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tutoroot · 2 years

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One on One Online Classes for IGCSE

Tutoroot is an Ed-tech based educational institution which is located in Hyderabad, Telangana .Tutoroot brings learning at your convenience with Online Live Interactive Classes for IGCSE board. Where you can connect with quality online Home Tuition in Any subject, Anytime, Anywhere. The instant booking feature ensures seamless connectivity with teaching professionals.

IGCSE holds a globally renowned curriculum that achieves high standards of academia by leveraging a systematic approach of logical, analytical, and practical study. The students of Tutoroot will gain an edge that sets them out of the crowd. We build from the base up and expand our horizon as we go to ensure that the student holds a holistic understanding of the lessons. The tutors break the concepts to enable students to understand and move at a pace comfortable for them. We are a platform that goes above and beyond replicating a physical learning environment.

Courses features and Benefits

Live Interactive classes

Online live interactive classes, personalized learning program from highly experienced and qualified PhD faculty from University of Cambridge and Oxford. Schedule & study from the comfort of your home.

Adaptive courseware

Get detailed explanations based on performance in courses. We provide an in-depth performance report that helps our students focus on weak areas.

Mentoring Program

Each student is assigned an experienced mentor to not only guide them but also give purpose, promote mental health & help with time management.

Personalized learning

With personalized learning techniques designed uniquely for each student, we identify the strengths and areas of necessary action to work on.

Playback recording of past classes

For students who would like to revise their memory, we allow you to replay classes you attended anytime and anywhere.

Benefits of the tutoroot’s Individual Coaching for IGCSE Board

1. Classes at Tutoroot Introduces and elaborates upon key concepts contained within the IGCSE Math syllabus, focusing especially on common areas of difficulty, to increase the fluency and understanding of the students.

2. Tutoroot ensure that the students are fully familiarized with the format of the exams. Which alert the students to the useful ‘tips and tricks’ that will help them to maximize their chances of success.

3. Will Demonstrate, through the use of various targeted past paper questions, how to apply these concepts to the full range of problems that can be encountered in IGCSE Math.

4. Provides detailed and practical advice to the students regarding how to practice, revise and prepare during the time leading up to exams.

What Tutoroot provides better?

Tutoroot provides best IGCSE classes preparation. The best fast track exam preparation course which helps the students to achieve good grades. The best 1 on 1 online classes across the country are provided by Tutoroot. Where students can easily interact with their concerned faculty and get their doubts clarified. If you are facing any doubts from your previously taught topics you can contact your concerned tutor on Sunday and get your doubts clarified.

How will the 1 on 1 classes be conducted?

The extensively experienced faculty team of Tutoroot holds a student-led approach and mirrors their subject enthusiasm with innovative sessions. It enables you to have consistent academic growth. As we personalize the material to meet the unique requirements of each student, the tutors help you narrow down subjects that pique their interest, work on the same to successfully pursue your academic passion, and carry forward in a well-guided manner.

Classes at Tutoroot provides warm up problems, previous year question paper teachings, revision quizzes and assessments.

IGCSE

International General Certificate of Secondary Education is the world’s most popular international qualification Exam for high school students. The International General Certificate of Secondary Education (IGCSE) is an English language based examination similar to GCSE and is recognized in the United Kingdom as being equivalent to the GCSE for the purposes of recognizing prior attainment. It was developed by the University of Cambridge International Examinations. To get admissions into international universities the students need to be qualified in the IGCSE exam so tutoroot’s 1 on 1 online One on One Online Classes for IGCSE classes will be helpful for the students to learn and communicate the things better with their faculty and achieve their pre-thoughts in the coming future.

What else are you looking for Tutoroot is providing all the required facilities a aspirant needs which are from live classes to the play back recorded classes. All this is a good combination of packages, an aspirant is getting hurry up to enroll in one of India’s best Ed-tech institutions. Tutoroot’s live interactive sessions are helpful for aspirants to clarify their queries and to improve their performance in tests.

You can clarify your doubts and can also suggest your lecturer to teach according to your convenience. Tutoroot is the whole combination of all advantageous online coaching institutions, where you can consume and select according to your convenience. Approach Tutoroot for all your educational problems and you will find better solutions. Know more information about Tutoroot offered courses.

#OnlineClassesforIGCSE #OnlineCoursesforIGCSE #OneonOneOnlineClassesforIGCSE #OnlineCourses #OnlineClasses

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a---z · 4 years

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Wysing Polyphonic: The Ungoverned

An online programme of mixes and soundscapes in August and a special online event with poetry reading and performance on 5 September at 6pm

“Collective minds exploring a positive present and rewriting the past.”

3 to 31 August

An online programme of mixes and soundscapes from CRYSTALLMESS, mobilegirl, LYZZA, AUDINT, Hannah Catherine Jones.

Saturday 5 September, 6pm BST

A special live broadcast on twitch.tv/wysingartscentre of poetry readings with Whiskey Chow, Rachel Long and Tanaka Fuego followed by a newly commissioned performance from Maëva Berthelot and Coby Sey.

https://www.eventbrite.co.uk/e/wysing-polyphonic-the-ungoverned-tickets-112830150016

Wysing Arts Centre are delighted to invite A---Z (Anne Duffau) to curate the eleventh edition of Wysing Polyphonic, our annual festival of music and sound.

The Ungoverned looks at how we can deconstruct normativity through collaboration, exchange, texts, ephemeral gestures and other languages. This year’s programme emphasises the importance of difference and diverse ways of communicating: the morphing of words to choreographies, soundscapes, dialects and voices.

