Social synthesis quest
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1) Adrianne scored highly in active, sensory, and visual learning preferences and found lectures without hands-on activities or pictures difficult. 2) She worked to improve her ability to learn through non-preferred styles like sequential learning. 3) Jenna's scores did not strongly prefer one style over others and she has no difficulty with non-preferred styles. She remains a reflective learner who benefits from verbal explanations.
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The document discusses two students' personal learning preferences based on a survey taken at the beginning and end of a class. The first student had moderate scores across reflective, sensory, verbal, and sequential preferences. Their preferences remained consistent, favoring reflective and verbal styles. The second student strongly preferred active, sensory, and visual styles initially but worked to expand their learning approaches, gaining skills in sequential learning by the end of the class. They recognized being able to learn in multiple styles would help them succeed in various courses.
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The document discusses two students' personal learning preferences based on a survey taken at the beginning and end of a class. The first student had moderate scores across reflective, sensory, verbal, and sequential preferences. Their preferences remained consistent, favoring reflective and verbal styles. The second student strongly preferred active, sensory, and visual styles initially but worked to expand their learning approaches, gaining skills in sequential learning by the end of the class. They recognized being able to learn in multiple styles would help them succeed in various courses.
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suggestopedia method of teaching
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Suggestopedia has probably both the most enthusiastic and the most critical response of any of the so-called new methods. Having acknowledged that three are techniques and procedures in Suggestopedia that may prove useful in a foreign language classroom. And yet from Lozanov’s points of view, this air of science is what gives Suggestopedia its authority in the eyes of students and prepares them to expect success. Perhaps, then, it is not productively to futher belabor the science/non-science, data/double-talk issues and instead, as Bancroft and Stevick have done, try to identify and validate those techniques from Suggestopedia that appear effective and that harmonize with other successful techniques in the language teaching inventory.
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Final project essay perla
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Presentation about a a teaching method developed in 1970s by a psychiatist educator called Georgi Lozanov (1926-2012)
Self report video class 1 - secondary level
1) The teacher started the class with a game to refresh the students' prior knowledge from previous lessons. They were able to follow instructions in the second language despite adapting the vocabulary to their level.
2) By walking around the class, the teacher was able to monitor student progress on activities. Most students study English outside of class, so the teacher ensured all students could develop their skills.
3) It was difficult to speak over the noise from a nearby classroom during break, but students participated orally and in activities respectfully. They remained engaged with the lesson topic while using the target language.
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Suggestopedia is a teaching method developed in the 1970s by Bulgarian psychotherapist Georgi Lozanov. It aims to optimize learning through creating a relaxed environment where students feel confident and motivated. Key aspects include playing Baroque music, arranging furniture in a semicircle facing the board, using posters to aid peripheral learning, and limiting homework to rereading material. The goal is to utilize both short and long-term memory through lessons with emotional meaning that promote assimilation before analysis.
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The document discusses effective learning techniques used at a Bulgarian school. It describes how teachers get to know each student's strengths and weaknesses, create a positive classroom atmosphere, set clear learning goals, and use various methods like flashcards, drawings, and group work. Support groups were formed to help students with weak results improve. The results included higher assessments, greater interest in learning, and increased confidence. The conclusion states the school aims to encourage effective learning through different activities.
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The document discusses exploring your learning style to understand what works best for you, using tools like study groups to assess how you learn and interact with others, applying your self-knowledge of how you learn to new subjects, and identifying potential learning disabilities by noticing struggles in specific subjects and managing them through practices like getting tutoring help.
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The teacher used to focus solely on grammar instruction and follow the textbook without reflecting on their teaching. After learning about reflective teaching techniques, the teacher now reflects before, during, and after each class to improve. They prepare detailed lesson plans, observe student participation and behavior, and analyze what went well or needs improvement. While challenges remain like mixed English levels, the teacher is committed to continuous self-reflection and development to become a more effective English instructor.Portfolio: Intro To Teaching
1) Classroom rules are clearly posted for students to see at all times, including don't talk when the teacher is talking, keep track of your belongings, keep hands and feet to yourself, follow directions, and raise hands not voices.
2) Students track their understanding of lessons before and after the teacher instructs. Small group rotations are used for reading instruction, including computers, seat work, word work, guided reading with the teacher, and silent reading.
