The document discusses effective strategies for reading and learning from textbooks. It recommends writing while reading to focus attention, test understanding, and facilitate recall. It also suggests using textbook features like chapter outlines and summaries. Effective learning strategies include periodic review, organizing ideas, associating concepts, and using visuals or mnemonics. Selective reading, understanding goals, and adjusting speed are presented as ways to determine important information from textbooks.
The document is a chapter from a textbook about reading and evaluating visuals such as graphs, charts, and pictures. It discusses how visuals can consolidate and display information in an easy to read format. It provides strategies for interpreting visuals, such as reading the title and legend, identifying patterns, and determining the scale. The chapter also covers integrating visuals with text, critically analyzing visuals, and different types of visuals like photographs, maps, and graphs.
This document discusses strategies for active reading presented in Chapter 1 of the textbook "In Concert: An Integrated Reading and Writing Approach". It outlines six main goals for active reading: 1) read actively, 2) preview before reading, 3) form guide questions, 4) develop strategies for understanding text, 5) build vocabulary through reading, and 6) think critically. For each goal, effective strategies are presented such as taking notes, creating an idea map, determining the meaning of unknown words, and questioning an author's perspective. Sample review questions are also provided to test comprehension of the reading strategies.
The document is a PowerPoint presentation about the writing process from a textbook on reading and writing. It outlines the five steps of the writing process as generating ideas, planning and organizing, writing a first draft, revising, and proofreading. For each step, it provides techniques and tips, such as brainstorming and outlining for developing ideas, using peer review for revision, and checking for grammar, spelling and punctuation in proofreading. It emphasizes considering the audience and purpose in writing.
The document discusses strategies for revising paragraphs, including examining ideas by rereading, making major changes to sentences and ideas, and adding, deleting, and rearranging ideas. It recommends reading the paragraph three times - once to examine content, again to evaluate effectiveness, and again to check for correctness. Additional strategies include creating an idea map to reexamine ideas and checking for common errors in areas like grammar, spelling, and punctuation.
This document provides instructions for a 15-minute paired tutorial on the topic of big data. It outlines the general structure of the tutorial, which includes connecting to the topic through warm-up questions, participating in a critical thinking activity by discussing claims or concerns about big data, and being evaluated based on speaking criteria like fluency, coherence, and explaining opinions without reading from a script.
This document provides guidance for students on writing a summary. It begins by highlighting videos that students can watch to learn techniques for sentence structure, paraphrasing, and noun phrases which will help with summary writing. It then defines the key criteria for a good summary as being complete, concise, clear, and creative. Additional features that can be included in a summary are also listed. The process of writing a summary is outlined as reading the text, annotating it, taking notes, and then writing the summary in paragraph form. Students are provided instructions to practice the summary writing process with sample texts. Guidelines are also given for an assessed summary writing task, including word count, formatting, and marking criteria.
This document provides an overview and schedule for Week 1 of the Aberdeen 2040 course. It outlines the expected workload of around 20 hours per week and assignments due each day. Students are instructed to complete self-study materials from the Oxford EAP textbook and prepare for seminars on topics like taking part in discussions, asking questions, and answering questions. The purpose of questions in seminars is also briefly explained as understanding ideas, highlighting flaws, and developing critical thinking.
The document discusses different types of teaching and learning situations at the University of Aberdeen. It describes seminars as taking place in small groups where the emphasis is on discussion, sharing ideas, and evaluating concepts. Lectures are defined as occurring in large groups where students mainly listen to an explanation of ideas. Tutorials involve one-on-one meetings between a lecturer and student to provide feedback and clarify understanding. The document also addresses common concerns students have about participating in discussions and provides tips for overcoming them. It emphasizes the importance of asking questions in seminars to further understanding.
The document is a chapter from a textbook about reading and evaluating visuals such as graphs, charts, and pictures. It discusses how visuals can consolidate and display information in an easy to read format. It provides strategies for interpreting visuals, such as reading the title and legend, identifying patterns, and determining the scale. The chapter also covers integrating visuals with text, critically analyzing visuals, and different types of visuals like photographs, maps, and graphs.
