Transform your classroom by integrating iPads and Moodle. This session will review how Perham educators are integrating student and teacher iPads along with Moodle to create an exciting atmosphere for learning. Math, English, and science educators will provide specific classroom examples demonstrating best practices with transparency.
During Eyebeam Art + Technology Digital Day Camp 2011, twenty NYC teens spent three weeks working under the
guidance of a team of creative mentors to produce a series of deep, media-rich stories
about our NYC neighborhoods. Their stories became part of a web-based, interactive
map that included photographs, drawings, videos, music, games, words, infographics,
etc — limited only by imagination.
Standard English Learning is the basic of English and English proficiency tests. SELC-W includes the video lectures captured and instructed by the official English instructors from TESOL covering basic to advanced levels with lot of sequenced practice material & students will learn noun to sentence structure from SELC-W and express themselves spontaneously, fluently.
Data lesson ideas for Y3/4 Australian CurriculumJoanne Villis
Ideas for teaching Primary (Year 3) data according to the new Australia Curriculum guidelines. What can you teach? How can you teach different data types, recording methods and file transfer?
The document summarizes various projects completed by a tech club over the course of a year. It describes 15 different projects that the club worked on in sessions ranging from 1 to 4 meetings. The projects included using tools like ClassDojo, Edmodo, green screen videos and photos, animations in Keynote, video conferencing, photography, music creation in GarageBand, and digital citizenship posters made with online tools. The goal was to expose students to different technologies and allow them to be creative through hands-on projects.
A collaborative exploration of the senses. Deaf students use film and animation techniques to broaden their understanding of sound.
This chapter offers a range of cross curriculum activities with a difference.
Before we begin, I have a question for you...
...Can you see sound?
A Year 6 teacher discusses how her class integrated SOLO taxonomy and ICT tools like blogging to improve student achievement and motivation. The class used blogs across subject areas and SOLO taxonomy to enhance understanding. This led the class to win an environmental award twice for preventing erosion through their work with an initiative called Trees for Survival. They documented their work using blogs, videos, photos and more to share their message worldwide. The teacher found that integrating ICT throughout the curriculum using SOLO taxonomy as a framework for learning outcomes was very successful.
Rolf Sabo is the Director of International Business and Product Development seeking to help companies penetrate new markets, produce new products and earn new income. With over 20 years of experience in product management and business development, Rolf has consistently outperformed sales objectives and expanded company revenues into new markets and profit margins. Rolf's clients praise his exceptional customer service, product and process knowledge, and valuable advice and guidance.
Transform your classroom by integrating iPads and Moodle. This session will review how Perham educators are integrating student and teacher iPads along with Moodle to create an exciting atmosphere for learning. Math, English, and science educators will provide specific classroom examples demonstrating best practices with transparency.
During Eyebeam Art + Technology Digital Day Camp 2011, twenty NYC teens spent three weeks working under the
guidance of a team of creative mentors to produce a series of deep, media-rich stories
about our NYC neighborhoods. Their stories became part of a web-based, interactive
map that included photographs, drawings, videos, music, games, words, infographics,
etc — limited only by imagination.
Standard English Learning is the basic of English and English proficiency tests. SELC-W includes the video lectures captured and instructed by the official English instructors from TESOL covering basic to advanced levels with lot of sequenced practice material & students will learn noun to sentence structure from SELC-W and express themselves spontaneously, fluently.
Data lesson ideas for Y3/4 Australian CurriculumJoanne Villis
Ideas for teaching Primary (Year 3) data according to the new Australia Curriculum guidelines. What can you teach? How can you teach different data types, recording methods and file transfer?
The document summarizes various projects completed by a tech club over the course of a year. It describes 15 different projects that the club worked on in sessions ranging from 1 to 4 meetings. The projects included using tools like ClassDojo, Edmodo, green screen videos and photos, animations in Keynote, video conferencing, photography, music creation in GarageBand, and digital citizenship posters made with online tools. The goal was to expose students to different technologies and allow them to be creative through hands-on projects.
A collaborative exploration of the senses. Deaf students use film and animation techniques to broaden their understanding of sound.
This chapter offers a range of cross curriculum activities with a difference.
Before we begin, I have a question for you...
...Can you see sound?
A Year 6 teacher discusses how her class integrated SOLO taxonomy and ICT tools like blogging to improve student achievement and motivation. The class used blogs across subject areas and SOLO taxonomy to enhance understanding. This led the class to win an environmental award twice for preventing erosion through their work with an initiative called Trees for Survival. They documented their work using blogs, videos, photos and more to share their message worldwide. The teacher found that integrating ICT throughout the curriculum using SOLO taxonomy as a framework for learning outcomes was very successful.
Rolf Sabo is the Director of International Business and Product Development seeking to help companies penetrate new markets, produce new products and earn new income. With over 20 years of experience in product management and business development, Rolf has consistently outperformed sales objectives and expanded company revenues into new markets and profit margins. Rolf's clients praise his exceptional customer service, product and process knowledge, and valuable advice and guidance.
El documento describe diferentes formas de aprendizaje electrónico como el b-learning. El b-learning combina la enseñanza presencial tradicional con elementos de aprendizaje en línea, permitiendo a los estudiantes acceder a materiales educativos y comunicarse virtualmente. Sin embargo, cambiar a este nuevo modelo puede ser difícil si los estudiantes y maestros no trabajan juntos y si la infraestructura tecnológica no es adecuada.
