DIVINE CARNATION

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I am creative, outgoing and love nature. I am at the top of it all and I know who got me there. My daily Prayer to the Most High God is-- "Oh that Thou wouldest bless me indeed, and enlarge my coast, and that Thine hand might be with me, and that Thou wouldest keep me from evil, that it may not grieve me!"

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Welcome

Greetings from The Commonwealth of Dominica.
Dominica is The Nature Ilse of the Caribbean.
Simply natural, green and alive.

The Commonwealth of Dominica is an island between the Caribbean Sea and the North Atlantic Ocean, about one-half of the way from Puerto Rico to Trinidad and Tobago. It is the largest and most mountainous of the Windward Islands, with volcanic peaks, mountain streams and rivers, beachesof both black (volcanic) and golden sands, dense forests, quietlakes, waterfalls, geysers and boiling volcanic pools.Dominica is a major eco-tourist destination.

The island, which was originally occupied by Carib Indians(some of whose descendants remain), was discovered by Columbus in 1493 and colonised by the French in the 1600s. In 1805, the island became a British possession and remained under British rule until 1967, when internal self-government was granted, followed by full independence in1978.

The Capital of The Commonwealth of Dominica is
Roseau. The official language of Dominica is English. A French patois Creole is spoken by most persons on the island.

The Commonwealth of Dominica became an independent state on November 3rd 1978.

The flag of The Commonwealth of Dominica is

Green, with a centered cross of three equal bands - the vertical part is yellow (hoist side),black, and white and the horizontal part isyellow (top), black, and white; superimposed in the center of the cross is a red disk bearing aSisserou parrot encircled by 10 green, five-pointed stars edged in yellow; the 10 stars represent the 10 administrative divisions (parishes).


Dominica Coat of Arms

Dominica Coat of Arms
The shield is supported by two Sisserou parrots (Amazona imperialis). They are perched on a strip of parchment on which is written in Creole, the national motto: "Apres Bondie C’est La Ter". In the established form accepted by Creole linguists today it would be written: "Apwe Bondye Se La Te." It means, "After God it is the Land". However "La Te" can be translated to mean, the land, the Earth or the soil. But the message of the motto for the people of a mainly agricultural island is that after praising God first, the next most important thing is the land in the form of bearing fruit. It can also be extended to mean the land in the nationalist sense that after your commitment to God then comes your commitment to your country. The use of Creole represents also the influence of France on the island and the part played by African traditions and language in the creation of the Creole heritage.

Dominica

Dominica
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The best gift to give your child

Encouraging a love for reading is one of the best gifts you can give your child, since reading is essential for school learning and academic success. Experts provide strategies on how to help your child develop literacy skills to become lifelong readers. However, you need to play your part.

Saturday, July 23, 2016

Blooms Taxonomy

A Quick Strategy for Assessing the Level of Activities Not all lessons or projects involve all levels of Bloom’s. That’s fine, because to engage students in very involved projects all the time would take more classroom time than most teachers have. There is a time and place for more didactic, lower level lessons. A quick way to check on the level of the lesson is to answer these two questions. What will the students (not the teacher) be doing in this lesson, recalling and showing understanding (lower) or analyzing and evaluating to create a product (higher)? Will students be expected to respond with specific, known answers (lower) or will they be asked to generate original thought (higher)? The answers will give us a snapshot of the levels of thought in our lessons. If students are predominately responding with the right answer and are demonstrating that they understand a concept, then the lesson is lower level. If the lesson’s objective is to show that students comprehend the material, then lower level activities are appropriate. On the other hand, if the objective is to extend basic knowledge and apply it to new situations to develop a new product or idea, then the response to the two questions should reflect higher level thought. One way teachers can get an overview of the Bloom level is to review their plan book over the course of a typical week. After asking the two questions above about each lesson, they can mark the lesson either L (low level) or H (high level). Looking over the course of a week or longer will reveal a pattern of lower and higher level activities. It is up to the teacher to decide if the balance is appropriate. The bottom line on all of our teaching is to have students learn, not just for “the test” but for successful performance throughout life. A good balance of lower and higher level experiences will help students develop a solid background of content and skills as well as the analytical and evaluative tools to apply them. Creative projects are a proven way to engage students at higher levels. By using projects in balance with content and skill development activities, we will be preparing our students well for the future. References Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of educational objectives: Complete edition. New York, Longman. Bloom, B. S. & Krathwohl, D. R. (Eds.) (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York, Longman.