This document discusses strategies for active reading presented in Chapter 1 of the textbook "In Concert: An Integrated Reading and Writing Approach". It outlines six main goals for active reading: 1) read actively, 2) preview before reading, 3) form guide questions, 4) develop strategies for understanding text, 5) build vocabulary through reading, and 6) think critically. For each goal, effective strategies are presented such as taking notes, creating an idea map, determining the meaning of unknown words, and questioning an author's perspective. Sample review questions are also provided to test comprehension of the reading strategies.
The document is a PowerPoint presentation about the writing process from a textbook on reading and writing. It outlines the five steps of the writing process as generating ideas, planning and organizing, writing a first draft, revising, and proofreading. For each step, it provides techniques and tips, such as brainstorming and outlining for developing ideas, using peer review for revision, and checking for grammar, spelling and punctuation in proofreading. It emphasizes considering the audience and purpose in writing.
The document discusses strategies for revising paragraphs, including examining ideas by rereading, making major changes to sentences and ideas, and adding, deleting, and rearranging ideas. It recommends reading the paragraph three times - once to examine content, again to evaluate effectiveness, and again to check for correctness. Additional strategies include creating an idea map to reexamine ideas and checking for common errors in areas like grammar, spelling, and punctuation.
This document provides instructions for a 15-minute paired tutorial on the topic of big data. It outlines the general structure of the tutorial, which includes connecting to the topic through warm-up questions, participating in a critical thinking activity by discussing claims or concerns about big data, and being evaluated based on speaking criteria like fluency, coherence, and explaining opinions without reading from a script.
This document provides guidance for students on writing a summary. It begins by highlighting videos that students can watch to learn techniques for sentence structure, paraphrasing, and noun phrases which will help with summary writing. It then defines the key criteria for a good summary as being complete, concise, clear, and creative. Additional features that can be included in a summary are also listed. The process of writing a summary is outlined as reading the text, annotating it, taking notes, and then writing the summary in paragraph form. Students are provided instructions to practice the summary writing process with sample texts. Guidelines are also given for an assessed summary writing task, including word count, formatting, and marking criteria.
This document provides an overview and schedule for Week 1 of the Aberdeen 2040 course. It outlines the expected workload of around 20 hours per week and assignments due each day. Students are instructed to complete self-study materials from the Oxford EAP textbook and prepare for seminars on topics like taking part in discussions, asking questions, and answering questions. The purpose of questions in seminars is also briefly explained as understanding ideas, highlighting flaws, and developing critical thinking.
The document discusses different types of teaching and learning situations at the University of Aberdeen. It describes seminars as taking place in small groups where the emphasis is on discussion, sharing ideas, and evaluating concepts. Lectures are defined as occurring in large groups where students mainly listen to an explanation of ideas. Tutorials involve one-on-one meetings between a lecturer and student to provide feedback and clarify understanding. The document also addresses common concerns students have about participating in discussions and provides tips for overcoming them. It emphasizes the importance of asking questions in seminars to further understanding.
The document is a PowerPoint presentation about organizing paragraphs. It discusses five common patterns of organization: chronological order, process, narration, description, and example. It provides details on how time sequence relates to chronological order, process and narration. Description is defined as using language that appeals to the senses. Examples should clearly connect to the main point. The presentation includes review questions to test the understanding of patterns of organization.
The document is a PowerPoint presentation about organizing paragraphs using different patterns such as definition, classification, comparison and contrast, and cause and effect. It provides examples and tips for writing paragraphs using each organizational pattern, and reviews key terms and concepts. The presentation concludes with review questions to test understanding of the different patterns.
This document provides guidance and materials for a seminar on how social media impacts behavior and consumer choices. It discusses the importance of using assigned readings to inform ideas and asking questions to check understanding or request examples and reasons. Students are instructed to find examples from their research on the topic to contribute to the upcoming seminar discussion. The reading materials evaluate three models of media effects: the media-effects model where audiences are passive; the active-audience model where media can change beliefs; and the media-themes model that takes a middle approach.