Este documento resume las conceptualizaciones de e-learning y b-learning. El e-learning se refiere al aprendizaje electrónico mediante el uso de tecnología de red para proporcionar flexibilidad y acceso continuo a la educación. El b-learning implica una enseñanza semipresencial que combina la instrucción en el aula con recursos en línea, aprovechando las ventajas de ambos métodos para mejorar el compromiso de los estudiantes y los resultados académicos. Sin embargo, tanto el e-learning como el b-learning
UTS BUiLT Leadership Program - 16 May 2013 Talkzarachoy
The document outlines the story of an individual who began questioning issues in the world like poverty, climate change, injustice, and more. This led them to realize their privileged birth was mere luck, and that if they and others did not work to create change, suffering would continue. They were inspired to use their skills and influence to draw attention to important causes through mischievous acts of creativity and social experiments. The overall message encourages readers to open their eyes, ask big questions, and not give up hope that they can make a positive impact.
The document summarizes elements of the Successful Language Learners project, which used information and communication technologies to support English language learning across 12 schools. It involved nearly 5,000 students and teachers from diverse linguistic backgrounds. Key aspects included using tools like Bee-Bots, blogs, and social networking to engage students and facilitate professional learning communities among teachers. Assessment data indicated growth in students' English skills and performance on standardized tests compared to statewide averages.
Este documento resume las conceptualizaciones de e-learning y b-learning. El e-learning se refiere al aprendizaje electrónico flexible apoyado por la tecnología. Ofrece acceso inmediato a la información, ahorro de costos e interacción entre estudiantes y profesores. El b-learning implica una enseñanza semipresencial que combina lo virtual con clases presenciales, aumentando el interés de los estudiantes y desarrollando habilidades a través de la tecnología y la interacción social. Sin embargo,
El documento describe los conceptos de e-learning y b-learning. El e-learning es un método de aprendizaje flexible que utiliza la tecnología de redes de computadoras para adquirir conocimientos y habilidades de manera remota. El b-learning combina la enseñanza presencial con elementos de aprendizaje en línea para mejorar la interacción, comunicación y logro académico. Ambos métodos tienen ventajas como la flexibilidad y acceso permanente, pero también desventajas como la necesidad de infraestructura tecnol
LMI Canada Inc. is a consulting firm founded in 1966 that operates in over 60 countries and 23 languages. It has hundreds of thousands of satisfied clients. The document discusses LMI Canada's global operations and services. It provides testimonials from clients that achieved measurable results like increased sales, productivity improvements, and business growth through LMI Canada's 4-step process of identifying issues, planning actions, implementing changes, and measuring results.
Eric Schmidt discussed the future of online advertising and information. He said everything is changing faster than ever before and the market will decide what interests people have. The new online advertising models are real-time and iterative, with customers having more choice and control over their experience.
El documento describe los conceptos de e-learning y b-learning. El e-learning es un método de aprendizaje flexible apoyado por la tecnología que permite el acceso inmediato a la información. El b-learning involucra tanto la enseñanza presencial como la enseñanza en línea, combinando los beneficios de ambos métodos y promoviendo la interacción entre estudiantes y profesores. Sin embargo, tanto el e-learning como el b-learning enfrentan desafíos como la falta de infraestructura tecnológica y motiv
This document summarizes strategies for supporting English as a second language (ESL) students through guided inquiry and information and communication technology (ICT) at Penrith Public School. It describes the school's demographics, including a high percentage of ESL students speaking over 30 home languages. Programs discussed include Circle Time to build oral skills, travel buddies using storytelling, and guided inquiry projects incorporating visual aids, scaffolding, storyboarding, and digital slideshows. The use of Web 2.0 tools like blogs and wikis is highlighted as a way to incorporate technology, share student learning, and engage ESL students.
This document summarizes strategies for supporting English as a second language (ESL) students through guided inquiry and information and communication technology (ICT) at Penrith Public School. It describes the school's demographics and ESL program. It discusses using circle time, travel buddies, and guided inquiry projects involving storyboarding and digital slideshows to build students' language skills. It also explores incorporating Web 2.0 tools like blogs, wikis, and multimedia generators to engage ESL students in their learning. The goal is to create a nurturing environment that makes input comprehensible for ESL learners.
This document discusses the relationship between technology and literacy pedagogy in Australian schools. It notes that schools have invested heavily in educational technology but questions how this influences teachers' literacy practices. The author aims to understand how teachers use technology for literacy, what skills are developed, and the dynamic relationship between technology and pedagogy. Activity theory is discussed as a framework for analyzing this complexity, with the teacher as the subject achieving literacy goals through tools like laptops and whiteboards. The document raises questions about whether technology enhances literacy or leads the way, and how synergies and tensions between technology, school culture and teaching practices can be understood.
This document discusses tools for analyzing persuasive language. It covers evaluative vocabulary, rhetorical devices like modality and citation, and how they are used to influence audiences and align them with the writer's position. Modality helps temper positions, citation attributes information to sources to add authority. Contrast rebuts opposing views while concession acknowledges parts of opposing arguments before challenging them. The document provides examples from texts and exercises for students to identify these persuasive language techniques.
