Blackboard learning has evolved over time from simple chalkboards to incorporate new technologies like projectors, whiteboards, and online learning platforms. While technologies have changed, blackboard learning remains an effective visual teaching tool, especially for visual learners. New online platforms like Blackboard supplement traditional teaching methods by allowing remote and continued learning through virtual classrooms, discussions, and supplemental materials. Rather than replacing blackboard learning, technological advances have enhanced it to improve learning experiences.
Warm up, Time fillers, Ice breakers and moreHelio Alfaro
This document outlines the agenda and activities for a workshop on using dynamic activities in the classroom. The workshop includes icebreakers to help participants get to know each other, an activity to learn about each other without words, and a discussion of the benefits of dynamic activities for engaging students and addressing different learning styles. Participants will discuss reasons for using dynamic activities and get practice adapting them for their own lessons.
This document provides guidance and suggestions for English language teaching activities that can be used in classroom settings. It discusses the importance of engaging students and making them comfortable taking risks. A variety of activity types are described, including spelling/vocabulary games, listening exercises, communication activities, and writing prompts. Guidelines are provided for preparing students and managing group work. Specific activity examples involve word games like creating sentences from a list of words or coming up with as many words as possible from a long word. The document emphasizes creating a fun, interactive environment where students can practice using English without fear of making mistakes.
49 ways to make your esl speaking class awesomeJackie Bolen
This document provides 43 tips for making an ESL speaking class engaging and effective. Some key tips include changing speaking partners often, using role-plays, games, and activities to build confidence, focusing on both fluency and accuracy, incorporating listening and reading, giving feedback, and encouraging students through praise. The overall message is that speaking classes should be fun, interactive, and help students improve their English communication skills.
Sparkle is a warm up activity where students spell out words by saying each letter in turn. If a student misspells a letter, they must sit down. The activity continues with new words until only one student remains standing.
The Chief is an activity where one student is selected as the "chief" and must try to identify classmates touching their back with their eyes closed. It focuses on concentration and frustration tolerance.
Expressive Body has students act out animal movements without sounds to find their partner with the same animal written on a small paper. This encourages animation in class.
The document discusses strategies for teaching English to children. It recommends making lessons fun, using gestures and visuals, encouraging participation, and recycling language through games, songs and stories. Young children learn best through exposure rather than explicit instruction. The document also discusses adapting techniques for very young learners versus older children, developing multiple intelligences, and using activities like TPR, listening, drawing and role plays.
Hundreds of flashcard sets. Printable. Just click "Print" under the set. Also, send students there to play games. Get them all here -
http://eflclassroom.com/store/products/flashcards-galore/
Activities suggested for teaching English. Enjoy! Support our community at EFL Classroom 2.0 - where this came from.
- Flashcards are a useful tool for language learning that can be used with students of all ages. They allow teachers to combine the visual and written form of words or sentences. Flashcards also help students memorize vocabulary through repetition.
- There are many different activities teachers can use with flashcards, including memory games, drilling activities, identification activities, and production activities to reinforce learning. Flashcards are inexpensive, portable, and durable.
- While flashcards have limitations for teaching abstract concepts, teachers should take advantage of various materials like flashcards to develop students' cognitive, emotional, linguistic and social skills through engaging activities.
This document discusses various warm-up activities and lead-in activities that can be used in the classroom:
1. Warm-up activities are used to energize or calm students and prepare them for learning. Some examples provided include the 5 minute interview, questioning games, and movement activities.
2. Lead-in activities are used to introduce new vocabulary or concepts. Suggestions involve using word clouds, matching words and photos, and brainstorming ideas in groups.
3. When resources are limited, alternative minimal resource activities can engage students through games involving vocabulary, speaking, and creative tasks.
4. Using games in the classroom is beneficial as they make learning enjoyable and provide authentic contexts for
CASPAR: A teach language to kids toolkitJames Savery
This document presents CASPAR, an acronym for a teaching method focused on language acquisition for children. It consists of six steps: C for Create, A for Achieve, S for Say, P for Personalise, A for Act, and R for React. Each step is described in 1-3 sentences with examples of classroom activities that teachers can use to implement each part of the method. The document provides guidance to help make language lessons engaging and participatory for students.
The document appears to be an excerpt from an English language learning book that uses pictures to teach basic grammar and vocabulary. It presents several pages from the book that show pictures with simple sentences below to demonstrate the use of pronouns like "I", "you", "it", "they", and verbs of being like "is" and "are". The pages build upon each other to systematically introduce new words and concepts through visual association.
