Tailor made teaching for L and XL groups
•Download as PPT, PDF•
0 likes•274 views
The document discusses concepts related to teaching and learning. It defines teaching as guiding learners and facilitating the learning process. Group size is discussed in terms of small (S), medium (M), large (L), extra-large (XL), and double extra-large (XXL) concepts. Tailor-made teaching is described as being specially designed for a particular purpose. Team teaching allows two teachers to share instruction of a class and divide responsibilities.
Report
Share
Report
Share
Recommended
The Nature of Language Teaching
This document discusses the nature of language teaching and learning. It identifies the 4 principal components: 1) The Community, which decides what languages should be taught and provides funding/resources, 2) The Language Teaching Profession, which establishes principles and trains teachers, 3) The Teacher, who must be properly trained and qualified to teach effectively, facing various constraints, and 4) The Learner, who differs in abilities and motivation but must be willing to learn for success. It emphasizes that an interplay between these 4 components, each fulfilling their role, is necessary for superior language teaching and learning outcomes.
A Successful Speaking Lesson 2009
The document discusses fundamentals of teaching speaking skills, noting that students should have a desire to communicate and teachers should focus on creating a relaxed environment where students can speak without fear of correction, with opportunities to develop listening, speaking, and pronunciation through pair and group work engaging meaningful topics. Attention should be given to conversational features and strategies through emphasis on interaction frames to improve English as a foreign language learners' speaking abilities.
Communicative language teaching
Communicative language teaching (CLT) emerged from new theories of language in the 1960s-1980s in Britain and the USA. It views language as a system for communication rather than just grammar rules, and aims to develop learners' communicative competence through authentic tasks. CLT lessons typically involve groupwork, information sharing, role plays, and simulations to encourage fluency over accuracy. The approach is learner-centered and focuses on meaningful communication through language use in real-life settings. While implementation varies, CLT emphasizes understanding messages over grammatical accuracy during the initial stages of language acquisition.
E. s. l. methods
Cooperative language learning (CLL) and content-based instruction (CBI) are approaches to second language teaching that focus on group work and learning content through the target language. CLL uses pair and small group activities to promote natural language acquisition, while CBI integrates language skills and content learning. Both aim to create a communicative environment where students work cooperatively to build language proficiency and content knowledge.
Proyecto improving speaking skills in the classroom
This document describes a study conducted to improve 10th grade students' English speaking skills in Medellin, Colombia. The study implemented cooperative learning activities to encourage interaction between students. By working together in small groups, students felt more comfortable taking risks and less anxious about making mistakes. Peer observation and feedback was also used, where student groups observed and evaluated each other's discussions. The results showed that a learner-centered approach that uses group work and interaction helps reduce students' fear of speaking and improves participation.
Differentiation in the_esl_class
This document discusses differentiation in ESL classes. It begins by defining differentiation and its aims, which are to foster differentiation practices in elementary and secondary ESL classes, provide ongoing training to participants, and present examples to help teachers implement differentiation. It then provides examples linked to research, training, and actions teachers can take. These include varying instructional practices, using diagnostic evaluation, and modifying classroom management. The document also shares results of a survey on differentiation practices in Quebec school boards. It finds most focus on language and reading, target multiple competencies, and use practices like decompartmentalization. Finally, it discusses definitions and finalities of differentiation, which are to help students reach goals and succeed academically via different paths.
Conceptual basis of l2 teaching and learning
The document discusses the conceptual basis of second language teaching and learning. It outlines key developments including: (1) humanistic psychology which sees language learning as a social process, (2) experiential learning which is learner-centered and builds on their experiences, and (3) communicative language teaching which views language as a tool for communication rather than just rules. This led to task-based and learner-centered approaches where the learner's needs are central to deciding what and how skills are taught. Negotiated curricula allow learners input in their learning through discussion.
A reflection of Transformative Learning
A Reflection on Transformative Learning in a Professional Development Context. X Congreso Puertorriqueño de Investigación en la Educación.
Recommended
The Nature of Language Teaching
This document discusses the nature of language teaching and learning. It identifies the 4 principal components: 1) The Community, which decides what languages should be taught and provides funding/resources, 2) The Language Teaching Profession, which establishes principles and trains teachers, 3) The Teacher, who must be properly trained and qualified to teach effectively, facing various constraints, and 4) The Learner, who differs in abilities and motivation but must be willing to learn for success. It emphasizes that an interplay between these 4 components, each fulfilling their role, is necessary for superior language teaching and learning outcomes.