For the first part of The Ungoverned, five international musicians have created mixes and soundscapes experimenting between sound, music and spoken word and responding to the idea of being ungovernable and defying norms. These recordings will be presented on WysingBroadcasts.Art over the month of August and will present collective minds exploring a positive present and rewriting the past.  

The festival’s second part will be presented as a special live broadcast of readings from three international artists, writers and poets and will be followed by a newly commissioned performance from choreographer and dancer Maëva Berthelot and musician Coby Sey.

The broadcast can be accessed on Wysing’s website and WysingBroadcasts.Art.

The Ungoverned will be presented in partnership with The Wire, Tank Magazine & Noods Radio.

Trailer by Wysing Digital Producer Hen Page

Mixes: 

Christelle Oyiri Aka  CRYSTALLMESS  is a Paris-based multidisciplinary artist. She also goes by the moniker CRYSTALLMESS when she operates as a composer and DJ and released music on experimental electronic music labels such as PAN or Country Music in 2019, and self-released her EP Mere Noises in 2018.   “The mix INTROLUDO is built around Interludes and Intros - sonic interstices that often allow musicians to be their most vulnerable and reveal the psyche behind their project.”  Her work highlights the intersection between forgotten mythologies, memory and alienation. Whether she explores black french music erasure with her film and performance Collective Amnesia : In Memory of Logobi (2018), reflects on the idea of progress and linearity of time with Necessary Evil (2019) or dives into her own family history and indulges in sonic hauntology with Kiss & Tell (2020), music always occupies a place of choice in her work. During a residency at Wysing in August 2020 she will be working on her new sonic piece Poison Paradise 0, demystifying the supposed heavenly nature of the French Caribbean life.  

mobilegirl is a Munich-born-and-raised and Berlin-based DJ and producer.   Her endeavours are best described as a constant stretch of the comfortable and the finding of a new comfort therein.  Reflecting a general personal stance, as well as a result of her upbringing, mobilegirl's inspirations draw from a broad pool that makes her rather difficult to categorize.   Being quite uninhibited but thoughtful in her selection, her style behind the decks is focused on a highly energetic dancefloor but allows for emotionality, for softer moments but also attention-demanding breaks. A refreshing combination that gained her traction very early on in her career, playing CTM festival and international events within the first year of moving to Berlin - the second year of making music. She has later been signed to DISCWOMAN.   With her own productions mobilegirl has made a name for herself with club edits of R'n'B classics; a predilection for which draws through all of her work and the only one more prevalent influence being video game scores of various kind. The latter accordingly set the foundation for her debut EP "Poise" released in 2017. A string of tracks that seemed untypically mellow but were created in an effort to decelerate and invite the listener to do the same.   This project turned mobilegirl's inspiration into praxis as it opened up the doors for her to work on scores of films and art installations the years after.  

Brazilian producer and vocalist  LYZZA “has risen to become one of electronic music’s most promising young avant pop producers” - Beatport. In the last few years she’s familiarised herself with the alternative music scene and has worked herself from Amsterdam, where she spent her teenage years, to London where she currently lives. LYZZA   is a Producer/Vocalist & DJ recognised by platforms such as Pitchfork,  Subbacultcha and The Quietus. LYZZA is resident on NTS Radio and was named 'One of the artists shaping the future of music' by Crack Magazine. While teaching herself how to produce in her bedroom and working towards what would be her first release ‘Powerplay’; LYZZA kickstarted her career in 2016 playing DJ-sets at vogue balls in Amsterdam, but quickly paved her way into international clubs all over Europe & Asia, eventually becoming a resident at Amsterdam’s favourite club: De School, and Mykki Blanco’s tour DJ after the two connected.  Since her debut EP, Powerplay, exploded in 2017 (and has been used as soundtrack by CHROMAT and Mugler in their runway shows), LYZZA has been one to keep up with. IMPOSTER, her second EP released in 2018 solidified LYZZA as an composer, lyricist and more than just a club kid. 2019 has seen LYZZA take herself into a more poppier music realm and broke her tracks into Radio-waves with her latest 6-track release “DEFIANCE”. Which includes a collaboration with Hot Chips’ Joe Goddard and Jungle’s Tom McFarland. Her previous releases had already set her up as a brilliant singer and songwriter, but they were darker, less spacious, and mostly club focused. 

AUDINT is a sonic research group exploring the weaponization of vibration, developing cartographies of liminal waveformed perception (unsound), and investigating the ways in which frequencies are utilised to modulate our understanding of presence/non-presence, entertainment/torture, and life/death. In 2019, AUDINT published Unsound:Undead (Urbanomic), a collection of essays, featuring texts by prominent artists and theorists, on the topic of sound. More information can be found at www.audint.net. 

Hannah Catherine Jones (aka Foxy Moron) is a London-based artist, scholar, multi-instrumentalist, radio presenter and DJ (BBC Radio 3 - Late Junction, NTS - The Opera Show), composer, conductor and founder of Peckham Chamber Orchestra – a community project established in 2013. Jones is currently an AHRC DPhil scholar at Oxford University for which the ongoing body of work The Oweds will be presented as a series of live and recorded audio-visual episode-compositions using disruptive sound as a methodology of institutional decolonisation. 

5 September: 

Poets: 

Rachel Long is a poet and the founder of Octavia - Poetry Collective for Womxn of Colour. Rachel's poetry and prose have been published widely, most recently in Filigree, Mal, Granta and The Poetry Review. She is assistant tutor on the Barbican Young Poets programme. Her Forward Prize-nominated debut collection, My Darling from the Lions, is forthcoming from Picador in August 2020. 

