Here are the steps to generate and test a hypothesis:
1. Observe a phenomenon or ask a question about something you want to understand better.
2. Suggest a tentative explanation or prediction - this is your hypothesis.
3. Think of a way to test your hypothesis, such as an experiment or observation.
4. Make observations or try the experiment.
5. Analyze the results objectively. Do they support or contradict your hypothesis?
6. If your hypothesis is supported, you may have contributed something new to the understanding of that phenomenon. But if it is contradicted, recognize that the hypothesis was not valid and think of a new one to test.
Generating and Testing Hy
The Curricular Philosophy of the K to 12
PE Curriculum
Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills, and experiences in physical activity participation to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill.
The Curricular Philosophy of the K to 12
PE Curriculum
Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills, and experiences in physical activity participation to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill.
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1Future Managers
This slide show accompanies our learner guide - NCV 2 Human & Social Development Hands-On Training by Tricia Sterling, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
By Kevin Burns at ProductCamp Twin Cities 2016
We've heard of agile coaches but what about product coaches? We'll talk about what makes a great coach and how you might apply coaching concepts to leading product teams.
This talk will includes concepts related to:
• Child vs adult learning styles
• Four Types of Learners
• Socratic Method
• Scientific Management vs Servant Leadership
• The Zen Master, Phil Jackson
• Shu Ha Ri
• Edward Deming
u # 5 Stages in learning ,physical Environment .pptFarida Faraz
Understanding the stages of learning can help you become a better educator. Learning makes the world go around, so be sure to help your members reach their full potential by making them conscious of their level of competence.
When learning how to learn a new skill, there are four basic stages: Unconscious incompetence. Conscious incompetence. Conscious competence. Unconscious competence.
The term physical environment refers to the overall design and layout of a given classroom and its learning centers. Teachers should design the environment by organizing its spaces, furnishings, and materials to maximize the learning opportunities and the engagement of every child.
adult teaching methods and Av techniques ch 1&2.pptfuad80
Education
it is the process of imparting knowledge, values, skills and attitudes, which can be beneficial to an individual.
2. It is acquired by individuals.
3. It is something that one gets at some point in their life.
4. it is a formal process.
5. it is knowledge gained through teaching.
The 14 learner-centered principles are classified into four categories: 1) me...mtkho1909
The 14 learner-centered principles are classified into four categories: 1) metacognitive and cognitive factors, 2) affective and motivational factors, 3) developmental and social factors, and 4) individual difference factors.
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.
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.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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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!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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
3. Physical Education: Description
The Physical Education Curriculum under the K
to 12 Basic Education Program is anchored on the
tenet “Move to Learn and Learn to Move”. It
contributes to the development of fitness and
wellness among school-age children. The
program’s rich and challenging experiences
promote the development of active lifestyle which
is the key to achieving, sustaining and promoting
lifelong fitness.
4. Program Standard
The learners demonstrate
understanding of key concepts and
principles of health and fitness in
achieving, sustaining and promoting
lifelong fitness and wellness.
5. K to 12: Physical Education
Strands
1.Body Management
2.Movement Skills
3.Physical Fitness
4.Games and Sports
5.Rhythm and Dance
6. Body Management
Body Management includes body awareness,
space awareness, qualities and relationships
of movements and how they are used
dynamically in various physical activities.
Awareness of the body concepts enable us
the understand our physical self.
7. Movement Skills
Movement skills relate to fundamental
movement patterns and skills that form
the basis of all sport and fitness
activities.
8. Rhythm and Dance
Rhythm and dance offer an array of learning
experiences where the body is used as an
instrument of expression. This area includes
singing games, dance mixers, fundamental
rhythm, folk and foreign games, and creative
rhythms. Likewise, the learners learn to move
in time to music, adjust to different tempos
and move to different rhythmic patterns.
9. Physical Fitness
Physical fitness includes fitness
assessment through testing and
recording and offers enhancement
activities that will develop and maintain
learners’ desired fitness level.
10. Games and Sports
Games and sports comprise fun games, low
organized games and lead-up games that
help achieve the development of correct
sports skills in preparation for active
participation in selected sports for recreation
and competition.
11. K to 12 Curriculum
Key Stages K -3 4-6 7-10 11-12
Body Management
Movement Skills
Physical Fitness
Games and Sports
Rhythm & Dances
12. Health Education: Description
• Focuses on physical, mental, emotional, social,
moral and spiritual dimensions of health
• Enables the learners to acquire essential
knowledge, attitudes, and skills necessary to
promote good nutrition, prevent and control
diseases and substance use and abuse, reduce
health-related risk behaviors to prevent and
control injuries with the end in view of
maintaining and improving personal, family,
community, national and global health.
13. Health Education
Strands
1.Personal Health
2.Family Health
3.Community Health
4.National and Global Health
14. Issues and Concerns
PE and Sports Dichotomy
Use drugs to enhance
performance
Reproductive Health
15.
16. Assumptions
1.The learning environment makes a
difference.
2.Learning is based on associations.
3.Learning occurs in cultural and
social contexts.
4.People learn in different ways.
5.People think about their own
learning, and their feelings matter.
30. Comparing is the process of identifying
similarities and differences between and
among things or ideas.
Classifying is the process of grouping things
that are alike on the basis of their
characteristics
Identifying Similarities and Differences
31. Creating Metaphors is the process of
identifying a general or basic patter in a
specific topic and then finding another topic
that appears to quite different but that has the
same pattern.
Creating Analogies is the process of
identifying relationships between pairs of
concepts- identifying relationships between
relationships
Identifying Similarities and Differences
33. Summarizing
Delete some information , substitute some information
and keep some information.
To effectively delete, substitute and keep information,
analyze the information at a fairly deep level.
Rule – Based Strategy
1.Delete trivial material that is unnecessary to understanding.
2.Delete redundant material.
3.Substitute superordinate terms for lists.
4.Select a sentence topic or invent one if it is missing.
Summarizing and note-taking
35. Note Taking
Informal Outline – uses indentation to indicate
major ideas and their related details.
Webbing – uses the relative size circles to
indicate the importance of ideas and lines to indicate
relationships.
Combination Notes – uses both informal and
webbing strategies.
Summarizing and note-taking
36. Praise as Recognition
Personalizing recognition
Pause, Prompt and Praise
Concrete symbols of recognition
The harder you try, the more successful you
become.
Reinforcing effort, Providing Recognition
37. 1. Establish and communicate a homework policy.
• Place
• Schedule and time allotted for making the homework
• Parent involvement
• Level of difficulty
• Bedtime
2. Design a homework that clearly articulates the
purpose and outcome.
3. Vary the approaches to providing feedback.
Assigning Homework and
Practice
38. 1. Using creative graphic organizers
• Concept
• Event
• Cause and Effect
• Time - Sequence
2. Using non-linguistic representations
• Physical models
• Mental pictures
• Pictures and pictographs
• Kinesthetic activity
Using Non-linguistic Representation
41. Objectives
• Specific but flexible goals
• Contract
Feedback
• Corrective in nature
• Timely
• Specific to a criterion
• Ask for own feedback
Setting Objectives and Providing
Feedback
42. Explicit cues
How do you sweep the floor?
How do you throw rubbish to the
bin from afar?
Cues, Questions and Advance Organizers
43. Questions that Elicit Inferences
Things/People:
What action does this thing / person usually
perform?
Action:
What thing/person usually performs this action?
Event:
What people are usually involved in this event?
Cues, Questions and Advance Organizers