Teachers Questions.
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This is a presentation about English teaching methodology and it is refered to the kind of questions teacher use in the classroom.
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This document discusses instruction check questions (ICQs) which are tools used by teachers to check students' understanding of tasks. It provides examples of good ICQs and possible ICQs for common classroom activities like listening, speaking, reading, gap fills, ordering tasks, matching tasks, and find someone who tasks. ICQs help ensure students understand what to do, are tailored to specific tasks, check all relevant aspects, contain two response options, and are delivered engagingly to prompt quick answers from students.
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Concept checking structures2
1. Concept checking involves asking questions to check students' understanding of the meaning and use of grammatical structures, without using the target language in the questions.
2. Effective concept check questions are specific about meaning, avoid using the target language, and grade the vocabulary below the level of the target structure.
3. Timelines can be used to check meaning involving time, illustrating if something is temporary or permanent, and the time frame of an action. However, timelines are only helpful when time is involved in the meaning.
4. The document provides examples of concept checks for the sentence "I used to smoke" and discusses when timelines are and aren't appropriate tools. It emphasizes that concept checking
CCQs
This document discusses concept checking questions (CCQs) which are questions teachers ask students to check their understanding of definitions or explanations. CCQs are better than simply asking "do you understand?" because learners may not want to admit they don't understand or the teacher may not understand why the learner doesn't understand. Good CCQs are short, simple, avoid difficult language, don't include the target language, and vary in form using questions, statements, incomplete sentences. CCQs should check conceptual understanding rather than just grammar. They are useful for checking complex ideas and cultural concepts.
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ICQs
This document discusses instruction check questions (ICQs) which are tools used by teachers to check students' understanding of tasks. It provides examples of good ICQs and possible ICQs for common classroom activities like listening, speaking, reading, gap fills, ordering tasks, matching tasks, and find someone who tasks. ICQs help ensure students understand what to do, are tailored to specific tasks, check all relevant aspects, contain two response options, and are delivered engagingly to prompt quick answers from students.
Modeling & CCQs
This document discusses comprehension check questions (CCQs) and modeling. It defines CCQs as questions used to check student comprehension and identifies three types: yes/no, discrimination, and limited answers. The document advises that "Do you understand?" is not an effective CCQ. It also provides examples of bad CCQs and tips for creating and using CCQs. The document explains that modeling is important for teaching and provides tips for modeling instructions through role plays using varying levels of speech. Activities are included where participants practice creating and using CCQs and modeling instructions.
Concept checking structures2
1. Concept checking involves asking questions to check students' understanding of the meaning and use of grammatical structures, without using the target language in the questions.
2. Effective concept check questions are specific about meaning, avoid using the target language, and grade the vocabulary below the level of the target structure.
3. Timelines can be used to check meaning involving time, illustrating if something is temporary or permanent, and the time frame of an action. However, timelines are only helpful when time is involved in the meaning.
4. The document provides examples of concept checks for the sentence "I used to smoke" and discusses when timelines are and aren't appropriate tools. It emphasizes that concept checking
CCQs
This document discusses concept checking questions (CCQs) which are questions teachers ask students to check their understanding of definitions or explanations. CCQs are better than simply asking "do you understand?" because learners may not want to admit they don't understand or the teacher may not understand why the learner doesn't understand. Good CCQs are short, simple, avoid difficult language, don't include the target language, and vary in form using questions, statements, incomplete sentences. CCQs should check conceptual understanding rather than just grammar. They are useful for checking complex ideas and cultural concepts.
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This document discusses establishing students' language levels and setting appropriate teaching goals and practices. It addresses determining students' levels through formal and informal assessments. Goals are explored at the CEFR level in terms of language, study, and cognitive skills. Teaching practices for both similar-level and mixed-level classes are considered, including interaction patterns, speaking activities, and examples. Support for establishing levels and goals from Cambridge ESOL and other resources is also mentioned.
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The document discusses reading interventions for struggling grade 3 and 4 students. It notes evidence of declining reading achievement around ages 9-10 and a lack of specialized interventions beyond programs like Reading Recovery. It describes the characteristics of struggling readers as being a diverse group, mostly boys, who are disengaged, disruptive and lack self-management strategies. The document proposes addressing inconsistencies in teaching practices, assessment, teacher capacity, parental involvement and student self-efficacy through interventions like professional development, diagnostic tools, coaching and parent education.
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Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
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This document summarizes the results of a needs analysis survey of 113 English teachers in Zhejiang, China. The survey aimed to identify teachers' main problems, learning needs, and preferences for training. It found that teachers' top problems included student motivation, classroom management, and language skills. Their main learning needs centered around improving teaching skills, language proficiency, and activity design. Most teachers preferred hands-on, practical training focused on classroom observations and reflections rather than lectures. The results informed the design of an in-service teacher training program for the region.