Whiskey Chow  London-based performance artist and Chinese drag king, Whiskey’s art practice engages with broadly defined political issues, covering a range of related topics: from female and queer masculinity, problematizing the nation-state across geographic boundaries, to stereotypical projections of Chinese/Asian identity. Her performance is interdisciplinary, combining embodied performance with moving image and experimental sound pieces.   As an artist-curator, Whiskey launched, led and performed in Queering Now 酷兒鬧 in 2020 (as part of CAN Festival). Queering Now is a curatorial programme amplifying marginalized voices of Chinese/Asian queer diaspora in the West.  Whiskey has been involved in feminist and LGBTQ activism in China since 2011. She contributed to and performed in For Vaginas’ Sake 將陰道獨白到底 (2013)’ (original Chinese version of The Vagina Monologues), and curated the first Chinese LGBTQ music festival, Lover Comrades Concert 愛人同志音樂會 (2013), Guangzhou.  Whiskey's recent performances include: The Moon is Warmer than the Sun, Queering Now, Rich Mix, London (2020); Unhomeliness, Tate Modern, London; Whiskey the Conqueror, Tate Britain, London (2018); Purely Beautiful New Era (ft. Haocheng Wu), Victoria and Albert Museum, London; Great Conversation, Uppsala Konstmuseum, Uppsala (2017). 

Tanaka Fuego is a slam winning, multi published, international spoken word artist. Who has performed to sold out shows at Edinburgh’s Fringe festival and at Vault festival, has worked  with British Vogue and given diversity and inclusion talks to the likes of Recorded future. Fuego is a BBC Extra words first alumni, a Roundhouse Slam finalist  and also a roundhouse poetry resident, alongside being commissioned by the BBC. He is a black, queer artist whose poems cross leaps and boundaries throughout his Identity.  

Performers: 

Maëva Berthelot   choreographs, performs and teaches.   Her mode of working unfolds along the threshold between experimental, performative and collaborative approaches.  Drawing from improvisational and somatic practices, her research is rooted in a movement practice which is an ongoing inquiry into the themes of consciousness, transformation, healing, death and rebirth. Her interest lies in creating cathartic spaces in which the emotional and sensational states related to loss, grief and change can be explored, processed and assimilated into conscious experience.  Drawing attention to the tension between conscious/unconscious, rehearsed/improvised, visible/invisible and on the play between material/immaterial realms, her work explores ways to steer the body into trance, dreamlike and self hypnotic states with an emphasis on the importance of preparation in order to access those states in which the body can be utilised as a sensitive, awakened and connected vessel.  Maëva was born in L'Haÿ-les-roses, Paris in 1985 and lives in South London.  She has practised in companies and institutions such as Royal Opera House, Hofesh Shechter company, Batsheva & Riksteatern, Emanuel Gat company, Sadler's wells, Clod Ensemble, Rambert, Laban and The Place. 

Coby Sey is a vocalist, musician and DJ from South East London who offers a shifting, disorienting vision of club music.

Curator:

Anne Duffau is a cultural producer, researcher, and founder of A---Z; an exploratory and nomadic curatorial platform that explores artistic practices and knowledge exchange through collaborations, presentations, soundscapes, screenings and discussions. A---Z shares discursive practices that challenge preconceived ideas of race and gender identities, and challenges the powers that have shaped our (hi)stories. Anne is co-curator of the Dark Water event series, with artist Tai Shani, and co-founder of the night programme Décalé, with Chooc Ly Tan. She has collaborated with a range of projects and organisations including ArtLicks, Southwark Park Galleries, Mimosa House and Danielle Arnaud Gallery, London Please Stand By, or-bits .com, PAF Olomouc Czech Republic & Tenderflix. Anne has previously run the StudioRCA Riverlight, London programme (2016-2018) and is currently a Tutor at the School of Arts and Humanities, and is the acting Lead in Critical Practice, within the Royal College of Art’s Contemporary Art Practice Programme. She has performed live music through a number of projects and collaborations and has previously played at the Wysing music festival.

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tefltraininginstitute · 4 years

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Incorporating Learner Autonomy into Online Teaching (with Russell Stannard)

Russell Stannard joins me to talk about online teaching. We discuss some of the current challenges that teachers around the world are facing due to Covid19 forcing classes to go online, and we also talk about what the longer term effects on teaching and learning will be. How will this encourage learner autonomy? How will it change the role of the teacher? And how could it create more learning outside of the classroom?

Ross Thorburn: Hi everyone. Welcome back to the TEFL Training Institute Podcast. I'm Ross Thorburn and this episode again, we're doing something about teaching online. I know this is a huge issue for so many of you at the moment.

We really have someone top‑notch to help us with issues about teaching from home and that's Russell Stannard. Russell's founder of teachertrainingvideos.com which is a great resource with so much information on how to use different technological tools and education.

Russell in 2008 was awarded the Times Higher Outstanding Initiative in ICT for his work on that website and trusting that he beat the University of Oxford who came runners up to him there, which is quite amazing. Russell also won in 2010 the British Council ELTons Award for technology.

He's also worked at University of Warwick, University of Westminster, at the moment he's a tutor at NILE, Norwich Institute for Language Education, where he's MA tutor and in fact he's a Miami tutor.

Russell's going to talk to us today about some different platforms that teachers can use, what teachers can be getting students to do outside of online classes and really just gives us some top tips for teachers using platforms like Zoom, Skype, Google Hangouts, etc. Enjoy the interview.

Ross: Hi, Russell. Thanks for joining us. Russell, someone who's an educational technologist, what do you think are some of the advantages to what we're seeing now, which is so many teachers using technology to teach online?

