Statues

A statue is a sculpture in the round representing a person or persons, an animal, or an event, normally full-length, as opposed to a bust, and at least close to life-size, or larger. Its primary concern is representational.
The definition of a statue is not always clear-cut; sculptures of a person on a horse, called Equestrian statues, are certainly included, and in many cases, such as a Madonna and Child or a Pieta, a sculpture of two people will also be. A small statue, usually small enough to be picked up, is called a statuette or Figurine.
Many statues are built on commission to commemorate a historical event, or the life of an influential person. Many statues are intended as public art, exhibited outdoors or in public buildings for the edification of passers-by, with a larger magnitude than normal words could ever have for the common man.
On rare occasions, statues themselves become historic and inspire their own historic events. In 1986, when the Statue of Liberty marked her one-hundredth anniversary, a three-day centennial celebration in her honor attracted 12 million. The guest list was unique. "We invited all the great statues of the world to her birthday party and created giant puppets to represent them," said Jeanne Fleming, director of the event. "Each one arrived accompanied by native music."
There is an urban legend concerning a code for mounted statues, whereby the horse's hooves are supposed to indicate how the rider met his end. One hoof off the floor would indicate the rider died of wounds received in battle, or perhaps was just wounded in battle; two hooves off the floor would indicate the rider was killed in battle. An examination of the equestrian statues in most major European cities shows this is not true. If it ever was true, the practice appears to have died out in the 19th century.
Statues are amongst the wonders of the world, with the Colossus of Rhodes and the Statue of Zeus at Olympia among the Seven Wonders of the Ancient World and the Moai of Easter Island among the wonders of the modern world.

Authentic material vr Non authentic material

Authentic MaterialsAuthentic Materials are language materials that were originally intended for native speakers, not second-language learners.We offer an Authentic Materials Guide that provides in-depth information about the nature of Authentic Materials and resources for their use. On this site we also offer Authentic Materials.For example: Menus, Letters, some publication and many others.
Using authentic materials
Using authentic materials is one of the mainstays of an imaginative and motivating higher level course, but rarely features at levels lower than intermediate. There are several reasons for this, primarily a kind of fear that students will panic when faced with language that is largely unfamiliar, and a feeling that to prevent this the language should be edited to the students' level.In teaching language for learning purposes, the educators’ main goal is to provide learners with the linguistic knowledge about the language. This knowledge includes grammatical rules, vocabulary lists and other linguistic codes. The underlying premise of this approach is that by informing learners about the language, it will help them decode a text in the target language. order to decode the text. Under these circumstances, the language educators tend to create teaching materials that are specifically designed to teach the linguistic concepts of the language.
Non-Authentic Material
Usually the non-authentic material does not have the characteristics of real-life language. It typically consists of the linguistic items that aim to teach or advance learners’ knowledge about the language. An example of a non-authentic text is passages from textbooks that were created by the authors to illustrate or practice new linguistic items. The semi-authentic material tries to include the characteristics of real-life language, but at the same time still focus mainly on teaching and reinforcing the language goals. The latter includes newspapers in easy Hebrew or edited stories.

Teaching methods

Each pedagogic approach is described succinctly so you can quickly understand how the technique might be relevant to your teaching. Written by fellow educators, these descriptions include tips for effectively using each technique, related research on their impacts on learning, as well as a set of example activities.
This list is by no means comprehensive. It reflects the interests and priorities of the partners and projects that have contributed to the library so far. If you'd like to contribute to the library and help this list grow we'd love to hear from you.
· Assessment provides educators with a better understanding of what students are learning and engages students more deeply in the process of learning content. Compiled by: William Slattery at Departments of Geological Sciences and Teacher Education, Wright State University, Dayton, Ohio.
· Calibrated Peer Review™ (CPR) is a web-based management tool that enables discipline-based writing with peer review in classes of any size.
· Campus-Based Learning uses the campus environment itself as a teaching tool. Compiled by: Suzanne Savanick at SERC, Carleton College.
· Concepts are conceptual multiple-choice questions that focus on one key concept of an instructor's learning goals for a lesson. When coupled with student interaction through peer instruction, ConcepTests represent a rapid method of formative assessment of student understanding. Compiled by: David McConnell, North Carolina State University.
· Cooperative Learning involves students working in groups to accomplish learning goals. Compiled by: Rebecca Teed (SERC), John McDaris (SERC), and Cary Roseth (UMN).
· Experience-Based Environmental Projects get students involved in their own learning. Compiled by: Karin Kirk at Montana State University.
· The First Day of Class is your opportunity to stimulate excitement about the course, establish a positive classroom climate, and engage students with course content - right from the start.
· Gallery Walk activities get students out of their chairs to actively work together. Compiled by: Mark Francek at Central Michigan University.
· Game-Based Learning was written to assist geoscience faculty who want to start using games to help them teach. Compiled by: Rebecca Teed at SERC, Carleton College.
· Interactive Lectures provide short activities that can break up a lecture. Compiled by: Heather Macdonald (College of William and Mary) and Rebecca Teed (SERC).
· Investigative Case-Based Learning involves students in addressing real world problems. Compiled by: Ethel Stanley (BioQUEST, Beloit College) and Margaret Waterman (Southeast Missouri State University).
· Jigsaws: When you have several related data sets you would like students to explore, a jigsaw may be an option. In a jigsaw, each student develops some expertise with one data set, then teaches a few classmates about it (and learns about related data sets from those classmates). Barbara Tewksbury, Hamilton College.
· Just-in-Time Teaching gets students to read assigned material outside of class, respond to short questions online, and then participate in discussion and collaborative exercises in the following class period. Compiled by: Laura Guertin at Pennsylvania State University Delaware County.
· Lecture Tutorials are short worksheets that students complete in class to make lecture more interactive. They are designed specifically to address misconceptions and other topics with which students have difficulties. Compiled by Karen Kortz, Community College of Rhode Island, and Jessica Smay, San Jose City College.
· Making and Testing Conjectures is an effective way of engaging students in learning and helping them to develop their reasoning abilities. Compiled by: Shirley J. Alt at The University of Minnesota - Twin Citie
· Peer-Led Team Learning engages teams of six to eight students in learning sciences, mathematics and other undergraduate disciplines guided by a peer leader. Peer leaders are drawn from the pool of students who have done well in the course previously.
· Peer Review uses interaction around writing to refine students understanding. Compiled by: Laura Guertin at Pennsylvania State University Delaware County.
· Process-Oriented Guided Inquiry Learning (POGIL) is a research based learning environment where students are actively engaged in mastering course content and in developing essential skills by working in self-managed teams on guided inquiry activities.
· Quantitative Writing engages students with numbers by asking them to analyze and use quantitative data in written reports and arguments. Compiled by: John C. Bean at Seattle University.
· Role-Playing immerses students in debate around Earth science issues. Compiled by: Rebecca Teed at SERC, Carleton College.
· SCALE-UP is a Student-Centered Active Learning Environment for Undergraduate Programs. Carefully designed studio classrooms facilitate student teamwork and instructor movement between groups.