The document discusses two types of assessment forms for preschoolers: a checklist form and a frequency scale form. The checklist form requires teachers to check boxes to indicate if a child can or cannot do a skill, while the frequency scale allows ratings of 1-5 for skills like "sometimes" being able to do a task. The frequency scale provides more flexibility and information for parents compared to the simple yes/no of the checklist. An example assessment form using the frequency scale is also included.
This document provides information on typical toddler development between 18-36 months across several domains: social, emotional, physical, cognitive, and language. It outlines normal development milestones and potential abnormalities in each area. Suggested activities and the role of teachers/adults in supporting development are also discussed. The document concludes by addressing various cultural, socioeconomic, and environmental factors that can influence a toddler's development. Key sources on child development are cited.
This document provides information on typical toddler development between 18-36 months in the areas of social, emotional, physical, cognitive, and language development. It discusses normal development milestones as well as potential abnormalities. Suggested activities and strategies are outlined to support development in each area. The roles of teachers and adults in facilitating activities and modeling behaviors are also discussed. Finally, the document mentions considerations for cultural, socioeconomic, and environmental factors and provides additional resources.
This document provides ideas for generalizing skills taught in programs to a child's everyday life. It discusses the importance of tailoring generalization methods to the child's lifestyle, age, and interests. A variety of program ideas are presented for generalizing skills such as gross motor imitation, fine motor imitation, and matching in fun, engaging ways like games, pretend play, and community activities. The document emphasizes involving parents and being creative with generalization strategies for each individual child.
The document describes a learning activity where students independently arrange cut-out felt body parts on a felt board. The goal is for students to correctly place each body part in relation to the others. While some parts may already be in the right spot, students work to arrange the remaining parts. Upon completion, students should be able to name each body part and describe its basic function.
This learning task involves children identifying different shapes through touch using a feely bag. Children will reach into an opaque bag and try to identify shapes by their features using only their sense of touch. Starting with 4 shapes or less, this activity helps children distinguish between shapes like circles, squares, and triangles in a fun way. It builds important skills for math, reading, and writing while engaging children's natural curiosity to learn independently through exploration. The task can be adapted based on each child's development level and extended in various ways.
This document summarizes the Kindermusik curriculum and how it supports child development from birth to age 7. The curriculum employs developmentally appropriate practices identified by NAEYC. It integrates learning across domains through theme-based activities presented in a way that engages children. For each age group, the chart shows developmental outcomes, sample classroom experiences, and how the curriculum nurtures growth in areas like rhythmic activities, singing, creative expression, musical skill-building, and everyday music enjoyment. Kindermusik is designed to create a holistic learning experience that supports the whole child.
The document provides instructions for an art lesson where students will create rubber band stamps to portray different emotions. After reading The Ugly Duckling and discussing emotions, students will complete a worksheet to identify emotions. They will then use cardboard, rubber bands, paint and other materials to design their own stamp representing an emotion. Examples of artists who portray emotion through art are shown. Students will present their stamps and explain the emotion they aimed to convey. Their participation, use of materials, and behavior will be evaluated.
The document discusses teaching young learner mixed ability classes. It identifies common problems teachers face such as some students finishing activities quickly while others take longer, stronger students dominating, and not knowing how to level activities for different students. It defines mixed ability classes as having students with different learning styles, linguistic levels, backgrounds, intelligences, and motivations. The advantages are said to include catering to differences, learning from each other, and teaching moral skills. Disadvantages include the extra time and work required. The document provides tips for teaching mixed ability classes such as establishing eye contact, nominating students, asking easy questions, praising students, setting time limits, and balancing different activities to cater to different learning styles. Grouping students
This document provides information on typical toddler development between 18-36 months across several domains: social, emotional, physical, cognitive, and language. It outlines normal development milestones and potential abnormalities in each area. Suggested activities and the role of teachers/adults in supporting development are also discussed. The document concludes by addressing various cultural, socioeconomic, and environmental factors that can influence a toddler's development. Key sources on child development are cited.
This document provides information on typical toddler development between 18-36 months in the areas of social, emotional, physical, cognitive, and language development. It discusses normal development milestones as well as potential abnormalities. Suggested activities and strategies are outlined to support development in each area. The roles of teachers and adults in facilitating activities and modeling behaviors are also discussed. Finally, the document mentions considerations for cultural, socioeconomic, and environmental factors and provides additional resources.
This document provides ideas for generalizing skills taught in programs to a child's everyday life. It discusses the importance of tailoring generalization methods to the child's lifestyle, age, and interests. A variety of program ideas are presented for generalizing skills such as gross motor imitation, fine motor imitation, and matching in fun, engaging ways like games, pretend play, and community activities. The document emphasizes involving parents and being creative with generalization strategies for each individual child.
The document describes a learning activity where students independently arrange cut-out felt body parts on a felt board. The goal is for students to correctly place each body part in relation to the others. While some parts may already be in the right spot, students work to arrange the remaining parts. Upon completion, students should be able to name each body part and describe its basic function.
