Aims of Instruction in Handwriting
The Sequence in Teaching Handwriting
Manuscript and Cursive Writing
Suggested Activities to make the transition from manuscript to cursive writing
The document discusses reading skills and difficulties. It covers three main components of reading: decoding, comprehension, and retention. Decoding involves translating printed words to sounds, comprehension is understanding the text, and retention is keeping or remembering the information read. Some common reading difficulties include dyslexia, vocabulary issues, memory problems, attention problems, and difficulties with decoding, comprehension, or retention.
This document discusses various strategies for teaching vocabulary to primary English students, including flashcards, games, model sentences, origami, graphic organizers, and puzzles/pictures/posters. Flashcards are introduced as a popular method that can be used for different themes over time through various matching and memory games. Model sentences demonstrate proper usage of new words through simple examples. Graphic organizers like maps and charts provide visual learning methods. The document encourages reusing activities and tailoring them to students' ages.
The document discusses the history and approaches to teaching writing. It covers:
1) The evolution of writing pedagogy from an emphasis on accuracy and form in the 1950s-60s to a focus on meaning, fluency, and authentic contexts in the 1970s-80s.
2) Common approaches to student writing including process-based writing, focusing on the writing habit, and product-based writing.
3) Tips for teachers to help students overcome challenges like lack of ideas or confidence, including engaging tasks and cooperative activities.
4) The role of the teacher in demonstrating writing forms, providing resources and feedback, and connecting reading to writing.
I am sorry to bother you, I know how you are busy. I have attached the developing student reading skills presentation and proposal updated. Please let me know if you have any comments..
The document outlines a three step process for teaching vocabulary:
1) Presenting new words using visuals, gestures, context, and other techniques like dictionaries.
2) Helping students remember words through review games, memorization games with classmates, and socio-affective activities.
3) Ensuring students make words their own through personalized vocabulary records, creative writing using new words, and finding words in other materials.
This document provides guidelines for early writing instruction. It emphasizes using meaningful contexts to teach writing mechanics like handwriting and spelling. It recommends using students' oral compositions to give insights into writing and keeping the benefits of writing clearly in mind. Teachers should read to students and discuss genres to serve as models. Developing natural curiosity and thinking skills is also important. The document outlines proper handwriting formation, slant, size, alignment and spacing. It suggests using worksheets and fun, non-mechanical copying activities to practice handwriting.
Shared reading involves whole group reading of big books where the teacher models reading aloud. Guided reading is done in small groups focusing on specific skills. When teaching kindergarten reading, it is important to keep learning fun through repetition and activities without forcing reading, as learning occurs at each child's own pace.
This document discusses phonics instruction and considerations for teaching phonics to children. It recommends starting phonics between ages 3-4 when children start attempting to read words and learn individual letter sounds. Phonics instruction is important for learning to read, spell words, and understand print concepts. There are two main approaches to teaching reading - emphasizing word memorization or teaching phonics. Teaching phonics provides a reading foundation by teaching letters and their corresponding sounds to decode words. Some best practices for phonics instruction include using clear text, repetition, controlled vocabulary, associating letters with sounds, telling stories with actions, and having students practice letters.
The document discusses various methods for teaching grammar in English language teaching (ELT), including the deductive and inductive methods. It also covers grammar presentation, practice, and exercises. Some key points made include: the deductive method can teach grammar in isolation while the inductive method has students discover rules through language use; grammar practice should involve mechanical and meaningful components; exercises should include recognition, drill, creative, and test activities; and form, meaning and use should all be considered when teaching grammar.
This English lesson plan focuses on teaching primary school students about the story of Little Red Riding Hood through 5 sessions. The plan aims to improve students' vocabulary, reading, listening and speaking skills in English. Over the 5 sessions, students will listen to and read the story, learn related vocabulary like family members and body parts, review content through games and songs, and consolidate their learning.
