21st Century Skills in the Foreign Language Classroom
•
329 gostaram•25,794 visualizações
This presentation discusses 21st century skills and how to develop them in the language classroom. It identifies key skills students will need such as collaboration, self-regulation, problem solving, use of information and communication technologies, and communication. The presentation then explores different tools and programs that can be used to build learning activities focusing on each of these skill areas. Attendees are engaged in activities to reflect on strategies and actions they can implement in their own teaching practice.
Denunciar
Compartilhar
Denunciar
Compartilhar
Baixar para ler offline
Recomendados
Lesson Plan Listening
The 40-minute lesson plan aims to teach listening skills through a worksheet about two Hong Kong tourist attractions: the Hong Kong Museum of History and the Big Buddha. Students will first read background materials and then listen to audio guides to complete information sheets. They will then discuss which attraction they prefer and why. For homework, students will design an information sheet for another Hong Kong tourist spot using online research.
Teaching listening and speaking
The document discusses integrating listening and speaking skills in teaching English. It provides examples of activities to develop these skills together or separately, including having students draw pictures based on spoken instructions or asking questions for clarification. It also discusses the relationship between listening and speaking, different types of listening, and tips for teaching listening and speaking to young learners.
Teaching vocabulary
The document discusses effective vocabulary instruction strategies supported by research. It recommends explicitly teaching vocabulary words, including providing student-friendly definitions and examples of words in context. It also suggests varying vocabulary instruction tasks, such as asking questions about word meanings, and relating words to students' prior knowledge and experiences. The document emphasizes the importance of multiple exposures, active engagement, and relating new words to known words.
Behaviourist learning theory (in SLA)
This document discusses behaviourist learning theory and its key concepts of habits and errors in language learning. It explains that behaviourism views language learning as habit formation through stimulus-response associations that are strengthened by reinforcement or punishment. Errors occur due to interference from habits already formed in the first language. The similarities and differences between the first and second languages influence whether habits transfer positively or negatively, facilitating or inhibiting second language acquisition. Behaviourism aimed to avoid errors by breaking down language into discrete habits that could be systematically practiced and mastered.
Lesson plan reading - speaking
This document outlines a lesson plan for an English class on responding to initial greetings. The plan covers: learning objectives focused on understanding and expressing greetings; sample greetings like "How are you?"; a discussion-based teaching method; and an assessment of students' ability to greet others orally. Students will discuss and present greetings, be evaluated on pronunciation during speaking, and demonstrate greeting each other in groups. The goal is for students to correctly respond to and express basic greetings.
Lesson plan speaking
This lesson plan is for an 8th grade English class that aims to foster retention of action verbs through a lively dice game. Students will be divided into groups, each receiving an action card with verbs numbered 1-6. Taking turns, students will roll the dice and must act out the verb that corresponds to the number rolled. Choosing engaging verbs will bring fun and action to the classroom. To evaluate learning, students will practice acting out verbs for the class to guess.
Reading skills lesson plan
1) The document provides guidance for a lesson teaching students how to scan text to find specific information quickly.
2) It describes demonstrating scanning techniques to students using a sample text and questions, having them practice scanning another text to answer questions, then discussing their answers with a partner.
3) Scanning involves quickly moving your eyes through lines of text to locate a specific word or phrase, rather than reading every word, and is useful for finding answers to test questions or looking up information.
Lesson Plan in Reading
Lesson Plan in Reading
Topic: Elements of Narrative
Reference: Joy in Learning English 5
Materials: Visual materials and big book
Values: Teamwork and Contenttedness
Recomendados
Lesson Plan Listening
The 40-minute lesson plan aims to teach listening skills through a worksheet about two Hong Kong tourist attractions: the Hong Kong Museum of History and the Big Buddha. Students will first read background materials and then listen to audio guides to complete information sheets. They will then discuss which attraction they prefer and why. For homework, students will design an information sheet for another Hong Kong tourist spot using online research.
Teaching listening and speaking
The document discusses integrating listening and speaking skills in teaching English. It provides examples of activities to develop these skills together or separately, including having students draw pictures based on spoken instructions or asking questions for clarification. It also discusses the relationship between listening and speaking, different types of listening, and tips for teaching listening and speaking to young learners.
Teaching vocabulary
The document discusses effective vocabulary instruction strategies supported by research. It recommends explicitly teaching vocabulary words, including providing student-friendly definitions and examples of words in context. It also suggests varying vocabulary instruction tasks, such as asking questions about word meanings, and relating words to students' prior knowledge and experiences. The document emphasizes the importance of multiple exposures, active engagement, and relating new words to known words.
Behaviourist learning theory (in SLA)
This document discusses behaviourist learning theory and its key concepts of habits and errors in language learning. It explains that behaviourism views language learning as habit formation through stimulus-response associations that are strengthened by reinforcement or punishment. Errors occur due to interference from habits already formed in the first language. The similarities and differences between the first and second languages influence whether habits transfer positively or negatively, facilitating or inhibiting second language acquisition. Behaviourism aimed to avoid errors by breaking down language into discrete habits that could be systematically practiced and mastered.
Lesson plan reading - speaking
This document outlines a lesson plan for an English class on responding to initial greetings. The plan covers: learning objectives focused on understanding and expressing greetings; sample greetings like "How are you?"; a discussion-based teaching method; and an assessment of students' ability to greet others orally. Students will discuss and present greetings, be evaluated on pronunciation during speaking, and demonstrate greeting each other in groups. The goal is for students to correctly respond to and express basic greetings.
Lesson plan speaking
This lesson plan is for an 8th grade English class that aims to foster retention of action verbs through a lively dice game. Students will be divided into groups, each receiving an action card with verbs numbered 1-6. Taking turns, students will roll the dice and must act out the verb that corresponds to the number rolled. Choosing engaging verbs will bring fun and action to the classroom. To evaluate learning, students will practice acting out verbs for the class to guess.
Reading skills lesson plan
1) The document provides guidance for a lesson teaching students how to scan text to find specific information quickly.
