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Teaching by Principles. By H. Douglas Brown
 
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" Teaching by Principles: An Interactive Approach to Language Pedagogy, " Third Edition, by H. Douglas Brown, is a widely acclaimed methodology text used in teacher education programs around the world. This user-friendly textbook offers a comprehensive survey of practical language teaching options, all firmly anchored in accepted principles of language learning and teaching. End-of-chapter exercises give readers opportunities to process material interactively. Suggested readings direct readers to important books and articles in the field. This third edition of " "Teaching by Principles" "features: - new chapters on course design, technology, and critical pedagogy to reflect current trends and advances in methodology - pre reading organizers at the beginning of each chapter updated, expanded references - treatment of other recent "hot topics" of interest: . corpus linguistics . form-focused instruction . multiple intelligences . nonnative English-speaking teachers . autonomy . willingness to communicate . alternatives in assessment . reflective teaching
Views: 4436 Victor Hugo ROJAS B.
Understanding assessment – what every teacher should know
 
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Chapter 1: Outline of the webinar 0:00 Chapter 2: Key concepts in assessment: Validity 6:36 Chapter 3: Key concepts in assessment: Test Construct 21:12 Chapter 4: Key concepts in assessment: Task Types 29:10 Chapter 5: Key concepts in assessment: Test Reliability 35:27 Chapter 6: Key concepts in assessment: Test Impact 44:12 Chapter 7: Q & A 47:45 Teachers need to understand what makes a good test but many teachers are unsure of the key concepts and specialised technical vocabulary associated with Assessment Literacy. This webinar will explain in everyday language what teachers need to know about key areas of test design. The presenters will also focus on how testing relates to the classroom, and how testing leads to effective teaching and learning. Presenters: Dr Evelina D. Galaczi and Dr Nahal Khabbazbashi The slides can be downloaded here - http://assets.cambridgeenglish.org/webinars/webinar-understanding-assessment.pdf The handout can be downloaded here - http://assets.cambridgeenglish.org/webinars/understanding-assessment-webinar-handout-what-every-teacher-should-know.pdf
Views: 52080 Cambridge English
Introduction to English Language Learning
 
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Introduction to English Language Learning. Free TEFL course. FREE download Coursebooks: http://teachers.education/pdf/Textbook.pdf http://teachers.education/pdf/Workbook.pdf Dr. H.Douglas Brown - professor emeritus of English as a Second Language at San Francisco State University. Part 1 in this series of TEFL videos. This is the most boring but lays the background for the following 22 videos. TESOL - An Introduction by David Nunan: http://tinyurl.com/ybggxwum -~-~~-~~~-~~-~- Please watch: "Teach LEGALLY in Thailand 2017" https://www.youtube.com/watch?v=hRufqH1JomE -~-~~-~~~-~~-~-
Views: 3779 ttompatz
The Principles of Testing and Assessment - Sneak Peek
 
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In this video, we will explore the principles of testing and assessment in an ESL setting. We will examine the complex relationship between teaching, assessment and testing within the classroom. We will then explore the 5 principles of testing and assessment, which include validity, reliability, authenticity, practicality and washback. Finally, we will take a look at the application of the 5 principles to various assessment scenarios. Course Agenda: 1. The Relationship Between Teaching, Assessment, and Testing 2. The 5 Principles of Testing and Assessment 3. Applying the Principles Join the Professional Development Exchange today to access the full video and accompanying handout or visit our website to learn more! www.thepdexchange.ca
"Principles Of Language Teaching" For CTET 2018 Exam By Gradeup
 
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Click here for "Child Development and Pedagogy" Online Course For CTET 2018 Exam - https://gradeup.co/courses/CTET-Paper-II-CDP-Batch1?utm_source=youtube_gradeup&utm_medium=description&utm_campaign=CTET_launch In this video we are discussing about the "Principles Of Language Teaching" For CTET 2018 Exam and we also gives some important tips and tricks which is very helpful for all the aspirants of CTET 2018 Exam. Download Gradeup app here (https://ad.apsalar.com/api/v1/ad?re=0&st=187052330037&h=de6c70ffad52b8197d23bf484d6d1f96fd96a9d0 https://xu75j.app.goo.gl/q2hK)
Views: 12907 Gradeup
How Communicative Testing helps Learning
 
