Tribute to those who shaped me!
Earthsoft Technologies is a software development & testing services outsourcing company, based in Pune, India
https://www.slideshare.net/rrakhecha/earthsoft-corporate-presentation
Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career guidance and for Professionals for soft skills enhancements. I am working on speading , sharing knowledge; experience globally.All presentations have been uploaded at www.slideshare.net and search using key word "earthsoft"
What you are today is based on deeds & decisions of the past
Life of individual can be much better if one has sought career guidance & took right decisions at critical mile stones Exhibiting & utilising soft skills and Has avoided mistakes in past if any
Earthsoft Foundation of Guidance to be an NGO globally aiming for
Students - Career guidance to decide path aligned to the potential & interest
Professionals - Soft skill enhancements to be good human being & professional
Citizen – Learning from mistakes of others & avoiding those in own life
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct free training/ workshop seeking help of existing platforms like rotary,etc
FREE softskill related ppt ebook content #education #career Please download zip file
https://drive.google.com/file/d/0BzsMeXApl2pkVVg4bDY4bTdESG8/edit?usp=sharing
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
Tribute to those who shaped me!
Earthsoft Technologies is a software development & testing services outsourcing company, based in Pune, India
https://www.slideshare.net/rrakhecha/earthsoft-corporate-presentation
Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career guidance and for Professionals for soft skills enhancements. I am working on speading , sharing knowledge; experience globally.All presentations have been uploaded at www.slideshare.net and search using key word "earthsoft"
What you are today is based on deeds & decisions of the past
Life of individual can be much better if one has sought career guidance & took right decisions at critical mile stones Exhibiting & utilising soft skills and Has avoided mistakes in past if any
Earthsoft Foundation of Guidance to be an NGO globally aiming for
Students - Career guidance to decide path aligned to the potential & interest
Professionals - Soft skill enhancements to be good human being & professional
Citizen – Learning from mistakes of others & avoiding those in own life
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct free training/ workshop seeking help of existing platforms like rotary,etc
FREE softskill related ppt ebook content #education #career Please download zip file
https://drive.google.com/file/d/0BzsMeXApl2pkVVg4bDY4bTdESG8/edit?usp=sharing
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
Lesson Plan PhonicsTeacher Candidate Course .docxsmile790243
Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish t ...
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter 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.
2. Do you think music is poetry? Why?Explain to the students that they will be listening to music and to have an open mind. Then the teacher plays each one minute snippet of music, pausing after each one allowing the students to write what they thought or felt after each one. The teacher should have about 7 or 8 snippets for the students to listen to on a portable CD player. When finished listening to all the snippets, ask the students to share what they have written down. Ask students to circle the one favorite snippet and explain why on the paper. The assessment of this lesson will be done by asking the student to come up with a verse for a song and turn it in the next day. Lesson 3 7th grade students will learn about free verse. Explain to the students that free verse is a form of poetry that is written without proper rules about form, rhyme, rhythm or meter. Explain that in free verse the writer decides how the poem should look, feel and sound. Then hand out some copies of some free verse poems as examples. Then ask the student to write a paragraph or paragraphs entitled “Who am I”. Then ask student to go back and break the paragraph into lines. Tell the student that as they go back over the paragraph, to revise it until they like the way it looks, sounds and feels. Then the students will type their paragraphs on the computer. Then complete a self portrait to show the “real” you. Then the student will use a scanner and scan the picture into the paper that they have written. When the students have finished this paper they will turn it in for a grade. Lesson 4 7th grade students will demonstrate application of literacy by applying ideas from a literary selection to a different context. The students will start off class with a journal entry titled “What is a hero?” When students finish ask for volunteers to tell what they wrote done. Write what the students say on the board. Have the students break up into four groups. Then pass out these four mythological stories: “Perseus”, “The Story of Moses”, “Sargon the Mighty”, and “The Sword and the Stone”, one per group. Have the students in the group read the story and summarize for the class and point out the themes. Then list the common themes on the board. Examples: Abandonment, Fate/destiny, Emergent Savior. Have the students recount the story of superman. Tell the students that they will be watching the movie “Superman” and to look for possible mythological themes. When the movie is finished, ask the students “Is Superman mythological?” Have the students write their answer in essay format and turn in for a grade. Lesson 5 7th grade students will learn about personification. The teacher will give the definition of personification to the students, which is giving human qualities, feelings, action, or characteristics to inanimate (non-living) objects. Then on an overhead projector, the teacher will have these sentences written on a transparency: 1. The wind sang her mournful song through the falling leaves. 2. The microwave timer told me it was time to turn my TV dinner. 3. The video camera observed the whole scene. 4. The strawberries seemed to sing,
Eat me first!