This document provides guidance on using pictures to teach English. It discusses how pictures engage students, provide context, and appeal to different learning styles. The document then provides many ideas for classroom activities using pictures, such as describing portraits, writing stories from pictures, guessing feelings, practicing grammar structures, and more. Teachers are encouraged to collect pictures from magazines and have students bring their own to build a set of materials.
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This document discusses differentiated instruction and provides guidance for implementing it in the classroom. It defines differentiated instruction as a teaching approach that recognizes students learn in different ways and at different paces. The document outlines key principles of differentiated instruction, such as flexible grouping, ongoing assessment, and tailoring instruction to students' readiness levels, interests, and learning profiles. Examples are provided of how teachers can differentiate content, process, and products to meet varied student needs.
Learning disabilities are neurological disorders that affect how individuals process information. They can impact areas like reading, writing, math, organization, motor skills, and social skills. Common learning disabilities include dyslexia, dyscalculia, dysgraphia, visual processing disorders, and non-verbal learning disabilities. While learning disabilities cannot be cured, they can be managed through accommodations and specialized instruction tailored to each individual's needs.
The document discusses didactic materials which are resources used by teachers to make learning more meaningful. It provides examples of didactic materials like flashcards, posters, and real-world objects. The purposes of didactic materials are to develop student abilities, improve attitudes, promote imagination and self-knowledge, and motivate learning. Effective didactic materials should be tailored to student needs and linked to clear learning objectives. The document also reflects on using materials like the blackboard and coursebooks in classroom activities and the importance of adapting materials for different student skills and backgrounds.
The document discusses using flashcards, realia, cue cards, visuals and pictures in English language teaching. It provides examples of activities using each tool, such as using flashcards for recall and memory games, bringing real objects to teach vocabulary, using cue cards and jenga for a speaking activity, and creating a board game with visuals to practice prepositions. Posters created by student teams taught about using pictures to motivate different learning styles.
This document provides information about different learning styles and assessments to determine a learner's preferred style. It includes a 24-item learning style inventory where learners check boxes to indicate if statements apply to them often, sometimes, or seldom. Scoring is used to determine preferences for visual, auditory or tactile learning. Characteristics of each style are described. The document provides hints for visual, auditory and kinesthetic learners on how to best process and retain information according to their style.
This document outlines the schedule and content for a short course on inclusive practices in the classroom. The course will explore techniques and strategies to increase engagement and motivation for all learners by incorporating aspects of multisensory learning. Topics covered include exploring teacher and learner differences, putting oneself in the shoes of learners, strategies for inclusive classrooms, engaging learners through lead-ins, processing phonology in first and second languages, teaching outside traditional methods, and getting students to speak. Activities incorporate metacognitive reflection, personalization, and holistic and multisensory approaches.
Power Point presentation on Flash cards for Classroom technologyaae8907
Flash cards are an effective and low-tech tool for teaching in classrooms and at home. They appeal to both visual and auditory learning styles. Flash cards can be used for many subjects like math, science, languages, and more. They are portable, inexpensive, and can enhance learning for both visual and auditory learners by providing pictures and words. The document provides tips on how to design and deliver an effective presentation on using flash cards for teaching.
Real objects, manipulatives, and hands-on materials can provide engaging learning experiences for students. They help students move beyond merely verbal learning to apply concepts in a real-world context. Models, mock-ups, and other representations also stimulate inquiry while safely representing complex systems. Printed materials remain a foundation for instruction but must be integrated thoughtfully to support all learners.
This document provides guidance for using puppets in primary classrooms. It discusses why puppets are effective teaching tools, including that they introduce another fluent English speaker and help create a genuine information gap. It also describes inexpensive puppets students can make themselves from materials like plastic plates or cardboard tubes. Further, it outlines a process for gradually introducing students to using puppets, from private work to public performances. Finally, it provides examples of classroom activities using puppets, such as having students bring puppet props for a hungry puppet or acting out a story using tube puppets.
This document discusses dictionaries and their use for language learning. It provides an overview of different types of dictionaries, including bilingual, monolingual, learner, picture, and multimedia dictionaries. It explains that both bilingual and learner dictionaries have benefits and recommends a balanced approach where students transition from bilingual to learner dictionaries as their language skills develop. The document also provides guidance on teaching dictionary skills to students, encouraging effective dictionary use, and getting students to guess meanings before looking words up.