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Chapter 1: Introduction 0:00 Chapter 2: Why the communicative approach to language learning and assessment? 1:17 Chapter 3: What is communicative language learning all about? 2:12 Chapter 4: Authenticity 6:11 Chapter 5: Using language appropriately 14:07 Chapter 6: Errors are a natural part of learning 18:49 Chapter 7: Linguistic competence: grammar and vocabulary 23:42 Chapter 8: What does this mean for language assessment? 29:35 Chapter 9: Speaking assessment 30:05 Chapter 10: Writing assessment 32:51 Chapter 11: Listening assessment 35:37 Chapter 12: Reading assessment 39:05 Chapter 13: Grammar assessment 43:58 Chapter 14: Summary 47:36 Chapter 15: Q & A 48:24 The term ‘communicative ’can be used very loosely and often just to refer to group work. In this webinar we will look at the principles of the communicative approach to learning, teaching and assessment. In particular, we will focus on the concepts behind communicative language testing and show how it influences what is learned in the classroom and how teachers teach. Presenters Marianne Pickles and Evelina Galaczi Marianne Pickles Marianne is a Senior Assessment Manager at Cambridge Assessment English. She has a Master’s in Language Testing from Lancaster University, for which her dissertation focused on the assessment of expeditious reading at A2 level. She is a CELTA- and Delta-qualified English language teacher and taught for six years in Germany and Spain, where she was also a Speaking examiner for the Cambridge English Qualifications. Marianne’s key areas of interest include the principles and practice of writing exam content as well as how technology can be used to enhance testing and learning. Evelina Galaczi Evelina is Head of Research Strategy at Cambridge English. Her academic background is in Applied Linguistics, and she received her Master’s and Doctorate degrees from Columbia University, USA. Evelina has worked in English language education for over 25 years and her key areas of interest/expertise are the development and assessment of speaking skills, the role of technology in learning and assessment, and ways of communicating research to non-specialist audiences. Evelina regularly presents at international conferences and has published academic papers on speaking assessment, computer-based testing, and professional development for teachers. The slides can be downloaded here: http://assets.cambridgeenglish.org/webinars/june-webinar-communicative-approach-final.pdf
Views: 8211 Cambridge English
Assessment Insights
 
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References Brown, H. (2004). Testing, Assessing and Teaching. In Language Assessment Principles and Classroom Practices (pp. 1-18). Spratt, M., & Pulverness, A. (2005). The TKT course: Teaching knowledge test. Cambridge: Cambridge University Press. White, E. (2009) Are you assessment literate? OnCUE Journal, 3(1), 3-25 (Available through PDF at https://www.academia.edu/977673Are_You_Assessment_Literate_Some_Fundamental_Questions_Regarding_Effective_Classroom-based_Assessment)
Views: 51 Alirio Angarita
Fit for Purpose? Assessment and Professional Self-Development
 
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Chapter 1: Introduction 0:00 Chapter 2: Assessment contexts 3:19 Chapter 3: Scenario 1 - Audio visual approach 13:39 Chapter 4: Scenario 2 - State schools 19:46 Chapter 5: Scenario 3 - Language schools 30:21 Chapter 6: Scenario 4 - Business course 34:42 Chapter 7: Scenario 5 -Pre-sessional course 41:38 Chapter 8: Summary 46:47 Chapter 9: Q&A 49:44 This webinar reflects on some of the assessment contexts I have experienced around the world and over time, and what they reveal about differing perceptions of assessment. I will discuss possible opportunities for self-development, and how we might map out individual career development paths. We will reflect on what it may mean to be an ‘assessment professional’ and what the routes might be to get there. Presenter - Jane Lloyd: Jane’s current responsibilities for RTL involve working on large scale educational reform projects with ministries and NGOs, and working for the Association of Language Testers in Europe (ALTE). Her work for ALTE is to support other national language test providers. This includes statistical analysis of items, analysis of rater performance, research into exam and language use at regional and national level, courses and training in assessment, preparation for audits, and training for item writers, test designers and raters. She has a degree in Linguistics, a DELTA, an MA in Linguistics and TESOL, and an MA in Language Testing. The slides can be downloaded here - http://assets.cambridgeenglish.org/webinars/teasig-lloydj%2020180417.pdf
Views: 2919 Cambridge English
Assessment of Learning(B.Ed, M.Ed))(Hindi)
 
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Ms Bharti, Assistant Professor, Biyani college explained assessment of learning. www.gurukpo.com, www.biyanicolleges.org
Views: 93188 Guru Kpo
Accounting Multiple Choice Questions and Answers with detailed explanations
 
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Accounting Multiple Choice Questions and Answers with detailed explanations
Views: 75473 Concells
An Overview of the AAC Assessment Process
 