The document provides suggestions for teachers to help develop students' oral proficiency and ability to speak English fluently. It recommends maximizing opportunities for student speaking practice through collaborative work, authentic tasks, and reducing teacher speaking time. A variety of speaking activities are described, including discussions, role-plays, interviews, and picture narration. Teachers should create a low-anxiety environment, provide feedback, and involve speaking practice both in and out of class to help students improve their speaking skills.
This document discusses reading skills and the reading process. It covers several key points:
- There are different types of reading including scanning, skimming, intensive reading, and extensive reading that employ different strategies.
- The reading process involves both bottom-up processing of individual words and grammar as well as top-down processing using background knowledge.
- Readers use eye movements to focus on words in short fixations and jumps to read text.
- Successful reading requires knowledge of text structure and genres, language elements, topics, and formal language skills like spelling and grammar.
- Readers deploy different skills depending on the text and their purpose in reading.
The document discusses how reading and writing skills can be enhanced through using the internet. It proposes that students' reading abilities will improve by having them upload, read, and modify information on teacher-selected topics using interactive wikispaces. Students' writing will also grow as they comment on and modify online information based on their knowledge, acquiring new learning by reading and writing online lessons.
This document outlines teaching writing and the writing process. It discusses what writing is, why it is important, types of writing, mechanics of writing, and writing as both a process and a product. The writing process includes planning, drafting, revising, editing, and publishing. Quick writing and assessing writing are also covered. Alternative methods for assessing and providing feedback on student writing are proposed, including selective correction, signposting, peer correction, and remedial teaching.
The document provides guidance for activities and techniques to promote speaking skills in English language learners. It recommends that teachers create a communicative classroom where students can engage in authentic tasks that require real-life communication, such as group discussions, role plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, class reporting, playing cards, picture sequencing/narrating, picture describing, and finding differences in pictures. The document also provides suggestions for teachers, such as providing opportunities for student speaking time, reducing corrections, involving speaking practice both in and out of class, and diagnosing individual student difficulties.
The document discusses reading fluency, which involves reading quickly, accurately, and with expression. It is important for comprehension. The document recommends guided repeated reading with feedback to develop fluency. Teachers should assess fluency regularly to monitor progress and determine if students need additional support or can move to more advanced texts. Adaptations may help students with special needs.
Writing can be classified into different types and modes according to its purpose and form. The types discussed are extensive writing, where the writer is given a subject to write about, and intensive writing, where the focus is on a specific point.
The writing process involves several steps: prewriting to explore the topic, drafting a rough version, revising to improve content and structure, editing for grammar and mechanics, and publishing the final work. Developing writing skills is important for school and career success.
Effective writing has clear ideas and organization, an engaging voice, precise word choice, varied sentence structure, and follows conventions of spelling and grammar. Various techniques can help students improve their writing, such as guided paraphrasing,
Principle in teaching writing (Penmanship)Jimmica Demiar
This document outlines principles for teaching writing and handwriting to children. It recommends that teachers understand students' reasons for writing, provide many opportunities and meaningful feedback for writing practice, and clarify how writing will be evaluated. Children are said to write better when they have ownership over their writing, prior knowledge of topics, instruction in self-evaluation and revision, focused writing tasks, and opportunities for small group work and self-selection of topics. Main stages of handwriting instruction include teaching grip, letter shapes, ligatures, and increasing speed while maintaining quality. The document provides additional tips and warns against instructional errors like unsupervised practice, lack of immediate feedback, emphasis on rote practice over discrimination, poor models, and failure to differentiate quality
The document provides guidance on teaching writing skills to students. It discusses the needs for developing writing abilities, such as for academic study and examinations. It then offers advice for teachers on how to structure writing courses, including setting writing tasks, collecting assignments, and providing feedback. The document outlines stages of the writing process like planning, drafting, revising, and editing. It also contrasts traditional and creative approaches to teaching writing and provides examples of classroom activities that can help develop students' writing skills.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In a single sentence, it pitches the idea of using Haiku Deck to easily design presentations.
