Дарницьке лісопаркове господарство про карантинні обмеженняDmytro Karpiy
Дарницьке лісопаркове господарство наводить перелік парків, скверів, зон відпочинку, лісопаркових та прибережних зон у Броварах і поблизу міста, 04.2020.
This very short document does not contain enough content to generate a meaningful 3 sentence summary. It appears to be discussing finding a good fit for a book but provides no additional details.
The document discusses technology education in primary schools. It addresses challenges around implementing technology as a curriculum area and how ministries of education approach the issue. It also describes different types of educational software used in elementary schools, including software for students with disabilities, early reading skills, and reading comprehension for older elementary students. The software uses multimedia like audio, images, and games to develop skills in a fun way and support students' learning.
This document outlines Ms. Runyon's classroom rules, procedures, and expectations for her first grade students. It details a code of conduct that promotes respect, honesty, and doing one's best. It also describes morning routine, classroom responsibilities, bathroom breaks, lining up, and other logistics. Discipline is managed through a behavior chart where students can move their name up or down based on choices. The goal is for all students to work as a team and have a fun, safe learning environment.
As a disclaimer I did not create this presentation. I read an article here (link) that provided this presentation. I just wanted a way to share this presentation on my blog
CMPros presentation : Podcasting and Publishing Multimedia Content with a CMSJazkarta, Inc.
The document discusses how to use the open source content management system (CMS) Plone to publish and aggregate multimedia content including podcasts. It describes how Plone allows authors to upload audio and video files, automatically extracts metadata, and generates RSS feeds for podcasts. Administrators can customize Plone's design and integrate with external systems. Plone is positioned as providing a free alternative or addition to video sharing sites like YouTube to publish multimedia content with full control, branding and flexibility.
This document provides guidance on using the five senses, with a focus on sight, in creative writing. It discusses using visual details from pictures or scenes to describe what a character sees. The example passages show how to write in sentences focusing on sights, like "I see snow covered everything" or "I see Brysen skiing down our driveway." Students are encouraged to think of a picture for their story and discuss what they see before writing descriptive sentences from their character's point of view.
Edtech 541 Adaptive and Assistive Technologymrs826
The document discusses various types of disabilities and challenges students may face in mathematics, along with recommended assistive technologies and online resources to help address these challenges. These include tools to aid with visual and kinesthetic learning, physical and sensory impairments, motivation and engagement issues, and opportunities for gifted students to be challenged. The goal overall is to utilize technology to provide all students with means of accessing, participating in, and succeeding with mathematics instruction.
Дарницьке лісопаркове господарство про карантинні обмеженняDmytro Karpiy
Дарницьке лісопаркове господарство наводить перелік парків, скверів, зон відпочинку, лісопаркових та прибережних зон у Броварах і поблизу міста, 04.2020.
This very short document does not contain enough content to generate a meaningful 3 sentence summary. It appears to be discussing finding a good fit for a book but provides no additional details.
The document discusses technology education in primary schools. It addresses challenges around implementing technology as a curriculum area and how ministries of education approach the issue. It also describes different types of educational software used in elementary schools, including software for students with disabilities, early reading skills, and reading comprehension for older elementary students. The software uses multimedia like audio, images, and games to develop skills in a fun way and support students' learning.
This document outlines Ms. Runyon's classroom rules, procedures, and expectations for her first grade students. It details a code of conduct that promotes respect, honesty, and doing one's best. It also describes morning routine, classroom responsibilities, bathroom breaks, lining up, and other logistics. Discipline is managed through a behavior chart where students can move their name up or down based on choices. The goal is for all students to work as a team and have a fun, safe learning environment.
As a disclaimer I did not create this presentation. I read an article here (link) that provided this presentation. I just wanted a way to share this presentation on my blog
CMPros presentation : Podcasting and Publishing Multimedia Content with a CMSJazkarta, Inc.
The document discusses how to use the open source content management system (CMS) Plone to publish and aggregate multimedia content including podcasts. It describes how Plone allows authors to upload audio and video files, automatically extracts metadata, and generates RSS feeds for podcasts. Administrators can customize Plone's design and integrate with external systems. Plone is positioned as providing a free alternative or addition to video sharing sites like YouTube to publish multimedia content with full control, branding and flexibility.
