The document outlines a 3 phase plan for developing an English language syllabus. Phase 1 involves describing the school and students. Phase 2 consists of analyzing student needs, developing a plan with objectives, and considering differentiated instruction. Phase 3 includes reading the syllabus framework, working on thematic units, and creating an annual plan addressing topics, tasks, texts, and transitions between elements. The document also provides guidance on assessment, activities for skills, and communicative language teaching approaches.
Introduction into the roles of course books in the classroom, the advantages and disadvantages of their use, and how to evaluate and adapt course books to a specific teaching-learning context.
Introduction into the roles of course books in the classroom, the advantages and disadvantages of their use, and how to evaluate and adapt course books to a specific teaching-learning context.
Kamishibai: a collaborative project for young learners of Englishmickstout
This is the powerpoint used in a workshop given at San Lorenzo Ruiz Academy in Calapan, Philippines as part of the Teachers Helping Teachers (THT) seminars in February 2009.
This is a product of a book study on Improving Adolescent Literacy (Doug Fisher). Presented by a literacy group to Sparta Middle School, January 2006 in Sparta, Michigan.
This presentation describes effective textbook study strategies. Many of these strategies are useful in K-12 education only because Open Educational Resources now allow students to mark up and annotate their textbooks.
Kamishibai: a collaborative project for young learners of Englishmickstout
This is the powerpoint used in a workshop given at San Lorenzo Ruiz Academy in Calapan, Philippines as part of the Teachers Helping Teachers (THT) seminars in February 2009.
This is a product of a book study on Improving Adolescent Literacy (Doug Fisher). Presented by a literacy group to Sparta Middle School, January 2006 in Sparta, Michigan.
This presentation describes effective textbook study strategies. Many of these strategies are useful in K-12 education only because Open Educational Resources now allow students to mark up and annotate their textbooks.
46.dönem özel güvenlik sınavı soru ve cevapları
özel güvenlik sınav soru ve cevapları
özel güvenlik kitabı
özel güvenlik eğitim ders kitabı
özel güvenlik eğitim ders notları
46 dönem özel güvenlik temel eğitim sınav soru ve cevapları
46.dönem özel güvenlik sınavı cevapları
46.dönem özel güvenlik yenileme sınavı soru ve cevapları
özel güvenlik pol tr
özel güvenlik eğitim kitabı ve deneme testleri
www.gokayegitim.com
www.gok-ayegitim.com
EN İYİ ÖZEL GÜVENLİK EĞİTİM KİTABI
GÜNCEL ÖZEL GÜVENLİK EĞİTİM KİTABI
47.dönem özel güvenlik sınavı soru ve cevapları burada
48. dönem özel güvenlik sınav soru ve cevapları burada
Why activity is important in teaching?
It is equally important that each activity is meaningful, and ensures learners’ learning progress and advancement through the didactic unit or input sessions.
Activities should build on previous activities and avoid being repetitive, they should enable learners to engage with and develop their skills, knowledge and understandings in different ways.
Activities help learners to make and sustain the effort of learning. They provide practice in the basic language skills – listening, speaking, reading and writing. They encourage learners to interact and communicate.
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT NAME .docxrhetttrevannion
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT
NAME:
Tavonnia Evans SUBJECT:
English
STATE STANDARD:
ESSENTIAL KNOWLEDGE AND SKILLS
LEARNING OBJECTIVE(S): The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. In addition, the student will be able to communicate effectively with others in a variety of settings, including personal conversations, group settings, and formal lectures. This activity will help students learn how to communicate effectively, whether listening to or talking with others. This will also help them to build relationships and critical skills for modern life.
ASSESSMENT/PERFORMANCE MEASURE:
Following their discussions with their partners, students will review their notes and compose a brief written response in which they reflect on their experiences in discussing the books they chose for themselves with a peer.
MATERIALS and SETTING
What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floors, library, or science lab?
The setting is the classroom.
Materials needed include a Paper handout containing questions, a pencil, and paper.
The first portion of the lesson will consist of the instructor providing direct teaching, followed by students reading their independently chosen texts, working in pairs, and then working alone to write their reflections.
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the concept being taught?
Vocabulary –notetaking, audience
Academic language: Guided conversation starters:
· What book did you choose?
· Which text made you decide to use it?
· What does the bulk of the book cover?
· Just who is the kind of reader who would like the book?
FOCUS ACTIVITY
What activity will students engage in that will pique their interest in the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity
After presenting a brief, humorous sequence from a cartoon movie in which two characters are nasty to one other, I will lead a class discussion about how the characters may have spoken more politely. One of you will be chosen to respectfully summarize the cartoon character's message (García, 2019).
CONNECTION TO PRIOR LEARNING
This is what you
say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.
Teachers and administrators sho.
LESSON PLAN
Name:
Task Objective Number:
GENERAL INFORMATION
Lesson Title & Subject(s):
Topic or Unit of Study:
Grade/Level:
Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays)
STANDARDS AND OBJECTIVES
Your State Core Curriculum/Student Achievement Standard(s):
To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to Browse Standards (Standards Wizard). Select your state. Select standard(s).