3) The teacher uses a variety of instructional methods including morning meetings, read alouds, centers, projects, and technology. Behavior is managed through a color chart, positive praise, and individualized systems for certain students.
Learning Styles: Controversial but Oh-So Compelling!
This document discusses learning styles and their use and controversy in language education. It begins by defining learning styles as a person's natural ways of absorbing and processing new information. It then outlines several common learning style assessments and describes the four dimensions of the Felder-Solomon Index of Learning Styles. While learning styles are widely used in education, some studies have found they do not necessarily improve learning outcomes. The document raises questions about the role of learning styles in the classroom and challenges both teachers and learners to reflect on how styles influence engagement.
Personal reflection
The student reflects on their experience completing a practicum at a secondary school. They observed a quiet and shy group of pre-intermediate English students. This experience helped the student think of strategies to engage introverted and extroverted students alike, such as using varied resources like videos and pictures. The student created lesson plans focused on communication and including skills and learning styles. Students seemed motivated by the planned activities. The observer was supportive and the student worked to improve lessons after reflection. Overall, the practicum experience helped the student gain confidence in their teaching ability.
Tpd final reflexion fourdimensions primary level mestreflorencia
This document summarizes a student teacher's reflection on their experience teaching at the primary level.
The student teacher found the group of students difficult at first but they adapted well to each other. They had to consider the diverse social backgrounds of the students. While time management and additional activities need improvement, the lessons were well-planned and engaging for the students.
The principal was supportive, but the supervising teacher was unclear in her feedback and only focused on areas for growth without acknowledging successes like the student speaking English in the second lesson. Overall, the student teacher was pleased with student motivation and their own performance despite the teacher's negative attitude.
Autonomous Learning -A Personal account
This short article attempts to provide, based on my personal experience and reflections, a working definition of autonomous learning and some common characteristics of independent learners. It first appeared in the TESOL ARABIA Learner Independence SIG Newsletter
O
After taking a learning preference survey, Ja'neisha Walker found that her highest scores were in the reflective, sensual, and sequential categories. However, through reflecting on her own experiences, she believes she learns best visually and verbally, even though the survey did not score her highly in those areas. The survey results did not change her view that visual and verbal learning suit her preferences best, and she does not think one survey can determine someone's best learning style.
Practice Teaching Portfolio Episode 2
The document outlines a student teacher's expectations and activities for their first day observing at a cooperating school. The student teacher's goals are to meet their cooperating teacher and students, understand expectations, and observe student-teacher interactions. They are expected to observe classroom behaviors, take notes, and help when needed. The cooperating teacher expects punctuality, respect, stewardship, and lesson planning. The student teacher will focus on adolescent development stages like behaviors, intelligences, strengths/weaknesses and competitiveness during observations.
Learning styles slides- Pat Hoban
The document discusses different learning preferences and modes, including visual, auditory, and kinesthetic. It emphasizes the importance of being aware of various learning styles when preparing materials or choosing teaching methods. Identifying a student's dominant learning styles allows a teacher to strengthen less developed styles and observe how a student absorbs and processes information. A teacher's own preferred learning style can influence their teaching, so they should not assume a student learns the same way.
Final personal evaluation second period
1) The document is a personal evaluation by Nadia Asencio of her teaching practicum experience.
2) During the practicum, Nadia observed other teachers' classes, applied the skills and knowledge from her studies, and reflected constantly on her experiences in the classroom.
3) Nadia realized aspects of her own teaching she needs to improve, such as time management, pronunciation, and checking student understanding, based on feedback from her tutor observations of her classes.
Guided Response Respond to a minimum of two classmates. What id
Guided Response:
Respond to a minimum of two classmates. What ideas did you gather from their observations that were different from your own? Provide constructive feedback regarding the strategies they’d like to try in their own current or future setting.
Lafogaula Leafa-O'Brien
Part 1
Wessling's strategy of teaching leaned more towards trying to teach students how to think. I believe this is particularly every teacher's main goal in teaching today. Wessling talked about the four components of the instructional model, which is the "Gradual Release of Responsibilities. The main idea of this instructional model, was so that teachers can teach for the purpose of shifting the information towards the learners. Throughout her lessons, she has touched base on these four components as her strategy in teaching her students how to teach. At the end, after all the discussions, guided practices, collaboration, and finally independent practices, the students were able to stand up and present to their teacher as well as their class, what they thought of the content. They were able to own their own learning in group works as well as described how they were thinking individually, as Wessling described it in the video.