The document summarizes a research project that investigated how using puppets in primary science lessons impacted student and teacher discourse. 16 teachers were observed teaching typical science lessons and lessons where they used puppets. Lessons using puppets showed increases in student reasoning talk and decreases in teacher provision of information. Teachers also reported changing their practice, such as including more opportunities for student discussion. The researchers concluded that puppets can promote more dialogic teaching styles and positive changes in teacher beliefs and practices around classroom talk.
The document outlines various classroom rules and procedures that students are expected to follow. It details expectations for arriving to class on time, keeping notebooks organized, participating appropriately in class, and handling assignments. Students must speak English in class, use blue or black ink, and tuck in shirts. They should be prepared, attentive during announcements, raise hands to participate, and help tidy up at the end of class. The rules establish an orderly and respectful learning environment.
Teachers have been using puppets in primary school science lessons to encourage more productive talking among students. Puppets stimulate discussion as students are motivated to explain their ideas to the puppets. In one lesson, puppets Liam and Ruby disagreed about how streamline shape affects a penguin's movement in water, prompting students to discuss which idea was right. Puppets have helped shy students talk more and given teachers more insight into students' understanding. The project found puppets most effective when teachers developed distinct puppet personalities and identities for students to engage with.
1. The document is the first chapter of a memoir that describes the author Julia Alvarez's experience immigrating to the United States from the Dominican Republic as a child and growing up between two cultures and languages.
2. As a child, Alvarez and her family faced discrimination for speaking Spanish in public. Over time, she and her sisters became more comfortable speaking English to gain independence from their parents and culture of origin.
3. As a teenager, Alvarez struggles with her identity during visits to the Dominican Republic, where she is more comfortable speaking English than Spanish and feels distanced from her family's culture and expectations.
Sparta conquered Messenia in 725 BC and established itself as a military state by 650 BC, while Athens enacted Draco's legal code in 621 BC. Athens enacted democratic reforms in the 500s BC and dominated the Delian League in the 470s BC, during a time when the Persian Wars occurred in the 400s BC. Most importantly, Athens developed democracy which influenced other democracies.
El documento describe estrategias para desarrollar la competencia de escribir anécdotas en inglés de forma sencilla. Señala que la enseñanza tradicional del vocabulario es ineficaz y los maestros deben usar métodos actualizados. Incluye actividades para identificar, practicar con guía y producir una anécdota entretenida usando vocabulario y estructuras básicas, construyendo sobre conocimientos previos.
This document discusses different approaches and techniques for teaching language concepts. It compares the deductive approach, where grammar rules are explained first before practice, to the inductive approach, where examples are used first to induce the rules. It also describes techniques for explaining meaning such as using pictures, gestures, timelines and diagrams. Finally, it emphasizes the importance of practice for moving learning from short-term to long-term memory.
This document discusses different types of dictionaries and their appropriate uses for language learners. It begins by explaining that dictionaries are an important learning tool but many teachers do not teach students how to use them effectively. It then describes bilingual dictionaries, monolingual dictionaries for native speakers, learner dictionaries designed for language learners, picture dictionaries, and production dictionaries. While bilingual dictionaries can provide quick translations, learner dictionaries are better for developing independent English skills when students are ready. Both have roles to play and teachers should guide students on the appropriate uses of each.
The document discusses various teaching materials that can be used in English language classrooms, including their uses and advantages. It covers blackboards, flashcards, wall charts, newspapers, tapes/recorders, videos, computers, overhead projectors, dictionaries, songs, rhymes, and games. The materials provide visual/audio aids, engage students, develop skills, and make lessons more interesting. Preparation and effective use of the materials is also addressed.
The document outlines various controlled, guided, and free writing activities for developing writing skills in young English language learners. Controlled activities include straight copying, matching, organizing and copying, delayed copying, copying from a book, and dictation. Guided activities involve fill-in exercises and writing letters, cards, and invitations with some support. Free writing involves pre-writing activities to generate ideas and language followed by various types of free composition such as dialogues, descriptions, letters, and stories with teacher feedback focused on content over accuracy. The document emphasizes making writing enjoyable and gradually increasing student independence.
The Four Learning Styles
The following information goes into detail about the VARK learning styles, how to recognize these styles in learners and how to integrate the style into classwork. It is good to remember that not all learners fit exactly into one category. There is often overlap in learner preference when it comes to style, especially across subject matter and activity.
1. Visual Learning
Recognizing visual learners: The visual learners in your classroom like to see and observe the things that they are learning about. Visual learners like to use pictures, diagrams and written directions to access information. This learning style has also been known as “spatial.” The students who are visual or spatial learners might draw, make lists or take notes in order to interact with and process information.
