DAY 2 DAY DAILY USEFULL AAYOJAN STD 1 TO 8 DAINIK ROJNISHI LAKHVA MATE UPYOGI AAYOJAN DHORAN 1 THI 8
Liquid oxygen is light blue in color. If you find a light blue liquid in your trap, remove the liquid nitrogen Dewar and vent the trap (for example, open tap G in Fig. 2). Close the fumehood door and leave the room. Inform your colleagues of what is happening and make sure they do not approach your fumehood. Wait 20–30 min then cautiously check to see if the liquid oxygen has evaporated.
If it hasn't, leave the area, checking back periodically until all the liquid oxygen has evaporated and it is safe to resume work.
If you’ve got a big assignment looming, like a research paper, stay motivated by completing a piece of the project every few days. Write one paragraph each night. Or, do 5 algebra problems from your problem set at a time, and then take a break.
One of the easiest ways to ensure follow through is to remember that you are paying to take this online course, just as you would for a traditional, in-person class. You must “show up” if you’re going to get real value out of your class. Treat your online classes the same way you would a face-to-face class—or, better yet, a job—and you’ll be off to the right start.
Answer randomization, found in the options section, is a useful feature. This is helpful for things such as flipping the answers, which is rare in survey software. That helps eliminate the primacy effect bias – which is when people pick the answers near the top – since this will flip around the choices so it's different for each respondent.
When it comes to online learning, I am sure we all have differing views. While some of you may be elated at the prospect of not having to get up early to drive to college, others may be concerned about the huge workload that will befall us as a result.
When it comes to online classes, you need to have the discipline to sit down and say, “I am going to work on this,” as well as the dedication to actually follow through.
Though you can be flexible as to when you choose to complete your work during the week, you can’t put it off indefinitely.
SurveyMonkey uses a guided building system that hand-holds the whole way, even offering a rating and estimated completion time. It pops up along the side bar and is a bit like an AI assistant, in the fact that's what the company claims it is, but in reality it's a useful nudge to make sure you're taking full advantage of all the tools available.
Online classes can present unique challenges, however, if you’re not prepared. But if you develop skills for effective online learning, you’ll find the courses can be an excellent alternative to a traditional classroom setting. Here are some tips for online learning success to make sure you get the most value out of your next class.
The aim of lockdowns, limitations, and involuntary quarantine is to keep you safe and healthy. Staying glued to your laptop and cell phone screens for long periods inside the four walls of your house is harmful to your mental and physical health Therefor.
it is important to eat a balanced diet and exercise every day. Most notably, stick to a daily sleeping schedule so you can get up refreshed and ready to tackle the day's activities. Going to bed early in the evening and getting up early in the morning would not only positively affect your physical health but your academic performance as well.
Participate in the course’s online forum to help you better understand course materials and engage with fellow classmates. This might involve commenting on a classmate’s paper on a discussion board or posting a question about a project you’re working on. Read what other students and your professor are saying, and if you have a question, ask for clarification. Make sure you are checking in as often as you can, too. The flexibility of online learning means that if you have 30 minutes before dinner plans, you could squeeze in a discussion response around your schedule. Set a goal to check in on the class discussion threads every day
Reviewing and recycling Language students need constant review, and Pioneer systematically recycles and reviews target language in several sections of the Student’s Book. Grammar, vocabulary, and conversation strategies taught in earlier units are recycled in later units. Also, items learnt at lower levels are recycled in subsequent levels. The online material was also made keeping this in mind, helping students revise and recycle language. 6. Flexibility to meet the needs of specific classes Pioneer can be used with either large or small classes. Activities can be done in pairs, groups, or as a whole class, depending on your students’ particular needs. Pioneer can also be adapted to varying course lengths.