2) It describes demonstrating scanning techniques to students using a sample text and questions, having them practice scanning another text to answer questions, then discussing their answers with a partner.
3) Scanning involves quickly moving your eyes through lines of text to locate a specific word or phrase, rather than reading every word, and is useful for finding answers to test questions or looking up information.
Lesson Plan in Reading
Lesson Plan in Reading
Topic: Elements of Narrative
Reference: Joy in Learning English 5
Materials: Visual materials and big book
Values: Teamwork and Contenttedness
Task based language teaching
Task-based language teaching (TBLT) focuses on using authentic tasks to promote meaningful language use. It views tasks as the core unit for planning instruction and is presented as a logical development of communicative language teaching. Some key assumptions of TBLT include focusing on process over product, using purposeful and communicative activities, and sequencing tasks by difficulty level. A task in TBLT is an activity or goal carried out using language. The approach emphasizes learning language through interaction to complete tasks that could be needed in real life or have pedagogical purposes.
Teaching Listening
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
Lesson Plan, READING COMPREHENSION
This lesson plan is for an English class focused on reading comprehension for 11th grade students. The main aims are for students to understand how different tenses are applied in texts and to be active in class. Potential problems addressed are students not being interested or understanding. Materials include a board, speakers, laptop, photocopies and dictionary. The class will begin with an icebreaker from the teacher, followed by students working in pairs on a short reading and then socializing it. Next, students will do a puzzle activity. Homework assigned is for students to write a 250 word paragraph on a blog. The method of evaluation will be oral participation and use of topics, with teaching strategies including drawing, games and writing.
The role of materials dudly
Materials play an important role in English for Specific Purposes (ESP) courses by exposing learners to language, supporting learning, and motivating students. There are several types of materials, including paper-based resources, audio/video, computers, and real objects. Effective materials present authentic language, maximize language exposure, involve learners cognitively, and are challenging yet achievable. Teachers can select existing materials, be creative with available resources, modify activities, and supplement materials to best meet learners' needs. Learner-generated materials like framework activities can also enhance learning.
Direct method in teaching grammar
The document compares and contrasts the Direct Method and Grammar Translation Method of teaching foreign languages. The Direct Method aims to immerse students in the target language similarly to first language acquisition, using the target language exclusively and teaching grammar inductively. In contrast, the Grammar Translation Method was originally used for dead languages and focuses on translating between languages, memorizing rules, and developing reading/writing over speaking/listening. It presents grammar deductively. Overall, the Direct Method emphasizes oral communication skills while the Grammar Translation Method prioritizes reading/writing and translation between languages.
CLT lesson plan
The document outlines learning objectives, content, and experiences for a lesson about adjectives. The lesson will define adjectives, determine their functions and uses in sentences, identify adjectives, and describe people, places, and things using adjectives. Students will be grouped and asked questions to motivate them. They will underline adjectives and circle words described in a text. For assessment, students will list descriptive words from a story and use them in sentences.
Teaching Speaking & Listening
This document discusses principles and techniques for teaching listening and speaking skills through communicative activities. It provides an overview of what makes listening and speaking difficult for language learners. Some key principles for teaching listening include exposing students to different processing styles, task types, and authentic materials. For teaching speaking, the document recommends using a range of techniques, intrinsic motivation, authentic contexts, feedback, and teaching speaking in conjunction with listening. A variety of tasks and materials are presented for both skills, including information gaps, role plays, surveys, and games.
English for Specific Purposes
ESP is an approach to language teaching where all decisions about content and methods are based on the learners' reasons for learning. It is not about teaching specialized varieties of English for different professions. ESP course design considers factors like the learners' language needs, backgrounds, and learning situations. Effective course design also draws on language descriptions, learning theories, and needs analysis.
TEACHING LISTENING LESSON PLAN FOR YOUNG LEARNERS
This lesson plan is for a 5th grade listening activity about movies. It involves showing clips from Bolt and Ice Age and having students make predictions and answer questions about what they watch. Students will be divided into groups to compete in a game where they race to correctly answer questions after listening to a movie conversation. The goal is for students to practice listening skills and describing characters and events from movies.
affective filter krashen monitor
Krashen presented a proposal on language learning with 5 main points. The proposal discusses the Affective Filter Hypothesis which states that factors like motivation, self-confidence and anxiety can act as a filter that impacts whether input reaches the language acquisition device. It also discusses the Suggestopedia technique and adapting Krashen's Monitor Model where acquired competence can become learned competence over time. Additionally, the proposal provides recommendations for encouraging language acquisition in the classroom by focusing on meaning over form through gestures and body language.
TEACHING READING LESSON PLAN FOR YOUNG LEARNERS
This lesson plan is for a 5th grade reading class lasting 40 minutes. The lesson will teach students about book genres and book reviews. Students will make lists of their favorite books, learn about different book genres through a presentation, and read a passage with a book review. They will work to sequence and comprehend the passage. A game will have students answering scanning questions from the text in teams. Finally, students will complete a worksheet on the passage and the best performer will receive the book discussed in the review as a prize. The lesson aims to help students classify books, understand texts, recognize pronunciation mistakes, learn about book genres, and share opinions on books read.
English for Specific Purposes (16 of 16)
English for Specific Purposes (16 of 16)
Licensure Examination for Teachers (LET) Reviewer for Majorship-English Secondary.
Community language learning (CLL)
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
English gr.-7-teacher-s-guide--q1-2-
This document outlines content and performance standards for grade 7 English organized by quarter. The standards cover listening comprehension, oral language, reading comprehension, and writing. For listening comprehension, standards focus on determining meaning from verbal and non-verbal cues. Oral language standards include speaking with proper stress, intonation, and pacing. Reading comprehension standards involve understanding texts of increasing complexity. Writing standards emphasize organizing ideas coherently in different text types. The performance standards describe levels of independence for demonstrating the content standards.