Supporting visual learners: Some of the more traditional styles of teaching support visual learners, such as whiteboards or projecting information onto a screen. Assignments could ask learners to make pictures or diagrams. In addition, providing class notes or handouts that students can follow along with are a great way to integrate visual learning into your curriculum. Visual learners may have a tough time with lectures and could need more time to process information that they hear auditorily.
2. Auditory Learning
Recognizing auditory learners: The auditory learners in your class learn best by listening and relating information to sound. These are students who prefer listening to a lecture or a recording rather than taking written notes. They may also be students who think out loud and speak through a concept in order to dive into it. Your auditory learners are most likely your most vocal students in class. They may also be the ones who read out loud to themselves. Auditory learners often repeat what a teacher has said to process what the directions are.
Supporting auditory learners: Including a lot of time for discussion can support the auditory learners in your classroom. They want to hear what others have to say and share their own ideas in order to learn and process information. When you are giving a lecture, ask auditory learners to repeat what they have learned back to you. Call and response or question-and-answer processes can also benefit auditory learners. In addition, auditory learners appreciate watching videos about a topic and listening to audiobooks or recordings.
3. Reading/Writing Learning
Recognizing reading/writing learners: This learning style is often confused with visual learning because reading/writing learners like to learn using the written word. This may seem like visual learning, but reading/writing preference learners can be discerned as those who express themselves through writing. They also enjoy reading articles and writing in diaries or journals. Your reading/writing learners may be experts with search engines and even old-school encyclopedias. They hunger for knowledge that they gather through reading.
This document contains resources and guidelines for various roles involved in the LINGUAVENTURAS ESL Project from SED. It outlines the functions of cooperantes (teachers), shared functions for organizing resources and student data, and functions of support teachers. It provides guidance on lesson planning, assessment, methodology, and improving language proficiency. Other sections discuss suitable classroom tasks for different age groups, methods for presenting vocabulary, and tips for giving clear instructions and providing feedback to teachers to improve their practice.
The document discusses effective techniques for using traditional classroom tools like chalkboards and overhead projectors. It provides tips for clear writing on chalkboards such as writing legibly from left to right, using color to highlight key points, and not overcrowding information. For overhead projectors, it recommends using pointers to draw attention to details, controlling information disclosure, and placing the projector for optimal viewing. The goal is to learn from experienced teachers' practices to make best use of available educational technologies.
Using arts and crafts in the classroom can enrich language learning for students of different ages and levels. Arts activities allow students to incorporate other skills like drama, geography, and computers while promoting teamwork and class cohesion. They appeal to kinesthetic and visual learners. Considerations for successful arts and crafts projects include showing students the end goal, preparing needed vocabulary, and having follow up tasks. Proper preparation and clarity of language objectives can make arts activities fun and effective for language learning.
This document provides tips for teachers to avoid dominating classroom discussions and instead encourage student participation. It recommends techniques like having students solve problems independently, using visual aids like flashcards and videos, and asking open-ended questions to elicit answers from students rather than simply providing information. The document emphasizes reducing "teacher talking time" to give students more opportunities to practice and demonstrate their understanding.
The document discusses different types of demonstration boards that can be used in a classroom setting. It describes chalkboards as the original and most common type of board, made of slate and now often green. It notes advantages like allowing students to display their understanding and aiding discussions, but also disadvantages like not being able to save material. Other boards discussed include bulletin boards for displaying material cooperatively planned by teachers and students, multi-purpose boards for announcements, and specialized boards like cloth boards, peg boards, and flip charts.
The document provides recommendations for improving the curriculum for students with learning disabilities at the Akanksha Centre in India. It identifies common signs of learning disabilities at different grade levels. It recommends solutions like teaching students with disabilities separately or using varied teaching methods involving stories, pictures and hands-on activities. It also provides specific recommendations for teaching English and math, such as using songs to teach grammar, role-playing in English class, and playing math games. The goal is to help students with special needs learn more effectively and cope better with their studies.
The document discusses different teaching materials that can be used to enrich English classes and help students learn more effectively. It describes the use of whiteboards for displaying diagrams, tables, and notes; real objects to present vocabulary and structures; flashcards that can be reusable; magazine pictures that can be categorized; and wall charts for displaying permanent information. The materials add reality and stimulation to the classroom and are especially useful for teaching children.
