Search results “Teacher improvement plan addressing writing”
Writing Skills: The Paragraph
http://www.engvid.com The paragraph is the most important unit of a well-written essay. The paragraph has a specific structure and standards that make it effective and enjoyable to read. In this writing lesson we will look at how to construct good paragraphs and improve writing with better flow and clarity. After the lesson, take the quiz: http://www.engvid.com/writing-skills-paragraph/ TRANSCRIPT Hi, welcome again to www.engvid.com. I'm Adam. Today's lesson is about the paragraph. It's a writing lesson, and I want to show people what a paragraph is and how to construct one, what to do, what not to do so you can write very clear, very tight paragraphs. This is especially important for IELTS, TOEFL, SAT students but everybody has to follow the exact same rules. Now before I even begin, I must say that I'm talking mostly about academic writing or even business writing. Creative writing like novels or short stories, anything fiction, you can do anything you want. Only always remember: somebody has to read what you wrote so it has to be clear. But academic essays, for example, certain rules you have to follow; you have to be very careful about them. So let's begin. In terms of like the actual way a paragraph looks: you have to indent or skip a line. So let me just make sure you understand what an indent is. This is an indent, the first line a little bit pushed in or you can make sure you skip a line between paragraphs. But don't do both. If you skip a line, don't indent. Okay? That's the main thing. Now, that's in terms of the way it looks. In terms of content -- and this, I can't stress this enough -- very, very, very important: one central idea in one paragraph. Okay? I've seen many people, I've seen many essays where you start a paragraph talking about one thing, and then you go off on a tangent and talk about something completely unrelated. So for example: if you start a paragraph and you're talking about apples, continue to talk about apples. If you go to oranges, that's maybe okay because you're still talking about fruit. But if you start with apples, go to oranges, go to bananas, and then end up with monkeys in space there's a bit of a problem; the reader has no idea what you're talking about. One paragraph, one central idea. Now, make sure that you tell the reader what this central idea is. This is your thesis statement. Okay? It's a very general sentence. All it does is introduce the topic of the paragraph, nothing else. All the details comes after. So speaking of details, we'll talk about details in detail, but all other ideas, all the other sentences, all your sentences with the details must directly relate back to the main idea. So let's say here is your thesis statement; very general, every sentence after must relate back to that thesis statement. Okay? You can't go off to another idea. Everything must support this, must talk about the same topic. Very important. Okay? How long should your paragraph be? Technically, a paragraph could be one sentence, but in an academic essay that rarely happens. But it could be any length you want, as long as you're still on that one topic, as long as you still have things to write and things to say about that topic, say it. If you have four sentences, fine; if you have 10 sentences, also okay. Again, for IELTS, TOEFL, SAT students: four, five sentences should be your limit. You can't be too long because you don't have time and you're going to start making mistakes. So now, the details. Very important to have lots of details. Why is this topic important to your overall idea of your essay? Not only tell me what is the topic, what is the thesis statement of the paragraph, make sure you explain to me why this is important to the general idea of the essay. Give me your reasons. Now, why is it important? And then reasons, why you think what you're saying supports this idea. Examples, always use examples because giving me the reasons is okay; examples make me see exactly what you're trying to say. Very easy for me to understand what you're trying to say. Now, in terms of flow, in terms of the way the reader can approach the paragraph, you have to have bridges. What is, what do bridges mean? Basically, when you have one idea in this sentence, you must connect it to the next sentence, you must connect it to the next sentence. Every sentence must have a link to the next sentence. This creates flow, makes it much easier to read and understand, and it keeps you on the one topic. Now, key terms. If you're talking about something specific and you have to use a key term, use it as many times as you need to. Otherwise, avoid repetition. Try not to use the same word more than once in one paragraph. Okay? For example: if you're using the word "moreover" in the paragraph, don't use it, don't use "moreover" again -- use "in addition to", use "furthermore", "another", etc. Try to avoid using one word more than once, especially in the same paragraph.
Mastering Style: The Learning and Teaching of Writing
The Harvard Initiative for Learning and Teaching (HILT), in collaboration with the Harvard Writers at Work Lecture Series, welcomed Professor Steven Pinker and Visiting Professor Jill Abramson on December 9th, 2014 in a talk at Harvard titled, "Mastering Style: The Learning and Teaching of Writing." The discussion, inspired by the recent publication of Professor Pinker’s book, The Sense of Style: The Thinking Person’s Guide to Writing in the 21st Century, was focused on the teaching and learning of writing, associated challenges, and practical recommendations. The starting point of effective writing, Pinker shared, is for the author to determine a mental model of the communication scenario between the writer and the reader. Pinker shared the “classic style” theory of interpreting writer/reader communication from literary scholars Francis-Noel Thomas and Mark Turner. Classic style aims to help the reader see objective reality, which can be accomplished by focusing on the thing being shown and not on the activity of studying it, as well as by avoiding clichés and “metaconcepts” (concepts about concepts), among other recommendations. Academic writing, in contrast, is frequently written in postmodern or self-conscious style, one that includes apologizing and hedging.
Views: 27619 Harvard University
Self-assessment, reflective practice and quality improvement processes
Michelle Gujer is an coordinator of a large community-based childcare centre shares her ideas about self-assessment and reflection, how the centre supports these processes and some of the outcomes from this professional activity. How to Use this e-Learning Video This Talking about practice video has three parts. Each part contains a conversation and some vignettes showing the ideas in practice. Click here for suggestions how to use Part 1, 2 and 3: http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/10/TAPS-Self-assessment_proof02.pdf About this e-Learning Video These e-Learning Videos have been designed for educators and students to use together at educator planning, meeting times and or/for training purposes. They are designed for educators to have rich discussion about their own practices and their connections to the EYLF. Each service will find their own way to promote discussion, reflection, review and revisit practices, as they negotiate a number of ways the presentations can be used. EYLF TAPS video Download Procedure To download the full version of the EYLF TAPS video, please go to http://vimeo.com/join and make sure you have registered and logged in. Go to the following links for each video: Part 1: http://vimeo.com/48427381 Part 2: http://vimeo.com/51183263 Part 3: http://vimeo.com/48424380 FULL version: http://vimeo.com/51876037 Scroll down (below the video) and you should see text on the right hand side which says: About this video-Download this video, right click on the "download this video" link, choose "Save target as" from the drop down menu, then choose a location to save the file. Once it has downloaded it should appear in the location of your choice. Copyright 2012 Commonwealth of Australia All resources developed by Early Childhood Australia Inc. as part of the Early Years Learning Framework Professional Learning Program are protected by copyright. Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved. Requests and enquiries concerning reproduction and rights in relation to this publication or product should be addressed to: Early Childhood Australia PO Box 86 DEAKIN WEST ACT 2600 or telephone +61 2 6242 1800 or fax +61 2 6242 1818 or email: nqsplp@earlychildhood.org.au In all cases the Early Childhood Australia Inc. and the Early Years Learning Framework Professional Learning Program funded by the Commonwealth of Australia must be acknowledged as the source when reproducing or quoting any part of an Early Years Learning Framework Professional Learning Program publication, video, image or website.
Views: 14347 ECA Learning Hub
The quality improvement process
In this Talking about practice (TAPS) video we talk to two services, Campbell Street Children's Centre and AIS Caretaker's Cottage Child Care Centre, about their approaches to quality improvement, and how these have developed and changed since they first completed a Quality Improvement Plan in early 2012. Each service has been assessed under the National Quality Framework. AIS Caretaker's Cottage received a rating of 'Exceeding' the NQS; Campbell Street of 'Working Towards'. The assessment visit, however, has not been the end of the quality improvement process in either service. Each has continued to think about and plan for further improvements. The discussion highlights the ongoing nature of quality improvement and the importance of involving educators, families and children in the process. How to Use this e-Learning Video: This Talking about practice video contains a conversation and some vignettes showing the ideas in practice. Click here for suggestions how to use this video: http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2014/06/NQS-14-042-NQSPLP-2014-TAPS-doc-NQSPLP-TAPS-2.pdf Copyright 2014 Commonwealth of Australia All resources developed by Early Childhood Australia Inc. as part of the Early Years Learning Framework Professional Learning Program and National Quality Standard Professional Learning Program are protected by copyright. Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved. Requests and enquiries concerning reproduction and rights in relation to this publication or product should be addressed to: Early Childhood Australia PO Box 86 DEAKIN WEST ACT 2600 or telephone +61 2 6242 1800 or fax +61 2 6242 1818 or email: nqsplp@earlychildhood.org.au In all cases Early Childhood Australia Inc. and the National Quality Standard Professional Learning Program funded by the Commonwealth of Australia must be acknowledged as the source when reproducing or quoting any part of an Early Years Learning Framework Professional Learning Program and National Quality Standard Professional Learning Program publication, video, image or website.
Views: 3450 ECA Learning Hub
IELTS Writing Task 1 - What to write!
How to succeed in Task 1 of the IELTS Academic writing section. One question that often comes up in Task 1 is "What should I include in the report?" In this lesson, we'll go over some of the key elements to look for in the infographics you will be given, as well as how to present them in a clear structure. Should you write an introduction? What about a conclusion? Should you put in your personal opinion? If you're talking the IELTS, you *must* watch this class! Take the quiz here: http://www.engvid.com/ielts-writing-task-1/ More IELTS resources: http://www.GoodLuckIELTS.com
Quality Improvement in Healthcare
Thanks to St. Michael's Hospital http://www.stmichaelshospital.com, Health Quality Ontario http://www.hqontario.ca, and Institute for Healthcare Improvement http://www.ihi.org Check out our new website http://www.evanshealthlab.com/ Follow Dr. Mike for new videos! http://twitter.com/docmikeevans Dr. Mike Evans is a staff physician at St. Michael's Hospital and an Associate Professor of Family Medicine. He is a Scientist at the Li Ka Shing Knowledge Institute and has an endowed Chair in Patient Engagement and Childhood Nutrition at the University of Toronto. Written, Narrated and Produced by Dr. Mike Evans Illustrations by Liisa Sorsa Directed and Photographed by Mark Ellam Produced by Nick De Pencier Editor, David Schmidt Story/Graphic Facilitator, Disa Kauk Production Assistant, Chris Niesing Director of Operations, Mike Heinrich ©2014 Michael Evans and Reframe Health Films Inc.