Evaluation of Teaching- Learning materials
Evaluation of Teaching- Learning materials, Objective of Material Evaluation,Purpose of Learning material,Requirements for Material Evaluation,What should be evaluated?, Types of Learning materials,Types of Evaluation,The Internal Evaluation,
The External Evaluation, Overall Evaluation,Formative Evaluation,Submissive Evaluation,Good Provider of Material
Task ,activities,exercises
This document discusses differentiating between tasks, activities, and exercises based on materials that develop skills. It provides examples such as planning a party, finishing a crossword, playing a guessing game, matching synonyms, joining a discussion group, designing a recycling campaign, filling in verb blanks, answering reading questions, making a brochure, and singing a song. The document aims to evaluate these examples and distinguish the differences between tasks, activities, and exercises.
Ppg module tsl3105 topic 6 planning remedial & enrichmt activities
This document discusses planning remedial and enrichment activities for teaching listening and speaking skills in primary ESL classrooms. It defines remedial activities as extra guidance for students struggling to keep up, and enrichment activities as challenging optional activities to keep higher-performing students occupied. Examples are given of both types of activities, like phonics exercises for remedial work and storytelling for enrichment. Guidelines are provided for identifying students in need of remedial versus enrichment work, and for determining what type of additional activities would be suitable based on factors like time available and skills being taught.
Lesson plan reading
The lesson plan is about animals. It will teach students to read a non-fiction passage about Old Pak Ali, a farmer, and answer comprehension questions. Students will read a jazz chant about farm animals (chicken, buffalo, cow) and a passage describing Pak Ali's farm and the animals he keeps - chickens, buffaloes, goats, cows. Students will answer questions about details in the passage and identify true/false statements.
Reading Lesson Plan
This lesson plan aims to teach Form 4 students about air pollution and effective ways to preserve the environment. The lesson will involve students watching a video clip, answering questions about pictures, and doing a KWL activity in groups where they discuss what they know, want to know, and learn about the topic from different excerpts. Students will then present their most effective method to preserve the environment and fill in a worksheet with correct grammatical structures. The lesson aims to explain the causes and effects of air pollution while improving students' reading, writing, speaking, and listening skills.
Evaluating ELT Materials; Adapting Materials; Technology in ELT
The document discusses evaluating and adapting ELT (English Language Teaching) materials. It provides guidance on both externally and internally evaluating materials based on factors such as intended audience, language presentation, skills coverage, and cultural sensitivity. The evaluation aims to determine material suitability and potential needed adaptations. Adaptation is described as modifying materials to better achieve objectives by addressing issues like insufficient grammar, unauthentic content, or inappropriate subject matter. Teachers are advised to balance adaptation with maintaining overall material structure to maximize congruence between the adapted materials and classroom needs.
21st century skills. Some ideas about teaching english today and tomorrow.
21st century skills. Some ideas about teaching english today and tomorrow.The BKC-IH Teacher Training Centre
The presentation will introduce you to the different ways teachers can help learners to be better prepared for life in the 21st century. There are many ideas which teachers are already using every day such as Global Awareness and Cross Curricular Skills, Critical Thinking and Problem Solving, Communication and Collaboration. The author of the presentation reflects on how we can develop such skills while teaching English to our students.
Classroom Rules
The document provides classroom rules and etiquette for students. It emphasizes being punctual for class, greeting the teacher, bringing necessary materials, studying and doing homework, keeping the classroom clean, listening, reading, writing, repeating, opening and closing books, circling, and using polite phrases like "Sorry, I don't understand" when asking questions. The document appears to outline proper classroom behavior and participation expected of students.
Mais conteúdo relacionado
Mais procurados
Task based language teaching
Task-based language teaching (TBLT) focuses on using authentic tasks to promote meaningful language use. It views tasks as the core unit for planning instruction and is presented as a logical development of communicative language teaching. Some key assumptions of TBLT include focusing on process over product, using purposeful and communicative activities, and sequencing tasks by difficulty level. A task in TBLT is an activity or goal carried out using language. The approach emphasizes learning language through interaction to complete tasks that could be needed in real life or have pedagogical purposes.
Teaching Listening
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
Lesson Plan, READING COMPREHENSION
This lesson plan is for an English class focused on reading comprehension for 11th grade students. The main aims are for students to understand how different tenses are applied in texts and to be active in class. Potential problems addressed are students not being interested or understanding. Materials include a board, speakers, laptop, photocopies and dictionary. The class will begin with an icebreaker from the teacher, followed by students working in pairs on a short reading and then socializing it. Next, students will do a puzzle activity. Homework assigned is for students to write a 250 word paragraph on a blog. The method of evaluation will be oral participation and use of topics, with teaching strategies including drawing, games and writing.
The role of materials dudly
Materials play an important role in English for Specific Purposes (ESP) courses by exposing learners to language, supporting learning, and motivating students. There are several types of materials, including paper-based resources, audio/video, computers, and real objects. Effective materials present authentic language, maximize language exposure, involve learners cognitively, and are challenging yet achievable. Teachers can select existing materials, be creative with available resources, modify activities, and supplement materials to best meet learners' needs. Learner-generated materials like framework activities can also enhance learning.
Direct method in teaching grammar
The document compares and contrasts the Direct Method and Grammar Translation Method of teaching foreign languages. The Direct Method aims to immerse students in the target language similarly to first language acquisition, using the target language exclusively and teaching grammar inductively. In contrast, the Grammar Translation Method was originally used for dead languages and focuses on translating between languages, memorizing rules, and developing reading/writing over speaking/listening. It presents grammar deductively. Overall, the Direct Method emphasizes oral communication skills while the Grammar Translation Method prioritizes reading/writing and translation between languages.
CLT lesson plan
The document outlines learning objectives, content, and experiences for a lesson about adjectives. The lesson will define adjectives, determine their functions and uses in sentences, identify adjectives, and describe people, places, and things using adjectives. Students will be grouped and asked questions to motivate them. They will underline adjectives and circle words described in a text. For assessment, students will list descriptive words from a story and use them in sentences.