2011 TESOL Seminar 4: Assessment for ESL learners: What, why and for whom? KatherineHaratsis
2011 TESOL Seminar 4: Assessment for ESL learners: What, why and for whom?
Prof Tim McNamara, Faculty of Arts, School of Language and Linguistics, The University of Melbourne
2012 TESOL Seminar 1: Growing up bilingual in multicultural urban Australia: ...KatherineHaratsis
This document summarizes a presentation on bilingualism and language learning in Australian schools. It discusses the benefits of bilingualism, issues with subtractive bilingualism, and findings from research on children's experiences as bilingual learners. Globalization has led to the dominance of English, threatening minority languages. However, being bilingual builds cultural and linguistic capital. Research highlighted that children view their home language as part of their identity and culture, and view learning additional languages as learning new cultures.
The Digital Science Labratory - using new technologies to improve trahing and learning in Secondary Science
Ed Walsh, Science Adviser, Cornwall Learning.
http://cornwalllearning.org
This document outlines a unit plan for a Grade 3 science class focusing on strong and stable structures. The unit involved:
- Students investigating different building materials and designs through rotating stations to understand what makes structures strong and stable.
- Assessing student learning through observation, conferencing, and student reflections to understand their progress in developing inquiry skills and structural concepts.
- The teacher reflecting that the process of student exploration and inquiry was more valuable than grades or final products, and that allowing time for student investigation led to unexpected but valuable learning outcomes.
The document describes how a science teacher's presentation about frog evolution follows the SAMR model of technology integration in schools, starting with substitution of a slideshow for a textbook, then augmenting the slides with animations and audio. It further discusses how students are modified to collaborate on creating presentations including audio, video, graphs and tables, and are redefined to interview people worldwide and include statistical data and comments on a school YouTube channel.
This document provides an overview of a 4th grade science lesson on electricity where students worked in pairs to try to light a lightbulb using a wire, D-cell battery, and lightbulb. The teacher monitored groups and had students record their attempts and thinking in science notebooks. The lesson aimed to build students' understanding of circuits and electricity by having them engage in hands-on experimentation and discussion of concepts like parallel circuits.
El documento describe diferentes formas de aprendizaje electrónico como el b-learning. El b-learning combina la enseñanza presencial tradicional con elementos de aprendizaje en línea, permitiendo a los estudiantes acceder a materiales educativos y comunicarse virtualmente. Sin embargo, cambiar a este nuevo modelo puede ser difícil si los estudiantes y maestros no trabajan juntos y si la infraestructura tecnológica no es adecuada.
Este documento resume las conceptualizaciones de e-learning y b-learning. El e-learning se refiere al aprendizaje electrónico mediante el uso de tecnología de red para proporcionar flexibilidad y acceso continuo a la educación. El b-learning implica una enseñanza semipresencial que combina la instrucción en el aula con recursos en línea, aprovechando las ventajas de ambos métodos para mejorar el compromiso de los estudiantes y los resultados académicos. Sin embargo, tanto el e-learning como el b-learning
UTS BUiLT Leadership Program - 16 May 2013 Talkzarachoy
The document outlines the story of an individual who began questioning issues in the world like poverty, climate change, injustice, and more. This led them to realize their privileged birth was mere luck, and that if they and others did not work to create change, suffering would continue. They were inspired to use their skills and influence to draw attention to important causes through mischievous acts of creativity and social experiments. The overall message encourages readers to open their eyes, ask big questions, and not give up hope that they can make a positive impact.
The document summarizes elements of the Successful Language Learners project, which used information and communication technologies to support English language learning across 12 schools. It involved nearly 5,000 students and teachers from diverse linguistic backgrounds. Key aspects included using tools like Bee-Bots, blogs, and social networking to engage students and facilitate professional learning communities among teachers. Assessment data indicated growth in students' English skills and performance on standardized tests compared to statewide averages.
Este documento resume las conceptualizaciones de e-learning y b-learning. El e-learning se refiere al aprendizaje electrónico flexible apoyado por la tecnología. Ofrece acceso inmediato a la información, ahorro de costos e interacción entre estudiantes y profesores. El b-learning implica una enseñanza semipresencial que combina lo virtual con clases presenciales, aumentando el interés de los estudiantes y desarrollando habilidades a través de la tecnología y la interacción social. Sin embargo,
El documento describe los conceptos de e-learning y b-learning. El e-learning es un método de aprendizaje flexible que utiliza la tecnología de redes de computadoras para adquirir conocimientos y habilidades de manera remota. El b-learning combina la enseñanza presencial con elementos de aprendizaje en línea para mejorar la interacción, comunicación y logro académico. Ambos métodos tienen ventajas como la flexibilidad y acceso permanente, pero también desventajas como la necesidad de infraestructura tecnol
LMI Canada Inc. is a consulting firm founded in 1966 that operates in over 60 countries and 23 languages. It has hundreds of thousands of satisfied clients. The document discusses LMI Canada's global operations and services. It provides testimonials from clients that achieved measurable results like increased sales, productivity improvements, and business growth through LMI Canada's 4-step process of identifying issues, planning actions, implementing changes, and measuring results.
Eric Schmidt discussed the future of online advertising and information. He said everything is changing faster than ever before and the market will decide what interests people have. The new online advertising models are real-time and iterative, with customers having more choice and control over their experience.