Views: 246421 DocMikeEvans
Writing Letters: formal & informal English
A letter to your friend and a cover letter for a job application are written very differently. Whether you work in business or are taking the general IELTS or CELPIP test, knowing the difference between informal and formal writing is a skill you should have. Watch this writing lesson, take our quiz, and check out our resource page to become a better writer. - Use the resource: http://www.engvid.com/english-resource/formal-informal-english/ - Take the quiz: http://www.engvid.com/writing-letters-formal-informal-english/ http://www.engvid.com/ TRANSCRIPT: Hello, my name is Emma, and in today's lesson we are going to learn about writing. What kind of writing? Writing letters. Okay? So this is important for people who work in business. It's also important for people who like to write letters to their friends maybe or to their grandparents in English. Also, it is very... It is a very useful video for anyone who is taking the general IELTS test. So if you're taking not academic, but general, this is an important video. And also, if you plan to immigrate to Canada and you want to do the Canadian immigration test which is called: "the CELPIP", this video is also... It will also be useful and helpful to you. Okay? So let's get started. What do I mean by "formal" and "informal"? "Informal" means something you would write to your friends, something you would write to your parents, - well, probably your parents unless you're afraid of your parents, then you might be more formal -, your classmates, your coworkers. Okay? So this is... It means it's not formal; it's for people you know well. On the other hand, "formal" English we use with strangers, we use with our boss, in the workplace, we use it in these different ways. So it's the English you really have to think about, whereas informal is kind of the relaxed English. So relaxed, serious. Okay? So, sometimes you will have to write a letter formally, maybe to your boss or your company, other times maybe you're on holiday and you want to write a letter to your friend, you'll use informal English. So what is the difference? Let's see. Informal English uses contractions. What are contractions? "Didn't", "wouldn't", "couldn't", "haven't", "hasn't". So if you see a verb with an apostrophe and then a "t", that is a contraction. Okay? It's very important to know this because in formal writing, you don't use contractions. "Didn't" would be: "Did not". I can write that for you. "Did not". Couldn't: could not, haven't: have not, can't: cannot. Okay? So that's one major difference. Another major difference between formal and informal writing is the use of idioms; the use of certain expressions. If I'm writing to my friend, maybe I'll say: "Oh, you know, I've been very under the weather lately." Meaning: I've been very sick. If I'm writing to my boss, I won't use idioms. If I'm writing a formal letter, I will not use idioms. Those aren't good to use in formal writing. Phrasal verbs, this is another thing we find in informal writing. What is a phrasal verb? It's a verb that has a preposition. Okay? So, for example: "find out", "find" is a verb, "out" is the preposition. "Go" is the verb, "up" is the preposition. So the... The preposition adds a different meaning to the verb. Phrasal verbs are very difficult to learn; we have so many of them in English. My students have told me phrasal verbs are one of the hardest parts of learning English, but it's possible, you can do it.
How to write a good essay: Paraphrasing the question
Do you sometimes struggle to begin writing an essay when taking an exam? Good news! There is an important writing skill that will help you improve your essay introductions. This technique is called "paraphrasing", and it means rewriting something using different words. In this lesson, I will teach you how to paraphrase successfully and how to change essay questions into your own words. These skills are very useful for university and high school students, as well as any students writing English proficiency exams like the TOEFL or IELTS. TAKE THE QUIZ: http://www.engvid.com/how-to-write-a-good-essay-paraphrasing-the-question/ WATCH NEXT: Essay Writing – 6 ways to compare: https://www.youtube.com/watch?v=F8WSzwBD7GQ TRANSCRIPT Hi, there. My name is Emma, and in today's video I'm going to teach you something very important for if you're taking any type of test that has a writing component. So, if you are taking the IELTS, the TOEFL, the CELPIP, even just a university test, it can be any type of test, but if you're asked to write something like an essay or a paragraph, this video is for you. Okay? So I'm going to teach you a very important skill that will help improve your marks when it comes to writing on tests. So, let's get started. So, I have here an essay question. This question is actually... I've seen it on the IELTS. You know, you have similar types of questions on the TOEFL, sometimes in university. The question is this: "Education is the single most important factor in the development of a country. Do you agree or disagree?" Or maybe: "To what extent do you agree or disagree?" So, this is an example of a question you might be asked. Now, a problem a lot of students have is in their answer to this question. They see this, and they think: "Okay, education is the most important factor in the development of a country, yes, I agree." So then they... Or: "I disagree", and they start writing. And what do they write? Usually the very first thing students will write is this: "I agree that education is the single most important factor in the development of a country because..." So, what is the problem with this? Is there any problem to start off your essay with something like this, or to start off your answer? There's a big problem. So I want you to take a moment and think: "What could be the problem with starting your essay off with this sentence?" Okay, well, if you noticed, you have here the word: "education, education, is, is, the single most important, most important factor". If you notice, these are the same. They're the exact same, except for: "I agree that" and "because". The student, here, has used the exact same wording that is in the question. So, if you do this on the IELTS-and many students do this, same with on the TOEFL-you actually will lose marks, and same with in university, because you're not showing your abilities; you're just copying what somebody else has said or what the essay question is. So, in this video, I'm going to show you first off... First off, I'm going to tell you: Don't do this, don't copy. And I'm going to teach you ways in order to improve yourself and your answer by changing this wording. How can you change your introduction so it's different than what the question is? Okay? So, let's look at how to make these changes. Okay, so what we are going to do in order to change the question into a proper answer that doesn't just copy the question, is we are going to paraphrase. So, the word here is: "paraphrase". This might be a new word for you. What does it mean to paraphrase something? Well, when we paraphrase, it means we take a sentence that, you know... We take somebody else's sentence and we change it into our own words. Okay? So, we change the words of a sentence, we also change maybe the sentence structure, but we keep all the same meaning. Okay? So, the meaning from the sentence you copy, it stays the same, same meaning, but different words and different sentence structure. Okay? So it's in your words, but this other person's meaning. So, we are going to paraphrase this example of a question into our own words. So, first we're going to look at how to do that using vocabulary and synonyms. So, we have here the same question: "Education is the single most important factor in the development of a country." How can we put this into new words or our own words that keep the same meaning? Well, we can use synonyms. So, this might be a new word for you, too. A "synonym". "Synonyms" are words that have the same meaning, but are different words.
How to Give Welcome Remarks
Like these Public Speaking Tips !!! Check out the official app http://apple.co/1NFC9eC Watch more Public Speaking Tips videos: http://www.howcast.com/videos/425729-How-to-Give-Welcome-Remarks If you've been chosen to give welcome remarks at an event, it's because people trust you. Show that you deserve that trust by honoring the guests without getting in the way. Step 1: Make introductions Introduce yourself and start your remarks by thanking everyone for coming. Be cordial, humble, and speak for a couple minutes at the most. Give your welcome remarks genuinely, as if welcoming people into your home. Step 2: Say names correctly Refer to each special guest, having prepared by writing down their names, including how to pronounce them. Pay tribute to their successes, linking these to the event as you introduce them. Tip Double check that all your facts are correct before sharing the information. Step 3: Thanks contributors Thank those who have made the day possible, from the organizers of the event to the wait staff working the floor. Step 4: Review topics Reinforce the purpose or goal of the event. Offer a lead-in to the speech topics or events to follow. Tip You might want to tease the featured speaker with a light anecdote that gently pokes fun at them. Make sure to ask their permission first -- you want it to be funny for them as well as their future audience. Step 5: Share your hopes Share your personal hopes, ideas, or plans about the topic of the day. Step 6: End with good wishes End your speech by wishing all, and especially the guests, an interesting day. Introduce the first speaker, and get out of the way. You are their guide, not the reason they came. Did You Know? Though President Eisenhower originally welcomed Fidel Castro to power in public comments, in 1959 he snubbed the Cuban dictator, who had requested a meeting.