This document provides guidance on using the five senses, with a focus on sight, in creative writing. It discusses using visual details from pictures or scenes to describe what a character sees. The example passages show how to write in sentences focusing on sights, like "I see snow covered everything" or "I see Brysen skiing down our driveway." Students are encouraged to think of a picture for their story and discuss what they see before writing descriptive sentences from their character's point of view.
Edtech 541 Adaptive and Assistive Technologymrs826
The document discusses various types of disabilities and challenges students may face in mathematics, along with recommended assistive technologies and online resources to help address these challenges. These include tools to aid with visual and kinesthetic learning, physical and sensory impairments, motivation and engagement issues, and opportunities for gifted students to be challenged. The goal overall is to utilize technology to provide all students with means of accessing, participating in, and succeeding with mathematics instruction.
Key Principles & Digital Tools for ELL Instruction Martin Cisneros
This document discusses key principles and digital tools for English language learner (ELL) instruction based on the Common Core State Standards. It provides an overview of ELL demographics and definitions of various ELL-related terms. It also describes the California ELD Standards and how they align with and amplify the Common Core State Standards for English language arts. The document concludes by presenting several strategies for using video and multimedia to engage ELL students, such as having students dub videos, answer questions about video clips, or use videos to practice reading strategies.
The document presents a plan for Whitney Elementary School to implement a 1:1 device program to provide each student with a Kindle Fire tablet. The plan aims to address low test scores and inequitable access to technology outside of school. Each student would receive a Kindle Fire with curated apps installed. The school would partner with the local library and hold family technology training sessions. Funding would come from business partners, grants, and fundraising. The goals are to increase student engagement, achievement, and prepare them with 21st century digital skills.
The document provides information on WIDA's ELD Standards Framework which includes standards for academic language development across content areas. It discusses the features of academic language, performance definitions, and standards matrix. It also provides an example of model performance indicators for fourth grade students analyzing narrative points of view in texts.
This document provides an overview of teaching gifted students, including definitions of giftedness, characteristics of gifted learners, and strategies for differentiation. It discusses the philosophy and programs for gifted education in Northbrook/Glenview School District 30. The document highlights that gifted students learn quickly and benefit from accelerated and enhanced content. It also notes that underachievement in gifted students can stem from boredom with routine work and a lack of challenge, and teachers should support gifted learners' strengths and interests.
This document provides instruction on writing dialogue. It outlines 5 rules for writing dialogue and provides examples for each rule. The rules cover setting the scene, formatting dialogue, punctuation within quotes, and including narrative description between lines. Students are asked to select characters, fill out a practice sheet, and apply the rules to write a dialogue scene for their story. The purpose is to guide students in properly formatting and structuring dialogue.
This presentation discusses the characteristics and needs of gifted students. While gifted students are highly intelligent, they do not always achieve high performance if their needs are not met. Gifted students need guidance and challenges just as much as other students. They tend to think logically, challenge authority, have a strong sense of humor, and operate at a high intensity. They also may struggle with perfectionism, fear of failure, disorganization and lack of motivation if not engaged. The presentation recommends differentiating instruction for gifted students by allowing choice, focusing on higher-order thinking through creation and real-world applications, and using strategies like learning menus and tiered activities. Teachers are tasked with creating a differentiated activity for an upcoming unit that incorporates these recommendations
This document discusses the importance of technology skills and literacies in elementary school classrooms. It lists several types of literacies that are important for students to develop, such as information literacy, network literacy, media literacy, global literacy, digital citizenship, and basic literacy. It also provides examples of how different technologies can be used in the classroom, such as Google Docs for collaboration, TodaysMeet for video conferencing, and blogging. Teachers are encouraged to incorporate these technologies into their lessons to help students develop important skills.
This document outlines the daily agenda, procedures, expectations, and rules for Ms. Herrera's chemistry class. It includes details about completing a daily log and journal, completing the "two truths and a lie" icebreaker, reviewing class rules and procedures. Students are expected to follow classroom management procedures like raising their hand before speaking, only leaving one at a time with a pass, and completing make-up work in a timely manner. Consequences for misbehavior and rewards for good behavior are outlined. The grading policy and required materials are also listed.