El documento describe los conceptos de e-learning y b-learning. El e-learning es un método de aprendizaje flexible apoyado por la tecnología que permite el acceso inmediato a la información. El b-learning involucra tanto la enseñanza presencial como la enseñanza en línea, combinando los beneficios de ambos métodos y promoviendo la interacción entre estudiantes y profesores. Sin embargo, tanto el e-learning como el b-learning enfrentan desafíos como la falta de infraestructura tecnológica y motiv
This document summarizes strategies for supporting English as a second language (ESL) students through guided inquiry and information and communication technology (ICT) at Penrith Public School. It describes the school's demographics, including a high percentage of ESL students speaking over 30 home languages. Programs discussed include Circle Time to build oral skills, travel buddies using storytelling, and guided inquiry projects incorporating visual aids, scaffolding, storyboarding, and digital slideshows. The use of Web 2.0 tools like blogs and wikis is highlighted as a way to incorporate technology, share student learning, and engage ESL students.
This document summarizes strategies for supporting English as a second language (ESL) students through guided inquiry and information and communication technology (ICT) at Penrith Public School. It describes the school's demographics and ESL program. It discusses using circle time, travel buddies, and guided inquiry projects involving storyboarding and digital slideshows to build students' language skills. It also explores incorporating Web 2.0 tools like blogs, wikis, and multimedia generators to engage ESL students in their learning. The goal is to create a nurturing environment that makes input comprehensible for ESL learners.
This document discusses the relationship between technology and literacy pedagogy in Australian schools. It notes that schools have invested heavily in educational technology but questions how this influences teachers' literacy practices. The author aims to understand how teachers use technology for literacy, what skills are developed, and the dynamic relationship between technology and pedagogy. Activity theory is discussed as a framework for analyzing this complexity, with the teacher as the subject achieving literacy goals through tools like laptops and whiteboards. The document raises questions about whether technology enhances literacy or leads the way, and how synergies and tensions between technology, school culture and teaching practices can be understood.
This document discusses tools for analyzing persuasive language. It covers evaluative vocabulary, rhetorical devices like modality and citation, and how they are used to influence audiences and align them with the writer's position. Modality helps temper positions, citation attributes information to sources to add authority. Contrast rebuts opposing views while concession acknowledges parts of opposing arguments before challenging them. The document provides examples from texts and exercises for students to identify these persuasive language techniques.
2011 TESOL Seminar 4: Assessment for ESL learners: What, why and for whom? KatherineHaratsis
2011 TESOL Seminar 4: Assessment for ESL learners: What, why and for whom?
Prof Tim McNamara, Faculty of Arts, School of Language and Linguistics, The University of Melbourne
2012 TESOL Seminar 1: Growing up bilingual in multicultural urban Australia: ...KatherineHaratsis
This document summarizes a presentation on bilingualism and language learning in Australian schools. It discusses the benefits of bilingualism, issues with subtractive bilingualism, and findings from research on children's experiences as bilingual learners. Globalization has led to the dominance of English, threatening minority languages. However, being bilingual builds cultural and linguistic capital. Research highlighted that children view their home language as part of their identity and culture, and view learning additional languages as learning new cultures.
The Digital Science Labratory - using new technologies to improve trahing and learning in Secondary Science
Ed Walsh, Science Adviser, Cornwall Learning.
http://cornwalllearning.org
This document outlines a unit plan for a Grade 3 science class focusing on strong and stable structures. The unit involved:
- Students investigating different building materials and designs through rotating stations to understand what makes structures strong and stable.
- Assessing student learning through observation, conferencing, and student reflections to understand their progress in developing inquiry skills and structural concepts.
- The teacher reflecting that the process of student exploration and inquiry was more valuable than grades or final products, and that allowing time for student investigation led to unexpected but valuable learning outcomes.
The document describes how a science teacher's presentation about frog evolution follows the SAMR model of technology integration in schools, starting with substitution of a slideshow for a textbook, then augmenting the slides with animations and audio. It further discusses how students are modified to collaborate on creating presentations including audio, video, graphs and tables, and are redefined to interview people worldwide and include statistical data and comments on a school YouTube channel.
This document provides an overview of a 4th grade science lesson on electricity where students worked in pairs to try to light a lightbulb using a wire, D-cell battery, and lightbulb. The teacher monitored groups and had students record their attempts and thinking in science notebooks. The lesson aimed to build students' understanding of circuits and electricity by having them engage in hands-on experimentation and discussion of concepts like parallel circuits.
In this document, three case studies are presented where students generated learning materials.
1) Interactive screen experiments were developed by physics students to help overcome anxiety in labs for other students.
2) Fourth year physics students created outreach materials like lesson plans, videos and games to teach astronomy concepts.
3) Foundation students collaboratively developed an online glossary to define technical terms in chemistry and physics.
In each case, student developers gained skills while students using the materials benefited from more engaging resources. The projects enriched learning for all students and strengthened community in their departments.
How to increase the interest of Engineering among studentsMujahid Khan
This document describes a proposed activity to increase students' interest in engineering. The activity involves students ages 19-22 building remotely operated underwater robots over 2.5 days. Students would work with university faculty experts in a fully equipped lab. They would build low-cost robot prototypes out of materials like PVC pipes. The activity aims to introduce students to engineering concepts and tools in a hands-on way to make the field more appealing and understandable. It would take place at a university that has facilities for robot building and testing, like a swimming pool.
