This is a presentation with tips for students on how to schedule different tasks for the course while also taking care of work and home responsibilities.
Maybe you joined an online course to step up the career ladder, or maybe you are planning to take up a new hobby. Visit https://www.onlineclasshelp.com/ for more information.
This is a presentation with tips for students on how to schedule different tasks for the course while also taking care of work and home responsibilities.
Maybe you joined an online course to step up the career ladder, or maybe you are planning to take up a new hobby. Visit https://www.onlineclasshelp.com/ for more information.
How'd you do that? Long Beach Presentation for ITCkfrisch
This is my powerpoint presentation from the 2012 ITC National Conference in Long Beach, CA on eLearning. The presentation was titled, "How'd You Do That? Tips and Tricks that might account for my 95% retention rate. Slides have more data on them then I'd like, but I tried to provide you with just the right amount of information to match what I talked about in the presentation itself. Thanks!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter 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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
1. Agenda:
1. Intro
2. What everyone should know …
How to Navigate the Course!
How to log in
The “toolbar”
“Lessons” view
“Assessments” view
“Gradebook” View
• Course Homepage
• Wellness Plans / MovBand
• “Gradebook” & Reading your feedback
• Submitting Videos
• Scheduling a DBA (phone call)
1. Policies, Pacing, and Expectations!
2. Parent Information
2. Follows all sports …
Bucs, Rays, and FSU
fan!
Welcome to
HOPE
(Health Opportunities Through Physical Education)
Coach Matt Pryer
Full Time Online HOPE Teacher
515-599-1SVA (1782)
www.SVA-Pryer.lattiss.com
Married to Tanya
(she teaches at
NPHS) we have 2
girls
Graduated
from RHS in
1992
Our family loves to
camp and travel in
our RV
3. 3 Ways to Contact Coach Pryer 1) You can TEXT ME
• 515-599-1782
2) You can
email me
through the
course email
If you schedule a call through the online scheduler, I will
answer! (Unless I am talking with another student or parent and the calls goes
longer than the scheduled time)
You can call anytime! If I do not answer, the only way you are
getting a return call is if you leave a message!
I will call you back as soon as I am available!
Text / Email are
the easiest fastest
way to get a hold
of Coach Pryer!
4.
5. How to Login to the Course
• Visit
http://www.flvs.net
• Click on Login
• Enter your Username
and Password
6. How to Login to the Course
• Find your course from
the Student Dashboard
and click Enter Course
• Make sure your Pop-
Up blocker is turned
off
MAKE SURE YOU ARE ONLY WORKING IN SEGMENT 1
7. The Course Homepage
• This is the landing page
whenever you enter the
course.
• Notice the 5 buttons at the top
of the screen.
• Home
• Main Menu
• Email
• Contact Info
• Lessons (your “book”)
• Assessments (where you find
your assignments/quizzes)
8. The Main Menu
• By clicking on the Main
Menu, you see a list of
options
• For this class, you will only
need:
• Lessons
• Assessments
• Gradebook
• Email
• None of the other sections
are needed for this course
9. Lessons Tab
*Note*
If you use Internet Explorer, you may experience problems
with this page. For best results, please try Chrome or Firefox
The “Lessons Tab” is where
you will read, watch videos,
and learn the material for this
course to help you complete /
submit assignments!
10. Lessons Tab
Segments = Semester
Modules = Chapters
Sections are Sections just
like with a book
11. 1. Lessons
• Use the arrow buttons to
navigate through each lesson
• Make sure you read all of the
information on each page
• Some of it may be needed for
the assignments
12. 1. Lessons
• On the last page of each lesson there is a blue icon that is titled “Assessment”
• This will give you the information you will need to complete the assignment that
goes with the section!
• Information from the lesson is necessary for most of the assignments
• Each section has an assignment
• Once you complete an
assignment and submit it
for grading, you can move
to the next lesson
• Please work through the
course in order and don’t
skip around
13. Assessment Tab
• At the end of each lesson the, you will be directed to an assignment that
is located under the “Assessments Tab”
Find the
“Assessments Tab”
and click it
14. Assessment Tab
• Once you click “Assessments”
• Find the Assignment you need to complete and “Click It”
The assessments view
shows you all of the
assignments that you
have left to complete!
Once you submit an
assignment from the
assessments view the
assignment will no longer
appear in this view!
16. • Notice how many
points the assignment
is worth
• You upload your
assignment as an
attachment by using
the blue folder icon or
add files
• Make sure you click the
checkbox to submit for
grading
2nd Type:
Upload
submissions!