As suggested in "Of Learning and Assessment", the purpose of assessments is 1) improve teaching and learning, and 2) is to measure the student's achievement for the purpose of providing a grade. (Lefrancois, pg. 1.1, 2013). Wessling uses the instructional model and its four components to help her meet her students right where they're at plus more. She promotes critical thinking by allowing her students explore the way they think about the content that they're learning. These students learn not just by listening to their teacher lecture all day, but by working with her as well as their peers. Wessling then allows her students to present their work and participate in discussions so she can hear what they have to say and what they're thinking. I think this is a great way to assess students for learning because then the teacher truly becomes aware of what his/her students understand and don't understand.
Part 2
In Ms. Wessling's class, I was able to see and observe that the students worked collaboratively with one another during their group work. Then Wessling influenced them to own up to their own learning by discussing what they thought of the subject. She mentioned that sometimes it's easier to do group works because there would be just one student doing all the work while the other doesn't. This is why she made sure she was able to hear from every student individually although it was a group work. With this, she was also able to get feedback in of what they learned in order to keep moving forward with the learning.
I was able to observe everything according to the video.
The students were able to examine their own thinking by discussing what they talked or read about. Wessling asked her students to discuss what they ...
Moure tpd-self-assessment secondary-period-checked
- The document is a self-assessment report from a student teacher, Regina Moure, about her teaching practicum with intermediate secondary students aged 15-17.
- She found it challenging to teach using prescribed coursebooks as the students had limited listening skills and interaction in English.
- Reflecting on the experience, she realized she should have taken more time to reinforce language outside the coursebook and incorporated current events into lessons.
- Working with teenagers helped her appreciate focusing on student learning over her own preferences and gaining student trust takes time and flexibility.
- Keeping a teaching journal allowed her to reflect deeply and improve her practice based on tutor feedback.
Characteristics of good teacher
The article discusses 10 characteristics of a good teacher based on the author's experiences as a language student. The most important characteristics are having a contagious enthusiasm for teaching, being creative in lessons, and adding humor and pace to engage students. A good teacher also challenges students to use the target language, is encouraging and patient, takes an interest in students as individuals, and explains grammar clearly. Above all, a teacher must demonstrate affection for their students and subject through their teaching.
Teaching and Learning of English Education Departement
The document discusses different learning styles and provides suggestions for how to apply each style. It identifies 7 main learning styles: visual, aural, physical, verbal, logical, social, and solitary. For each style, it gives a brief description of the characteristics and an example suggestion for how someone with that learning style could approach learning. The overall message is that successful language learners understand their own styles and preferences, know which help them and which may hurt them, and apply styles that maximize their learning.
The-Teacher-and-the-Learner.pptx
This document discusses teachers and learners. It provides information on the definition of a teacher, elements of good teaching, principles of teaching, qualities of a good teacher, and how to manage teaching and learning. It also discusses the physical, social, cognitive, and emotional characteristics of children in preschool and kindergarten. Specifically, it notes that preschool and kindergarten children are very active, developing social skills like making friends, and their language skills are growing.
Tpd 2015 tielve - second period final report - primary-checked
(1) The document summarizes the student's experience completing a practicum teaching English to 10-11 year old students.
(2) While initially nervous, the student felt more confident having previously observed the class. With guidance from the English teacher, the student created activities to encourage communicative English use beyond memorized contexts.
(3) Through patience, recycling language structures, and visual aids, the students improved in using English in interactions, though some continued using their native language. The student learned the importance of enjoyment and relaxation in teaching.
Similar to Social synthesis quest (20)
Essay On Feasability Of Self-Assessment In ESL Classrooms
Essay On Feasability Of Self-Assessment In ESL Classrooms
THE WORK OF THE ENGLISH TEACHER BEFORE AND AFTER A REFLECTIVE THINKING
THE WORK OF THE ENGLISH TEACHER BEFORE AND AFTER A REFLECTIVE THINKING
Learning Styles: Controversial but Oh-So Compelling!
