My students usually feel difficulty in adjusting to the changing learning demands of University studies. I have prepared this slideshow to deliver on orientation session.
Academic and ESL Expectations for New Students - Summer Term 2015Bodwell High School
All new students to Bodwell in the Summer Term were given a special workshop to help them understand the expectations of studying at Bodwell High School. This workshop is one in a series of six workshops. Students listened to important information and shared their ideas using English. Topics covered in this workshop included behaviour in the classroom, school rules, doing homework, using English, and how to improve the skills of reading, writing, speaking and listening.
EDUC 303
Assessment Assignment Grading Rubric
Bloom’s Taxonomy
Original
Revised
Remembering
The learner is able to recall, restate and remember learned information.RecognizingListingDescribingIdentifyingRetrievingNamingLocatingFinding
Can you recall information?
Remembering cont’ListMemorizeRelateShowLocateDistinguishGive exampleReproduceQuoteRepeatLabelRecallKnowGroupReadWriteOutline Choose Listen Group Recite Review Quote Record Match Select Underline Cite Sort
Recall or recognition of specific information
: Quiz Definition Fact Worksheet Test
Label List Workbook ReproductionVocabulary
Products Include
Classroom Roles for Remembering
Teacher rolesDirectsTellsShowsExaminesQuestionsEvaluates
Student rolesRespondsAbsorbsRemembersRecognizesMemorizesDefinesDescribesRetell
Remembering: Potential ActivitiesMake a story map showing the main events of the story.Make a time line of your typical day.Make a concept map of the topic.Write a list of keywords you know about….What characters were in the story?Make a chart showing…Make an acrostic poem about…Recite a poem you have learned...
Understanding
The learner grasps the meaning of information by interpreting and translating what has been learned.InterpretingExemplifyingSummarizingInferringParaphrasingClassifyingComparingExplaining
Can you explain ideas or concepts?
Understanding cont’RestateIdentifyDiscussRetellResearchAnnotateTranslateGive examplesParaphraseReorganizeAssociate
Describe Report Recognize Review Observe Outline Account for Interpret Give main
idea Estimate Define
Understanding of given information
Recitation Summary Collection Explanation Show and tell
Example Quiz List Label Outline
Products Include
Classroom Roles for Understanding
Teacher rolesDemonstratesListensQuestionsComparesContrastsExamines
Student rolesExplainsDescribesOutlinesRestatesTranslatesDemonstratesInterpretsActive participant
Understanding: Potential ActivitiesWrite in your own words…Cut out, or draw pictures to illustrate a particular event in the story.Report to the class…Illustrate what you think the main idea may have been.Make a cartoon strip showing the sequence of events in the story.Write and perform a play based on the story.Write a brief outline to explain this story to someone elseExplain why the character solved the problem in this particular wayWrite a summary report of the event.Prepare a flow chart to illustrate the sequence of events.Make a colouring book.Paraphrase this chapter in the book.Retell in your own words.Outline the main points.
Applying
The learner makes use of information in a context different from the one in which it was learned.
ImplementingCarrying outUsingExecuting
Can you use the information in another familiar situation?
Applying cont’TranslateManipulateExhibitIllustrateCalculateInterpretMakePracticeApplyOperateInterview Paint Change Compute Sequence Show Solve Collect Demonstrate ...
My students usually feel difficulty in adjusting to the changing learning demands of University studies. I have prepared this slideshow to deliver on orientation session.
Academic and ESL Expectations for New Students - Summer Term 2015Bodwell High School
All new students to Bodwell in the Summer Term were given a special workshop to help them understand the expectations of studying at Bodwell High School. This workshop is one in a series of six workshops. Students listened to important information and shared their ideas using English. Topics covered in this workshop included behaviour in the classroom, school rules, doing homework, using English, and how to improve the skills of reading, writing, speaking and listening.
EDUC 303
Assessment Assignment Grading Rubric
Bloom’s Taxonomy
Original
Revised
Remembering
The learner is able to recall, restate and remember learned information.RecognizingListingDescribingIdentifyingRetrievingNamingLocatingFinding
Can you recall information?
Remembering cont’ListMemorizeRelateShowLocateDistinguishGive exampleReproduceQuoteRepeatLabelRecallKnowGroupReadWriteOutline Choose Listen Group Recite Review Quote Record Match Select Underline Cite Sort
Recall or recognition of specific information
: Quiz Definition Fact Worksheet Test
Label List Workbook ReproductionVocabulary
Products Include
Classroom Roles for Remembering
Teacher rolesDirectsTellsShowsExaminesQuestionsEvaluates
Student rolesRespondsAbsorbsRemembersRecognizesMemorizesDefinesDescribesRetell
Remembering: Potential ActivitiesMake a story map showing the main events of the story.Make a time line of your typical day.Make a concept map of the topic.Write a list of keywords you know about….What characters were in the story?Make a chart showing…Make an acrostic poem about…Recite a poem you have learned...
Understanding
The learner grasps the meaning of information by interpreting and translating what has been learned.InterpretingExemplifyingSummarizingInferringParaphrasingClassifyingComparingExplaining
Can you explain ideas or concepts?