A Successful Speaking Lesson 2009
The document discusses fundamentals of teaching speaking skills, noting that students should have a desire to communicate and teachers should focus on creating a relaxed environment where students can speak without fear of correction, with opportunities to develop listening, speaking, and pronunciation through pair and group work engaging meaningful topics. Attention should be given to conversational features and strategies through emphasis on interaction frames to improve English as a foreign language learners' speaking abilities.
Communicative language teaching
Communicative language teaching (CLT) emerged from new theories of language in the 1960s-1980s in Britain and the USA. It views language as a system for communication rather than just grammar rules, and aims to develop learners' communicative competence through authentic tasks. CLT lessons typically involve groupwork, information sharing, role plays, and simulations to encourage fluency over accuracy. The approach is learner-centered and focuses on meaningful communication through language use in real-life settings. While implementation varies, CLT emphasizes understanding messages over grammatical accuracy during the initial stages of language acquisition.
E. s. l. methods
Cooperative language learning (CLL) and content-based instruction (CBI) are approaches to second language teaching that focus on group work and learning content through the target language. CLL uses pair and small group activities to promote natural language acquisition, while CBI integrates language skills and content learning. Both aim to create a communicative environment where students work cooperatively to build language proficiency and content knowledge.
Proyecto improving speaking skills in the classroom
This document describes a study conducted to improve 10th grade students' English speaking skills in Medellin, Colombia. The study implemented cooperative learning activities to encourage interaction between students. By working together in small groups, students felt more comfortable taking risks and less anxious about making mistakes. Peer observation and feedback was also used, where student groups observed and evaluated each other's discussions. The results showed that a learner-centered approach that uses group work and interaction helps reduce students' fear of speaking and improves participation.
Differentiation in the_esl_class
This document discusses differentiation in ESL classes. It begins by defining differentiation and its aims, which are to foster differentiation practices in elementary and secondary ESL classes, provide ongoing training to participants, and present examples to help teachers implement differentiation. It then provides examples linked to research, training, and actions teachers can take. These include varying instructional practices, using diagnostic evaluation, and modifying classroom management. The document also shares results of a survey on differentiation practices in Quebec school boards. It finds most focus on language and reading, target multiple competencies, and use practices like decompartmentalization. Finally, it discusses definitions and finalities of differentiation, which are to help students reach goals and succeed academically via different paths.
Conceptual basis of l2 teaching and learning
The document discusses the conceptual basis of second language teaching and learning. It outlines key developments including: (1) humanistic psychology which sees language learning as a social process, (2) experiential learning which is learner-centered and builds on their experiences, and (3) communicative language teaching which views language as a tool for communication rather than just rules. This led to task-based and learner-centered approaches where the learner's needs are central to deciding what and how skills are taught. Negotiated curricula allow learners input in their learning through discussion.
A reflection of Transformative Learning
A Reflection on Transformative Learning in a Professional Development Context. X Congreso Puertorriqueño de Investigación en la Educación.
How to teach_multiliteracies (next to show)
The document discusses teaching multi-literacies in the classroom. It defines multi-literacies as incorporating multimodal ways of communication including other languages, cultures, and technology. It recommends that teachers integrate four components of multi-literacies into their teaching: situated practice, overt instruction, critical framing, and transformed action. This allows students to develop strong literacy skills and apply their learning to solve real-world problems. The integration of multi-literacies can help raise standards, reduce literacy gaps, and better prepare students for the technological world.
Frameworks for teacher training sessions and workshops pdf
The one-off teacher training workshop or seminar continues to thrive for practical and organisational reasons despite widely acknowledged limitations. We will consider ways of overcoming some of the drawbacks and of avoiding an unprincipled, ad hoc approach to such events. Four traditions of teacher training will be surveyed and related to practical frameworks for use when planning workshops or seminars.
Course design
The document discusses goals and objectives in course design. It defines goals as general intended outcomes of a course and objectives as how the goals will be achieved. Goals are more long-term while objectives are more short-term and specific. A common framework involves organizing goals and objectives in a hierarchical structure from broad to specific. The document also discusses different approaches to conceptualizing content and selecting units of progression to structure goals and objectives.
