A pupil volunteers to teach part of the lesson to their peers. This provides an opportunity for the pupil to consolidate and demonstrate their understanding, while also engaging their classmates. It encourages active participation from learners and helps evaluate how well the key ideas have been understood.
ITBE Conference 2017 ESL Conversation ClubHelen Stewart
Slides for the 2017 ITBE Conference Presentation: "The Art of the ESL Conversation". Naperville, Illinois, Saturday, February 25th. Speakers: Helen Stewart (Schaumburg Township District Library) and Julie Frost (District 211 Adult Education). The Illinois TESOL-BE is a professional, nonprofit organization which supports research and instruction in the teaching of standard English to speakers of other language or dialect and in bilingual education.
The document provides a list of over 50 different plenary activity ideas that teachers can use at the end of a lesson to review and assess what students have learned. The activities range from questions and answers, to games like Pictionary and Taboo, to creative exercises like writing poems, stories or comics. The plenaries are designed to be engaging ways for students to demonstrate their understanding of the lesson content.
Kate provided a model lesson on the short story "An Island Like You" in three parts:
1) Students partner read and took notes on the story. They asked each other questions about the text.
2) Students analyzed quotes from the story and created a visual representation of the grandmother character, Abuela.
3) Students took on advocacy roles to write paragraphs justifying either Abuela or the granddaughter's perspectives based on evidence from the text.
The lesson modeled active reading strategies, visual learning, and perspective-taking to analyze a literary work. Student engagement and interaction were key aspects of the lesson.
This lesson plan is for an English Grade 9 class on determining the relevance of ideas presented in materials viewed. Students will view video clips about kindness and resiliency. They will determine if the ideas in the videos are relevant to the topics by considering questions like whether the materials have organization, central themes, and narrative structure. Students will then analyze another video about teens helping each other and answer questions to evaluate its relevance. Finally, they will write a short reflection connecting the lessons to their own lives and commitments.
49 Things to Do to Get a University Job in South KoreaJackie Bolen
This presentation outlines 49 tips for getting a university job in South Korea. Some key tips include meeting the basic requirements like having a visa, looking professional, being in Korea for interviews, networking through organizations like KOTESOL, getting advice on your resume from current university teachers, preparing reference letters and proof of prior employment, and following up on applications. The presentation emphasizes treating the job search like a full-time job, networking, preparing for interviews, and understanding Korean culture and expectations.
By Sharon Bowman. How to teach content so that listeners can learn, remember, and use the information you present. For teachers, trainers, and presenters.
This document provides guidance on how to effectively design and deliver training content using the 4Cs model. It explains that content should be divided into "need-to-know" concepts that are crucial for meeting learning objectives, and "nice-to-know" extra information. Trainers are advised to chunk content into 10-20 minute lecture segments separated by 1-minute active reviews, and have learners take graphic organizer notes during lectures. The goal is to keep learners focused and engaged with the essential content.
Differentiation Activities in the Chinese language classroomShaz Lawrence
This document summarizes a presentation about differentiated instruction in the Chinese language classroom. It discusses how differentiation allows teachers to meet the varied needs of students by adjusting content, process, and product based on student readiness, interests, and learning profiles. Examples are given of how to tier activities, use learning contracts, and give students choices in how they demonstrate their learning. The goal of differentiation is success for all students.
This document provides guidance on using a "4 Cs map" to design effective instruction. The 4 Cs map divides instruction into four sections: Connections, Concepts, Concrete Practice, and Conclusions. The map is meant to be used as a visual guide during teaching. Several example activities are provided that can be used within each section of the map. Trainers are encouraged to fill in their map with content and details, use it as a guide during instruction, and gather feedback on their map from others. The goal of the 4 Cs map is to engage learners and help them retain information through active participation at each stage of the learning process.
Teaching Adults ANYTHING in 4 Easy StepsSharon Bowman
This document outlines a 4-step process for engaging adult learners:
1. Get them connected by having learners write down facts and goals to connect to prior learning.
2. Show and tell by demonstrating concepts and having learners explain them to each other.
3. Let them do it through activities like teach-backs where learners practice and demonstrate skills.
4. Stand back and applaud by having learners self-assess and commit to applying what they learned.
This document provides information about teaching techniques, student profiles, learning styles, basic concepts of mistakes vs errors, error correction methodology, and games for adult English language learners. It discusses approaches for different student personalities and strategies for correcting errors without discouraging language production. Various classroom activities are described, including dictogloss, circuits, and games using pictures, flashcards, and dice to reinforce vocabulary and grammar.