This learning task involves children identifying different shapes through touch using a feely bag. Children will reach into an opaque bag and try to identify shapes by their features using only their sense of touch. Starting with 4 shapes or less, this activity helps children distinguish between shapes like circles, squares, and triangles in a fun way. It builds important skills for math, reading, and writing while engaging children's natural curiosity to learn independently through exploration. The task can be adapted based on each child's development level and extended in various ways.
This document summarizes the Kindermusik curriculum and how it supports child development from birth to age 7. The curriculum employs developmentally appropriate practices identified by NAEYC. It integrates learning across domains through theme-based activities presented in a way that engages children. For each age group, the chart shows developmental outcomes, sample classroom experiences, and how the curriculum nurtures growth in areas like rhythmic activities, singing, creative expression, musical skill-building, and everyday music enjoyment. Kindermusik is designed to create a holistic learning experience that supports the whole child.
The document provides instructions for an art lesson where students will create rubber band stamps to portray different emotions. After reading The Ugly Duckling and discussing emotions, students will complete a worksheet to identify emotions. They will then use cardboard, rubber bands, paint and other materials to design their own stamp representing an emotion. Examples of artists who portray emotion through art are shown. Students will present their stamps and explain the emotion they aimed to convey. Their participation, use of materials, and behavior will be evaluated.
The document discusses teaching young learner mixed ability classes. It identifies common problems teachers face such as some students finishing activities quickly while others take longer, stronger students dominating, and not knowing how to level activities for different students. It defines mixed ability classes as having students with different learning styles, linguistic levels, backgrounds, intelligences, and motivations. The advantages are said to include catering to differences, learning from each other, and teaching moral skills. Disadvantages include the extra time and work required. The document provides tips for teaching mixed ability classes such as establishing eye contact, nominating students, asking easy questions, praising students, setting time limits, and balancing different activities to cater to different learning styles. Grouping students
This document discusses teaching and learning styles. It begins by introducing three methods of learning according to Confucius: reflection, imitation, and experience. It then defines three main learning styles: auditory, visual, and kinesthetic. It provides descriptions of how each style learns best and examples. The document also discusses Howard Gardner's theory of multiple intelligences, identifying eight types: visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, musical-rhythmic, interpersonal, and intrapersonal. It suggests how understanding learning styles could help in assigning Scouts to leadership positions that match their strengths.
This document discusses typical development for toddlers ages 18-36 months across several domains: social, emotional, physical, cognitive, and language. It outlines normal developmental milestones as well as potential abnormalities. It also provides examples of activities and strategies that teachers and caregivers can use to support development in each domain. The roles of teachers and adults in facilitating development are also described.
The presentation discusses memory development in kindergarten students. It explains that memory involves retaining, storing, and recalling experiences. For information to move from short-term to long-term memory, children must focus attention and practice recall. The types of memory discussed include short-term, long-term, and verbal memory. Brain maturation allows for improved coordination, attention, language, and intelligence from ages 5 to 15. Memory capacity is limited in early childhood but can be enhanced through neutral questioning rather than leading questions.
This document discusses learning styles and models. It describes the visual, auditory, and kinesthetic (VAK) learning styles model and provides examples of each. It also outlines Howard Gardner's Multiple Intelligences model which includes linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal intelligences. The document suggests study tools and methods tailored to each learning style and advises learners to identify their own preferred style.
This document discusses learning styles and models. It describes the visual, auditory, and kinesthetic (VAK) learning styles model and provides examples of each. It also outlines Howard Gardner's Multiple Intelligences model, describing the linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal intelligences. The document suggests study tools and methods tailored to each learning style and intelligence. Learners are encouraged to determine their own styles and apply the appropriate strategies.
Play is essential for children's development and learning. It allows children to use their creativity while developing their social, physical, and cognitive skills. There are many reasons why children play, including to learn, create, feel challenged, and have fun. Different types of play serve different developmental purposes, such as pretend play helping children learn about social roles and cooperative play supporting social and communication skills. Play should be child-led, freely chosen by the child, and incorporate toys and materials that encourage imagination and active learning.
The document describes two activities called Articulate and Gesticulate. In Articulate, one person describes words to their partner who tries to guess them within 30 seconds. In Gesticulate, the same is done but without speaking, only through gestures. It then prompts questions to reflect on learning skills used and how they could apply elsewhere. The purpose was to develop oral literacy, confidence, participation and knowledge through an enjoyable group activity.
The document provides information on children's developmental milestones from birth to five years old. It includes sections on developmental screening tests, developmental milestones in different age groups, selected assessment tools, and suggested readings on child development norms. The Denver II Developmental Screening Test and tools like the Bayley Scales of Infant Development are discussed for evaluating children's cognitive, language, motor, and social skills development at various ages.
The Well-Managed Classroom, Alan RobinsonAlan Robinson
This document provides guidance on maximizing structure in the classroom to promote student compliance and learning. It recommends arranging the physical space for safety, movement, observation and learning. It also suggests establishing clear behavioral expectations that are positive, explicitly taught, regularly reviewed, and consistently reinforced to increase instruction time. Examples of well-written classroom rules and expectations for routines are given. The document concludes by outlining techniques for actively engaging students and using a continuum of positive and corrective strategies to respond to behaviors.