The document outlines seminars focusing on different models of media effects and influence, how to ask clarifying, defining, and reasoning questions, and discussing the impact of social media on behavior and consumer choices. Participants are encouraged to support their views with evidence, check their understanding, and include all participants in discussions.
This document outlines the schedule and requirements for upcoming presentations and tutorials for Week 4 and Week 5 of the Aberdeen 2040 program. In Week 4, students will participate in paired tutorials to discuss their disruptive innovations and receive feedback based on assessment criteria. In Week 5, students will present on a disruptive innovation in their field of study in a 5-minute presentation accompanied by 5-8 slides. The document provides guidance on structuring the presentation, using signposting language, and using voice effectively. It also encourages students to choose presentation topics and watch example videos in preparation.
This document provides an agenda and instructions for a peer review session for revising essay drafts. It explains that students should have three copies of their draft and a peer review worksheet. Students will work in groups of three, taking turns reading their essays aloud while others follow along and circle errors. The readers will then evaluate the essays based on a list of 12 questions about organization, thesis, examples, comparisons, and formatting. The goal is for writers to improve their papers through revision feedback rather than direct editing.
Using past papers of the Cambridge FCE, this presentation demonstrates ways to take tasks in exam format and use them creatively to produce interesting and motivating lessons. The lessons are useful both as specific ideas that can be adopted for re-use, and as general examples of an approach.
For reading, we firstly look at a series of activities designed to help the student engage with the topic of the exam task while pre-teaching some essential vocabulary. We then suggest ideas for promoting both top-down and bottom-up approaches to reading comprehension.
For writing tasks, we firstly demonstrate a topic-based approach, where the teacher begins with a discussion of the topic and introduces relevant vocabulary before linking this to the writing task. The other approach which we illustrate begins with an examination of the features of some of the genres which FCE candidates are required to produce, before drafting an outline for a text in one of these genres.
In a sample lesson preparing for the Use of English paper, the approach to the activity starts out by treating it as a reading lesson, although this is eventually an exercise in lexico-grammar.
Finally, we demonstrate an approach to listening tasks which includes pre-listening activities to make the topic more accessible, and video in place of audio recordings to make the task more realistic.
The document discusses two reading comprehension strategies: SQ3R and ERRQ. SQ3R is a 5-step method of Survey, Question, Read, Recite, and Review to actively read textbooks. ERRQ is a 4-step method of Estimate, Read, Respond, and Question where students estimate how much they can read with understanding, read, respond by forming questions or reactions, and generate questions about the text. Both methods aim to improve comprehension, retention, and preparation for exams.
This document outlines strategies for effective reading of non-fiction texts. It discusses strategies that can be used before, during, and after reading. Before reading, activating prior knowledge, previewing the text, setting a purpose, identifying difficult words, and using the A.C.T strategy of asking questions, connecting to prior knowledge, and noting questions can help prepare the reader. During reading, the reader should visualize, connect to other information, question, summarize, and make inferences. After reading, the reader should review, summarize key points, reflect on how well the purpose was met, evaluate the text, and remember the main ideas.
This document provides information about a reading intervention program for the 2020-2021 school year taught by Ms. Torregano. The intervention aims to improve students' reading fluency, comprehension, accuracy, and writing related to reading. Students will be assessed to determine their reading level and engage with texts from various sources. The document outlines expectations for students at different reading levels, from pre-readers just learning letters to fluent readers focusing on higher-level comprehension skills. The overall goals are for students to improve their reading skills and work hard to progress to more advanced levels.
Paired tutorial 1 week 1 technology + the individualSusanCaie
This document provides instructions for a 15 minute tutorial focusing on technology and the individual. The tutorial involves discussing in pairs the advantages and disadvantages of teamwork versus individual work, applying the concept of the "ripple effect" to the development of the internet, and examining the pros and cons of different methods for collecting customer feedback to develop new technology. Finally, participants are asked to explain how technology has changed how individuals, organizations, and companies communicate, work, socialize, and conduct business.