This document provides guidance for textbook adaptation and supplementation for an English language classroom. It begins with an overview of 5 topics: motivation, classroom management, promoting classroom English, adapting textbooks, and supplementing textbooks. Various techniques and resources are then discussed under each topic, including using entry points, brain-based activities, thinking routines, and websites for videos, games and other materials. The document emphasizes adapting lessons to student multiple intelligences and creating an engaging classroom environment.
How to Design Great Training: Begin with the End in MindSharon Bowman
Sharon Bowman, author. How to Design Great Training: Begin with the End in Mind. For trainers, teachers, instructors, learning facilitators, and educators.
When They DO It, They've GOT It! How to Use Concrete Practice When TrainingMaster Certified Trainers
By Sharon Bowman. FINAL VERSION. Created for the South Carolina Child Care Center for Career Development. Also for trainers and instructors who want to improve their teaching skills.
The document provides 51 different ways to introduce learning objectives to students at the beginning of a lesson. Some examples include having students write a Facebook status about the objective, dictating clues about the objective, using anagrams or images to represent the objective, and having students guess the objective by analyzing examples or resources used in the lesson. The goal is to engage students and help them understand the purpose and direction of the learning in an interactive and creative way.
The document provides guidance on using a 4Cs training map approach to design effective training sessions that incorporate accelerated learning principles. It outlines the 4Cs - Connections, Concepts, Concrete Practice, and Conclusions - as an instructional design tool to show learners where the instruction is going and get them there together through multisensory activities. Examples of learner activities are provided for each C, like graphic organizers, teach-backs, and action planning. The goal is to actively engage learners through movement, images, writing and different approaches rather than passive activities like long lectures.
This document contains a series of questions about reflecting on a learning experience. It asks the learner to consider what they enjoyed most, what they learned, who helped them learn, whether they achieved the learning objective, what they are most pleased about understanding, how they learned and what they now know about themselves as a learner, what they found difficult, how their thinking has changed, what was interesting or unexpected about the lesson and how it helped them learn, where else they could apply the skill and in what contexts, the advantages and disadvantages of working in that way, the most thought-provoking question, advice for the teacher, three key points that summarize their learning, the feelings and emotions they experienced and which were most helpful, and the
This document outlines steps and activities for a plenary session:
1) It includes prompts for students to reflect on what they learned, what was challenging, and how to improve. Questions guide partner and small group discussions.
2) A series of guided exercises have students describe their understanding in writing, including filling in triangles to show their progress and creating their own success criteria.
3) Peer assessment is incorporated where students provide feedback on each other's work.
4) Interactive activities like creating questions and writing definitions keep students engaged as they reinforce and assess their comprehension of the lesson concepts.
The document provides guidance on setting up lessons to promote student progress. It discusses several key principles:
1. Lessons should build on existing understanding and push students just beyond their current level to promote learning.
2. Having clear learning objectives helps students understand what they are learning and know they are making progress. Objectives should specify what students will know, understand, and be able to do by the end of the lesson.
3. Progress should be continuously checked throughout the lesson using a variety of formative assessment strategies so teachers can ensure all students are learning.
The document discusses 4G mobile communications standards including WiMAX and LTE. It provides information on:
- IEEE 802.22 which uses white spaces in TV frequencies for wireless regional area networks.
- Requirements for 4G standards defined by ITU including peak speeds of 1Gbps.
- How early versions of Mobile WiMAX and LTE did not meet the full 4G requirements but were still branded as 4G.
- Mobile WiMAX Release 2 and LTE Advanced promising speeds of 1Gbps in 2013.
Yahoo Query Language: Select * from Internetdrgath
This document discusses Yahoo Query Language (YQL), which allows users to query and retrieve data from structured data sources on the web using SQL-like statements. YQL supports selecting, inserting, updating, and deleting data across web services and Yahoo's cloud storage. It also includes "Open Data Tables" that define mappings between YQL and web APIs, allowing external APIs and data sources to be accessed via YQL. The document provides examples of using YQL to retrieve data from sources like Twitter, insert and delete tweets, and scrape web pages. It presents YQL as a way to more easily build applications by processing data in the cloud rather than in apps.
The document provides tips and strategies for differentiating instruction to meet the needs of different students. It suggests using word study/spelling centers, student-created open-ended games and centers, and anchor activities/independent study contracts to engage students at different readiness levels. It also recommends using online tools like forums and differentiated websites to create flexible groups and further customize instruction. Proper time management and student accountability are important to ensure all students are challenged.