Handwriting analysis has been used for over 100 years to reveal aspects of one's personality, emotions, strengths, and weaknesses. It can be used in business for hiring, counseling, and therapy. While it does not reveal aspects like age, gender, or religion, handwriting is believed to be a window into one's mind, showing their personality and giving clues about their potential. Grapho therapy uses handwriting analysis as a form of therapy to positively change one's personality and life by changing their handwriting style.
This document discusses handwriting analysis and graphology. It begins by defining handwriting and explaining that each person's handwriting is unique. It then discusses how graphology, or handwriting analysis, can be used to analyze personality characteristics from handwriting patterns. The document provides several examples of how graphology is used, such as in recruitment to identify leadership skills or trustworthiness, and in understanding friends and family members' personalities. It also briefly discusses how handwriting analysis can be used in child development by parents.
The document is a quiz to help a student learn their 6 times tables. It asks the student to solve 12 multiplication problems involving multiplying numbers 1-12 by 6, and provides the answers. The goal is for the student to memorize these multiplication facts involving the number 6.
Aquire useful techniques for effective writing and learn skills that apply to all forms of writing. Writing PowerPoint Presentation Content slides includes topics such as: 16 rules of writing, 26 writing tips, writing pitfalls, excercises, applications, 8 slides on sentence structuring, writer’s block, solution to writer’s block, brainstorming, 4 slides on free writing, 5 slides on letter writing, introductory letters, sales writing, sales letters, report writing, framing a report, tips and mistakes for media dealings, how to’s and much more.
RSS es un formato basado en XML para sindicar contenido de páginas web y mantener a los usuarios informados de las actualizaciones y novedades de un sitio de una manera sencilla. Existen diferentes versiones de RSS, pero las principales son RSS 1.0, basada en RDF, y RSS 2.0, no basada en RDF. RSS 2.0 fue desarrollada por el Berkman Center for Internet & Society de la Escuela de Derecho de Harvard.
CurLink - multi lingual cursive writing appUtkarsh Mishra
The document proposes a mobile app called CurLink that allows users to practice cursive handwriting digitally. It notes that existing digital writing apps focus on individual letters rather than fluid sentences. CurLink would provide an interface similar to cursive writing books, allowing users to trace letters and sentences with ease. The app would have practice and test modes, providing feedback to help users improve. It is intended for both children learning cursive as well as adults who struggle with digital writing. The team believes the app could help introduce technology to children at a young age while making digital writing more accessible.
This document discusses the decline of handwriting due to increased use of computers and smartphones. It notes that 1 in 6 adults hasn't written anything by hand in 6 months. While digital text can be easily erased, handwriting lasts for years with proper care. Several studies have also shown that handwriting helps with cognitive development in children and memory retention in people. The document encourages the reader to continue using handwriting as a beautiful art form and means of self-expression.
The document discusses the benefits of exercise for mental health. It notes that regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise has also been shown to enhance self-esteem and serve as a healthy means of stress management.
This document provides an introduction to teaching cursive handwriting to 2nd grade students. It outlines the curriculum, which includes teaching letters in isolation and in groups based on common letter formations (loops, strings, hills/valleys). Lowercase letters are presented in a specific teaching order and then capitals. Resources for materials, websites, and references used are also listed.
This document provides a task card kit for practicing cursive writing about dogs. It contains 20 prompts about dogs that students can write in their neatest cursive handwriting. Some example prompts include "Dogs are excellent pets!", "My dog loves to chase cats", and "Some dogs help blind people." The document also includes recording sheets for students to write their responses.
- Mother tongue-based multilingual education (MLE) leads to better learning outcomes compared to only using English. However, legislators continue to ignore research and promote stronger English-only policies.
- This document aims to clarify issues around language in education in the Philippines by addressing 21 frequently asked questions about MLE. MLE uses multiple languages for literacy and instruction, starting in the learner's first language and gradually introducing additional languages.
- Research shows MLE produces learners who are multilingual, multi-literate, and able to work with diverse cultures. However, it requires well-developed curricula, well-trained teachers, good materials, and community support.