This document discusses myths and facts about gifted students. It begins by debunking the myths that there is one single definition of giftedness and that gifted students do not need special programs. It then addresses that while gifted students may serve as role models, average students are more likely to model those at similar performance levels. Finally, it confirms that parenting gifted young children can be labor intensive due to their early advanced development and learning traits.
The document provides guidance on how to write effective instructions. It explains that instructions should be in chronological order and include a title, list of materials, clear steps with pictures, and safety information. Examples of different types of instructions are shown. Additional tips suggested are making the reader excited, emphasizing ease of completion, including top tips and subheadings. The purpose is to help the reader independently follow the steps to complete a task. Clear, simple language in a logical sequence using imperative verbs and diagrams are emphasized.
Catering for gifted students in unit planningCharles Otoo
The document discusses the need to differentiate curriculum and instruction to meet the individual needs of diverse learners in the classroom. It defines curriculum differentiation and describes strategies such as modifying content, process, product, and learning environment based on a student's readiness, interests, and learning profile. The Maker Model provides a framework for differentiation across these four dimensions of curriculum to ensure students are appropriately challenged.
What Gifted Students Need by Jeff Danielianmassgifted
Education is about understanding, not merely the knowledge related to a specific discipline or parental /educational strategy, but an understanding of the immense variation of our children's and students’ social, emotional, and educational backgrounds, which demand individualized acceptance and consideration. The development of higher order thinking skills and problem solving techniques, creativity training, and autonomous learning should serve as the foundation for the emergent and realized potential of the children we raise and the students we teach. Learn more about the strategies, practices, tools and resources available to parents and educators, while recognizing that a focus on interest and learning style can provide a wealth of experience.
The document discusses establishing clear classroom procedures and transitions, including scheduling jobs, lining up routines, and closing activities to help structure the classroom day. It provides many ideas for engaging students during transitions between activities, such as using songs, games, sensory activities, and academic prompts. Consistency and preparation are emphasized to minimize wait time and maximize learning during classroom transitions.
This document provides an overview of the key elements of narrative writing, including characters, setting, plot, beginning, middle, and end. It discusses common story features like problems and resolutions. It also gives examples of different types of characters, settings, and potential story hooks or openings. The purpose is to teach students about crafting narratives by exploring different components of stories.
The document describes various characteristics of gifted and talented students. It discusses positive characteristics like intellectual ability, academic ability, creative ability, artistic talent, and leadership ability. It also discusses negative characteristics that can conceal giftedness, such as questionable humor, obsession with unusual interests, frustration with academic skills, and disruptive classroom behavior. The document provides examples of how gifted students may differ from high-achieving students and notes that gifted students are not always "teacher pleasers" and may not turn in homework.
The document provides classroom rules and etiquette for students. It emphasizes being punctual for class, greeting the teacher, bringing necessary materials, studying and doing homework, keeping the classroom clean, listening, reading, writing, repeating, opening and closing books, circling, and using polite phrases like "Sorry, I don't understand" when asking questions. The document appears to outline proper classroom behavior and participation expected of students.
Knowing the answers may help kids in school, but knowing how to question will help them in life. Here are 5 ways to make us ALL better questioners. From the author of A MORE BEAUTIFUL QUESTION.
The document encourages sharing content with friends. It suggests spreading information to a wider audience by telling others about interesting articles or posts. Sharing content online can help expand one's social network and expose more people to engaging information.
Key Principles & Digital Tools for ELL Instruction Martin Cisneros
This document discusses key principles and digital tools for English language learner (ELL) instruction based on the Common Core State Standards. It provides an overview of ELL demographics and definitions of various ELL-related terms. It also describes the California ELD Standards and how they align with and amplify the Common Core State Standards for English language arts. The document concludes by presenting several strategies for using video and multimedia to engage ELL students, such as having students dub videos, answer questions about video clips, or use videos to practice reading strategies.
The document presents a plan for Whitney Elementary School to implement a 1:1 device program to provide each student with a Kindle Fire tablet. The plan aims to address low test scores and inequitable access to technology outside of school. Each student would receive a Kindle Fire with curated apps installed. The school would partner with the local library and hold family technology training sessions. Funding would come from business partners, grants, and fundraising. The goals are to increase student engagement, achievement, and prepare them with 21st century digital skills.