The Jerusalem Rotary Club: 80 Years of Service in Jerusalem, the region and a...Mark Alan Zober, Ph.D.
The Jerusalem Rotary Club was chartered in March 1929 and now celebrates its 80th anniversary of service in Jerusalem, the region and around the world. Past President Kern Wisman, with assistance from Past District Governor Irene Lewitt produced this slide presentation that was first shown a the District 2490 Convention June 2009
Learning with the Web: Spotting Named Entities on the intersection of NERD an...Giuseppe Rizzo
Talk "Learning with the web: spotting named entities on the intersection of nerd and machine learning" event during #MSM'13 (WWW'13), Rio de Janeiro, Brazil
Microposts shared on social platforms instantaneously report facts, opinions or emotions. In these posts, entities are often used but they are continuously changing depending on what is currently trending. In such a scenario, recognising these named entities is a challenging task, for which off-the-shelf approaches are not well equipped. We propose NERD-ML, an approach that unifies the benefits of a crowd entity recognizer through Web entity extractors combined with the linguistic strengths of a machine learning classifier.
The document discusses ways to improve plenaries or proofs of progress (POPs) at the end of lessons. It notes that often plenaries were the weakest part of lessons, with insufficient time and little student participation. Effective POPs consolidate learning, have students reflect on and articulate what they learned, and provide evidence of understanding linked to learning objectives. A variety of short POP activities are described, such as linking words, concept cartoons, and traffic light cards, that check understanding and allow students to demonstrate their progress.
The document provides information about Internal Assessments (IA) and External Assessments (EA) for the IB Theory of Knowledge course. An IA is a presentation by 1-5 students on a Problem of Knowledge taught to an audience. It is assessed based on identification of a knowledge issue, treatment of issues, knower's perspective, and connections. An EA is a 1600 word essay on a prescribed topic, graded externally and based on understanding issues, knower's perspective, analysis quality, and organization. The document outlines calendars and expectations for developing IA and EA projects over the course of a semester, including research methods, outlining, peer reviews, and presentations.
The document proposes a K-12 education plan focused on meeting student needs. It discusses analyzing learning needs, establishing learning objectives, identifying gaps, and determining how to help students progress from their starting point to the desired destination. It also covers adapting instructional plans, monitoring effectiveness, learning styles, comprehensive input/output, language acquisition vs learning, autonomy, integrated evaluation domains, minimum achievements, understanding by design, TESOL standards, cooperative learning, cognitive science, Finland's education success, and quality circles for staff training. The overall goal is to develop a plan to help students improve skills and meet learning goals through an effective instructional approach.
This document discusses various techniques for teaching and developing listening skills in a foreign language. It begins by outlining John Field's model of the listening process and the importance of both bottom-up decoding skills and top-down comprehension skills. It then provides several specific phonics activities and games teachers can use to help students practice decoding sounds. Next, it explores ways to develop intermediate listening through interactive listening tasks. Finally, it discusses techniques for advanced listening comprehension and developing cultural knowledge through formats like lectures, quizzes, and independent media consumption.
Indian literature has its own unique development over centuries. It is characterized by its oral tradition originating in the Vedic texts, its focus on spiritual and moral themes through discourses between teachers and pupils, and its role in cultural revival movements. Indian literature produced some of the most famous works in the world and reflects the culture and traditions of India.
This document outlines a presentation on mastering the interpretive mode for the AP language exam. It discusses strategies for teaching interpretive skills using authentic materials like interviews, articles and audio passages. Examples are provided of how to scaffold interpretive activities from novice to advanced levels using things like graphic organizers, vocabulary exercises, formative assessments and more. Specific examples are also demonstrated, including a Spanish children's play and a French interview on the changing role of language. The presentation aims to equip teachers with best practices for incorporating interpretive mode practice across their curriculum.
An Introduction to the role Practicality, Relevance, and Active Learning play in the PRIME Approach to Facilitating the Acquisition of a Foreign Language.
This document provides teaching tips and strategies for various topics:
- It discusses how to teach vocabulary, songs/chants, grammar, stories, receptive skills, productive skills, phonics, and includes suggestions for lesson planning, beginning and ending lessons, and establishing routines.
- Specific techniques are outlined for presenting new material, practicing skills, and having students produce the target language. Examples include using visual aids, games, repetition and drilling to reinforce concepts.
- Establishing clear routines like greeting songs is recommended to engage young learners and help them feel comfortable in the classroom.