The document provides tips for teachers on how to help students who stutter in the classroom. It recommends: (1) not telling students to slow down or relax, (2) not completing words for them or talking for them, and (3) helping all students learn to take turns talking and listening to reduce interruptions. It also advises teachers to (4) expect the same quality and quantity of work regardless of whether a student stutters, and (5) speak to students in an unhurried way, pausing frequently.
The document discusses using open-ended tools like spreadsheets in teaching and learning. It provides examples of how spreadsheets can be used for language learning activities like creating vocabulary lists, tandem exercises where students fill in blanks, and games like Scrabble. The document also discusses different spreadsheet software that can be used like Google Sheets, Microsoft Excel, and LibreOffice Calc. Overall, the document promotes using open-ended digital tools like spreadsheets to enrich learning and make it more engaging and enjoyable for students.
This document provides strategies for supporting English language learners in various classroom contexts. It begins by recommending seating ELL students next to sympathetic peers who speak their first language and providing visual supports. It also emphasizes speaking clearly, using students' names, and incorporating group work and first language use. Subsequent sections provide reading, writing, speaking and listening, and summarizing strategies. Key recommendations include activating prior knowledge, using visuals and hands-on activities, explicitly teaching genres and vocabulary, incorporating partner and small group work, and focusing on meaning over accuracy.
This document lists and describes 10 low-cost teaching tools: scissors, timers, a call bell, pizza box lids, dice, colored markers, sticky putty, modeling clay, playing cards, and Javvy. These tools can be used in various ways to manage the classroom, engage students in fun activities with little preparation, and promote student creativity. All of the tools are affordable options for supporting student learning.
This document lists and describes 10 low-cost teaching tools: scissors, timers, a call bell, pizza box lids, dice, colored markers, sticky putty, modeling clay, playing cards, and Javvy. These tools can be used in various ways to manage the classroom, engage students in fun activities with little preparation, and promote student creativity. All of the tools are affordable options for supporting student learning.
The document provides guidance on establishing and managing effective literacy centers in the classroom, including planning activities aligned with curriculum, modeling procedures, and ensuring students stay focused through structured routines, clear expectations, and engaging independent or small group work that practices literacy skills. Effective centers require advance preparation of organized materials and activities, as well as strong classroom management to keep students on task.
The document provides tips and strategies for effective literacy teaching organized by letter, including assessing students, being explicit in lessons, using class blogs, guided reading, independent reading, handwriting practice, oral language activities, questioning techniques, comprehension exercises, visual literacy, spelling programs, and using technology in literacy instruction. Many websites and resources are also recommended throughout for teachers to utilize. The author also provides her contact information and blog links at the end.
The document compares and contrasts three common classroom materials: the blackboard, overhead projector, and textbook.
The blackboard is a fixed classroom resource that can be used to display relevant information in an organized manner for students. An overhead projector allows teachers to project transparencies with images, text, or student work for all students to see. A textbook provides structure for lessons with topics, texts, and activities but should be adapted as needed by the teacher rather than used strictly as written.
Improve students ability to speak English effectivelyJean-Yves Raulic
This document provides guidance for improving students' English speaking abilities. It recommends throwing out coursebooks and focusing instead on pronunciation exercises, teaching vocabulary through pictures and examples, reinforcing prior knowledge, and using task-based activities over grammar drills. Grammar should be taught in context to help students think in English. The goal is to develop students' communication skills through regular practice speaking and working with others.
Unit 26. Selection and Use of Teaching Aids.pdfCsarCrdenas17
Teaching aids are resources and equipment that teachers can use in the classroom to enhance learning, including interactive whiteboards, computers, projectors, visual aids, real objects, and the teacher themselves. When selecting teaching aids, teachers should think about the lesson aims and choose aids that best support achieving the objectives. Some common teaching aids discussed in the document are whiteboards, overhead projectors, videos, flashcards, puppets, and charts, each of which have specific purposes like engaging students, presenting information, practicing language skills, and illustrating vocabulary. Proper preparation and understanding how to best utilize different aids is important to effectively support lessons.
1. The document is a study guide for a chapter on democracy and Greece's Golden Age. It provides students with terms to match with sentences about important figures, events, and concepts from ancient Greek history and philosophy.
2. Students are asked to match words like direct democracy, Pericles, Parthenon, and Plato with sentences describing Greek philosophers, plays, government systems, and historical events like the Peloponnesian War.
3. The study guide aims to help students identify the key people, places, ideas, and time periods that defined ancient Greek civilization during its Golden Age.
