This presentation is the final product DVD "Quiz” made by all partners in project. Students prepares the cards of questions and answers about partner countries. Responsible of final product: Kalvarijos Gimnazija, Kalvarija, Lithuania.
This narrated presentation describes and reports on a study designed to measure the effects of the QM Higher Education Rubric, Fifth Edition, 2014 on course quality, learner engagement and learner outcomes.
This presentation is the final product DVD "Quiz” made by all partners in project. Students prepares the cards of questions and answers about partner countries. Responsible of final product: Kalvarijos Gimnazija, Kalvarija, Lithuania.
This narrated presentation describes and reports on a study designed to measure the effects of the QM Higher Education Rubric, Fifth Edition, 2014 on course quality, learner engagement and learner outcomes.
Still Life Photography, Styling, and Basic Photo EditingMel Lockcuff
Slides from my session at AWBU in September 2014. We covered basic photo skills, including the following:
- Photography in Everyday Life, Travel, Blogging, and Working with Brands
- Positioning and Lighting
- Handy Tools
- Photo Styling and Props
- Mobile Apps
- Basic Photoshop & PicMonkey Skills
Nuestra escuela se llama PC Bilingüal school, somos el departamento de inglés y vamos a informar sobre unas actividades que queremos realizar con padres y alumnos para conocer mejor a nuestro estudiantes.
This is the PowerPoint Presentation of my Media Handbook for the Perth Amboy Public School System. This Handbook highlights the Philosophy, Procedures, Policies, etc. that are taken to ensure that the media center is maintained and available to all patrons. After consulting my mentor and other media specialists in the district, this handbook can be used effectively and can assist new media specialists in the district when it comes to setting up their media center for the first time.
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.
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
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!
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.
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.
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.
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.
Digital Tools and AI for Teaching Learning and Research
[26/09] Ría de Vigo - Word document
1. “Ría de Vigo” School
1. School profile
• Contact details:
Address: the school is located in Policarpo Sanz Street number 8, in Vigo (province of
Pontevedra, Spain).
You may contact the school through the telephone number: 986768574 or through the
E-mail: riadevigo@edu.xunta.es
In addition, you can find all the information related to the school on the website:
www.centros.edu.xunta.es/riadevigo
• Description of the school:
“Ría de Vigo” is an urban school, located in the city centre of Vigo. The socio-
economic level of the students and their families are medium-high in most cases and the
parents have a medium-high level of studies.
• Profile of the class and the students:
The class we imagined is second class of junior school. On this stage, the students are
about 7-8 years old. In this class there are 18 students and there are children of different
nationalities: one Chinese, one English, one Muslim and fifteen Spanish. We don’t have
any student that has special needs.
That is the profile of our class, but in total, in the school Ría de Vigo there are 158
students.
2. • The philosophy of our school
In Ría de Vigo we think that education is the pilar of our society. That’s why we
provide students with skills that they’ll use for their whole life: learning how to look for
information, learning rules for daily coexistence, being creative… Our teachers are well
qualified to work in a multicultural atmosphere, to encourage each student to develop
his/her personality, to use motivating activities and ICTs, and in short, to build a good
education.
• Resources:
“Ría de Vigo” is the most important school of Vigo and has very good resources:
In the school there is a soccer field, a basketball court, a swimming pool and a huge
yard for the students to play during breaks or when they go out with friends in the
evenings.
Inside the school there is a computer room with 30 computers, 4 televisions, 4 DVD and
one whiteboard. The computer room can be used with the licence of the headteacher.
There is also a library and a dining room where the students can have lunch at the end
of their classes, in addition to the classrooms for the different levels.
• Staff
Because it is a big school, there are many professionals in different areas:
Our administrative staff is composed of a headteacher, a deputy headteacher and an
assistance headteacher. There are also three coordinators (for early years, key stage and
special education needs, respectively) and one teacher for each class (12 in total).
Additionally, the school has a sign language interpreter because in third class there is
one deaf child.
And we can´t forget the cleaning staff, even though their work begins when classes end.
3. • Members of the English department:
The members that form of the English department in our school are:
Daponte Campos, Jairo.
Figueroa Fernández, Mª Alicia.
McGarry Arena, Sara.
Reigosa Galáns, Francisco.
4. 2. Initial diagnostic
This survey will be given to the parents of the children on the first day of class to know
about their health, their personality, their cultural atmosphere, their way of studying,
their free time and if they do any other studies or activities. They’re open questions:
parents can reply in whatever words they want.
Survey to the parents:
Dear parents,
We are the English teachers of the school Ría de Vigo. We are sending this survey to all
the parents to have more information about our students. By this, we want to improve
the attention we give and to know their likes and dislikes.
1º Has your child any important disease?
2º Does your child have any psychological problem?
3ª Does your child have any allergy?
4º Is your child shy?
5º How many hours does your child study a week?
6º How does your child go to the school? (Way of transport)
7º Does your child assist to extracurricular activities?
8º Where does your child live, in the city or in the rural?
9ª What´s your child’s favourite subject?
10º Do you and your family practice any religion?
5. 3. Activity to know our students in class
Title: Our big house
Description: For this activity, students will draw
their ideal room (bedroom or other), drawing in it
some elements that represent their personal likes
(for example, if they like football they can draw a
ball, if they like One Direction they can draw a
poster, etc). With all the drawings, the class will
make a house mural.
Justification: We think that this activity is appropriate for an urban context with
children from different nationalities, as it encourages each one to develop his/her
personality and finally to unite every picture as a community. We believe that it is ideal
for second class because it’s a simple activity in which they have to use some
vocabulary that they know and some that the teacher will help with.
Steps:
1. The teacher will encourage the students to say some things that you can like or
dislike, giving some example like a food or a film, so that the class makes a list
of items such as “favourite animal”. We make a list of “favourite things”
2. The teacher will explain what the students have to do: A pick whatever items
they want, B think a personal answer to each one (for example, “going to the
park” as an answer to “favourite hobby”) and C draw something that represents
this answer. The teacher will talk in english as much as possible. Students
choose some favourite things and draw them in our room.
3. Each student will follow these steps.
4. Each student will make a brief presentation of his/her room, following the
structure that the teacher will give: “In my room, there is ______ because
______”. The teacher will help out the students with the vocabulary that they
don’t know. Students present their room with the estructure “In my room,
there is ______ because ______”.
6. 5. Each students will stick his/her paper sheet on a big paper and then everyone
will decorate the paper to make it look like a house. We make a big house for
the class.
Resources: one teacher and some students, a black board, paper sheets, some material
to draw or paint (colored pencils, crayons, tempera, magazines to make collage…), blue
and a big roll of paper.
Timing: two sessions.
7. 5. Each students will stick his/her paper sheet on a big paper and then everyone
will decorate the paper to make it look like a house. We make a big house for
the class.
Resources: one teacher and some students, a black board, paper sheets, some material
to draw or paint (colored pencils, crayons, tempera, magazines to make collage…), blue
and a big roll of paper.
Timing: two sessions.