The brief history of graphology document traces the origins and development of handwriting analysis from ancient times to the present. It notes that handwriting analysis was used by figures like Nero and Aristotle in ancient Rome and Greece. Formal study of graphology began in the 17th century with Camillo Baldi's book on judging character from handwriting. Graphology societies were established in Germany in 1800 and France in 1920. Today the practice of graphology is widely used around the world, especially in Europe where it is integrated into university curriculums.
We have seasons due to the Earth revolving around the sun over the course of a year while tilted at an angle of 23.5 degrees. This gives us variations in sunlight and warmth over the year. Summer occurs from June to August in the Northern Hemisphere and December to February in the Southern Hemisphere. Winter is the coldest season, occurring between December to February in the Northern Hemisphere and June to August in the Southern Hemisphere. Autumn begins in September in the Northern Hemisphere, marked by falling leaves.
The document discusses the importance of play for children's development. It states that play allows children to develop in many ways, including creativity, social skills, confidence, problem-solving abilities, and physical health. It has been shown that the amount of time children spend in free play has decreased significantly in recent decades, which can be detrimental to their well-being. The document encourages providing children with ample unstructured playtime and opportunities for outdoor activities and social engagement, such as attending summer day camp.
Mother tongue based multilingual education-2barr0336
This document discusses mother tongue-based multilingual education for Timor-Leste. It begins with an outline of the presentation topics, including definitions of mother tongue and this educational approach. The objective is to promote cultural identity, enhance literacy, and improve educational access and success. Research shows high repetition and dropout rates when the language of instruction is not the learner's mother tongue. The theoretical framework is based on place-based pedagogy and building on what learners already know. Challenges include issues of national unity, lack of writing systems for local languages, and lack of teaching resources. Questions are raised about using mother tongue versus a national language in early education.
This document discusses assessing and teaching handwriting and written expression. It outlines common handwriting problems such as slowness, incorrect letter formation, and spacing issues. It recommends both formal and informal assessments to identify problem areas. Teaching strategies include analyzing error patterns, avoiding unsupervised practice, and providing models, feedback, and readiness activities to build skills before handwriting instruction. Manuscript writing is usually taught in early elementary grades while cursive instruction typically begins in later elementary grades. Alternatives like typewriting may benefit students with motor difficulties.
Abstract:
We love our children’s holding pencils, pens and making their first drawings. They start making their first drawing lines, circles, zigzags, before they write, so they feel happy about their first drawing and how they are amazed to express themselves before event joining schools.
Young learners once at school quickly learn that success at school is measured by how well you can read and write, not by how good your drawings are.
Writing is combination of process and product , the process refers to gathering ideas and thoughts and working on them to be readable for the reads .
However, learners who draw their first graphics before they tackle writing tasks produce better writing. It is likely this is because the act of drawing concentrates the mind on the topic at hand, and provides an avenue for rehearsal before writing.
Many questions are raised to reach such goal:
Why is writing important for young learners ?
What are the initiation steps to teach spelling and writing ?
How to make very young learners write fluently ?
All these questions I will be very pleased to tackle them with you in my conference meeting and see how to help young learners teachers benefit from this presentation to help their learners once in class .
Methodology :
Workshop objective: By the end of this presentation and workshop, the audience will be able to importance of writing for your learners and how to proceed in that.
Workshop format : The workshop is a variety of tasks , where the audience will be invited to work in pair , groups in a room with round tables for interaction and theatre or classroom style while being invited to power point presentation
Diversity :
Well 1h is not enough for such important topic , but I will try to manage that by allocating not more than the required timing for each task in order to cover all the topic
I will try to proceed as follows :
Set Ground Rules
Before I start the workshop, I have to establish ground rules to make the environment in which everyone feels comfortable ( phones in silent mode, respect each others while interacting, help each others while working in round table made class……
Use Ice Breakers to Build Bridges
For example, when the speakers introduces himself he may invite , everyone to share their feeling taking part in ELT conference(s).