AKA – Manuel
Submissions
You can NOT upload
a VIDEO file from a
mobile device
Assessment Tab 1.05 Personal Wellness Planning
17. Assessment Tab – Steps to submitting an assignment
Step 1 – Create
your document or
video file (Word,
PDF, MP4 and / or
MOV… not limited
to these file types)
Step 2 – Click “add
file” and find /
attach your
document (file)
Just like attaching a file
to an email
Step 3 – Check the
box “submit for
grading”
Step3
Step 4 – Click
the “submit for
grading” blue
button
18. 1.03 Fitness Assessment Video
You can NOT
upload / attach
video files from a
mobile device
I suggest …
1) Record the video from a mobile
device
2) Email the file to yourself
3) Save that file from the email to
a non-mobile device
4) Attach and submit the file into
the correct assignment
OR
Create a link (can be done from a mobile device)
using YouTube or Google Drive &
paste the link into the “student
comment” box – Instructions can
be found on the course homepage
*** 1.03, 2.04, 6.04, & 6.05
19. Checking Your Grades
&
Finding Submitted Assignments
To check your grades and / or find submitted
assignments, go to the Main Menu and click on
Gradebook
20. Checking Your Grades
• You can see your current
progress as well as your current
grade in the class and how
many more assignments you
need to complete
21. Finding Submitted Assignments
• You can see a list of
all the assignments
that have been
graded
• Please click on each
assignment to read
the feedback that I
leave for you
• In many cases, you
may be able to
resubmit assignments
for a better grade
22. Feedback
• Since there are only a few times
that you and I will actually speak
one on one with each other, it’s
very important that you read my
feedback
• It’s the best way for me to
communicate to you about the
quality of your assignments and
your understanding of the material
23. Once you enter
the course you will
land on the course
homepage!
There are a lot of
resources on this
page!
Calendar of
“School Visits”
24. Help Videos , Video
Teaching Tips, &
the document need
for the assignment
Video
Tutorial:
Walks
students
through “how
to” complete
the
assignment
Teaching Tips:
Coach Pryer’s
tips and tricks
for
completing
the
assignment!
Document:
Click to find
the document
file to
complete the
assignment
25. Wellness Plans & MOVBand Information
The MOVBand is used to complete one
of the sections of the “Wellness Plan”.
There is a Wellness Plan assignment at
the end of each Module!
The next slides have MORE information
in regards to the MOVBand!
28. If you do NOT
purchase a MOVBand,
you will calculate your
“moves” manually by
following the step in
the Wellness Plan
found on the course
Home Page!
29. Discussion Based Assessments (DBAs)
• DBAs are where you and I speak over the
phone and discuss topics from the class
• DBAs last approximately 5-10 minutes
• Each Segment has 2 DBAs
• Module 1 / Module 3
• Module 4 / Module 6
• Schedule a time for your DBA by using
my online scheduler
**REMEMBER: Please call me
at your scheduled time**
www.SVA-Pryer.lattiss.com
30. Student / Parent schedules the
appointment and calls then calls ME
(Coach Pryer)
31. Scheduling a DBA or AppointmentYou can schedule
a time to call on
the course home
page.
Just click the
“guy yelling into
the phone-
Schedule a
Phone Call”
picture
Or
You can go
directly to the
online scheduler
www.SVA-Pryer.Lattiss.com
37. Scheduling an Appointment
Remember!!!!
YOU call ME …
Set a reminder in
your phone
“Tell Siri to remind
you to call Coach
Pryer at the time you
scheduled”
CLICK
“Make
Appointment”
38.
39. The student can “drop” this course
WITHOUT penalty anytime during the 28 day
grace period
IF the student completes 20% of the segment
BEFORE the 28 day grace period … the student
CAN NOT drop WITHOUT penalty
The student MUST complete AT LEAST 20% of the
segment to remain the course after the 28 day
grace period!
40. "If a student does not submit work within 14
consecutive days outside of the teacher's
prior knowledge, it is the assumption of
Sarasota Virtual Academy that the student
does not intend on remaining in the course,
and therefore may be withdrawn at the
teacher's discretion."
Students are expected to complete each
Segment within 18 weeks!
IF the student has not completed the
segment within 18 weeks the student may
be removed from the course or given a FIRM
deadline to complete.
41. • It’s expected that you complete at
least 2-3 assignments each week
• There are 30 assignments in Seg.1 = 1.7 assignments
completed each week to finish before the 18 week
deadline
• There are 26 assignments in Seg.1 = 1.4 assignments
completed each week to finish before the 18 week
deadline
*** Students usually complete a Segment between 8 – 14
Weeks (If not sooner)
42. Every Wednesday a “WEEKLY
UPDATE” (Progress Report)
will be sent via EMAIL
Please Respond once or twice a
month
If you don’t respond …
Once a Month there will be a “PLEASE
RESPOND Monthly Contact” email
sent …
Responding to this email it verifies that you know
how your student is doing in this class!
43. There should
NEVER be ZERO
assignments
submitted for the
last 7 days!
• It’s expected that students complete at least 2-3 assignments each
week
• There are 30 assignments in Seg. 1 (1.7 per week) & 26 assignments in Seg. 2
(1.4 per week) to finish before the 18 week deadline
• 14 day no work policy – students are expected to submit work
every week!
• Students must complete the segment within 18 weeks or they will
be removed from the course or given a possible FIRM deadline