Instrumento para las actitudes
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Diseño para el ámbito actitudinal: Cuestionarios e instrucciones para la reflexión y la metacognición
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Hacer los deberes significa reforzar lo aprendido en la escuela mediante el estudio y la realización de ejercicios asignados. No significa completar las tareas rápidamente y sin pensar, ni hacerlas mientras se ve la televisión. Para hacer los deberes de forma efectiva, es importante encontrar un lugar tranquilo y dedicado, establecer un horario fijo como después de merendar, y contar con ayuda en caso de dudas.
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Cómo hacer los deberes en casa
Hacer los deberes significa reforzar lo aprendido en la escuela mediante el estudio y la realización de ejercicios asignados. No significa completar las tareas rápidamente y sin pensar, ni hacerlas mientras se ve la televisión. Para hacer los deberes de forma efectiva, es importante encontrar un lugar tranquilo y dedicado, establecer un horario fijo como después de merendar, y contar con ayuda en caso de dudas.
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The document discusses getting students to formulate their own questions as an alternative to the traditional Socratic teaching method. It introduces the Question Formulation Technique (QFT), which is a seven-step process for teaching students to generate questions on a given topic. In the QFT process, students first focus on a topic, generate questions about it without overthinking, and then work to improve, prioritize and determine how to use their questions for research, projects and presentations. Formulating their own questions helps students develop important thinking skills like divergent and convergent thinking as well as metacognition.
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1) Eventos e cursos sobre empreendedorismo, administração e finanças em março e abril para ajudar empresários.
2) Orientações gratuitas sobre declaração de renda para empreendedores individuais.
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1. Online video watching in Australia has grown significantly from 2011 to 2013 in both the number of videos watched and total minutes watched.
2. A majority (78%) of internet users in Australia streamed a video in January 2013, spending on average 11 of 20 total online hours watching video.
3. An example campaign that aired a commercial during a TV show and then targeted similar audiences online through RTB video found those audiences were more likely to be in senior roles or key industries like marketing.
4. RTB video allows targeting audiences based on actual impressions
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The teacher's dossier provided evidence of stating course aims and objectives, and defining lesson aims. It included a project where students developed a menu and had a meal together in English.
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The document discusses the concepts of "living above the line" and "living below the line". Living above the line means making good choices and following positive beliefs, which leads to good outcomes. Living below the line means making bad choices that can negatively impact one's future. Key characteristics of living above the line include being honest, respectful, and caring, while living below the line involves behaviors like dishonesty and disrespect.
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This document discusses behaviors that are considered "above the line" or positive versus "below the line" or negative. Examples of above the line behaviors include not cheating, good sportsmanship, helping others, and avoiding drugs. Below the line behaviors include doing drugs, fighting, cheating, and breaking laws. The document encourages living above the line in order to find success and provides examples of helping an opposing player who was injured as well as getting arrested for kidnapping and theft.
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Este documento contiene numerosas frases célebres de Albert Einstein sobre temas como la educación, la ciencia, la religión, la política y la vida. Algunas de las frases más destacadas son "la educación es aquello que permanece cuando uno ha olvidado todo lo aprendido en el colegio", "la ciencia sin religión es renga; la religión sin ciencia es ciega" y "sólo hay dos cosas infinitas, el universo y la estupidez humana, pero no estoy muy seguro de la primera". El documento también resume bre
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Hannah and Lauren will create a social realism film trailer targeting an audience aged 15-30. Their initial idea is about a party where a character gets hit by a drunk driver and dies. Social realism focuses on contemporary issues like drugs, alcohol, and sex. They will film on location in Woodford Halse and use non-professional actors. The characters will be stereotypical teenagers shown through tracksuits and smoking. Shots will include wide shots, close-ups, and establishing shots. Props will include alcohol, cars, and knives. The script will be semi-improvised to seem realistic. Urban music will be used to match the setting.
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Este documento presenta 75 preguntas sobre diversos temas relacionados con la discapacidad y la educación especial. Las preguntas abarcan conceptos como discapacidad, deficiencia, minusvalía, inteligencia, necesidades educativas especiales, parálisis cerebral, alteraciones del lenguaje, deficiencia mental, deficiencias asociadas, deficiencias visuales, autismo, deprivación sociocultural, síndrome de Down, deficiencia auditiva, espina bífida y otros. Las preguntas buscan conceptualizar, relacionar, describir, explicar
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This document outlines the superpowers and tools of a peer and self-assessment superhero. The superhero would have speed, provide specific and formative feedback, and create dialogue through assessment. Their utility belt would include progress tables, rubrics, model answers, and other tools. Peer and self-assessment need to be quick, formative, and specific. Feedback should create improvement and be acted upon through discussion. The document provides examples of assessment tools and rules for providing kind, specific, and helpful critique.
Shot schedule
The document outlines the shooting schedule for a film called "GONE" to be directed by Lauren Cooke. It includes the time, shot number, shot description, actors involved, and location for various scenes. The first shots scheduled are of a party that need to be filmed before it gets too dark. Later shots involve a drunk driver in a car and actors portraying a couple arguing in the road. The schedule concludes with filming the character's contact with an oncoming car and creating a title using alcohol bottles.