How to Wrap Up
By the end of the workshop, the attendees are invited to share what they have learned. I have to make them complete an evaluation paper, so I can gauge what worked best about the workshop and what improvements need to be made
Thank you
Mr Samir Bounab ( Teacher trainer)
This chapter discusses different conceptions of writing and their implications for teaching second language writing. It outlines six orientations that influence how writing is viewed and taught: structural, process, functional, content, expressive, and genre. The structural orientation focuses on writing as a product constructed from grammatical and lexical knowledge. It views writing development as mastering linguistic structures through imitation and manipulation of models. While orientations are presented separately, the chapter notes that teachers often adopt an eclectic approach combining elements of different orientations.
The document provides guidance for teachers on improving students' writing skills. It defines writing, discusses the importance of writing for teaching and learning, and outlines different types of writing. The document recommends strategies for teachers such as teaching students how to hold a pen, encouraging scribbling and drawing at early stages, providing daily writing practice, and displaying good student writing examples. Teachers are advised to focus on grammar, proofreading, and sharing student work for feedback to help improve their writing abilities.
Creative Activities to Teach Writing Efficiently in Senegalese EFL ClassroomsAJHSSR Journal
ABSTRACT:It is no use proclaiming Senegalese students’ poor writing performance in English from the
rooftops. As a critical productive skill, most students relegate writing to a position of secondary
importance. There is a significant discrepancy between understanding the topic and producing a correct sentence
from spelling and grammar mistakes to vocabulary deficiency. During class tests, in exams, etc., the copy-andpaste phenomenon is increasingly becoming the substitute for reflection and personal production. However,
students alone must not be the sole scapegoats of this school poor performance of which they are already the
victims. Senegalese English as a foreign language (EFL) teachers ought to be creative enough to be able to teach
writing efficiently. With a total of 60 participants selected as research samples from different schools, this paper
explores the reasons why students underperform in writing and probes EFL teachers’ proposed writing activities
in their classrooms. I have used questionnaires for both quantitative and qualitative data collection methods to
verify the hypotheses. The findings of this research have revealed that students severely underachieve in writing
as an activity. In a constructive prospect, I have suggested a creative writing activity and sound sources that can
remedy this underperformance in the discussion section.
Keywords: writing in EFL, writing performance, school failure, creative writing activities, Senegalese EFL
classrooms.
The document discusses the Language Experience Approach (LEA), a teaching method that uses students' own words and experiences to help develop reading and writing skills. It involves students dictating a story about a personal experience, which the teacher writes down. Students then read the story repeatedly. This helps reading comprehension as students are reading self-generated material. The LEA supports vocabulary growth and provides opportunities for meaningful reading and writing activities linked to students' own experiences and oral language.
These slides deals with another primary skill in linguistics. Why we write and what is purpose of writing..What are the process in which people write. and how we analyse it...and most importantly what are the types in writing and their exercises.
This document provides information on improving writing skills for students. It begins with defining writing as the act of forming symbols to convey thoughts or ideas in a permanent format. The document emphasizes the importance of writing for communication, assessment, and documentation. It then outlines various types of writing and strategies to improve students' writing, such as teaching proper pencil grip, encouraging scribbling, drawing, and dictation for younger students, and proofreading, revising, and daily writing practice for older students. The goal is to develop students' appreciation and skills for effectively conveying messages in written form.
Effective Ways to Teach Primary Students to Begin Writingijtsrd
Teaching students to write is one of the main issues during the education process. They can use various effective methods to form initial writing skills. This article talks about effective methods of teaching elementary school students to write. Yusufzada Shabnami Yunus "Effective Ways to Teach Primary Students to Begin Writing" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52081.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52081/effective-ways-to-teach-primary-students-to-begin-writing/yusufzada-shabnami-yunus
This document provides guidance for teachers on helping students improve their narrative writing skills. It includes lessons and activities to guide students through each step of the writing process. Teachers should use the integrated learning activities to help students practice before writing assignments, and then provide practice prompts. The guidance recommends using tools like peer assessment, conferencing with students, and portfolio assessment to monitor progress.