Understanding cont’RestateIdentifyDiscussRetellResearchAnnotateTranslateGive examplesParaphraseReorganizeAssociate
Describe Report Recognize Review Observe Outline Account for Interpret Give main
idea Estimate Define
Understanding of given information
Recitation Summary Collection Explanation Show and tell
Example Quiz List Label Outline
Products Include
Classroom Roles for Understanding
Teacher rolesDemonstratesListensQuestionsComparesContrastsExamines
Student rolesExplainsDescribesOutlinesRestatesTranslatesDemonstratesInterpretsActive participant
Understanding: Potential ActivitiesWrite in your own words…Cut out, or draw pictures to illustrate a particular event in the story.Report to the class…Illustrate what you think the main idea may have been.Make a cartoon strip showing the sequence of events in the story.Write and perform a play based on the story.Write a brief outline to explain this story to someone elseExplain why the character solved the problem in this particular wayWrite a summary report of the event.Prepare a flow chart to illustrate the sequence of events.Make a colouring book.Paraphrase this chapter in the book.Retell in your own words.Outline the main points.
Applying
The learner makes use of information in a context different from the one in which it was learned.
ImplementingCarrying outUsingExecuting
Can you use the information in another familiar situation?
Applying cont’TranslateManipulateExhibitIllustrateCalculateInterpretMakePracticeApplyOperateInterview Paint Change Compute Sequence Show Solve Collect Demonstrate ...
Bloom’s Taxonomy
Original
Revised
Remembering
The learner is able to recall, restate and remember learned information.RecognizingListingDescribingIdentifyingRetrievingNamingLocatingFinding
Can you recall information?
Remembering cont’ListMemorizeRelateShowLocateDistinguishGive exampleReproduceQuoteRepeatLabelRecallKnowGroupReadWriteOutline Choose Listen Group Recite Review Quote Record Match Select Underline Cite Sort
Recall or recognition of specific information
: Quiz Definition Fact Worksheet Test
Label List Workbook ReproductionVocabulary
Products Include
Classroom Roles for Remembering
Teacher rolesDirectsTellsShowsExaminesQuestionsEvaluates
Student rolesRespondsAbsorbsRemembersRecognizesMemorizesDefinesDescribesRetell
Remembering: Potential ActivitiesMake a story map showing the main events of the story.Make a time line of your typical day.Make a concept map of the topic.Write a list of keywords you know about….What characters were in the story?Make a chart showing…Make an acrostic poem about…Recite a poem you have learned...
Understanding
The learner grasps the meaning of information by interpreting and translating what has been learned.InterpretingExemplifyingSummarizingInferringParaphrasingClassifyingComparingExplaining
Can you explain ideas or concepts?
Understanding cont’RestateIdentifyDiscussRetellResearchAnnotateTranslateGive examplesParaphraseReorganizeAssociate
Describe Report Recognize Review Observe Outline Account for Interpret Give main
idea Estimate Define
Understanding of given information
Recitation Summary Collection Explanation Show and tell
Example Quiz List Label Outline
Products Include
Classroom Roles for Understanding
Teacher rolesDemonstratesListensQuestionsComparesContrastsExamines
Student rolesExplainsDescribesOutlinesRestatesTranslatesDemonstratesInterpretsActive participant
Understanding: Potential ActivitiesWrite in your own words…Cut out, or draw pictures to illustrate a particular event in the story.Report to the class…Illustrate what you think the main idea may have been.Make a cartoon strip showing the sequence of events in the story.Write and perform a play based on the story.Write a brief outline to explain this story to someone elseExplain why the character solved the problem in this particular wayWrite a summary report of the event.Prepare a flow chart to illustrate the sequence of events.Make a colouring book.Paraphrase this chapter in the book.Retell in your own words.Outline the main points.
Applying
The learner makes use of information in a context different from the one in which it was learned.
ImplementingCarrying outUsingExecuting
Can you use the information in another familiar situation?
Applying cont’TranslateManipulateExhibitIllustrateCalculateInterpretMakePracticeApplyOperateInterview Paint Change Compute Sequence Show Solve Collect Demonstrate Dramatize Construct Use Adapt Draw
Using strat ...
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.
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
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.
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
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.
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!
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.
1. Year 7 History
Reflection Sheet
TOPIC:
Medieval Japan and
England__________________________________
Ways of learning
Use the following symbols to indicate what you have done and how much you
enjoyed it.
Communicating Enjoyed Learning Enjoyed
Talking / Discussing Problem Solving:
e.g. working out how to do
something
Questioning / Answering Evaluating:
e.g. judging what works and what
needs improving.
Visual Researching & Investigating:
e.g. drawing diagrams / e.g. historical data and sources
creative response
Writing Listening:
e.g. Annotation, Evaluation, e.g. Teacher giving instructions so
Alalysis that you understand what to do.
Presentation Reading:
Explaining your ideas to the e.g. A worksheet or text book
class/group/partner
ICT Watching:
Use of computer e.g. Videos./ class mates
presentations
Making:
Posters, models, timelines,
storyboards
Complete your traffic light sheet before answering the next question
What area of this topic did you most enjoy? Why?
I enjoyed learning about the Samurai warriors and their armour
because it looks cool.
______________________________________________________
____________________________________________________
2. What area of this topic did you least enjoy? Why?
I least enjoyed the assessment because it was a real challenge and
I had lots of pressure.
______________________________________________________
____________________________________________________
What new skills have you learned to do? (Refer to traffic light sheet)
Overall I would rate this topic...... would rate a 4
1 2 3 4 5 (1 = Did not enjoy 5 = Enjoyed a lot)
Mark your targets with arrows to show how well you have
done!
Behaviour Organisation Homework Meeting Deadlines Listening
Use the chart and the targets above to help you decide on
your 2 targets for achievement !
1
______________________________________________
______________________________________________
2_____________________________________________
______________________________________________
______________________________________________
I am a level ___ because I did the following…(refer to KS3 levels)
1 ___________________________________________________
2 _____________________________________________
