'Yes, What?' was an Australian Radio Program produced between 1936 and 1941. It was set in a typical public school classroom during that era, before the advent of the television as a form of entertainment in Australia.
The characters in 'Yes, What' were the teacher Percy and three boys: Bottomly, Greenbottle and Standforth. Some episodes feature an additional boy, De Pledge, the caretaker Mr. Snootles, and other characters.
The slides have been prepared for an average Middle School English comprehension lesson, focusing on listening and analytical skills based on the episode 'Percy the Tyrant'
'Yes, What?' was an Australian Radio Program produced between 1936 and 1941. It was set in a typical public school classroom during that era, before the advent of the television as a form of entertainment in Australia.
The characters in 'Yes, What' were the teacher Percy and three boys: Bottomly, Greenbottle and Standforth. Some episodes feature an additional boy, De Pledge, the caretaker Mr. Snootles, and other characters.
The slides have been prepared for an average Middle School English comprehension lesson, focusing on listening and analytical skills based on the episode 'Percy the Tyrant'
A very brief information on some of the basic principles and underlining ideas related to 21st century classroom. The slides are using mix languages (English and Malay).
Kindly provide me with appropriate responses for future improvement.
This slide is part of MOOC - Mini open online Course for educators interested in applying Scientific Dilemmas in the classroom. URL: http://engage.exactls.comUk2015a engage discussion
These are activities that I am working on implementing and becoming routines in my classroom. There are more here then I am currently using but they all have a time and a place they could be used. My ELD support person at my school gave me these activities as a resource.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
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”.
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
2. Stand up; Hand up; Pair up
Directions:
1. The teacher asks a question or assigns a
learning task
2. All students stand up; put one hand up; move
around the classroom; and quickly form a pair
by high-fiving another student. Partners put
hands down and stand next to each other once
the partnership is formed.
3. Students work together to answer the
question or complete the learning task.
Stir The Class
Directions:
1. Students get into teams of 4 and number off
within the team (1-4).
2. The teacher asks a questions and teammates
huddle to determine a response.
3. The teacher calls a number (1-4) and sends
students with that number to a different team.
The teammate that moved summarizes what
their old team talked about.
4. Continue this process multiple times, asking new
questions and moving different students.
Turn Toss
Directions:
1. Students get into small groups, sitting in a
circle.
2. Each group has a small ball. One team member
asks a question relating to the instructional
topic, and then tosses the ball to a teammate.
3. That teammate catches the ball and answers
the question. He/she then asks a different
question, and tosses to another teammate.
Repeat until time is called.
A-Z Brainstorming
Directions:
1. The teacher provides a topic (adjectives, cities
in Missouri, U.S. Presidents, etc.).
2. Give each pair one sheet of paper with the
letters A-Z written vertically down the left side.
3. Ask students to work together to brainstorm
words that fit within the topic.
3. Find the Fiction
Directions:
1. Using personal information for team building
or content from your curriculum, each student
writes three statements, two true and one
false.
2. Students take turns reading their statements
and the rest of the class writes down what
they think is fiction
Formations
Directions:
1. The teacher asks the class to use their bodies
collectively to form something (letters,
punctuation marks, etc.)
2. Teams (or the whole class) discuss how they
will use their bodies to create the assigned
formation.
3. Students move to position themselves to
create the formation.
Inside-Outside Circle
Directions:
1. Students stand in one large circle to form
pairs. One student in each pair steps inside
the circle and turns to face their partner,
creating an inside and an outside circle.
2. The teacher asks questions, prompting the
inside circle to answer and then the outside
circle to answer.
3. Once the question is answered, the outside
circle rotates one partner and a new question
is posed.
Memory Map
Directions:
1. Divide the class into groups of 4. Ask a student
from each group to view a picture or a diagram
for 10 seconds.
2. They then return to their group and draw or
write all they can remember. Ask the second
person to repeat the exercise and to build upon
what the first person has contributed. Repeat
until all 4 students have had a go.
4. Freeze Frame
Directions:
1. Ask groups of 5 students to create a living
snapshot of their learning so far.
2. Have the rest of the class guess what the
group is doing.
3. Repeat so every student has an opportunity
to show their learning.
Taboo
Directions:
1. Describe a word, concept, character, event or
calculation to a partner or group, without saying
the taboo words.
2. Once the word is guessed correctly, a new word
is described
3. This game is a great way to review vocabulary