Aga Khan University Examination Board invests heavily in learning materials because of our belief that they are central to the inquiry-based model of learning that we follow. These materials facilitate the implementation of our syllabi and also create common ground for students, teachers and our examiners to base both learning and assessment goals on. The variety of our materials ensures that students across Pakistan are not hampered on the basis of their geographical location, gender or socio-economic status. Standard examples here include access to past papers from the AKU-EB system and syllabi that detail our learning expectations, outcomes and reading material.
In some cases, learning materials help overcome a particular obstacle that students may face. For example, our English Literature and Urdu anthologies ensure that all reading material specified by the national curriculum’s requirements is found in one location, rather than forcing our students to purchase multiple books for the sake of keeping up with the syllabus. These resources can help to provide clarity for teachers implementing our syllabi– the Middle School Programme (MSP) project samples and MSP rubrics, to use two pertinent examples, act as guiding resources.
HOW? 1. In-class-communication A strong emphasis has been placed on designing lessons that enhance spoken interaction so that students can immediately put to use what they learn. 2. Learning experience A range of highly-engaging content has been developed so that students encounter topics that are relevant to their personal experiences and interests. 3. Productive learning Throughout the series, students complete meaningful tasks that comprehensively cover all grammar, syntax, vocabulary and writing conventions by actively stimulating students’ receptive and productive skills. 4. Autonomous learning and self-assessment Clear learning objectives on the cover page of each module in combination with a review section at the end of the module help students identify their weaknesses and strengths, and assess their overall progress. The organisation of the modules with reading and writing tips and the vocabulary boxes encourage independent learning habits by guiding students to organise and practise the new language they find on their own. 5. Reviewing and recycling Language students need constant review, and Pioneer systematically recycles and reviews target language in several sections of the Student’s Book. Grammar, vocabulary, and conversation strategies taught in earlier units are recycled in later units. Also, items learnt at lower levels are recycled in subsequent levels. The online material was also made keeping this in mind, helping students revise and recycle language. 6. Flexibility to meet the needs of specific classes Pioneer can be used with either large or small classes. Activities can be done in pairs, groups, or as a whole class, depending on your students’ particular needs. Pioneer can also be adapted to varying course lengths.
In many situations textbooks form the basis of the curriculum in language programs. Provided there is a good degree of fit between the textbook and the teaching context teachers use textbooks to provide the major source of input and direction to their teaching. Thus does not necessarily mean that the teacher plays a secondary role in the teaching process since teachers normally improvise around their teaching materials, moving back and forth between book-based input and teacher-initiated input. Hence even though a teacher may teach the same lesson from a textbook many times, each time he or she teaches it becomes a different lesson due to the improvisations the teacher initiates during teaching. These may result from on-the-spot decisions relating to timing, affective factors, and responses to learner difficulties. Experienced teachers hence use textbooks flexibly as a teaching resource.
The act of searching often begins with a question that directs the act of finding needed information. Encompassing inquiry, discovery, and serendipity, searching identifies both possible relevant sources as well as the means to access those sources. Experts realize that information searching is a contextualized, complex experience that affects, and is affected by, the cognitive, affective, and social dimensions of the searcher. Novice learners may search a limited set of resources, while experts may search more broadly and deeply to determine the most appropriate information within the project scope. Likewise, novice learners tend to use few search strategies, while experts select from various search strategies, depending on the sources, scope, and context of the information need.
National Geographic kids have a set of skills required for exploration and discovery. They can… Observe and document the world around them, and they can make sense of those observations. Communicate experiences and ideas effectively through language and media. National Geographic kids are storytellers! They have literacy skills with which they interpret and create new understanding from spoken language, writing, and a wide variety of visual and audio media. Collaborate with others to achieve goals. And they solve problems. They are able to generate, evaluate, and implement solutions to problems. They are capable decision makers—able to identify alternatives and weigh trade-offs to make well-reasoned decisions.
Neither the knowledge practices nor the dispositions that support each concept are intended to prescribe what local institutions should do in using the Framework; each library and its partners on campus will need to deploy these frames to best fit their own situation, including designing learning outcomes. For the same reason, these lists should not be considered exhaustive.
