By the end of this lesson you will be able to: ask a travel agent for information. You can book a ticket by phone and ask correct, specific questions beforehand.
In Course 1, you'll explore (a) aspects of effective teaching (b) educational theories (c) approaches to learning (d) contemporary issues in education, all for the purpose of applying what you learn to your classroom.
At the completion of this lesson you will be able to answer questions about the first memories of the television. You will look at a number of audio segments that look back on the youth and child programs of the early days.
This is a conversion of a presentation given at the Negotiating the Ideal Faculty Position Workshop given on October 14-16, 2007. The presentation was compiled by Rebecca Richards-Kortum and Sherry Woods.
A study of the history of theater art and practice from its origins to the modern period, including its roles in non-Western cultures. Special attention to the relationship between the literary and performative dimensions of drama, and the relationship between drama and its cultural context. Drama combines the literary arts of storytelling and poetry with the world of live performance. As a form of ritual as well as entertainment, drama has served to unite communities and challenge social norms, to vitalize and disturb its audiences. In order to understand this rich art form more fully, we will study and discuss a sampling of plays that exemplify different kinds of dramatic structure; class members will also participate in, attend, and review dramatic performances.
" Drama might be described as a game played with something sacred. It tells stories that go right to the heart of what people believe about themselves. And it is enacted in the moment, which means it has an added layer of interpretive mystery and playfulness, or "theatricality." This course will explore theater and theatricality across periods and cultures, through intensive engagement with texts and with our own readings."
You fill in the missing words on the basis of a clip you have listened to and you answer the questions. You identify both the principal idea and specific information.
At the end of this lesson you can ask what time it is and read the clock.
At the completion of this lesson you will be able to answer some questions on the set-up of le Bon Usage.
Download the supporting PDF file for this episode http://bit.ly/gd02CZ from the Learning to Teach Online project website.
This case study examines the use of online asynchronous discussions as part of a large professional practice class for primary mathematics teachers. Online forums within Blackboard are used to host discussions about video lectures, support assessments and to enable students to ask questions and receive advice about content. The realities of managing large scale online discussions are discussed, along with strategies for effective facilitation.
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At the end of this lesson you will be able to answer simple questions about the Republic of France. Who is the president and how/where can you find information on the French government?
In the first of a new TED-Ed series designed to catalyze curiosity, TED Curator Chris Anderson shares his boyhood obsession with quirky questions that seem to have no answers. A quiz, thought provoking question, and links for further study are provided to create a lesson around the 2-minute video. Educators may use the platform to easily "Flip" or create their own lesson for use with their students of any age or level.
At the end of this lesson you can answer questions after listening to an explanation of the guide about the ' Book or Kells '.
You learn to understand a text about a short city break. You learn how to compose an email to ask for information. You practice asking questions and personal pronouns.
" Unlike film, theater in America does not have a ratings board that censors content. So plays have had more freedom to explore and to transgress normative culture. Yet censorship of the theater has been part of American culture from the beginning, and continues today. How and why does this happen, and who decides whether a play is too dangerous to see or to teach? Are plays dangerous? Sinful? Even demonic? In our seminar, we will study plays that have been censored, either legally or extra-legally (i.e. refused production, closed down during production, denied funding, or taken off school reading lists). We'll look at laws, both national and local, relating to the "obscene", as well as unofficial practices, and think about the way censorship operates in American life now. And of course we will study the offending texts, themselves, to find what is really dangerous about them, for ourselves."
During an interview conversation, in French, you will be able to formulate several answers to an questions, you will know how to react to trick questions. You will be prepared to answer some tricky questions regarding your motivations and your work history.
At the completion of this lesson you will be able to: using the data supplied, making inquiries and giving information by telephone about a certain region. You will learn to plan and book your own vacation and taking into account the expectations you have.
At the end of this lesson you will be able to ask for information at a station and pass on the information you have obtained.
This is a conversion of a presentation given at the Negotiating the Ideal Faculty Position Workshop given on October 14-16, 2007. This document was originally compiled by Obdulia Ley.
CHALLENGE FIVE is to ask questions in a way that opens up now possibilities of though, feeling and action. In order to coordinate our life and work with the lives and work of other people, we all need to know more of what other people are feeling and thinking, wanting and planning. But our usual ?yes/no? questions actually tend to shut people up rather than opening them up. You can encourage your conversation partners to share more of their thoughts and feelings by asking "open-ended" rather than "yes/no" questions. Open-ended questions allow for a wide range of responses. For example, asking "How did you like that food/movie/speech/doctor, etc.?" will evoke a more detailed response than "Did you like it?" (which could be answered with a simple "yes" or "no"). In the second half of this module we explore traditions of creative question asking from fields as different as psychotherapy and architecture.