Russell Stannard: I'm not sure at the moment there are that many positives in all honesty. I think there will be, but I think at the moment is just too much for most teachers to deal with. They're really scrambling to. I've been watching quite a few classes and some of them are just a disaster.

Where the positives will come eventually is that it will kind of open up a lot of people's eyes to the options that are available as people begin to move beyond just thinking about the live session and start to think about how they can combine, for example, working with a live session and working with a platform.

Whether that be mood law rep model, because they'll need to understand that really there are two paths to teach an online. There's the live session in some sort of platform. People are beginning to see that. I think that will be one good thing that's going to have a big impact in the future if they go back to blended learning.

Number two that could be really interesting is if it begins to change the role of the teacher in terms of their relationship with the student. We've really now got to bring to reality this whole idea of students becoming more autonomous.

Because when you work online, the students do have to do a lot more work. In the live session as well because they need to learn to technically screen‑share and to technically be able to work themselves with the technology, they can't just be a passive consumer of a live lesson. They've got to get involved in it and that requires some skills from their part.

Also what they're expected to do outside of the class and how really they've got to take much more responsibility now for their own learning. That the contents are there, the technologies are there, the platforms are there, but really up until this moment, that hasn't happened.

Now, one of the things that we start to talk about in that area about autonomy is that it's a vast exaggeration to say, "There's masses of material that students can do everything." That's not actually how you learn the language. There are routines that you always do. For example, you might study some vocabulary every day and use Quizlet.

You might listen to some videos on YouTube with the subtitles and study those. You might go onto a platform and do some exercises or do some listening activities. It's not as if this world of technology outside of the classroom means that there are 101 different things that you can do or possibly there are but they're very small things.

What we really want to concentrate on these continuous routines that you need to do to develop learning a language.

Ross: Russell, you mentioned there the different platforms that teachers can use, and you mentioned the two halves of that equation. If Zoom and Skype are teaching synchronously, teaching students in real time as one half of the picture, what's the other half?

Russell: There's two types of platforms. There's the platforms that are developed by the publishing companies. Now you've got the advantage that the students can log in to that platform and the teachers can give them assignments to do and track what they're doing and see their scores, etc.

They aren't so good on the communication side because they are really more platforms for content but you normally can email the student through the platform. We know why a teacher's almost got a choice.

Do they go for a publisher platform where they've got loads and loads of content but maybe they can't do so many communicative collaborative type activities or do they go for a platform like Edmodo or Moodle, which does offer lots of opportunities for collaboration and working together but of course there's no content on there.

My feeling is for people in ELT, the best direction to go if you can is to work with the platforms that the publishers have because that is going to save you a lot of time. It's going to allow you to set up activities for the students to do at home and it's going to allow you to track and see what they've done in and allow you to connect that to the lesson.

The other thing that's happening at the moment is that people are just thinking about the Zoom class. There's no relationship to any content outside of the just doing a lesson. I've been watching, Ross, some of the lessons would give you a heart attack. Absolutely. It was a complete waste of time for the students to be on.

The teacher just rambled on, played a few videos, ask the questions. The students said yes, the students said no, a couple of them, most of them didn't do anything, and then that was the end of the lesson.

Ross: Yeah, I'm afraid I've also seen my fair share of bad online classes, but why do you think these teachers are, are so ineffective at teaching online? Why do you think all of a sudden from teaching online these classes end up becoming so teacher centered?

Russell: I was really interested in that. That's a really good question. I do think that when you work with technology, the whole kind of thing of it making you very nervous at the beginning and you don't really know how the technologies work until you've really got control of the technology.

It's sometimes very difficult to become creative and to start to think about how you can get the students engaged in an activity. I think that does happen because it's even happens to me. I see technologies in a very narrow way at the beginning when I've learned in them. It's only when I really follow fade with the technology, then I start to think I could do this or I could do that with it.

That's been my experience even working with Zoom and if I look back how I used to work with Zoom and Adobe connect and say how I might be using them now as I've got more confident with them. I've passed more control over to the students. I've done the same thing with screen capture technology.

There might be something almost psychological about this need to feel secure about the technology you're using before you feel you can start to get creative with it. I think that thing, that's quite a lot of truth in that. I think that that's true of almost anything we try and learn.

Ross: Yeah, that's interesting. It's almost like a Maslow's Hierarchy of Needs for using technology or something, isn't it? That first you have to become comfortable with using it yourself before you can maybe hand over control to some of the students.

Russell: Yeah.

Ross: In terms of that passing ownership over to the students, can you tell us a bit more about how teachers can do that in live online classes?

Russell: First of all, if you actually look at a live session, there are four or five things that the students simply need to know how to do. They need to know how to screen share. They need to know how to minimize their screens so that they can open up content and get it ready for screen‑sharing.

They need to know when they're in a screen‑sharing situation that they've got everything prepared before that so they can go into their breakout rooms and share their content. There's certain things that the students need to do. Then there's other things that they might need to do to make sure that the Zoom session works well.

For example, if we're looking at almost like a flip classroom where the students do the lower order thinking skills at home, they're maybe watching a video in preparation for lesson, taking some notes, preparing a presentation.

Let's say, for example, we teach them to use Google Earth and we say, "Go home, go onto Google Earth, choose a famous location that you want to talk about. Get a basic presentation together because tomorrow in the lesson I'm going to get you to open up Google Earth and show a monument and talk about it."

All of those things require way more work on the part of the student to make sure the lesson works. If they don't do that preparation it won't work. There's a whole thing about responsibility and I'm in a bit of a dilemma myself. It's the fault the teacher in it was always wanting to control the lesson.