The document discusses strategies for promoting positive behavior in elementary school classrooms. It recommends having 3-6 clear expectations that are developmentally appropriate, such as "be safe, be kind, be responsible." It provides examples of establishing expectations for different settings like the classroom, playground, and cafeteria. It also outlines a 4-step approach for addressing misbehavior that begins with reminders before utilizing warnings, infraction slips, or sending students to the office. The document emphasizes the importance of remaining calm, avoiding humiliation, and focusing on teaching and guiding desired behaviors.
Teaching English to Students with Learning Difficulties by Elena Xidopoulou TESOL Greece
The word that doesn't belong in the first group is "pan" because it doesn't start with the /s/ sound like the other words.
The word that doesn't belong in the second group is "sell" because it doesn't contain a short vowel sound like the other words.
The word that doesn't belong in the third group is "mad" because it doesn't contain the /k/ sound like the other words.
The word that doesn't belong in the fourth group is "pin" because it doesn't contain the /b/ sound like the other words.
The word that doesn't belong in the fifth group is "zoo" because it doesn't contain a short vowel sound like the other
First grade developmental milestones include:
- Focusing on oneself and developing friendships
- Rapid language development including following directions and basic grammar
- Increased motor skills and physical growth
- Learning foundational math and reading skills through discovery
- Developing independence while still needing encouragement and support
The document provides information for conducting second grade child find activities to identify students for gifted education programs. It outlines six required activities including transformations, writing samples, and figural analogies. It also discusses other possible student work and products. Finally, it describes Traits, Aptitudes, and Behaviors (TABs) which are characteristics associated with giftedness. Teachers are to observe students and evaluate based on the TABs.
2 Multiple Intelligences for learning purposes only no copy right intendedRose Agarf
The document discusses Howard Gardner's theory of multiple intelligences. It explains that there are eight types of intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Understanding a person's multiple intelligences can help identify their strengths and preferences for learning at home and school. The document provides descriptions and examples for each of the eight intelligences.
Welcome to Kindergarten at IST. Our philosophy is that learning starts with what children can do rather than what they cannot do. The school aims to meet the unique needs of each student through differentiated activities and opportunities for self-directed learning. Key areas of learning include reading, writing, mathematics, and units of inquiry. Daily routines and parent involvement are also discussed to support students' learning at home and school.
This document provides information for parents about their child's classroom. It includes details about the classroom schedule, curriculum, assessments, and important notes. Specials include music, computer lab, library, science, and art. English language arts uses the Scott Foresman reading series. Math uses the Houghton Mifflin "Go Math" program. Assessments include DRA testing, spelling tests, STAR tests, chapter math assessments, and reading tests. Report cards are distributed three times a year.
The document outlines an agenda for a teacher training session on pre-primary education. It includes icebreaker activities, learning objectives, and topics to be covered such as Montessori teaching methods, the role of play in learning, classroom layouts, and techniques for teaching science and the Codex textbooks. Suggestions are also provided for pre-primary school teachers, including maintaining open communication with parents and using various teaching aids and methods like graphic organizers to engage young students.
Catering for Kinesthetic learners in the classroomdavchr
This document provides strategies for engaging students with learning disabilities in the classroom. It discusses using props, drama activities, and movement to help students develop skills and focus. Creative strategies suggested include using a "prop box" with items like fabrics, sunglasses, puppets and musical instruments. Group drama activities are recommended to develop communication and social skills. Specific activities described are "body moves" to warm up and focus students through controlled movement. The goal is to meet students at their developmental level and make learning fun through creative and kinesthetic methods.
Navigating Social Skills Training: Designing a Musical Roadmap for Individual...Mundana Music Therapy
Social skill development for children, adolescents, and adults can be an awesome task when a disability impacts socialization. As one of our domain areas for comprehensive assessment, music therapists continually evaluate the impact of social deficits on our clients.
It is important for the therapist to understand social development, formalized social skill assessments, sub-skills within social skill areas, and social programs and intervention often integrated into school and other programs. This in itself can be an awesome undertaking. However, by understanding and recognizing sub-domain categories and skill strands within each social skill area, music therapists are immediately better prepared to conduct assessments, develop more specific goals and benchmarks, and create specialized songs and music interventions for treatment.
This document discusses Howard Gardner's theory of multiple intelligences and how it can be applied in an EFL (English as a foreign language) classroom. It describes the seven types of intelligences - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. For each intelligence, it provides a description, example teaching methods focused on that intelligence, and potential lesson ideas. It also includes worksheets for students to self-assess their own intelligences and for teachers to assess how well they incorporate the different intelligences into their teaching methods.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document discusses teaching and learning styles. It begins by introducing three methods of learning according to Confucius: reflection, imitation, and experience. It then defines three main learning styles: auditory, visual, and kinesthetic. It provides descriptions of how each style learns best and examples. The document also discusses Howard Gardner's theory of multiple intelligences, identifying eight types: visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, musical-rhythmic, interpersonal, and intrapersonal. It suggests how understanding learning styles could help in assigning Scouts to leadership positions that match their strengths.