Views: 412830 Howcast
critique and feedback - the story of austin's butterfly - Ron Berger
Featuring Ron Berger from Expeditionary Learning. Produced by David Grant www.elschools.org www.realschoolchange.org Help us caption & translate this video! http://amara.org/v/Cxrm/
Views: 694501 Tali Lerner
Email Writing Tips
Views: 756422 CTELIndia
10 Signs  You’re Way More Intelligent Than You Realize
Here is a list of signs that actually indicate a super bright mind. They are all scientifically proved, so if you feel like a few of them are true for you, you have every reason to call yourself a genius! Subscribe to Bright Side : https://goo.gl/rQTJZz ---------------------------------------------------------------------------------------- Our Social Media: Facebook: https://www.facebook.com/brightside/ Instagram: https://www.instagram.com/brightgram/ SMART Youtube: https://goo.gl/JTfP6L 5-Minute Crafts Youtube: https://www.goo.gl/8JVmuC Have you ever seen a talking slime? Here he is – Slick Slime Sam: https://goo.gl/zarVZo ---------------------------------------------------------------------------------------- For more videos and articles visit: http://www.brightside.me/
Views: 10884311 BRIGHT SIDE
Continuous Improvement in Education Excerpt 2: The Plan Do Study Act (PDSA) Cycle
Facilitators Sheila Rodriguez and Karen Shakman introduce the continuous improvement process and the tools that guide its implementation. Participants learn about the model and six core principles of improvement, illustrated in an educational context by a real-world case example. This interactive webinar also presents various continuous improvement tools, such as the Plan-Do-Study-Act cycle, that participants can use in their own settings. Representatives from two districts that have used the continuous improvement process reflect on their successes and challenges in its implementation. This webinar was hosted by REL Northeast & Islands research alliances for English learners, rural districts, and educator effectiveness. Excerpt 2. The Plan Do Study Act (PDSA) Cycle: Dr. Karen Shakman introduces the 4 steps in the Plan-Do-Study-Act cycle as a tool for continuous improvement with examples presented. View part 3 of this webinar here: https://youtu.be/OCqn5WEaOPk. The content of this video does not necessarily reflect the views or policies of the Institute of Education Sciences or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
Writing a research proposal
Writing a research proposal
Views: 499596 DrSamFiala
How to tell a story( Past Events) in English? -  Spoken English lesson
How to tell a story( Past Events) in English?-- Free English lesson for speaking in English. A very useful skill in English is to be able to tell a story or an anecdote. Anecdotes are short stories about something that happened to you or someone you know. So in this lesson you will learn to convey past events in words. First step to tell a story is to link your ideas together. Once you sequence them it is easy for you to put it in words. Beginning If you are going to tell your story after someone else has already spoken to you, then you can start by saying: - That reminds me! - Something similar happened to me. - Words like Firstly, to start off with can help you to start telling your story or any past event. Continuing Words that help you to connect or continue your story are: - Then - After that - Next Interruptions / New elements to the story While you are telling your story and certain elements have to be added then you can use words like: - Suddenly - Unexpectedly Ending To end the story words that can be used are: - Finally - In the end - Eventually - Lastly Tenses Varieties of tenses are used to tell stories such as: 1) Present Tense -- used for telling jokes, or to give a dramatic effect. 2) Past simple- used to tell a story in a chronological order 3) Past continuous -- used to describe activities in progress at the time of your story or give a background to it. Use wide range of vocabulary to make your story interesting and hope you enjoy this lesson.
Classroom Management Strategies To Take Control Of Noisy Students
Get the rest of the videos - http://www.noisyclass.com This video explains a little-used, often-forgotten but very effective classroom management strategy for taking control of really tough groups of students right at the start of lessons. This Classroom Management method is for really challenging, noisy groups that take ages to settle, cost you a lot of time and cause you a lot of stress and frustration. You'll learn WHY some noisy groups of students take longer than others to settle down and HOW to get them in a state where they are more likely to stop talking and listen to you so that they enter your classroom on YOUR terms. Here's the link: http://www.behaviourneeds.com/noisycl...
Views: 1412184 Rob Plevin
Top 10 Proven Classroom Management Tips for Teachers
Tweet this Video: http://clicktotweet.com/UfFee http://www.ampli.com/ Like us on Facebook: http://www.facebook.com/AmplivoxPortableSoundSystemsandLecterns Classroom management Definition: "A term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students." Listed below are several techniques, ideas, resources, and tips for teachers to hone the right skills to conquer their classroom: 1. Start the year tough. Many teachers make the mistake of starting the school year with a poor discipline plan or without any classroom management plan at all. It is so much easier to start tough and then lighten up, then to start light and discipline more. At the beginning of the year, students quickly assess the situation and realize what they will be allowed to get away with. Starting the year tough will give you control and flexibility. 2. Be fair to all students. 3. Be prepared for disruptions---and don't let them phase you. Students often amplify their teacher's reaction to disruptions—be ready for them and be ready to calmly and quickly pick up where you left off. Having a joke or interesting comment ready to bring attention back to you will allow you to transition back to the material. 4. Instill high expectations 5. Incentivize good behavior. Motivating students though rewards like no homework, watching a video, ice cream, or free-activity time can help students by giving them a goal. This can also help students hold each other accountable to class goals and stigmatize negative behavior even more. 6. Overplan. 7. Have a clearly expressed disciplinary plan...with consequences! Make sure students know the disciplinary ladder well. Any hint of ambiguity can leave a loophole for excuses (and students are great at making excuses!). Warn students when they are close to breaking a rule so there will be no ambiguity when that line is crossed. If you constantly raise your voice to get the attention of the class, consider investing in a classroom amplification system which can save your voice by projecting it. The iPod Portable PA system is a great system for classrooms because it features an iPod dock that simultaneously plays and charges your iPod and also has outputs for a projector. 8. Focus on relationships. A teacher than can connect positively with their students will make students behave and easier to manage because students will regard the teacher much like a friend. Using positive reinforcement to build a positive reputation for the child gives the student confidence that their teacher believes in them and will make it harder to disappoint the teacher with bad behavior or work ethic. 9. Be careful about confrontation 10. Be patient and keep practicing. Don't worry if things don't go well right away...controlling your classroom is learn-able but will always be a challenge with some students. Whether you are teach a kindergarten class, at an elementary school, middle school, or high school, it is best to "Expect the Unexpected" and be ready for adversity! For more information on classroom discipline, classroom behavior management, or organization please check back at blog.ampli.com or visit the AmpliVox YouTube Channel. Tags: "classroom management" tips suggestions "tips for teachers" Classroom management Definition techniques ideas resources skills plan teaching "methods and strategies" disciplinary plan discipline amplified amplification system speakers speaker microphone wireless kindergarten class elementary school middle high college university small group Sunday practice training learning environment theory rules climate new educational importance effective arrangement motivating problems new teachers first second third fourth fifth sixth seventh eighth ninth tenth high school junior 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
Views: 544089 AmpliVox Sound Systems
The 9 BEST Scientific Study Tips
Ace any exam with these study tips! How To Learn Faster: https://youtu.be/B9SptdjpJBQ 7 Exam Anxiety Tips: https://youtu.be/FyBdA61GmJ0 Check out TD http://td.com/student SUBSCRIBE (it's free): http://bit.ly/asapsci GET THE ASAPSCIENCE BOOK: http://asapscience.com/book/ Written by Amanda Edward, Gregory Brown and Mitchell Moffit FOLLOW US! Instagram and Twitter: @whalewatchmeplz and @mitchellmoffit Clickable: http://bit.ly/16F1jeC and http://bit.ly/15J7ube AsapINSTAGRAM: https://instagram.com/asapscience/ Facebook: http://facebook.com/AsapSCIENCE Twitter: http://twitter.com/AsapSCIENCE Tumblr: http://asapscience.tumblr.com Vine: Search "AsapSCIENCE" on vine! SNAPCHAT 'whalewatchmeplz' and 'pixelmitch' Created by Mitchell Moffit (twitter @mitchellmoffit) and Gregory Brown (twitter @whalewatchmeplz). Send us stuff! ASAPSCIENCE INC. P.O. Box 93, Toronto P Toronto, ON, M5S2S6 Further Reading: [1] http://www.wsj.com/articles/SB10001424052970204644504576653004073453880 [2] http://ideas.time.com/2013/01/09/highlighting-is-a-waste-of-time-the-best- and-worst-learning-techniques/ [3] http://college.usatoday.com/2014/07/29/aiming-for-an-a-study-habits-you- should-adopt-and-avoid/ [4] http://www.psychologicalscience.org/index.php/news/releases/which-study- strategies-make-the-grade.html [5] http://www.csc.edu/learningcenter/study/studymethods.csc [6] http://www.educationcorner.com/habits-of-successful-students.html [7] http://www.nytimes.com/2014/09/07/magazine/why-flunking-exams-is- actually-a-good-thing.html?_r=0 [8] http://www.opencolleges.edu.au/informed/features/how-does-the-brain-learn- best-10-smart-studying-strategies/ [9] https://news.usc.edu/71969/studying-for-finals-let-classical-music-help/ [10] http://psych.wustl.edu/memory/nestojko/NestojkoBuiKornellBjork(2014).pdf [11] http://www.educationcorner.com/habits-of-successful-students.html
Views: 8869792 AsapSCIENCE
Employee Engagement - Who's Sinking Your Boat?