The document discusses ways to improve student engagement with feedback by implementing Dedicated Improvement and Reflection Time (DIRT). It notes that current marking practices do not facilitate engagement as feedback is often provided too long after work is completed. It recommends using DIRT to have students reflect on targets, answer questions to show understanding, and improve work based on feedback. DIRT time should be structured, personalized, and allow students to enhance their work before moving on to new assessments.
This document provides guidance for a seminar skills week focusing on leadership. It includes discussions of defining leadership, important leadership elements and examples. Students are asked to consider leadership qualities and skills in breakout groups. Two case studies on Tesco and Enterprise are provided for groups to analyze and present on the key elements of leadership shown. Details are also given for an assessed seminar the following week on disruptive businesses, asking students to evaluate Uber, AirBnB and Netflix in this respect. Groups will prepare by summarizing information from one case study each and then discuss characteristics of disruptive innovation.
(Re)Writing History: Scoring GED Social Studies Test Extended ResponsesMeagen Farrell
Presented at VAILL 2014 in Radford, Virginia. Explanation of scoring with practice to prepare your students to write an extended response on the GED Social Studies Test.
This rubric provides criteria for assessing students' journal responses, including writing in complete sentences, answering questions with multiple sentences, and responding through self-questioning, retelling, predicting, or assuming a character's role. Students will also be evaluated on clearly expressing their experiences and opinions, as well as working with peers to develop combined responses. Scores range from excellent to poor based on error levels and understanding demonstrated.
1. The document introduces Eli, a peer review tool that allows teachers to assign writing activities, collect student drafts and reviews, and analyze review data.
2. Research shows that routinely engaging in revision is associated with better writing performance, yet students do not often revise without explicit instruction. Eli aims to provide more opportunities for review and revision cycles.
3. The document demonstrates how Eli can be used by assigning a sample writing and review activity, and discusses the types of responses - criteria matching, scaled items, and comments - that Eli allows teachers to incorporate into reviews.
This document contains a self-audit to assess a reader's approach to studying based on their responses to various questions. It distinguishes between a surface approach, where the goal is to remember facts and figures, versus a deep approach, where the goal is critical thinking and understanding in context. The document suggests ways to improve reading efficiency, interaction with text, and critical reading skills based on the number of questions answered affirmatively. It provides an example of eye movements during skimming text.
This document contains a rubric for assessing students on the strategies of reciprocal teaching: predicting, questioning, clarifying, and summarizing. It provides descriptors for scores of 4, 3, 2, and 1 for each strategy. For a score of 4, the student consistently demonstrates strong use of the strategy, such as using evidence to adjust predictions. A score of 3 indicates the student sometimes demonstrates the strategy well. A score of 2 means the student rarely uses the strategy well. A score of 1 means the student does not use the strategy. The rubric is intended to guide student-teacher conferences on reciprocal teaching goals and performance.
This document is a PowerPoint presentation about reading, planning, and organizing essays. It discusses the components of an essay, strategies for reading essays effectively, choosing topics, generating ideas, planning essays, and organizing essays. The presentation provides tips on highlighting and annotating while reading, determining an author's purpose and qualifications, applying classroom skills to topics, using outlining and mapping to plan, and choosing a formal tone and pattern of organization.
Below are key learning habits for successful revision:
1. Reflectiveness - Planning revision in advance, monitoring progress, and distilling lessons learned. This includes creating a revision plan and schedule, reviewing comments, catching up on missed work, and creating revision notes and mini-tests.
2. Resourcefulness - Making good use of available resources like revision help, completed worksheets, and checklists.
3. Resilience - Managing distractions by reducing interruptions from phones, emails, music, and taking short breaks every 20 minutes to remain focused.