The document provides information on WIDA's ELD Standards Framework which includes standards for academic language development across content areas. It discusses the features of academic language, performance definitions, and standards matrix. It also provides an example of model performance indicators for fourth grade students analyzing narrative points of view in texts.
This document provides an overview of teaching gifted students, including definitions of giftedness, characteristics of gifted learners, and strategies for differentiation. It discusses the philosophy and programs for gifted education in Northbrook/Glenview School District 30. The document highlights that gifted students learn quickly and benefit from accelerated and enhanced content. It also notes that underachievement in gifted students can stem from boredom with routine work and a lack of challenge, and teachers should support gifted learners' strengths and interests.
This document provides instruction on writing dialogue. It outlines 5 rules for writing dialogue and provides examples for each rule. The rules cover setting the scene, formatting dialogue, punctuation within quotes, and including narrative description between lines. Students are asked to select characters, fill out a practice sheet, and apply the rules to write a dialogue scene for their story. The purpose is to guide students in properly formatting and structuring dialogue.
This presentation discusses the characteristics and needs of gifted students. While gifted students are highly intelligent, they do not always achieve high performance if their needs are not met. Gifted students need guidance and challenges just as much as other students. They tend to think logically, challenge authority, have a strong sense of humor, and operate at a high intensity. They also may struggle with perfectionism, fear of failure, disorganization and lack of motivation if not engaged. The presentation recommends differentiating instruction for gifted students by allowing choice, focusing on higher-order thinking through creation and real-world applications, and using strategies like learning menus and tiered activities. Teachers are tasked with creating a differentiated activity for an upcoming unit that incorporates these recommendations
This document discusses the importance of technology skills and literacies in elementary school classrooms. It lists several types of literacies that are important for students to develop, such as information literacy, network literacy, media literacy, global literacy, digital citizenship, and basic literacy. It also provides examples of how different technologies can be used in the classroom, such as Google Docs for collaboration, TodaysMeet for video conferencing, and blogging. Teachers are encouraged to incorporate these technologies into their lessons to help students develop important skills.
This document outlines the daily agenda, procedures, expectations, and rules for Ms. Herrera's chemistry class. It includes details about completing a daily log and journal, completing the "two truths and a lie" icebreaker, reviewing class rules and procedures. Students are expected to follow classroom management procedures like raising their hand before speaking, only leaving one at a time with a pass, and completing make-up work in a timely manner. Consequences for misbehavior and rewards for good behavior are outlined. The grading policy and required materials are also listed.
This document discusses myths and facts about gifted students. It begins by debunking the myths that there is one single definition of giftedness and that gifted students do not need special programs. It then addresses that while gifted students may serve as role models, average students are more likely to model those at similar performance levels. Finally, it confirms that parenting gifted young children can be labor intensive due to their early advanced development and learning traits.
The document provides guidance on how to write effective instructions. It explains that instructions should be in chronological order and include a title, list of materials, clear steps with pictures, and safety information. Examples of different types of instructions are shown. Additional tips suggested are making the reader excited, emphasizing ease of completion, including top tips and subheadings. The purpose is to help the reader independently follow the steps to complete a task. Clear, simple language in a logical sequence using imperative verbs and diagrams are emphasized.
Catering for gifted students in unit planningCharles Otoo
The document discusses the need to differentiate curriculum and instruction to meet the individual needs of diverse learners in the classroom. It defines curriculum differentiation and describes strategies such as modifying content, process, product, and learning environment based on a student's readiness, interests, and learning profile. The Maker Model provides a framework for differentiation across these four dimensions of curriculum to ensure students are appropriately challenged.
What Gifted Students Need by Jeff Danielianmassgifted
Education is about understanding, not merely the knowledge related to a specific discipline or parental /educational strategy, but an understanding of the immense variation of our children's and students’ social, emotional, and educational backgrounds, which demand individualized acceptance and consideration. The development of higher order thinking skills and problem solving techniques, creativity training, and autonomous learning should serve as the foundation for the emergent and realized potential of the children we raise and the students we teach. Learn more about the strategies, practices, tools and resources available to parents and educators, while recognizing that a focus on interest and learning style can provide a wealth of experience.
