching-learning process more productive
• Sometimes make learning accessible beyond the classroom
• Gives learners opportunities to express themselves and
their challenges
10. General Reasons People Scarcely Use Media
•Lack of technical know-how (4WH)
•Bureaucratic bottleneck (status quo vs
innovation)
•Financial constraints and lack of resources
•Irregular power supply
•Poor maintenance culture
11. Reasons Some Scarcely Use Media (Personal)
•Laziness (requires time and effort)
•Ignorance of the benefits
•Weak imagination and creativity
•Fear of failure
•Negative past experiences (e.g. power failure, or
poor learner response)
•Poor overall preparation (objectives, content,
etc.)