Teaching Speaking & Listening
This document discusses principles and techniques for teaching listening and speaking skills through communicative activities. It provides an overview of what makes listening and speaking difficult for language learners. Some key principles for teaching listening include exposing students to different processing styles, task types, and authentic materials. For teaching speaking, the document recommends using a range of techniques, intrinsic motivation, authentic contexts, feedback, and teaching speaking in conjunction with listening. A variety of tasks and materials are presented for both skills, including information gaps, role plays, surveys, and games.
English for Specific Purposes
ESP is an approach to language teaching where all decisions about content and methods are based on the learners' reasons for learning. It is not about teaching specialized varieties of English for different professions. ESP course design considers factors like the learners' language needs, backgrounds, and learning situations. Effective course design also draws on language descriptions, learning theories, and needs analysis.
TEACHING LISTENING LESSON PLAN FOR YOUNG LEARNERS
This lesson plan is for a 5th grade listening activity about movies. It involves showing clips from Bolt and Ice Age and having students make predictions and answer questions about what they watch. Students will be divided into groups to compete in a game where they race to correctly answer questions after listening to a movie conversation. The goal is for students to practice listening skills and describing characters and events from movies.
affective filter krashen monitor
Krashen presented a proposal on language learning with 5 main points. The proposal discusses the Affective Filter Hypothesis which states that factors like motivation, self-confidence and anxiety can act as a filter that impacts whether input reaches the language acquisition device. It also discusses the Suggestopedia technique and adapting Krashen's Monitor Model where acquired competence can become learned competence over time. Additionally, the proposal provides recommendations for encouraging language acquisition in the classroom by focusing on meaning over form through gestures and body language.
TEACHING READING LESSON PLAN FOR YOUNG LEARNERS
This lesson plan is for a 5th grade reading class lasting 40 minutes. The lesson will teach students about book genres and book reviews. Students will make lists of their favorite books, learn about different book genres through a presentation, and read a passage with a book review. They will work to sequence and comprehend the passage. A game will have students answering scanning questions from the text in teams. Finally, students will complete a worksheet on the passage and the best performer will receive the book discussed in the review as a prize. The lesson aims to help students classify books, understand texts, recognize pronunciation mistakes, learn about book genres, and share opinions on books read.
English for Specific Purposes (16 of 16)
English for Specific Purposes (16 of 16)
Licensure Examination for Teachers (LET) Reviewer for Majorship-English Secondary.
Community language learning (CLL)
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
English gr.-7-teacher-s-guide--q1-2-
This document outlines content and performance standards for grade 7 English organized by quarter. The standards cover listening comprehension, oral language, reading comprehension, and writing. For listening comprehension, standards focus on determining meaning from verbal and non-verbal cues. Oral language standards include speaking with proper stress, intonation, and pacing. Reading comprehension standards involve understanding texts of increasing complexity. Writing standards emphasize organizing ideas coherently in different text types. The performance standards describe levels of independence for demonstrating the content standards.
Evaluation of Teaching- Learning materials
Evaluation of Teaching- Learning materials, Objective of Material Evaluation,Purpose of Learning material,Requirements for Material Evaluation,What should be evaluated?, Types of Learning materials,Types of Evaluation,The Internal Evaluation,
The External Evaluation, Overall Evaluation,Formative Evaluation,Submissive Evaluation,Good Provider of Material
Task ,activities,exercises
This document discusses differentiating between tasks, activities, and exercises based on materials that develop skills. It provides examples such as planning a party, finishing a crossword, playing a guessing game, matching synonyms, joining a discussion group, designing a recycling campaign, filling in verb blanks, answering reading questions, making a brochure, and singing a song. The document aims to evaluate these examples and distinguish the differences between tasks, activities, and exercises.
Ppg module tsl3105 topic 6 planning remedial & enrichmt activities
This document discusses planning remedial and enrichment activities for teaching listening and speaking skills in primary ESL classrooms. It defines remedial activities as extra guidance for students struggling to keep up, and enrichment activities as challenging optional activities to keep higher-performing students occupied. Examples are given of both types of activities, like phonics exercises for remedial work and storytelling for enrichment. Guidelines are provided for identifying students in need of remedial versus enrichment work, and for determining what type of additional activities would be suitable based on factors like time available and skills being taught.
Lesson plan reading
The lesson plan is about animals. It will teach students to read a non-fiction passage about Old Pak Ali, a farmer, and answer comprehension questions. Students will read a jazz chant about farm animals (chicken, buffalo, cow) and a passage describing Pak Ali's farm and the animals he keeps - chickens, buffaloes, goats, cows. Students will answer questions about details in the passage and identify true/false statements.
Reading Lesson Plan
This lesson plan aims to teach Form 4 students about air pollution and effective ways to preserve the environment. The lesson will involve students watching a video clip, answering questions about pictures, and doing a KWL activity in groups where they discuss what they know, want to know, and learn about the topic from different excerpts. Students will then present their most effective method to preserve the environment and fill in a worksheet with correct grammatical structures. The lesson aims to explain the causes and effects of air pollution while improving students' reading, writing, speaking, and listening skills.
Evaluating ELT Materials; Adapting Materials; Technology in ELT
The document discusses evaluating and adapting ELT (English Language Teaching) materials. It provides guidance on both externally and internally evaluating materials based on factors such as intended audience, language presentation, skills coverage, and cultural sensitivity. The evaluation aims to determine material suitability and potential needed adaptations. Adaptation is described as modifying materials to better achieve objectives by addressing issues like insufficient grammar, unauthentic content, or inappropriate subject matter. Teachers are advised to balance adaptation with maintaining overall material structure to maximize congruence between the adapted materials and classroom needs.
Mais procurados (20)
Ppg module tsl3105 topic 6 planning remedial & enrichmt activities
Ppg module tsl3105 topic 6 planning remedial & enrichmt activities
Evaluating ELT Materials; Adapting Materials; Technology in ELT
Evaluating ELT Materials; Adapting Materials; Technology in ELT
Destaque
21st century skills. Some ideas about teaching english today and tomorrow.