This document discusses reading and writing essays with multiple patterns of organization. It defines a multi-pattern essay as one that uses more than one pattern of organization. It provides tips for identifying primary and secondary patterns in readings and sample essays. Common secondary patterns include examples, definitions, and descriptions. The document also provides guidance on choosing primary patterns, using secondary patterns, planning a multi-pattern essay, and writing introductions, body paragraphs, and conclusions that incorporate multiple patterns of organization.
The document is a PowerPoint presentation about organizing paragraphs. It discusses five common patterns of organization: chronological order, process, narration, description, and example. It provides details on how time sequence relates to chronological order, process and narration. Description is defined as using language that appeals to the senses. Examples should clearly connect to the main point. The presentation includes review questions to test the understanding of patterns of organization.
The document is a PowerPoint presentation about organizing paragraphs using different patterns such as definition, classification, comparison and contrast, and cause and effect. It provides examples and tips for writing paragraphs using each organizational pattern, and reviews key terms and concepts. The presentation concludes with review questions to test understanding of the different patterns.
This document provides guidance and materials for a seminar on how social media impacts behavior and consumer choices. It discusses the importance of using assigned readings to inform ideas and asking questions to check understanding or request examples and reasons. Students are instructed to find examples from their research on the topic to contribute to the upcoming seminar discussion. The reading materials evaluate three models of media effects: the media-effects model where audiences are passive; the active-audience model where media can change beliefs; and the media-themes model that takes a middle approach.
The document outlines seminars focusing on different models of media effects and influence, how to ask clarifying, defining, and reasoning questions, and discussing the impact of social media on behavior and consumer choices. Participants are encouraged to support their views with evidence, check their understanding, and include all participants in discussions.
This document outlines the schedule and requirements for upcoming presentations and tutorials for Week 4 and Week 5 of the Aberdeen 2040 program. In Week 4, students will participate in paired tutorials to discuss their disruptive innovations and receive feedback based on assessment criteria. In Week 5, students will present on a disruptive innovation in their field of study in a 5-minute presentation accompanied by 5-8 slides. The document provides guidance on structuring the presentation, using signposting language, and using voice effectively. It also encourages students to choose presentation topics and watch example videos in preparation.
This document provides an agenda and instructions for a peer review session for revising essay drafts. It explains that students should have three copies of their draft and a peer review worksheet. Students will work in groups of three, taking turns reading their essays aloud while others follow along and circle errors. The readers will then evaluate the essays based on a list of 12 questions about organization, thesis, examples, comparisons, and formatting. The goal is for writers to improve their papers through revision feedback rather than direct editing.
Using past papers of the Cambridge FCE, this presentation demonstrates ways to take tasks in exam format and use them creatively to produce interesting and motivating lessons. The lessons are useful both as specific ideas that can be adopted for re-use, and as general examples of an approach.
For reading, we firstly look at a series of activities designed to help the student engage with the topic of the exam task while pre-teaching some essential vocabulary. We then suggest ideas for promoting both top-down and bottom-up approaches to reading comprehension.
For writing tasks, we firstly demonstrate a topic-based approach, where the teacher begins with a discussion of the topic and introduces relevant vocabulary before linking this to the writing task. The other approach which we illustrate begins with an examination of the features of some of the genres which FCE candidates are required to produce, before drafting an outline for a text in one of these genres.
In a sample lesson preparing for the Use of English paper, the approach to the activity starts out by treating it as a reading lesson, although this is eventually an exercise in lexico-grammar.
Finally, we demonstrate an approach to listening tasks which includes pre-listening activities to make the topic more accessible, and video in place of audio recordings to make the task more realistic.
The document discusses two reading comprehension strategies: SQ3R and ERRQ. SQ3R is a 5-step method of Survey, Question, Read, Recite, and Review to actively read textbooks. ERRQ is a 4-step method of Estimate, Read, Respond, and Question where students estimate how much they can read with understanding, read, respond by forming questions or reactions, and generate questions about the text. Both methods aim to improve comprehension, retention, and preparation for exams.
