Signposting is drawing attention to issues, topics, or services to point someone in the right direction. It involves making others aware of campus services, sharing your positive experiences with services, and avoiding trying to handle problems yourself that you are not trained for. Instead, you should direct students to the appropriate service. Signposting can be done on campus tours, at group meetings, or when a student asks for help with an issue outside your expertise. The document provides examples of when and how to appropriately signpost students to different university services.
Assignment submitted by students of 5EEE of batch 2012-16,Amity University.
Members:
Saket Kumar - A2324612069
Praveen Kumar SIngh - A2324612047
E. Chandan - A2324612045
It is a presentation on different strategies to be used for developing speaking skill in school students- what is speaking-what is speaking skill-benefits of speaking skill- how to speak in English language-
Writing skills are an important part of communication. Good writing skills allow you to communicate your message with clarity and ease to a far larger audience than through face-to-face or telephone conversation.
Assignment submitted by students of 5EEE of batch 2012-16,Amity University.
Members:
Saket Kumar - A2324612069
Praveen Kumar SIngh - A2324612047
E. Chandan - A2324612045
It is a presentation on different strategies to be used for developing speaking skill in school students- what is speaking-what is speaking skill-benefits of speaking skill- how to speak in English language-
Writing skills are an important part of communication. Good writing skills allow you to communicate your message with clarity and ease to a far larger audience than through face-to-face or telephone conversation.
Good grammar is a vital skill for advanced language proficiency: Knowing how words work and how they fit together is critical for putting foreign words to proper use. The need to learn grammar is always going to be part of language learning, and should not be neglected. Even when using an approach that emphasizes the acquisition of vocabulary, ways can and should be found to incorporate grammar into the learning process. The right strategies and technologies can overcome any objections about possible boredom or difficulty by making grammar learning appealing, efficient, and effective. This webinar explains the methodology of Lexical Functional Grammar and demonstrate how to integrate it into lesson planning.
in these slides you will find presentation on writing skills,
which in includes introduction of writing skills , some quotes on writing skills of famous writers , how to improve writing skills , usage of writing skills in modern age and etc.
Good grammar is a vital skill for advanced language proficiency: Knowing how words work and how they fit together is critical for putting foreign words to proper use. The need to learn grammar is always going to be part of language learning, and should not be neglected. Even when using an approach that emphasizes the acquisition of vocabulary, ways can and should be found to incorporate grammar into the learning process. The right strategies and technologies can overcome any objections about possible boredom or difficulty by making grammar learning appealing, efficient, and effective. This webinar explains the methodology of Lexical Functional Grammar and demonstrate how to integrate it into lesson planning.
in these slides you will find presentation on writing skills,
which in includes introduction of writing skills , some quotes on writing skills of famous writers , how to improve writing skills , usage of writing skills in modern age and etc.
Understanding learning styles to enhance the experience of being a first year...Anita Hamilton PhD
This is a presentation I gave at the Deakin University Festival of Teaching and Learning in 2006. The presentation is about enabling students to understand their own learning styles in order to work better in groups, and ultimately with clients after they graduate.
[Deck from the Interaction 13 Conference in Toronto, Canada. Synopsis below.]
“We’re way off schedule. Everyone is disengaged. We can't get everyone on board with the vision. I’m not proud of the work we’re producing.”
Sound familiar?
Design doesn’t happen inside a vacuum. It happens inside teams, inside the context of relationships, inside physical spaces, inside organizations with very particular cultures. Ignore that intricate ecosystem, and you might as well give your project a death sentence.
In this workshop, you'll learn about tools and techniques you can use to shape projects that are not only successful, but enjoyable. You'll learn the benefits of proactively designing team culture, walk you through the process of creating a healthy foundation, empower you with methods to improve unhealthy culture mid-stream, and show you ways to keep everyone engaged throughout the design process. Then, you’ll try it out for yourself: with feedback and mentorship, you’ll craft new methods and approaches that are appropriate to take back and try out in your team or company…no matter what your job title.
By the end of this hands-on workshop, you'll know how to get projects started on the right foot, co-create without compromising output, and inspire teams, clients, and stakeholders. More importantly, you'll find that you can work towards dramatically improved project outcomes…without all the drama along the way.
===============================
This workshop & deck were created by Cooper & Teresa Brazen
www.cooper.com/training, @cooper
www.TeresaBrazen.com, @TeresaBrazen
M25 Conference 2018 Listen: Engaging with hidden or silenced voices and exper...David Clover
Presentation at M25 Consortium of HE and Research Libraries on the experience of seeking and responding to feedback from parents and carers, students with disabilities, and BAME and LGBT students
Welcome, and thank you for watching the Powerpoint presentation titled “How to Disclose: A Guide for College Students”. This is the first of 2 presentations discussing how you can inform your instructors of your learning needs and accommodations. This first presentation will help walk you through the decision of choosing “to disclose or not to disclose.”