21st century skills. Some ideas about teaching english today and tomorrow.The BKC-IH Teacher Training Centre
The presentation will introduce you to the different ways teachers can help learners to be better prepared for life in the 21st century. There are many ideas which teachers are already using every day such as Global Awareness and Cross Curricular Skills, Critical Thinking and Problem Solving, Communication and Collaboration. The author of the presentation reflects on how we can develop such skills while teaching English to our students.
Classroom Rules
The document provides classroom rules and etiquette for students. It emphasizes being punctual for class, greeting the teacher, bringing necessary materials, studying and doing homework, keeping the classroom clean, listening, reading, writing, repeating, opening and closing books, circling, and using polite phrases like "Sorry, I don't understand" when asking questions. The document appears to outline proper classroom behavior and participation expected of students.
Classroom rules
The classroom rules instruct students to be quiet, not make noise, and keep the board clean. Students are told not to fight, to listen carefully to the teacher, and keep the classroom clean. Additional rules say not to run in the classroom, not to be late, not to cheat in exams, and to be nice to friends.
Classroom rules
The document encourages sharing content with friends. It suggests spreading information to a wider audience by telling others about interesting articles or posts. Sharing content online can help expand one's social network and expose more people to engaging information.
Guided Reading: Making the Most of It
This is my slide deck from my session at the North Carolina Reading Conference last week in Raleigh, NC. I do staff development to schools and districts all over the country about best practices in literacy instruction. This topic is one of my most requested.
Classroom language (balloons)
The document discusses language used in the classroom. It focuses on how teachers should aim to use clear and simple language so that students can easily understand new concepts and instructions. Simplifying language helps ensure all students can learn without barriers caused by complex vocabulary or grammar.
21st Century Learning
The document discusses the importance of 21st century skills education. It outlines key skills like critical thinking, problem solving, collaboration, and digital literacy. It also discusses how classrooms need to shift from traditional 20th century models to engage students through real-world simulations, group work, and use of technology tools and online resources. The seminar agenda includes examining 21st century skills, assessments, and applying new knowledge through team activities to design curriculum units that incorporate these skills.
8 Tips for Conducting UX Testing for Multi-device eLearning
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, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
STEAM IT Up with the 8Cs
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources- http://ShellyTerrell.com/STEAM
A crisis of competence?
Reports say strategic thinking, problem solving, and communication are among the keys to future readiness, but new hires are often unprepared.
Leadership in the Digital Age
The document discusses leadership in the digital age and presents strategies for building self-confidence and leadership skills. Some key points covered include embracing one's worth through daily affirmation, owning one's personal brand and story by sharing it publicly, acting with courage to pursue passions and dreams, and making an impact through brave actions and networking using hashtags. The overall message is about developing leadership skills that allow one to make an "epic impact."
9 Learning Strategies from Knowledge to Know-How
The document discusses strategies for lifelong learning in a changing work environment. It states that to be successful in the next decade, individuals will need to demonstrate foresight in navigating changing skills requirements and continually reassess and update their skills. Workers will need to be adaptable lifelong learners. The document emphasizes the importance of continual learning.
The Sketchnote Mini-Workshop
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Assessing 21st Century Skills
This document discusses formative assessments for 21st century skills. It begins by defining 21st century skills such as critical thinking, collaboration, self-direction, and technology literacy. It then explains that formative assessments should inform instruction by showing what students have learned and still need to learn. Effective formative assessments provide clear learning targets and feedback to students. Examples of formative assessments that can evaluate 21st century skills include rubrics, checklists, digital portfolios, and student self-assessments. Workshops are provided for teachers to design assessments by starting with learning objectives and determining how student mastery will be measured.
The Creative Classroom
Despite the myth of "digital natives," most of my students have very little experience using technology as anything more than a consumer device. It doesn't have to be this way. By using the design thinking cycle, teachers can foster creative thinking in every content area.
Can We Assess Creativity?
With the explosion of the maker movement, schools are beginning to embrace creativity. However, what does this mean for assessment? Should we assess the creative process? Should we assess the finished product? Does assessing creativity actually make kids more risk-averse? In this workshop we explore what it means to assess both the creative process and the creative product without leading to risk aversion.
Research on 21st Century skills and innovation in Nordic schools
Keynote at Nordic@Bett, London, January 2016: “How far are the Nordic countries in using ICT to teach young people in primary and lower secondary school 21 st Century Skills?”. Professor Ole Sejer Iversen from Denmark presents his recent study.
[Ole Sejer Iversen & Mikkel Ask Rasmussen, Aarhus University, Denmark. In collaboration with STIL, The National Agency for It and Learning, DK - and other Nordic ministries of education. January 2016]
21stcenturyliteracy 2009institute
This document discusses 21st century learners and literacies. It begins by posing guiding questions about how students and texts are changing. It then discusses the evolution of the web from read-only to read-write and how this impacts literacy. Key aspects of 21st century learners are described, such as being constantly connected, having high expectations for interaction, and being both producers and consumers of information. The document recommends next steps for educators, such as reading various resources and joining online communities, to help understand 21st century literacies and how to teach them.
Teaching classroom instructions
Es un vocabulario básico para usar en el salón de clases, para estudiantes principiantes en el estudio del Inglés. También contiene un banco de conversaciones relacionadas con los temas vistos de la unidad de estudio actual.
21stcenturyliteracy mod
This document discusses 21st century learners and literacy. It notes that today's students are always connected via technology, expect interaction, and are highly customized in their experiences. They are producers and consumers of information. Effective learners are described as lifelong learners, natural navigators, critical thinkers, effective communicators and creators, and global collaborators without boundaries. The document suggests next steps such as reading books and blogs on the topic, watching videos, finding lesson plans, and joining online communities to further explore 21st century literacies and their implications for teaching and learning.
Destaque (20)
21st century skills. Some ideas about teaching english today and tomorrow.
21st century skills. Some ideas about teaching english today and tomorrow.