This document outlines strategies for effective reading of non-fiction texts. It discusses strategies that can be used before, during, and after reading. Before reading, activating prior knowledge, previewing the text, setting a purpose, identifying difficult words, and using the A.C.T strategy of asking questions, connecting to prior knowledge, and noting questions can help prepare the reader. During reading, the reader should visualize, connect to other information, question, summarize, and make inferences. After reading, the reader should review, summarize key points, reflect on how well the purpose was met, evaluate the text, and remember the main ideas.
This document provides information about a reading intervention program for the 2020-2021 school year taught by Ms. Torregano. The intervention aims to improve students' reading fluency, comprehension, accuracy, and writing related to reading. Students will be assessed to determine their reading level and engage with texts from various sources. The document outlines expectations for students at different reading levels, from pre-readers just learning letters to fluent readers focusing on higher-level comprehension skills. The overall goals are for students to improve their reading skills and work hard to progress to more advanced levels.
Paired tutorial 1 week 1 technology + the individualSusanCaie
This document provides instructions for a 15 minute tutorial focusing on technology and the individual. The tutorial involves discussing in pairs the advantages and disadvantages of teamwork versus individual work, applying the concept of the "ripple effect" to the development of the internet, and examining the pros and cons of different methods for collecting customer feedback to develop new technology. Finally, participants are asked to explain how technology has changed how individuals, organizations, and companies communicate, work, socialize, and conduct business.
The document discusses ways to improve student engagement with feedback by implementing Dedicated Improvement and Reflection Time (DIRT). It notes that current marking practices do not facilitate engagement as feedback is often provided too long after work is completed. It recommends using DIRT to have students reflect on targets, answer questions to show understanding, and improve work based on feedback. DIRT time should be structured, personalized, and allow students to enhance their work before moving on to new assessments.
This document provides guidance for a seminar skills week focusing on leadership. It includes discussions of defining leadership, important leadership elements and examples. Students are asked to consider leadership qualities and skills in breakout groups. Two case studies on Tesco and Enterprise are provided for groups to analyze and present on the key elements of leadership shown. Details are also given for an assessed seminar the following week on disruptive businesses, asking students to evaluate Uber, AirBnB and Netflix in this respect. Groups will prepare by summarizing information from one case study each and then discuss characteristics of disruptive innovation.
(Re)Writing History: Scoring GED Social Studies Test Extended ResponsesMeagen Farrell
Presented at VAILL 2014 in Radford, Virginia. Explanation of scoring with practice to prepare your students to write an extended response on the GED Social Studies Test.
This rubric provides criteria for assessing students' journal responses, including writing in complete sentences, answering questions with multiple sentences, and responding through self-questioning, retelling, predicting, or assuming a character's role. Students will also be evaluated on clearly expressing their experiences and opinions, as well as working with peers to develop combined responses. Scores range from excellent to poor based on error levels and understanding demonstrated.
1. The document introduces Eli, a peer review tool that allows teachers to assign writing activities, collect student drafts and reviews, and analyze review data.
2. Research shows that routinely engaging in revision is associated with better writing performance, yet students do not often revise without explicit instruction. Eli aims to provide more opportunities for review and revision cycles.
3. The document demonstrates how Eli can be used by assigning a sample writing and review activity, and discusses the types of responses - criteria matching, scaled items, and comments - that Eli allows teachers to incorporate into reviews.
This document contains a self-audit to assess a reader's approach to studying based on their responses to various questions. It distinguishes between a surface approach, where the goal is to remember facts and figures, versus a deep approach, where the goal is critical thinking and understanding in context. The document suggests ways to improve reading efficiency, interaction with text, and critical reading skills based on the number of questions answered affirmatively. It provides an example of eye movements during skimming text.
This document contains a rubric for assessing students on the strategies of reciprocal teaching: predicting, questioning, clarifying, and summarizing. It provides descriptors for scores of 4, 3, 2, and 1 for each strategy. For a score of 4, the student consistently demonstrates strong use of the strategy, such as using evidence to adjust predictions. A score of 3 indicates the student sometimes demonstrates the strategy well. A score of 2 means the student rarely uses the strategy well. A score of 1 means the student does not use the strategy. The rubric is intended to guide student-teacher conferences on reciprocal teaching goals and performance.