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Learn to apply a detailed assessment process—and utilize handy assessment tools—to make informed, client-centered AAC recommendations to improve your patients’ or students’ ability to communicate. To see if it is possible to earn ASHA CEUs/professional development hours for this video, go to http://www.asha.org/shop and search for the title. RESOURCES: Sample Assessment Tools: http://learningcenter.asha.org/resource/docs/asha/1429724884960/15252%20Ourand%20Assessment%20Tools-TM.pdf Sample Assessment Write-Up: http://learningcenter.asha.org/resource/docs/asha/1432315059286/15252%20Ourand%20Sample%20Write-Up-TM.pdf References and Resources: http://learningcenter.asha.org/resource/docs/asha/1432315210701/15252%20Ourand%20References%20and%20Resources-TM.pdf PowerPoint Presentation: http://learningcenter.asha.org/resource/docs/asha/1429724918156/15252%20Ourand%20PPT%20Handout%20Color.pdf
Assessment for Learning: Warm-Cool Feedback Strategy
 
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The strategy trialled here at Beverly Hills IEC is called, "The warm and cool feedback strategy." This is a group 'Assessment for Learning' strategy that helps provide appropriate feedback to students in order to help them move forward in their written texts. The process is tightly structured and scaffolded with supporting marking criteria and sentence stems for giving polite feedback. The strategy allows students to speak of, through and about language and literacy. When EALD students comment on the positive aspects of a peer's work, they are said to be giving warm feedback, and when they identify areas that need improvement, they are providing cool feedback. The process is ongoing and as explained in the video, it can help students to 'see' more clearly what is good and what is not-so-good in their written texts. The strategy provides an opportunity for students to become their own teachers through metacognitive strategies and feedback. BHIEC has used the research of John Hattie who found that the key to making a difference in student achievement was making teaching and learning visible. http://visiblelearningplus.com/ For more extensive research into formative assessment in the classroom, see the research or Paul Black and Dylan Wiliam, 1998. Click on link to read Inside the Black Box, a summary of the findings of a literature review which had explored research into the role played by formative assessment in improving student: achievementhttp://weaeducation.typepad.co.uk/files/blackbox-1.pdf The full article, on which the above summary is based, can be found in the following publication: Black, P & Wiliam, D 1998, ‘Assessment and Classroom Learning’, Education: Principles, Policy and Practice, March, vol 5, no 1, pp 7-74. The ten research-based principles of Assessment for Learning provide further information. They can be viewed under ‘Publications’ on the website of the Assessment Reform Group: www.assessment-reform-group.org/
Views: 355 Beverly Hills IEC
Best Way to Answer Behavioral Interview Questions
 
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Watch Don answer sample Behavioral questions. Learn how to answer behavioral interview questions using the STAR Formula. Employers love asking behavioral questions during the interview process because this type of questioning will does a better job of revealing your core competencies and is a great indicator of how well you'll be able to perform this job. Behavioral questions can be answered using the STAR formula and in this video, we break down the STAR formula and show you how to use it to your advantage to you are prepared to answer any behavioral question that comes your way. How to Answer Behavioral Interview Questions Using the STAR Formula STAR stands for: Situation – Task – Action - Result 1. First, describe a work related Situation or Task that you needed to accomplish, and be concise. 2. Then describe the Action you took. Don’t tell them what you might do or would do, you need to tell them what you did. 3. Finally, describe what happened -- the result. What did you accomplish? What did you learn? How much time or money did you save? And most importantly does your result solve the problem you described in step 1. That’s the formula for answering any behavioral question. Behavioral or competency-based interviews are simply a set of questions that ask you to talk about examples from your past work experience to help an interviewer figure out your strengths. Behavioral interviewers will look for the three parts (Problem, Action, Results) of your answer and take notes about how you answered the question. In this free program you’ll learn how to improve your interview performance with my simple step-by-step formula for interview success. To get the list of behavioral questions this video mentions, you need to register for this free program here: http://www.jobinterviewtools.com/advantage/ To download the complete interview answer guide go to http://www.jobinterviewtools.com
Views: 1230911 Don Georgevich
Language Assessment in Early Childhood: CELF Preschool-2 and PLS-5 Case Studies
 
