Este documento presenta el plan de estudios de un curso sobre las raíces históricas de Chile. El curso abarca temas como la geografía física y humana de Chile, la historia indígena y colonial, la construcción de la nación chilena en los siglos XIX y XX, y aspectos políticos, económicos y sociales durante esos períodos. El curso consta de 17 clases que se dictarán entre abril y julio.
Este documento presenta los resultados académicos de varios estudiantes en diferentes asignaturas. Los estudiantes con los puntajes más altos fueron Pisso Gurrute Faber Gustavo con 77 puntos, Muñoz Galindez Karol Yaqueline con 54 puntos en Lenguaje y 56 puntos en Matemáticas, y Navia Gironza Davidson Andrés con 58 puntos en Lenguaje y 64 puntos en Matemáticas.
O documento descreve o Programa ECO-SP, um programa de certificação ambiental pública das unidades da Prefeitura de São Paulo. O objetivo é reconhecer as melhores práticas ambientais e estimular a adoção de práticas sustentáveis. O programa concederá selos e prêmios para unidades que se destacarem nessas práticas.
Este documento discute várias questões e inconsistências com a explicação oficial dos ataques de 11 de setembro de 2001. Questiona porque a queda do World Trade Center 7 não é adequadamente abordada e porque as fotos do Pentágono não mostram evidências de um avião. Também levanta dúvidas sobre os delitos de insider trading antes dos ataques e sobre a capacidade do NORAD de interceptar aviões desviados.
O relatório de dízimo de julho de 2009 da Comunidade São Sebastião mostra que o valor total arrecadado foi de R$38.732,00, proveniente de 1.210 famílias contribuintes de um total de 6.857 famílias cadastradas. A média de contribuição foi de R$32,01 por família. Os gastos mensais incluíram salários de funcionários, despesas com seminaristas, dízimos para a Mitra, formação de lideranças e contas como água, luz e telefone.
Este documento presenta un plan de proyecto educativo sobre el tema de la célula. El proyecto se llevará a cabo durante 10 semanas con estudiantes de sexto y séptimo grado en una institución educativa en Cali, Colombia. El proyecto utilizará estrategias como wikis, videos y evaluaciones virtuales para enseñar sobre la estructura y función de la célula.
Este documento presenta el plan de estudios de un curso sobre las raíces históricas de Chile. El curso abarca temas como la geografía física y humana de Chile, la historia indígena y colonial, la construcción de la nación chilena en los siglos XIX y XX, y aspectos políticos, económicos y sociales durante esos períodos. El curso consta de 17 clases que se dictarán entre abril y julio.
Este documento presenta los resultados académicos de varios estudiantes en diferentes asignaturas. Los estudiantes con los puntajes más altos fueron Pisso Gurrute Faber Gustavo con 77 puntos, Muñoz Galindez Karol Yaqueline con 54 puntos en Lenguaje y 56 puntos en Matemáticas, y Navia Gironza Davidson Andrés con 58 puntos en Lenguaje y 64 puntos en Matemáticas.
O documento descreve o Programa ECO-SP, um programa de certificação ambiental pública das unidades da Prefeitura de São Paulo. O objetivo é reconhecer as melhores práticas ambientais e estimular a adoção de práticas sustentáveis. O programa concederá selos e prêmios para unidades que se destacarem nessas práticas.
Este documento discute várias questões e inconsistências com a explicação oficial dos ataques de 11 de setembro de 2001. Questiona porque a queda do World Trade Center 7 não é adequadamente abordada e porque as fotos do Pentágono não mostram evidências de um avião. Também levanta dúvidas sobre os delitos de insider trading antes dos ataques e sobre a capacidade do NORAD de interceptar aviões desviados.
O relatório de dízimo de julho de 2009 da Comunidade São Sebastião mostra que o valor total arrecadado foi de R$38.732,00, proveniente de 1.210 famílias contribuintes de um total de 6.857 famílias cadastradas. A média de contribuição foi de R$32,01 por família. Os gastos mensais incluíram salários de funcionários, despesas com seminaristas, dízimos para a Mitra, formação de lideranças e contas como água, luz e telefone.
Este documento presenta un plan de proyecto educativo sobre el tema de la célula. El proyecto se llevará a cabo durante 10 semanas con estudiantes de sexto y séptimo grado en una institución educativa en Cali, Colombia. El proyecto utilizará estrategias como wikis, videos y evaluaciones virtuales para enseñar sobre la estructura y función de la célula.
