This document is a resume for Angela Di Ponio, who is seeking part time or full time teaching work in Ontario. She has over 10 years of experience as a secondary school teacher in both Canada and the UK. Her resume outlines her education, which includes a Bachelor of Education degree from the University of Windsor, as well as her extensive teaching experience in various subjects such as communications technology, religion, media studies, and visual arts. She has a proven track record of engaging and motivating students, and has received additional training in areas like classroom management and technology integration.
Blended Learning and the Ceibal English BlendAlicia Artusi
Presentation of blended learning models and Neumeier's parameters for blended learning environments, and how they fit into Ceibal en Inglès blended learning project.
Svishtov vocational high school “Aleko Konstantinov” - Project 2016 -1-ВG01-КА-101-023476 „E-LEARNING – A NEW APPROACH FOR TEACHING AND LEARNING”
Programme Erasmus+,Key activity 1 „Educational mobility for citizens ", School Education Sector
Blended Learning and the Ceibal English BlendAlicia Artusi
Presentation of blended learning models and Neumeier's parameters for blended learning environments, and how they fit into Ceibal en Inglès blended learning project.
Svishtov vocational high school “Aleko Konstantinov” - Project 2016 -1-ВG01-КА-101-023476 „E-LEARNING – A NEW APPROACH FOR TEACHING AND LEARNING”
Programme Erasmus+,Key activity 1 „Educational mobility for citizens ", School Education Sector
Target language interaction at the IWB (EuroCALL)Shona Whyte
Background on iTILT project on IWB for foreign language teaching (http://itilt.eu) and follow-up work on actual interactional opportunities for learners in IWB-mediated activities
A developmental framework for teacher adoption of interactive technologies in...Shona Whyte
PL-CALL keynote on study of IWB-mediated EFL teaching in France. Analysis of video, questionnaire, and interview data allow an exploration of a) teachers’ IWB use in terms of IWB features and teaching objectives, b) their choices with respect to the design and implementation of learning activities, c) their self-efficacy beliefs with respect to the IWB and ICT in general, and d) their orientation to professional development in language teaching with this tool. Through a mixed-methods approach combining quantitative and qualitative analyses, a number of teacher profiles emerge, revealing differential exploitation of IWB affordances in relation with differing beliefs, goals, and competences. The patterns of technology integration shown by teachers in the various school contexts investigated offer a starting point for a developmental framework to account for the evolution of teaching practices as teachers acquire techno-pedagogical competences (Guichon & Hauck, 2012). They also suggest a pressing need for more pedagogically oriented support to enable teachers to adopt interactive technologies efficiently and effectively.
Flipping the classroom in HE addresses programs that typically do not have offerings online. Although the trend is to blend, the traditional HE classroom can use websites online and have a digital pree
Mandarin Chinese Teaching Workshop at HKU, Apr. 10, 2011Joanna Huang
The implementation of project-based learning, task-based language teaching and technology infusion in teaching Chinese using Mandarin (Putonghua) as medium of instruction
The Christopher Stevens Youth Network/CE2.0 –iEARN Jordan Workshop
February 23rd, 2013
iEARN-Jordan conducted a training workshop on February 23rd, 2013 as part of the Christopher Stevens Youth Network: Global Connections 2.0. Fifteen educators from Jordan, Kuwait and the USA participated in the workshop. Ms. Khitam Al-Utaibi, iEARN-Jordan Representative delivered the training on two parts. The first part of the workshop was about learning what is iEARN and take a tour in some of the 300 online projects. After teachers were introduced to iEARN, they had hands on training on some of the essential aspects in Project-Based Learning as well as engaging teachers in some activities related to building skills in grouping strategies, debate strategies and tuning protocols in projects. iEARN International celebrates this year its 25th Anniversary and iEARN-Jordan celebrated this occasion with all participants in the presence of all attendees with a cake that has the logos of the US Department of State, iEARN-Jordan, GCE and the iEARN International logo for the 25th Anniversary.
Target language interaction at the IWB (EuroCALL)Shona Whyte
Background on iTILT project on IWB for foreign language teaching (http://itilt.eu) and follow-up work on actual interactional opportunities for learners in IWB-mediated activities
A developmental framework for teacher adoption of interactive technologies in...Shona Whyte
PL-CALL keynote on study of IWB-mediated EFL teaching in France. Analysis of video, questionnaire, and interview data allow an exploration of a) teachers’ IWB use in terms of IWB features and teaching objectives, b) their choices with respect to the design and implementation of learning activities, c) their self-efficacy beliefs with respect to the IWB and ICT in general, and d) their orientation to professional development in language teaching with this tool. Through a mixed-methods approach combining quantitative and qualitative analyses, a number of teacher profiles emerge, revealing differential exploitation of IWB affordances in relation with differing beliefs, goals, and competences. The patterns of technology integration shown by teachers in the various school contexts investigated offer a starting point for a developmental framework to account for the evolution of teaching practices as teachers acquire techno-pedagogical competences (Guichon & Hauck, 2012). They also suggest a pressing need for more pedagogically oriented support to enable teachers to adopt interactive technologies efficiently and effectively.