Ahoy! Did you know that 7 out of 10 employees are dis-engaged, and 2 out of 10 are actually trying to sink your boat? Watch and learn the latest employee engagement research, and learn what engaged employers can do to keep their organizations afloat. --------------------------------------------------------------------- Produced and written by The Employee Engagement Group™, including @BobKelleher, John Konselman, and Allan Benowitz. Animation by Anton Thallner. Research from sources below. ------------------------------------------------------------------------------------------------------------- About Bob Kelleher (www.BobKelleher.com) 781-281-7257 Bob Kelleher is an award winning author, speaker, thought leader, and consultant, and travels the globe sharing his insights on employee engagement, leadership, and workforce trends. Bob is the author of 4 books: the best seller LOUDER THAN WORDS: 10 Practical Employee Engagement Steps... That Drive Results, CREATIVESHIP, A Novel for Evolving Leaders, EMPLOYEE ENGAGEMENT for Dummies, and I-ENGAGE, Your Personal Engagement Roadmap. Bob is also the President and Founder of The Employee Engagement Group. -------------------------------------------------------------------------------------------------------- About The Employee Engagement Group (www.EmployeeEngagement.com). 781-281-7257 We are Global leaders in Employee Engagement Surveys, Assessments (The Engagement Accelerator), Workshops, Keynotes, Consulting, and The Engagement Toolbox (where you get to own our extensive library of content). -------------------------------------------------------------------------------------------------------------- Research sources include: Gallup, State of the American Workplace Report, 2013 Bersin Talent Management Systems, Market Analysis, Trends, & Provider Profiles, 2013 Silkroad Technologies, Creating a High-Performance Work Environment, 2013 Kenexa, Workforce Trends Report, 2013 Fast Company Magazine - Creative Conversations with Mark Crowley, 2013 Temkin Group, Employee Engagement Benchmark Study 2012 Corporate Leadership Council, Driving Performance and Retention Through Employee Engagement, 2012 Forbes.com, Employee Engagement: Every Leader's Imperative, May 2013 The Economist, Re-engaging with Engagement, 2011 Parade Magazine Poll, 2012 Dale Carnegie, Employee Engagement Survey, 2012 Jim Collins and Jerry Porras, From Good to Great
Views: 1054805 Bob Kelleher
Addressing Low Performing Teachers
http://www.hertzfurniture.com video blogger Kate Cohen discusses the "bad teachers" phenomenon. While teacher assessment is a hot debate, it is a fact that there are low performing teachers. Must ineffective teachers be fired? What can be done to improve their performance? Current research shows that it is possible for low performing teachers to improve through methods such as coaching programs! Watch the video to learn more! Learn more about Hertz Furniture's excellent selection of quality school furniture and complimentary classroom design and project resources. Call us: 888-913-0683. Send us an email: linda@HertzFurniture.com. Visit us online: http://www.hertzfurniture.com
Views: 164 hertzfurniture
Learn English Grammar: The Sentence
http://www.engvid.com Do you know how to build a sentence in English? In this lesson, you will learn the basic parts of a simple sentence, or independent clause. Knowing this will make it easier to understand any sentence in written English. Understanding how these different parts of a sentence work together to form meaning will help you write better in English. The knowledge in this lesson is essential for any 'Independent User' or 'Proficient User' of English. Quiz yourself here: http://www.engvid.com/english-grammar-the-sentence/ TRANSCRIPT Hi again. I'm Adam. Welcome back to www.engvid.com. Today I have a very important lesson, I think, for all of you that will help you very much with your reading, but especially your writing skills. Okay? Today we're going to look at the sentence. What is a sentence? Now, I know that all of you are saying: "Well, we know what a sentence is. We've learned this a thousand times before." Right? I know what you've learned and I know what you haven't learned, many of you; some of you have, of course. The sentence has a very basic structure, there's a very basic component that must be involved or included in a sentence, and a lot of grammar teachers, a lot of English teachers don't teach this. Okay? All of you, I'm sure have by now heard of "SVO", but have you heard of "SVsC"? Have you heard of "SVC"? Maybe yes, maybe no. But I'm sure a lot of you are going: "What? I've never heard of these things before." Well, we're going to talk about this in one second. Before we talk about a sentence, we have to talk about a clause. Now, what is a clause? I'm sure you've heard this word before as well, but just in case, a clause is any subject, verb combination. It's a group of words that must include a subject and a verb. Now, also very important to remember: it must be a tense verb, meaning that it must take a time; past, present, future. Okay? No base verb, no infinitive verb. So that is a clause. Now, there are two types of clauses. Okay? We have independent clauses and we have dependent clauses. The... These are sometimes called subordinate clauses. Now, every sentence in English to be a grammatically correct sentence must have an independent clause. It doesn't need a dependent clause, but it could have one. The independent clause could include a dependent clause as the subject or object. We'll talk about that after. So an independent clause has a subject and a verb, and it can stand by itself. It can contain a complete idea by itself. Okay? So, technically, the shortest sentence you can have in English will be a... Will be an independent clause with a subject and verb. What is the absolute shortest sentence that you can think of? Think of a sentence, the shortest you can possibly make it. Okay? Here's an example: "Go!" Is this a complete English sentence? Yes. Why? Because it contains an independent clause. Where? We have the implied subject: "you" and the tense verb: "go", the imperative tense "go". So this your basic English sentence. Now, we have three other types, three basic types and we can of course play with these after. Subject, verb, object. Some independent clauses must have an object, we'll talk about that in a second. Excuse me. Subject, verb, subject complement. Some sentences must have a subject complement. Subject, verb, complement. Okay? We're going to talk about each of these in a moment. I have the "A" here because quite often, this complement is actually an adverb phrase or an adverbial. We'll talk about that in a second. So your basic sentence can be any one of these three. Now, the reason we're looking at this... All these structures is because once you understand what must be contained in a sentence, then you can read any English sentence out there that is grammatically correct and be able to understand the main idea of that sentence. Okay? So let's start with "SVO". Okay, let's look at our "SVO" type of independent clause: subject, verb, object. Now, first, what is an object? Well, we have two types of objects to talk about. We have the direct object, we have the indirect object. Now, the thing to understand is that the object always answers a question about the verb, it completes the meaning of the verb by asking the questions: "What?" or: "Who?" Now, keep in mind that technically, it's: "Whom?" But if you say: "Who?" I'll let it go this time. Okay? Formal academic writing, "Whom?", "Whom?", "Whom?" IELTS, TOEFL, SAT, all that - "Whom?" not: "Who?" In the object position. But the direct object answers: "What?" or: "Who?" about the verb. Okay? We'll get back to that.
Simple, Compound and Complex Sentences
This video guide will help you prepare for the English/English Language exam. I have included examples of how to use simple, compound and complex sentences. There is also a section on the effects of different sentence types. This is to help with the mark for sentence structure and the content mark for variety of sentences.
Views: 1190227 Vicky Maxted
English Grammar lesson - Using Conjunctions correctly in sentences ( free English Lessons)
English Grammar lesson - Using conjunctions correctly in sentences (free English Lessons) Blog : http://www.learnex.in/using-conjunctions-correctly-in-a-sentence In this English Grammar lesson you will learn how to use conjunctions correctly in a sentence. A conjunction is a word used to connect clauses or sentences or to coordinate words in the same clause. Website : http://www.letstalkpodcast.com Facebook : http://www.facebook.com/letstalkpodcast Youtube : http://www.youtube.com/learnexmumbai 1. And: adds one thing to another or used for similar ideas. Example: Jane came to my party. Samara came to my party. Jane and Samara came to my party. 2. But: is used to show contrast. So, if we talk about two things, people or ideas that are contrasting each other, we use ‘but’. Example: Mrs. Smith is strict. Mrs. Smith is kind. Mrs. Smith is strict but kind. (strict and kind are contrasting qualities) 3. So: indicates effect, result or consequence. It also expresses ‘purpose’ in a sentence. For example: Write down the address, so we don’t forget it. 4. Or: presents an alternative or a choice. Example: Do you want pasta or rice? 5. Because/since/as: are used to give reasons. They can be used interchangeably. Example: I sat down because/since/as I was tired. 6. After/before/when: are all time related conjunctions. Example: I’ll email you after I receive the update. (after shows the sequence where one action id followed by the other) Example: I’ll email you before I receive the update. (before shows one action happens prior to the other or precedes the other) Example: I’ll email you when I receive the update.
How to give great customer service: The L.A.S.T. method
http://www.engvid.com/ Do you work in customer service? What do you do when your customer has a problem? In this video, I will teach you how to give great customer service. You will learn many polite expressions you can use with your customers. I will explain the Listen, Apologize, Solve, and Thank (L.A.S.T) method, which will help your performance at any customer service job. I'll also give you my customer service tips for dealing with an angry customer. After this video, watch Rebecca's video about phone customer service: https://www.youtube.com/watch?v=KBSrZYXkkyE Take the quiz at http://www.engvid.com/how-to-give-great-customer-service-the-last-method/ TRANSCRIPT Hello. My name is Emma, and in today's video I am going to teach you a very, very important thing for customer service. I used to work in customer service, and this is actually one of the most important things I learned, and this is called the L-A-S-T or LAST approach. So, to get started, let's talk a little bit about: What is customer service? So, customer service is when you have customers, of course, and you're trying to make your customers as comfortable and happy as possible. You're also trying to meet their needs and expectations, and solve any problems or situations that they might have. So, customer service is a huge category. There's many, many different jobs where you use customer service. If you work in a hotel, for example, as a clerk, you know, in the lobby, as a bellhop, you will be using customer service. If you work at a restaurant as a server, you'll be using customer service, or as a hostess. If you're the manager of a store, you'll be using customer service. If you work in a business or even in a hospital, you'll be using customer service. So, pretty much any time you're dealing with people from the public and they're customers and you're trying to help them, you're doing customer service. So, there are many different problems that a customer might have. What are some examples of some problems? Can you think of anything, a problem a customer might have? Maybe somebody charged them too much for something, maybe they're in a store and the lineups are too long, maybe a customer is at a hotel and they're very unhappy because the Wi-Fi isn't working or their bed's uncomfortable. So, there's so many different problems customers might have at different types of businesses. In this video what I'm going to teach you is: What do you do when a customer has a problem? Okay? So, a very easy thing to do when a customer has a problem is called the LAST approach. "LAST", what does it stand for? Well, if a customer has a problem, the first thing you should do is listen to their problem, the next thing you should do is apologize, solve their problem, and thank them. So: Listen, Apologize, Solve, and Thank. We're going to look at expressions we use to show we're listening, expressions to apologize, expressions that can help us solve problems, and expressions to thank customers. Okay, so the first step when a customer has a problem is to listen. So, the first thing you should do is find out what the problem is. You can ask them: "What seems to be the problem?" or "How can I help you?" Okay? Once they start explaining what the problem is, very important that you look like you're actually listening and that you do listen. Okay? So, you shouldn't look at your watch: "Mm-hmm. Mm-hmm." Okay? That's a bad idea. You shouldn't look at the sky: "Uh, when is this person going to stop talking?" Okay? You shouldn't roll your eyes. Okay? No, no, no. You need to show that you actually care about what the customer is saying. So, showing you're listening is very important. You can repeat back to the customer what they're saying to show that you understand and to make sure that you did understand. So: "So what you're saying is, you know, there's no hot water in this hotel.", "So what you're saying is the Wi-Fi's not working and you're not happy with that." Okay? These are some examples. "So what you're saying is _________." You can also say: "Let me get this right..." "Let me get this right, what you're saying is that, you know, there's a problem at your table.", "What you're saying is that you've been waiting for your food for a really long time." So it's important to show that you are listening and you acknowledge what they have said. Okay. Now, sometimes with customer service you get a customer who's very angry, and maybe they start swearing, they start using very bad language. Okay? So if this happens, very important that you don't get upset. Okay? When this happened to me in the past, I would actually pretend to be a computer. I would not take anything personally. I would just smile and pretend to be a computer, and that's how I got through angry customers. So, if the person is rude... You know, it's not right if somebody is saying something rude to you, if they're swearing at you, or they're making you feel uncomfortable. So, be polite. Okay?