This document discusses typical development for toddlers ages 18-36 months across several domains: social, emotional, physical, cognitive, and language. It outlines normal developmental milestones as well as potential abnormalities. It also provides examples of activities and strategies that teachers and caregivers can use to support development in each domain. The roles of teachers and adults in facilitating development are also described.
The presentation discusses memory development in kindergarten students. It explains that memory involves retaining, storing, and recalling experiences. For information to move from short-term to long-term memory, children must focus attention and practice recall. The types of memory discussed include short-term, long-term, and verbal memory. Brain maturation allows for improved coordination, attention, language, and intelligence from ages 5 to 15. Memory capacity is limited in early childhood but can be enhanced through neutral questioning rather than leading questions.
This document discusses learning styles and models. It describes the visual, auditory, and kinesthetic (VAK) learning styles model and provides examples of each. It also outlines Howard Gardner's Multiple Intelligences model which includes linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal intelligences. The document suggests study tools and methods tailored to each learning style and advises learners to identify their own preferred style.
This document discusses learning styles and models. It describes the visual, auditory, and kinesthetic (VAK) learning styles model and provides examples of each. It also outlines Howard Gardner's Multiple Intelligences model, describing the linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal intelligences. The document suggests study tools and methods tailored to each learning style and intelligence. Learners are encouraged to determine their own styles and apply the appropriate strategies.
Play is essential for children's development and learning. It allows children to use their creativity while developing their social, physical, and cognitive skills. There are many reasons why children play, including to learn, create, feel challenged, and have fun. Different types of play serve different developmental purposes, such as pretend play helping children learn about social roles and cooperative play supporting social and communication skills. Play should be child-led, freely chosen by the child, and incorporate toys and materials that encourage imagination and active learning.
The document describes two activities called Articulate and Gesticulate. In Articulate, one person describes words to their partner who tries to guess them within 30 seconds. In Gesticulate, the same is done but without speaking, only through gestures. It then prompts questions to reflect on learning skills used and how they could apply elsewhere. The purpose was to develop oral literacy, confidence, participation and knowledge through an enjoyable group activity.
The document provides information on children's developmental milestones from birth to five years old. It includes sections on developmental screening tests, developmental milestones in different age groups, selected assessment tools, and suggested readings on child development norms. The Denver II Developmental Screening Test and tools like the Bayley Scales of Infant Development are discussed for evaluating children's cognitive, language, motor, and social skills development at various ages.
The Well-Managed Classroom, Alan RobinsonAlan Robinson
This document provides guidance on maximizing structure in the classroom to promote student compliance and learning. It recommends arranging the physical space for safety, movement, observation and learning. It also suggests establishing clear behavioral expectations that are positive, explicitly taught, regularly reviewed, and consistently reinforced to increase instruction time. Examples of well-written classroom rules and expectations for routines are given. The document concludes by outlining techniques for actively engaging students and using a continuum of positive and corrective strategies to respond to behaviors.
The document discusses strategies for promoting positive behavior in elementary school classrooms. It recommends having 3-6 clear expectations that are developmentally appropriate, such as "be safe, be kind, be responsible." It provides examples of establishing expectations for different settings like the classroom, playground, and cafeteria. It also outlines a 4-step approach for addressing misbehavior that begins with reminders before utilizing warnings, infraction slips, or sending students to the office. The document emphasizes the importance of remaining calm, avoiding humiliation, and focusing on teaching and guiding desired behaviors.
Teaching English to Students with Learning Difficulties by Elena Xidopoulou TESOL Greece
The word that doesn't belong in the first group is "pan" because it doesn't start with the /s/ sound like the other words.
The word that doesn't belong in the second group is "sell" because it doesn't contain a short vowel sound like the other words.
The word that doesn't belong in the third group is "mad" because it doesn't contain the /k/ sound like the other words.
The word that doesn't belong in the fourth group is "pin" because it doesn't contain the /b/ sound like the other words.
The word that doesn't belong in the fifth group is "zoo" because it doesn't contain a short vowel sound like the other
First grade developmental milestones include:
- Focusing on oneself and developing friendships
- Rapid language development including following directions and basic grammar
- Increased motor skills and physical growth
- Learning foundational math and reading skills through discovery
- Developing independence while still needing encouragement and support
The document provides information for conducting second grade child find activities to identify students for gifted education programs. It outlines six required activities including transformations, writing samples, and figural analogies. It also discusses other possible student work and products. Finally, it describes Traits, Aptitudes, and Behaviors (TABs) which are characteristics associated with giftedness. Teachers are to observe students and evaluate based on the TABs.
2 Multiple Intelligences for learning purposes only no copy right intendedRose Agarf
The document discusses Howard Gardner's theory of multiple intelligences. It explains that there are eight types of intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Understanding a person's multiple intelligences can help identify their strengths and preferences for learning at home and school. The document provides descriptions and examples for each of the eight intelligences.
