This presentation is the final product DVD "Quiz” made by all partners in project. Students prepares the cards of questions and answers about partner countries. Responsible of final product: Kalvarijos Gimnazija, Kalvarija, Lithuania.
Nuestra escuela se llama PC Bilingüal school, somos el departamento de inglés y vamos a informar sobre unas actividades que queremos realizar con padres y alumnos para conocer mejor a nuestro estudiantes.
This presentation is the final product DVD "Quiz” made by all partners in project. Students prepares the cards of questions and answers about partner countries. Responsible of final product: Kalvarijos Gimnazija, Kalvarija, Lithuania.
Nuestra escuela se llama PC Bilingüal school, somos el departamento de inglés y vamos a informar sobre unas actividades que queremos realizar con padres y alumnos para conocer mejor a nuestro estudiantes.
This is the PowerPoint Presentation of my Media Handbook for the Perth Amboy Public School System. This Handbook highlights the Philosophy, Procedures, Policies, etc. that are taken to ensure that the media center is maintained and available to all patrons. After consulting my mentor and other media specialists in the district, this handbook can be used effectively and can assist new media specialists in the district when it comes to setting up their media center for the first time.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
1.4 modern child centered education - mahatma gandhi-2.pptx
""Ría de Vigo"
1. “Ría de Vigo” School
1. School profile
• Contact details:
Address: the school is located in Policarpo Sanz Street number 8, in Vigo (province of
Pontevedra, Spain).
You may contact the school through the telephone number: 986768574 or through the
E-mail: riadevigo@edu.xunta.es
In addition, you can find all the information related to the school on the website:
www.centros.edu.xunta.es/riadevigo
• Description of the school:
“Ría de Vigo” is an urban school, located in the city centre of Vigo. The socio-
economic level of the students and their families are medium-high in most cases and the
parents have a medium-high level of studies.
• Profile of the class and the students:
The class we imagined is second class of junior school. On this stage, the students are
about 7-8 years old. In this class there are 18 students and there are children of different
nationalities: one Chinese, one English, one Muslim and fifteen Spanish. We don’t have
any student that has special needs.
That is the profile of our class, but in total, in the school Ría de Vigo there are 158
students.
2. • The philosophy of our school
In Ría de Vigo we think that education is the pilar of our society. That’s why we
provide students with skills that they’ll use for their whole life: learning how to look for
information, learning rules for daily coexistence, being creative… Our teachers are well
qualified to work in a multicultural atmosphere, to encourage each student to develop
his/her personality, to use motivating activities and ICTs, and in short, to build a good
education.
• Resources:
“Ría de Vigo” is the most important school of Vigo and has very good resources:
In the school there is a soccer field, a basketball court, a swimming pool and a huge
yard for the students to play during breaks or when they go out with friends in the
evenings.
Inside the school there is a computer room with 30 computers, 4 televisions, 4 DVD and
one whiteboard. The computer room can be used with the licence of the headteacher.
There is also a library and a dining room where the students can have lunch at the end
of their classes, in addition to the classrooms for the different levels.
• Staff
Because it is a big school, there are many professionals in different areas:
Our administrative staff is composed of a headteacher, a deputy headteacher and an
assistance headteacher. There are also three coordinators (for early years, key stage and
special education needs, respectively) and one teacher for each class (12 in total).
Additionally, the school has a sign language interpreter because in third class there is
one deaf child.
And we can´t forget the cleaning staff, even though their work begins when classes end.
3. • Members of the English department:
The members that form of the English department in our school are:
Daponte Campos, Jairo.
Figueroa Fernández, Mª Alicia.
McGarry Arena, Sara.
Reigosa Galáns, Francisco.
4. 2. Initial diagnostic
This survey will be given to the parents of the children on the first day of class to know
about their health, their personality, their cultural atmosphere, their way of studying,
their free time and if they do any other studies or activities. They’re open questions:
parents can reply in whatever words they want.
Survey to the parents:
Dear parents,
We are the English teachers of the school Ría de Vigo. We are sending this survey to all
the parents to have more information about our students. By this, we want to improve
the attention we give and to know their likes and dislikes.
1º Has your child any important disease?
2º Does your child have any psychological problem?
3ª Does your child have any allergy?
4º Is your child shy?
5º How many hours does your child study a week?
6º How does your child go to the school? (Way of transport)
7º Does your child assist to extracurricular activities?
8º Where does your child live, in the city or in the rural?
9ª What´s your child’s favourite subject?
10º Do you and your family practice any religion?
5. 3. Activity to know our students in class
Title: Our big house
Description: For this activity, students will draw
their ideal room (bedroom or other), drawing in it
some elements that represent their personal likes
(for example, if they like football they can draw a
ball, if they like One Direction they can draw a
poster, etc). With all the drawings, the class will
make a house mural.
Justification: We think that this activity is appropriate for an urban context with
children from different nationalities, as it encourages each one to develop his/her
personality and finally to unite every picture as a community. We believe that it is ideal
for second class because it’s a simple activity in which they have to use some
vocabulary that they know and some that the teacher will help with.
Steps:
1. The teacher will encourage the students to say some things that you can like or
dislike, giving some example like a food or a film, so that the class makes a list
of items such as “favourite animal”. We make a list of “favourite things”
2. The teacher will explain what the students have to do: A pick whatever items
they want, B think a personal answer to each one (for example, “going to the
park” as an answer to “favourite hobby”) and C draw something that represents
this answer. The teacher will talk in english as much as possible. Students
choose some favourite things and draw them in our room.
3. Each student will follow these steps.
4. Each student will make a brief presentation of his/her room, following the
structure that the teacher will give: “In my room, there is ______ because
______”. The teacher will help out the students with the vocabulary that they
don’t know. Students present their room with the estructure “In my room,
there is ______ because ______”.
6. 5. Each students will stick his/her paper sheet on a big paper and then everyone
will decorate the paper to make it look like a house. We make a big house for
the class.
Resources: one teacher and some students, a black board, paper sheets, some material
to draw or paint (colored pencils, crayons, tempera, magazines to make collage…), blue
and a big roll of paper.
Timing: two sessions.
7. 5. Each students will stick his/her paper sheet on a big paper and then everyone
will decorate the paper to make it look like a house. We make a big house for
the class.
Resources: one teacher and some students, a black board, paper sheets, some material
to draw or paint (colored pencils, crayons, tempera, magazines to make collage…), blue
and a big roll of paper.
Timing: two sessions.