How to Practice - Improve your Art Skills, the Smart Way!
Vote on the Next Tutorial: http://www.jazzastudios.com/tutorial-poll Tutorial/Artwork Archives, and more: http://www.jazzastudios.com/Shop.php The Old 'Practice' Video: https://www.youtube.com/watch?v=JSSKREXiW84 A trick to Overcome Creative Block: https://www.youtube.com/watch?v=Lh17KFLbuEE My Progress Story: https://www.youtube.com/watch?v=034vbwX-POg -------------------------------- Follow me on Facebook: http://www.facebook.com/Josiah.Jazza.Brooks Twitter: https://twitter.com/JosiahBrooks Newgrounds: http://jazza.newgrounds.com/follow --------------------------------
Views: 2574756 Draw with Jazza
Asking & Giving directions in English - English Vocabulary Lesson (ESL)
Asking & Giving directions in English? - English Vocabulary Lesson (ESL) In this lesson, Niharika teaches you how to give directions correctly when you are approached by strangers. The quickest/easiest way is : To keep it simple and crisp, you could start by saying 'the quickest/easiest way is to...' Common verbs : 1. Go (left, right, straight, down, up, through) Examples : go left, go straight, go down the hill/slope, go up the hill/slope, go through the tunnel. 2. Take road name : you can also take the road name/number Examples : Take road 1, take the Avenue road. 3. Turn (right/left) : You can say 'turn right/left' if the person is driving as he would need to turn his steering wheel in a particular direction. 4. Stay on + the road name + distance/time Example : You turn left and stay on Avenue road for 5 kms/ ten minutes. There are other things you can mention while giving directions to people. Use transition words : as they make it easier for the people to find their way through. After that : you take road 1. Then : turn right. Next : you will see a bakery shop. When you get to : the bakery, you go down the hill. Finally : And finally, you will reach the new mall. Landmarks : are important/popular/well known buildings, cinemas, restaurants etc. Examples : You will the City hospital on your left. (the hospital is well known in that area) Across the Cookies and Morebakery . (the bakery is popular in that area) Warnings : It is important to give warnings to people while giving directions. This would help them to know what they have deal with own their way to their destination. Examples : It's a on way lane. It's a very busy road. There might be road repairs. Remember, make yourself clear, repeat if you need to so that he knows how to get there without being confused. What if you don't know the correct directions ? There are times you may not know how to give people directions because you are new in the city/area, or you haven't heard of the place that he wants to reach. Don't be rude by shrugging your shoulders and walking away. You could always say : I'm sorry. I'm not from here so I don't know my way around. I'm afraid. I can't help you.
How To Begin Your Presentation with Simon Sinek
Watch the entire class on Skillshare.com! http://skl.sh/YT-simon-sinek Simon Sinek (https://www.startwithwhy.com/) is an author best known for popularizing the concept of "the golden circle" and to "Start With Why", described by TED as "a simple but powerful model for inspirational leadership all starting with a golden circle and the question "Why?". He began his career at Euro/RSCG, an ad agency no known as Havas Worldwide, where he worked on accounts for Oppenheimer Funds, MCI, NASDAQ and DISH Network. In 2002, he started his own company, Sinek Partners. As of January 2015, his talk "How Great Leaders Inspire Action" was number three on the list of the twenty most popular TED talks of all time. In October 2009, he released his book “Start with Why: How Great Leaders Inspire Everyone to Take Action”, and in December 2011, the book topped the list of best sellers for corporate America. He lives in New York and teaches a graduate-level class in strategic communication at Columbia University Subscribe to Skillshare’s Youtube Channel: http://skl.sh/yt-subscribe Check out all of Skillshare’s classes: http://skl.sh/youtube Like Skillshare on Facebook: https://www.facebook.com/skillshare Follow Skillshare on Twitter: https://twitter.com/skillshare Follow Skillshare on Instagram: http://instagram.com/Skillshare
Views: 1083956 Skillshare
Dear Teacher: Heartfelt Advice for Teachers from Students
Kids with a formal diagnosis, such as autism, Asperger's, ADHD, learning disabilities, Sensory Processing Disorder, and Central Auditory Processing Disorder -- along those who just need to move while learning--often find it challenging to shine in a traditional classroom. The kids who collaborated to write and star in this "Dear Teacher" video represent such students. So, they wanted to share with educators how their brain works and offer simple ways teachers can help.
Views: 434371 brainhighways
How to Write a Good Argumentative Essay: Logical Structure
https://kevindelaplante.com/how-to-write-essays This is a sample video from a full video tutorial course that teaches you how to improve your academic essay writing. The course is hosted on Udemy. To learn more, preview a selection of videos, and get a HUGE DISCOUNT on the signup price, click the link below: https://kevindelaplante.com/how-to-write-essays Many students enter college without the skills necessary to succeed simply because they were never properly taught how to write essays. This course aims to overcome this problem by offering a systemic framework for essay writing that removes the mystery and presents a clear path for moving from idea to outline to completed first draft. TABLE OF CONTENTS SECTION 1: WELCOME AND INTRODUCTION A Brief Introduction to the Course SECTION 2: WHY ARE WRITING SKILLS SO IMPORTANT? Good Writers Rule the World SECTION 3: WHAT IS THE MOST EFFICIENT WAY TO IMPROVE MY ESSAY WRITING? The Craft of Writing from 20,000 Feet The Most Efficient Way to Dramatically Improve Your Essay Writing Introduction, Main Body, Conclusion: Why Are Essays Written This Way? How Essay Style is Related to Essay Structure SECTION 4: HOW SHOULD I APPROACH THE WRITING PROCESS? Writing for Discovery versus Writing for Presentation Why Rewriting is Important (And Why Students Don’t Think So) How to Deal with Writer’s Anxiety and Writer’s Block SECTION 5: WHAT IS MY IDEAL WRITING WORKFLOW? The Right Way to Think About Outlining My Ideal Writing Workflow Tools for Mind-Mapping, Outlining and Drafting The Writing Tools I Use: A Quick Introduction to Scrivener SECTION 6: WHAT DOES A STRUCTURED APPROACH TO ESSAY WRITING LOOK LIKE? Two Kinds of Structure to Keep in Mind A Structured Approach to Essay Writing Using Scrivener A Short Essay Demo Using a Structured Essay Writing Template SECTION 7: FOLLOW ALONG AS I WRITE A REAL COLLEGE ESSAY FROM START TO FINISH Part1: The Assignment Part 2: Initial Research Part 3: Outlining Part 4: Drafts Part 5: References and Citations SECTION 8: HOW CAN I IMPROVE MY WRITING STYLE? The Number One Misconception About Writing Style Oratorical Style, Prophetic Style and Romantic Style Practical Style, Reflexive Style and Academic Style Classic Style: Prose as a Window Into the World Classic Style as an Antidote to Bad Writing SECTION 9: HOW TO WRITE A GOOD ARGUMENTATIVE ESSAY The Minimal Five-Part Structure of a Good Argumentative Essay Writing the Introduction Writing the Conclusion The Essay: “Should Teachers Be Allowed to Ban Laptops in Classrooms? Analysis: The Introduction Analysis: First Argument Analysis: Second Argument Analysis: Third Argument Analysis of the Main Body: Evaluation and Recommendations Analysis: Conclusion The Essay: An Improved Version SECTION 10: WHAT IS PLAGIARISM AND HOW CAN I AVOID IT? What is Plagiarism? Downloading and Buying Whole Papers Cutting and Pasting from Several Sources Changing Some Words But Copying Whole Phrases Paraphrasing Without Attribution The Debate Over Patchwriting SECTION 11: HOW SHOULD I CITE SOURCES IN MY ESSAY? When Should I Cite a Source? What Needs to be Cited? How to Cite: Mark the Boundaries Citing Exact Words Citing a Longer Quotation Citing a Source But Not Quoting Do I Have to Cite Information That is “Common Knowledge”? Citation Styles: MLA, APA, Chicago, Turabian, oh my! SECTION 12: WRAPPING UP Thank You GET A HUGE DISCOUNT ON THIS COURSE: https://kevindelaplante.com/how-to-write-essays SUBSCRIBE: https://www.youtube.com/user/philosophyfreak?sub_confirmation=1
Views: 720614 Kevin deLaplante
IELTS General: Writing Task 1  – 14 Top Tips!