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Purchase the PLS 5: Fifth Edition: https://www.pearsonclinical.com/language/products/100000233/preschool-language-scales-fifth-edition-pls-5.html Presenter: Adam Scheller, PhD The assessment of a child's language during the preschool years can be complex, not only due to variability in skill development, but also because of the differences between school and early childhood service criteria. By choosing an appropriate assessment battery based on strengths of the instrument, an SLP is often able to overcome the issue of qualifying children with different functional communication levels. During this webinar, participants will review best practice principles for early language assessment and learn how to choose between two widely-used comprehensive language batteries, the PLS-5 and CELF Preschool 2. Examples and analysis of common pre-schooler profiles will be provided through case studies. PDF: Language Assessment in Early Childhood: CELF Preschool-2 and PLS-5 Case Studies: http://downloads.pearsonclinical.com/videos/032317-Language-Assessment-EC/CELFP2-PLS5-Case-Study-Webinar-Handout-032317.pdf
The Cambridge English Scale explained
 
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The Cambridge English Scale is a new approach to reporting results across the range of Cambridge English exams. Initially, this will apply to Cambridge English: First, First for Schools, Advanced and Proficiency from January 2015. Other exams will be added to the scale in February 2016. This webinar is for teachers preparing students for Cambridge English exams. It explains the changes we have made to how we report results and the certificate candidates receive. The webinar will focus on the rationale behind the changes and the benefits it provides for candidates and teachers. The presenter will answer any questions relating to the Cambridge English Scale at the end of the session. Presenters: Lynne Stevenson, Assessment Group Manager, Cambridge English Lynne has extensive experience in English language teaching and assessment. She taught in Italy for many years before joining Cambridge Assessment in 2009. Lynne works as an Assessment Group Manager at Cambridge Assessment and is currently responsible for Cambridge English: Young Learners and Cambridge English: Key and Key for Schools. She is also responsible for grading and results. Ron Zeronis, Assistant Director – Assessment, Cambridge English Language Assessment Ron is responsible for Cambridge English: Advanced (CAE) and Cambridge English: Proficiency. He manages the production, marking, analysis, grading, and regular reviewing and updating of paper-based and computer-based versions of these exams. In addition, he works on test development projects and is responsible for item writing quality assurance. Ron joined Cambridge English Language Assessment in 2004 and has worked on General English exams, test development projects, Business English exams and teaching qualifications. Before this he gained extensive experience as an English language teacher and Director of Studies. Ron holds a Master’s degree in Applied Linguistics and TESOL from the University of Leicester and has the DTEFLA. Slides can be viewed here - http://assets.cambridgeenglish.org/webinars/introduction-to-the-cambridge-english-scale.pdf
Views: 22929 Cambridge English
Language Testing In Practice
 
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Language Testing In Practice. By Lyle F. Bachman, Adrian S. Palmer. The practice of testing is related here to views on... http://www.thebookwoods.com/book01/0194371484.html Author of the book in this video: Lyle F. Bachman Adrian S. Palmer The book in this video is published by: Oxford University Press, USA THE MAKER OF THIS VIDEO IS NOT AFFILIATED WITH OR ENDORSED BY THE PUBLISHING COMPANIES OR AUTHORS OF THE BOOK IN THIS VIDEO. ---- DISCLAIMER --- Copyright Disclaimer Under Section 107 of the Copyright Act 1976, allowance is made for fair use for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favor of fair use. All content in this video and written content are copyrighted to their respective owners. All book covers and art are copyrighted to their respective publishing companies and/or authors. We do not own, nor claim ownership of any images used in this video. All credit for the images or photography go to their rightful owners.
Views: 232 Johan L. Hagen
Electrical Comprehension Tests; what to expect, how to pass, sample questions
 
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Get FREE ELECTRICAL Comprehension Tests & Answers » https://mx283-915684.pages.infusionsoft.net Jobs that require an electrical or technical knowledge, will sometimes require you to undertake an Electrical Comprehension test. Electrical Comprehension tests are specifically designed to measure your performance in relation to electrical concepts. You need to engage with, and utilise, your skills and knowledge, and illustrate the key competencies and qualities required for that particular job role. During an electrical assessment, you are most likely to encounter a range of different questions, including: simple circuits, electrical symbols, voltages, resistance, resistors, measurements, signal flow, Ohm's Law, ammeter, diodes, currents etc. Jobs that require you to sit an Electrical Comprehension assessment including the Royal Air Force, Armed Forces, Technical Positions, Electricians, Signal Repairers, Wiremen, Engineers, Electrical Engineering and jobs relating to Physics. For more information, please visit www.how2become.com
Views: 67710 CareerVidz
Understanding and using the CEFR for teaching and learning
 
