science chapter-11 class-6th
Different types of mirror used in our home
what is reflection
incident rays, reflected rays
reflection of light
difference between shadow and image
also watch on https://www.youtube.com/watch?v=CEb9WSkp4ZA&t=15s
science chapter-11 class-6th
Different types of mirror used in our home
what is reflection
incident rays, reflected rays
reflection of light
difference between shadow and image
also watch on https://www.youtube.com/watch?v=CEb9WSkp4ZA&t=15s
Extensive strategies for how students are presented the information, how students make sense of the information and how students demonstrate what they have learned.
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. In this interactive workshop, we’ll explore research-based tips and ideas for achieving the full benefit of questioning. Effective use of common questioning tools -- clickers and discussion boards -- will be discussed as a means to achieve student engagement and deep learning.
20 Best Interactive Teaching Activities | CIO Women MagazineCIOWomenMagazine
Here are some interactive teaching activities; 1. Think, pair, and share 2. Brainstorming 3. Buzz session 4. Exit slips 5. Misconception check 6. Circle the questions
Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
This powerpoint is for a post-convention institute at TESOL 2010, Boston. The four-hour session was very interactive, so the ppt will give only a limited sense of what was included.
This is the powerpoint for a post-convention institute at TESOL 2010 in Boston. It was a very experiential four-hour session, so the ppt conveys a limited portion of the content.
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.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. Plenary The Plenary Producer Ideas from – The Creative Teaching and Learning Toolkit (and Handbook) – Brin Best and Will Thomas ’ 35 Ideas for Plenaries’ – Pimlico Academy – Chris Marshall http://www.teachit.co.uk/custom_content/newsletters/newsletter_oct06.asp http://www.schoolhistory.co.uk/teachers/starters.html http://www.geographypages.co.uk/start.htm http://news.reonline.org.uk/rem_art10.php http://www.teach-ict.com/teacher/plenary/plenaries.htm http://www.kenttrustweb.org.uk/UserFiles/ASK8/File/Secondary_Science/Secondary_Science_Resources/science-ideas-for-starters.pdf Made by Mike Gershon – [email_address] www.independentthinking.com http://www.bristol-cyps.org.uk/teaching/secondary/science/pdf/el_starters.pdf www.teachingthinking.net http://www.geointeractive.co.uk/contribution/wordfiles/starters%20list.doc www.psychexchange.co.uk www.teachinglinks.co.uk/ Lesson %20 Starters %20and%20Plenaries.doc TES resources site Edward De Bono – How to Have Creative Ideas (Vermilion, Chatham, 2007) My head Other people’s heads If you want to make the slides whizz through really quickly and then press escape to choose a plenary at random do this: Select all slides, change slide transition to ‘0’ seconds and uncheck the ‘advance on mouse click’ box. Start the slide show and it should work. Useful summary about plenaries - http://www.brighton-hove.gov.uk/downloads/education/education_online/key_documents/key_stage_3/tlf_plenaries_circle.doc
2. Show me the answer Questions Questions to ask What’s your opinion? Word Fill Freeze Frame Hangman Classwork peer assessment Pupil as teacher Instructions Tell me 3 things… Get Creative Recipe Time Story-Time True/False Just a Minute What do you know? Taboo Stop!... Mr Postman Bingo Sheets Inside the Octagon Different Shoes In the Spotlight Home Improvement Get in Character Design a plenary Blockbusters Controversial Issue Dominoes My word! Concept Map Pictionary What if? Txt Msg Flow-Chart Millionaire 5-5-1 Anagrams Helpful Tips Question? Answer. Cross the Curriculum Self, Peer, Teacher No to no and no to yes As easy as 1,2,3 Quick-fire Labelling Brainstorm Mind Map Storyboard Comic Strip Evaluation Tree Which Pic? Hot Seating Draw your brain You’re Bard! Skills skills skills 5-5-1 Deluxe Art Schmart Sculpture Vulture PLTS Definition Poster Campaign VAK Beat the Teacher Pyramid Extra Extra Exam Question Shape and Colour Play Doh Targets Equation K U I Success! Txt Msg Flow-Chart Neighbours 60 Seconds Predict it Show and Comment Random Feedback Mr Wrong The Big Match Live! Open Question Publishing Mogul Probing Questions Objective Traffic Lights Aide Memoire Question? Answer. 