I've trained thousands of students for success on their IELTS exam by using these 14 tips! Now it's your turn. You'll learn what you MUST do to get the highest score on your IELTS General Writing Task 1. Find out how to easily identify the type and purpose of each letter, and how to start and end your letter perfectly. Learn to save time and effort by using standard expressions. Understand the scoring criteria, so you know exactly what to do and what NOT to do. Visit http://www.GoodLuckIELTS.com for a free guide to the IELTS, and download my free resource at https://www.engvid.com/ielts-general-task-1-letter-writing/ with sample letters, sample topics, key expressions, tips, and much more. Good luck! Take the quiz on this lesson: https://www.engvid.com/ielts-general-writing-task-1/ TRANSCRIPT Hi. I'm Rebecca from engVid. If you need to do the IELTS general exam, I'm sure it's for a very important reason. Perhaps you're trying to immigrate to another country, or get admission to a college program, or join a professional training program. Whatever your reason, I know you want to get the highest marks possible. Right? Of course. So I'm going to help you to do exactly that in one particular area of the exam, and that's in your writing section. Now, in the writing section there are two parts, one is a letter and one is an essay. In this lesson we will focus on how you can get the highest marks possible in the letter-writing section. Okay? The 14 tips that I'm going to give you I promise you, if you apply each one of these things, step by step you're going to get more and more marks. Okay? So stick with me and we will go through them. Let's get started. So, the first thing you have to identify when you read the letter-writing task is: What type of letter am I being asked to write? Is it a formal letter, is it a semi-formal letter, or is it an informal letter? Well, how do you know that? Well, you can know it in a few ways and I'm going to explain them, but one of the ways that you can know it is to look at the second point that you need to understand, is to identify the purpose of the letter because some purposes are more formal than other purposes. All right? For example, some formal letters might ask you to request information; or apply for a job; or complain about a product or a service, maybe to an airline, maybe to a store, something like that; or to make a suggestion or a recommendation. All right? To a shopping mall, to a restaurant, something like that. These are more formal situations. These are when we are writing to people or companies that we don't know. All right? That's the clue: You don't have anybody's name, you just have the name of the company. All right. Semi-formal letters might include things like this: Complaining to a landlord; or explaining something, a problem or a situation to a neighbour; or asking a professor for permission to miss an exam or to submit your assignment late. Whatever it is. Okay? The details vary. Doesn't matter. And here, what's...? What identifies the semi-formal? The semi-formal we know it's still a kind of a formal situation, but here we usually do know somebody's name. You would know the name of your landlord, or your professor, or your neighbour, for example. Right? So that means something in terms of the way that you write the letter, the language, the tone, the style. All of this is affected by whether it's formal, semi-formal, or informal. And I'll explain more to you as we go along. Now, examples of informal letters might be where you're being asked to invite a friend, or thank a friend, or apologize to a friend, or ask for advice from someone that you know. Okay? Here what's important is that you really know this person well and you're probably going to call them by first name. So I'm going to explain exactly how all of this translates into the next step, which is how you begin your letter. So the first step was to identify the type of letter. Second step, the purpose. Now the third step is to open and close the letter correctly. Once you've done steps one and two, you will know how to do this step. Because if it's a formal letter then you start with: "Dear Sir" or "Madam", and you end with: "Yours faithfully". Okay? That's how it is. If it's a semi-formal letter, you will start with something like: "Dear Mr. Brown" or "Dear Ms. Stone" or "Mrs. Stone". "Ms." Is when you don't know if a woman is married or not, or if she's just a modern woman. And you end the semi-formal letter with something like: "Yours sincerely". Okay? What we're trying to do is to match up the formality of the situation with these terms that we're using. Okay? The opening and closing salutations they're called, these are called. All right? Next is the informal one.
Think Fast, Talk Smart: Communication Techniques
Communication is critical to success in business and life. Concerned about an upcoming interview? Anxious about being asked to give your thoughts during a meeting? Fearful about needing to provide critical feedback in the moment? You are not alone! Learn and practice techniques that will help you speak spontaneously with greater confidence and clarity, regardless of content and context. Recorded on October 25, 2014, in collaboration with the Stanford Alumni Association as part of Stanford Reunion Homecoming and the Graduate School of Business Fall Reunion/Alumni Weekend. Speaker: Matt Abrahams, ’91 Matt Abrahams is a lecturer at the Stanford Graduate School of Business, teaching strategic communication; he also teaches public speaking in Stanford’s Continuing Studies Program.
Evaluations head to State Education Dept.
ALBANY -- Education reform plans are not without their critics.  Teacher evaluations are part of the change.  Some districts have already begun submitting their plans for approval, and have heard back.The Albany City School District is one of just a handful nearby who have submitted teacher evaluations, and had theirs met with approval.Interim Superintendent Ray Colucciello said, "we had schools that really needed improvement.  If we wanted grants, we had to have it in."State funding would be cut to districts without a plan after January 17.  If a teacher does not receive a favorable evaluation, Colucciello said, "at the end means, where's the end?  A couple of years, then you can separate with the teacher.  But, they have to have an improvement plan, it has to go through an entire review."The Albany School District doesn't know if it was the perfect plan that it sent to the state, but decided to go ahead with what it had, thinking the entire system may change in a few years.When asked if the district's 750 teachers were on board with the plans, Colucciello said, "the law is the law, as the former governor used to say.  The law is the law.  And, it's the law."Negotiations with unions are taking some time for other districts to offer their plans to rank staff.  NYSUT approves of the current rubric."In some ways, i hope they don't last in their current form, which is to say I hope they evolve as we learned more about what worked and what doesn't work," said NYSUT president Dick Iannuzzi.Districts were encouraged to begin filing by July.  The federation settled with the state on a rubric which less emphasized a student's test scores on a teacher's ability.Bethlehem has been hitting the books.  "Is the information that you're gathering going to be valid and proficient to make the appropriate evaluation?  There's a lot of research out there that still has yet to be done on value added, growth measures, and so on and so forth," asks Dr. Thomas Douglas.There has already been a delay in schools submitting, and hearing back, on their evaluation plans.  "I can say that the guidance is something that, sometimes, we're taking one step forward and sometimes two steps backwards," Douglas said.Bethlehem submitted its plans to the state on August 9.  It took a little extra time because it didn't want to send the wrong decisions.  "We'd rather do what's right and do what's meaningful for Bethlehem than just by only the deadline," Douglas said.The NYSUT federation of unions supports the evaluations -- with a fair and sound review process.  What's also unclear -- the fate of schools with evaluations in by January, but may be sitting in a stack of paper at the State Ed Department.  "I think that's the challenge the State Ed department has," Iannuzzi said.  "They admit it's a challenge.  I'm confident they're doing everything in their power to address it."
Views: 42 CBS6 Albany
Emails in English - How to Write an Email in English - Business English Writing
In this lesson, you can learn how to write an email in English. Do you need to write emails at work? Are you worried that your emails aren’t clear, or that you make mistakes in English? In this lesson, you can see a how to write clear, natural-sounding emails easily and quickly. We’ll show you how to write an email in English from beginning to end, in simple, clear steps that you can follow right now! You can see the full version of this free lesson here: https://www.oxfordonlineenglish.com/write-emails-in-english This lesson will help you: - Write clear email greetings. - Begin an email by explaining why you are writing. - Add details to your email. - Move between ideas in your email. - Use a call to action to discuss the main idea of your email. - Learn how to sign off, or close, your email. - Practice writing an email in English using examples. Visit our website to see more, free English lessons like this one: https://www.oxfordonlineenglish.com/
Views: 125336 Oxford Online English
How to write a thesis for beginners
The basics of writing a thesis statement or introduction sentence. Check out the easybib.com tutorial for works cited page help. http://www.youtube.com/watch?v=sPOl9lWEUcY
Views: 916541 Andrew
IELTS Reading | SUPER METHODS #1 with Jay!
Learn the method you need to crack IELTS Reading for both General and Academic! Our expert teacher Jay from E2Language will guide you through the process. More on our website at: https://www.e2language.com/ Sign up for our free IELTS trial: http://bit.ly/2ntt8Q7 For your continued support please donate small change: http://www.paypal.me/e2language IELTS Webinars are now open to all users! Yes, it’s free to register and participate in this LIVE TRAINING with our IELTS teachers: IELTS General Writing Task 1 – Every Monday! http://bit.ly/2kLJpDB IELTS Academic Writing Task 1 – Every Tuesday! http://bit.ly/2ykS2dq IELTS Writing Task 2 (Academic & General) – Every Wednesday! http://bit.ly/2g6tvPc IELTS Reading (Academic & General) – Every Thursday! http://bit.ly/2gAaepV IELTS Super Methods! – Every Second Friday! http://bit.ly/2yid8aI The IELTS reading section (like all of the IELTS sections) requires a solid method, whether you are taking IELTS general or IELTS academic. Watch our E2 IELTS online webinar with Jay to find out what the magic formula is before taking your next IELTS test. Follow us on social media for helpful tips and updates for IELTS exam preparation and IELTS reading section: Blog: https://blog.e2language.com Forum: https://forum.e2language.com Facebook: https://www.facebook.com/e2language/ Twitter: https://twitter.com/e2language Instagram: https://www.instagram.com/e2language/
Views: 524946 E2 IELTS
How to write a good essay
How to write an essay- brief essays and use the principles to expand to longer essays/ even a thesis you might also wish to check the video on Interview technique (now on this channel too!)