The document outlines the roles and responsibilities of a language assistant in a school setting. It describes various functions the assistant may have such as helping students with speaking skills, developing oral activities, and providing support in English and bilingual classes. Guidelines are also provided for motivating students, preparing interactive activities, and collaborating with teachers.
Exeter pgce voting with their feet, why vote mfl slideshareChris Fuller
The document discusses three main issues facing MFL teachers: lack of time, lack of self-belief, and lack of standing compared to other subjects. For the issue of lack of time, it provides numerous ideas for classroom activities that can help make the most of limited time, such as using word games, images, dictations, and technology tools. For lack of self-belief, it emphasizes the importance of giving students opportunities to communicate authentically in the language and express themselves creatively. Regarding lack of standing, it suggests making lessons more skills-based like other subjects, incorporating debates and higher-order thinking tasks, and focusing on real-world content to increase the perceived value of learning languages.
The document provides instructions for a public speaking assignment requiring students to watch 6 TED Talks, fill out worksheets, then create and present their own original 2-3 minute TED Talk. Students must select a topic they are passionate about, prepare an outline and visual aid, practice their presentation, have it peer evaluated twice, and then perform it for the class. The goal is for students to learn how to give a casual yet polished presentation on a meaningful subject, as the ancient Greeks did through oration.
1) The document outlines 10 speaking activities for an English language classroom including discussions, role plays, guessing games, and tongue twisters.
2) It also provides examples of accuracy-focused and fluency-focused classroom speaking activities as well as websites with additional resources like discussions questions, crossword puzzles, and rubrics for evaluating student speaking.
3) The activities aim to integrate skills like reading, writing, and listening while practicing grammar, vocabulary, and pronunciation.
1) The document outlines 10 speaking activities for an English language classroom including discussions, role plays, guessing games, and tongue twisters.
2) It also includes instructions for completing the activities in groups or pairs and evaluating student performance based on accuracy or fluency.
3) Resources for additional activities and rubrics for assessment are provided.
The document provides an overview of week 7 of the LTHE module for the PGCAP program at the University of Salford. It outlines that students will participate in small group problem-based learning with a focus on assessment and feedback, identify and analyze issues related to the given problem, and present findings to another team. It then provides guidance on applying the 5-stage Mills model to structure the PBL process, including focusing on the problem, investigating learning issues, sharing findings, and reflecting on learning. Students are asked to work through a sample problem scenario about a lecturer's concerns with student engagement and feedback.
This document discusses applying Howard Gardner's theory of multiple intelligences to lesson planning through tiered assignments. It reviews the eight multiple intelligences - linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, and naturalist. Participants will reflect on which intelligences were reached in a recent lesson and which they plan to target in future lessons through different activities. The summary will be students' answers to open-ended questions generated during the lecture and notes.
This document outlines how to plan a Chinese language unit using the 5Cs (Communication, Cultures, Connections, Comparisons, Communities) and backward design principles. It provides an example unit on sports that incorporates setting objectives, standards, assessments, lessons, activities and resources. Lessons include vocabulary learning, guided questions, supplementary readings and cultural presentations comparing sports in China and the US. The goal is to effectively teach Chinese aligned with standards through comprehension activities and applying language in different contexts.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness assessments, activities, and instructional strategies. It also provides guidance on using technology, addressing common core standards, and reflecting on the assessment and instruction process.
This document outlines an agenda for a workshop on sharpening teaching skills held on July 18-20, 2012. The morning session focuses on understanding today's students and their learning habits, as well as methodology for limited classroom resources. The afternoon focuses on cooperative learning, with objectives to overview the approach, discuss benefits and example activities, and have a debriefing. The final day discusses what makes "super teachers" and includes a presentation and discussion about modern students.
Swanage power point presentation (reduced)douglasgreig
Swanage beach experiences longshore drift that moves sediment from south to north. The Banjo Pier was built perpendicular to the beach to contain river runoff, but it also blocks sediment from reaching the northern beach area. As a result, the northern beach is now narrower and the cliff face there is more prone to landslips as sediment deposition has decreased since the pier was constructed. Groynes and sea walls have been installed to manage erosion issues.
This document discusses various coastal landforms and processes, their impacts on people, and methods for managing the coastline and tourist activities. It specifically describes rotational landsliding, longshore drift, and different hard and soft engineering options for reducing coastal erosion, including beach nourishment, groynes, riprap, and planting vegetation. It also addresses managing tourist access through designating protected areas, limiting visitor numbers, and building infrastructure like footpaths, fences, and visitors centers.