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This webinar gives an overview of the CEFR and briefly examines its origin and aims before looking, in more detail, at the illustrative scales which describe what learners 'can do' at the six reference levels (A1-C2) in terms of listening, reading, writing and speaking. The webinar focuses on how teachers can use the CEFR scales in their daily practice by first engaging in some familiarisation activities and then exploring how teachers can use the scales with their students to support teaching and learning. Presenters: Hanan Khalifa & Coreen Docherty Slides Link: https://www.teachers.cambridgeesol.org/ts/digitalAssets/120155_3Y07_CEFR_003_slides.pdf Handouts Link: http://assets.cambridgeenglish.org/webinars/cefr-webinars.pdf
Views: 30344 Cambridge English
Formal vs  Informal Assessment & Examples
 
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Check out this great Power Point Presentation on Teacher's Guide to Classroom Assessments for further understanding https://www.teacherspayteachers.com/Product/Teachers-Guide-to-Assessments-3659168 found at my TPT store. Formal and Informal assessments are compared through examples, testing procedures, reference to students, and creation. This video begins with an introduction of what is a formal assessment and what is an informal assessment. The video progress through to outlining some specific differences in Formal and Informal Assessments. First off, how are formal and informal assessments different in the way they are created. Next both types of assessments are discussed as they pertain to school data. How are the assessments used to produce data, and what data goes into the production of each assessment? The differences are further described by going into details on the different testing procedures associated with each type of test or assessment. Then individuals will learn how formal and informal assessments relate to criterion referenced tests and norm referenced tests. Lastly, the video differentiated how teachers will use each type of assessment. Which assessments will be used as longitudinal data and which will not. Overall, this video offers a good overview of the differences of formal and informal assessments with many examples provided.
Views: 15238 Teachings in Education
Assessment Issues in Workplace ESL Instructional Programs
 
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Dr. MaryAnn Christison, professor at the University of Utah, presents at the 2011 Language Teaching Research Colloquium in Ann Arbor, MI.
Views: 81 tirfonline
Clinical history taking (with patient example)
 
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Senior Lecturer Gemma Hurley uses a mock patient to take you through the principles of obtaining a clinical history for www.NurseLedClinics.com.
Views: 384450 Nurseledclinics
Basic Accounting in 10 minutes Tutorial
 
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Basic Accounting in 10 minutes Tutorial © 2012 Pavlov Global Publishing
Views: 1470596 Shred 207
National Curriculum Framework NCF 2005
 
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National Curriculum Framework NCF 2005
Views: 74586 ignousoe
Penny Ur's 100 Teaching Tips for English - Part 1
 
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Penny Ur shares her experiences of teaching and writing her latest professional development book for English teachers, 100 Teaching Tips: http://bit.ly/1QVat9L Watch the second part of the interview here: https://youtu.be/tCFE46FaYtM This new book, published by Cambridge University Press, will be useful to many English teachers, whether trainee, novice or experienced, in a variety of contexts. It provides a set of 100 hands-on tips on 19 different areas of classroom teaching, including using a coursebook, giving and checking homework, classroom discipline, testing and assessment. The clear and concise advice is accompanied by brief explanatory notes based on the author’s extensive teaching experience. Subscribe to our YouTube channel for the latest English Language Teaching videos, tips and advice: http://bit.ly/CUPELTYouTube
Using Quality Management (QM) to Improve Language Testing
 
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Dr. Nick Saville, language assessment specialist with University of Cambridge ESOL Examinations, presents at the 2011 Language Teaching Research Colloquium in Ann Arbor, MI.
Views: 118 tirfonline
Measuring Personality: Crash Course Psychology #22
 
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You can directly support Crash Course at http://www.subbable.com/crashcourse Subscribe for as little as $0 to keep up with everything we're doing. Also, if you can afford to pay a little every month, it really helps us to continue producing great content. How would you measure a personality? What, exactly, is the self? Well, as you've come to expect, it's not that easy to nail down an answer for those questions. Whether you're into blood, bile, earth, wind, fire, or those Buzzfeed questionnaires, there are LOTS of ways to get at who we are and why. -- Table of Contents Trait & Social-Cognitive Personality 01:35:01 Measuring Personality 02:57:03 Who or What is the Self? 09:16:14 How Self Esteem Works 09:42:04 -- Want to find Crash Course elsewhere on the internet? Facebook - http://www.facebook.com/YouTubeCrashCourse Twitter - http://www.twitter.com/TheCrashCourse Tumblr - http://thecrashcourse.tumblr.com Support CrashCourse on Subbable: http://subbable.com/crashcourse
Views: 1650517 CrashCourse
Problem based Learning
 