Views: 2622028 zontulfilmsltd
5 Tips For Delivering A Great Presentation - How To Speak In Front Of Others - Public Speaking Tips
http://www.realmenrealstyle.com/free-ebook/ Click to receive my FREE 47 page eBook on Men's Style and Fashion. http://artofmanliness.com/2008/07/17/resurrecting-the-lost-art-of-oratory/ - One of my favorite articles on how to give a great speech - written by my good friends Brett and Kate McKay. 5 Tips For Delivering A Great Presentation - How To Speak In Front Of Others - Public Speaking Tips Did you know that Antonio has a NEW 600+ page premium eBook with a 14 hour audio companion? Click here to learn more - http://www.mensstyleadvice.com/
Views: 1306372 Real Men Real Style
2009  TLHE Keynote Address 1 : How Assessment Can Support or Undermine Learning
SPEAKER : Professor Graham Gibbs Visiting Professor, Oxford Brookes University Former Director, Oxford Learning Institute, University of Oxford SYPNOSIS : Most attention given to assessment in universities involves addressing concerns about standards and accountability and to measure what students have learnt. However, it is not just about standards and measurement. Assessment exercises not only capture and orient students time and attention, they also provide feedback, which has an invaluable impact on students learning. Unfortunately, some assessment exercises actually undermine the very learning they intend to measure. This presentation provides firsthand accounts from students about their assessment experiences and gives examples of cunning and economical changes to assessment regimes that dramatically improved student learning. It also articulates a set of conditions under which assessment supports student learning and gives practical examples of assessment tactics that embody these conditions. Finally, empirical evidence from contrasting courses and degree programmes will be provided that shed light on why some assessment arrangements support student learning more effectively than others. About the Speaker Professor Graham Gibbs was Director of the Oxford Learning Institute at the University of Oxford until 2007. He has over 30 years of research experience specialising in teaching and learning in higher education and has led a series of large scale initiatives to develop university teaching at institutional, national and international levels. His efforts have been recognised with Honorary Doctorates conferred by several universities, including the University of Utrecht for the development of teaching and learning in universities worldwide.
Views: 6516 NUScast
Interview tip: "What is your biggest weakness?"
Career and interview advice from Aimee Bateman of http://www.careercake.com in collaboration with Firebrand Talent Search. In this vlog, Aimee advises job seekers how to answer the very tricky question "what is your biggest weakness".
Views: 2577726 FirebrandTalent
Science Of Persuasion
http://www.influenceatwork.com This animated video describes the six universal Principles of Persuasion that have been scientifically proven to make you most effective as reported in Dr. Cialdini’s groundbreaking book, Influence. This video is narrated by Dr. Robert Cialdini and Steve Martin, CMCT (co-author of YES & The Small Big). About Robert Cialdini: Dr. Robert Cialdini, Professor Emeritus of Psychology and Marketing, Arizona State University has spent his entire career researching the science of influence earning him a worldwide reputation as an expert in the fields of persuasion, compliance, and negotiation. Dr. Cialdini’s books, including Influence: Science & Practice and Influence: The Psychology of Persuasion, are the result of decades of peer-reviewed published research on why people comply with requests. Influence has sold over 3 million copies, is a New York Times Bestseller and has been published in 30 languages. Because of the world-wide recognition of Dr. Cialdini’s cutting edge scientific research and his ethical business and policy applications, he is frequently regarded as the “Godfather of influence.” To inquire about Dr. Robert Cialdini’s speaking, Steve Martin, CMCT or any of our other Cialdini Method Certified Trainers (CMCTs) please contact INFLUENCE AT WORK at 480.967.6070 or info@influenceatwork.com. About INFLUENCE AT WORK: INFLUENCE AT WORK (IAW®) was founded by Robert Cialdini, Ph.D. as a professional resource to maximize influence results through ethical business applications. Offering participatory workshops and training, keynote presentations and intensive Cialdini Method Certified Trainer (CMCT) programs, IAW serves an international audience. For more information, visit our website at www.influenceatwork.com or call 480.967.6070. To order a poster of the final screen shot, visit https://www.influenceatwork.com/store/#!/Science-of-Persuasion-Animation-Poster/p/37513485/category=9805434 For more information on The Small BIG, visit http://www.thesmallbig.com/. For our latest, animated videos from THE SMALL BIG, visit https://www.youtube.com/watch?v=S45ay... - narrated by Dr. Cialdini, https://www.youtube.com/watch?v=xMOlV... - narrated by Mr. Steve Martin, https://www.youtube.com/watch?v=S45ay... - narrated by Dr. Noah Goldstein. This animated video was created and produced by TINOPOLIS http://www.tinopolis.com/. Subscribe to our blog at: http://www.insideinfluence.com
Views: 10331598 influenceatwork
3 Tips To Improve Concentration & Memory For Students in Hindi By Vivek Bindra
This video unveils the secrets behind the ability to improve concentration, memory and mind control. Mr. Vivek Bindra, an International motivational speaker, leadership consultant and CEO Coach talks about concentration for studying, concentration for work, concentration for exam, concentration exercises, concentration techniques, concentration power and tips. To Attend a 4 hour Power Packed “Extreme Motivation & Peak Performance” Seminar of BOUNCE BACK SERIES, Call at +919310144443 or Visit https://bouncebackseries.com/ Watch the Leadership funnel Program Testimonial Video, here at https://youtu.be/xNUysc5b0uI Follow our Official Facebook Page at https://facebook.com/DailyMotivationByVivekBindra/ and get updates of recent happenings, events, seminars, blog articles and daily motivation. He explains how to increase, enhance concentration power at office, work, studies, home and reading. Do watch his concentration power and power of concentration videos in Hindi and English. He can be contacted for sessions, seminars, speeches, key note addresses and public gatherings on improving concentration practices, styles tips and techniques. His concentration improving techniques for women, children, kids, youths, students at colleges, universities, institutes are very popular. Watch his videos for concentration power of will, brain power concentration, concentration tips, concentration tips for studying, concentration tips in Hindi and English, concentration tips for students, professionals, housewives and elderly people. Ask him for concentration techniques, concentration techniques for studying in Hindi and English, concentration techniques for youths, children, working class and professionals, mind concentration techniques, concentration techniques in Hindi and English. Concentration exercises in Hindi and English, mind concentration techniques in Hindi and English, concentration techniques for studying in Hindi and English, meditation techniques for concentration in Hindi. Concentration exercises, Concentration exercises for students, professionals, children, elderly and kids, mind and mental concentration exercises, focus and concentration exercises, how to increase concentration power in Hindi and English. See this video for increasing concentration power, tips for increasing concentration, concentration programming, concentration problems and practice, concentration productivity, concentration video for students, concentration video in Hindi and English, Concentration motivation video, mind concentration video and mind concentration mantras. This video unveils the secrets behind the ability to improve concentration, memory and mind control. Mr. Vivek Bindra, an International motivational speaker, leadership consultant and CEO Coach talks about memory for studying, memory for work, memory for exam, memory exercises, memory techniques, memory power and tips. He explains how to increase, enhance memory power at office, work, studies, home and reading. Do watch his memory power and power of memory videos in Hindi and English. He can be contacted for sessions, seminars, speeches, key note addresses and public gatherings on improving memory practices, styles tips and techniques. His memory improving techniques for women, children, kids, youths, students at colleges, universities, institutes are very popular. Watch his videos for memory power of will, brain power concentration, memory tips, memory tips for studying, memory tips in Hindi and English, memory tips for students, professionals, housewives and elderly people. Ask him for memory techniques, memory techniques for studying in Hindi and English, memory techniques for youths, children, working class and professionals, mind memory techniques, memory techniques in Hindi and English. Memory exercises in Hindi and English, mind memory techniques in Hindi and English, memory techniques for studying in Hindi and English, meditation techniques for memory in Hindi. Memory exercises, Memory exercises for students, professionals, children, elderly and kids, mind and mental memory exercises, focus and memory exercises, how to increase memory power in Hindi and English. See this video for increasing memory power, tips for increasing concentration, memory programming, memory problems and practice, memory productivity, memory video for students, memory video in Hindi and English, Memory motivation video, mind memory video and mind memory mantras. Mr. Vivek Bindra is an outstanding trainer, facilitator, consultant, coach, counsellor, teacher and resource for the art of auto suggestion and mind control techniques in Hindi and English. He is a certified master trainer at mind control and auto suggestion for students, youths, working men and women, professionals, children and middle to old age servicemen and others.