Savannah Problem Solving (Unit 2 2011)douglasgreig
Sustainable development is meeting the needs of the present without compromising the ability of future generations to meet their own needs, within the environmental limits of the planet. The document provides guidance for answering problem solving exercises, describing locations, interpreting maps and graphs, analyzing food webs, assessing options and proposals, and presenting ideas. It emphasizes giving clear reasons supported by evidence, generating complex links, and applying concepts like sustainable development.
The document discusses weather and climate. It defines weather as short-term atmospheric conditions over days or weeks involving factors like temperature and precipitation. Climate is defined as generalized conditions over 30+ years, averaging temperature and precipitation patterns. Weather involves changes in atmospheric conditions, while climate involves long-term changes.
Thermo Powder Presentation - Catalytic Learning Day 2014douglasgreig
Thermo-Powder is a washing powder that coats jeans with either citric acid or steel wool to provide an endothermic or exothermic reaction when combined with baking soda or exposure to oxygen. The company is seeking £30,000 of investment in return for 25% equity to expand production from 5,000 to 25,000 units per year and gain bulk material cost savings. Financial projections estimate profits of £20,000 in 2013, £35,000 in 2014, £90,000 in 2015, and £120,000 in 2016 from retail prices of £4.99 for the winter bottle and £5.99 for the summer bottle.
This document introduces the reading strategy of Reciprocal Reading. It involves four roles - Questioner, Clarifier, Predictor, and Summarizer - that students take on when reading in a group. The Questioner asks questions about the text, the Clarifier addresses any confusion, the Predictor anticipates what will happen next, and the Summarizer recaps the important details. The group leader assigns roles and keeps the discussion moving. Using these roles helps develop key reading comprehension skills like questioning, clarifying, predicting, and summarizing.
This document discusses key concepts related to changes in industry and landscapes over time:
- Industrialisation refers to the growth of industry in an area. De-industrialisation is the decline or loss of industry. Re-industrialisation is the revival or growth of industry after a period of decline.
- It provides examples of using map evidence to identify features and explain the location of industries like the Honda factory in Swindon. Both advantages like new jobs and infrastructure, and disadvantages like congestion and loss of green spaces are discussed.
- The impacts of de-industrialisation and the shift to knowledge-based industries are examined for places like Manchester and Swindon. Re-industrialisation
This document discusses important skills for the future world of work such as critical thinking, problem solving, creativity, collaboration, and communication. It also emphasizes developing a growth mindset and practicing good habits and skills like expressing own ideas, working in groups, finding solutions, self-motivation, and time management that can be used whenever and wherever one is learning. The document encourages reflecting on lessons and trying to use these skills and habits.
High pressure systems create clear, sunny weather as sinking air warms up, reducing condensation. Low pressure systems produce cloudy, rainy weather as rising air cools, allowing water vapor to condense into clouds. When warm and cold air meet, the denser cold air pushes under the less dense warm air, forcing it to rise and cool, creating clouds and potentially rain or snow if the air cools enough. As a depression passes overhead, it brings first a cold front with rain, then a warm sector with some showers, and finally a warm front with more widespread rain.
Players practice question modelling exercisedouglasgreig
Kofi Annan believes reducing inequality between men and women is key to bridging the development gap. Improving access to basic services like education and healthcare would help boost quality of life from the bottom up. A local business owner prioritizes economic growth through infrastructure to create jobs. A grassroots activist focuses on empowering people through participation in decisions affecting their lives. While their priorities differ, all acknowledge development as a complex, multi-dimensional process requiring action at both global and local levels.
This document outlines the objectives and success criteria for a literacy focus fortnight on using punctuation for effect. The objectives are to use punctuation to affect clarity, purpose and effect in a range of sentence structures. Success criteria include vocabulary choices, sentence types, punctuation for effect, paragraphing and cohesion. A punctuation pyramid is also included, showing increasing levels of punctuation usage from basic punctuation to using a full range assuredly and accurately.
Meeting the needs of deaf students practical tips for teachersdouglasgreig
This document provides practical tips for teaching deaf students, including using clear communication, allowing extra processing time, keeping instructions simple, displaying key vocabulary, differentiating assignments, and collaborating with support staff. Simplified homework tasks and writing frames are suggested. Teachers are advised to speak directly to students, use visuals and recaps, modify assessments, and share resources and lesson plans with support staff.