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EDST6347 Major Project Assignment Problem-based learning is a great teaching strategy that can be used for all types of learners-including adult learners! The video is about PBL and includes an overview, key elements, examples, implementation, and outcomes. I do not own the music used in this video. It was obtained through Jamendo. References: (2001). Problem-based learning. Stanford University Newsletter on Teaching: 11(1). Retrieved from http://web.stanford.edu/dept/CTL/cgi-bin/docs/news... Experiential learning. Northern Illinois University, Faculty Development and Instructional Design Center. Retrieved from http://www.niu.edu/facdev/_pdf/guide/strategies/ex... Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137-159. Retrieved from http://www.distance.uvic.ca/pdfs/instructors/Chara... Kilroy, D. A. (2003). Review: Problem based learning. Emergency Medicine Journal: 21(4), 411-413. Retrieved from http://emj.bmj.com/content/21/4/411.full.pdf+html Kwan, C. Y. (2000). What is problem-based learning (PBL)? It is magic, myth and mindset. Centre for Development of Teaching and Learning: 3(3). Retrieved from http://www.cdtl.nus.edu.sg/brief/Pdf/v3n3.pdf Loyens, S. M. M., Kirschner, P., & Paas, F. (2011). Problem-based learning. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA Educational Psychology Handbook: 3. Application to learning and teaching. Washington: American Psychological Association. Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2... Wood, E. J. (2004). Review: Problem-based learning. Acta Biochimica Polonica: 51, 21-26. Retrieved from http://www.actabp.pl/pdf/2_2004/XXI.pdf
Views: 18949 Paulina Naslonski
Intro to Psychology - Crash Course Psychology #1
 
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You can directly support Crash Course at http://www.subbable.com/crashcourse Subscribe for as little as $0 to keep up with everything we're doing. Also, if you can afford to pay a little every month, it really helps us to continue producing great content. What does Psychology mean? Where does it come from? Hank gives you a 10 minute intro to one of the more tricky sciences and talks about some of the big names in the development of the field. Welcome to Crash Course Psychology!!! -- Want to find Crash Course elsewhere on the internet? Facebook - http://www.facebook.com/YouTubeCrashCourse Twitter - http://www.twitter.com/TheCrashCourse Tumblr - http://thecrashcourse.tumblr.com Support CrashCourse on Subbable: http://subbable.com/crashcourse
Views: 7216063 CrashCourse
Teaching Foreign Languages Library clip
 
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Students in Yo Azama's (ACTFL's 2012 Teacher of the Year) class learn about the regions and tourist destinations of Japan. The students use familiar and new vocabulary to discuss Japanese regions and landmarks. Next, they write questions and answers for a Jeopardy-style game about Japan, then play the game. To see the full lesson and culminating project, go to http://www.learner.org/libraries/tfl/japanese/azama/index.html
Views: 12602 Annenberg Learner
Knowledge of curriculum(B.ed)
 
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Monika Bhardwaj Assistant Professor Biyani College Explained about Curriculum on Gurukpo. Gurukpo is the fastest growing educational web portal where all kind of academic information is available free of cost. Visit http://www.gurukpo.com
Views: 73893 Guru Kpo
What is Unit Plan DSSSB STUDENTS 2018 In Hindi Explained
 
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What is Unit Plan DSSSB STUDENTS 2018 In Hindi Explained Follow me on Facebook https://mbasic.facebook.com/viplav.gautam.7?ref_component=mbasic_home_header&ref_page=%2Fwap%2Fhome.php&refid=8 1. Psychology Practice Set pdf :- https://drive.google.com/open?id=1YcbYDIu1cDR_uyVbTnCmFde_W8bMxjeH 2. Maths Pdf :- https://drive.google.com/open?id=1_Zy0BqRJaESlLejIxDKYRX-_3hxJARfz 3.English Pdf :- https://drive.google.com/open?id=1SyZCKteiLK8FuBBkixq7A5xp42XhVOcx 4. Pedagogy Pdf :- https://drive.google.com/open?id=1mAbe98x2ojRwbnyVznaOUs3NvwAPJC_0 5.Dsssb question bank :- https://drive.google.com/open?id=1BD4yRjn6ExTwCjNCMzzmg2rWgt2GE31X 6. Ctet Psychology Test :- https://drive.google.com/open?id=1z5p35opPTNWbN4-YFDLL0r_SynO6vK7S 7. 7th Class PSA :- https://drive.google.com/open?id=1z5p35opPTNWbN4-YFDLL0r_SynO6vK7S 8. Psychology Book :- https://drive.google.com/open?id=1RnueZefPDiW9nd18VNpbNDdtHePgRxi0 9. Hindi pdf :- https://drive.google.com/open?id=1V7dfd-ENHt7rV42oXZRKE3G05eVSr3Nf 10. Computer pdf :- https://drive.google.com/open?id=17niQcdnmnLGRJa0cxcXCpiE6SXEV250U 11. 5000 GK Questions pdf :- https://drive.google.com/open?id=1vYBq6b0Bf_j3I-CGnyHNgrC5AeCSrygm
Views: 24305 Back to School
Fundamental of Nursing (B.Sc. Nursing) Gurukpo
 