El documento habla sobre los problemas de desechos sólidos y posibles soluciones. Describe que la basura genera problemas como contaminación y enfermedades cuando es arrojada a cielo abierto o en rellenos sanitarios deficientes. Entre las soluciones se proponen el reciclaje, la composta y la combustión controlada para generar energía, aunque esta última también tiene desventajas como la generación de cenizas peligrosas.
The document contains the name "Ravi Sharma" and the title "State Ambassador of Rajasthan". It appears to be providing identifying information for an individual named Ravi Sharma who holds the position of State Ambassador for the state of Rajasthan. The document consists of only this brief identifying information in two lines.
O documento discute a proposta de criação do Distrito de Taipas na cidade de São Paulo. Se a proposta for aprovada, Taipas se tornará um novo distrito administrativo, trazendo benefícios como mais investimentos públicos e serviços para a região. O documento também explica o processo de votação da proposta e convida os moradores para participarem de uma audiência pública sobre o tema.
O documento discute os desafios da inovação tecnológica na educação brasileira, notando que, apesar dos contrastes sociais, o povo brasileiro tem adotado novas tecnologias. A educação a distância tem sido usada principalmente para programas supletivos, mas vem se expandindo para a educação superior. Uma política pública efetiva precisa lidar com esses contrastes e garantir o acesso à tecnologia em educação para toda a população.
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.
Este documento presenta una lista de 4 canciones que se tocaron en el programa de radio El Mañanero el 11 de marzo. La lista incluye "Puff, The Magic Dragon" de Pink Martini & Saori Yuki de 1969 y 2011, "Cien años" de Estela Nuñez y el Mariachi América de 2005, el segundo movimiento de la "Sonata no.1 for Cello and Piano" interpretada por Amber Docters van Leeuwen & Taisiya Pushkar de 2013, y "Bull in the Heather" de Sonic Youth de 1994.
Monumento ao São Paulo Futebol Clube na Praça da Sé pede socorroChico Macena
O São Paulo Futebol Clube foi fundado em 16 de dezembro de 1935 por quinze homens liderados por Manoel do Carmo Meca. Em 1985, para comemorar os 50 anos do clube, um monumento foi erigido na Praça da Sé para homenagear os fundadores do São Paulo Futebol Clube no local onde ocorreu a reunião fundadora.
This document contains a series of questions spanning various topics including cities, animals, music, sports, and more. It does not provide answers to the questions.
Este documento presenta el programa anual de un módulo de raíces históricas de Chile para la PSU, que incluye clases sobre la geografía, historia e identidad de Chile desde la época prehispánica hasta el siglo XX. El programa contiene 32 clases con diferentes temas como el mestizaje, la guerra de Arauco, el legado colonial español y la emancipación nacional. Incluye también fechas de exámenes parciales y simulacros de la prueba.
Modelo curricular interactivo para el área tics3142554627
El documento presenta un modelo curricular interactivo para la enseñanza de informática en educación básica y media. El modelo permite generar en línea el plan de estudios de informática para cada grado de una manera sencilla y adecuada a cada institución. Ofrece herramientas como plantillas y ejemplos para facilitar el diseño curricular y ayudar a los docentes a planificar de manera secuenciada la enseñanza de las herramientas informáticas fundamentales.
Este documento lista y brinda una breve descripción de algunos de los principales sitios turísticos de varios países de Sudamérica, incluyendo las Cataratas del Iguazú en Argentina, el Salar de Uyuni en Bolivia, el Cristo Redentor en Brasil, la Isla de Pascua en Chile, Cartagena de Indias en Colombia, las Islas Galápagos en Ecuador, la ciudad de Cayena en Guayana, Asunción en Paraguay, Machu Picchu en Perú, Paramaribo en Surinam, Montevideo en Uruguay y el
This document explores teachers' beliefs about English language teaching. It discusses the sources of teachers' beliefs, which include their own experiences, what works best, established practices, personality factors, and educationally-based principles. It also addresses teachers' beliefs about why English is important, how it should be taught, learning approaches, the teacher and student roles, and evaluating teaching as a profession. The document provides questions for teachers to reflect on their own beliefs and ways to observe each other's teaching to compare beliefs.
The document lists ideas for brainstorming including trainings for parents and teachers, webinars, teaching and learning processes, the role of parents in education processes, and relevant links, books, and blogs on topics like inclusion, parenting, and education.