Students should learn boundaries and respect through creative exploration to reach their potential, while adults create safe environments where students feel encouraged to develop their unique talents through challenging creative learning experiences. Adults and students work together so each individual can help support and challenge themselves.
This document discusses strategies for effective post-16 teaching. It suggests that strategies used successfully with KS4 students can also engage post-16 learners. An Ofsted report found that weaker post-16 teaching relies too heavily on teacher talk and lacks checks for student understanding. Successful post-16 teaching engages students through enthusiasm, high expectations, feedback to support improvement, teaching strategies tailored to individual needs, and developing independence. Effective lessons involve preparation, linking content, active student participation, and assessment to inform further lessons. The document encourages reflection on applying these strategies individually, within departments, and across the whole school.
Autism is a lifelong developmental disability that affects how a person communicates with and relates to other people and the world around them. It is a spectrum condition, so it affects people in different ways. Asperger syndrome is a form of autism.
Bloom's taxonomy categorizes levels of thinking skills from low to high order. Low order thinking includes remembering and comprehending information such as defining, listing, and describing. Higher order thinking involves applying knowledge to solve problems, analyzing by breaking ideas into parts, synthesizing parts into new wholes through creating or planning, and evaluating ideas or solutions through judging or critiquing. The highest level is evaluation.
The document outlines principles for developing questioning techniques to build students' thinking skills. It discusses using "big questions" that cannot be immediately solved to create cognitive conflict and exploring concepts through concrete examples and experiments before deriving abstract relationships. Teachers should encourage metacognition and reflection throughout and consider what background knowledge and preparation students will need to construct understanding of new concepts.
Tectonic Hazards Global Trends Overviewdouglasgreig
The document discusses trends in tectonic hazards such as earthquakes and volcanoes. It notes that the annual death toll from earthquakes has been higher in recent decades than in the last century, despite earthquake frequency remaining normal. Additionally, over 50-60 volcanoes erupt each year worldwide, and earthquakes cause the most deaths per event, killing over 495,000 people between 1988 and 2007. The economic costs of disasters have also risen over time.
The Grand Canyon in the United States was formed through the interaction of deposition, folding, weathering, erosion, and tectonic uplift over hundreds of millions of years. Sediments were deposited on the canyon floor when it was under a shallow ocean from 2 billion to 230 million years ago. Uplift began 65 million years ago, and a drop in sea level 5.3 million years ago caused the Colorado River to cut deeper through the rock layers, further eroding the canyon to its current depth by 1.2 million years ago. The landscape is the result of these geological and erosional forces acting over hundreds of millions of years.
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.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
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.
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
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
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.
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.
How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
chemistry project on foaming capacity of soap class 11
Proof of Progress Minibite (zs)
1. P
Proof of Progress
P
From the outset, plenaries were often the weakest part of the lesson.
Good
planning was critical to the success of plenaries. Often there was
O insufficient time for them, typically because teachers under-estimated
the time required for activities in the main phase of the lesson.
Plenaries were often the least active part of lessons.
Teachers tended merely to sum up what happened during the main
phase and pupils did not have the opportunity to articulate what O
they had learned.
P
When pupils had such opportunities, they proved
an important part of the learning process.’
POPs
P
O
!
2. What are the benefits of
POPs and Plenaries
• A few to get you started…
• Stick your ideas on the board
Help highlight Summarise the
Lead on to the
how pupils learn learning that has
next stage of
as well as what taken place so
learning
they learn far
7. Linking phrases
Sun Moon Orbit
Star Axis Earth
Solar system Tilt Space
1. Number each word, roll the dice to select the words that have to be linked.
2. Link as many words as possible together in one sentence
3. Lower ability give definitions of each word, increase the demand by linking
more and more words together
4. Write the sentences in books, mini whiteboards, IWB,
5. Make as many sentences as you can linking on two of these words togther
POP
!
8. Concept cartoon
John thinks.... Sarah thinks....
Amy thinks...
POP
!
Into the speech bubbles put...
1.True false phrases Abdi thinks...
2.Common misconception phrases
3.Varying degrees of accuracy phrases
To use...
1.Who is right/ wrong... True/false?
2.Why are they right/wrong... True/false?
3.Correct/underline/point out the mistakes
4.Add the correct speech bubble in
9. Diamond 9
Participants are given a list of issues and
asked to discuss and agree which are the
most important items. Each item is placed
on a large, diamond-shaped grid. The most
important item is usually placed in the top
of the diamond and the least important at
the bottom of the diamond. Items in each
row are of equal importance. (Some groups POP
prefer to put the most important card in the
!
centre - either approach is fine, as it's the
discussion surrounding the group's
decisions that is important.) The diamond
shape enables the group to encompass a
range of priorities and perspectives.