Classical Greece developed between 2000 BC and 300 BC. During this period, (1) a new form of democracy emerged in Athens where citizens exercised power, (2) Alexander the Great spread Greek culture throughout Asia blending Greek, Egyptian, and Asian influences into Hellenistic culture, and (3) Athens and later Macedonia built empires controlling large regions through military dominance.
This document contains notes from a fourth period class. It lists spelling words, parts of speech examples like direct object and adverb, vocabulary from archaeology and castles to study, subject-verb agreement practice sentences, and sample sentences using relative pronouns like who and that.
This document provides vocabulary definitions and assessment questions related to Chapter 5 Section 3 on democracy and Greece's Golden Age. It defines key terms like direct democracy, classical art, tragedy, comedy, and philosophers. It also summarizes details about important figures like Socrates, Plato, and Aristotle. The assessment questions probe topics such as Pericles' strengthening of Athenian democracy, battle strategies in the Peloponnesian War, and debates over whether Pericles' rule was a golden age.
The document defines key terms related to ancient Greek city-states such as polis, acropolis, monarchy, aristocracy, oligarchy, tyrant, democracy, and helot. It also defines military terms like phalanx that describe the side-by-side fighting formation of Greek foot soldiers. Additionally, it mentions the Persian Wars that occurred in the 5th century BC where Greek city-states battled the Persian Empire.
The document describes a story called "The Sacred Well" by Judy Donnelly. It discusses a man named Edward who reads that the Mayans used to throw treasures and young girls into a sacred well to please the rain god. Edward takes deep sea diving lessons and uses a dredge to search the well. He finds treasures, human skeletons, and other artifacts, proving the ancient story about the well was true.
This document provides information on irregular verbs, idioms, and examples of varying sentence structure techniques. It also discusses correcting fragments, run-on sentences, and includes a spelling list.
This document contains definitions for various terms including: a chimney, hero, studio, occupation, excellence, ski, loaf of bread, cupful, knife, public transportation vehicle, stereo sound, tornado, stitch, and thief.
The document summarizes key events in the histories of Sparta and Athens between 725 BC and the 400s BC. Sparta conquered Messenia in 725 BC and established a strict military system by 650 BC. Both city-states played major roles in the Persian Wars in the 400s BC. Athens enacted democratic reforms in the 500s BC, established its democracy, and dominated the Delian League from the 470s BC onwards. The development of democracy in Athens influenced other democracies.
This document discusses the benefits of incorporating music in the classroom. It explores topics like the Mozart Effect, which found that listening to Mozart's music can temporarily boost spatial reasoning. Music is also shown to help with classroom management by keeping students engaged and reducing disruptions. A study found that playing calming background music in a classroom decreased behavior problems in students with emotional/behavioral difficulties. The document argues that music should be used more in classrooms as it can aid learning and academic achievement in many ways.
This document outlines the weekly language arts homework assignments for a 7th grade fourth period class from February 13 to March 22. It includes assignments to read short stories and complete vocabulary and comprehension questions on Mondays, work on writing exercises from the Writing Coach textbook on Tuesdays and Wednesdays, write sentences and drawings for vocabulary words on Thursdays, and write stories incorporating irregular verbs and vocabulary words on Fridays.
This document provides an overview of classical Greek history and culture from 2000 BC to 300 BC. It covers the rise of the Mycenaean civilization and its decline after being overtaken by the Dorians. It then discusses the development of Greek city-states and different forms of government. Key events included the Persian Wars and Athens' growth of democracy under Pericles. The document also outlines Greece's Golden Age of art, architecture and philosophy under Pericles, as well as the Peloponnesian War and Alexander the Great's conquests which spread Hellenistic culture throughout the Mediterranean world.
The document discusses the early history of Greece, including the Minoans and Mycenaeans. It then explains that when the Dorians invaded Greece around 1200 BCE, they did not write things down like previous groups. As a result, Greece fell into a dark age after the Dorians took over and stopped keeping written records.
This document discusses the advantages of using flashcards for learning activities. Flashcards can be double-sided, allowing information to be presented on one side and the answer or related information on the other side. The document provides instructions for creating flashcards, including determining what type of information to include, writing one part of the information on one side, and the corresponding answer on the other side.
Realia are physical objects from the target culture that can be used as teaching instruments to make a connection between language and objects from everyday life in the English speaking world. Examples of realia include everyday objects like staplers that can be used to teach grammar concepts like relative clauses.
This document discusses different types of charts that can be used for presentations, including pinboard charts where word strips rest on pins stuck in a board, sentence holder charts where word strips rest in cardboard pockets fastened to a board, folded word charts where word strips are folded and opened during a presentation, and strip charts where paper strips are used to reveal points.
