You can email me martzmonette@yahoo.com for inquiry. You can send me a request stating your purpose for the need to have a copy of this presentation. Thank you very much!
The Cultural Knowings Framework (Moran, 2001) is adapted to consider the ways to teach about a birthday party. Students learn the cultural significance of a birthday celebration, the cultural behaviors they will be able to participate in, and the opportunity to reflect in groups or individually about the importance of acknowledging age in their own culture and compare or contrast their knowledge with the new learned cultural knowledge, resulting in opportunities to consider oneself, how one feels about this cultural practice.
Reference:
Moran, P. (2001). Teaching culture: Perspectives in practice. (1 ed.). Boston, MA, USA: Heinle, Cengage Learning.
This session offers insight into the socio-environmental characteristics of giftedness and the manner in which they impact the gifted learner in the educational and home environment. Resources for attending to socio-emotional needs in childhood and adolescence will be provided for parents in attendance.
You can email me martzmonette@yahoo.com for inquiry. You can send me a request stating your purpose for the need to have a copy of this presentation. Thank you very much!
The Cultural Knowings Framework (Moran, 2001) is adapted to consider the ways to teach about a birthday party. Students learn the cultural significance of a birthday celebration, the cultural behaviors they will be able to participate in, and the opportunity to reflect in groups or individually about the importance of acknowledging age in their own culture and compare or contrast their knowledge with the new learned cultural knowledge, resulting in opportunities to consider oneself, how one feels about this cultural practice.
Reference:
Moran, P. (2001). Teaching culture: Perspectives in practice. (1 ed.). Boston, MA, USA: Heinle, Cengage Learning.
This session offers insight into the socio-environmental characteristics of giftedness and the manner in which they impact the gifted learner in the educational and home environment. Resources for attending to socio-emotional needs in childhood and adolescence will be provided for parents in attendance.
Resilience at a Distance: Presentation to Parents at Glendale USD Morgan Appel
Exploring socioemotional characteristics of giftedness and talent, including perfectionism and impostor syndrome in the age of remote learning. Presentation to parents 05/12/20
این پاورپوینت توسط دکتر علیزاده در کارگاه توانبخشی شناختی در اختلالات یادگیری ارائه شده است.
برای مشاهده دیگر مطالب در این زمینه، لطفا به وب سایت فروردین مراجعه نمایید.
www.fatvardin-group.com
There is a large unidentified population with double exceptionality. Gifted children
with specific learning difficulties can cover their deficits by their high abilities,
however the deficits cover their high abilities.
A Parent’s Guide to Distance Learning is a user-friendly synopsis of best practice that links to videos on University of California Television (UCTV) and provides concrete suggestions for maintaining engaging and structured learning environments in the home.
Through the Looking Glass: Holistic Approaches to Serving the Artistically Gi...Morgan Appel
This interactive session offers unique insights into the colorful world of the visually/artistically gifted and talented, including defining cognitive and socioemotional characteristics and developmental benchmarks in artistic pursuits.
With emphases on cultivating talent and holistic approaches to arts integration, Through the Looking Glass delivers concrete, practitioner-friendly strategies for metacognitive support and promoting growth mindset. Contextualized in the neuroscience of teaching and learning, an in-depth exploration of fluency of imagination; perceptual discrimination; creative interpretation; commitment; among other features will serve as a catalyst for meaningful engagement across the curriculum, including science, technology, engineering, arts and mathematics (STEAM). Examples of proven practice will be drawn from two University of California initiatives: ArtsBridge and the Sally Ride Science Junior Academy.
Brave New Worlds: The Gifted, Gaming and Social MediaMorgan Appel
Social media is ubiquitous and pervasive in our daily existence, but its fluid, magnetic and at times chaotic nature affects the gifted and talented in distinctive ways. Brave New Worlds offers a robust synopsis of the dynamic roles played by social media in the lives of students, educators and families, including advocacy and policymaking; access and equality; and acquisition of resources for academic and metacognitive support.
Impacts of social media use on mental and physical well-being; cognitive and socioemotional development; creativity and critical thinking; perfectionism/impostor syndrome; dual exceptionality; cultivating resilience and growth mindset; technology overuse/addiction; among others will also be explored. The session will also examine the unique case of multiplayer gaming platforms (such as Fortnite) as they relate to cyberbullying and managing online relationships.
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.
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.
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!
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...