This document outlines the topics covered in an EDUC 1839 Classroom Management course at Northern Virginia Community College. The course covers teaching adult English language learners, conducting needs assessments, differentiating instruction, fostering a positive classroom culture, and discussing classroom management scenarios. It provides information on topics such as the characteristics of adult learners, creating needs assessments, differentiated instruction strategies, positive classroom techniques, managing large and open enrollment classes, grouping students, addressing problems, and providing feedback. Sample classroom scenarios are also presented to demonstrate classroom management strategies.
The document describes the various technologies and methods used by the presenter in their Web 2.0 classroom. It begins by introducing the Pecha Kucha presentation format of 20 slides for 20 seconds each that will be used. It then provides screenshots and descriptions of the wikis, blogs, Google Docs, Edmodo, and online simulations utilized to enhance learning and collaboration. The goal is to demonstrate the presenter's experience integrating new technologies into their classroom, while still seeking to incorporate additional tools in the future like student PLNs, Prezi, and Voicethread.
By the end of the Carpe Diem workshop, participants should be able to create a blueprint poster with a mission statement and outcomes for their module design. They should also be able to create a storyboard showing content sequencing and assessments. Participants will build at least two prototype online activities and get feedback from students. On the second day, participants reflect on their designs and build out a prototype activity. They then get feedback from student reality checkers and review their designs to see what needs adjustment.
This unit focuses on teaching students about energy over 5 weeks. Students will learn the value of energy, different energy sources, why we need energy and its uses. They will also learn about renewable and non-renewable energy sources, and how energy usage affects the environment. Through interactive online activities and experiments, students will discover what energy is, its importance, applications, and how to use it wisely. Formative assessments will check understanding, and a final exam will evaluate knowledge of the unit's core concepts. The goal is for students to increase their awareness and knowledge of energy sources and sustainability.
1) This document outlines a scientific visualization unit that teaches students about DNA and gel electrophoresis through computer graphics and animation.
2) Students will learn about the structure and function of DNA, as well as how gel electrophoresis is used in forensics and biology. They will explore these topics on an interactive website and write summaries of what they learned.
3) Working in groups, students will create an animated film explaining the processes of DNA and gel electrophoresis. They will develop a rubric to self-assess their project at checkpoints along the way.
Excerpts taken from teachers notes and post lesson reflections of sose unitjakeknowles
- Teachers provided students with digital cameras to take home a bear that represents reducing, reusing, and recycling to create photo stories of their adventures with it at home. Most students engaged with the activity and created quality work.
- An augmented reality lesson engaged students in learning about ways to reduce one's carbon footprint through suggestions like taking public transportation and using energy efficient light bulbs.
- When students seemed unsettled, the teacher played a music video uploaded to the class blog to regain their attention. The video successfully engaged the students, who were then able to discuss and name elements outlined in the video.
1. The document outlines a lesson plan for teaching about images formed by concave mirrors through various activities over 4 days. It includes objectives, content, learning resources, procedures, assessment, and reflection.
2. Students will predict and observe image characteristics, apply ray diagrams, analyze example problems, and present their findings in groups. They will explore image formation using mirrors and lenses, ray diagrams, the mirror equation, and different cases of reflection.
3. Assessment includes formative activities like picture analysis and a group assignment, as well as a summative quiz, while remediation and additional practice is provided to aid learning. The teacher reflects on their lesson's effectiveness and seeks guidance on students still struggling.
This document outlines a lesson plan for teaching 7th grade students about using shipping containers to build homes. Students will work in groups to design model homes using shipping containers, determine costs, and present their designs. The lesson incorporates mathematical concepts like ratio, volume, area, and expressions. Students will watch an introductory video, investigate real container home designs, build scale models, and conduct a cost analysis which they will present to the class. Formative assessments include observation of group work, participation, and project rubrics. The lesson utilizes technology like videos and a smart board.
1. The document outlines a unit plan for teaching 7th grade students about using shipping containers to build model homes.
2. Students will work in groups to design a model home using shipping containers, determine materials costs, and present their designs.
3. The unit incorporates hands-on learning, group work, and math concepts like surface area, ratios, and scale factors to apply these ideas to a real-world scenario.
1) The document outlines a unit plan for teaching 7th grade students about using shipping containers to build model homes.
2) Students will work in groups to design home models using containers, determine material costs, and present their designs.
3) The unit utilizes various instructional strategies including videos, group projects, and math reviews to help students learn concepts like ratios, expressions, and scale models.
This document outlines a lesson plan for teaching 7th grade students about using shipping containers to build homes. Students will work in groups to design and build scale models of homes using shipping containers, and calculate the overall cost of materials. The lesson incorporates hands-on activities, group work, and mathematical concepts like ratio, volume, surface area, and expressions. Students will apply their knowledge to design models, determine scale factors, and perform cost analyses. They will present their final designs and analyses to the class.
This document outlines a lesson plan for teaching 7th grade students about using shipping containers to build homes. Students will work in groups to:
1) Design a scale model home using shipping containers and determine the cost of materials.
2) Calculate the square footage of their design and present their model to the class.
3) Peer-evaluate other groups' presentations using a rubric.
The lesson incorporates videos, class discussions, mathematical concept reviews, hands-on model building, and group presentations to teach students about ratio, volume, area, and using repurposed materials in design. Formative assessments include observation of group collaboration and a post-unit student survey.
Similar to 2012 TESOL Seminar 2, School Presentation. (20)
The Marsden Intensive English Centre is a federally funded program located in Marsden High School in West Ryde, Sydney that provides English language instruction for up to 100 beginner ESL students between 12-18 years old. The small class sizes of no more than 18 students allows for individualized instruction tailored to the specific needs and expectations of ESL students distinct from those of mainstream high school.
