Mert is an outgoing, cheerful student who is full of energy. Music is a huge part of his life, and he can even play music just by hearing it. He enjoys playing the darbuka (a type of drum) and the digital piano as well singing and composing music. Mert also enjoys swimming, software programming and solving math problems. In his free time, he enjoys hanging out and chatting with his friends and family. He is quite social and looks forward to making new friends in the U.S. too. Mert is blind and will need a few accommodations at school to use his screen reader. He is mature and responsible
--> Learning how to live and work together...See MoreIf you are a high school teacher looking for free lesson plans about global citizenship, the SDGs or key 21st Century skills, AFS has the resources for you. Download these lesson plans now:
...and find out more about our AFS Effect+ for the Classroom Toolkit (https://lnkd.in/gjkFMi7) that has already been taught to more than 10,000 young people worldwide.
Introducing the award-winning AFS Effect+ for the Classroom: Toolkit for Educators | AFS Intercultural Programs
AFS.ORG
Introducing the award-winning AFS Effect+ for the Classroom: Toolkit for Educators | AFS Intercultural Programs
AFS Effect+ for the Classroom Toolkit for Educators is a flexible and free curriculum about Active Global Citizenship & the SDGs for high school students.
The Miss Tennky Area AFS Team (www.afsusa.org/misstennky/) would like to have an AFS young man from Turkey, who is blind, have the opportunity to come to our area and attend the Tennessee School for the Blind in Nashville. He would spend part of his time with the school and weekends and holidays with the host family. To learn more contact ksullivan@afsusa.org or Becky Heywood at 615-473-4389 or afsbecky@comcast.net.
Thanks for your assistance in promoting global peace and understanding.as AFS has been since 1947.
We have many others who also need placements, just go to http://www.afsusa.org/host and see the mini-bios of others who need loving host.
How hard would it be to get a teaching license in Tennessee if I already have a doctorate (DBA) and experience as a military instructor (and Master Training Specialist/MTS)?
Unit Activities that allow for Student Self-Assessment and Reflection (in relation to the unit):
Performance Task Assessment Design
Provide detailed information for one of the performance assessments identified in the first item of Page 3
Task Overview
What goals (transfer, meaning, knowledge, skills) and state standards will be assessed with this particular task?
What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Performance Task Assessment Design, continued
Provide more information for the performance assessment from Page 4
What products and performances will students
create through this performance task?
By what criteria will your identified student products and performances be evaluated?
Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? List the key teaching and learning activities in sequence. Code each entry with the appropriate initials of the WHERETO elements.
Plan Learning Experiences and Instruction
Schedule the experiences and instruction from the prior page
Monday Tuesday Wednesday Thursday Friday
***** This is how I am supposed to set up my unit plan but I am not good at this and I am unsure how. Can someone help me?!
UNIT OBJECTIVE/CONCEPT: ● List the objective(s)/concept(s) for which this lesson is part.
LESSON OBJECTIVE: ● List the content learning goals and objectives that are specific to this lesson. ● Note any goals or expectations related to student participation in the lesson.
STANDARDS ADDRESSED: ● List the State/District standards that are specific to the lesson.
MATERIALS: ● List the handouts, notes, books, and other materials that are specific to this lesson.
BACKGROUND and RATIONALE: ● What are the key concepts for the lesson? ● How does this lesson connect with and build on the previous lesson(s)? ● How do you expect to build on this lesson in subsequent lessons?
PROCEDURES AND TIMELINE: ● Introduction: What will you do/say to help the students become focused or motivated to learn in this teaching segment? ● Procedures: Provide a sequential (step by step) description of the procedures and activities for the lesson. Include approximate times with each step of the lesson. For each activity, include directions you may need to give or key questions you intend to ask, possible alternatives to the activity, or examples. ● Closure: What do you have planned to close the lesson?
ASSESSMENT EVIDENCE: ● Provide the formative and/or summative assessment(s) that are specific to this lesson. ● Make sure there is a clear link between the goals and objectives and what the assessments are asking students to do.
MODIFICATIONS: ● List specific modifications for students who did not master the objectives. ● List specific modifications for students who are ready for enrichment activityes.
UNIT OBJECTIVE/CONCEPT: ● List the objective(s)/concept(s) for which this lesson is part.
LESSON OBJECTIVE: ● List the content learning goals and objectives that are specific to this lesson. ● Note any goals or expectations related to student participation in the lesson.
STANDARDS ADDRESSED: ● List the State/District standards that are specific to the lesson.
MATERIALS: ● List the handouts, notes, books, and other materials that are specific to this lesson.
BACKGROUND and RATIONALE: ● What are the key concepts for the lesson? ● How does this lesson connect with and build on the previous lesson(s)? ● How do you expect to build on this lesson in subsequent lessons?
PROCEDURES AND TIMELINE: ● Introduction: What will you do/say to help the students become focused or motivated to learn in this teaching segment? ● Procedures: Provide a sequential (step by step) description of the procedures and activities for the lesson. Include approximate times with each step of the lesson. For each activity, include directions you may need to give or key questions you intend to ask, possible alternatives to the activity, or examples. ● Closure: What do you have planned to close the lesson?
ASSESSMENT EVIDENCE: ● Provide the formative and/or summative assessment(s) that are specific to this lesson. ● Make sure there is a clear link between the goals and objectives and what the assessments are asking students to do.
MODIFICATIONS: ● List specific modifications for students who did not master the objectives. ● List specific modifications for students who are ready for enrichment activityes.
Offer of loans is 2000 € up to 5.000.000 € with a rate of 3% with a duration of development from 1 year to 20 years, very simple conditions and no problems. If you are interested contact me: bogniguepolo1993@gmail.com