5. The rain kissed my cheeks as it fell. The teacher will ask the students to write on their own paper the objects being personified and the meaning of the personification. The students will turn the papers in at the end of the period for a participation grade. Lesson 6 7th grade students will practice writing creatively. The teacher will give the students a digital camera to use for the day. The student will be told to take six pictures with which to make a story. The next day the students will download their pictures onto the computer and start writing their story using Microsoft word. The students when finished will print out the story with the pictures embedded in them and turn in for a grade. Lesson 7 7th grade students will learn how to brainstorm an idea to write a paper. The teacher will have the students get onto the computer and use the program inspiration. The teacher will explain to the students to think of something they would like to write about. Then they will put that topic in the middle bubble in the inspiration program. Then they will be instructed to branch off of that bubble with as many things that they can think of to go along with that topic. The students will be instructed to have at least five bubbles extending from the main bubble. When finished the students will print out paper and turn in for a grade. Lesson 8 7th grade students will work on their oral book report skills. Students will be told ahead of time that they will have to read a book to do a book report on. On the day the book report is due, the students will be told to get into a circle. The students are then told that each of them will have 30 seconds to highlight the book that they have read. The teacher will use a digital timer to let the students know when to stop talking. This process continues until all students have had a chance to highlight their book. The students that are listening will be instructed to write down the title of the book being presented and whether they would like to read it. At the end of the class period the students will turn in the paper with all the titles for a participation grade. Lesson 9 7th grade students will learn about the author Chris Van Allsburg by doing a web quest. The students will be given this website http://www.chrisvanallsburg.com/timeline.html and told to fill in the worksheet that the teacher has given them. The teacher will explain that Chris Van Allsburg is the author and illustrator of the popular book Polar Express. Chris has illustrated or written and illustrated other books too. Can you name them? Scroll through the timeline at the Web site below to learn about more of Van Allsburg’s books. Then write the letter of the correct book title next to each story topic. Here is an example of the worksheet: ____ Great monumentsa. The Z Was Zapped____ Fourteen drawingsb. Just a Dream____ A 26-act playc. The Mysteries of Harris Burdick____ A game that comes to lifed. Jumanji____ A vision of the future manjie. Ben’s Dream Something to Think About: Which of Chris Van Allsburg’s books would you most like to read? Why? The students will turn in their worksheet when finished for a grade. Lesson 10 7th grade students will utilize photo story 3 to prepare a digital story. Over a week’s time period, the learner will learn how to design a digital story: utilizing personal photos or documented downloaded images adding appropriate narration and music for desired affect. Upon completion, the learner will present in class. The teacher will give the students this link to go to, to learn how to do a photo story. http://download.microsoft.com/documents/australia/education/photo_story_3.pdf Before uploading the presentation, the student will address the class informing them of his/her reasons for the choice of the topic. Assessment will done based on the following criteria: Oral presentation on the purpose of the story Choice of content Use of images Narrative pacing and volume Meaningful audio soundtrack Transitions Animation Source documentation of photos and music
![The technology in my classroom is like a child. A child is always growing until they become an adult. Technology is always growing too. Just as a child matures, the technology in my classroom will mature over time. Just as a child grows, the technology in my classroom will grow. Just as a child changes into a more intelligent child, the technology in my classroom will change into more intelligent technology. Just as each child is diverse, each technology used in my classroom will be diverse. Just as a child is willing to embrace all things, the different technologies in my classroom will benefit all students. Lesson 1 7th grade students will learn about adverbs. This lesson will help students to develop a definition of the function or role of an adverb. Students will be able to state that adverbs modify verbs by telling how something is done, when something is done or where something is done. The activity to be done will begin with handing out copies of an adverb list. Then ask the students to put the words into categories. They may have as many categories as they like and as many types as they would like. They can also choose how many words go into each category, they only have one restriction; all words must be used and only one time. When students are done allow them to share with the class. While students are sharing write their lists on a whiteboard. When students are done sharing ask the students to see how many different ways they have chosen to categorize the words. Ask if they see a pattern, they will soon see that there are five categories, action words, “ly “words, where, when and “extras”. Then explain that they have defined the role of an adverb. Explain that “ly” words tell how something is done, and the “extras” tell to what extent something is done. To assess the students have them write sentences using the adverbs from the list. Have them create 2 sentences that tell how, 2 sentences that tell when, 2 sentences that tell where, and 2 sentences that tell to what extent. When students are finished have them turn in at the end of class. Lesson 2 7th grade students will learn about poetry. The teacher starts by make a CD with different types of one minute snippets of music on it. When class starts the teacher asks the students to brainstorm the following questions: ,[object Object]](https://image.slidesharecdn.com/metaphor-091214205028-phpapp02/85/technology-teaching-synthesis-1-320.jpg)