Professional Development: helping teachers and students learn
This document discusses the importance of professional development for language teachers. It defines professional development as continuing to develop one's skills throughout their career, as simply gaining experience through years of teaching does not necessarily lead to improvement. The document outlines several important areas of professional development, including obtaining language certificates, teaching certificates, engaging in reflection on one's lessons, attending conferences, and staying informed by reading literature in the field. It also discusses the benefits of activities like keeping a teaching journal, participating in peer observations, and getting involved in teacher associations. Overall, the document emphasizes that professional development is vital for maintaining enthusiasm and engagement in teaching to avoid burnout.
Integrating Skills Growing Talents
The document discusses integrating the four language skills of reading, writing, listening and speaking by teaching them together in a coherent way. It explains that the simplest form of integration is moving from receptive to productive skills, while more complex integration combines multiple skills linked thematically. Some limitations of integration are that it can be time-consuming for teachers and difficult to design suitable materials, but these should not prevent using an integrated approach.
Professional Devlopment: Helping teachers teach and students learn
This document discusses the importance of professional development for teachers. It defines professional development as ongoing learning and growth throughout a teacher's career, as simply gaining experience through years of teaching does not guarantee improvement. The document lists several areas of professional development including obtaining language certificates, teaching certificates, participating in observations and conferences, reading literature, engaging in reflection and networking with other teachers. It emphasizes that professional development is necessary to maintain enthusiasm for teaching and prevent burnout.
Conceptual frameworks in language course design
Second class in the subject Language course design in the ESOL MA at Universidad Simon Bolivar, Venezuela.
Resources for Multimodal Text
The document provides an overview of the stages involved in planning an English inquiry. It discusses establishing a focus of investigation, exploring connections between texts, and introducing students to analyzing language in texts. Key stages include planning the inquiry, developing field knowledge, deconstructing texts, joint construction of new texts, independent construction, and planning assessment. The teacher's role involves negotiating topics, suggesting text types, developing inquiry questions, and scaffolding writing, while students participate in discussions and construction of texts.
Eal4 mf lteachersinstitute
This document provides information about an EAL learner, including their country of birth, migrant status, language skills, and a quote from the learner about feeling they don't have a strong language. It also includes models of language development, strategies for supporting EAL learners, and the importance of scaffolding language and building on prior experience to make learning accessible.
Planning and Managing End-of-Unit Integration Activitiesraw[1][1] (1)[2].pptx
Planning and Managing End-of-Unit Integration Activities for middle school teachers
Introduction to language teaching
This document discusses language teaching and introduces concepts related to approaches, methods, and techniques in language education. It begins by stating the aim of today's lesson is to reflect on education and language education. It then asks questions about whether teachers are born or made and can teaching be taught. The document goes on to define key terms like approach, method, and technique, explaining that approaches reflect models or paradigms, methods are sets of procedures for teaching a language, and techniques are classroom activities. It encourages writing and reflection on what makes a good teacher.
Introduction to language teaching approach - 2017
This document discusses language teaching approaches, methods, and techniques. It begins by stating the aim of today's lesson is to reflect on education and language education. It then asks whether teachers are born or made, and explores the differences between approaches, methods, and techniques. Approaches reflect models or paradigms, methods are sets of procedures for teaching a language, and techniques are classroom activities. The document encourages writing and reflection on what makes a good teacher and concludes by discussing theories of language and language learning.
Developing Effective Dialogue to Support Learning Across and Beyond the Curri...
This document outlines a session on developing effective dialogue to support learning. It discusses what effective dialogue is and why teaching dialogue skills is important. Various frameworks that support dialogue are presented, including the Thinking Together project and its focus on establishing ground rules. The session will explore dialogue in different curriculum contexts through different classroom activities and applying the ground rules. It emphasizes that dialogue skills are applicable beyond academics to gaining understanding of different perspectives.
COLLABORATIVE LEARNING ACTIVITIES
Collaborative learning activity involves learners working together in order to complete a task. Collaboration increases the opportunities a student has to use the target language, and thereby develop their skills in it. Employ teaching and learning strategies and collaborative activities in your classroom and be an innovative teacher.
Cooperative learning
Cooperative learning is a teaching strategy where students work in diverse, small groups to develop their understanding of a subject. It involves positive interdependence, individual accountability, face-to-face interaction, interpersonal skills, group processing, and can take formal, informal, or base group forms. Cooperative learning has advantages like increased academic achievement, mutual understanding between students, improved self-esteem and social skills, and teaches responsibility and social orientation.