8 Tips for Conducting UX Testing for Multi-device eLearning
8 Tips for Conducting UX Testing for Multi-device eLearning
Research on 21st Century skills and innovation in Nordic schools
Research on 21st Century skills and innovation in Nordic schools
Semelhante a 21st Century Skills in the Foreign Language Classroom
Creating a culture of collaborative learning
The document discusses creating a culture of collaborative learning and knowledge sharing to foster organizational innovation. It proposes connecting people with people and information through a 70-20-10 learning model involving on-the-job learning, learning from others, and formal learning. Collaboration is key and can take the form of teaming, partnering, supporting others, and raising awareness of others' work. Blended learning approaches involving synchronous and asynchronous methods are recommended. Tools for creative problem solving include brainstorming, the 5Ws and an H question framework, and assumption busting.
Strategies to Improve your Digital Well-being Using ePortfolios Marie B Fisher
Digital well being is an important aspect of our work and study that often takes ‘a back seat’ in our overloaded lives.
The aim of this paper is to reflect on what Digital Well being means to us and how ePortfolios can be used to achieve our life and work goals.
How do we define digital well being? Why is it important?
How can we refresh and use our ePortfolios to improve our job prospects, engagement or collaboration with others and work life balance?
What can we change in our approach when challenges overwhelm or stymie our Digital well being?
A Knowledge Based Approach to Learning
Presentation delivered by Cory Banks to the 2010 Learning & Development Symposium held in Sydney in June/July 2010.
Getting started with the 702010 model for trainers
At Sprout Labs we often hear L&D people talk about one of the barriers to applying the 70:20:10 model is training providers who don't use or apply the model effectively. One of the great things about 70:20:10 is its flexibility. Some people see the model as being about non-training approaches. But there are times when a business needs to introduce new practices and approaches and may engage external providers to help generate this change. Trainers can use the 70:20:10 model to more effectively drive change and get better outcomes from their programs.
Gtd Pair Coachingnet
This document outlines an agenda for a workshop on Getting Things Done (GTD) for IT professionals. The agenda covers collecting and processing incoming tasks and projects, determining the next action, and using tools like action lists and calendars to manage workflow. Key topics include determining if items are actionable, handling non-actionable items, capturing the next action, and using contexts to organize next actions. The goal is to teach participants how to focus on the highest priority tasks and continuously make progress through applying GTD principles and techniques.
Manual Innovación
The document introduces an innovation manual with rooms posing questions about furthering innovative practice, learning, and teaching using a 5D approach. Each room provides a task card and hints for reflection. Summaries of individual rooms are not provided, as the document serves to introduce the overall manual and does not contain complete responses.
Designing interactive learning summary
This document discusses interactive learning approaches that can engage participants and help them apply new ideas. It introduces the Interactive Learning Matrix which combines learning outcomes with levels of group interaction to design diverse activities. Examples of interactive techniques for both face-to-face and virtual sessions are provided, such as panels, peer mentors, online surveys. Lessons learned emphasize the benefits of interactive approaches but also the need for good planning and balance. The case study shows how applying these techniques led to a more engaging conference for 500 participants.
The Social Collaboration Party – Should Learning Gatecrash ? Online Forum Sydney
Consumers are engaging with social media as never before and changing the way we communicate and share. However using “social” at the workplace is lettered with discussion boards nobody joins or a community withers after the initial enthusiasm. Will it work ? Or are we going about the wrong way for the wrong reasons ?
Panel
Kelly O’Shaughnessy – Global Head of Social Media, Ashurst
Alex Grahovac - Director, Learning Products & Strategy ANZ at SuccessFactors
Jeevan Joshi – Founder – Learning Cafe
How To Make E Learning Work
The document provides tips and tools for making e-learning more effective. It suggests rethinking the definition of e-learning to focus more on informal learning and collaboration. Learning should improve productivity, not just be about completing courses. Tools recommended include using video sharing, podcasts, wikis, and social networking to encourage self-organized learning and sharing between employees.
Learning Environment Modeling Language (LEML)
This session introduced an easy-to-use and powerful visual learning design method called Learning Environment Modeling (LEM) — a unique visual language created to enhance communication and foster collaboration between instructional design professionals and diverse stakeholders. During the session, participants learned how to:
• Visually communicate the correlation of specific design elements to learning results.
• Use Learning Environment Modeling (LEM) to collaborate effectively with blended learning project teams and clients.
• Facilitate more effective communication throughout the design process.
• Use a learning environment design system and tool to remove or reduce ego-centric behaviors and attitudes during the design process.
Signature Instructional Plan
This document provides an instructional plan for a 2-hour workshop titled "Creating Effective Partnerships in the Workplace". The workshop aims to teach adults with bachelor's or master's degrees about clear communication, shared vision, and partnership. It will use activities, role-playing, videos, and group presentations. Progress will be evaluated through observation, presentations, and a post-training survey to determine if the learning goals were achieved.
Nina on Chapter Management
Workshop on "Local Chapter Management" by oikos PhD Fellow Nina Hug, held at oikos Spring Meeting 2009 at BI, Oslo, 28 March 2009
SHEEN Sharing Trials Planning Workshop, 6 April 2009
These are the slides used at the SHEEN Sharing Trials Planning Workshop, with decisions made at that meeting added into the slides for individual trials groups.
Informal learning slides
The document discusses informal learning and the need for a holistic learning ecosystem in organizations. It argues that a focus only on formal instruction is missing opportunities, and that learning should be supported throughout all moments of need, including acquisition of knowledge, application and maintenance of knowledge, and issues that arise. It also provides examples of different types of learning assets and performance support that can support learning across the different moments of need.
10 take aways from learn now
These were my notes and thoughts from the Learn Now conference presented by:
Chad Udell, Managing Director, Float Mobile Learning
Jane Bozarth, E-Learning Coordinator, CN State Government
Julie Dirksen, Learning and Design Strategist, Usable Learning
16-10-2017_Undestanding design thinking, lean and agile
UX Torino torna con una novità: gli incontri saranno itineranti, ospitati da diverse aziende in modo da promuovere al meglio la possibilità di networking. Il primo incontro è stato ospitato da Fightbean il 16 ottobre 2017. Abbiamo parlato delle buzzword del momento: cosa significa fare Design Thinking, Lean e Agile?