Technology can help young children learn if used appropriately. It should be integrated with other activities, encourage collaboration and problem solving, and ensure the child is in control of their learning experience. Choosing applications that are educational, transparent, and avoid stereotyping is important. Technology can enhance learning, help teachers, and connect communities when used as a tool to supplement real world experiences and develop key skills like motor function. Parental involvement is also key to ensuring developmentally appropriate technology use for early childhood.
This document contains information about a presentation titled "Experiencing Technology in Early Childhood Learning". It includes details about the presenter such as her professional background in teaching English to learners ages 2 to 75 years old. The abstract indicates that for the past 3 years, she has been teaching English to children ages 2 to 5 and discovering that they are native technology users who learn through experience. The presentation will be a 1.5 hour workshop on using technology in early education and whether it can help young children learn language.
This document provides an overview of the curriculum for pre-K education in three levels: Initial Education 1, Initial Education 2, and 1st Basic. It outlines the learning objectives and focus areas in language development, math, and science. The key areas covered include oral language, reading comprehension, writing, numbers and operations, geometry, and discovering natural elements through the senses. The goal is to develop children's basic skills in these areas through hands-on learning activities and exploring their environment.
El documento habla sobre los problemas de desechos sólidos y posibles soluciones. Describe que la basura genera problemas como contaminación y enfermedades cuando es arrojada a cielo abierto o en rellenos sanitarios deficientes. Entre las soluciones se proponen el reciclaje, la composta y la combustión controlada para generar energía, aunque esta última también tiene desventajas como la generación de cenizas peligrosas.
The document contains the name "Ravi Sharma" and the title "State Ambassador of Rajasthan". It appears to be providing identifying information for an individual named Ravi Sharma who holds the position of State Ambassador for the state of Rajasthan. The document consists of only this brief identifying information in two lines.
O documento discute a proposta de criação do Distrito de Taipas na cidade de São Paulo. Se a proposta for aprovada, Taipas se tornará um novo distrito administrativo, trazendo benefícios como mais investimentos públicos e serviços para a região. O documento também explica o processo de votação da proposta e convida os moradores para participarem de uma audiência pública sobre o tema.
O documento discute os desafios da inovação tecnológica na educação brasileira, notando que, apesar dos contrastes sociais, o povo brasileiro tem adotado novas tecnologias. A educação a distância tem sido usada principalmente para programas supletivos, mas vem se expandindo para a educação superior. Uma política pública efetiva precisa lidar com esses contrastes e garantir o acesso à tecnologia em educação para toda a população.
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.
Este documento presenta una lista de 4 canciones que se tocaron en el programa de radio El Mañanero el 11 de marzo. La lista incluye "Puff, The Magic Dragon" de Pink Martini & Saori Yuki de 1969 y 2011, "Cien años" de Estela Nuñez y el Mariachi América de 2005, el segundo movimiento de la "Sonata no.1 for Cello and Piano" interpretada por Amber Docters van Leeuwen & Taisiya Pushkar de 2013, y "Bull in the Heather" de Sonic Youth de 1994.
Monumento ao São Paulo Futebol Clube na Praça da Sé pede socorroChico Macena
O São Paulo Futebol Clube foi fundado em 16 de dezembro de 1935 por quinze homens liderados por Manoel do Carmo Meca. Em 1985, para comemorar os 50 anos do clube, um monumento foi erigido na Praça da Sé para homenagear os fundadores do São Paulo Futebol Clube no local onde ocorreu a reunião fundadora.
This document contains a series of questions spanning various topics including cities, animals, music, sports, and more. It does not provide answers to the questions.
Este documento presenta el programa anual de un módulo de raíces históricas de Chile para la PSU, que incluye clases sobre la geografía, historia e identidad de Chile desde la época prehispánica hasta el siglo XX. El programa contiene 32 clases con diferentes temas como el mestizaje, la guerra de Arauco, el legado colonial español y la emancipación nacional. Incluye también fechas de exámenes parciales y simulacros de la prueba.
Modelo curricular interactivo para el área tics3142554627
El documento presenta un modelo curricular interactivo para la enseñanza de informática en educación básica y media. El modelo permite generar en línea el plan de estudios de informática para cada grado de una manera sencilla y adecuada a cada institución. Ofrece herramientas como plantillas y ejemplos para facilitar el diseño curricular y ayudar a los docentes a planificar de manera secuenciada la enseñanza de las herramientas informáticas fundamentales.