Cooperative learning by beatriz
Cooperative learning is a teaching strategy where students work in diverse, small groups to develop their understanding of a subject. It involves positive interdependence, individual accountability, face-to-face interaction, interpersonal skills, group processing. There are formal short-term groups, informal minute-long groups, and long-term base groups. Group size works best small, around 3-5 students. Activities include Think-Pair-Share, interviews and reviews. Advantages are increased achievement, understanding between students, self-esteem, and social and study skills.
Cooperative learning
Cooperative learning is a teaching strategy where students work in diverse, small groups to develop their understanding of a subject. It involves positive interdependence, individual accountability, face-to-face interaction, interpersonal skills, group processing, and can take formal, informal, or base group forms. Cooperative learning has advantages like increased academic achievement, mutual understanding between students, improved self-esteem and social skills, and teaches responsibility and social orientation.
Cooperative language learning
Cooperative Language Learning is an approach that uses cooperative activities in pairs and small groups. It aims to raise achievement for all students and help teachers build positive student relationships. The approach is based on theories of language as interactive and learning as social. It designs lessons with objectives like critical thinking, communicative competence, and language skills. Activities are carefully planned group work to maximize interaction and contribution to learning. The teacher facilitates learning and students direct their own learning. Materials are designed to create cooperative work opportunities. The goal is communicative competence through group interaction.
Vocabulary building
1. The document discusses strategies for teaching vocabulary to English language learners. It emphasizes that vocabulary is key to communication and recommends teachers actively develop ways to teach new words to students. 2. Some strategies discussed include using semantic maps, word sorts, concept definition maps, word walls, and personal dictionaries to interact with and reinforce new vocabulary. 3. The document also recommends determining essential, important, and extra words to focus on and making connections between words within and across lessons to enhance comprehension.
School-Wide Literacy at NVJH
This document summarizes a staff development session on implementing school-wide literacy at North View Junior High. It defines school-wide literacy as all staff intentionally working to improve students' literacy skills to boost content learning. It identifies three literacy techniques for teachers to focus on: metacognition, content area vocabulary instruction, and writing to learn. Each technique is defined and examples are given of how teachers can incorporate them into their classrooms to enhance student learning.
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
More Related Content
Similar to Tailor made teaching for L and XL groups
How to teach_multiliteracies (next to show)
The document discusses teaching multi-literacies in the classroom. It defines multi-literacies as incorporating multimodal ways of communication including other languages, cultures, and technology. It recommends that teachers integrate four components of multi-literacies into their teaching: situated practice, overt instruction, critical framing, and transformed action. This allows students to develop strong literacy skills and apply their learning to solve real-world problems. The integration of multi-literacies can help raise standards, reduce literacy gaps, and better prepare students for the technological world.
Frameworks for teacher training sessions and workshops pdf
The one-off teacher training workshop or seminar continues to thrive for practical and organisational reasons despite widely acknowledged limitations. We will consider ways of overcoming some of the drawbacks and of avoiding an unprincipled, ad hoc approach to such events. Four traditions of teacher training will be surveyed and related to practical frameworks for use when planning workshops or seminars.
Course design
The document discusses goals and objectives in course design. It defines goals as general intended outcomes of a course and objectives as how the goals will be achieved. Goals are more long-term while objectives are more short-term and specific. A common framework involves organizing goals and objectives in a hierarchical structure from broad to specific. The document also discusses different approaches to conceptualizing content and selecting units of progression to structure goals and objectives.
Professional Development: helping teachers and students learn
This document discusses the importance of professional development for language teachers. It defines professional development as continuing to develop one's skills throughout their career, as simply gaining experience through years of teaching does not necessarily lead to improvement. The document outlines several important areas of professional development, including obtaining language certificates, teaching certificates, engaging in reflection on one's lessons, attending conferences, and staying informed by reading literature in the field. It also discusses the benefits of activities like keeping a teaching journal, participating in peer observations, and getting involved in teacher associations. Overall, the document emphasizes that professional development is vital for maintaining enthusiasm and engagement in teaching to avoid burnout.
