La familia está compuesta por los padres Emilio Acevedo y Myriam Morales, y sus tres hijos Andrés Acevedo Morales, Xiomara Acevedo Morales. El documento presenta un diagrama de la estructura familiar.
This document contains the semester program for the Information and Communication Technology subject for class IX in the even semester of the 2010/2011 academic year at a school in Demak, Indonesia. It outlines three competency standards that will be covered, including practicing basic computer skills and using the Internet to obtain information. A schedule is provided with allocated time for each standard across the months of January through June. The head master and subject teacher of ICT signed off on the program on January 3rd, 2010.
Rencana pelajaran ini membahas identifikasi berbagai komponen perangkat keras dan perangkat lunak komputer serta cara mengajarkannya kepada siswa melalui diskusi kelompok dan pengamatan langsung pada perangkat keras komputer."
The document discusses why mobile websites are important and provides tips for creating good mobile websites. It notes that while Flash is currently more widely accepted, HTML5 is the future standard and is growing in popularity. It also discusses using responsive design and HTML5 versus Flash to make websites accessible across different devices.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
Rencana Pelaksanaan Pembelajaran (RPP) ini membahas tentang pembelajaran Teknologi Informasi dan Komunikasi (TIK) untuk siswa kelas IX tentang dasar-dasar penggunaan internet dan intranet. Materi pelajaran mencakup pengertian, sistem jaringan, kecepatan akses, dan perangkat keras internet serta intranet. Pembelajaran dilakukan dengan berbagai metode seperti ceramah, diskusi, dan praktik untuk mencapai tujuan membekali
This document contains the semester program for the Information and Communication Technology subject for class IX in the even semester of the 2010/2011 academic year at a school in Demak, Indonesia. It outlines three competency standards that will be covered, including practicing basic computer skills and using the Internet to obtain information. A schedule is provided with allocated time for each standard across the months of January through June. The head master and subject teacher of ICT signed off on the program on January 3rd, 2010.
Rencana pelajaran ini membahas identifikasi berbagai komponen perangkat keras dan perangkat lunak komputer serta cara mengajarkannya kepada siswa melalui diskusi kelompok dan pengamatan langsung pada perangkat keras komputer."
The document discusses why mobile websites are important and provides tips for creating good mobile websites. It notes that while Flash is currently more widely accepted, HTML5 is the future standard and is growing in popularity. It also discusses using responsive design and HTML5 versus Flash to make websites accessible across different devices.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
Rencana Pelaksanaan Pembelajaran (RPP) ini membahas tentang pembelajaran Teknologi Informasi dan Komunikasi (TIK) untuk siswa kelas IX tentang dasar-dasar penggunaan internet dan intranet. Materi pelajaran mencakup pengertian, sistem jaringan, kecepatan akses, dan perangkat keras internet serta intranet. Pembelajaran dilakukan dengan berbagai metode seperti ceramah, diskusi, dan praktik untuk mencapai tujuan membekali
Format kisi-kisi penulisan soal ujian praktek mata pelajaran Teknologi Informasi dan Komunikasi. Terdiri dari standar kompetensi, kompetensi dasar, materi pokok, indikator soal, dan contoh soal untuk membuat dokumen sederhana menggunakan Microsoft Word. Soal ujian praktek ini bertujuan mengukur kemampuan siswa dalam membuat dan mengatur format teks serta paragraf dalam dokumen word.
The document discusses erasing inequities in schools and provides guidance on assessment practices, grading practices, and personal leadership goals. It lists six types of inequities that can be addressed, including issues around access, tasks, formative assessment, summative assessment, grading, and response to intervention. Key recommendations are provided around ensuring grading practices are accurate, fair, specific, and timely. Educators are asked to reflect on practices in their own schools and set goals to stop, continue, and begin actions to reduce inequities.
The document discusses five fundamental paradigm shifts needed for successful implementation of the Common Core State Standards (CCSS) in mathematics: 1) professional development focused on collaborative learning teams rather than individual teachers, 2) instruction emphasizing conceptual understanding and the mathematical practices, 3) content focusing on fewer standards taught in greater depth, 4) assessment as a multifaceted process reflecting the rigor of the standards, and 5) intervention becoming a required response based on evidence of student learning. It also provides resources for supporting CCSS implementation in mathematics.
The document discusses closing the learning gap in mathematics through the Common Core State Standards. It identifies two primary causes of the gap: an emphasis on procedural fluency over conceptual understanding, and isolated decision making without a coherent instructional system. It advocates for teacher collaboration through professional learning communities to align practices with research, ensure equity, and agree on content, assessment, and response to intervention.
This document summarizes a training session on teaching mathematics according to the Common Core State Standards. The session covered examining teacher collaboration, analyzing the mathematical practices outlined in the standards, and discussing lesson planning tools to implement those practices. Attendees were guided through activities to evaluate their current instruction and collaboration in light of the standards, and resources were provided to help with curriculum development and lesson planning.
This document discusses effective professional development for teachers using professional learning communities (PLCs). It outlines a model for on-site coaching of PLC teams over 8 days during a 7-month period. The coaching focuses on developing common assessments, using student performance data to guide instruction, and establishing agreement on curriculum and implementation. Effective professional development is ongoing, embedded in teachers' work, focuses on subject-matter and results, and provides opportunities for collaboration. PLCs support this by decreasing variability between teachers and increasing instructional quality through a cycle of teaching, assessing, and using assessment data for student learning and improving instruction.