This document discusses literacy pedagogy and the use of technology in classrooms. It begins by reviewing literature on how technology has been integrated into literacy education with mixed success. The document then examines the classroom practices of three teachers through the framework of activity theory to understand how technologies, pedagogy, and school culture interact. The researchers observed literacy lessons, interviewed teachers, and analyzed documents to develop case studies of each teacher. Their goal was to understand how technology fits with and may enhance established literacy practices.
Dr. Lisa Kervin from the University of Wollongong will present twice on literacy pedagogy and technology for ESL learners at the 2012 TESOL Seminar on Saturday, September 8th. The morning presentation will be from 10am to 11:30am, followed by morning tea, and the afternoon presentation will be from 12pm to 1:30pm, followed by lunch. Additional presentations will be given by Ian McLean from Penrith Public School from 2pm to 3pm and Marilyn Murray and Anne Steiner from Marsden Intensive English Centre from 3pm to 4pm, when the seminar will close.
2012 TESOL Seminar 3:Auburn Public School presentation KatherineHaratsis
This document summarizes the work of Mallika Das at Auburn Public School to develop English as a Second Language (ESL) skills in refugee students through multimodal texts. The school has a diverse student body with over 35 languages spoken and many refugee families. Das led reception classes for newly arrived students and was part of an intensive English program. Activities included using movement, maps, and excursions to teach about rainforests; reading multimodal texts and creating a class "Big Book"; and analyzing how authors influence readers through language and images. The goal was to support students' language, literacy, and understanding of concepts.
The document discusses building noun groups to improve historical writing. It provides an example noun group that describes houses of ancient Egyptians in more detail than just "mud brick houses". The noun group includes descriptive adjectives and clauses about the mud-brick houses, including that they were hand made, from the Nile River mud, and had smaller rooms. Students are encouraged to practice building their own extended noun groups.
The document discusses how to build noun groups to provide more detailed information in writing. It explains that a noun group can be a single word or expanded description, and gives the example of "The powerful King ruled over the entire society." The document encourages adding more nouns to writing to make it more informative when answering questions, such as describing how people in Medieval Europe were governed by "The King and the Church who ruled with absolute power."
This document describes strategies used to improve ESL students' descriptive writing skills. It discusses introducing students to concepts like clauses, phrases, and noun groups. Students were given assessments and activities to practice these grammar concepts in their writing. Pre- and post-tests showed students improved their use of language features like referencing, connectives, and descriptive language after receiving this focused instruction. The approach aimed to develop students' metalinguistic awareness of language.
2011 TESOL Seminar 3. Engaging ESL students with blogs, podcasts and mobile d...KatherineHaratsis
Old Guildford Primary School implemented a program from 2009-2010 to incorporate ICT tools like podcasts, blogs, and mobile devices to engage their predominantly ESL student population. The school assessed students' language needs and ICT capabilities. They purchased hardware, trained teachers, and developed programs using tools like podcasting, blogging, iPods, and interactive whiteboards. This led to increased student engagement and improved language outcomes as students had authentic purposes and audiences for their learning.
This document discusses persuasive writing and analyzing student responses. It provides tools for analyzing the language and genre of persuasive texts. It examines the NAPLAN writing criteria from a genre and register perspective. It discusses different genres of persuasive texts like exposition, discussion, and challenge. It includes an activity where students analyze excerpts to determine the genre and function. The document provides guidance on analyzing persuasive writing at different linguistic levels from the whole text to individual words.
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 Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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A Survey of Techniques for Maximizing LLM Performance.pptx
2012 TESOL Seminar 2, School Presentation.
1. ESL PEDAGOGY PROJECT 2011
MRS A. SHORT & MRS R. RICHARDSON
LIVERPOOL PUBLIC SCHOOL
ACTION INQUIRY
2011
2. School Context
• There are an increasing number of refugee students – 87 students in 2011.
• The Primary Intensive English program provides targeted intensive support
for Refugee students enabling them to develop language and Literacy skills
and participate effectively in the mainstream classroom.
Class: 5R
1st Phase students 5 refugee students
3. Rationale
• We perceived that students were confident
users of “every day” language but to achieve
stage 3 curriculum outcomes students needed
to develop their “academic” language in Key
Learning Areas.
• We needed to design high challenge teaching
and learning activities that would scaffold ESL
learners and provide high support.
4. Rationale
• Many of the students in our class were “quietly”
disengaged and disconnected from their learning.
They had limited understanding of the “essential”
knowledge of units of work in the classroom.
• Although tasks were modelled, there was no
transferral of knowledge in writing or talk.
• We wanted to create a quality learning environment
which was focussed on developing intellectual
quality.
6. Action Inquiry Focus
• How do refugee and ESL students
access the academic language required
to achieve stage 3 outcomes?
7. Key Pedagogical Focus
Designed in scaffolding
Learning experiences were designed and sequenced to build on students‟
knowledge of the language and concepts of Electricity and Antarctica, so
that students could transform and demonstrate their learning.
Varied participant structure
Working with different and varied participant structure
Independent work, group work, jigsaw groups, small groups, whole class
Message Abundancy
DVDS, word walls, photos, excursions, blogging, You tube, Internet access,
Travel agent brochures, Matrix, News report
ESL based teaching sequence
Controlled, guided and independent activities
8. Initial Assessment
A number of assessments were carried out throughout the
programs, including:
ESL band levels for Oral and Writing.