Lesson Goals:
(A statement describing the overall purpose of the lesson; what the students are expected to know or do at the end of the lesson)
Lesson Objective(s):
(Your objective(s) should align with the knowledge and skills taught as well as with the assessment chosen for this task. All learning objectives must include a Specific Behavior, Condition, and Measurable Criteria)
MATERIALS AND RESOURCES
Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates)
Resources:
Supplementary information and/or places where you found information for the lesson
INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous learning, definitions of terms reviewed)
1. Presentation of New Information or Modeling:
(e.g., term definitions, concepts, processes and/or approaches)
1. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding – including any questions to ask or anticipate from students)
1. Independent Student Practice:
(e.g., teacher monitored, check for student understanding – including any questions to ask or anticipate from students)
1. Culminating or Closing Procedure/Activity/Event:
(e.g., review terms, concepts, and/or learning process; establish connections to the next lesson; check for student understanding – including any questions to ask or anticipate from students)
Pedagogical Strategy (or Strategies):
(e.g., direct instruction, cooperative learning groups, partner work)
Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning disabled, physically disabled, and/or gifted/accelerated learners.
Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and post-assessment plans—formal and/or informal, summative and/or formative, etc.).
The 5 Stages of the Writing Process
In today’s world, good writing is essential especially for both employers and employees. It is therefore vital for students to be well-prepared as far as authentic writing is concerned so as to be competitive as they enter the job market. Writing is a skill. Th ...
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?
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.
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
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!
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
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.
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.
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.
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.
2. Phase 1
•Description of the group
•Background information of the highschool and neighbourhood
Phase 2
•Analysis of the diagnostic
•Develop an action plan
•Set objectives for the course
•Consider differentiated instruction
Phase 3
•Read theoretical framework of syllabus
•Work on the thematic units
•Sketch the annual plan (considering the TOPICS related to each
THEME, create THREADS among topics, find TEXTS to work with
those topics, design and plan TASKS for students, look for smooth
TRANSITIONS
3. THEME (General topic which involves several subtopics)
TOPIC (A particular issue you want to talk about)
TASKS (An activity where students solve a problem)
TEXT (where you take the information to solve the task, a
book, recording, etc)
THREADS (the link you find within the themes and among
them)
TRANSITIONS (how you move from one topic to the other,
from one task to the other) It helps maintain unity and
motivation
4.
5.
6. Follow the criteria in each syllabus, use
rubrics for oral and written productions
•Consider and cater for
diversity(differentiated instruction)
•Use multiple measurements and not
only the formal test
•Consider the changes in format of the
formal test
7.
8.
9.
10.
11. Listening:
Expose students to more listening
activities so they get used to listening in
English
Vary the layout of activities. There must
be a need for listening.
Avoid writing at beginning levels for
example with Multiple Choice activities.
12. Find attractive texts with a minimum of 80%
of the vocabulary known by the students
Find a purpose for Reading
Vary the activities and the purposes for
Reading
Be creative with the activities you present,
try to think of authentic situations for
Reading and answering. For example, when
talking about a famous person, it can be an
interview instead of just “answer the
following questions”.
13. Expose the students to pre-writing activities
and to the process writing cycle in class.
We need to devote class time to writing.
Help sts. Develop strategies for scaffolding.
Use pictures, use prior texts, information, the
computers, and all the available elements
to aid them in the writing process.
Set the criteria for assessment. You can
also create rubrics with the students so they
are aware of what you are going to be
assessing and how.
14.
15.
16.
17.
18. Tests ,must be contextualized!
Test what has been taught, how it has
been taught. This is the basic concept of
content validity.
Only assess Ss on what you have covered
in class.
Use formats that students are familiar with
and have practiced beforehand.
Choose formats that are authentic,
purposeful and mirror real life contexts.
19. Share the written tests you have
prepared
Comment on them
Are they consistent with Inspección’s
guidelines?
How could you improve them? Share
ideas.
20. Contextualization
Transition of activities
ENGAGE students (interests- real life)
Pace/timing
Openings/ Closures
Lesson planning: stages, scripts, possible
problems and solutions
Sts’ production
Give sts time to practise before producing
+1
21. The communicative approach is based
on the idea that learning language
successfully comes through having to
communicate real meaning. When
learners are involved in real
communication, their natural strategies
for language acquisition will be used,
and this will allow them to learn to use
the language.
22. Communicative language teaching can
be understood as a set of principles
about the goals of language teaching,
how learners learn a language, the
kinds of classroom activities that best
facilitate learning, and the roles of
teachers
and learners in the classroom.
23. Since the primary aim of the approach is
to prepare learners for meaningful
communication, errors are tolerated. The
range of exercise types and activities
compatible with a communicative
approach is unlimited.
24. Is the teaching of grammar
contradictory to communicative
language teaching?
Discuss with your classmates
25. The communicative approach focuses
on the use of language in everyday
situations, or the functional aspects of
language, and less on the formal
structures. However, critics believe that
there needs to be some sort of "bridge"
between the two in order for effective
language learning.
26.
27. Chorus repetition?
Drills?
Memory practice?
Dictation?
Etc.?
Are these “old-fashioned”?
What do you think?
Discuss with your classmates
28. Dictogloss
1) Work with vocabulary
2) Read a passage at normal speed.
Students take notes
3) Students reconstruct the text
4) Response to the text
29. Read the text
Close the book. What do you
remember?
T writes on the board what the sts
remember
Class discusses items on the board
30. What about practising structures with
your digital camera?
31. What structures can they practise?
- Problem solving (A classmate wants to see
your answers during a test)
- Find someone who… (likes electronics, is
plays a musical instrument, is good at
sports…)
- Trivia
- Who is telling the truth?
- Role plays
- Find the difference
- Study a picture
32. Gamification is the use of game thinking
and game mechanics to engage users
in solving problems.