Magazines and newspapers can be useful teaching tools in the classroom. Magazines allow teachers to introduce topics and set lesson plans in an engaging way for students by featuring topics that interest them. Newspapers similarly keep students informed on current events and provide opportunities for discussion and debates. Both magazines and newspapers can aid students in learning how to properly write research papers through analyzing well-written articles.
This document provides tips for effectively using charts, posters, and flip charts to present information. Some key points include:
- Charts and posters can be used to attract attention, develop ideas, present information to groups, and highlight key points. Effective designs use large, legible lettering and emphasize important words.
- When making a flip chart, first create a miniature outline and organize content across multiple pages with a title, subject definition, explanation, and summary.
- Other chart types include pinboard, sentence holder, and word strips. Proper letter sizing is important for visibility from a distance.
- When creating posters, use attractive yet simple lettering and block letters in a contrast
The document discusses quadratic functions and their key properties. It defines a quadratic function as a polynomial function of second degree whose graph is a parabola. The standard form of a quadratic function is given as f(x) = ax^2 + bx + c, where a, b, and c are constants and a cannot equal 0. It also discusses the vertex form of a quadratic function and how to find the vertex, x-intercepts, y-intercept, equation of the symmetry axis, and sketch the graph of example quadratic functions.
This document provides a spelling lesson for seventh grade students. It includes 20 vocabulary words with definitions. The homework assignment asks students to write 5 times each vocabulary word, answer questions from a writing coach book, write a sentence or draw an illustration for each word, and write a story using 10 of the words with an illustration.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
The Value of Time ~ A Story to Ponder On (Eng. & Chi.).pptxOH TEIK BIN
A PowerPoint presentation on the importance of time management based on a meaningful story to ponder on. The texts are in English and Chinese.
For the Video (texts in English and Chinese) with audio narration and explanation in English, please check out the Link:
https://www.youtube.com/watch?v=lUtjLnxEBKo
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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1. BOARD
BOARD BASICS
We have come a long way from the individual chalk slates held by individual students in a
one-room school house with dirt floors, a choking pot-bellied stove, curtain-less windows,
and one person knowledgeable enough to teach manifold subject range to a class of all ages
packed into one room.
Blackboard learning was one of the first tools (after hundreds of years of sticks in the dirt
learning, etc.) that had a particular educational appeal. That is, blackboard learning was and
is still effective as a visual aid for visual learners, those in the largest learning style group
of all.
When using traditional boards keep in mind the following board basics.
• Your students should have a clear, uninterrupted view of the board. Be careful that
you don't block learners sitting at the sides of the room. When you write something
on the board move away quickly so that students can see what you have written.
• Especially with classes of Young Learners you need to develop the ability to write
on the board with eyes in the back of your head. Don't turn your back on the class
for too long. Good teachers have the ability to write on the board while still keeping
a sharp eye on their students!
• Write clearly on the board and make sure that you have written words/text big
enough for everyone to see from the back of the class. With chalk and blackboard
make sure that you wash the board often so that the writing stays clear. With a
whiteboard make sure that the pen you are using is in a colour that everyone can
read - black or blue are best.
• Practice writing in straight lines across the board, particularly if you have students
who are not used to Roman script. In some languages letters may look slightly
different or handwriting styles may be different. Point out the differences to your
students and make sure they can read clearly what you have written.
• Check what you write as you write. Many students have visual memories so we
must be careful about accuracy of spelling and grammar, especially if we intend
students to copy it down in their notebooks to learn.
• Check with your students that they are ready for you to clean the board. If you are
waiting for some students to finish copying or doing an exercise don't leave the
others twiddling their thumbs. Ask them to make a personalized example or start the
warm-up for the next exercise orally.
2. Organizing your board
If your board is messy and untidy then what your students write in their notebooks will be
messy too.
• It is a good idea to divide your board into sections. Have one part for use during the
lesson which can be cleaned off and re-used. Use another part for important
information which can stay there for the whole lesson. For example, you could write
up a list of the basic aims/activities for the lesson so that your students know what is
coming. Tick items off as they are achieved during the class. At the end you can
review the lesson aims for students to evaluate what they have learnt.
• For older learners you could write up other important information - key grammar
points or vocabulary needed for the lesson, or test dates etc. With Very Young
Learners it is better to write this kind of information at the top of the board. Leave
the lower part empty for you and the students to write on. Remember they probably
won't be able to reach the top half of the board.