Integrating Skills Growing Talents
The document discusses integrating the four language skills of reading, writing, listening and speaking by teaching them together in a coherent way. It explains that the simplest form of integration is moving from receptive to productive skills, while more complex integration combines multiple skills linked thematically. Some limitations of integration are that it can be time-consuming for teachers and difficult to design suitable materials, but these should not prevent using an integrated approach.
Professional Devlopment: Helping teachers teach and students learn
This document discusses the importance of professional development for teachers. It defines professional development as ongoing learning and growth throughout a teacher's career, as simply gaining experience through years of teaching does not guarantee improvement. The document lists several areas of professional development including obtaining language certificates, teaching certificates, participating in observations and conferences, reading literature, engaging in reflection and networking with other teachers. It emphasizes that professional development is necessary to maintain enthusiasm for teaching and prevent burnout.
Conceptual frameworks in language course design
Second class in the subject Language course design in the ESOL MA at Universidad Simon Bolivar, Venezuela.
Resources for Multimodal Text
The document provides an overview of the stages involved in planning an English inquiry. It discusses establishing a focus of investigation, exploring connections between texts, and introducing students to analyzing language in texts. Key stages include planning the inquiry, developing field knowledge, deconstructing texts, joint construction of new texts, independent construction, and planning assessment. The teacher's role involves negotiating topics, suggesting text types, developing inquiry questions, and scaffolding writing, while students participate in discussions and construction of texts.
Eal4 mf lteachersinstitute
This document provides information about an EAL learner, including their country of birth, migrant status, language skills, and a quote from the learner about feeling they don't have a strong language. It also includes models of language development, strategies for supporting EAL learners, and the importance of scaffolding language and building on prior experience to make learning accessible.
Planning and Managing End-of-Unit Integration Activitiesraw[1][1] (1)[2].pptx
Planning and Managing End-of-Unit Integration Activities for middle school teachers
Introduction to language teaching
This document discusses language teaching and introduces concepts related to approaches, methods, and techniques in language education. It begins by stating the aim of today's lesson is to reflect on education and language education. It then asks questions about whether teachers are born or made and can teaching be taught. The document goes on to define key terms like approach, method, and technique, explaining that approaches reflect models or paradigms, methods are sets of procedures for teaching a language, and techniques are classroom activities. It encourages writing and reflection on what makes a good teacher.
Introduction to language teaching approach - 2017
This document discusses language teaching approaches, methods, and techniques. It begins by stating the aim of today's lesson is to reflect on education and language education. It then asks whether teachers are born or made, and explores the differences between approaches, methods, and techniques. Approaches reflect models or paradigms, methods are sets of procedures for teaching a language, and techniques are classroom activities. The document encourages writing and reflection on what makes a good teacher and concludes by discussing theories of language and language learning.
Developing Effective Dialogue to Support Learning Across and Beyond the Curri...
This document outlines a session on developing effective dialogue to support learning. It discusses what effective dialogue is and why teaching dialogue skills is important. Various frameworks that support dialogue are presented, including the Thinking Together project and its focus on establishing ground rules. The session will explore dialogue in different curriculum contexts through different classroom activities and applying the ground rules. It emphasizes that dialogue skills are applicable beyond academics to gaining understanding of different perspectives.
COLLABORATIVE LEARNING ACTIVITIES
Collaborative learning activity involves learners working together in order to complete a task. Collaboration increases the opportunities a student has to use the target language, and thereby develop their skills in it. Employ teaching and learning strategies and collaborative activities in your classroom and be an innovative teacher.
Cooperative learning
Cooperative learning is a teaching strategy where students work in diverse, small groups to develop their understanding of a subject. It involves positive interdependence, individual accountability, face-to-face interaction, interpersonal skills, group processing, and can take formal, informal, or base group forms. Cooperative learning has advantages like increased academic achievement, mutual understanding between students, improved self-esteem and social skills, and teaches responsibility and social orientation.
Cooperative learning by beatriz
Cooperative learning is a teaching strategy where students work in diverse, small groups to develop their understanding of a subject. It involves positive interdependence, individual accountability, face-to-face interaction, interpersonal skills, group processing. There are formal short-term groups, informal minute-long groups, and long-term base groups. Group size works best small, around 3-5 students. Activities include Think-Pair-Share, interviews and reviews. Advantages are increased achievement, understanding between students, self-esteem, and social and study skills.
