Teaching Resources

QUALITY

Criteria

4 excellent

3 very good

2 Good

1 needs imp

Attractiveness

The poster is exceptionally attractive in term of design lay out &neatness

The poster is attractive in term of design lay out &neatness

The poster is acceptable attractive thought it may be a bit messy

The poster is distractingly messy or very poorly design it is not attractive

Originality

Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and display

One or two of the graphics used on the poster reflect student creativity in their creation or display

The graphic are made by the student but are based on the design or ideas of others.

The graphic are made by the student but based on the design or ideas of others.

Clarity

Graphics are all in focus and the content easily viewed &identified from 6ft away

Most graphics are in focus and the content easily viewed &identified from 6ft away

Most graphics are in focus &the content is easily viewed & identified from 4ft away

Many graphics not clear or too small

Total

A, excellent 10-12 ____

B, above average 7-9___

C, below average 6-5___

D, needs improvement 4-0___ RUBRICS BY; \

Michael Bals

The answer is as follows; The rationale for incorporating the review of the literature in the research is that when you substantiate what you say, you usually substantiate it through the literature you have read. Therefore, you must document your source for your rationale and your theoretical/conceptual framework.

The Kotter's 8-step model of change is often appropriate for improving teaching and learning. This model emphasizes creating a sense of urgency, building a guiding coalition, and empowering others to act on the change. It provides a structured approach to implementing change in educational settings.

Negotiation of meaning refers to the process in which speakers adjust their communication to enhance mutual understanding, often through clarification requests or repetitions when there is a misunderstanding. In contrast, negotiation for meaning focuses on the strategies and interactions that learners employ to achieve comprehension during language exchanges, emphasizing the active engagement in resolving communication breakdowns. Essentially, negotiation of meaning is about the adjustments made, while negotiation for meaning is about the strategies used to facilitate understanding.

Morphology deals with the structure of words in that it i. tells us about the affixes added to a root, ii. provides insights for the syllabic structure of complex words, iii. assists with stress assignment on polysyllabic words.

All these points help in learning English stress, word meaning, and many times, spellings of words.

Posted by KS, Odisha, India

After reading, ask yourself: What was the main idea or message of the text? Did the author effectively convey their point? What new information did I learn or what perspectives did I gain from reading this?

To prepare a lesson plan for homeschooling a class 9 or 10 student, start by outlining the learning objectives, selecting appropriate resources and materials, breaking down the content into manageable parts, including interactive activities for engagement, and incorporating assessments to measure progress. It's important to consider the student's learning style, pace, and interests when designing the lesson plan.

It is important so that the teaching aids will be stored and kept well. This will help the teacher save his resources and reuse and renovate them for another time and another purpose for learning.

A sample lesson plan on the Rizal family could focus on the life and contributions of Dr. José Rizal, highlighting his family's influence on his values and education. The lesson could begin with a brief introduction to the Rizal family background, followed by a discussion on key family members like his mother, Teodora Alonso Realonda, and his siblings. Activities could include group discussions, analyzing primary sources such as letters and writings, and a creative project where students create a family tree that illustrates the family's impact on Rizal's life and ideals. The lesson would conclude with a reflection on how family shapes individual identity and values.

The teacher employed a variety of strategies to facilitate learning, including differentiated instruction to cater to diverse learning styles and abilities. Collaborative group work was utilized to encourage peer interaction and enhance critical thinking skills. Additionally, the incorporation of technology and multimedia resources helped to engage students and make the material more relatable. Regular formative assessments provided feedback to adjust teaching methods and ensure student understanding.

The process of learning to cope with living without alcohol typically involves developing new coping strategies and routines that support a sober lifestyle. This may include engaging in support groups, such as Alcoholics Anonymous, seeking therapy, and finding alternative activities that promote well-being. Building a strong support network of friends and family, along with practicing mindfulness and self-care, can also be crucial in navigating social situations and triggers. Ultimately, it’s about fostering resilience and finding joy in a life free from alcohol.

One lesson that readers can learn from the issue of Asian carp is the importance of understanding and managing invasive species. Asian carp have caused significant ecological and economic damage in the United States, highlighting the need for proactive measures to prevent the introduction and spread of non-native species. This case underscores the interconnectedness of ecosystems and the potential consequences of human activities on biodiversity. Ultimately, it serves as a cautionary tale about the unintended consequences of introducing species into new environments.

To write a complete lesson plan, start by defining clear learning objectives that specify what students should achieve by the end of the lesson. Next, outline the materials and resources needed, followed by a detailed step-by-step procedure that includes instructional strategies, activities, and assessments. Finally, incorporate adaptations for diverse learners and a reflection section to evaluate the lesson's effectiveness. This structured approach ensures that the lesson is organized and focused on student learning outcomes.

Yes, learning can occur without formal teaching. Individuals often learn through self-directed exploration, experience, and observation. For example, people can acquire skills and knowledge by engaging with their environment, interacting with others, or utilizing resources like books and online content. This type of learning emphasizes the importance of curiosity and autonomy in the educational process.

