2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
This is a presentation that we had to do in groups of three for Practice II. Each group had to summarize the chapter they were assigned and explain it to the rest of the class. Here is ours! (Ramiro, Florencia and I)
English Language Teacher Training in Timor-LesteStaci Hauschild
Invited by UNESCO and Charles Darvvin University to present on the challenges, solutions, and successes surrounding English teacher training in Timor-Leste.
Lesson observation observation and recordingPramod Katti
A sincere effort to provide a basic information on how to observe a lesson and record too for beginners in teaching profession and also for teacher trainees.
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
This is a presentation that we had to do in groups of three for Practice II. Each group had to summarize the chapter they were assigned and explain it to the rest of the class. Here is ours! (Ramiro, Florencia and I)
English Language Teacher Training in Timor-LesteStaci Hauschild
Invited by UNESCO and Charles Darvvin University to present on the challenges, solutions, and successes surrounding English teacher training in Timor-Leste.
Lesson observation observation and recordingPramod Katti
A sincere effort to provide a basic information on how to observe a lesson and record too for beginners in teaching profession and also for teacher trainees.
Lesson Plan
Basics and Principles
Lesson Planning is a large part of being organized and a key feature of a competent
teacher. It is a special skill that is learnt in much the same way as other skills. Careful
lesson planning can help to ensure the successful running of courses. Incorporating best
practices in teaching and learning into the design process will help students to meet their
learning objectives.
This was a sample textbook I made in my Education 406 class. It includes a table of contents with various chapters as well as a further in depth analysis of 2 of the chapters.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
MASS MEDIA STUDIES-835-CLASS XI Resource Material.pdf
T&L Handbook 2009 10
1.
2. All students need to be given frequent opportunities to demonstrate the progress they are making – not just the two or three who put their hand up the most!
3.
4.
5. Relevant data must be shared with students. All targets and target grades should be recorded on target sheets at the front of each exercise book/folder.
6. Students should be aware of their target levels/grades, both in the short-term and for the end of the year and Key Stage.
7.
8. Students need to feel challenged in lessons in order for them to feel stimulated. Teachers need to set high expectations in every lesson and continually enforce these expectations to ensure students make the maximum amount of progress.
9. Of course, too much challenge without the correct support could have a negative impact on students’ learning. However, as a general rule, it is better to start with more challenging goals and to provide appropriate support rather that starting with easy goals and trying to tack on ‘extension’ tasks at the end.
10.
11. Establish ‘talk rules’. These might be negotiated with a class. Examples include; we talk one at a time; we respect each other’s opinions; we give reasons for our ideas; if we disagree we ask “why?”
12. If you use mini whiteboards, try giving one between two – it forces students to talk/debate.
13. Be clear in your own mind what you want students to get out of their discussion – and ensure they understand the success criteria.
14. Carefully plan who will talk to who – different groupings may work better for different tasks.
15. Give formative feedback on the WAY students talked with each other as well as on the task itself. E.g; “Well done for spending the whole time talking about the task”; “ I liked the way you asked each other questions”; “Next time try to ask your partner to help you check out your idea instead of asking me.”
16. There may well be discussions between teacher and student that are not planned and these are important. However, a great deal of dialogue must be planned and prepared for. It is essential to structure tasks carefully for students. A vague instruction to “have a chat about this for a few minutes” will lead to chaos. Explicit structures for groups, talk rules and careful timings are essential.
17.
18.
19. How will they demonstrate that they have met the objectives?
20.
21. Taking this into account, teachers need to use a wide variety of teaching and learning strategies. This need not necessarily be within every lesson, but should certainly apply across any series of lessons.
25. Assessment for Learning is vital. AfL strategies help make sure that teachers know their students as well as they can and they also ensure students have a clear understanding of their own learning and targets. Without AfL, differentiation is impossible because we cannot know what kind of differentiation is needed.
26. 445897010160Using a wide variety of teaching styles will help motivate learners and meet the wide range of learner needs.
27. When setting objectives, consider all the students in the class; at its simplest level, this can mean the ‘All/Most/Some…’ or ‘Must/Should/Could…’ format (see section on Objectives).
28.
29.
30.
31. It is best to start by introducing peer assessment. Students will learn the skills they need for self assessment from this.
32. In order to assess their own work or the work of others students need to be clear about the learning objectives and what the success criteria are.
33. They will need to be trained to collaborate to assess each others’ work. They will need time to reflect on their learning and support in identifying next steps.
34.
35. Regular and meaningful homework is important as it gives pupils the opportunity to practice at home the tasks covered in class and helps the pupils work towards improving important skills, including becoming more independent in their learning.