Flipping the classroom in HE addresses programs that typically do not have offerings online. Although the trend is to blend, the traditional HE classroom can use websites online and have a digital pree
Mandarin Chinese Teaching Workshop at HKU, Apr. 10, 2011Joanna Huang
The implementation of project-based learning, task-based language teaching and technology infusion in teaching Chinese using Mandarin (Putonghua) as medium of instruction
The Christopher Stevens Youth Network/CE2.0 –iEARN Jordan Workshop
February 23rd, 2013
iEARN-Jordan conducted a training workshop on February 23rd, 2013 as part of the Christopher Stevens Youth Network: Global Connections 2.0. Fifteen educators from Jordan, Kuwait and the USA participated in the workshop. Ms. Khitam Al-Utaibi, iEARN-Jordan Representative delivered the training on two parts. The first part of the workshop was about learning what is iEARN and take a tour in some of the 300 online projects. After teachers were introduced to iEARN, they had hands on training on some of the essential aspects in Project-Based Learning as well as engaging teachers in some activities related to building skills in grouping strategies, debate strategies and tuning protocols in projects. iEARN International celebrates this year its 25th Anniversary and iEARN-Jordan celebrated this occasion with all participants in the presence of all attendees with a cake that has the logos of the US Department of State, iEARN-Jordan, GCE and the iEARN International logo for the 25th Anniversary.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
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.
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.
1. Angela Di Ponio
4120 Casgrain Drive Windsor, ON N9G 2A5 (519) 972-9290 a.diponio@gmail.com angeladiponio.wordpress.com
Career objective: Seeking part time, full time or occasional teaching within Ontario.
Education: 2012 ABQ Communications Technology, Grade 11 and 12
2012 ABQ Communications Technology, Grade 9 and 10
2011 AQ ESL, PART 1
2010 AQ SPECIAL EDUCATION, PART 1
2010 ABQ INTERMEDIATE DIVISION: RELIGIOUS EDUCATION
2008 BACHELOR OF EDUCATION
University of Windsor, Windsor, ON
Concentration: Intermediate/Senior
Focus on: Visual Art and Drama
2007 BACHELOR OF ARTS (HONOURS)
University of Windsor, Windsor, ON
Major: Visual Arts and Communication Studies
Minor: Dramatic Arts
2004 TRADIGITAL-ANIMATION DIPLOMA
St. Clair College, Windsor, ON
Educational 2005 – Present MEMBER OF THE GOLDEN KEY HONOURS SOCIETY
Accomplishments:
Professional A talent for motivating and involving students at all levels.
Summary A genuine interest and concern for young people.
Ability to easily adapt to varied teaching situations.
Highly developed computer skills with in-depth experience of using
technology in the classroom; white board, smart board, cameras, slide
shows, studio lighting setup, high-end computer programs, and Microsoft
office suite.
Professional
Teaching
Experience
2010 - 2012 OCCASIONAL TEACHER
W.E.C.D.S.B., Windsor, ON
October 2010 – Present
Acted as a substitute teacher delivering planned lessons to students in a
range of different subjects.
Developed strategies for successfully managing a class.
Used school resources and rules as tool for success.
SENIOR COMMUNICATIONS TECHNOLOGY TEACHER
Long Term Occasional Teacher at Ste. Anne H.S., Belle River, ON.
January 7 – April 20, 2012
• Developed classes based around digital technology, all work was submitted
and given through Google Docs and server drives.
• Courses focused on Yearbook creation and television broadcasting.
• Students were able to grow and learn at their own pace, creating work that
challenged them as individuals.
2. • Completed mid-term reports using personalized comments.
INTERMEDIATE RELIGION/SENIOR RELIGION/LEADERSHIP
TEACHER
Long Term Occasional Teacher at Cardinal Carter, Leamington, ON.
September 6, 2011 – November 1, 2011
Developed unit plans based on curriculum documents supplied by school.
Developed strategies for successfully managing a class.
Accompanied Grade 11 Leadership class on a 5-day trip to Muskoka
Woods.
Accompanied Grade 10 Religion class on a spiritual retreat.
Completed progress and midterm report cards for all three courses.
SENIOR RELIGION TEACHER (Grade 11 and 12)
Long Term Occasional Teacher at Cardinal Carter, Leamington, ON.
May 17, 2011 – June 30, 2011
Developed unit plans and final exams.
Complete final report cards for all 3 courses
2008 - 2010 SECONDARY SCHOOL TEACHER
Springwood High School, King’s Lynn, Norfolk, UK
September 2008 – July 2010
Media Studies Teacher Year 12 (A/S) and 13 (A/2)
Developed the course schedule and delivery for both Year 12 and Year 13
Media Studies courses. This included developing involving, interesting and
varied lessons directed towards certain goals set out by the OCR Exam
Board (Oxford, Cambridge and R.S.A.).
Delivered the first completely digital unit in Media Studies. Students used
popular websites to showcase their work. This included training students on
the use of Adobe Photoshop, Adobe Premiere, Blogspot.com,
Wordpress.com, Slideshare.net, Facebook.com, Audacity, and
Youtube.com.