ESL Scales indicators in a form of a checklist was used to
update their band levels.
Pre and post writing assessments
Teacher observations of whole class, pairs and group work
9. Assessment throughout project
Video clips of student presentations and class participation.
Work samples
Electricity experiments
Learning goals are explicitly shared with students and students were
taught how to recognise the standards they are aiming for. (Matrix
criteria)
Peer and self-assessment
Teacher and student reflection
Student feedback
Student blogs
10. Cycle 1 – COGS unit on Electricity
Rich task
• Students demonstrate their knowledge and
understanding of energy by designing, creating and
explaining a product that uses transformation of energy.
11. Designing Rich Task
•Design and make a product using electrical circuit either
powered by battery or solar power.
•Product will need to serve a purpose and meet personal
need.
• Students needed to explain how the product worked and
they also needed to persuade the audience to buy the
product.
12. Targeted Language
Electricity conductors circuits insulators motors
Energy produce closed transport store wind
Wires cells open filament generated solar
Bulb complete parallel simple hydro nuclear
13. Electricity Program
Teaching and Learning Experience Scaffolding / Strategies
Introduction to the COGS unit „Electricity‟ • Small groups
by filling in a KWHL chart. (What do we • Progressive brainstorming activity and
know and understand about electricity? reporting back.
what do we want to find out? How might
we get this information?) • Collect charts
Appoint a reporter, then have groups report • Sharing information with each other.
back to compare information. (Rotate
these charts and students add infor.)
Front Loading
Teacher explains that each of the images either • Use video of brainstorming session and
use, produce, transport or store electricity. ( 12 reporting back.
pictures)
Students observe a variety of pictures on a • Collect work samples.
power point based on different forms of energy.
Names of images are displayed. ( 12 pictures)
In small groups, they classify these pictures into • Matrix
the correct headings and justify their choice in a • Take photos of their work.
full sentence. E.g. A cable is used to transport
electricity.(Use, produce, transport and store).
14. Electricity Program
Teaching and Learning Experience Scaffolding/ Assessment
Excursion to the „Powerhouse Museum. • Building the field
Students will be asked to report back to the WC • Developing metalanguage
on what they learnt about electricity. • Photos of different forms of electricity
Each leader has a digital camera where they • Blogging
take photos of their learning and fill in recording
sheet.
Teacher modelling of collage. • Internet visual support.
Students make a collage using digital images • partner work
from their excursion. • work sample
Students report what they had learnt about • videoing
electricity. • blogs
Students blog their learning from the
Powerhouse.
Supply small student groups with a battery, two • hands on activity – taking apart and
pieces of wire and a torch globe. Ask students to rebuilding a torch
explore ways of making the torch globe glow. • teacher supplying technical language to label
Ask students to draw and label a diagram of their a torch diagram
observations. • videoing some children orally explaining the
Introduce the language to explanations. Provide process of how a torch and circuit works.
sentence starters to demonstrate cause and • models of explanation, joint construction,
effect. language features, grammar, technical
Ask students to write an explanation (using text language,
and drawings) of how a torch works. • cause, effect.
• work samples of Explanations on torches.
15. Electricity Program
Teaching and Learning Experience Scaffolding / Strategies
Exploring Electrical Energy
As a whole class brainstormed ideas about • Showed inventions on the internet on You
creating a product that served a purpose in their tube Ellen Show.
life.
Students thought of „everyday‟ problems such • Advertisements of products.
as, their brother keeps going into their room.
Students had to come up with a product that • Student observations
would help solve this problem, BUT it had to
include an electrical circuit. Eg Alarm on their • Video taping
door.
Introducing design task
Model problem and design. Procedure structure • Student Criteria Checklist
(Head torch on a head band.)
Students mark teachers design using criteria. • Student observations
Brainstorm problems that arise in the classroom
and how they can be resolved using electrical • Photographs of their final products
energy as part of design solution.
Students sketch initial ideas for their product
and annotate their sketch to explain how the
product works.
Have students consider the circuit required to
operate the product.
Criteria to be used to judge the success of their
solution
16. Electricity Program
Teaching and Learning Experience Scaffolding / Strategies
Presentation Day – Students display their • Video - taping presentations during
sketches and models to the class and talk Assembly. (Science Show)
about them.
18. Front-loading
• Students are shown a series of photographs of objects that
store, produce , use and transport electricity and predicted
whether they store, produced or transported electricity.
20. Blogging - Now that your product is made, how do you feel about the design? What are
some positive points? What would you change?
Miss Giggles (Ivona) says: The product that I made was a house with a fan and light. I liked
making the house and I learnt a lot about electricity like you can only put a black wire on the
negative side and a blue, white and red on the positive. The positive side of the house was
making it with my uncle and I wouldn’t change anything.
pretty princess(Andjela) says:
I am proud of what I made and I am so excited about presenting it to the class. The first time
I tried it, it didn’t work. Second time it worked. I need to change a little more staff and I need
to make it more entertaining.
Aishwarya says:
I really enjoyed making my latest invention and I am very impressed with it.
My invention is a lamp and I won't make any differences in it because I love it all.