10. Fill in the blanks
Blanks in text with no choices of words
POP
!
11. Red/ Yellow/ Green Cards
POP
!
A quick POP activity that allows you to check the whole classes progress
Use the traffic lights for...
1.Statements
2.True or false
3.Understanding of a particular topic or activity
12. Aide Memoire
POP
!
Students have to come up with something to help them remember what has
been studied. This could be a mnemonic, visual aids, a story, a song etc.
Allows differentiation for learning styles.
Develop by asking students to share their aide memoires and producing a
pool of the most helpful ones.
13. Speed dating
Sit with a partner - one of you must sit facing the
whiteboard and the other facing the opposite way
The first person has only 30 seconds to describe the key
word(s) featured below before moving onto their next
partner - your teacher will keep writing down the
keyword to be explained
Your keyword is:
POP
!
14. A, B, C, D Cards
A B C D
A quick POP activity that allows you to check the whole classes progress
Use the ABCD cards for...
1.Multiple choice questions
POP
!
15. Idea thoughts
When you have received an answer to a question, open up the thinking behind
it by asking what others think about the idea.
e.g. “What do others think about _________’s idea?”
POP
!
16. Same…Different?
Give group of shapes/expressions/graphs and students identify
what is the same and what is different about them.
POP
!
17. Adding detailed ideas
In teams you are going to be extending sentences to
show off your newfound knowledge. The team with the best
sentence, ie accurate and detailed, wins the prize!
POP
!
Example Original Sentence:
The Second World War started in 1939.
Example Extended Sentence:
The Second World War, which occurred between 1939 and 1945, started
when the Germans invade Poland and Britain declared war on Germany
18. How, where, when, why, what
e.g. …does democracy work?
…is the economy?
…do human rights affect people?
POP
!
20. Here are the answers, what is the
question?
POP
!
Question?
21. Kindred relationships
• In this exercise, think of a word that is related to the preceding words.
(Compound and hyphenated words or commonly used expressions are allowed.)
• Sleeping, contest, spot, shop
Answer: Beauty (sleeping beauty, beauty contest, beauty spot, beauty shop)
POP
!
Relating
word?
22. Missing Sequence
POP
!
Students receive a process (or the lesson itself) cut up or distributed
between cards which they must then put into the right sequence. However,
one (or more) of the bits is missing and they must work out what should go
there.
23. POP
In ten words.... !
•Summary activity (second level of Bloom’s taxonomy)
•Literacy activity
•Encourages boys to pick out key words/ key bits of information
•Can be changed to more or less words, and therefore can be differentiated
24. POP
Pictionary !
e.g. Give students concepts/ideas/things to draw
whilst others have to guess what they are
Alternative – short list of
concepts/ideas and students
have to draw in books or on
mini-whiteboard and
then feedback their
Can divide group
thinking/explanation. into teams to make
it competitive
25. Logical/Mathematical
Verbal/Linguistic
Interpersonal
Intrapersonal 8 way thinking
Naturalistic
Body/Physical
Musical
Visual/Spatial
POP
!
1. Students can ask questions on each of the 8 ways- then
research them
2. or use the 8 ways as prompts to jot down information
3. Can be used at the start of a lesson or topic
4. And/or at the end of a lesson/ topic
27. Continuum
Use continuum to allow students to identify themselves with a
position or stance related to the issue or topic looked at.
Particularly appropriate if the lesson has centred around making an
informed judgement.
POP
!
Develop by questioning students on their position on the continuum; only allowing reasons based on evidence from the
lesson; asking students to decide the continuum question or statement
28. Pupil as Teacher
POP
!
e.g. One (or more?) pupil is the teacher.
They have to summarise the lesson (unit) and question
the class on what was studied.
29. Looking at blooms bookmark
1. Ask students what the highest skill they have used
was
POP
!
30. Mime
Students get into pairs and mime key learning/ideas/concepts whilst the other has to
guess what it is.
POP
!
31. What if?
What if we hadn’t done today’s lesson?
What if you weren’t allowed to know what
we’ve learnt today?
What if everything I’ve told you today
was false? POP
!
32. 5–5–1
Summarise today’s topic in 5 sentences.
Reduce to 5 words.
Now to 1 word.
POP
!
(with as many variations as there are numbers!)