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Mr. Suresh Yadav Assistant Professor, Biyani Nursing College explained about Introduction of Nursing, Definition & Principles of nursing, qualities of a professional Nurse & role of Nurse. www.gurukpo.com, www.biyanicolleges.org
Views: 68551 Guru Kpo
NGS 2013 - Douglas Brown
 
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(Parallel Speaker) slides below... Doug Brown, a PhD student at the University of Calgary, discusses the stabilization of Ruthenheim sensitizers to TiO2 surfaces through cooperative anchoring groups. [slides at http://www.pvinnovation.ca/files/NGS_2013_-_Doug_Brown_Presentation.pdf]
Views: 36 pvinnovation
मार्केटिंग क्या है? (Marketing Kya Hai-Marketing in Hindi)  Prof Vijay
 
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"MARKETING MANAGEMENT MASTERCLASS" Course Link and Discount Code: https://www.udemy.com/marketing-management-masterclass/?couponCode=MARKETINGYT मार्केटिंग क्या है? (What is Marketing in Hindi) : 'मार्केटिंग बाय विजय' यूट्यूब चैनल में आपका स्वागत है. मार्केटिंग में सबसे पहला प्रश्न जो दिमाग में आता है - मार्केटिंग क्या है?; उसका उत्तर इस पहले हिंदी वीडियो में आपको मिलेगा. कृपया इसे लाइक करे और चैनल को सब्सक्राइब करे. चैनल को बेहतर बनाने के लिए आपके कमैंट्स और फीडबैक का हमें इंतज़ार है. ................................................................................................ Web: www.marketingbyvijay.com Check out my blog: https://marketingbyvijay.wordpress.com/ Like my Facebook Page: https://www.facebook.com/marketingbyvijay Please send your queries, feedback and suggestions on [email protected]
Views: 343466 Marketing by Vijay
Working Principle of Lead Acid Battery
 
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This video of Working Principle of Lead Acid Battery is uploaded by www.electrical4u.com
Views: 435702 S Ghosh
Teaching authentic language in context
 
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This video is for Chris and Ruadhan to provide an example of how I teach language in context through inquiry.
Views: 41 ELL Ecosystem
CLIL: What is CLIL?
 
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http://www.thecogentconstruct.com Video series on CLIL- Content Language Integrated Learning. The CLIL Constructor: A System for Surveying your Unit and Creating Meaningful Lessons: https://www.teacherspayteachers.com/Product/Unit-Planning-for-CLIL-The-CLIL-Constructor-2117796 BICS for CLIL- https://www.teacherspayteachers.com/Product/Communication-in-English-The-CLIL-Constructor-BICS-2159595 Be sure to download my free PDF activity document for practicing TAKE, MAKE, and DO https://www.teacherspayteachers.com/Product/ESL-Verbs-Take-Make-and-Do-for-ESL-EFL-and-CLIL-Learners-2113233?aref=b6u3kuo1
Views: 25151 Explained Simply
The Natural Approach (Krashen)
 
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Visit my blog with lots of resources for learning English: http://simonfilms.blogspot.com.es/2012/09/tutorial-para-aprender-ingles.html The Natural Approach is a method for beginners based on observation and interpretation on how a person acquires his first language. It emphasizes on communication rather than on grammar. One of the things which is very important and conclusive when learning is that the input has to be comprehensible. That is at least what Krashen has always said. Teach with a lot of comprehensible input that will allow the student to activate the acquisition process. But I also think that even if the input is not comprehensible you end up learning because some kind of unconscious learning. I mean if you spend a lot of time listening to a language (in the country) in the beginning all the input is not comprehensible but you sort of learn something, the accent, the intonation, some isolated words, sometimes some information which is linked with non verbal communication and so on and so forth.
Views: 273225 simonfilm
CTET Paper 2 New Updated Syllabus For Upcoming Exams | CTET Syllabus Hindi, English, Maths, SST PDF
 