This document discusses the art of teaching and inspiring student performance. It emphasizes that teachers have a sphere of influence and impact on students. It discusses how developing positive relationships with students through relational intelligence and maintaining high energy are important aspects of being an effective teacher. The document suggests teachers should strive to be persons of positive influence, develop strong relationships with students, manage their own energy and energize others, and pursue wisdom through growing their knowledge base and decision making skills.
The document discusses why mobile websites are important and provides tips for creating good mobile websites. It notes that while Flash is currently more widely accepted, HTML5 is the future standard and is growing in popularity. It also discusses using responsive design and HTML5 versus Flash to make websites accessible across different devices.
This document outlines a lesson plan for an English class at SMPN 1 Karangtengah for eighth grade students over two semesters. It details the competency standards, basic competences, learning objectives, learning materials, methods, procedures and assessment for the class. The lesson plan focuses on expressing meaning in various written functional texts such as comic strips, memos, narratives, recounts, letters and films. It also includes activities for arranging paragraphs and composing exposition texts. Students will be assessed through tests, products, and observations of their participation in activities.
1) The document discusses formative assessment and using assessment as a means of learning rather than an end. It emphasizes using assessment for feedback and improving instruction.
2) It presents a Teaching-Assessing-Learning cycle for collaborative teacher teams to identify learning targets, design assessments and formative strategies, implement assessments, and reflect on results to improve instruction.
3) The document provides tools and processes for teams to improve the quality and accuracy of their common assessments, such as rubrics, double scoring, and calibration to eliminate grading variance.
Format kisi-kisi penulisan soal ujian praktek mata pelajaran Teknologi Informasi dan Komunikasi. Terdiri dari standar kompetensi, kompetensi dasar, materi pokok, indikator soal, dan contoh soal untuk membuat dokumen sederhana menggunakan Microsoft Word. Soal ujian praktek ini bertujuan mengukur kemampuan siswa dalam membuat dan mengatur format teks serta paragraf dalam dokumen word.
The document discusses erasing inequities in schools and provides guidance on assessment practices, grading practices, and personal leadership goals. It lists six types of inequities that can be addressed, including issues around access, tasks, formative assessment, summative assessment, grading, and response to intervention. Key recommendations are provided around ensuring grading practices are accurate, fair, specific, and timely. Educators are asked to reflect on practices in their own schools and set goals to stop, continue, and begin actions to reduce inequities.
The document discusses five fundamental paradigm shifts needed for successful implementation of the Common Core State Standards (CCSS) in mathematics: 1) professional development focused on collaborative learning teams rather than individual teachers, 2) instruction emphasizing conceptual understanding and the mathematical practices, 3) content focusing on fewer standards taught in greater depth, 4) assessment as a multifaceted process reflecting the rigor of the standards, and 5) intervention becoming a required response based on evidence of student learning. It also provides resources for supporting CCSS implementation in mathematics.
The document discusses closing the learning gap in mathematics through the Common Core State Standards. It identifies two primary causes of the gap: an emphasis on procedural fluency over conceptual understanding, and isolated decision making without a coherent instructional system. It advocates for teacher collaboration through professional learning communities to align practices with research, ensure equity, and agree on content, assessment, and response to intervention.
This document summarizes a training session on teaching mathematics according to the Common Core State Standards. The session covered examining teacher collaboration, analyzing the mathematical practices outlined in the standards, and discussing lesson planning tools to implement those practices. Attendees were guided through activities to evaluate their current instruction and collaboration in light of the standards, and resources were provided to help with curriculum development and lesson planning.
This document discusses effective professional development for teachers using professional learning communities (PLCs). It outlines a model for on-site coaching of PLC teams over 8 days during a 7-month period. The coaching focuses on developing common assessments, using student performance data to guide instruction, and establishing agreement on curriculum and implementation. Effective professional development is ongoing, embedded in teachers' work, focuses on subject-matter and results, and provides opportunities for collaboration. PLCs support this by decreasing variability between teachers and increasing instructional quality through a cycle of teaching, assessing, and using assessment data for student learning and improving instruction.
This document discusses the art of teaching and inspiring student performance. It emphasizes that teachers have a sphere of influence and impact on students. It discusses how developing positive relationships with students through relational intelligence and maintaining high energy are important aspects of being an effective teacher. The document suggests teachers should strive to be persons of positive influence, develop strong relationships with students, manage their own energy and energize others, and pursue wisdom through growing their knowledge base and decision making skills.
The document discusses why mobile websites are important and provides tips for creating good mobile websites. It notes that while Flash is currently more widely accepted, HTML5 is the future standard and is growing in popularity. It also discusses using responsive design and HTML5 versus Flash to make websites accessible across different devices.
This document outlines a lesson plan for an English class at SMPN 1 Karangtengah for eighth grade students over two semesters. It details the competency standards, basic competences, learning objectives, learning materials, methods, procedures and assessment for the class. The lesson plan focuses on expressing meaning in various written functional texts such as comic strips, memos, narratives, recounts, letters and films. It also includes activities for arranging paragraphs and composing exposition texts. Students will be assessed through tests, products, and observations of their participation in activities.
1) The document discusses formative assessment and using assessment as a means of learning rather than an end. It emphasizes using assessment for feedback and improving instruction.
2) It presents a Teaching-Assessing-Learning cycle for collaborative teacher teams to identify learning targets, design assessments and formative strategies, implement assessments, and reflect on results to improve instruction.
3) The document provides tools and processes for teams to improve the quality and accuracy of their common assessments, such as rubrics, double scoring, and calibration to eliminate grading variance.