Learn how to say the letters and sounds in Spanish
Spanish for Beginners - I will teach you every single letter and sound in the Spanish alphabet. From the A to the Z in Spanish. You will learn how to pronounce Spanish letters. With this lesson you will never say the H because the the H is silent in Spanish. You will never confuse the L with the double LL, and the best part is that this lesson will make you speak as if you were a mariachi, and you'll start singing serenatas to your girlfriend or boyfriend. So let's start learning Spanish now and whisper into someone's ear the letters and sounds in Spanish. If you would like to help me financially so I can prepare more lessons, you can donate at: https://www.butterflyspanish.com/ Or through PayPal: https://www.paypal.me/ButterflySpanish Muchas gracias por donar a mi canal. Te lo agradezco de todo corazón. Saludos, Ana. Check out my new website and SUBSCRIBE TO MY FREE SPANISH LEARNING NEWSLETTER at: https://www.butterflyspanish.com/ Are you starting to learn Spanish? Are you a beginner Spanish student and would like to improve your Spanish in a fast, joyful and useful way? Well, take my hand and I will take you through a fun journey to learn Spanish. Check out my other lessons for Spanish beginners, Spanish A-1: BASIC SPANISH - DAYS OF THE WEEK IN SPANISH: https://www.youtube.com/watch?v=1JLsFpqtFV8 LEARN HOW TO TALK ABOUT YOUR JOB IN SPANISH https://www.youtube.com/watch?v=DXIdTJ4tzzA PERSONAL PRONOUNS IN SPANISH: https://www.youtube.com/watch?v=FBWsWLiWsE0 THE MONTHS IN SPANISH: https://www.youtube.com/watch?v=4FjSyvyFmvM LEARN HOW TO SAY THE VOWELS IN SPANISH - A E I O U https://www.youtube.com/watch?v=orOW9eRQfpE LEARN HOW TO SAY THE LETTERS AND SOUNDS IN SPANISH: https://www.youtube.com/watch?v=hsLYD1Jyf3A SPANISH WRITING & PRONUNCIATION: TOP TRICKS AND TIPS: https://www.youtube.com/watch?v=5h_mohOZwnI TOP 15 PHRASES WITH "NO" IN SPANISH: https://www.youtube.com/watch?v=zwyhqLAknf4 10 INFORMAL WAYS TO ASK "HOW ARE YOU?" IN SPANISH: https://www.youtube.com/watch?v=REfVPiP-4Zs LEARN BASIC SPANISH VOCABULARY: VEGETABLES IN SPANISH https://www.youtube.com/watch?v=_Xn8xNiN5Qc THE TOP TRAVEL VOCABULARY IN SPANISH! ✈ https://www.youtube.com/watch?v=7iXFSyaMr_g LEARN ANIMAL VOCABULARY IN SPANISH! https://www.youtube.com/watch?v=mRdAoNB-RMk Congratulations / Felicidades You have given a super truper big step to learn Spanish. The lessons I suggested will get you to speak Spanish in no time. Now you can say, the vowels, the months, the days, the letters and sounds in Spanish. You can ask how someone is and you can answer how you are in Spanish. This is big, let's celebrate with some cake and hot chocolate. Has dado un súper truper gran paso para aprender español. Las lecciones que te he recomendado te harán hablar español rapidísimo. Ahora puedes decir, las vocales, los meses, los días, las letras y los sonidos en español. Ya puedes preguntar cómo está alguien y puedes contestar cómo estás tú en español. Esto es muy importante. Vamos a celebrar con unos churros y un chocolate caliente. Saludos, Ana de Butterfly Spanish :)
Views: 3072121 Butterfly Spanish
Use CUSP To Develop a Plan of Action
Making patient care safer takes a careful and coordinated plan of action. Use this Comprehensive Unit-based Safety Program (CUSP) tool to pinpoint areas where practices need to be changed and to identify which protocols can address persistent safety issues. Video also at http://www.ahrq.gov/professionals/education/curriculum-tools/cusptoolkit/videos/05b_developplan/index.html
Views: 341 AHRQ Patient Safety
Grit: the power of passion and perseverance | Angela Lee Duckworth
Leaving a high-flying job in consulting, Angela Lee Duckworth took a job teaching math to seventh graders in a New York public school. She quickly realized that IQ wasn't the only thing separating the successful students from those who struggled. Here, she explains her theory of "grit" as a predictor of success. TEDTalks is a daily video podcast of the best talks and performances from the TED Conference, where the world's leading thinkers and doers give the talk of their lives in 18 minutes (or less). Look for talks on Technology, Entertainment and Design -- plus science, business, global issues, the arts and much more. Find closed captions and translated subtitles in many languages at http://www.ted.com/translate Follow TED news on Twitter: http://www.twitter.com/tednews Like TED on Facebook: https://www.facebook.com/TED Subscribe to our channel: http://www.youtube.com/user/TEDtalksDirector
Views: 3866269 TED
Can Your Students Write Professionally for Mobile Audiences?
As mobile devices go mainstream in business communication, they create new writing challenges for professionals at all levels. The need to write clear and compelling messages is as strong as ever, but now these messages need to be crafted for an increasingly mobile audience. The latest editions from Bovée and Thill are the first major business communication textbooks to address this shift in the business environment, and they offer in-depth advice and practice opportunities for students. Coverage of mobile communication challenges is woven throughout these new editions to help students apply the concepts of effective communication to the full range of contemporary business situations. A set of annotated model documents, for example, illustrates the challenges of using conventional writing approaches in a mobile environment. Students can clearly see that a writing approach that works well in print or on full screens creates a host of problems for mobile readers. In addition to emphasizing tight, linear writing, the Bovée and Thill texts offer essential advice for designing and formatting mobile messages. Students will see the difference these design choices make for reading comprehension and audience satisfaction. Mobile presents challenges, but it also creates exciting opportunities for entrepreneurs, managers, and others who need to connect with mobile audiences. Bovée and Thill help students adapt their personal experience with smartphones and tablets to the fast-moving world of mobile business. The latest editions of Bovee and Thill's textbooks will give your students ample opportunity to develop writing skills for the mobile business environment. New features include • Two dozen model documents, photos, and screenshots that illustrate mobile communication concepts • New end-of-chapter questions and activities that focus on mobile communication • And a selection of communication cases that challenge students to craft messages for mobile devices To learn more, visit the Bovée and Thill website, where you can request examination copies and read a variety of articles on mobile communication and other leading-edge topics. Also, check out Bovee & Thill’s online magazine: How the Mobile Revolution Is Changing Business Communication. You’ll find a link to it on Bovee & Thill’s Business Communication Blog under “Bovee & Thill’s Online Magazines.” Your students are racing toward a mobile future. Don’t let an obsolete textbook hold them back. Importantly, keep in mind that you’ll only find mobile business communication in Bovee and Thill’s business communication textbooks. Yo order an examination copy of a Bovee and Thill textbook, visit http://blog.businesscommunicationnetwork.com/texts For a wealth of business communication resources, visit http://blog.businesscommunicationnetwork.com/resources This video: http://youtu.be/X0rh0i_8OUY See the playlist that shows all of the videos about mobile communication: https://www.youtube.com/playlist?list=PLBA748C6550DF9A4D Also see Have You Prepared Your Students for a Mobile Job Search: https://www.youtube.com/watch?v=iKW6N6Kp84E Essentials of Business Communication Business Writing Textbooks Business Communication: Process and Product Business Communication: Developing Leaders in a Networked World Business and Administrative Communication Business Communication: In Person, In Print, Online Business Communication: Polishing Your Professional Presence Methods of Teaching Business Communication Business Communication Teaching Resources Lesson Plans for Business Communication QuickSwitch: Change Business Communication Textbooks Quickly and Easily QuickSwitch Business Communication Textbook Migration System Business Communication Videos Business Communication Corporate Training Corporate Communication Instruction Business Writing Blog Business Communication Blog Teaching Business Writing Business Writing Instruction Teaching Materials for Business Communication Business Communication Textbooks Best Business Communication Textbooks Business Communication Instruction Business Communication Teaching Materials Methods of Teaching Business Communication Teaching Business Communication Top 5 Business Communication Secrets Communication in Business Best Business Communication Textbook Business Communication Textbooks Teaching Business Communication Business Communication Instruction Teaching Management Communication Teaching Organizational Communication Teaching Managerial Communication Teaching Corporate Communication
Yelawolf - Johnny Cash
Get Yelawolf's "Love Story" - http://smarturl.it/YelaLoveStory Sign up for updates: http://smarturl.it/Yelawolf.News Music video by Yelawolf performing Johnny Cash. (C) 2015 Interscope Records http://www.vevo.com/watch/USUV71400880 Best of Yelawolf: https://goo.gl/vy7NZQ Subscribe here: https://goo.gl/ynkVDL
Views: 10116958 YelawolfVEVO
Learning Goals & Formative Assessment:  Workshop  ("What Do You Want Them to Learn Today?")
This is a ~1 hour video of a 2-hour professional development workshop for faculty at the University of Colorado Boulder, presented by Stephanie Chasteen. For handouts, please see http://colorado.edu/sei/fac-resources/workshops.htm. Full abstract: Students don't always learn what it is that we intend to teach them. In several science departments, faculty are addressing this gap by collaboratively deciding on just what it is that they want students to take away from a particular course or lecture. These learning goals have been valuable as a communication tool among faculty and between faculty and students so that everybody knows what the outcomes of the course are meant to be. Once these goals are written, it's also much easier to write exams and other assessments. But writing clear learning goals takes some practice. In this interactive workshop, you'll get that practice -- in defining goals and designing assessments that address those goals. You will work in groups with faculty from similar disciplines to generate and analyze goals and questions, and will discus how to put ongoing assessment of your students into practice. You are encouraged to work on a class you are currently teaching, so you can apply the techniques immediately.
Views: 2270 Stephanie Chasteen
Introduction to Proposal Writing
Visit us at http://www.grantspace.org for more helpful resources. Visit the new Foundation Directory Online (FDO) YouTube channel: https://www.youtube.com/channel/UCds-B13qxofgUn9REH6NBOw/videos 00:01 Introduction 00:45 The Proposal Writing Process 01:52 Planning – The First Important Step of Proposal Writing 03:34 Research – Finding the Right Fit 05:09 Proposal Format 07:02 Typical Proposal Elements 07:57 What Funders Really Want to Know 08:45 What Specific Needs Are You Addressing? 10:30 What Are You Trying to Achieve? 11:49 What Are Your Strategies for Making it Happen? 12:03 What is Your Specific Plan of Action? 13:09 How Do You Know if You’re Successful? 16:06 How Will the Project Sustain Itself in the Long Run? 16:55 Conclusion 17:27 Executive Summary 18:48 Supporting Materials 20:49 Follow Up With Funders 23:50 Key Takeaways 25:37 Next Steps Training 26:28 Where to Find Sample Documents
Views: 101104 Foundation Center
Every kid needs a champion | Rita Pierson
Rita Pierson, a teacher for 40 years, once heard a colleague say, "They don't pay me to like the kids." Her response: "Kids don't learn from people they don't like.'" A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level. TEDTalks is a daily video podcast of the best talks and performances from the TED Conference, where the world's leading thinkers and doers give the talk of their lives in 18 minutes (or less). Look for talks on Technology, Entertainment and Design -- plus science, business, global issues, the arts and much more. Find closed captions and translated subtitles in many languages at http://www.ted.com/translate Follow TED news on Twitter: http://www.twitter.com/tednews Like TED on Facebook: https://www.facebook.com/TED Subscribe to our channel: http://www.youtube.com/user/TEDtalksDirector
Views: 2748069 TED