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CTET Paper 2 New Updated Syllabus For Upcoming Exams | CTET Syllabus Hindi, English, Maths, SST PDF. CTET Level 2 New Updated Syllabus For Upcoming Exams | CTET Syllabus, Exam Pattern, Cut Off, Result Paper II (for classes VI to VIII) Elementary Stage I. Child Development and Pedagogy 30 Questions a) Child Development (Elementary School Child) 15 Questions  Concept of development and its relationship with learning  Principles of the development of children  Influence of Heredity & Environment  Socialization processes: Social world & children (Teacher, Parents, Peers)  Piaget, Kohlberg and Vygotsky: constructs and critical perspectives  Concepts of child-centered and progressive education  Critical perspective of the construct of Intelligence  Multi-Dimensional Intelligence  Language & Thought  Gender as a social construct; gender roles, gender-bias and educational practice  Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.  Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice  Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement. b) Concept of Inclusive education and understanding children with special needs 5 Questions  Addressing learners from diverse backgrounds including disadvantaged and deprived  Addressing the needs of children with learning difficulties, ‘impairment’ etc.  Addressing the Talented, Creative, Specially abled Learners 5 c) Learning and Pedagogy 10 Questions  How children think and learn; how and why children ‘fail’ to achieve success in school performance.  Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.  Child as a problem solver and a ‘scientific investigator’  Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.  Cognition & Emotions  Motivation and learning  Factors contributing to learning – personal & environmental II. Language I 30 Questions a) Language Comprehension 15 Questions Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive) b) Pedagogy of Language Development 15 Questions  Learning and acquisition  Principles of language Teaching  Role of listening and speaking; function of language and how children use it as a tool  Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;  Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders  Language Skills  Evaluating language comprehension and proficiency: speaking, listening, reading and writing  Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom  Remedial Teaching III. Language – II 30 Questions a) Comprehension 15 Questions Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability 6 b) Pedagogy of Language Development 15 Questions  Learning and acquisition  Principles of language Teaching  Role of listening and speaking; function of language and how children use it as a tool  Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;  Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders  Language Skills  Evaluating language comprehension and proficiency: speaking, listening, reading and writing  Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom  Remedial Teaching IV. Mathematics and Science 60 Questions (i) Mathematics 30 Questions a) Content 20 Questions  Number System  Knowing our Numbers  Playing with Numbers  Whole Numbers  Negative Numbers and Integers  Fractions  Algebra  Introduction to Algebra  Ratio and Proportion  Geometry  Basic geometrical ideas (2-D)  Understanding Elementary Shapes (2-D and 3-D)  Symmetry: (reflection)  Construction (using Straight edge Scale, protractor, compasses)  Mensuration  Data handling 7 b) Pedagogical issues 10 Questions  Nature of Mathematics/Logical thinking  Place of Mathematics in Curriculum  Language of Mathematics  Community Mathematics  Evaluation  Remedial Teaching  Problem of Teaching (ii) Science 30 Questions a) Content 20 Questions
Views: 30049 Study Live
CAPD: Making Informed, Evidence-Based Clinical Decisions
 
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This session—a sample of the practical content offered at ASHA’s Audiology 2018: Central Auditory Processing Disorders online conference—provides information to assist clinicians in making informed, evidence-based clinical decisions about central auditory processing disorders (CAPD) assessment and intervention. Current ASHA members can earn continuing education credit (ASHA CEUs or professional development hours) for watching this program by enrolling in a free course and completing a learning assessment by July 31, 2018. After that date, the content will not be eligible for continuing education credit. Access the free CE course: https://on.asha.org/2yIsSre RESOURCES: PowerPoint Handout: http://learningcenter.asha.org/resource/docs/asha/1528892145651/18255%20Chermak%20PPT%20Handout.pdf References: http://learningcenter.asha.org/resource/docs/asha/1528892179058/18255%20References.pdf Course Transcript: http://learningcenter.asha.org/resource/docs/asha/1528892217967/18255%20Course%20Transcript.pdf
Interview Question: Tell me about a time you handled a difficult situation
 
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You'll definitely encounter this question during your next interview, so make sure you know how to answer it! For more career tips, visit http://careerly.co
Views: 1758866 Careerly

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