Informal learning c
The document discusses informal learning and performance support. It argues that organizations are missing opportunities by not establishing a holistic learning ecosystem that supports learners throughout their learning journeys. Such an ecosystem would provide various resources to support learners in different moments of need, from initial training to ongoing job support. It also emphasizes designing support for all stages of learning, not just initial training.
Agile Auckland webinar 8th Mar 2018
This document summarizes a webinar on the invisible dynamics of collaboration in high performing groups and teams. It discusses using a tool called Menti to anonymously score statements about group dynamics and map individual results on a chart. The webinar explored research findings on how group dynamics relate to organizational learning and environment factors. It aimed to help participants reflect on dynamics within their own groups and areas for improvement.
Alternative Professional Development at Techknowledgy 2010
This document summarizes an alternative professional development presentation on assistive technology. It discusses the differences between professional development (PD) and training, examples of assistive technology content covered in PD, problems with traditional "sit and get" PD like scheduling and attendance issues, and proposed solutions like creating short instructional videos and online resources accessible anytime. It also mentions the importance of community building among teachers using specific devices and developing personal learning networks to share strategies and resources.
Web 20 for professional learning
Presentation for Saturday Session at NYSCATE on using web 2.0 tools for professional learning for k-12 educators.
Semelhante a 21st Century Skills in the Foreign Language Classroom (20)
Strategies to Improve your Digital Well-being Using ePortfolios Marie B Fisher
Strategies to Improve your Digital Well-being Using ePortfolios Marie B Fisher
Getting started with the 702010 model for trainers
Getting started with the 702010 model for trainers
The Social Collaboration Party – Should Learning Gatecrash ? Online Forum Sydney
The Social Collaboration Party – Should Learning Gatecrash ? Online Forum Sydney
SHEEN Sharing Trials Planning Workshop, 6 April 2009
SHEEN Sharing Trials Planning Workshop, 6 April 2009
16-10-2017_Undestanding design thinking, lean and agile
16-10-2017_Undestanding design thinking, lean and agile
Alternative Professional Development at Techknowledgy 2010
Alternative Professional Development at Techknowledgy 2010
Mais de Pip Cleaves
Designing Learning that Inspires and Engages
The document lists several national education organizations from different countries around the world, including the National Ministry of Education of Mexico, Senegal, Indonesia, and Brunei, the Schools Network in England, the National Board of Education in Finland, and the Russian Academy of Education and Academy for Teachers Training.
Cool Tools for 2018
This document lists several educational technology tools including Canva, Insert Learning, Paint 3D, CoSpaces, Metaverse, Round me, Minecraft edu, and Flipgrid. It also provides contact information for Pip Cleaves, a professional learning wrangler focused on design, learning, and empowerment who can be reached at pip@dle.net.au.
The Why, What and How of REAL Projects
The document outlines how to plan real-world projects for students using a 5P process that identifies problems, passions, people and places to develop project themes. It discusses using a project-on-a-page template to refine projects and map out deliverables over 12 weeks. Programming guidance is provided to integrate projects into the regular curriculum through consultation with Head Teachers.
2030 - The Year 1st grade will start in the workplace
The document discusses predictions for the year 2030 and the future of work. It predicts that the average person will have 5 careers and change jobs 17 times. It outlines 7 potential career clusters for 2030: The Generators, The Artisans, The Carers, The Coordinators, The Designers, The Informers, and The Technologists. In 2030, the workplace will emphasize smart learning, thinking, and doing. Workers will spend more time on critical thinking, problem solving, communication, and using science/math skills. Teachers will need to focus on skills like collaboration, knowledge construction, real-world problem solving, self-regulation, ICT learning, and communication to prepare students for future careers.
Hubs, Pods and Huddles of Project Nest
This document outlines details about Kurri Kurri High School which has 852 students including 171 Year 7 students and 110 Aboriginal and Torres Strait Islander students. It discusses the school's middle years focus on project based learning and their Project Nest 2017 initiative to implement project based learning in all Year 7 classes. The school uses a learning model involving Hubs, Pods, and Huddles to facilitate project work and large and small group learning. It also highlights numeracy across the curriculum, problem solving, thinking aloud, a focus on reading and writing, and enhancing pedagogy through teacher professional learning as priorities.
Formative Assessment Tips and Strategies
Formative assessment involves gathering evidence of student learning and using that information to guide instruction. There are 5 types of formative assessment: self-reflection, peer feedback, evidence of learning, feedback, and knowing where students are in their learning. Effective formative assessment strategies include learning intentions and success criteria, exit tickets, peer assessment, and self-reflection tools.
Assessing 21st Century Skills in Students
This presentation takes the Microsoft 21st Century Learning Design Program a step further to look at the assessment of student skills.
My Office365 Songline
This document discusses how Sydney Secondary College Leichhardt Campus has integrated Office 365 tools like OneNote and Edmodo across various initiatives to improve teaching and learning. Key initiatives discussed include mandatory OneNote processes to facilitate collaboration, a BYOD program to enable digital learning, professional learning opportunities individualized through OneNote, project-based learning delivered via OneNote, and coaching cycles conducted elbow-to-elbow using OneNote. Positive outcomes highlighted include improved collaboration, flexibility, visibility of student work, and the ability to provide differentiated instruction and feedback to students.
Flipping Classrooms for Deeper Learning
This document discusses flipping the classroom to increase deeper learning. It notes that flipping helps all students excel by allowing them to pause and rewatch lessons. Flipping allows teachers to better know their students and provide real differentiation. A flipped classroom is defined as using videos for direct instruction outside of class, while using class time for interaction and applying knowledge. The document outlines the "flipping flow" process of curating, creating, communicating, and continuing lessons. It provides examples of tools for each step to design an effective flipped classroom model.