Cooperative learning
Cooperative learning is a teaching strategy where students work in diverse, small groups to develop their understanding of a subject. It involves positive interdependence, individual accountability, face-to-face interaction, interpersonal skills, group processing, and can take formal, informal, or base group forms. Cooperative learning has advantages like increased academic achievement, mutual understanding between students, improved self-esteem and social skills, and teaches responsibility and social orientation.
Cooperative language learning
Cooperative Language Learning is an approach that uses cooperative activities in pairs and small groups. It aims to raise achievement for all students and help teachers build positive student relationships. The approach is based on theories of language as interactive and learning as social. It designs lessons with objectives like critical thinking, communicative competence, and language skills. Activities are carefully planned group work to maximize interaction and contribution to learning. The teacher facilitates learning and students direct their own learning. Materials are designed to create cooperative work opportunities. The goal is communicative competence through group interaction.
Vocabulary building
1. The document discusses strategies for teaching vocabulary to English language learners. It emphasizes that vocabulary is key to communication and recommends teachers actively develop ways to teach new words to students. 2. Some strategies discussed include using semantic maps, word sorts, concept definition maps, word walls, and personal dictionaries to interact with and reinforce new vocabulary. 3. The document also recommends determining essential, important, and extra words to focus on and making connections between words within and across lessons to enhance comprehension.
School-Wide Literacy at NVJH
This document summarizes a staff development session on implementing school-wide literacy at North View Junior High. It defines school-wide literacy as all staff intentionally working to improve students' literacy skills to boost content learning. It identifies three literacy techniques for teachers to focus on: metacognition, content area vocabulary instruction, and writing to learn. Each technique is defined and examples are given of how teachers can incorporate them into their classrooms to enhance student learning.
Similar to Tailor made teaching for L and XL groups (20)
Frameworks for teacher training sessions and workshops pdf
Frameworks for teacher training sessions and workshops pdf
Professional Development: helping teachers and students learn
Professional Development: helping teachers and students learn
Professional Devlopment: Helping teachers teach and students learn
Professional Devlopment: Helping teachers teach and students learn
Planning and Managing End-of-Unit Integration Activitiesraw[1][1] (1)[2].pptx
Planning and Managing End-of-Unit Integration Activitiesraw[1][1] (1)[2].pptx
Developing Effective Dialogue to Support Learning Across and Beyond the Curri...
Developing Effective Dialogue to Support Learning Across and Beyond the Curri...
Recently uploaded
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvariaclinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Recently uploaded (20)
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Tailor made teaching for L and XL groups
- 2. Some agreements on concepts Teaching: To give someone training or lessons in… LDOCE, 1987 The work that a teacher does in helping children to learn. COBUILD, 1995 The art or profession of a teacher / To help to learn. Collins New Compact, 1989. Guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Brown, H. Douglas (2000), Principles of Language Learning and Teaching. Longman A process that is intrinsically and inseparably bound up to learning. Ur, Penny (1991), A Course in Language Teaching. CUP
- 3. Some agreements on concepts Group size: Dimension or extent of a group expressed in figures or concepts 20? 30? 40? 45? 60? S M L XL XXL
- 4. Some agreements on concepts Group size: Dimension or extent expressed in concepts or numbers 20? 30? 40? 45? 60? S M L XL XXL Influence on learning Potential of teaching effectiveness Efforts made by the teacher
- 5. Some agreements on concepts Tailor-made: Specially designed for a particular purpose Measuring abilities Adaptation abilities
- 6. Tailor-made Teaching L/XL group Specially Action Effective Size designed leading to Managing learning Influence Whose size? The group’s What size??... L!…XL!!…XXL!!! How to manage???...
- 7. e i vPresentation* e ct eff Attention Perception Understanding Short-term memory *Ur, P (1991) Acourse in Language Teaching
- 8. Team teaching A term used for a situation in which two teachers share a class and divide instruction between them. • allows for more creative teaching • allows teachers to learn through observing each other • gives teachers the opportunity to work with smaller groups of learners.
- 9. Action awareness Lesson Stage Activity Resources Language Target learners Technique Aim Skill
- 10. Effectism Pleasure Memorableness Willingness Cooperation Emotions Symbols Associations of what is seen with language Plot
- 11. Tailor-made Teaching L/XL group Specially Action Effective Size designed leading to Managing learning Influence L/XL group L/XL teacher L/XL teaching L/XL learning