The document discusses the language experience approach, a teaching method that uses students' own words and experiences to develop reading and writing skills. In this approach, students dictate stories about personal experiences to the teacher, who writes them down. The stories are then used as reading material to help students make connections between oral and written language. Key aspects of the approach include developing vocabulary and comprehension through repeated reading of self-generated texts, as well as follow-up lessons on grammar, spelling, and other skills. The approach draws on principles of learning from the familiar to unfamiliar and linking instruction to students' lives.
Building vocabulary and improving writing skills through new generation englis1KNP35
1) The passage discusses strategies for improving English writing skills and building vocabulary for Nepali students, such as through the textbook "New Generation English".
2) It notes that most students in Nepal are taught English through memorization and translation rather than building writing skills or vocabulary.
3) The passage recommends several techniques to help students improve their writing abilities and vocabulary, including engaging them in reading texts that interest them, providing positive feedback, and instructional support through guided writing exercises and topics that require critical thinking.
The document discusses effective approaches for teaching writing to adolescents. It identifies 11 elements of writing instruction that are supported by research, including teaching writing strategies, summarization, collaborative writing, using word processing, and incorporating writing into content learning. These elements are presented as part of a process writing approach that interweaves various instructional activities in a workshop environment with opportunities for extended writing, writing for authentic audiences, and revision. The report aims to provide guidance on improving writing instruction for middle and high school students and stimulate further discussion and research on the topic.
An ESL Program Yearbook As Writing And Interactional InspirationAndrew Parish
The document discusses producing a yearbook for an English as a Second Language (ESL) program as a context for student writing. It recommends including student interviews, essays, art, photography, cartoons, reviews, and other contributions. It addresses the mechanical aspects of publication like photocopying, typewriting, including artwork, and binding. Examples from the University of Pennsylvania ESL program yearbook are provided, showing how essays and layouts were incorporated. Producing a yearbook provides opportunities for discussion, a sense of accomplishment, and a way to promote the ESL program.
The document discusses various strategies and techniques for teaching writing to young English language learners, including the writing process (pre-writing, drafting, revising, editing, and publishing). It emphasizes the importance of exposing students to good writing models, allowing time for collaboration, and providing a comfortable writing environment through activities like writing centers and conferences. Invented spelling, word walls, and course books are also presented as supportive tools to help develop students' English writing skills.
Getting an academic writing model karina beltran.KarinaBeltrn2
This document discusses getting an academic writing model. It begins by defining academic writing as following a logical structure and being supported by evidence. An example is then provided of an academic paper introduction, body, and conclusion on using journal writing to teach English. Characteristics of academic writing are outlined as having a clear paragraph structure with a topic sentence, supporting details, and conclusion. It also links sentences, uses formal language without idioms or slang, and has proper punctuation and capitalization. The document concludes that understanding academic writing is important to improve writing skills and prepare for the future.
Balanced Literacy is a comprehensive approach to reading and writing instruction that has three main components: reading, writing, and language/word study. It is designed to help all students learn to read and write effectively. The approach uses different methods for different age groups, including read alouds, shared reading, guided reading, literacy centers, modeled writing, shared writing, interactive writing, and guided writing for primary students, and independent reading, literature circles, investigative writing for intermediate students. Language/word study includes instruction in phonemic awareness, phonics, vocabulary, spelling, and handwriting.
Balanced Literacy is a comprehensive approach to reading and writing instruction that has three main components: reading, writing, and language/word study. It is designed to help all students learn to read and write effectively. The approach uses different methods for primary and intermediate classrooms, including read alouds, shared reading, guided reading, literacy centers, modeled writing, shared writing, interactive writing, and guided writing. It also includes various activities for language and word study like phonics, spelling, vocabulary, and handwriting instruction. The goal is to use students' time more efficiently and help all children succeed as readers and writers.
