Unit plan friday
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The learners are 11th grade English-speaking students from public high school, with some having ADHD or behavioral disorders. They completed World and American History. The objective is for students to present arguments from a Web Quest activity and create a poster for their peers with 99.9% accuracy. Students will utilize a previously completed WebQuest and present their team findings to the class. Peers will then critique each other's presentations and posters.
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Unit plan monday
The learners are 11th grade students from a public high school, with some having ADHD or behavioral disorders. The objective is for students to explain the origins and provide an overview of the Industrial Revolution by the end of the day using a PowerPoint lecture, YouTube video, and participating on Wikispace, Twitter, Facebook and Pinterest with 99.9% accuracy. Students will utilize the media by adding to the Wikispace and asking questions on Twitter and Facebook. They will also use Pinterest to research resources on the Industrial Revolution and be required to post two questions each on Facebook and Twitter. Their participation will be evaluated by responding to a post on Facebook.
Urrutia2
- Florida was the first state to require teacher education programs to address the needs of English language learners (ELLs) through standards-based curricula implemented at Florida Atlantic University by Dr. Gloria Artecona-Pelaez.
- There were three models developed for ESOL integration curricular models, ranging from three specialized ESOL courses to using existing courses to cover ESOL topics.
- The document discusses ESOL programs at various universities and their collaboration with school districts to improve instruction for English language learners.
Thursday
This document outlines the ASSURE method for developing an instructional lesson. The method involves analyzing learners, stating objectives, selecting methods and materials, utilizing media and materials, requiring learner participation, and evaluating and revising. Specifically, the lesson will use video, social media, discussion, and questioning to teach 8th grade students to identify and describe the six geographic regions of the United States. Students' knowledge will be evaluated through in-class activities and discussions.
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This document outlines Dr. Majed Alqahtani's research on preparing Saudi students for British postgraduate programs. It includes sections on the background of the study, statement of the problem, literature review, methods, findings and conclusion. The methods section indicates mixed methods will be used, including questionnaires, interviews and observations. The research questions focus on understanding the needs of Saudi students in terms of language, academic culture and the best preparation.
Test resource 2
This activity divides students into five groups to review different websites related to laws, policies, and research around English language instruction. Each group will review their assigned website to identify policies, research, or practices that teachers should be aware of to foster learning for English learners. After presentations, students will review additional state and federal laws that informed the Florida Consent Decree and describe how these laws and policies can improve instruction for English learners.
Consent Decree Florida
This activity divides students into five groups to review different websites related to laws, policies, and research around English language instruction. Each group will review their assigned website to identify policies, research, or practices that teachers should be aware of to foster learning for English learners. After presentations, students will review additional state and federal laws that informed the Florida Consent Decree and describe how these laws and policies can improve instruction for English learners.
Consent Decree Activity
This document outlines an activity to demonstrate knowledge of consent decrees and policies related to teaching English learners. It divides participants into five groups, each assigned to research a different legal case or policy document online. The groups will then present on how the knowledge gained from their assigned resource can inform and improve instruction for English learners. After presentations, participants will review additional state and federal laws that support the Florida Consent Decree and describe how these policies can benefit English learner teaching. The activity aligns with TESOL and Florida teacher standards regarding the history and application of English as a second language research.
Consent Decree Class Activity (2014)
This document outlines an activity to demonstrate knowledge of consent decrees and policies related to teaching English learners. It divides participants into five groups, each assigned to research a different legal case or policy site. The groups will then present on how the knowledge gained from their assigned resource can inform and improve instruction for English learners. After presentations, participants will review additional state and federal laws that support Florida's consent decree and describe how these policies can benefit English learner education. The activity addresses TESOL and Florida teacher standards around applying research and policies to teaching English learners.
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Unit plan monday
The learners are 11th grade students from a public high school, with some having ADHD or behavioral disorders. The objective is for students to explain the origins and provide an overview of the Industrial Revolution by the end of the day using a PowerPoint lecture, YouTube video, and participating on Wikispace, Twitter, Facebook and Pinterest with 99.9% accuracy. Students will utilize the media by adding to the Wikispace and asking questions on Twitter and Facebook. They will also use Pinterest to research resources on the Industrial Revolution and be required to post two questions each on Facebook and Twitter. Their participation will be evaluated by responding to a post on Facebook.
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- Florida was the first state to require teacher education programs to address the needs of English language learners (ELLs) through standards-based curricula implemented at Florida Atlantic University by Dr. Gloria Artecona-Pelaez.
- There were three models developed for ESOL integration curricular models, ranging from three specialized ESOL courses to using existing courses to cover ESOL topics.
- The document discusses ESOL programs at various universities and their collaboration with school districts to improve instruction for English language learners.
Thursday
This document outlines the ASSURE method for developing an instructional lesson. The method involves analyzing learners, stating objectives, selecting methods and materials, utilizing media and materials, requiring learner participation, and evaluating and revising. Specifically, the lesson will use video, social media, discussion, and questioning to teach 8th grade students to identify and describe the six geographic regions of the United States. Students' knowledge will be evaluated through in-class activities and discussions.
Ukcisa 2011
This document outlines Dr. Majed Alqahtani's research on preparing Saudi students for British postgraduate programs. It includes sections on the background of the study, statement of the problem, literature review, methods, findings and conclusion. The methods section indicates mixed methods will be used, including questionnaires, interviews and observations. The research questions focus on understanding the needs of Saudi students in terms of language, academic culture and the best preparation.
Test resource 2
This activity divides students into five groups to review different websites related to laws, policies, and research around English language instruction. Each group will review their assigned website to identify policies, research, or practices that teachers should be aware of to foster learning for English learners. After presentations, students will review additional state and federal laws that informed the Florida Consent Decree and describe how these laws and policies can improve instruction for English learners.
Consent Decree Florida
This activity divides students into five groups to review different websites related to laws, policies, and research around English language instruction. Each group will review their assigned website to identify policies, research, or practices that teachers should be aware of to foster learning for English learners. After presentations, students will review additional state and federal laws that informed the Florida Consent Decree and describe how these laws and policies can improve instruction for English learners.
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This document outlines an activity to demonstrate knowledge of consent decrees and policies related to teaching English learners. It divides participants into five groups, each assigned to research a different legal case or policy document online. The groups will then present on how the knowledge gained from their assigned resource can inform and improve instruction for English learners. After presentations, participants will review additional state and federal laws that support the Florida Consent Decree and describe how these policies can benefit English learner teaching. The activity aligns with TESOL and Florida teacher standards regarding the history and application of English as a second language research.
Consent Decree Class Activity (2014)
This document outlines an activity to demonstrate knowledge of consent decrees and policies related to teaching English learners. It divides participants into five groups, each assigned to research a different legal case or policy site. The groups will then present on how the knowledge gained from their assigned resource can inform and improve instruction for English learners. After presentations, participants will review additional state and federal laws that support Florida's consent decree and describe how these policies can benefit English learner education. The activity addresses TESOL and Florida teacher standards around applying research and policies to teaching English learners.
Unit plan day 4
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Unit plan thursday
The learners are 11th grade students from a public high school, with some having ADHD or behavioral disorders. The objective is for students to explain the short-term and long-term effects of the Industrial Revolution by watching a digital story, listening to a podcast, and analyzing before and after images, achieving 99.9% accuracy. A PowerPoint video from YouTube, a Wimba podcast, and Photoshopped before/after pictures will be used, with student participation through discussion and picture analysis, followed by evaluation of their explanations of changes.
Unit plan tuesday
This lesson plan aims to teach 11th grade students about important players and technologies of the Industrial Revolution. Students will learn through a lecture with an accompanying poster, exploring a Pinterest board on Industrial Revolution technologies, completing a webquest on the same topic from the site Zunal, and meeting on Secondlife to ask questions of their teacher using avatars. The plan is intended to increase students' understanding to 99.9% accuracy through various active learning methods.
Unit plan wednesday
This document outlines a lesson plan for teaching 11th grade students about factories during the Industrial Revolution. It involves using various media like blogs, Pinterest, and Legos. Students will participate in an assembly line activity with Legos to demonstrate the efficiency of assembly lines. They will also be required to complete a webquest and comment on a blog about factory conditions to apply what they have learned and be evaluated on their understanding. The goal is for students to explain and describe the workings and conditions of factories during the Industrial Revolution with 99.9% accuracy by the end of the day.
Unit plan tuesday
This lesson plan aims to teach 11th grade students about important players and technologies of the Industrial Revolution. Students will learn through a lecture with an accompanying poster, exploring a Pinterest board on Industrial Revolution technologies, completing a webquest on the same topic from the site Zunal, and meeting on Secondlife to ask questions of their teacher. The plan is intended to help students identify and explain these topics with 99.9% accuracy through various media and by requiring participation in activities like the Pinterest board and webquest.
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Unit plan day 4
There are 22 students in the 5th grade class, which consists of 10 girls and 12 boys. The students have experience researching and working in groups. On Day 4, the students will learn about conservation and how human actions affect the planet. They will listen to a podcast, have a class discussion, work in groups on a WebQuest, and present posters. Finally, the students will write a post on the class Facebook page about what they learned. The teacher will use computers, art materials, and an ELMO to facilitate the lessons and assessments.
Topic teaching group presentation
Presentation on author Jim Cummins, Kristin Brown, and Dennis Sayers book "Literacy, Technology, and Diversity"
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The document provides an overview of the International Baccalaureate Program including its focus on 5 areas of interaction: approaches to learning, homo faber, environment, health and social education, and community and service. It describes the learner profile and organization of the program. It also provides examples of projects in subjects like forensics, global awareness, and simple machines that develop skills like inquiry, problem solving, and global awareness.
Day2
This lesson plan is for a third grade social studies unit on landforms. The students are from rural, middle-class families and mostly well-behaved with some having mild ADHD. They will learn about landforms through a YouTube video, group discussion, and identifying landforms in their favorite movies on the class Facebook page. The teacher will introduce the lesson with a Voki, show the YouTube video, lead a discussion, and have students comment on landforms in movies on the class Facebook page. Students will be evaluated based on their participation in the discussion and Facebook activity.
Lecture 5 dr. eden flores
The document discusses key questions about teaching English from a World Englishes perspective, including whose language English is, which varieties should be taught, and which standards to use. It presents Kachru's Three Circle Model of English and notes the expanding circle includes countries like China, Egypt and the Philippines. The document also shares findings from a Philippines study that found students' top motivations for learning English were its usefulness for future application and improving socioeconomic status.
Assure Thursday
The document outlines a lesson plan for teaching figurative language to an 8th grade classroom. It describes analyzing the diverse group of students, setting objectives to recognize and define 5 types of figurative language with 90% accuracy. Methods like a projector, computer, webquest and youtube will be used to access examples of figurative language in music and create a movie. Students will participate by using the webquest to learn about personification, identify figurative language in songs, write responses and create a jingle in groups. Their understanding will be evaluated based on identifying techniques in songs, explaining their effects, and demonstrating group work and overall comprehension.
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The basic story about what Convivencia is.
For more information, please visit: http://www.convivencia-us.org
Pillar presentation
This document discusses the importance of teaching foreign languages in classrooms. It notes that learning foreign languages activates different areas of the brain, is associated with higher SAT scores, and can help students achieve near-native pronunciation. The document also recommends ways to utilize foreign language teaching, such as immersing students in the culture through music, movies, fashion, and food from the target language country.
Pillar presentation
The document discusses the importance of teaching foreign languages in classrooms. It notes that learning a foreign language activates different areas of the brain, is associated with higher SAT scores, and can help students achieve near-native pronunciation. Additionally, learning foreign languages improves memory, multitasking skills, and understanding of one's primary language while also potentially staving off dementia. The document then provides suggestions for incorporating foreign language and culture into classrooms, such as immersing students in popular music, movies, fashion, and cuisine from the target language's country.
Monday
The ASSURE method is used to design instruction. It involves analyzing learners' current knowledge, stating the objectives which include details of the class and learning goals of identifying US regions and vocabulary, selecting methods like printed text and video, utilizing the media and materials by reviewing them, requiring learner participation through discussion and group work, and evaluating student learning through questioning to determine effective instructional approaches.
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This document discusses two readings related to educational opportunities for English learner and Latino students. It summarizes that Latino students often begin their post-secondary education at community colleges with hopes of transferring to four-year universities, but they have among the lowest transfer rates. It also summarizes that English learner students face obstacles when entering college, as they must choose between taking an ESL placement test or general English test without proper guidance, and this placement can negatively impact their course enrollment if inappropriate. The document questions how to better encourage, fund and support these minority students prior to and during the college entry process.
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This document discusses common misconceptions about English language learner (ELL) dropouts and presents information on the realities and causes of high ELL dropout rates. It explores how a lack of uniform data reporting and inconsistencies in identifying ELL graduates skews national statistics. Major causes of ELL dropouts include low social capital, lack of stability, high-stakes testing pressures, and lack of student engagement. The document proposes solutions such as bilingual education, alternative schools, testing students in their native language, and school outreach programs to improve stability and engagement for at-risk ELL students.
Assessment of English Learners (ELs)
This document discusses the assessment of English learners (ELs). It defines ELs as linguistically and culturally diverse students whose English proficiency prevents them from understanding grade-level material taught in English. It notes that ELs are identified through valid and reliable assessments of their content knowledge and English language skills. The document outlines the primary purposes of assessing ELs, which include identification, monitoring progress, accountability, and evaluating programs. It also discusses the Language Proficiency Assessment Committee (LPAC) which is responsible for placement, instructional methods, and annual reviews of ELs.
English Learners (ELs) in School
This document discusses key terms related to English language learners (ELLs), including Limited English Proficient, English Learner, English as a Second Language, and others. It also provides information about the demographic backgrounds of ELLs, classroom activities teachers can use, cultural considerations, and challenges ELLs may face in adjusting to a new classroom culture. It outlines federal and state academic standards and assessments for ELLs in Texas.
Classroom Practices for English Learners (ELs) Instruction
Standards-based instruction for English learners involves aligning content, language, and performance standards. It creates high expectations and meaningful learning contexts framed around what and why students need to learn. Teachers should familiarize themselves with relevant standards and use differentiated instruction, content-based instruction, scaffolding and thematic units to meet student needs. Assessment of English learners should be multidimensional, involving formal and informal methods like portfolios and classroom observations in addition to standardized tests.
Day 4
The document outlines a lesson plan on genetic mutations for a 7th grade class. It involves students refreshing their knowledge from previous lessons, watching a video, participating in a webquest activity where they research and discuss genetic mutations, and taking a quiz to assess their understanding. Students will be evaluated based on their contributions to the discussion, quality of their webquest research and notes taken from the video.
Language learning strategies
This document discusses 5 factors that affect language learning strategy use: motivation and exposure, socioeconomic status, experiences studying the language, age, and parents' academic background. It provides examples from various studies showing how each factor influences students' use and development of language learning strategies. For instance, motivation from personal or professional goals can improve language proficiency, while socioeconomic status impacts access to educational resources. Experience studying the language also shapes the types of strategies used over time.
Theory projectcva
This document provides information and strategies for teaching English Language Learner (ELL) students. It notes that in 2010-2011, 4.7 million public school students were ELLs, with the highest populations in western states. Theories and methods are presented to help ELLs, including bilingual education, allowing use of first languages, and drawing on theories from Piaget, Krashen, and Dewey. Suggested teaching strategies include visual aids, partnering ELLs with peers, hands-on activities, and assessing formatively.
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Unit plan thursday
The learners are 11th grade students from a public high school, with some having ADHD or behavioral disorders. The objective is for students to explain the short-term and long-term effects of the Industrial Revolution by watching a digital story, listening to a podcast, and analyzing before and after images, achieving 99.9% accuracy. A PowerPoint video from YouTube, a Wimba podcast, and Photoshopped before/after pictures will be used, with student participation through discussion and picture analysis, followed by evaluation of their explanations of changes.
Unit plan tuesday
This lesson plan aims to teach 11th grade students about important players and technologies of the Industrial Revolution. Students will learn through a lecture with an accompanying poster, exploring a Pinterest board on Industrial Revolution technologies, completing a webquest on the same topic from the site Zunal, and meeting on Secondlife to ask questions of their teacher using avatars. The plan is intended to increase students' understanding to 99.9% accuracy through various active learning methods.
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This document outlines a lesson plan for teaching 11th grade students about factories during the Industrial Revolution. It involves using various media like blogs, Pinterest, and Legos. Students will participate in an assembly line activity with Legos to demonstrate the efficiency of assembly lines. They will also be required to complete a webquest and comment on a blog about factory conditions to apply what they have learned and be evaluated on their understanding. The goal is for students to explain and describe the workings and conditions of factories during the Industrial Revolution with 99.9% accuracy by the end of the day.
Unit plan tuesday
This lesson plan aims to teach 11th grade students about important players and technologies of the Industrial Revolution. Students will learn through a lecture with an accompanying poster, exploring a Pinterest board on Industrial Revolution technologies, completing a webquest on the same topic from the site Zunal, and meeting on Secondlife to ask questions of their teacher. The plan is intended to help students identify and explain these topics with 99.9% accuracy through various media and by requiring participation in activities like the Pinterest board and webquest.
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The document outlines a lesson plan to teach 11th grade students about the Industrial Revolution over the course of a week. It will use a variety of technologies and activities to engage students and explain the origins, methods, technologies, and effects of the Industrial Revolution. Students will learn about important figures and technologies through lectures, videos, and personal accounts. They will participate in an assembly line activity and discuss short and long term effects. By the end of the week, students will present projects to their peers to assess their understanding of the topic.
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The document outlines a two-week lesson plan for 11th grade students to learn about the origins, methods, technologies, and effects of the Industrial Revolution. In week one, students will receive lectures and videos on an overview and the origins, important players, and technologies of the Industrial Revolution. Week two focuses on factories, an assembly line activity, short- and long-term effects through discussion. Students will present projects on the topic at the end of the two weeks with 99.9% accuracy. PowerPoint, Prezi, videos, and online articles will be used as teaching technologies.
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Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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