How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
1. 1
GRADE 1 to 12
DAILY LESSON LOG
School Grade Level Grade 11
Teacher Learning Area EARTH AND LIFE SCIENCE
Teaching Dates and Time Quarter FIRST QUARTER -WEEK 1
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standard
The students demonstrate understanding of the formation of the universe and the solar system.
B. Performance Standard
The learners should be able to conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience
C. Most Essential Learning
Competency/Objectives
Write the LC code for each.
MELC: State the different hypotheses
explaining the origin of the universe.
S11/12ES-Ia-e-1
MELC Describe the different hypotheses
explaining the origin of the solar system.
S11/12ES-Ia-e-2
MELC Recognize the uniqueness of Earth, being
the only planet in the solar system with properties
necessary to support life. S11/12ES-Ia-e-3
MELC
● S11/12ES-Ia-e-1
● S11/12ES-Ia-e-2
● S11/12ES-Ia-e-3
II. CONTENT
I. ORIGIN AND STRUCTURE OF THE EARTH
A. Universe and Solar System
III. LEARNING RESOURCES
A. References C.G. C.G. C.G. C.G.
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
quipper quipper quipper quipper
B. Other Learning Resource DLP, powerpoint presentation of the topic, laptop DLP, powerpoint presentation of the topic, laptop DLP, powerpoint presentation of the topic, laptop DLP, powerpoint presentation of the topic, laptop
IV. PROCEDURES .
A. Reviewing previous lesson or
presenting the new lesson
Activate:
● Students will recall their learnings in junior
high school regarding the solar system.
Teacher will present a video presentation
regarding the universe.
Activate:
● Students will recall the 3 theories of the
origin of the universe.
● Photoanalysis. Teacher will present a
picture of the of the solar system
Activate:
● 4pics1word.Learner will guess the words of
the prepared slides
● Teacher will present the pictures of Venus,
Earth and Mars.
Unit Quiz
2. 2
HOTS: "What do you think is the reason
why the sun is the center of our solar
system?"
Key questions:
HOTS: "What do you think is the reason of
the failure of mankind in protecting the
environment and the life here on Earth?"
B. Establishing a purpose for the
lesson
Acquire:
● Teacher will show the picture of the milky
way.
● Teacher will discuss the structure,
composition, age, cycle and expanding of
a universe
Key questions:
HOTS: "Why does the universe needs to
expand?" HOTS: "How does the Doppler
effect explain the expansion of the
universe?"
HOTS: "Relate heat to the expansion of the
universe"
Acquire:
● Teacher will discuss the composition of the
solar system.
HOTS: "How do you think did scientists
know the exact composition of the solar
system?"
● Teacher will present theories and
hypothesis of the origin of the solar
system.
Acquire:
● Learners will be watching a video clip and
will present their idea on the board.
Key questions:
HOTS: "What will happen to a planet without
GHG?"
"What is the importance of H2O in maintaining
the temperature of a planet?"
"Why do Venus and Mars has no Global
Magnetic Field?"
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
Application:
The teacher will distribute the article about the 3 theories of the universe. The learners will read
and collaborate to each other.
Application:
Leaners will collaborate with each other and discuss the theories and hypothesis of the origin of
the solar system.
Application:
Habitable or Not? Using the checklist provided,
learners will evaluate unknown planets and
moons if they are habitable.
.
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning ● Output presentation (will be rated using a rubric)
Recitation
● Written output
Recitation
J. Additional activities for
application or remediation
Read more on the topic. Read more on the topic.
V. REMARKS
VI. REFLECTION
3. 3
A. No. of learners who earned 80% in
the evaluation
38/38
38/38 38/38 38/38
B. No. of learners who require
additional activities for remediation
who scored below 80%
0/0 0/0 0/0 0/0
C. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