Special thanks to the Accessible Learning Services department at Sheridan College for producing this presentation.
Each autumn, the Foundation hosts an Annual Meeting of Foundation Members (key stakeholders) and other constituents. Beginning in 2002, I've been charged with creating an event theme idea, to serve as the message platform for the event. Part of this concept development is drafting content for the event invitation booklet. This upload represents the content that I wrote and edited for the 72nd Annual Meeting in 2007. The graphic design was developed by a vendor.
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
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.
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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.
2. What is
Signposting?
Signposting is a way of drawing attention to a particular
issue, topic or service.
It is a way of pointing someone in the right direction.
3. How do you signpost?
Make a ‘quick facts’
sheet for your group
Show your group
so they know what
different services If someone has a each service does
on a campus tour. specific problem which and where they
you know a certain need to go if they
service deals need help.
with, mention it to
them and explain how
it can help.
Let your group know about
your positive experiences Let your group know
with services-how could using about important
these services sooner helped services at one of your
you? ( Please remember that group meetings. You can
not everyone's experiences also give them a Making
are the same -even if a Connections leaflet for
service did not help you, it them to take away.
could help someone else).
4. What should you avoid doing?
It is not your job to solve students
problems. If someone has a problem
that you are not trained to deal with
you should direct them to the correct
service. Don’t try to handle it
yourself!
If a student requests total
confidentiality (i.e. they don’t
want you to tell anyone) you can’t
give it because you cannot predict
what they will tell you. If a student
wants this level of confidentiality
you should direct them to the
correct service.
5. When should you signpost?
If you notice a At the beginning of
student is in need the programme to
of help or advice. make students
aware of particular
services.
When a student
asks you for help
with a problem you
are not trained to
deal with.
6. Service What do they do? Location Contact Details
Student Welfare Provide financial advice, advice with accommodation 1st Floor Percy Gee Building T: 0116 223 1185
issues, support for international students, care leavers, E: Welfare@le.ac.uk
students with personal issues. W: www.le.ac.uk/welfare
Careers Service Support and facilitate students academic, personal and 2nd Floor David Wilson T: 0116 252 2004
career development. Library E: careershelp@le.ac.uk
W: www.le.ac.uk/careers
Students’ Union Provide a number of ways for students to get involved Percy Gee Building T: 0116 223 1124
in University life, and support/lobby for student issues. E: hello@leicesterunion.com
W: www.leicesterstudent.org
Mental Health and Provide one to one support to students who are Freemen’s Common (behind T: 0116 252 2283
Wellbeing managing mental health issues. Aim to lessen the the health centre) E:mentalwellbeing@le.ac.uk
impact these issues might have on students studies. W: www.le.ac.uk/healthandwellbeing
Healthy Living Provides support for students to help them lead a Freemen’s Common (behind T: 0116 223 1268
healthy life style in order to improve their wellbeing, the health centre) E: healthyliving@le.ac.uk
enhance their studies, and reach their full potential. W: www.le.ac.uk/healthandwellbeing
Counselling Offers confidential counselling sessions on a one to one Freemen’s Common (behind T: 0116 223 1780
or group basis. the health centre) E: counselling@le.ac.uk
W: www.le.ac.uk/healthandwellbeing
AccessAbility Provides support for students with specific learning Ground Floor David Wilson T: 0116 252 5002
Centre difficulties such as dyslexia, disabilities or long term Library E: accessable@le.ac.uk
conditions. W: www.le.ac.uk/accessability
Education Unit Provide impartial and confidential advice to students on Percy Gee Building T: 0116 223 1132
topics such as changing course, how to report mitigating E: educationunit@le.ac.uk
circumstances and academic appeals
Nightline Student run helpline running during term time from T: 0116 223 1230 (8pm-8am term time)
8pm-8am to provide confidential emotional support on E: nightlineleicester@hotmail.com
any topic the caller wishes to discuss.
Chaplaincy Provides a safe space for students to explore spirituality The Gatehouse, University T: 0116 285 6493
in a wide sense not limited to Christian understanding. Road E: chaplaincy@le.ac.uk
W: www.le.ac.uk/chaplaincy
7. Click on the buttons to find out more about each service.
•What does the service do?
•Who is this service aimed at?
•Where is the service located?
•When might you direct a student to this service?
•How can this service help international students?
Student Welfare Healthy Living Chaplaincy
Careers AccessAbility Nightline
Mental Health
Students’ Union ELTU
and Wellbeing
Learning
Counselling Education Unit
Development