Welcome to Kindergarten at IST. Our philosophy is that learning starts with what children can do rather than what they cannot do. The school aims to meet the unique needs of each student through differentiated activities and opportunities for self-directed learning. Key areas of learning include reading, writing, mathematics, and units of inquiry. Daily routines and parent involvement are also discussed to support students' learning at home and school.
This document provides information for parents about their child's classroom. It includes details about the classroom schedule, curriculum, assessments, and important notes. Specials include music, computer lab, library, science, and art. English language arts uses the Scott Foresman reading series. Math uses the Houghton Mifflin "Go Math" program. Assessments include DRA testing, spelling tests, STAR tests, chapter math assessments, and reading tests. Report cards are distributed three times a year.
The document outlines an agenda for a teacher training session on pre-primary education. It includes icebreaker activities, learning objectives, and topics to be covered such as Montessori teaching methods, the role of play in learning, classroom layouts, and techniques for teaching science and the Codex textbooks. Suggestions are also provided for pre-primary school teachers, including maintaining open communication with parents and using various teaching aids and methods like graphic organizers to engage young students.
Catering for Kinesthetic learners in the classroomdavchr
This document provides strategies for engaging students with learning disabilities in the classroom. It discusses using props, drama activities, and movement to help students develop skills and focus. Creative strategies suggested include using a "prop box" with items like fabrics, sunglasses, puppets and musical instruments. Group drama activities are recommended to develop communication and social skills. Specific activities described are "body moves" to warm up and focus students through controlled movement. The goal is to meet students at their developmental level and make learning fun through creative and kinesthetic methods.
Navigating Social Skills Training: Designing a Musical Roadmap for Individual...Mundana Music Therapy
Social skill development for children, adolescents, and adults can be an awesome task when a disability impacts socialization. As one of our domain areas for comprehensive assessment, music therapists continually evaluate the impact of social deficits on our clients.
It is important for the therapist to understand social development, formalized social skill assessments, sub-skills within social skill areas, and social programs and intervention often integrated into school and other programs. This in itself can be an awesome undertaking. However, by understanding and recognizing sub-domain categories and skill strands within each social skill area, music therapists are immediately better prepared to conduct assessments, develop more specific goals and benchmarks, and create specialized songs and music interventions for treatment.
This document discusses Howard Gardner's theory of multiple intelligences and how it can be applied in an EFL (English as a foreign language) classroom. It describes the seven types of intelligences - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. For each intelligence, it provides a description, example teaching methods focused on that intelligence, and potential lesson ideas. It also includes worksheets for students to self-assess their own intelligences and for teachers to assess how well they incorporate the different intelligences into their teaching methods.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
2. The checklist assessment requires you
to check the box if the child can do the
task.
This type of assessment doesn’t leave
room for comments.
It tends not to show a range of
development.
It is either ‘’ Yes, the child can do this
skill ‘’ or No, the child is unable to do
this skills’’.
3. 1: the child does not perform the
task.
2: the child has mastered the skill.
This type of form gives you a range
and allows you to show the pars
that the child has come close to
mastering the skill or needs more
practice.
4. This gives you more flexibility than the checklist
form.
The categories of always, sometimes, and never
give a bit more information to the parents.
On the checklist form, you would have to mark
‘’NO’’ because Johnny hasn’t mastered the skill.
However, on the frequency scale, you can mark
sometimes. Johnny needs practice at catching, but
in your observation of him, he was able to catch
the ball some of the time.
5. Pre-Kindergarten – Fall
Name : Age: .
Date: Teacher: .
Begin Here: making check boxes to the right of the skill.
Social Development Art:
Uses equipment appropriately Enjoy participation
Respect the teacher Tries different media
Interacts well with peers Small Motor Skills
Shows empathy for others Uses Scissors appropriately
Takes turns Holds pencil properly
Listen to others Uses crayons and markers
Shares within developmental Uses manipulative
norms
6. Helps with classroom jobs Attempts to tie shoes
Is able to make choices Buttons, zips, and snaps
As special friends Reading and Math Readiness
Emotional Development Recognizes own name
Approaches new experiences with Prints own name
confidence
Appropriately handles frustration Recognizes letters of the alphabet
Appropriately handles anger Enjoys stories/listening to stories
Verbally expresses feelings Has concepts of story sequence
Accepts responsibility for: Like to creates stories
• Personal belongings Looks at books
• Personal behavior/safety Participates in finger plays
Cognitive Skills: Counts to .
Know classroom procedures Recognizes numbers
Calls the teacher by name Recognizes:
Calls other children by name • Shapes
Shows enthusiasm about learning • Sizes
7. Completes a task Social Skills:
Shows concentration on a self- Follows two-or three-step
chosen activity directions
Maintains concentration in a Language:
group activity
Comments: Speaks clearly
Expresses ideas in sentences
Carries on a conversation with
others
Asks questions
Responds to questions
Contributes to group
discussions
8. Pre-Kindergarten – Fall
Music: Gross-Motor Skills
Listens Runs
Sings Gallops
Enjoys instruments Skips
Enjoys rhythm and movement Climbs
Participates in group activities Crawls
Free Play: Monkey-walks
Plays educational games Pumps legs on a swing
Works puzzles Rides a tricycle
Uses buildings blocks Hops on two feet
Plays in the family life center Balance:
Enjoys dramatic play Walks forward on a balance
beam
9. Enjoys sensory media Walks backward on a
balance beam
Enjoys using modeling Has hand/eye and hand/foot
dough coordination
Throws a ball
Catches a ball
Kicks a stationary ball
Kicks a rolling ball
Bounces a ball
Keeps a balloon in the air
Comments:
10. Pre-Kindergarten – Spring
Name: .Age: .