1. One effective way might be flash cards with Spanish (or original language) on the front and English translation on the back, or swap the original language for a picture or drawing or the item. For example on the front have "para" and on back write "stop". Show the Spanish side to your pupil and ask them to say that in English. Or draw a stop sign on one side and write stop on the other.
2. Have students create their own "dictionary". When they spot a word they do not know or cannot pronounce, they write the word on one side of an index card. Then, have them sound it out and write how they think the syllables sound. Lastly, have them look up the word in a standard dictionary, and re-write the word, its correct syllables, and the definition on the back side of the card. Have students keep their cards in individual recipe boxes. Each week, blindly pick one card from each student's box. Create your weekly quiz using all or some of the words you picked.
3. Pick a short essay (250-500 words) to use in-class. Have students read the story out loud (one sentence per student, whoever you call on). Then, have students identify adjectives in each sentence. Ask them to re-write each sentence, substituting a different synonym for each adjective. Let the kids stretch their imaginations and vocabularies.
4. Model a sentence using two homonyms. The bear had a bare spot on his back. Hand out a list of homonyms, and go over the meanings. Have them write 10 sentences using any 10 pairs of homonyms. Encourage creativity with forming humorous sentences. The bear cub rode the horse bareback down the road.
5. Encourage 'teaching' among students. Each student must write two sentences with their best spelling and grammar. Trade papers with another student; both students now become 'teachers', circling any problems they find. Then, teach collaboration: Have the two student teams rewrite the 4 sentences (2 each from 2 students working together) without any errors.
6. The "bee-buzz" of spelling. Run a week-long contest for 50 words. Give students a 2-column form. Label 1 narrow column with "Word". Label the wider right column with "definition". Instructions: As you go about your day, you see, smell, and hear things in the world. Each of these has a word, or more than 1 word to choose from. For example, you could call children yelling as "noise" but more specifically "yelling" as a noise. A "sidewalk" is also called "pavement" when referring to how it is made with cement. A "trail" might also be a "path." During the next week, your job is to write down a word for something you see, smell, or hear. Write it on your list, and beside it, write a short definition. When we go over your lists next week, we'll see how many words the class wrote down. (Part 2 that you don't tell them, yet: Have students compare their lists in small groups. Mark all duplicates and check each other's definitions. Then, have each group identify 3 to 5 uncommon or unusual words. -- You could get several "lessons" from their lists. Examples: 1 Use the common words in a spelling test. 2. Ask them to write sentences for two unusual words. 3. You won't get Articles of Speech on anyone's list-- point this out, explain articles, and have students pick two words from their lists to write sentences with articles. 4. You likely won't get numbers on the lists. Review how to write numbers as words and use them as adjectives to words on their lists, such as fifteen children. The ideas of how to use what students notice is endless! Tie it to a lesson plan objective to give real world practice!
7. Tell the kids their assignment is to ask a grandparent, parent, other adult for 5 "big words". The adult can spell the word so the child can write it down, but the child should come up with a definition. They can ask the adult for "two hints" about what the word means. Tell them "guessing" when writing their definition is okay for this assignment--but they cannot look in a dictionary until you tell them to do so, and cannot ask anyone for the definition. Lessons for this are also endless. Like 1. Circle the prefix in all words. 2. Circle the suffix. 3. Syllables. 4. Thinking-out definitions when you don't have a dictionary handy. 6. Checking the thought-of definition against the dictionary. 7. Trade lists and write one sentence for another student's list. 8. Have the student pick his "favorite word" from his own list. Then, each student stand, read the word, tell its definition, and make a sentence-- even a not-so-good sentence. 8. Have students pick 1 word from their lists and make lists of words using those letters. 9. Begin a "Class Story". Each child must pick a word to use in the story-- if the word makes no sense as used, discuss why.
8. Present words that follow a rule in spelling like "i before e except after c". Make up games for just those words.... example... Leave out the 2 letters when you write them (and others always spelled ie) on the blackboard. Have students pick whether the i or e should come first. Perhaps mix this with a counting-ration game: how many students picked i as the first letter; that number represents 1/3rd of the class (show them how to do this).
9. Have them hand write a 5-page story using 10 new words (adjectives, adverbs), correctly. Have them underline the new words they used. Have them diagram one sentence that contained a new word.
10. Go over often-confused words. For example, on this website, kids often spell does as "dose", "there" when they meant "their". Have a sample using these words. Discuss the meanings, the spellings. Have them come up with lists of similar sounding words with different spellings. Link it to current lesson plans.

the answer is assgg

Not at all. A computer can always help a teacher but it can never replace a teacher.

A consonant is any letter that is not a vowel. To explain that it's a kid, you simply tell them that A, E, I, O, and U are all vowels, and that every other letter of the alphabet is a consonant.

The nature of child development has a direct impact on learning. A child's development tells them when they can learn specific skills or facts.

first , plan for the kind of instructional material you are going to make.

second, prepare all important equipment to use.

Third, make your instructional materials neatly and completely.

Last, test the effectiveness of your instructional materials by actually using it in the class.

The English Revolution was caused in part by Charles' fight with The Scots to reassume his power. Social change erupted, with the popularity of pamphlets voices and opinions were heard freely, think blogging in the 1600's. This caused changes in the government officials, Parliament was divided and became known as The Presbyterians and The Independents.

nearly everyone but baby

improper fraction