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Hive Media 3D Samples
The document provides a list of 3D art projects in categories of character models, object models, and textures. The projects cover areas like game development, film, environmental architecture, design, and video games. They include models of characters like an orc, gnome, human male and female, and a monster, as well as objects like an office, kitchen, desk, and backpack. Texture projects involve eyes, mouths, and hands. Contact information is provided at the end to obtain quotes for 3D art services.
Host check list 10_04_2008
O documento fornece uma lista de checagem para hosts receberem VIPs de forma personalizada e atenciosa, incluindo saber detalhes sobre eles, escolher hotéis e quartos confortáveis, recepcioná-los no aeroporto, deixar o quarto arrumado com presentes de boas-vindas, e estar disponível durante a estadia para atender às necessidades dos VIPs.
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Este documento describe el sistema respiratorio humano. Explica que su función principal es proporcionar oxígeno a la sangre y eliminar dióxido de carbono. Describe cada parte del sistema respiratorio, incluyendo la nariz, faringe, laringe, tráquea, bronquios y pulmones. Explica que en los pulmones ocurre el intercambio gaseoso entre la sangre y el aire a través de los alvéolos y capilares pulmonares. También menciona algunas afecciones como la laringitis y la ne
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Social realism pitch presentation lauren and hannah
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The document provides a lesson plan for a class on the topic of "Taking care of Business around the world." The aims of the lesson are to understand phrases related to business, evaluate services/products across cultures, discuss unusual business practices in different cultures, and consider turning problems into opportunities with different cultural standards. The lesson involves an icebreaker activity matching flags to technology developments. Students will then discuss business vocabulary, cultural standards, and opinions on services/products in various countries and regions.
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This document provides a form for observing a classroom teaching session and evaluating various aspects of instruction. It includes a rubric for rating the instructor on delivery, organization, time management, subject material handling, learning outcomes promotion, student interaction, enthusiasm, and board presentation. Observers are asked to provide numeric ratings from 0-10 in these categories based on descriptors of poor, fair, good, and excellent performance. The form also prompts the observer to write a review of the class noting their ratings and comments in the listed areas. A second document provides a similar form for reviewing course instructional materials like the syllabus, schedule, and assessment measures. Observers are asked to comment on whether these materials meet standards for content and organization.
B4 t3 ana_vela
This document provides a form for observing a faculty member's classroom teaching and reviewing instructional materials. The classroom observation form rates the instructor on delivery, organization, time management, subject material handling, learning outcomes, student interaction, enthusiasm, and board presentation on a scale of 0-10. The reviewer is asked to write a review of the class noting these areas.
The instructional materials review form asks the reviewer to comment on the course syllabus, schedule, and assessment measures. It provides guidance that the syllabus should include instructor contact information, course details, materials, objectives, evaluation methods, policies, and disability statement. The schedule should provide approximate due dates and one major evaluation before the drop date. Sample assessments should address
B4 t2 ana_vela
This document discusses how to introduce peer lesson observations for teacher trainees. It provides examples of observation tasks like teaching strategies, class topics and objectives. The document recommends discussing the observation at least a week beforehand and giving information on evaluation points. It also suggests preparing for the visit by knowing the date, time, aspects to be evaluated and the observer's role. Lesson observations should last 30-40 minutes. A sample feedback sheet is included to guide providing structured comments after the observation. Guidelines are given for managing the feedback discussion and addressing situations where the trainee fails or disagrees with the feedback. A second visit with the same trainer is possible.
B3 t2 ana_vela
The document lists famous historical figures throughout history who had various disabilities or neurological disorders such as epilepsy, deafness, blindness, paralysis, dyslexia, and Asperger's syndrome. Some of the individuals mentioned include Agatha Christie, Ludwig van Beethoven, Helen Keller, Albert Einstein, Tom Cruise, Walt Disney, and Stevie Wonder. The document provides the name of the famous person, their occupation or role, and the disability or disorder they had.
B2 t5 ana_vela
This document contains evaluations of a teacher's qualifications and competencies. It evaluates their practical teaching abilities, ability to reflect and judge, and cooperation skills. For each category, the evaluator ticks boxes to indicate what statements apply to the teacher. In remarks, the evaluator notes that the teacher is able to relate language teaching theories to classroom practices, reflect on and evaluate their own teaching, and suggest improvements. The original evaluation also found the teacher produced excellent lesson plans and was able to collaborate well and reflect on lessons.
B2 t4 ana_vela
This document contains an evaluation of a language tutor. It consists of two parts - an original evaluation and a comparison to the original. In the original, the tutor is rated highly in their awareness of language acquisition theories and ability to integrate learners' experiences. Their lesson plans are well prepared and they provide honest self-evaluations. They create a stimulating learning atmosphere. The comparison notes the tutor is confident in their role, helps and corrects students, and combines activities to develop the four language skills.