2 Chop and Sort Same…Different? Classified Information Make me your selection Word Limit Whiteboard How where when why what Everyday People Different Writing Styles Missing Sequence Plenary Dice Graph It Material Knightmare Enter the Box Continuum Odd One Out Maker Pyramid 2 Musical Sentence Stems Video Errors Activity Planning Question Tennis Voice Over Circle Time Conflict – Tension Timeline Partnering Charades Football Set your own homework Quiz the group Re-draft What? How? Mime Rorrim Celebrities Musical Styles Camera Action Forecast Points of view Chinese Whispers Animal Magic Change the world Plenaries
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23. What do you know? (variation – ideas must be pictures instead of words) Lesson title/topic etc. Back to Plenaries
51. Evaluation Tree Back to Plenaries Ask students where they feel they are on the tree in relation to the lesson or topic. Can be used repeatedly to articulate progress/problems. Could print out on A3/A2 and get students to put post-it notes on with their name. Could then pair up strong and weaker students etc. http://www.evaluationsupportscotland.org.uk/article.asp?id=13
52. Which Pic? Back to Plenaries Which picture matches your learning today? Explain why? (pictures = new ideas, problem solving, discussion, experimenting, team/group work, creativity)
53.
54.
55.
56.
57. Back to Plenaries Write 5 sentences summarising today’s topic… Now reduce that to 5 key words… And finally to one word…. 5-5-1 Deluxe! Use shapes and pictures to deluxe-ify 5-5-1
58.
59.
60.
61.
62.
63.
64.
65. Pyramid Back to Plenaries Question you have about the lesson Things you have been reminded of today Things you have learned today
66. Back to Plenaries Extra! Extra! Write a newspaper headline about today’s lesson… Develop by: - asking for a plan of the article to go with the headline - asking for a series of different headlines (i.e. sensational, serious, tabloid etc.) - asking for a headline with picture
67.
68. Back to Plenaries Use only shape and colour to create an image of your learning. Then, show it to a partner and see if they can guess what the learning is. Shape and Colour
69.
70.
71.
72.
73.
74. Txt Msg Back to Plenaries Write a txt msg explaining your learning
78. Predict it Back to Plenaries Ask students to make a prediction based on the knowledge gained in the lesson. For example: What do you think we will study next lesson? What would happen if a catalyst were brought into the reaction? Predict the changes if welfare benefits were removed
79. Show and Comment Back to Plenaries Students show their work and others give AfL-style feedback (2 stars and a wish etc.) Could be done with groups showing work to the whole class. In groups of 3 or 4 with each individual showing to the rest of the group. With individuals who have done good exemplar work/would benefit from public praise or encouragement showing to the whole class
80. Random Feedback Back to Plenaries Use dice, short straws, roulette wheel, tombola, guess the number of sweets in the jar, to pick a group (or two) at random to feedback to the whole class on the lesson. Develop by rotating group to group if doing extended project work or coursework. Could be used as a nice modelling tool for coursework – start with students/groups who are further on and they can model for the others.
81. Mr Wrong Back to Plenaries Give students the wrong answer and ask them to explain why it is wrong. e.g. Parliamentary democracy has no safeguards for the individual against the state. Potassium is an un-reactive element 3+8 = 12
82. The Big Match Live! Back to Plenaries Use a matching activity to consolidate learning. For example: - Match the concepts to the pictures - Match the word with the definition - Match the verb with the action Some potential concept images - http://www.acclaimimages.com/search_terms/concept.html
83. Open Question Back to Plenaries Pose an open question that can lead to generalisation of key ideas from the lesson (accessible to all) e.g. (after a lesson on media bias) Why do we read newspapers? Why do newspapers get made? How can we see power through newspapers and Television?