Learning Styles: Controversial but Oh-So Compelling!
Tpd final reflexion fourdimensions primary level mestreflorencia
Tpd final reflexion fourdimensions primary level mestreflorencia
Guided Response Respond to a minimum of two classmates. What id
Guided Response Respond to a minimum of two classmates. What id
Moure tpd-self-assessment secondary-period-checked
Moure tpd-self-assessment secondary-period-checked
Teaching and Learning of English Education Departement
Teaching and Learning of English Education Departement
Tpd 2015 tielve - second period final report - primary-checked
Tpd 2015 tielve - second period final report - primary-checked
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【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
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如果您处于以下几种情况：
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◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
Hand Gesture Control Robotic Arm using image processing.pptx
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AadiShakti Projects ( Asp Cranes ) Raipur
Welcome to ASP Cranes, your trusted partner for crane solutions in Raipur, Chhattisgarh! With years of experience and a commitment to excellence, we offer a comprehensive range of crane services tailored to meet your lifting and material handling needs.
At ASP Cranes, we understand the importance of reliable and efficient crane operations in various industries, from construction and manufacturing to logistics and infrastructure development. That's why we strive to deliver top-notch solutions that enhance productivity, safety, and cost-effectiveness for our clients.
Our services include:
Crane Rental: Whether you need a crawler crane for heavy lifting or a hydraulic crane for versatile operations, we have a diverse fleet of well-maintained cranes available for rent. Our rental options are flexible and can be customized to suit your project requirements.
Crane Sales: Looking to invest in a crane for your business? We offer a wide selection of new and used cranes from leading manufacturers, ensuring you find the perfect equipment to match your needs and budget.
Crane Maintenance and Repair: To ensure optimal performance and safety, regular maintenance and timely repairs are essential for cranes. Our team of skilled technicians provides comprehensive maintenance and repair services to keep your equipment running smoothly and minimize downtime.
Crane Operator Training: Proper training is crucial for safe and efficient crane operation. We offer specialized training programs conducted by certified instructors to equip operators with the skills and knowledge they need to handle cranes effectively.
Custom Solutions: We understand that every project is unique, which is why we offer custom crane solutions tailored to your specific requirements. Whether you need modifications, attachments, or specialized equipment, we can design and implement solutions that meet your needs.
At ASP Cranes, customer satisfaction is our top priority. We are dedicated to delivering reliable, cost-effective, and innovative crane solutions that exceed expectations. Contact us today to learn more about our services and how we can support your project in Raipur, Chhattisgarh, and beyond. Let ASP Cranes be your trusted partner for all your crane needs!
EV Charging at Multifamily Properties by Kevin Donnelly
Kevin Donnelly gave this presentation at the Forth Addressing The Challenges of Charging at Multi-Family Housing webinar on June 11, 2024.
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Social synthesis quest
- 1. Social Synthesis Quest Adrianne Manhart-Hickey Jenna Rudzwick
- 2. Personal Learning Preferences • At the beginning of this course my scores for the learning preference test were for active, 9, for senses, 9, for visual, 11 and for sequential was 5. I have learned that the test results were accurate because I know that I do have a very strong preference for active, senses, and visual learning techniques. I believe that towards the beginning of the class I was very dependent using an active and visual style of learning. I found that I was unable to grasp concepts if I was not learning in either of those two styles. For example I had a hard time if the course was based solely off text and there were no hands on activities or pictures to refer to. • After finding out that I had such a strong preference to certain learning styles, I tried to make myself become more aware and train myself to learn how to learn through different styles while using the preferences I felt stronger in. Towards the end of the class I began to realize that only being able to learn a specific way was holding me back in succeeding in other classes. As this semester evolved I noticed myself getting better at using learning styles such as, sequential preferences. (Adrianne) • At the beginning of the class when I first took the learning preferences survey my scores were reflective: 5, sensory: 3,verbal: 5, and sequential: 3. At the end of the class my thoughts on my learning preferences have remained relatively the same. I still don’t have a strong preference for one style over another, and I don’t have too much difficulty in areas of learning that are not my preferred style. I know I am still a reflective learner because I like to go at my own pace and take time on my own to think about new information before talking about it. In all of my classes I benefit from verbal stimulation, by having teachers explaining orally to me directions. (Jenna)