B2 t3 ana_vela
The document is an evaluation of a teacher's certification dossier on planning and evaluation.
The evaluator marks that the teacher is able to plan and evaluate lessons within a curriculum, understands the institutional context, and is familiar with language evaluation frameworks.
The teacher's dossier provided evidence of stating course aims and objectives, and defining lesson aims. It included a project where students developed a menu and had a meal together in English.
The individual lesson plans clearly defined aims and materials. While the teacher noted covering only one textbook exercise as a weakness, the evaluator disagreed, noting the project better supported language use.
The evaluator concluded it was an excellent dossier demonstrating the project was well-integrated and students successfully developed language
B2 t2 ana_vela
This document contains an evaluation of a language teacher's certification dossier. The evaluator checked boxes to indicate that the teacher is aware of socio-cultural and intercultural aspects of language use and can sensitize learners to cultural differences. The evaluation notes the teacher's ability to show cultural sensitivity, avoid stereotypes, and integrate socio-cultural topics into lessons. The remarks section from the original evaluation praised how the teacher combined revision of past and present perfect tenses to discuss different cultures. The current evaluator agreed but felt an extra task was needed to practice the present perfect.
B2 t1 ana_vela
This document contains evaluations of a teacher's language awareness skills and competencies. The evaluator checked boxes to indicate that the teacher is familiar with language analysis tools, can compare languages, and can apply this knowledge to teaching. In remarks, the evaluator notes the teacher explains topics clearly but could improve grammar examples for students' ages. Both the original evaluator and another reviewer agree the teacher meets targets and uses correct terminology, but should tailor activities more to students' levels.
B1 t3 anavela
The document contains responses from Irma Esmeralda Sarricolea Pinto to questions about her interests and experience in different language teaching content areas. She expresses interest in language teaching because it allows using varied materials to engage students. She feels most confident in language teaching but less sure of language awareness involving phonology and lexical structures. The area she wants to develop further is planning and evaluation to help students with language exams and appropriate tasks.
B1 t2 anavela
The document discusses a book called OpenMind Level 3 by Tim Bowen that the author likes. It provides activities for different language skills and has an online platform for additional practice. The book is used successfully in many technical universities. It is based on competitions and aligns with their educational model by incorporating real-world tasks. There is a skills section in each unit that enriches learning. The online materials make students happy by providing an engaging way to study English.
B1 t1 anavela
This lesson plan focuses on the topic of decisions and decision making. It includes activities such as analyzing cartoon captions about difficult decisions, matching vocabulary to statements, writing hypothetical situations using the second conditional, discussing questions about personal decisions, and practicing grammar structures like "I wish" and "I hope." The plan aims to extend vocabulary, improve pronunciation, give reasons for decisions, and allow students to reflect on their own decisiveness. It incorporates individual, partner, group, and whole-class activities over four phases of learning using materials like a student book, whiteboard, and worksheet.
Saber desempeño
El documento instruye a los estudiantes a investigar uno de los inventos o descubrimientos más importantes de los últimos 100 años, incluyendo quién lo hizo, en qué año y los beneficios para la humanidad. Los estudiantes deben organizar una presentación oral de 3 minutos sobre su tema utilizando material visual pero sin leer directamente. La presentación debe dividirse en introducción, desarrollo y conclusión y será evaluada según una rúbrica.
Saber producto
El documento proporciona instrucciones para crear un folleto de viaje sobre Londres, Inglaterra. Los estudiantes deben ver un video sobre los principales puntos de interés de Londres y tomar notas sobre 5 lugares. Luego deben escribir breves descripciones de esos lugares en inglés recomendando visitarlos y dar una razón usando la frase "You should visit this place because...". Finalmente, deben diseñar el folleto en un programa y enviarlo al tutor para su evaluación según una rúbrica provista.
Diseño de reactivos
El documento presenta 4 niveles cognitivos (conocimiento, comprensión, aplicación y análisis) con reactivos y justificaciones para cada uno. El objetivo es evaluar diferentes habilidades como recordar conceptos, entender significados, aplicar conocimientos previos e interpretar información.
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El documento describe el ciclo biogeoquímico del agua en la Tierra, explicando que originalmente el vapor de agua estaba presente en el interior de la Tierra cuando se formó, y que luego se condensó y cayó como lluvia cuando la Tierra se enfrió. Describe las diferentes formas en que el agua se mueve a través del ciclo, incluyendo la evaporación, condensación, precipitación, escorrentía, infiltración y deshielo.
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Más información en el Blog de Geografía de Juan Martín Martín
http://blogdegeografiadejuan.blogspot.com/
Este documento presenta un examen de geografía para el Acceso a la universidad (EVAU). Consta de cuatro secciones. La primera sección ofrece tres ejercicios prácticos sobre paisajes, mapas o hábitats. La segunda sección contiene preguntas teóricas sobre unidades de relieve, transporte o demografía. La tercera sección pide definir conceptos geográficos. La cuarta sección implica identificar elementos geográficos en un mapa. El examen evalúa conocimientos fundamentales de geografía.
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