What we can do with the board
We can use the board in many ways in the classroom, not just for writing up new
vocabulary. You can use your board for giving instructions, reinforcing oral instructions.
For example, just writing up the page number and the exercise on the board in a large class
saves a lot of repetition! When doing group work or project work use the board to organise
your class - write up a list of who is doing what in each group.
• You can write up messages, exercises, short texts or items for correction from oral
activities. Colored chalks or pens are very useful for writing up dialogue parts.
• Use your board to provide records of new words, structures, how a word is used. Or
brainstorm new vocabulary with the class in a spidergram. With more advanced
classes you can provide a record of a class discussion, or give help with planning for
writing e.g. for exam tasks.
Displaying
You can use the large surface of your board to display all sorts of items - posters, pictures
and flashcards. Use large pictures for class oral work but have students come out to the
board to point to or talk about various items. Magazine pictures can be used for a variety of
oral activities. Flashcards can be used for many games apart from simple matching
activities.
• Try to encourage students to come out to the board to choose, select, order or
describe pictures. All of these will make your classroom more interactive and avoid
too much teacher talking time.
3. • You can display other items such as authentic materials - e.g. maps, adverts, photos,
as well as learners' own work. Remember that you don't have to stick to the board.
• You could display items around the room, particularly if they are not large enough
for the whole class to see at the front. Ask your students to move around and look at
the materials.
Playing games
We can play many different games using just the board. Teachers need a repertoire of board
games as warmers, fillers or lesson-ending activities which require no preparation.
• Apart from the traditional games of hangman, and noughts and crosses (answering
questions for O or X) you can play many others.
• ‘Pictogram' can be played with all levels (Draw a picture and guess the word). With
younger learners spelling races are very popular.
• Word games are an excellent way of settling classes and revising vocabulary. Use
anagrams or jumbled sentences or for Very Young Learners words with missing
vowels.
Using visuals
You don't have to be a genius at drawing to use pictures and drawings with your students.
In fact, the worse the drawings are .. the more fun! Try to master basic stick men and faces
with expressions, especially if your students are young learners.
• Drawing pictures is an essential skill for explaining texts and stories to our students.
Practise story-telling with basic pictures on the board. Remember you can ask your
students out to the board to draw too - this is a fun activity at whatever level. You
can create picture stories with your students and use these for further oral or written
work.
• Other visuals which are useful to draw are large-scale pictures such as maps, a plan
of a town, a plan of a house/school/new building etc. These could be used with stick
on cut outs to provide a wealth of language practice.
Final tips
Try to make your board as interactive as possible.
• Ask students to come out to draw, write, present or even work. You could allow one
group to work at the board when doing a group task.
• Use your board as support for your voice - to give instructions, examples and
feedback.
4. • You can use board activities as an aid to discipline - settle a noisy class for example
by giving a quick copying exercise or word game. Write a child's name up on the
board if they are talking too much instead of just telling them off.
• Your board is an organizational tool too. Use it as a memory store for things to do
or keep you on track with a lesson. Remember the more organized you are on your
board, the more organized your students will be too.
BOARD EVOLUTION
With visual learning styles outnumbering verbal, kinesthetic, sensing, intuitive, and other
less frequently extant styles, blackboard learning has been augmented by educators using
slide shows, reel-to-real films projected onto pull-down screens, DVD materials, and
computer hardware and software presentation tools.
Blackboard learning went through a revolutionary (or evolutionary) change when
whiteboards with erasable markers and easels, presentation pads, and markers were thought
to enhance the learning experience. But the internet changed traditional blackboard learning
for good.
Without eliminating it as a tool that continues to be effective for a majority of learners, the
net capabilities and resources spawned a new kind of learning tool--distance learning.
Actually these facilities have not really created a new tool (as distance learning has existed
for hundreds of years) and they have not replaced effective learning/teaching strategies.
These technological advances have enhanced and supplemented and made more available
and accessible blackboard learning. In fact, one online system is called the Blackboard
Learning System--one which allows learners to study in a virtual classroom, watching the
classroom lectures and sessions by closed-circuit and other media online; which enables
continued learning by chat, email, and forum discussion with peers and tutors; which
administers and requires online testing; and which provides supplemental materials such as
Quicktime movies, downloadable video-recorded lectures, and numerous interactive
software systems. Blackboard learning isn't going anywhere. It is instead going through
exponentially enhanced phases that enhance the learning experience for all.
Source:
http://www.teachingenglish.org.uk/think/articles/using-board
http://agonist.org/LearningCenter/education/traditionalblackboardlearningtotheumpteenthpower.ht
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