Writing is an essential skill that must be taught and practiced. It allows people to preserve language through fixing vocabulary, spelling, and sentence patterns. Without writing in schools, these language skills cannot be developed. There are different types and purposes of writing, from basic mechanics like proper letter formation, to more advanced composition exercises that allow students to put words and sentences together to express ideas. Composition involves putting words and sentences together conventionally, and can take various forms like guided, free, oral, written, or picture composition. The teacher's role is to provide guidance and improve students' independent work.
The document provides 10 points to consider when teaching spelling to elementary school students. It recommends pre-testing words to determine what to study, using varied sensory methods for learning, focusing on individual student errors, periodic review with increasing intervals, measuring student growth through tests, using preventative techniques to reduce need for remedial instruction. It also lists 10 spelling rules, such as doubling consonants in monosyllabic words ending in vowel-consonant and changing y to i when adding suffixes.
The document discusses two dimensions of writing: consolidatory writing and free writing. Consolidatory writing reinforces oral skills through controlled exercises focusing on grammar, structures, and rhetorical patterns. Free writing focuses on the creative use of language to communicate ideas through free compositions and experiences like personal notes, letters, narration, description, and argumentation. It provides examples of fully controlled and guided writing activities for consolidatory writing, which involve substitution, transformation, and rearrangement exercises, as well as examples of free writing experiences.
Constructivism regards learners as the core of the learning process, with the learner at the center. Knowledge is constructed by the learner through interpreting information and comparing new learning to prior experiences. The teacher facilitates learning by providing relevant experiences and activities that allow students to construct their own understanding and challenge their insights through questioning and discussion.
Metacognition refers to thinking about one's own thinking. It involves using prior knowledge to plan strategies for learning tasks, monitoring comprehension, and evaluating and modifying one's approach. Elements of metacognition include metacognitive knowledge about cognitive processes and learning tasks, and metacognitive regulation like planning, monitoring, debugging, and evaluating progress. Teachers can develop students' metacognition by modeling think-alouds and having students ask questions to plan, monitor, and evaluate their thinking during learning tasks.
The document discusses diagrams and posters. It defines a diagram as a symbolic visual representation of information using shapes connected by lines or arrows. Diagrams have been used since ancient times but became more prevalent during the Enlightenment. The document then describes different types of diagrams like process diagrams, technical diagrams, and area diagrams. It also discusses guidelines for creating effective posters, such as using brief text, dramatic simplicity, and appropriate design and color. Posters are meant to quickly catch attention and implant an important idea in the viewer's mind.
People learn more deeply from multimedia messages when words are spoken by a friendly human voice rather than a machine voice. Researchers found that people tend to treat computers like real people and try harder to understand communications from computers. According to Mayer and Reeves and Nass, using a human voice leads to better understanding than a machine voice.
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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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.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
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
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
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
How to Install Theme in the Odoo 17 ERPCeline George
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2. Aims of Instruction in
Handwriting
The principal objective in teaching
handwriting in school is to enable
the individual to write legibly and
with a desirable degree of speed.
3. There are aspects of handwriting that need to be
attended in connection with instruction in
handwriting:
Position of the body
Placement of the arms and the paper
The holding of the pen or pencil
Movement used in writing
6. Writing that consists of unjoined
letters made with lines and
circles and that is often taught
in elementary school.
MANUSCRIPT WRITING
8. Advantages :
Legibility and simplicity
Less muscular strain for children
Great merit of similarity to print and resultant result
support of the reading process.
9. A type of handwriting in
which all the letters in a word
are connected to each other.
CURSIVE WRITING
11. Suggested Activities to make the transition
from Manuscript to Cursive Writing:
1. Showing the pupils a copy of the letters of the alphabet in cursive form.
2. Demonstrating on the board how to change letters in manuscript to cursive form.
3. Showing the difference between vertical and slant strokes.
4. Training pupils how to form slant strokes.
5. Writing simple words in cursive form.
6. Writing simple sentences in cursive form.
7. Evaluate.