The document discusses establishing clear classroom procedures and transitions, including scheduling jobs, lining up routines, and closing activities to help structure the classroom day. It provides many ideas for engaging students during transitions between activities, such as using songs, games, sensory activities, and academic prompts. Consistency and preparation are emphasized to minimize wait time and maximize learning during classroom transitions.
This document provides an overview of the key elements of narrative writing, including characters, setting, plot, beginning, middle, and end. It discusses common story features like problems and resolutions. It also gives examples of different types of characters, settings, and potential story hooks or openings. The purpose is to teach students about crafting narratives by exploring different components of stories.
The document describes various characteristics of gifted and talented students. It discusses positive characteristics like intellectual ability, academic ability, creative ability, artistic talent, and leadership ability. It also discusses negative characteristics that can conceal giftedness, such as questionable humor, obsession with unusual interests, frustration with academic skills, and disruptive classroom behavior. The document provides examples of how gifted students may differ from high-achieving students and notes that gifted students are not always "teacher pleasers" and may not turn in homework.
The document provides classroom rules and etiquette for students. It emphasizes being punctual for class, greeting the teacher, bringing necessary materials, studying and doing homework, keeping the classroom clean, listening, reading, writing, repeating, opening and closing books, circling, and using polite phrases like "Sorry, I don't understand" when asking questions. The document appears to outline proper classroom behavior and participation expected of students.
Knowing the answers may help kids in school, but knowing how to question will help them in life. Here are 5 ways to make us ALL better questioners. From the author of A MORE BEAUTIFUL QUESTION.
The document encourages sharing content with friends. It suggests spreading information to a wider audience by telling others about interesting articles or posts. Sharing content online can help expand one's social network and expose more people to engaging information.
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Місяць без дощу
Невелике зниження температури
синоптики обіцяють від сьогодні
Літня спека цього року почалася календарі і на вулиці – літо. Синопти
ще у травні, різко замінивши весняну ки кажуть, бували й тепліші роки.
прохолоду. І ось уже кілька тижнів – Температурний максимум червня
вона безроздільно панує у містах і був зафіксований у 1963 році і стано ЧИТА
ІНТЕРВ’Ю БЕРЕ ЧИТАЧ
селах нашого краю. Невеликі локальні вив 34,3°С. Цього року він ще не був
опади не приносять полегшення спраг
лим людям і землі. Як довго протри
перевищений, – прокоментувала ситу
ацію завідувачка сектора гідрометео
Запитайте в
мається така погода і які ще сюрпризи
вона нам підготувала, ми дізнавалися
рологічної інформації обласного гідро
метцентру Ірина Кобзєва. – Лише
Олексія Хмилецького
в обласному гідрометцентрі. 2 червня був перевищений добовий Увага! Наші читачі знову мають уні
Там розповіли, що нічого аномаль температурний максимум, зафіксова кальну можливість вплинути на зміст га
ного чи незвичного в сухій і теплій ний у 1995 році (30,2°С). Температура зети, задавши запитання, які їх цікавлять
погоді останніх тижнів немає, адже на того дня була 31,1°С. і хвилюють, людині, компетентній у них,
с. 4 яка впливає на їхнє вирішення. Цього
разу будемо колективно розпитувати про
ГАРНА РОБОТА
РОБОТА все, що стосується житлово комуналь
них проблем і надзвичайних ситуацій,
ВАЖКИЙ ХЛІБ ЛЕГКОЇ ПРОМИСЛОВОСТІ питань обліку і розподілу житла, транс
порту і зв’язку, найкомпетентнішу в цій
сфері Рівного людину – заступника
У природі літо почалось, а в «Одягайка» воно вже закінчилось. Цими днями наш міського голови Олексія Хмилецького.
кореспондент побувала в цехах рівненського підприємства, яке шиє дитячий і Запитання можна задавати щодня до
підлітковий одяг під відомою торговою маркою «Одягайко», і помітила, що тут уже наступного четверга в робочий час за
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колекції давно перекочували з цехів на прилавки крамниць. 45 40 00, чи залишити їх на сайті нашої
с. 2 газети 7d.rv.ua.