Class design frameworks provide models for achieving learning outcomes in individual class sessions, developing activities, and motivating students. Some frameworks, like Universal Design for Learning, can also apply to course design.
Consultations, Observations, and Services The Poorvu Center for Teaching and Learning routinely supports members of the Yale community with individual instructional consultations and classroom observations. Technology Pilots in Canvas The CTL works with the campus community to initiate change and explore new technologies that improve the teaching and learning landscape at Yale. Multiple groups on-campus work to identify, test, and implement these technology solutions. Reserve a Room The Poorvu Center for Teaching and Learning partners with departments and groups on-campus throughout the year to share its space. Please review the reservation form and submit a request.
In addition, this Framework draws significantly upon the concept of metaliteracy,7 which offers a renewed vision of information literacy as an overarching set of abilities in which students are consumers and creators of information who can participate successfully in collaborative spaces.8 Metaliteracy demands behavioral, affective, cognitive, and metacognitive engagement with the information ecosystem. This Framework depends on these core ideas of metaliteracy, with special focus on metacognition,9 or critical self-reflection, as crucial to becoming more self-directed in that rapidly changing ecosystem.
Key attitudes encompass the mindset of an explorer. National Geographic kids are: Curious and adventurous—curious about how the world works, seeking out new and challenging experiences throughout their lives. Responsible—with concern for the welfare of other people, cultural resources, and the natural world. They are respectful, considering multiple perspectives, and honoring others regardless of differences. Empowered to make a difference. They act on curiosity, respect, responsibUility, and adventurousness, and they persist in the face of challenges.
Teaching and learning frameworks are research-informed models for course design that help instructors align learning goals with classroom activities, create motivating and inclusive environments, and integrate assessment into learning. Frameworks like Backward Design serve as conceptual maps for planning or revising any course, syllabus, or lesson, and can be easily adapted and mixed.
Learning outcomes are valuable to learners, instructors, and administrators. Mark Battersby of the Learning Outcomes Network explains that learning outcomes are more than simply several sentences appended to existing lesson plans or curricula; instead, the development of learning outcomes and their use within a unit of instruction shapes learning and assessment activities and can enhance student engagement and learning.
We offer a diverse selection of courses from leading universities and cultural institutions from around the world. These are delivered one step at a time, and are accessible on mobile, tablet and desktop, so you can fit learning around your life.
Student-CenteredOutcomes are phrased from the perspective of the student and are written in language that can be easily understood by them.MeasurableOutcomes emphasize higher-order thinking and are consistent with university, college, department, and program learning outcomes or objectives.ConciseOutcomes are written in short, succinct sentences.MeaningfulOutcomes emphasize higher-order thinking and are consistent with university, college, department, and program learning outcomes.AchievableThe total number of outcomes is reasonable for this population of students and is achievable within the time available.Outcome-BasedOutcomes should specify the skills and knowledge students must demonstrate to prove mastery instead of focusing on the assignment format, such as a quiz or essay. Well-worded outcomes should remain flexible enough to accommodate a variety of formats for a corresponding assessment.
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Learning GoalsLearning goals are broad statements written from an instructor's or institution's perspective that give the general content and direction of a learning experience. They generally describe what an instructor or program aims to do; i.e., “The curriculum will introduce students to the major research methods of the discipline.” Learning ObjectivesLearning objectives are statements of what you intend to teach or cover in a learning experience. They tend to be More specific than learning goals Not necessarily observable nor measurable Instructor-centered rather than student-centered Useful in helping you formulate more specific learning outcomes Examples We will cover historical perspectives and debates about the role of mass communication in the 20th century. Students will understand the impacts and effects of new media on identity formation. Learning objectives can introduce unintended complexity because sometimes they are written in terms of what you intend to teach (the first example above) and sometimes they are written in terms of what you expect students will learn (the latter example). In contrast, learning outcomes should always be written with a focus on the learner and how the learner will demonstrate achievement, which makes it easier to assess students' learning.