Este documento lista y brinda una breve descripción de algunos de los principales sitios turísticos de varios países de Sudamérica, incluyendo las Cataratas del Iguazú en Argentina, el Salar de Uyuni en Bolivia, el Cristo Redentor en Brasil, la Isla de Pascua en Chile, Cartagena de Indias en Colombia, las Islas Galápagos en Ecuador, la ciudad de Cayena en Guayana, Asunción en Paraguay, Machu Picchu en Perú, Paramaribo en Surinam, Montevideo en Uruguay y el
This document explores teachers' beliefs about English language teaching. It discusses the sources of teachers' beliefs, which include their own experiences, what works best, established practices, personality factors, and educationally-based principles. It also addresses teachers' beliefs about why English is important, how it should be taught, learning approaches, the teacher and student roles, and evaluating teaching as a profession. The document provides questions for teachers to reflect on their own beliefs and ways to observe each other's teaching to compare beliefs.
The document lists ideas for brainstorming including trainings for parents and teachers, webinars, teaching and learning processes, the role of parents in education processes, and relevant links, books, and blogs on topics like inclusion, parenting, and education.
Technology can help young children learn if used appropriately. It should be integrated with other activities, encourage collaboration and problem solving, and ensure the child is in control of their learning experience. Choosing applications that are educational, transparent, and avoid stereotyping is important. Technology can enhance learning, help teachers, and connect communities when used as a tool to supplement real world experiences and develop key skills like motor function. Parental involvement is also key to ensuring developmentally appropriate technology use for early childhood.
This document contains information about a presentation titled "Experiencing Technology in Early Childhood Learning". It includes details about the presenter such as her professional background in teaching English to learners ages 2 to 75 years old. The abstract indicates that for the past 3 years, she has been teaching English to children ages 2 to 5 and discovering that they are native technology users who learn through experience. The presentation will be a 1.5 hour workshop on using technology in early education and whether it can help young children learn language.
This document provides an overview of the curriculum for pre-K education in three levels: Initial Education 1, Initial Education 2, and 1st Basic. It outlines the learning objectives and focus areas in language development, math, and science. The key areas covered include oral language, reading comprehension, writing, numbers and operations, geometry, and discovering natural elements through the senses. The goal is to develop children's basic skills in these areas through hands-on learning activities and exploring their environment.
The document provides an overview of the assessment materials included with the Journeys literacy program. It describes the Benchmark and Unit Tests that are used to track student progress and identify areas for reteaching. The tests assess skills in phonemic awareness, phonics, high-frequency words, decoding, comprehension, and writing. Scoring procedures and ways to interpret results are outlined to help teachers tailor instruction to student needs.
Children learned about giants through the story of Jack and the Beanstalk. Activities included planting beans to grow giants, measuring objects like trees to compare sizes, and doing arts and crafts like a green giant painting. They also played giant-themed games like giant tag and did a giant dance. The goals were to develop language and literacy skills around the story, math skills with measurement, and social-emotional skills through cooperative activities like setting a giant picnic.
Este documento presenta conceptos clave sobre la sexualidad humana como la identidad de género, expresión de género, orientación sexual y sexo biológico. También discute la importancia de la educación sexual centrada en el amor, el respeto y la complementariedad entre hombres y mujeres. Finalmente, enfatiza el rol fundamental de los padres como modelos a seguir y la necesidad de brindar apego y seguridad a los niños para que crezcan con una personalidad segura.
The document proposes a K-12 education plan focused on meeting student needs. It discusses analyzing learning needs, establishing learning objectives, identifying gaps, and determining how to help students progress from their starting point to the desired destination. It also covers adapting instructional plans, monitoring effectiveness, learning styles, comprehensive input/output, language acquisition vs learning, autonomy, integrated evaluation domains, minimum achievements, understanding by design, TESOL standards, cooperative learning, cognitive science, Finland's education success, and quality circles for staff training. The overall goal is to develop a plan to help students improve skills and meet learning goals through an effective instructional approach.
This document outlines the key skills and characteristics of 4 different learning styles: innovative learners who seek personal meaning and value social interaction; analytic learners who seek intellectual competence and prefer established authority; common sense learners who seek practical solutions and want to make things happen; and dynamic learners who seek hidden possibilities and enjoy challenging norms. Each style is defined by how they judge information, how they function, what they value, and their view of authority.
This document contains reflections and assignments from an educator for their students. It includes the following key points:
1) The educator provides assignments to show how they plan speaking activities using materials, encourage communication, and help students produce language through real-world objects.