If you give more responsibilities to students, they will actually adapt and take it up and make use of it. Or is there a problem with just controlling students? If you do that and then the whole lesson is going to fall apart. I'm not really sure.

Is going to be a case now of inculcating into students this understanding that if you want to progress, you've got to learn to study on your own, which is a general theme. It's coming out of the 21st century anyway.

Then the other thing is about starting routines, because I really think that that whole thing about autonomy is a bit exaggerated. We ended up giving out the wrong message sometimes because they're like, "Oh yeah, there's so much on the Internet."

Well, tell me, where is it? What is it? How are we going to use it? That's not true. I see that with students even up to master's degree, in their papers and telling me about how they're going to encourage the students to be more autonomous, but they don't actually give them specific things to latch onto. I think we've got to do that.

Ross: In terms of learner autonomy online, one of the first steps in that would be getting students to use breakout rooms. Can you tell us a bit more about how teachers can use those breakout rooms and how can they help students to use them?

Russell: Ross, you're absolutely right, mate. Unless you train the students in what they need to do in a breakout room and what task you've set up and how they should approach it. They've got screen share because if you put students into a breakout room, they're the ones that have got our open up whatever it is that you want them to discuss.

Let's say you've set up some discussion questions in a PowerPoint, you need to make sure that the students have already got that PowerPoint open on their computer so that when they go into a breakout room they can it open it up and then discuss it.

When you're working in breakout rooms is you need to make the task a little bit longer sometimes because you need to structure the tasks much more. If you're in a class and you've got your students working in groups, you can quickly see if an activity is not working. You can stop it very quickly and then reorganize it or if they've not understood exactly what you want them to do.

When you've got students working in breakout rooms, you can't do that so easy because you have to jump in and out of one room and you might come to the fourth room and realize they're sitting there in silence and no one's doing anything.

Working in a breakout room takes a lot more preparation. That means more training for the students. That means setting up the actual activity a lot better. You have to do the activities as a group first with the teacher may be screen‑sharing and then one of the students screen‑sharing into the whole class.

I'm making the activity clear before you then put them into breakout rooms and get them to do the activity and breakout rooms.

Everything has to be rehearsed much more. Everything takes a lot longer when you're doing the Zoom's lesson as well, which is another reason that we have to put more responsibility on the students to work at home because simply not going to be able to cover the amount of content that you would in a normal lesson.

Ross: Russell, one of the things that I'm quite passionate about is helping teachers really take advantage of things that they can do online that they can't do elsewhere. Can you tell us from your experience, what are some features ‑‑ you mentioned for example screen‑share earlier ‑‑ that teachers can use with online platforms that maybe you don't see them using very often at the moment?

Russell: I'll tell you where I think you could have a lot of power with these breakout rooms. For example, if you sub some type of collaborative activity. Let's say you've got the students to have a discussion and brainstorm some ideas in a Padlet. They go into their breakout rooms that open up a Padlet, they work together.

They put their ideas up onto that Padlet. Then they come out of their breakout rooms and individuals could then open up the Padlet on the screen for the whole class to see.

That can be really quite powerful way of working with a technology or even to a degree interacting with a coursebook because if the students have the PDF version or the interactive version of the coursebook, when the students go into groups, they can open up the coursebook onto the screen. The whole group can see it in the breakout room.

They could even interact with it by writing on it or marking things on it. There are actually quite a lot of activities that in a way are almost easier to do in a breakout room than they would be, for example, if the students were sitting down with their books open simply because of the visual element of the book itself or even say for example, sharing video content.

When you put students into breakout rooms, you haven't got that problem that you might have if they're all trying to bundle around of computer screen to watch the video there is sitting in front of you. The students move into a breakout room, one of them plays the video, and it's all completely clear to everybody.

One other thing I'd say about kind of the live sessions is you've got to take a break. At the moment, one thing is the teacher thinks that they've got to be on task all the time. Why not tell your students, "Open up your book, read this text and come back in a couple of minutes and we're going to then do a brainstorming activity around the vocabulary."

You've just come across all the words that you don't understand or something like that. That might be jumping off and going on and completing a Google form. I did in some contents of the strategic and say, "Right, OK, I've got this Google form here. I'm going to share it with you and you can answer the questions and then we're going to come back in about five minutes."

You can do activities like that as well.

Ross: I think that thing was silence is so interesting because in a classroom it would be pretty normal to just have a period of silence where the students are just sitting reading. If for example, if we had a minute of silence on this phone conversation now it would be awkward. I can see why teachers would be quite hesitant just to have no talking for a period in the class.

Russell: I wonder whether or not, for example, the student, teachers might have to learn to be able to do things like putting a bit of music in the backgrounds or thing while the students are doing a reading activity.

Use something to mark the time. "I'm going to go off and do a reading now." I'll even put a timer onto the screen and, "You've got three minutes to read this passage. Now come back into the lesson." Teachers have got to get used to that to accept that there might be silence in their Zoom session.

Ross: Russell, thank you so much for joining us. What's the best place for listeners to go to find out more about you and to access some of the great resources that you've got to help teachers teach with technology?

Russell: Just go to teachertrainingvideos.com. It got lots of free videos that basically show teachers how to incorporate technology into their teaching and learning, and obviously at the moment it's very relevant and very popular.

Ross: Great. Russell, thanks one more time. Everyone else, thank you for listening and we'll see you again next time. Goodbye.

#interview

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helpmewithhomework · 7 years

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5 Things to Keep in Mind When Enrolling in an Online Degree Programs

The trend of online learning has taken over the world. In our busy hectic life, online degree works as a life saver for students who are not only passionate about their career but also want some time to earn for living.