Some of the positive points about my lamp are, when I first tried to make the straws stay still
sticking to the clay ,they didn't and I was really disappointed, the next time I tried it they did
and I was very happy that they did.
made a product that's called THE SECRET NIGHT LIGHT STAND it's similiar to a lamp but the difference is that the torch is
balanced by two thick straws that are balanced by some sticky clay, another difference is that the torch is in a case that
is made out of tissue paper roll. I made this because my parents expect me to finish my studies before bedtime but
sometimes I don't finish all of it, so at night (maybe at 3'o clock)I wake up to do my studies and notice that I can't turn
the lights on because my parents will know that I am not sleeping, I also noticed that there's not enough light for me to
read books, so I made this product so I can get some light to do studies and to read books.
Noora says: I made a rainbow colours that when you spin it the colours will change into
one colour which is blue and I put lights around it .
21. Building Vocabulary
Exploring, investigating
and experimenting with
different components
used in Electricity.
Increasing children‟s field
knowledge and
metalanguage.
23. Experimenting with Circuits
Investigating and
exploring how an
electrical circuit
works.
Trial and error
• For students to become motivated
and engaged in electricity, lots of
oral interaction, scaffolding and
hands on activities were
incorporated.
27. Products
Lightinator Solar battery
Product: Fun House Car Product: Rainbow fan
Product: Light Fan Product: Light Alarm
Designing, creating and explaining their models to Year 6
29. Cycle 2 - Antarctica
Direction: 5R
Change of ESL teacher: Mrs P. Vella
Continued focus on Phase 2, Stage 3 ESL
students.
30. Cycle 2 – COGS unit Antarctica
Rich Task
Stage 3 COGS unit was based on Antarctica.
Students demonstrate their knowledge and
understanding by creating and filming a news
documentary on Antarctica.
31. Target language
Ozone pollution biology geology Glaciology
meterology oceanography global warming human impacts
Sea ice Aurora Katabatic winds blizzard ice shelves
Glacier iceberg whiteout icesheet
Adelie penguins Emperor penguins Southern elephant seal
Leopard seal Weddell seal humpback whale blue whale
Orca krill algae albatross
32. Antarctica Program
Teaching and Learning Experience Scaffolding / Strategies
Excursion to Maritime Museum where children • Building the field
saw Scott‟s Last Expedition (to Antarctica) • Developing metalanguage
display and watched a documentary about • Visual support
Antarctica on IMAX.
Introduction to the COGS unit „Antarctica‟ by • Small groups
filling in a KWL chart. (What do we know and • Progressive brainstorming activity and
understand about Antarctica? what do we want to reporting back.
find out? How might we get this information?) • Sharing information with each other.
Appoint a reporter, then have groups report back
to compare information. (Rotate these charts and
students add infor.)
Location of Antarctica on world map, show travel • Small groups
agent brochures of Antarctica and view it on • Developing metalanguage
Utube. Guided Reading on Captain Scott, front • Building on their comprehension skills and
loading activity and synonym cloze. reading strategies.
• Skimming and scanning
• Visual support
• Authentic texts
Physical features of Antarctica: Weather and • Visual support
Landscape reading, Matching vocabulary to • partner work
pictures and vocabulary to meanings. • work samples
• Peer sharing
33. Antarctica Program
Teaching and Learning Experience Scaffolding / Strategies
Jigsaw Comprehension Readings on : • Small group work
Tourism, Scientific Research and Human • Skimming and scanning
Impact. Students will be required to write the • Reading strategies
positive effects, the problems caused and how • Sharing information
the problems were overcome with their base
group.
Guided reading: Books on Antarctic Animals • Group work
Animals in Antarctica • Sharing information with peers
Information gap activities • Communicative activities
Matrix –Comprehension
Description of the animal that they have to
guess what it is by looking at an Antarctic
Animal flowchart
Presentation: News report • Small groups
• Developing power point based on their
knowledge of Antarctica
• News report criteria
43. Findings: Cycle 1 & 2
Learning was enhanced by use of hands on activities, experiments,
excursions, authentic texts, Youtube, videos and photos (message
abundancy)
Sequencing of tasks which embedded talk, enabled all students to
experience success. Students had everything they needed to achieve –
criteria, language, concepts and skills – All carefully scaffolded.
Rich tasks engaged all students.
Students confidently used technical and metalanguage, developing
academic language.
All students were engaged in substantive communication with
opportunities to work in pairs and small groups. More opportunities for
contingent scaffolding and for students to articulate their ideas.
45. Impact of program for refugee / ESL
students
• All students participation in mainstream classroom
• Development of academic language
• Confident to have a go and take risks
• Confident in the classroom, not just in a withdrawal
group
• Scaffolded up for success!
46. Reflection
• Importance of backward mapping from rich
task
• Identifying essential knowledge, skills
• Quality rather than quantity
• Planned opportunities for talk
• Use of academic language
47. Personal reflections
• Team teaching with a focus on moving students from
playground language to academic language has been
inspiring for both teachers.
• Both have developed a deeper understanding of ESL
pedagogy and its impact in the classroom.
• The importance of ESL support in the mainstream
classroom.
• We know more about our ESL students – their strengths,
therefore allowing us to determine where to proceed next
with their learning.
48. Implications: So where to now?
• More co-operative planning of programs with ESL teachers.
• More opportunities to team teach with ESL staff and use their expertise.
• A greater emphasis on developing oral language including academic
language.
• More explicit teaching of rich tasks in the classroom.
• Mentoring other grade teachers in Rich Tasks and ESL based activities to
build oral language.