This document outlines a project to improve primary school students' mathematics abilities through modified teaching methods. 39 primary 5 students with a range of math scores participated. Initially, students took a pre-test of complex word problems. Over two weeks, students worked through worksheets that broke down similar complex problems into simpler conceptual steps. Teachers then reviewed concepts in small groups. Finally, students retook the same test as a post-test to measure the effectiveness of the modified teaching approach at helping students solve complex word problems by breaking them into basic steps.
2019 Teachers Helping Teachers (THT) conference in Kyrgyzstan, Sept., 2019.
SQ4R is a reading comprehension method named for its steps: survey, question, read, record, recite, and review. The first version of the method was introduced by American education philosopher Francis P. Robinson in his 1946 book Effective Study, and has been expanded upon, altered, and adapted for different purposes by other scholars and practitioners over the years. The strategy is particularly effective for L1 students who have difficulty learning when reading, and for L2 learners in CBI (Content Based Instruction) or CLIL (Content and Integrated Language Learning) settings. This presentation explained the steps of SQ4R and the method’s benefits and drawbacks. Participants were challenged to try the method themselves. They were encouraged to reflect on how SQ4R relates to the way they currently teach reading, and how they could teach the system to their own students.
2019 Teachers Helping Teachers (THT) conference in Kyrgyzstan, Sept., 2019.
SQ4R is a reading comprehension method named for its steps: survey, question, read, record, recite, and review. The first version of the method was introduced by American education philosopher Francis P. Robinson in his 1946 book Effective Study, and has been expanded upon, altered, and adapted for different purposes by other scholars and practitioners over the years. The strategy is particularly effective for L1 students who have difficulty learning when reading, and for L2 learners in CBI (Content Based Instruction) or CLIL (Content and Integrated Language Learning) settings. This presentation explained the steps of SQ4R and the method’s benefits and drawbacks. Participants were challenged to try the method themselves. They were encouraged to reflect on how SQ4R relates to the way they currently teach reading, and how they could teach the system to their own students.
This is a presentation that we had to do in groups of three for Practice II. Each group had to summarize the chapter they were assigned and explain it to the rest of the class. Here is ours! (Ramiro, Florencia and I)
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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!
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.
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
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.
3. 1. A child in Singapore undergoes six years of primary education, comprising a
four-year foundation stage from Primary 1 to 4 and a two-year orientation stage
from Primary 5 to 6. At the end of Primary 6, students sit for the Primary School
Leaving Examination (PSLE). It was noticed that students struggled during the
PSLE Mathematics Examination and this was very disturbing. There were pupils
who could not finish the paper on time and they were crying in disappointment
after the paper. So we decided to change the situation of the students by
improving them in Mathematics so that they are prepared for the PSLE standard
of questions.
2. A few solutions were derived after the team brainstorm for ideas and getting
feedback from teachers. The first solution was to teach the students in a fun way
by incorporating games during the Mathematics lessons to motivate students.
The team believed that engaging students in this manner during lessons would
motivate them to do better. Students tend to remember things better when they
have fun and are more engaged. The second solution was to ask students in
groups to take turn to make a presentation of the lesson taught. The teacher will
teach the students in the normal way. However, instead of the normal way of
assessing their learning through tests and exams, they are tested in a creative
way. They would be required to make a presentation on the lesson that was
taught. The presentation would be just a short one and would include whatever
the students had learnt during the lesson. From their presentation, the teacher
would be able to know if they students had understood the lessons. Prior to the
presentation, the students would be asked to read up on the topic. This method
would enable students to have a chance to revise the topic and they would
remember the topic better. The last solution was to break the complicated
Mathematics word problem into simpler concepts and manageable parts. By
breaking the word problem into simpler concepts and having a question on each
concept, the students would be able to finally complete the complex word
problems. A pre-test and a post-test consisting 5 very complex word problems
would be used to measure the effectiveness on this method.
4. 3. The participants were 39 primary five students aged between 10 and 11 years.
These students were chosen because of the mix ability nature of the group as
their Mathematics marks ranges from 50 to 91 in their Semestral Assessment 1
examination. They have also gone through 5 years of Mathematics lessons in
school and their opinions on the method of teaching of Mathematics would be
invaluable. Even though the number of students we chose was small, our
efficient method might be used by more schools, hence impacting a large group
of students. The modified teaching method basically breaks down multi-steps or
complex word problems into basic steps/concepts that help scaffold students’
understanding so that eventually they will be able to handle the word problems in
the complex form.
Pupils were given a pre-test which consist 5 complex word problems on topics
students have difficulties in under exam condition prior to the implementation of
the project. The main aim of this pre-test is to gauge the students’ ability in
solving complex word problems before the implementation of the modified
teaching approach. The pre-test was not given and none of the questions were
discussed with the students.
The modified teaching approach was implemented over a period of two weeks.
Students were given five worksheets consisting 4 questions where the last
question in every worksheet is similar to one question in the pre-test worksheet.
The first 3 questions in all the five worksheet were scaffolding questions to help
pupils break down the fourth question into simpler steps and concepts. For
example, if question1 of the pre-test tested the concept of changing fraction,
balancing ratio and changing percentage, then the worksheet 1 would have a
question testing each concept and the last question will be similar to the question
1 of the pre-test. Students were given only one worksheet per day and a time
frame of 30 minutes to complete the 4 questions. This is to simulate exam
conditions.
After students had completed the worksheet, the team split the class into groups
of 8 and along with the teacher’s help; we taught each group on how to avoid
5. careless mistakes and explain the concepts that the students were not very clear
with as well as the answers. This was to ensure that the pupils understand how
to break the complex problems into simpler steps and concepts. The splitting of
the class enabled better monitoring of the students’ learning. We could focus on
each student and hence maximize learning.
After students had completed the five worksheets, a post-test was administered.
The post-test had exactly the same questions as the pre-test to ensure the
validity and reliability of the instrument used to measure the effectiveness of the
method.