Socioemotional Characteristics of Diverse Gifted and Talented Learners
1. Traditional
Characteristics
Culturally and
Linguistically
Diverse/Gifted
Low Socioeconomic /
Gifted
Twice Exceptional
Ability to learn basic skills
quickly and easily and retain
information with less repetition
May require more repetition or
hands-on experiences at an
introductory level
Lack of opportunities and
access to school-readiness
materials may delay acquisition
of basic skills
Often struggle to learn basic
skills due to cognitive
processing difficulties; need
strategies in order to acquire
basic skills and information
High verbal ability May have high verbal ability in
native language; may rapidly
acquire English language skills if
they possess academic skills in
their home language
Lack of opportunities may delay
the development of verbal
skills
High verbal ability but extreme
difficulty in written language
area; may use ways and at
inappropriate
Early reading ability May demonstrate strong
storytelling ability and ability to
read environmental print in
home language
Lack of access to reading
materials may delay acquisition
of reading skills
Frequently have reading
problems due to cognitive
processing deficits
Keen powers of observation May display high levels of visual
memory or auditory memory
skills
Strong observational skills,
which are often used to
“survive on the streets”
Strong observation skills but
often have deficits in memory
skills
Strong critical thinking,
problem-solving and decision-
making skills
Strong critical thinking in
primary language; often solve
problems in creative ways;
particularly interested in
solving “real-world” problems
Excel in brainstorming and
solving “real-world” problems;
strong critical thinking ability;
rapid decision-making skills
Excel in solving “real-world”
problems; outstanding critical
thinking and decision-making
develop compensatory skills
Long attention span —
persistent, intense
concentration
Long attention span —
persistent, intense
concentration
Persistent in areas of interest
usually unrelated to school
Frequently have attention
deficit problems but may
concentrate for long periods in
areas of interest
2. Traditional Characteristics Culturally and Linguistically
Diverse/Gifted
Low Socioeconomic / Gifted Twice Exceptional
Questioning attitude Some culturally diverse children
are raised not to question
authority
Questioning attitude which may
at times be demonstrated in a
confronting or challenging way
Strong questioning attitude;
may appear disrespectful when
questioning information, facts,
etc. presented by teacher
Creative in the generation of
thoughts, ideas, actions;
innovative
Often display richness of
imagery in ideas, art, music,
primary language, etc.; can
improvise with commonplace
objects
Strong creative abilities Unusual imagination;
frequently generate original
and at times rather “bizarre”
ideas
Takes risks Degree of risk taking may
depend upon the familiarity of
the situation based on different
cultural experiences
Take risks often without
consideration of consequences
Often unwilling to take risks
with regard to academics; take
risks in non-school areas
without consideration of
consequences
Unusual, often highly
developed, sense of humor
Humor may be displayed
through unique use of language
and responses
May use humor to become
“class clown,” to deal with
stressful situations, and to
avoid trouble
Humor may be used to divert
attention from school failure;
may use humor to make fun of
peers or to avoid trouble
May mature at different rates
than age peers
Accept responsibilities in the
home normally reserved for
older children
Often mature earlier than age
peers since they must accept
responsibilities in the home
which are normally reserved for
older children or even adults;
inexperience may make them
appear socially immature
Sometimes appear immature
since they may use anger,
crying, withdrawal, etc. to
express feelings and to deal
with difficulties
Sense of independence May be culturally socialized to
work in groups rather than
independently
Circumstances often have
forced the student to become
extremely independent and
self-sufficient
Require frequent teacher
support and feedback in deficit
areas; highly independent in
other areas; often appear to be
extremely stubborn and
inflexible
3. Traditional Characteristics Culturally and Linguistically
Diverse/Gifted
Low Socioeconomic / Gifted Twice Exceptional
Sensitive May be sensitive, particularly to
racial or cultural issues
May be critical of self and
others including teachers; can
understand and express
concern about the feelings of
others even while engaging in
anti-social behavior
Sensitive regarding disability
area(s); highly critical of self and
others including teachers; can
express concern about the
feelings of others even while
engaging in anti-social behavior
May not be accepted by other
children and may feel isolated
May be perceived as loners due
to racial/cultural isolation and/
or inability to speak English;
student entertains self easily
using imagination in games and
ingenious play
Economic circumstances as well
as his/her giftedness may
isolate the student from more
financially secure peers
May be perceived as loners
since they do not fit typical
model for either a gifted or a
learning disabled student;
sometimes have difficulty being
accepted by peers due to poor
social skills
Exhibit leadership ability May be leaders in the
community but not in the
school setting; demonstrate
“streetwise” behavior
May be leaders among the
more non-traditional students;
demonstrate strong
“streetwise” behavior; often
excel in brainstorming and
problem-solving around social
issues
Often leaders among the more
non-traditional students;
demonstrate strong “street-
wise” behavior; the disability
may interfere with ability to
exercise leadership skills
Wide range of interests Interests may include individual
culturally related activities
Wide range of interests that are
often unrelated to topics/
subjects addressed in school
Wide range of interests but
student is handicapped in
pursuing them due to
process/learning problems
Very focused interests, i.e., a
passion about a certain topic to
the exclusion of others
Very focused interests, i.e., a
passion about a certain topic to
the exclusion of others
Persistent in areas of interest
usually unrelated to school
Very focused interests, i.e., a
passion about a certain topic to
the exclusion of others — often
not related to school subjects