This document discusses models for classroom talk and teacher moves to facilitate discussion. It describes a traditional initiation-response-feedback model and an aspirational model where the teacher responds thoughtfully. It identifies three types of questions - managerial, closed, and open - and recommends asking open questions to promote discussion. The document provides guidance on when to ask questions and suggests teacher moves like listening, digging deeper, clarifying, waiting, transferring turns, naming strategies, and evaluating responses to enhance classroom talk.
Each page displays the agenda of the day, as well as frequently-requested information: what's for homework, due dates, links to lessons and all materials, such as full texts (on the bookshelf), etc.
Asking for and Giving Advice - English for Interpersonal Interctions IRatna Eli
Hello! This presentation slides is made by my friends and I when we learned about one of our course, English for Interpersonal Interactions I in the University.
I hope this could be useful for you guys who wants to find the material about. Thank You!
Each page displays the agenda of the day, as well as frequently-requested information: what's for homework, due dates, links to lessons and all materials, such as full texts (on the bookshelf), etc.
Asking for and Giving Advice - English for Interpersonal Interctions IRatna Eli
Hello! This presentation slides is made by my friends and I when we learned about one of our course, English for Interpersonal Interactions I in the University.
I hope this could be useful for you guys who wants to find the material about. Thank You!
Reach new business heights with Eleks LocalizationKatia Kosovan
Get new global opportunities and reach new customers worldwide. This at-a-glance presentation provides overview of Eleks professional localization services and its benefits. Localization has never been easier.
Power Up Learning with Human-Machine Communication chadcedwards
Our panel brings together scholars with varied expertise in communication technologies to share leading research and pedagogy that powers up the potentials of human-machine communication in education.
Response to Intervention: Instruction That Is More Than Just TestingKeith Pruitt
We have perfected the art of testing; now let's look at best practices. What can we do in the Tier 1 instruction to make a difference in the classroom for all students? Here are multiple ideas including my "explode the vocabulary" model.
Powerpoint presentation by Jim Scrivener, a freelance writer, consultant, teacher and trainer, on classroom management. The author introduces some easy-to-learn techniques to get away from ritualized coursebook use, to help engineer a deep engagement with grammar, vocabulary, texts and exercises and to make learning more visible, challenge students and nudge them to achieve more than they thought possible. The file Teaching Tips introduces a series of activities by this same author on how to turn a quick revision of a simple grammar exercise into a 60-minute class.
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
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
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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.
4. Aspirational Model for Classroom
Talk
Pre-Response Response Post-Response
?
I notice
that…
I’m thinking
about my next
move…
Thoughtful
response
5. 3 Question Types (Blosser 1973, 2000)
Managerial
Closed
Open
Pre-Response: Ask the Right
Question
6. To keep the classroom operations moving.
Is anyone missing a dry-erase marker?
Could you please turn and face the calendar so we
can start Morning Meeting?
Managerial
7. To check the retention of previously learned information or concepts. There is
usually less than a handful of answers.
-Closed questions are valuable, in moderation. They build confidence and provide
starting points for discussion.
What does it mean when the character says she “has a heavy heart?” – Oh,
now I understand the character’s words, which will help me articulate the
character’s feelings!
Which part of a plant takes up water from the soil?—Got it!!! Now I feel
confident to take a risk on open questions later.
Should Amos have gone out on the boat?—The only answers are “yes” or
“no,” but there are a million ways to extend the “yes” or “no” into a
conversation.
Closed
8. To promote discussion or student interaction; to stimulate
student thinking.
Would you want Frederick to join our class?
Nope, the Earth stays still and the sun moves around it.
Praise me if I’m right, correct me if I’m wrong.
Why do I think that this character is mischievous?
How are rivers and oceans different?
When you added 29 and 46, why did you write “1” in the
tens place?
Open
9. When?
Ask lots of questions when…
Activating background
knowledge.
Leading guided practice.
Guiding reflection on
behavior.
Probing student thinking
during independent practice
Ask few questions when…
Explicitly teaching new
material (strong content
instruction will lead to
better questions and
answers later)
Explicitly teaching
expectations
10. What students say, in response to a question or
stimulus:
Turn and talk
Exploratory conversation
Multiple student voices
Time to think, consider, and hypothesize
Response
12. Hear what the student is saying (and not saying).
Don’t interrupt.
“Yo, Imma let you finish but…” –Kanye West
Listen
13. STEP prompts
“Tell me more.”
“What in the story/graph/photograph/word problem
makes you think that?”
“Why is that important?”
“Why do you think that?
“Do you want to say more?”
Non-verbal cue
Dig
14. “Oh, so you’re saying that…?”
“I don’t really understand what you’re saying. Could
you try that again?”
Clarify
15. Wait.
Don’t talk.
Don’t let other students have a turn.
Sing “Baa baa, black sheep, have you any wool?” in
your head.
Wait
16. “Raise your hand if you agree with Brayden. OK
Brayden, call on someone.”
“Raise your hand if you disagree with Emely. Emely,
please call on a friend.”
“Thanks for sharing your important idea; let’s see
what Allan thinks.”
Transfer
17. “You just made a text-to-text connection when you
answered that question.”
“You used evidence from the photograph to come up
with that idea about the water cycle.”
“Wow, you synthesized two parts of the text to
describe Ferdinand’s character traits.”
Name
18. “That makes a lot of sense.”
“I see what you’re saying.”
“I agree.”
“I disagree.”
“You worked really hard to answer that question.”
“Thanks for sharing your thinking.”
Evaluate
19. What questions do you have about these teacher
moves?
Which ones will come the most naturally to you?
Which ones will be the most challenging?
Questions