2) Assignments address learning strategies like reading stories to students, using interactive writing, and demonstrating language produced by students.
3) The educator is asked to reflect on how they encourage risk-taking, creativity, and maintain direction and value in teaching.
4) Further assignments address documenting language used, modeling grammar rules, increasing student motivation and interaction, and providing homework that absorbs and practices English.
This document discusses connecting critical reflection and group development in online adult education classrooms. It summarizes that critical reflection, using Brookfield's Critical Incident Questionnaire, can uncover reactions to the online environment and provide a framework for assessing group development based on Tuckman's model of forming, storming, norming, performing, and adjourning. The study explored this connection in two online graduate courses and found evidence that supported relating critical reflection to group development and its benefits for adult learning in online environments. Critical reflection is valuable for gaining instructor and learner feedback to improve instructional effectiveness.
Brookfield argues that critically reflective teaching requires focusing on a specific incident to uncover assumptions. He suggests using lenses to gain different perspectives, including: 1) reviewing one's experiences as a learner and teacher to see practice from students' views; 2) seeing oneself through students' eyes, which can reveal surprises but requires listening to feedback; 3) fostering critical conversations with colleagues to break isolation and find diversity of experiences; and 4) using theoretical literature to describe practice from multiple perspectives and understand links between personal and political aspects of teaching. These lenses help teachers adopt unfamiliar angles to re-examine practice.
This document discusses the importance of critical reflection in teaching. It begins by explaining that teaching innocently, without reflecting on assumptions and impact, can lead to frustration and feelings of incompetence when the intended effects are not achieved. Critical reflection helps teachers avoid blaming themselves for issues outside their control. The document then discusses different types of assumptions (paradigmatic, prescriptive, causal) and provides examples of commonly held assumptions in teaching and alternative perspectives that call those assumptions into question. It argues that reflection only becomes critical when it questions how power dynamics influence educational processes and challenges assumptions that may seem to benefit teachers but actually work against student interests over the long term.
This document summarizes trends and issues related to teaching critical reflection to adults. It discusses differing definitions of reflection and critical reflection. Engaging in critical reflection can be challenging and unsettling for learners as it involves questioning assumptions. Teachers must support learners through this process. The document also provides references on topics like fostering critical reflection, developing critically reflective practitioners, and engaging practitioners in critical analysis.
The document is a classroom critical incident questionnaire that asks students to anonymously reflect on a class weekend in 5 questions. It asks them to identify the moment they felt most engaged and distanced, the most affirming and puzzling actions, and anything surprising about their reactions or the class events. The questionnaire aims to get student feedback to help make the class more responsive to their concerns.
Stephen Brookfield suggests that critically reflective teachers continually improve their practice through reflection on their experiences from four lenses: autobiographical reflection, student feedback, peer assessment, and scholarly literature. Reflecting on one's teaching experiences and student feedback allows teachers to identify habits that may need adjustment. Peer assessment helps teachers gain confidence by realizing their challenges are shared. Engaging with scholarly literature supports teachers in understanding the broader political context of their work. The most important aspect of critical reflection is going beyond collecting feedback to changing teaching methods and goals based on insights gained, documenting progress, and becoming a more student-centered, flexible, and innovative teacher.
This document provides an overview of resources for becoming a critically reflective teacher, including:
1) Key assumptions of skillful teaching like focusing on helping students learn and constantly reflecting on teaching assumptions.
2) Exercises and techniques to promote critical reflection, such as scenario analysis, crisis simulations, and examining "heroes and villains" in the profession.
3) Guidelines for critical reflection, including modeling reflection, using peers as reflective mirrors, and focusing on specific experiences.
4) An explanation of critical debate as an exercise where participants argue for a position they may not agree with to explore new perspectives.
Finland transformed its education system from one that was poorly ranked and inequitable in the 1970s to the top-ranked system in the world today. Key to Finland's success was investing heavily in teacher education, decentralizing control to give teachers more autonomy over curriculum, and focusing on equity and meeting student needs rather than standardized testing. Finland ensured all students have access to well-trained teachers, funding, resources, small class sizes, and a curriculum focused on developing higher-order thinking skills. This has created a highly equitable and successful education system.
The document provides information about a presentation by Miriam Trehearne on developing oral language and comprehension in preschool and kindergarten. It describes practical strategies that teachers can use to support young students' oral language development and comprehension as part of a comprehensive early literacy program. The presentation notes that oral language is the foundation of literacy learning and will share engaging activities to assess and develop vocabulary and comprehension.