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This document outlines the 9-week microcurricular plan for a 4th grade English class at Escuela de Educación General Básica “Vicente Rocafuerte”. The plan includes objectives, content, and methodologies for each week. Week 1 focuses on welcoming students and school appreciation. Week 2 involves diagnostic testing to understand student learning levels. Subsequent weeks reinforce knowledge, promote reading skills, reasoning abilities, group work, sports vocabulary, student autonomy, and transforming education based on student needs. The overarching goal is to follow the Ministry of Education's new methodological orientations for the 2023-2024 school year.
The 3 keys to language learning
Hi everyone, my name is Steve Kaufmann. I have achieved varying degrees of fluency in 15 languages, and look forward to learning more. Here is the 3 Golden keys to learning a language.
Visit my blog for more tips, advice, and motivation.
http://blog.thelinguist.com/
thesis PPT Assessment methods used by english teachers in assisting under ach...
The document discusses a study on the assessment methods used by English teachers to assist underachieving seventh grade students in reading. It outlines the study's objectives to determine teachers' profiles, factors affecting reading achievement, challenges teachers face, and assessments used. The theoretical framework discusses theories of language development. The study uses a descriptive research method to survey 25 teachers. Key findings include: language development and lack of parental support are major challenges; formative assessment through questioning is most effective; and reading recovery activities are often conducted to help struggling readers. Recommendations include increasing teacher skills in diverse languages and improving parent-teacher communication.
Introduction to Dyslexia
This document provides an overview of dyslexia, including what it is, common causes and areas of weakness and strength. It outlines indicators of dyslexia in primary learners for general issues, written work, reading, numeracy and behavior. It describes the role of the Special Needs Officer in providing specialized instruction, screening and supporting students. Teaching suggestions are provided to help dyslexic learners, and examples are given of historically successful people who had dyslexia, such as Leonardo da Vinci, Thomas Edison and Whoopi Goldberg.
S utz teacher research presentation
The document outlines a study conducted with 5 English Language Learner (ELL) students who were struggling readers. The teacher implemented small group reading instruction focused on repeated readings, choral readings, and graphic organizers. Results showed that 3 of the 5 students increased their oral reading fluency but showed decreased reading attitude and STAR Reading scores. The teacher concluded that repeated readings and small group instruction were beneficial but that more time and work on fluency and expression is still needed. Limitations included small sample size and interruptions to the schedule.
Journal review
This document discusses challenges that English Language Learner (ELL) students with learning disabilities face in the classroom. It is important to properly assess whether a student struggling is due to second language acquisition or an actual learning disability. Assessment should be conducted in the student's strongest language. Effective teaching strategies for ELL students with learning disabilities include collaboration between teachers, research-based practices, parental involvement, and addressing the student's sociocultural, linguistic, academic and cognitive needs. More research is still needed to improve assessment and support for teachers working with this student population.
Holistic Learning at Loreto Normanhurst March 2011
Holistic learning at Loreto Normanhurst aims to develop students' intellectual, emotional, social, physical, artistic, creative and spiritual capacities through a multi-dimensional curriculum. Some key aspects of their holistic approach include reflective learning, developing critical thinking skills, and encouraging student decision making. The FACE curriculum incorporates conversations between students and advisors/tutors, plenary meetings, integrated learning, and experiences like the Far North Queensland trip to promote lifelong learning.
Similar to Teachers Questions. (20)
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
[Plenary 1] Duncan Rayner Student Language Levels And Teaching Practices
Dyslexic language learners: are we truly catering for their needs?
Dyslexic language learners: are we truly catering for their needs?
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PROPOSAL TO IMPROVE THE TEACHING PROCESS THROUGH THE ANALYSIS OF A MULTILEVEL...
Teacher development presentation by George Vassilakis
Teacher development presentation by George Vassilakis
Annapoorani Chockalingam -- Learning Difficulties amongst Children
Annapoorani Chockalingam -- Learning Difficulties amongst Children
NINE WEEK PLANNING 4- English- you can find a guide to plann your lessons
NINE WEEK PLANNING 4- English- you can find a guide to plann your lessons
thesis PPT Assessment methods used by english teachers in assisting under ach...
thesis PPT Assessment methods used by english teachers in assisting under ach...
Holistic Learning at Loreto Normanhurst March 2011
Holistic Learning at Loreto Normanhurst March 2011
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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
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A Strategic Approach: GenAI in Education
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.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
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