84. Back to Plenaries Publishing Mogul You are to become a publishing mogul. In order to start your empire you need a first book for publication. Make a mini-book on the topic we have been studying (end of lesson or more likely end of unit) Develop by branching out into different media – i.e. a blog, webpage, encyclopaedia entry, radio programme, webcast etc.
85. Objective Traffic Lights Back to Plenaries How do you feel about the lesson objectives? Red = don’t think I have grasped this Amber = feeling OK about this, have just about got there Green = Confident I have achieved this Develop through AfL tools i.e. hand out traffic light cards that students show visibly, use coloured pens for students to indicate on their work how they have assessed themselves, have a class count of red/amber/green and then pair up greens with reds and ambers to try and improve the spread
86. Probing Questions Back to Plenaries A probe Also a probe Prior to the lesson come up with a list of probing questions about the topic which you can then use to test understanding. Develop by asking G+T students to come up with the questions as an extension activity. Also, why not print a question list off and ask students to work in groups with one being the question-master (be good to model how they should probe and follow-up questions) A…probe!
87. Aide Memoire Back to Plenaries Students have to come up with something to help them remember what has been studied. This could be a mnemonic, visual aids, a story, a song etc. Allows differentiation for learning styles. Develop by asking students to share their aide memoires and producing a pool of the most helpful ones.
88. Question? Answer. 2 Back to Plenaries Put a question on the board and have different answers around the room. Students go to the one they think is right and justify their decision. Make this easier by having A,B,C,D points or posters in your room. Then you can have the answers on the board as well to save faffing. Develop by getting one member from each answer area to try and convince the others that their answer is right (good for encourage use of reason and uncovering of fallacy, misconceived reasoning etc.)
89. Chop and Sort Back to Plenaries Produce three different solutions to a problem related to the lesson. Distribute these among groups who then have to cut them up. They then swap with a group who has an alternative solution and have to sort it into order, then explain it. Develop by using different media – i.e. images, poems, newspaper articles etc. the task could be not to explain the solution but explain how the re-sorted item links to the learning/lesson objective. Sorted, respect due.
90.
91. Classified Information Back to Plenaries Ask students to classify information related to the lesson. e.g. fact/opinion, masculine/feminine words, studies according to different kinds of methodologies used. Develop by asking students to come up with their own classification systems and a rationale behind it.
92. Make me your selection Back to Plenaries Set students a problem to solve. This could be the original lesson objectives, something signposted in the lesson or an holistic question. They then have to select information/learning from the lesson that will enable them to solve the problem. Develop by giving a review list of information from the lesson that students choose from. Or, ask students to come up with a problem that they then ask others to solve by selecting from the lesson/learning
93. Word Limit Whiteboard Back to Plenaries Set a question at the start of the lesson, or frame the objectives as a question, and then return at the end of the lesson. Students must produce an answer on mini-whiteboards to share with you/the class. Set a word limit to increase challenge. Develop by asking for a word limit and a picture; asking them to answer the question with another question; asking them to walk around the room holding the whiteboard and find people with the same answers.
94.
95. Different Writing Styles Back to Plenaries Write up what you have learnt in the lesson as an article for a ‘broadsheet’ newspaper, as a spy report for MI5, as 1-2 pages in a Ladybird book for 10 year-olds etc.
96. Everyday People Back to Plenaries How can you link today’s lesson to your everyday life? In what contexts would you encounter what we have learned about today in your day-to-day life? How can you use what we have learned to day in your life inside and outside of school?
97. Missing Sequence Back to Plenaries Students receive a process (or the lesson itself) cut up or distributed between cards which they must then put into the right sequence. However, one (or more) of the bits is missing and they must work out what should go there.
98. Plenary Dice Back to Plenaries http://www.ldalearning.com/webapp/wcs/stores/servlet/Product_95_10451_-1_197020_
99. Back to Plenaries Draw a graph showing your learning during the lesson. Or; Ask students to draw a graph showing a certain aspect or topic from the lesson Graph It
100.
