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This resource collection provides practical tips and resources for educators to support online learning through remote instructional practices and techniques while students learn from home. The resources below are grouped and organized by content including, Literacy, Writing and Math Resources, Online Instruction Resources, English Language Learner Resources, and Strategies for Remote Learning ...
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Andrew Yan-Tak Ng ( Chinese: 吳恩達; born 1976) is a British-American computer scientist and technology entrepreneur focusing on machine learning and artificial intelligence (AI). [ 2] Ng was a cofounder and head of Google Brain and was the former Chief Scientist at Baidu, building the company's Artificial Intelligence Group into a team of ...
Step 1: Each team member should identify his or her most efective quadrant C task. Step 2: Discuss your best quadrant C task with your team members and explain why you categorized it as quadrant C. Step 3: Choose a quadrant D task from one team member’s list and modify it in a way that would make it a quadrant C task.
Encourage back-and-forth exchanges. • Tune into children’s interests and experiences and talk about them. • Take turns communicating. • Show that you are interested in what they are doing and listening to what they say. • Provide time for children to respond. 3. Invite children to talk about what they are doing.
ation of a teaching sequence regarding the living being model, guided by modelling approaches, and aimed at pre-service teachers. In this case, the impact of a teaching-learning sequence on students’ understanding was analysed during an initial implementation cycle, and the understanding demonstrated by the
I began teaching high school Spanish in the early nineties and, like many mid - dle school and high school language teachers, used both English and the TL (Span-ish, in my case) when teaching. My first year I taught Spanish One using half Spanish and half English; in my Spanish Three class I spoke roughly 70% Spanish and 30% English.
This study examines the relationship between school resources, teacher self-efficacy, potential multi-level stressors and teacher burnout using structural equation modelling. The causal structure for primary and secondary school teachers was also examined. The sample was composed of 724 primary and secondary Spanish school teachers.