Date: .Teacher: .
Begin Here: making check boxes to the right of the skill.
Fine Motor and Speech Development Reading and Language Arts:
Has clear and distinct speech Recognizes and writes own name
Established handedness Recognizes friends names
Shows control of small muscles in using Recognizes basic colors
crayons, painting, cutting, and writing
Uses scissors appropriately Recognizes uppercase letters
Buttons, zips, snaps, and buckles Recognizes lowercase letters
Attempts to tie shoes Writes letters of the alphabet out of
order
Uses manipulative Recognizes rhyming words
11. Social Growth and Work Habits: Recognizes letter sounds
Talks freely with other children Recognizes sound sight words
Works and plays cooperatively with others Contributes to group stories
Participates in organized group activities Expresses ideas in complete sentences
Shows respect and consideration for others Enrichment Activities:
Practices self-control Art
Follows classroom rules Block building
Performs simple classroom chores Science
Demonstrates self-confidence Puzzles
Shows concentration in group activities Sensory media
Contributes to group discussions Creative dramatic play
Follows oral directions Plays educational games
Works independently Music
Takes time with projects Plays in family life center
Mathematical Skills: Molding dough
Shows rote-counting ability
Recognizes numerals out of sequence
Writes numerals
12. Uses positional terms ( first-fifth )
Names geometric shapes
Makes comparisons as to size and
quantity
13. Gross Motor Skills:
Body and spatial awareness-understanding one’s Center line-the ability to perform tasks involving
Body and how it works in relation to itself, other objects and people outside one’s own space
Objects, and other people
•Understands over, under, through •Cross-walks
•Can work within own space •Can cross midline when batting
Balance-the ability to assume and maintain a Eye/hand and eye/foot-the ability to use the
position of activity eyes, hands, and feet together to accomplish a
given task
•Walks forward on balance beam •Throws a ball underhand
•Walks backward on balance beam •Throws a ball overhand
Dynamic balance-the ability to maintain control •Throws a beanbag at a target
of the body when suspended in the air for length
of time on trampoline
•Jumps •Ride a tricycle
•Skips •Kicks a stationary ball
14. •Jumps rope •Kicks a rolling ball
•Performs standing broad jump •Bounces a ball
Laterality-the ability to use one side. Opposite Upper body strength/flexibility-the ability to be
sides, or upper and lower parts of the body in a strong and flexible enough to use the body
smooth, rhythmic manner independently and as a unit to perform certain
tasks
•Pumps legs on swing •Hangs from a bar
•Runs •Seal-walks
•Gallops •Somersaults forward
•Monkey-walks Tracking-the ability to perform tasks involving
objects and people outside one’s own space
•Hops on two feet •Keeps a balloon in the air
•Hops on one foot-right •Catches a ball from a distance of
four feet
•Hops on one foot-left
•Crab-walks
•Bear-walks on ladder
Comments:
15. Pre-Kindergarten – Fall
Name: . Age: .
Date: . Teacher: .