33. In the spotlight
A volunteer (or group) is asked five
questions based around the lesson.
The rest of the class mark down
whether they agree or disagree
with the answers so that the whole
class is tested. Could use whiteboards
or voting cards.
POP
!
34. Concept Map
Give students a list of words related to the
lesson.
This can either be on cards or on the board.
They must then turn these into a ‘map’, where
each connection can be explained and justified.
e.g. Democracy Voting
Safety Freedom POP
!
35. No to no and no to yes
Students are not allowed to use the
words ‘no’ or ‘yes’ when answering
questions.
Questions can be posed by the teacher, in
pairs or groups.
POP
!
36. POP
!
My Word!
Students are given (or choose) a word related to
the lesson. They must stand up and point to
someone in the class who must then give the
meaning. That person then chooses the next
person to pose a word.
37. POP
As easy as 1 2 3 !
Place students in groups of 3 and number them 1-3.
3 statements on the board which the corresponding
individual must explain to the rest of the group.
Develop by ‘phone-a-friend’ where if one student
can’t explain they find another student with their
number in the group and learn from them.
38. POP
Quick-fire !
Quick-fire questions on the topic to individuals
in the class.
Develop by getting students to write the
questions and put them in a box which you
then draw from.
39. Write your own objective
Either at the end of the lesson or during the
lesson ask pupils to write their own objectives,
thinking about what skill they have acquired
POP
!
40. Evaluation
Tree
Ask students where they feel
they are on the tree in relation
to the lesson or topic.
POP
! Can be used repeatedly to
articulate progress/problems.
Could print out on A3/A2 and
get students to put post-it notes
on with their name. Could then
pair up strong and weaker
students etc.
http://www.evaluationsupportsc
otland.org.uk/article.asp?id=13
41. Draw your brain
Either hand out outlines of a brain/head or pupils draw it
themselves. Then, get them to fill it with everything they have
learnt (knowledge and skills) during the lesson.
Could develop by having them draw the brain at the start of the
lesson so as to signpost that they will be able to fill it up by
the end.
POP
!
42. Now reduce that to 5 key words…
5-5-1 Deluxe!
Write 5 sentences summarising today’s
topic…
And finally to one word….
Use shapes and pictures to
deluxe-ify 5-5-1 POP
!
43. Beat the Teacher
Your task is to try and beat the teacher!
Come up with questions based around your learning today and
see if the teacher can answer them.
POP
!
Develop by: - snowballing
- writing questions on pieces of paper and placing in
a box. One student (sensible - able to vet) then sits
opposite the teacher at the front of the class and pulls
out questions to ask a la Mastermind.
44. Exam Question
POP
!
Write an exam question based on your learning today. Then, swap
books and answer someone else’s question.
Develop by writing a mark scheme for the question as well, using
peer/self assessment or using different types of exam questions –
multiple choice, short answer, essay etc.
45. Equation
Write an equation showing your learning…
For example –
Humans + cars = carbon dioxide
Carbon dioxide= melting ice caps + increasing temperature
POP
!
58. Just a minute
• Pupils talk for exactly one minute without
hesitation on a topic to their peers
POP
!
59. Connect game:
1. Sort pupils into groups of 3 or 4
2. choose a topic (perhaps revision)
3. Ask a student to suggest a word.
4. The next member of the group says a word that is
related to that word e.g. if the word is ‘football’
they might say ‘goal’.
5. The next child then says a word connected with
the previous word e.g. ‘goal’, ‘net’ and so on.
6. Players take turns. They are allowed thinking time,
but can be challenged by any other player to
explain the connection between their word and the
previous word
POP
!
60. The 5 whys
1 2
Q: Why do you Q: Why is it
exercise? healthy?
A: Because it's A: Because it’s
healthy good for me
3
POP Q: Why is it good
!
for me? Ask ‘why’ questions in
response to five
A: consecutive answers.
5
4 For example: Q: Why
Q:
Q: do you exercise? A:
Because it's healthy.
A:
A: Q: Why is it healthy?
A: Because it’s good
for me. Q: Why is it
good for me? And so
on.
61. 5 good questions
1. Share questions with class, partner
2. See how many pupils came up with
the same questions
3. Peers to answer each others
questions Question 3
Question 2
Question 4
Write down 5
questions you know
the answer to
Question 1
Question 5
POP
!
62. POP
! KWL
what we Know", what we Want to know, and "what we Learned
1 thing I already
knew
2 questions about what I
have learnt/ 2 things I
didn’t understand
3 things I have learnt