Learning outcomes are specific statements of what students will be able to do when they successfully complete a learning experience (whether it's a project, course or program). They are always written in a student-centered, measurable fashion that is concise, meaningful, and achievable.
Good learning outcomes emphasize the application and integration of knowledge. Instead of focusing on coverage of material, learning outcomes articulate how students will be able to employ the material, both in the context of the class and more broadly.
5 સપ્ટેમ્બર શિક્ષક દિન કાર્યક્રમ
સ્વચ્છતા પખવાડા “ તા . ૦૧ થી ૧૫ સપ્ટેમ્બર , ૨૦૨૧ " ની ઉજવણી કરવા બાબત
તા . ૦૧ થી ૧૫ સપ્ટેમ્બર -૨૦૨૧ દરમ્યાન સ્વચ્છતા પખવાડાની ઉજવણી માટેનો એક્શન પ્લાન
DAY TO DAY આયોજન તૈયાર કરનાર તમામ શિક્ષક મિત્રો,આચાર્યશ્રી ,કેળવણી નિરીક્ષક સાહેબ તાલુકા પ્રાથમિક શિક્ષણાધિકારી સાહેબ તથા જિલ્લા પ્રાથમિક શિક્ષણાધિકારી જામનગર નો ખુબ ખુબ આભાર
DAY 2 DAY DAILY USEFULL AAYOJAN STD 1 TO 8 DAINIK ROJNISHI LAKHVA MATE UPYOGI AAYOJAN DHORAN 1 THI 8 PRATHAM SATRA DHORAN 1 THI 8 DAY 2 DAY TAMAM VISHAYO NU AAYOJAN
DAY 2 DAY DAILY USEFULL AAYOJAN STD 1 TO 8 DAINIK ROJNISHI LAKHVA MATE UPYOGI AAYOJAN DHORAN 1 THI 8
Lesson Name
Study Issue
Study Conclusion
TLM
Exercise work
Standard 1 to 8 all subjects
It also includes what study outcomes are to be taught each day,
ધોરણ ૧ થી ૮ માટેનું "ડે ટુ ડે આયોજન" પ્રથમ સત્ર
આયોજનની વિશેષતાઓ
પાઠનું નામ
★ અધ્યયન મુદ્દો
★ અધ્યયન નિષ્પતિ
★ TLM
★ સ્વાધ્યાય કાર્ય
ધોરણ 1 થી 8 તમામ વિષય
દરરોજ કઈ અધ્યયન નિષ્પતી નું અધ્યાપન કરાવવાનું છે તે પણ સમાવિષ્ટ,
દૈનિક નોંધપોથી માટે અતિ ઉપયોગી
ધોરણ ૧ થી ૮ માટેનું "ડે ટુ ડે આયોજન" બીજું સત્ર
આયોજનની વિશેષતાઓ
પાઠનું નામ
★ અધ્યયન મુદ્દો
★ અધ્યયન નિષ્પતિ
★ TLM
★ સ્વાધ્યાય કાર્ય
ધોરણ 1 થી 8 તમામ વિષય
દરરોજ કઈ અધ્યયન નિષ્પતી નું અધ્યાપન કરાવવાનું છે તે પણ સમાવિષ્ટ,
દૈનિક નોંધપોથી માટે અતિ ઉપયોગી
પ્રવાસી શિક્ષકોની ભરતી બાબતે પરિપત્ર
પ્રાથમિક, માધ્યમિક અને ઉચ્ચ માધ્યમિકને કેટલું વેતન મળશે તેનો પરિપત્ર લેટેસ્ટ
તાસદીઠ અને મહત્તમ દૈનિક માનદ વેતનમાં સુધારો કરાયો