Delivered the course in a practical manner, using technology whenever
possible to assist student learning and to promote independent learning as
well as comfort with technology.
Successfully directed Year 12 students in creating a professional magazine
cover, contents page and double-page spread of a music magazine.
(2008-2009) Team-taught a Year 13 class contributing my technical expertise to the
creation of music videos and my theoretical expertise to the study of genre in film.
2009 – 2010 Year 12 General Studies Teacher
Developed and delivered lessons based on current issues in Art, Media,
Business, Technology and Science.
Prepared students for final written exam with practice tests and regular
written activities.
Delivered lessons and workshops based on essay writing.
2008 – 2010 Cover Teacher Year 7-11
Acted as a substitute teacher delivering planned lessons to students in a
range of different subjects.
Developed strategies for successfully managing a class.
Used school resources and rules as tool for success.
2008 – 2009 Visual Arts teacher Year 7 and 8.
Using National Curriculum developed engaging and purposeful
lessons through themed Units.
Presented lessons in a way that incorporates all types of learners, as
3. well as allowing time for one-on-one assistance.
Developed positive strategies for classroom management, dealing
with issues calmly and effectively.
Established a positive relationship with students; creating a safe
environment that is conducive to learning.
2008 – 2009 BTEC Performing Arts Teacher Year 10
Worked as part of a team to teach a specific unit based on Mask
Making.
Created a learning environment that was similar to that of a
workshop.
Inspired students through exemplar pieces and demonstrations.
Managed the class in Safety Audits, the creation of masks for
productions, and face painting.
Stressed the need for working in a safe and productive environment
based on teamwork.
Lesson plans and assignments were successfully monitored
internally.
Extracurricular • Assisted students in the organization and production of a school-
involvement wide “lip dub”, similar to a music video (2012).
Held sessions for students after school and during free periods to
improve and catch up on work (2008-2010).
Created educational videos alongside Drama and Media students.
Trained fellow colleagues in the use of Adobe Photoshop (2010).
Contributed to the school musical by creating a series of digital
backgrounds for the play, We Will Rock You (2009) and The Siege
(2010).
Chaperoned a school art trip to Paris (2008) where we directed
students through the busy streets, to several famous art galleries,
shopping centers and landmarks.
Judged the Senior and Junior talent shows (2008-2010).
Professional Attended several courses including: Effective art lessons for NQTs
Development (Newly Qualified Teachers), Get ahead OCR Media Studies, Basic
First Aid Training, and Teaching General Studies.
Attended OCR Media Studies Conference 2010.
Teaching 2010-2011 COMMUNICATIONS TECHNOLOGY, (VOLUNTEER)
Related Assist students with assignments and tasks given by teacher.
Experience Assist teacher in administrative duties, creative works, and
lesson/extracurricular activity plans.
2008 ANIMATION INSTRUCTOR
Walkerville Collegiate Institute Secondary School, Windsor, ON
Lead students in an extra-credit animation project based on diversity
Taught students the basics of animating with clay
2007 – 2008 CONFIRMATION INSTRUCTOR (VOLUNTEER)
Corpus Christi, Windsor, ON
Lead groups in developing an understanding of their faith as mature
4. Catholics
Assisted priest in developing and executing the Confirmation
Ceremony
2005-2007 TUTORS IN THE CLASSROOM PROGRAM, TUTOR
St. Christopher’s Elementary School, Windsor, ON
Communicated curricular concepts to students (Grades 4-7) having
difficulty in Language Arts, Math, Science, French, Visual Arts and
Social Studies
Practiced effective classroom management in interacting with small
and large groups of students
2007 TEACHER’S AIDE (VOLUNTEER)
Holy Names Catholic High School, Windsor, ON
Assisted students in an art class with animation
Critiqued student work, offering suggestion and strategies for
improving their pieces
2006 TEACHER’S AIDE (VOLUNTEER)
St. Anne’s Catholic High School, Windsor, ON
Guided a grade 10 Media Arts Class through several Macromedia
Flash tutorials and lessons
Assisted students in developing creative works and bringing their
ideas to life
Developed the students’ awareness of speed, composition and sound
as the students created multimedia works of art
OTHER WORK
EXPERIENCE
1999 – 2008 WAL-MART ASSOCIATE
Store 3114, Windsor, ON
2005-2007 FREELANCE GRAPHIC DESIGNER
Paranoid Design, Windsor, ON
Worked on contracted projects digitally illustrating and animating
flash game interfaces.
Community
Involvement
2007 TOUR GUIDE, VOLUNTEER
Peche Island Day, Windsor, ON
2006 CHAIR OF PROMOTIONS, VOLUNTEER
City Street Celebration: An Expo for Alternative Transportation, Windsor, ON
2005 - 2006 GRAPHIC DESIGNER, VOLUNTEER
City Street Celebration: An Expo for Alternative Transportation, Windsor, ON
2003 GRAPHIC DESIGNER, VOLUNTEER
Lung Association, Cambridge, ON