101. Knightmare Back to Plenaries Make a grid 4 by 5 on the floor at the front of the classroom (or have five ‘stages’). Sort class into four teams. Each team sends a student up. They stand on the first square of the grid. They can only move on if their team gets a question right. Ask the teams in turn and the first student to the end of the grid/last stage is the winner. (it’s a bit like the old TV show Knightmare) Start Finish
102.
103.
104.
105. Pyramid 2 Back to Plenaries Three key words that are important Two words that have made an impression One thing you will do to follow up, or question you want to ask
106.
107.
108. Activity Planning Back to Plenaries Plan an activity that Year 7 students could do to learn what we have learnt today. Develop by changing the audience; asking for a rationale; asking for an identification of the strengths and weaknesses of their activity in relation to the learning.
109.
110. Voice Over Back to Plenaries Students work in groups of four. 2 students sit facing each other and have a silent conversation, moving their mouths whilst the other two stand behind them and provide the voice-over. Have the beginnings of a conversation about the lesson on the board to start them off. Sitters must sound the alarm if speakers go ‘off-topic’ or fail to synchronize their speech with the sitter’s mouth movements.
111.
112.
113. Timeline Back to Plenaries Draw a timeline of the events we have covered so far. Sketch a timeline of the lesson Draw a timeline of what you learnt and when in the lesson Draft a timeline of what skills you used and when in the lesson
114. Partnering Back to Plenaries Hand out half question cards and half answer cards. Students must then match themselves up in silence. Develop by having a third questions and two thirds answers, with two answers being correct for every one question; sticking questions and answers on students’ backs; questions find questions that lead to the same answer and answers find answers that could be from the same question
115.
116. Football Back to Plenaries Draw up a pitch with 5 lines running across it for marking draw goals, put the 'ball' in the middle and put the children in 2 groups or teams. They can either work as a team to answer questions or you can pick some out individually from each team if they get a question right they get to move a line across and if they get 3 in a row they get to shoot to save the other team must get their question right. This is a fun and interactive lesson and you can gauge the questions to ability if they have individual questions. From TES Resources website
117. Set your own homework Back to Plenaries What homework would you set yourself on what you have learnt today? How would this help you to build on what you have done? (students can then do the homework, or the class can vote for the best one and all do that)
118. Quiz the group Back to Plenaries One group come to the front and are quizzed by the rest of the class on what they have learnt, how they have learnt and what skills they have used/developed
119. Re-draft Back to Plenaries Get your work peer-assessed and then re-draft it according to the feedback. (can probe understanding by questioning students as to why they have assessed as such and why they have changed it as they have)
120. What? How? Back to Plenaries Explain what you have learnt today and how you have learnt it ?
121. Mime Back to Plenaries Students get into pairs and mime key learning/ideas/concepts whilst the other has to guess what it is.
122. Rorrim Back to Plenaries Write what you have learn backwards. Swap books and decode!
123. Celebrities Back to Plenaries How would a famous celebrity summarize today’s learning? Choose a celebrity and make your summary
124. Musical Styles Back to Plenaries Choose a music style, sum up the learning and then recite it in your chosen style. e.g. could write a rap about the lesson, do a group monastic chant, sing a country style song etc.
125. Camera Action Back to Plenaries Make a 30/60 second news bulletin about the lesson/learning and capture on a webcam or student mobile phone. Upload if you can and play back to the class.
126. Forecast Back to Plenaries If what you have learnt today is true, what will the future be like? If what you have learnt today were false, what would the future be like?
127. Points of view Back to Plenaries Ask students to imagine the different points of view people would have on today’s learning. This can be people in the media, people they know, types of people, groups and so on.
128. Chinese Whispers Back to Plenaries In groups or a whole class, send whispers round summarising the learning. Compare the end result with the summary and then explore the learning, maybe referencing communication, memory and listening.
129. Animal Magic Back to Plenaries Summarize your learning in the character of an animal of your choosing
130. Change the world Back to Plenaries How could what you have learnt today change the world? In a small, medium or large way? On a local, national, global scale?