1 2 3 4 5
No Yes
Social Skills:
Uses equipment appropriately 1 2 3 4 5
Respects the teacher 1 2 3 4 5
Interacts well with peers 1 2 3 4 5
Shows empathy for others 1 2 3 4 5
Take turns 1 2 3 4 5
Listens to others 1 2 3 4 5
Shares within developmental norms 1 2 3 4 5
16. Helps with classroom jobs 1 2 3 4 5
Is able to make choices 1 2 3 4 5
Makes special friends 1 2 3 4 5
Emotional Development:
Approaches new experiences confidently 1 2 3 4 5
Appropriately handles frustration 1 2 3 4 5
Appropriately handles anger 1 2 3 4 5
Verbally expresses feelings 1 2 3 4 5
Accepts responsibility for
personal belongings 1 2 3 4 5
Personal behavior/safety 1 2 3 4 5
Cognitive Skills:
Knows classroom procedure 1 2 3 4 5
Calls the teacher by name 1 2 3 4 5
Calls other children by name 1 2 3 4 5
Shows enthusiasm about learning 1 2 3 4 5
17. Complete a task 1 2 3 4 5
Shows concentration on a self-chosen activity 1 2 3 4 5
Maintains concentration in a group activity 1 2 3 4 5
activity
Art:
Enjoys participation 1 2 3 4 5
Tries different media 1 2 3 4 5
Small motor Skills:
Uses scissors appropriately 1 2 3 4 5
Holds pencil properly 1 2 3 4 5
Uses crayons and markers 1 2 3 4 5
Uses manipulative 1 2 3 4 5
Attempts to tie shoes 1 2 3 4 5
Buttons, zips, and shapes 1 2 3 4 5
Comments:
18. Pre-Kindergarten – Fall
Reading and Math Readiness:
Recognizes own name 1 2 3 4 5
Prints own name 1 2 3 4 5
Recognizes letters of the alphabet 1 2 3 4 5
Enjoys stories/listens 1 2 3 4 5
Has concept of story sequence 1 2 3 4 5
Likes to create stories 1 2 3 4 5
Looks at books 1 2 3 4 5
Participates in finger plays 1 2 3 4 5
Counts to . 1 2 3 4 5
Recognizes numbers 1 2 3 4 5
20. Enjoys rhythms and movement 1 2 3 4 5
Participates in group activities 1 2 3 4 5
Free Play:
Plays educational games 1 2 3 4 5
Works puzzles 1 2 3 4 5
Uses building blocks 1 2 3 4 5
Plays in the family life center 1 2 3 4 5
Enjoys dramatic play 1 2 3 4 5
Enjoys sensory mediums 1 2 3 4 5
Enjoys using molding dough 1 2 3 4 5
21. Pre-Kindergarten – Fall
Gross Motor Skills:
Runs 1 2 3 4 5
Gallops 1 2 3 4 5
Skips 1 2 3 4 5
Climbs 1 2 3 4 5
Crawls 1 2 3 4 5
Monkey-walks 1 2 3 4 5
Pumps on a swing 1 2 3 4 5
Rides a tricycle 1 2 3 4 5
Hops on two feet 1 2 3 4 5
22. Balance:
Walks forward on a balance beam 1 2 3 4 5
Walks backward on a balance beam 1 2 3 4 5
Hand/eye and Hand/foot
Throws a ball 1 2 3 4 5
Catches a ball 1 2 3 4 5
Kicks a stationary ball 1 2 3 4 5
Kicks a rolling ball 1 2 3 4 5
Bounces a ball 1 2 3 4 5
Keeps a balloon in the air 1 2 3 4 5
Comments:
23. Pre-Kindergarten – Spring
Name: Age: .
Date: Teacher: .
1 2 3 4 5
No Yes
Fine Motor and Speech Development:
Has clear and distinct speech 1 2 3 4 5
Established handedness 1 2 3 4 5
Shows control of small muscles in using 1 2 3 4 5
Crayons, painting, cutting, and writing 1 2 3 4 5
Uses scissors appropriately 1 2 3 4 5
Buttons, zips, snaps, and buckles 1 2 3 4 5
Attempts to tie shoes 1 2 3 4 5
24. Uses manipulative 1 2 3 4 5
Social Growth and Work Habits:
Talks freely with other children 1 2 3 4 5
Works and plays cooperatively with others 1 2 3 4 5
Participates in organized group activities 1 2 3 4 5
Shows respect and consideration for others 1 2 3 4 5
Practices self-control 1 2 3 4 5
Follows classroom rules 1 2 3 4 5
Performs simple classroom chores 1 2 3 4 5
Demonstrates self-confidence 1 2 3 4 5
Shows concentration in group activities 1 2 3 4 5
Contributes to group discussions 1 2 3 4 5
Follows oral directions 1 2 3 4 5
Works independently 1 2 3 4 5
Takes time with projects 1 2 3 4 5
Mathematical Skills:
Shows rote-counting ability 1 2 3 4 5
Recognizes numerals out of sequence 1 2 3 4 5
Writes numerals 1 2 3 4 5
Uses positional terms (first-fifth) 1 2 3 4 5
Names geometrical shapes 1 2 3 4 5
Makes comparisons as to size and quantity 1 2 3 4 5
Comments:
25. Pre-Kindergarten – Spring
Reading and Language Arts:
Recognizes and writes own name 1 2 3 4 5
Recognizes friends names 1 2 3 4 5
Recognizes basic colors 1 2 3 4 5
Recognizes uppercase letters 1 2 3 4 5
Recognizes lowercase letters 1 2 3 4 5
Writes letters of the alphabet out of order 1 2 3 4 5
Recognizes rhyming words 1 2 3 4 5
Recognizes letter sounds 1 2 3 4 5
Recognizes some sight words 1 2 3 4 5
Contributes to group stories 1 2 3 4 5
Expresses ideas in complete sentences 1 2 3 4 5
26. Enrichment Activities:
Art 1 2 3 4 5
Block building 1 2 3 4 5
Science 1 2 3 4 5
Puzzles 1 2 3 4 5
Enjoys sensory media 1 2 3 4 5
Creative dramatic play 1 2 3 4 5
Educational games 1 2 3 4 5
Music 1 2 3 4 5
Family life center 1 2 3 4 5
Modeling dough 1 2 3 4 5
Gross Motor Skills:
Body and Spatial Awareness-Understanding one’s body and how it works in relation to itself, other objects, and other
people.