Rules of Engagement for Online Collaboration
Collaboration guidelines for online document editing include: allowing everyone to edit any part of the draft, using comments rather than direct edits to provide feedback, discussing issues as a group before making changes, sharing the workload evenly, and deciding on and sticking to deadlines. The guidelines emphasize that collaboration means more minds working together to create something better than any individual could alone.
Tools for NSWDEC Principals
This document provides tools and resources for school principals to use inside their office, with their team, in their faculties, classrooms, and community. It outlines different tools that principals can utilize on a daily, weekly, and termly basis to support their school. The document was written by Pip Cleaves to assist principals.
SAMR Meets Microsoft
The SAMR Model of technology integration is used by many teachers across the globe to ensure their use of technology leads to better learning outcomes for students. After reading lists of learning activities and apps sorted into this continuum using other platforms, we thought it might be nice to create a list of how Microsoft apps, services and software might fit into this popular model. Check out the ideas below and print out our handy infographic to inspire some ideas in your classroom this year.
The Power of Your Public Narrative
“Stories not only teach us how to act – they inspire us to act. Stories communicate our values through the language of the heart, our emotions. And it is what we feel – our hopes, our cares, our obligations – not simply what we know that can inspire us with the courage to act.“ – Marshall Gantz
A presentation delivered for the DiG Festival in Newcastle, NSW on 16 October, 2014. http://www.digfestival.com.au/dig-innovation-the-power-of-your-public-narrative/
21st Century Learning Design - Making Learning Relevant - ACEC 2014
This deck will support a 21st Century Learning Design Workshop at the ACEC2014 Conference in Adelaide, Australia on October 1, 2014.
Social Media 2014 - Just do it.
The document discusses the speaker's experience with social media over the past 5 years. It introduces some of the major social media platforms like Twitter, Facebook, Instagram, and Pinterest. For each platform, it suggests following "uber awesome" people, pages, groups, or communities that are education focused to get ideas and information for your work. The last part lists the speaker's social media accounts where people can follow her for more tips and resources.
Tools for 21st Century Learning Design - Web Tool Edition
This deck shares web tools matched to 21st Century Learning dimensions. The aim of this is to provide some tools for those who do not always work in the app world.
21st Century Learning Design - James Ruse Agricultural High School - 28 April...
A slide deck to support a workshop at James Ruse Agricultural High School, NSW Austrlaia on 28th April, 2014. All other resources can be found at: http://bit.ly/jrahs2804
21st Century Skills in PDHPE
The document discusses key 21st century skills that should be incorporated into physical education and health classes, including collaboration, knowledge construction, self-regulation, real-world problem solving and innovation, use of information and communication technologies (ICT) for learning, and skilful communication. It provides questions teachers can ask themselves to determine if they are effectively teaching these skills and ensuring learning is relevant and prepares students for the modern world.
Mais de Pip Cleaves (20)
2030 - The Year 1st grade will start in the workplace
2030 - The Year 1st grade will start in the workplace
21st Century Learning Design - Making Learning Relevant - ACEC 2014
21st Century Learning Design - Making Learning Relevant - ACEC 2014
Tools for 21st Century Learning Design - Web Tool Edition
Tools for 21st Century Learning Design - Web Tool Edition
21st Century Learning Design - James Ruse Agricultural High School - 28 April...
21st Century Learning Design - James Ruse Agricultural High School - 28 April...
Último
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, 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: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Último (20)
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
21st Century Skills in the Foreign Language Classroom
- 1. 21st Century Skills in the Language Classroom
- 3. Where will they work? What skills will they need? What activities will develop these skills?
- 7. Tools for Collaboration Office 365 Google Classroom SOLE Toolkit Skype OneNote Class
- 8. Continue, Start, Stop! What is something that affirmswhat you already do, that you will continue to do? What is something of importance you have learned that you will start doing? What is something you will stop doing?
- 10. Meaningful knowledge construction Significant ideas and concepts Make connections and identify patterns Apply knowledge in a new concept
- 12. Knowledge Construction Tools Instagrok Kahoot /Socrative Nearpod Office Mix / Explain Everything Infogr.am / ease.ly
- 13. 3, 2, 1 Activity 3 insights 2 strategies or ideas to build learning activities 1 action to take and implement
- 17. Self Regulation Tools OneNote Office 365 Blendspace DuoLingo etc Study Blue
- 18. Give one, Get one Give one Idea about Self Regulation Get one Idea about Self Regulation Swap partners
- 20. Real World issues, problems, challenges for authentic purposes Active Inquiry Generate Possibilities, design and test Evaluate, reflect and take action on their ideas
- 22. Tools for Real World Innovation and Problem Solving Skype BIE.org Projects Design Thinking Local Primary schools Each Other
- 23. Continue, Start, Stop! What is something that affirms what you already do, that you will continue to do? What is something of importance you have learned that you will start doing? What is something you will stop doing?
- 25. Opportunity for Student Use Required for Knowledge Construction ICT product creation for authentic audience Appropriate ethical and social use of ICT
- 27. Tools for ICT for Learning Industry Software / Industry Skills Homestyler Kodu / Project Spark TinkerCAD / TinkerPlay TouchDevelop/ code.org
- 28. 3,2,1 Activity 3 insights about ICT for Learning 2 strategies or ideas to build learning activities with strong ICT skill development elements 1 action I will take and implement in either classroom or coaching practice
- 30. Coherent communication Authentic and specific Audience Substantive, Multi-Modal Communication Reflect on process in order to improve
- 32. Tools for Skilful Communication Thinglink LucidPress / Canva Flipgrid Sway / Slate PowerPoint / HaikuDeck
- 33. Give one, Get one Give one Idea Get one Idea about Skilled Communication Swap partners
- 34. Pip Cleaves HT Mentor – Sydney Secondary College, Leichhardt Campus @pipcleaves Design | Learn | Empower http://dle.net.au pip@dle.net.au