Therefore, before going for an online degree, here are some basic points you should keep in mind.

1. Don’t go for a Worthless Online Degree

Your money is worth everything. Remember, you are going for an online degree to save your time not to waste your money on any low quality or say fake university. Hence, before choosing your university, make sure that it must be accredited. Accreditation from an organization is the first and foremost thing you should keep in your mind. Trust me, this is one of the aspects your future boss will not be settled with.

To earn an accreditation, a university or school must meet some certain guidelines or standards set by a particular accrediting organization. By a certified accreditation, you can easily know whether your university is officially authorized or not. This is the only way of knowing that your online degree has some value.

This is for your benefits, your education, your money and above all this is for your career we are talking about. So if you have any doubt, don’t just sit. Go for the research and assure yourself.

2. Your friends are not Ahead of You!

My friend is going for a regular degree and I am getting mine just by sitting at home. Will he get a better education and much more knowledge than me?

This will be the very first question that would strike my mind before planning to take an online degree. According to a research, there is no significant proof or valid evidence to show that online education is qualitatively or quantitatively any less valuable than traditional classroom education. In fact, a study shows that students who prefer online learning tend to give more time to self-study and that directly lead to better results.

However, there is no doubt that helping hand and guidance of a classroom professor can change your life upside down. This is the only benefit you will not be able to take from online learning, but not having a bad company of college seniors or peer pressure is the advantage you are going to be blessed with.

3. You are not alone!

Believe me, you are not the only one to give preference to online learning. You don’t need to feel inferior or caught between two stools for choosing to take an online degree. Though online education is not well known in India, but according to a survey, approximately one-third of the teenagers in the USA choose online degree over a regular one.

Moreover, 80% of accredited institutions in India and the world are now offering an online platform to connect with the students. All the elite institutions ranging from Harvard University, MIT, Caltech, LSE, Oxford, Cambridge, NUS, Australian National University, Monash University, ETH Zurich, Stanford university, University of Tokyo, Universiti Malaya, Qatar University, Zayed University Dubai and Abu Dhabi, all of them and hundreds of others are giving online classroom access. The percentage of students taking online degree is increasing rapidly due to the facilities and money saving schemes universities and schools provide.

So keep running! You are in still in the race…

4. You can save for a World Tour

Yes! It’s true. You can seriously save money even for a world tour. I’m not talking about just tuition fees; you can save your money from many other things also. Okay, let’s calculate.

Do you have your own transport for going to college? No? Write your daily transportation cost on the list.

Are you planning to go abroad for further studies? Yes? Write your hostel rent in your list.

Can you cook? No? Add some more bucks in the list.

College parties, college functions, get together and the list goes on and on. So think of it. How much you can save just by your single right decision. On the top of it, you can save time too!

But wait! There are some online universities which charge twice or thrice as high as those of regular public institutions. Don’t go crazy over fancy universities that pops-up on your screen. Make sure to choose a college wisely to avoid incurring unnecessary debt and yes of course to enjoy your trip.

5. Future! Future! Future!

You are doing everything for your bright future and a strong and successful career. So your major concern should be your future and your future depends on the reputation of the university to choose. The reputation of your university is really important from the perspective of your future employment. In India, online education is still a new program and you should not trust a university which is still struggling in reaching the standards of a certified and prominent education hub. Look for a university with at least 5-6 years of experience in online education, a well-known brand name, best online teaching methods, good learning environment, program diversity, on demand class availability, top-class online resources and a reputation that is worth enough investing your valuable money.

Make your search goal oriented. Don’t just go with the flow; think about your future before choosing a university.

Have you enrolled in an Online University yet ?

p.s. If you are looking for best online tutors to help you study for online degree and certification programs from the comfort of your home, then do check out www.assignmenthelp.net

Assignmenthelp.net offers best and affordable online homework help and assignment help service for students from all universities and colleges around the world. They have the best academic tutors and custom essay writers for all subjects, including, Accounting, Finance, Economics, Management studies, business majors, statistics, Perdisco, MYOB, STATA, SPSS, Eviews, computer science, programming languages like JAVA, Python, R, CPP, NLP, machine learning and science courses like Physics, Chemistry, Biology, Maths and engineering subjects

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adsindubai · 7 years

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Online Acting Classes 121 via SKYPE for all Ages

Online Acting Classes 121 via SKYPE for all Ages Online Acting Classes e.g. Skype, FaceTime, WhatsApp video. Hundreds of other other online video options if you don't have Skype (Google Hangouts, etc). 121 via SKYPE/Online video-call platforms. All ages & levels. Perhaps you want to practise and get feedback on a monologue or scene you are preparing, perhaps you are applying for drama school or just want classes for fun. I work with beginners as well as professional actors. Female coach with Acting Masters degree. CONTACT SUMMARY: Email: info AT ClassesActing.com UK: 00 44 7507 829 341 WhatsApp available. _____________________________________ CLASSES FOR KIDS: No need to worry about dropping your kids at acting classes, or worry about their safety. Let them take classes from the comfort of your home. Tutor has a perfect DBS (voluntary UK police-check) certificate. _____________________________________ 1 to 3 DAY COURSES. Female coach -teaches both men and women however this is worth mentioning as some clients require, or prefer, an all-female environment (e.g. some Muslim women -as well as others). _____________________________________ ALSO PUBLIC SPEAKING TRAINING Public Speaking Training for anyone and also training specifically for presenters. All ages and levels. 121 Skype/Online training. Also other video-call platforms. WEBSITE/S: For all information including rates please see: http://ift.tt/2zTrWMn (For Presenting / Public Speaking classes you can also see http://ift.tt/2hriDfL) Please see the websites for rates. Payable via transfer or paypal. _____________________________________ QUALIFIED, EXPERIENCED FEMALE ACTING COACH: Professional, female acting (& presenting/public speaking) coach with three relevant Masters degrees 1) MA -Acting from a top London drama school (Drama Centre London, Central Saint Martins, UAL). Obviously relevant to teaching acting! 2) MA -English Language and Literature from Oxford University Relevant to interpreting scripts, explaining Shakespeare, etc. 3) and a TV Journalism MA from City University, London. Relevant to Over 15 years of experience as an Acting coach and extensive related experience. (If interested, please see the 'Qualifications' tab on the website). ____________________________________ CONTACT DETAILS: Please include your email address if using the contact form. If you would like me to call you back then please include your Skype ID &/or FaceTime number (for iPhones). It's also useful to have your WhatsApp number or add mine -below. Please don't email asking about rates as they are all on the website. Email: info AT ClassesActing.com UK (3 hours behind Dubai): 00 44 7507 829 341 WHATSAPP: WhatsApp on this number. Please include your requirements in your first message e.g. 'Hi I'm looking for Skype acting classes' instead of just texting 'Hi' -thanks!