Understand over, under, through 1 2 3 4 5
Can work within own space 1 2 3 4 5
Balance-The ability to assume and maintain a position of activity
Walks forward on balance beam 1 2 3 4 5
Walks backward on balance beam 1 2 3 4 5
Walks over objects on the balance beam 1 2 3 4 5
Dynamic Balance-The ability to maintain control of the body when suspended in air for a length of time
Jumps on trampoline 1 2 3 4 5
Skips 1 2 3 4 5
Jumps rope 1 2 3 4 5
Performs standing broad jump 1 2 3 4 5
Laterality-The ability to use one side, opposite sides, or upper and lower parts of the body in the smooth, rhythmic
manner
Pumps on swing 1 2 3 4 5
Comments:
27. Pre-Kindergarten – Spring
Gross Motor Skills:
Runs 1 2 3 4 5
Gallops 1 2 3 4 5
Monkey-walks 1 2 3 4 5
Hops on two feet 1 2 3 4 5
Hops on one foot – right 1 2 3 4 5
Hops on one foot – left 1 2 3 4 5
Crab walks 1 2 3 4 5
Bear-walks on ladder 1 2 3 4 5
Tracking-The ability to perform tasks involving objects and people outside one’s own space
Keeps a balloon in the air 1 2 3 4 5
Catches ball from four feet away 1 2 3 4 5
Center Line-The ability to perform tasks involving objects and people outside one’s own space
Cross-walks 1 2 3 4 5
Can cross midline when batting 1 2 3 4 5
Eye-hand/Eye-foot-The ability to use the eyes, hands, and feet together to accomplish a given task
Throws a ball underhand 1 2 3 4 5
Throws a ball overhand 1 2 3 4 5
Throws a beanbag at a target 1 2 3 4 5
28. Rides a tricycle 1 2 3 4 5
Kicks a stationary ball 1 2 3 4 5
Kicks a rolling ball 1 2 3 4 5
Bounces a ball 1 2 3 4 5
Upper Body Strength/Flexibility-The ability to be strong and
flexible enough to use the body independently and as a unit to
perform certain tasks
Hangs from a bar 1 2 3 4 5
Seal-walks 1 2 3 4 5
Somersaults forward 1 2 3 4 5
Comments:
29. Pre-Kindergarten – Fall
Name: Age: .
Date: Teacher: .
A= Always S= Sometimes N= Never
Social Skills:
Uses equipment appropriately A S N
Respects the teacher A S N
Interacts well with peers A S N
Shows empathy for others A S N
Takes turns A S N
Listens to others A S N
Shares within developmental norms A S N
Helps with classroom jobs A S N
Is able to make choices A S N
Has special friends A S N
30. Emotional Development:
Approaches new experiences confidently A S N
Appropriately handles frustration A S N
Appropriately handles anger A S N
Verbally expresses feelings A S N
Accepts responsibility for:
Personal belongings A S N
Personal behavior/safety A S N
Cognitive Skills:
Knows classroom procedures A S N
Calls the teacher by name A S N
Calls other children by name A S N
Shows enthusiasm about learning A S N
Completes a task A S N
Shows concentration on a self-chosen activity A S N
Maintains concentration in group activity A S N
Art:
Enjoys participation A S N
Tries different media A S N
Comments:
31. Pre-Kindergarten – Fall
Small-motor Skills:
Uses scissors appropriately A S N
Holds pencil properly A S N
Uses crayons and markers A S N
Uses manipulative A S N
Attempts to tie shoes A S N
Buttons, zips, and snaps A S N
Reading and Math Readiness:
Recognizes own name A S N
Prints own name A S N
Recognizes letters of the alphabet A S N
Enjoys stories/listens A S N
Has concept of story sequence A S N
Likes to create stories A S N
Looks at books A S N
Participates in finger plays A S N
Counts to . A S N
32. Recognizes numbers A S N
Recognizes:
Colors A S N
Sizes A S N
Shapes A S N
Follows two-or-three-step directions A S N
Language:
Speaks clearly A S N
Expresses ideas in sentences A S N
Carries on a conversation with others A S N
Asks questions A S N
Responds to questions A S N
Contributes to group discussions A S N
Music:
Listens A S N
Sings A S N
Enjoys instruments A S N
Enjoys rhythms and movement A S N
Participates in group activities A S N
Comments:
33. Pre-Kindergarten – Fall
Free Play:
Plays educational games A S N
Works puzzles A S N
Uses building blocks A S N
Plays in the family-life center A S N
Enjoys dramatic play A S N
Enjoys sensory mediums A S N
Enjoys using modeling dough A S N
Gross Motor Skills:
Runs A S N
Gallops A S N
Skips A S N
Climbs A S N
Crawls A S N
34. Monkey-walks A S N
Pumps on a swing A S N
Rides a tricycle A S N
Hops on two feet A S N
Balance:
Walks forward on a balance beam A S N
Walks backward on a balance beam A S N
Hand/eye and Hand/foot coordination:
Throws a ball A S N
Catches a ball A S N
Kicks a stationary ball A S N
Kicks a rolling ball A S N
Bounces a ball A S N
Keeps a balloon in the air A S N
Comments: