Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
This is the PPT version of an action research paper written by Dr. Edward Roy Krishnan. He is passionate about teaching and learning. He has a blog at www.affectiveteaching.com.
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Meaning-making is the goal of reading. In this 2 hour session, we focus on creating teaching reading to all students through a meaning-based approach and creating readers who can read and who enjoy reading.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Lessons from the ♥ of Borneo - TFM Sarawak Regional Event (2015)Jarod Yong
These were the slides I used in the "Lessons from the ♥ of Borneo" workshop during the Teach For Malaysia Sarawak Regional Event 2 on 16 May 2015.
Roughly 30 teachers were involved with the 90 minute workshop.
The slides contain information about my school, concepts, pedagogies & activities focused on engaging low performing students, as well as my experiences/programmes carried out in my remote school.
Read about the workshop here: http://www.jarodyong.com/2015/05/lessons-from-the-heart-of-borneo.html
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
This is the PPT version of an action research paper written by Dr. Edward Roy Krishnan. He is passionate about teaching and learning. He has a blog at www.affectiveteaching.com.
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Meaning-making is the goal of reading. In this 2 hour session, we focus on creating teaching reading to all students through a meaning-based approach and creating readers who can read and who enjoy reading.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Lessons from the ♥ of Borneo - TFM Sarawak Regional Event (2015)Jarod Yong
These were the slides I used in the "Lessons from the ♥ of Borneo" workshop during the Teach For Malaysia Sarawak Regional Event 2 on 16 May 2015.
Roughly 30 teachers were involved with the 90 minute workshop.
The slides contain information about my school, concepts, pedagogies & activities focused on engaging low performing students, as well as my experiences/programmes carried out in my remote school.
Read about the workshop here: http://www.jarodyong.com/2015/05/lessons-from-the-heart-of-borneo.html
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Overview on Edible Vaccine: Pros & Cons with Mechanism
USIEF ALUMNI CONFERENCE PRESENTATION.pptx
1. “School Counseling, dealing
with changing expectations of
parents and students”
By Vinayadhar Raju
S.A (English)
ZPHS Jangapally,Karimnagar
TEA Fellow -2017
2. According to “The American School Counsellors’
Association”: “A comprehensive school counselling program is
developmental and systematic in nature, sequential, clearly
defined, and accountable. It is jointly founded upon
developmental psychology, educational philosophy, and
counseling methodology (ASCA, 1994).
3. Types of counselling needs
1. Academic success
2. Career and vocational guidance
3. Personal and Social development
4. What I did…………
Academic Problem
Why some students in my class are not able
read the text fluently?
How to support struggling readers?
6. Teacher’s voice Survey link
1. what do they think about
this problem?
2. What are the pressing
problems do they face while
handling the struggling
readers?
7. Teachers’ voice
1. Students don't have reading material
other than textbook to get exposed to
reading.
2.They were not properly motivated.
3.Forty five minutes time is not sufficient
to address the individual needs
4.Students don't know how to pronounce
words.
5.Lack of exposure to reading material
8. Continued….
6. No purpose for reading
7.They are not being engaged
meaningfully
9.Teacher is busy in completing syllabus
10. Lack of ample opportunities for
reading
11. Text has too many unknown words.
12. Topic selected or chosen is unfamiliar
to them
9. Students questionnaire:
1. When do you learn better?
2. How do you learn better?
3. List two reasons for not able
to read the text ?
4. What might be the main
reason for not able to read the
text on you own?
5. How can we overcome that
problem?
10. Student’s Voice
1.Our Teachers didn't encourage us to read.
2. Didn't study in English medium (most of
them are from Telugu medium)
3. Didn't understand English.
4.I didn't try from my childhood.
5.I didn't try at my home.
6. I didn't read during leisure time or periods.
7. I didn't follow sir's instructions.
12. Reading strategies….
1.Peer Tutoring
❏ Pair work
❏ Helping each other
❏ Underline the words and
prepare a list
❏ Reading together
❏ If not possible take
the help of a teacher
13. 2. Use of technology...
➔ Integrate technology
➔ Use stories with subtitles
➔ Ask them listen and read
➔ Listen and write
➔ Read and write
➔ Comprehensible input
➔ Meaning making
➔ BookBox Stories link
14. 3.Story Books
❖ Use library books
❖ Indian stories
❖ Stories with pictures
for comprehensible input
❖ Engage them by assigning
tasks like picturising
or drawings
❖ Creating posters
16. 4. Running Dictation
★ Divide the students into
two groups
★ Reading group-writing
group
★ Pair them
★ ASk them to stand in
different corners
★ Reader will read the text
and runs to dictate
17. 5. Learning is transferable
★ Child can transfer his
learning to new situations
★ Uses his previous knowledge
and skills in new
situations
★ Audio files
★ Link 1
★ Link 2
★ Link 3
★ E-Portfolio link
18. Sharing results with the teachers
➔ No shortcut to language
learning… it is a
continuous process
➔ Reading is a complex
process...it involves
continuous efforts from
the teacher and students.
➔ We can’t visualize when
and how child learners a
language
19. Continued...
➔ No one will give you a
solution to your own
classroom problem
➔ Try try try and find
solution
➔ Sharing and networking
leads to continuous
professional development
➔ Don’t teach about the
language teach the
language
20. Continued….
➔ Teaching is a profession
not a job
➔ Don’t provide
information..Give them
real use of language i.e
Experience.
➔ Doing mistakes is also a
kind of
learning….Encourage them
to do mistakes so that
they can learn better..
21. Career and vocational guidance:
❖ Created a FaceBook for Alumni of our school
❖ Started sharing opportunities after class 10
❖ Provided career guidance
❖ Networking
❖ Link to our FB Page:
https://www.facebook.com/ZPHSJangapally/
22. Personal and Social development
Conflict/Resolution:
If you are having a hard time with something, are you comfortable with asking for
help?
Do you think it’s okay to ask for help if you don’t understand something?
Why is it good to ask for help?
When you are fighting or arguing with someone, what are 3 things you can do to
take a break from the situation and try to resolve it later?
23. Adaptability
-Why is it important to be willing to change your way of doing
things when you are in new or different situations?
24. Cooperation
How do you feel when you don’t get your way?
Are you good at figuring out a way to compromise when situations or problems
arise?
Do you like finding a win-win solution or do you prefer to always be right?
When is it difficult to work with others? When is it easy to work with others? What
do you do when it’s difficult?