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ebizupdate · 7 years

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Commemorating National Education Day, Quipper Committed to Improve Technology Education Equality

JAKARTA, Indonesia, May 2, 2017 /PRNewswire/ -- Preparing young generations for the future has never been more challenging due to globalization and digital advancement of the 21st century. And yet, Indonesia is struggling with education gaps and lack of teacher competence. Utilizing technology is believed to be the best way out of this, as was discussed at the Education National Day, Momentum for Technology Education Equality event held in Jakarta on Friday, April 28th, by UK founded education technology company Quipper.

From left to right: Itje Chodidjah (Education Expert), Maudy Ayunda (Brand Ambassador Quipper Indonesia), Tri Nuraini (PR & Marketing Manager Quipper Indonesia), Sutrianto (Ministry of Education and Culture of Indonesia)

According to the Ministry of Education, school participation rate in Indonesia has greatly improved in recent decades. In 2000, both primary and junior secondary schools have reached 100%. This year they aim even higher to achieve 111.4% and 105.3% respectively. However, unfortunately, we have not been able to see the same rate of improvement in education quality and teacher competence.

To resolve this, the government continues to work on quality education and justice. One of their efforts is the improvement of infrastructure and the use of information technology, especially for students who are in less developed areas, referred to as 3T (terdepan, terluar, tertinggal) regions.

The reforms are being carried out in accordance with the National Priorities of Kemendikbud through 2015-2019, such as the strengthening of vocational schools, educational facilities, and infrastructure, ensuring teacher qualifications and welfare, quality improvement and character education, and the Smart Indonesia Program.

In alignment with the government's policy and development strategy, Quipper is committed to pursue its mission of becoming the "Distributors of Wisdom" by contributing to minimize educational disparities in various area in the world, including Indonesia, with digital-based learning. Its e-learning platforms, Quipper School, a free service for all users, and Quipper Video, a premium add-on service, allow students and teachers to access quality education anytime and anywhere, in the fun way using digital devices.

Since entering the Indonesian market in 2015, Quipper has helped the learning process of more than 2.5 million students - 50,000 of whom are Quipper Video users, trained 200,000 teachers, and reached out to 5,000 schools across the country. In 2016, 58% of its users passed the UN, and 50% among them succeeded in the SBMPTN and were accepted to the best state universities in Indonesia. In carrying out its mission, Quipper has received support from 45 provincial and district level education offices.

"We are committed to maintain the quality of our platforms, be it content, tutor or the technology we use. Because these three things are what's most needed by our teachers and students," says Tri Nuraini, PR & Marketing Manager of Quipper Indonesia. Tri added that Quipper has also helped students to prepare or the UNBK by giving free online tryouts to 70,000 students.

Education expert Itje Chodidjah appreciates the initiatives Quipper takes, as she believes the use of technology is the most sensible solution for the educational challenges faced today. Technology not only opens doors to education for students, but also improves the quality of teachers. "Skilled teachers are those who are equipped with appropriate and up-to-date teaching materials," she explains. Itje also noted that technology can help teachers conduct teaching and learning activities more efficiently. Teachers will have more time to improve students' motivations or focus on critical factors to create a competitive generation, rather than worrying about test scores and exam results. "Teachers can return to their role as educators, not just teach," she quoted.

Known actress Maudy Ayunda is also a supporter of Quipper. As Brand Ambassador, she referred to her own experience, "I felt the benefits of technology-based education during my college days at Oxford. My dream is to see all Indonesian children having the opportunity to access quality education without any restrictions."

Nonetheless, there are still many obstacles in minimizing education gaps and improving the quality of education with technology. Being an archipelagic country, Indonesia still faces geographical problems and internet access. To that end, celebrating National Education Day, Quipper invites cross-sector collaboration to realize educational equity in Indonesia.

About Quipper, Ltd.

Quipper, Ltd. is a technology education company founded in the UK in December 2010. With the mission "Distributors of Wisdom", Quipper believes educational inequality in any part of the world can be overcome using the right technology. Thus, Quipper challenges in various countries to realize its vision and mission, currently operating in Japan, Philippines, Mexico, Vietnam, and Indonesia.

In 2014, Quipper entered the Indonesian market by introducing a free-of-charge platform, Quipper School. This platform is designed specifically for teachers and students to help and improve the quality of teaching and learning. By March 2017, Quipper School has been used by 2.5 million students and 200 thousand teachers throughout the country. In 2015, Quipper launched its premium platform, Quipper Video. The online learning solution for 9th - 12th graders through online tutorial videos has been used by more than 50,000 students.

Quipper has reached 5,000 Indonesian schools and is cooperating with 45 provincial and district education offices, including collaborations with Bantaeng Smart City of South Sulawesi, hearings with the Director General of Teachers and Teachers, the Directorate General of Primary and Secondary Education, Indonesian Teachers Association, and SEAMOLEC.

As part of the educational ecosystem, Quipper hopes to help improve the quality of education and reduce education disparities in Indonesia through its two flagship platforms.

Further information: Ike Yuningsih Public Relations Officer [email protected] | 081314749741

Photo - http://ift.tt/2qyZafa

Read this news on PR Newswire Asia website: Commemorating National Education Day, Quipper Committed to Improve Technology Education Equality

#Internet

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tutoroot · 2 years

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1 on 1 Online Classes for IGCSE Grade 10

Tutoroot is an Ed-tech based educational institution which is located in Hyderabad, Telangana .Tutoroot brings learning at your convenience with Online 1 on 1 Class for IGCSE grade 10. Where you can connect with quality online Home coaching in any subject, Anytime, Anywhere.

IGCSE holds a globally renowned curriculum that achieves high standards of academia which consists of a systematic approach of logical, analytical, and practical study. The students at Tutoroot will gain an edge that sets them out of the crowd. We build from the base up and expand our horizon as we go to ensure that the student holds a holistic understanding of the lessons. The tutors break the concepts to enable students to understand and move at a pace comfortable for them. We are a platform that goes above and beyond replicating a physical learning environment.

What is the difference between GCSE, IGCSE, and the Cambridge O level?

IGCSE

The elaborated form of One on One Online Classes for IGCSE is International General Certificate Of Secondary Education which is a English language form examination similar to GCSE; which is conducted to the grade 10 students. It is a global qualification examination which allows students to get into international universities. The syllabus followed by the IGCSE is very comprehensive and well structured. IGCSE curriculum is designed for the students who are mainly inclined towards their academics.

GCSE

GCSE stands for the General Certificate Of Secondary Education is an exam given by 15 to 16 age group students in England, Wales, and Northern Ireland counties where the 11 year of schooling is taught in this board itself. This GCSE is equated to IGCSE 10th grade of an Indian board. GCSE education is divided into 4 key stages where subject selection freedom is allotted to the students. Each school determines the number of GCSEs its pupils can adopt, which can be as many as 12 or as few as 7. Aside from the obligatory math, science and English, pupils select their remaining GCSE options in Year 9. What they choose will have bearing on their future; encourage your child to pick subjects needed for any chosen career as well as which interest them and ones they are good at.

Cambridge O-Level

The Cambridge O-stages are just like the IGCSEs; however, are custom designed to fulfill precise nearby curriculum needs, which include minority languages. Cambridge O level can choose from more than 40 Cambridge O Level subjects in any combination. It is an internationally recognised qualification equivalent to Cambridge advanced and as well as other progression courses. Cambridge O Levels develop on students knowledge, understanding and skills towards: Subject based content, Applying knowledge on to familiar situations.

Tutoroot IGCSE Program Overview

· IGCSE holds a globally renowned curriculum that achieves high standards of academia by leveraging a systematic approach of logical, analytical and practical study.

· The students of Tutoroot will gain an edge that sets them out of the crowd.

· We build from the base up and expand our horizon as we go to ensure that the student holds a holistic understanding of the lessons.

· The tutors break the concepts to enable students to understand and move at a pace comfortable for them.

· We are a platform that goes above and beyond replicating a physical learning environment.

What we teach for Grade 10?

Subjects covered are Math, Physics, Chemistry, Biology and English. At tutoroot we provide a 3 month Fast Track Exam-Prep program so that the student is exam ready in the month of March 2022.

You can select from an individual subject or all subjects. All the course materials will be provided to you once you enroll yourself in the program.

Faculty Summary

Tutoroot appoint faculty who are qualified scholars from the universities of Oxford and Cambridge.

Benefits of One to One Online Teaching with Tutoroot?

Benefits of the tutoroot’s Individual Coaching for IGCSE Board are as follows

· Faculty introduces and elaborates upon key concepts contained within the IGCSE math syllabus, focusing especially on common areas of difficulty, to increase the fluency and understanding of the students.

· Faculty at tutoroot ensure that the students are fully familiarized with the format of the exams and alert them to all the useful ‘tips and tricks’ that will help them to maximize their chances of success.

· Demonstrate, through the use of various targeted past paper questions, how to apply these concepts to the full range of problems that can be encountered in IGCSE math.

· At tutoroot detailed and practical advice are given to the students regarding how to practise, revise and prepare during the time leading up to exams.

· Faculty at tutoroot challenge the students with non-standard, problem-solving-style questions which are becoming increasingly fashionable as examination questions with many exam boards, in order to increase the students’ confidence in applying topics they know to unfamiliar questions.

Bottom line

Tutoroot enables you to excel in all the stages of your life. The 1 on 1 online classes of tutoroot helps the students to improve in all their aspects of preparations which helps them to qualify to their best in the examinations. At Tutoroot we constantly try to boost the students’ performance levels for IGCSE, CBSE, ICSE,IB, IIT-JEE, NEET, Foundation courses. Trying to start your IGCSE grade 10 preparations, come join us. We assure you of guaranteed results.

#Online Classes for IGCSE #Online Courses for IGCSE #One on One Online Classes for IGCSE

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