This document is a PowerPoint presentation about reading, planning, and organizing essays. It discusses the components of an essay, strategies for reading essays effectively, choosing topics, generating ideas, planning essays, and organizing essays. The presentation provides tips on highlighting and annotating while reading, determining an author's purpose and qualifications, applying classroom skills to topics, using outlining and mapping to plan, and choosing a formal tone and pattern of organization.
Below are key learning habits for successful revision:
1. Reflectiveness - Planning revision in advance, monitoring progress, and distilling lessons learned. This includes creating a revision plan and schedule, reviewing comments, catching up on missed work, and creating revision notes and mini-tests.
2. Resourcefulness - Making good use of available resources like revision help, completed worksheets, and checklists.
3. Resilience - Managing distractions by reducing interruptions from phones, emails, music, and taking short breaks every 20 minutes to remain focused.
This document discusses reading and writing essays with multiple patterns of organization. It defines a multi-pattern essay as one that uses more than one pattern of organization. It provides tips for identifying primary and secondary patterns in readings and sample essays. Common secondary patterns include examples, definitions, and descriptions. The document also provides guidance on choosing primary patterns, using secondary patterns, planning a multi-pattern essay, and writing introductions, body paragraphs, and conclusions that incorporate multiple patterns of organization.
The document is a PowerPoint presentation about chapter 6 from the book "In Concert: An Integrated Reading and Writing Approach" by Kathleen T. McWhorter. The PowerPoint covers topics like supporting details, transitions, implied main ideas, and strategies for identifying the implied main idea of a paragraph. It provides examples and review questions to help readers understand these key concepts for reading and writing paragraphs.
The document provides guidance on how to take Cornell notes, including:
- Setting up Cornell notes with headings, dates, and sections for questions and notes
- Taking sequential or simultaneous notes during lectures
- Adding questions to the note-taking process to encourage critical thinking
- Writing a summary of the key points after class to reinforce learning
The document discusses lesson planning and its key components. It emphasizes that a good lesson plan should have clear objectives aligned with Bloom's Taxonomy, effective strategies and techniques, and proper timing. It also stresses that good planning keeps students and teachers on track, helps achieve objectives, and enhances student achievement, while poor planning can lead to frustration and a waste of time. Finally, it provides a template for a comprehensive lesson plan that includes objectives, materials, procedures, wrap-up, and evaluation.
The document discusses SMART goals and how to write them. It explains that SMART is an acronym that stands for Specific, Measurable, Attainable, Relevant, and Time-Based. It provides guidance on how to make goals specific, measurable, attainable, relevant, and time-based. It recommends starting with the 5 W questions - what, when, who, why, where - to make a goal specific. It suggests adding numbers or metrics to make a goal measurable and considering strategies and tools to make a goal attainable. A goal should be reasonable and declare the desired final result to be relevant. A rational timeline is needed to make a goal time-based.
This document provides tips and techniques for effective exam revision, including:
1. Using index cards, mind maps, notes, and visual materials to organize key concepts. Active study methods like teaching others and regular review are emphasized.
2. Developing a study schedule well in advance, balancing subjects, and leaving time for a review period before exams.
3. Using past exams and sample questions to practice constructing outlines and "perfect answers".
4. Maintaining health, rest, and breaks during the revision period to reduce stress and maximize focus. Regular review of topics is critical for long-term retention.
This document provides an overview of study skills and strategies for effective learning. It discusses learning theories including behaviourism and cognitive approaches. Different learning styles such as visual, auditory and kinesthetic are described. Successful learning techniques involve practice, trial and error, repetition and experimentation. Effective study strategies include identifying assignment requirements, setting goals, finding links between concepts, working with others, and using note taking methods like mind maps, the Cornell method and SQ3R for readings. Time management is also important. The document recommends developing a study plan and learning journal to apply these techniques.
The document discusses peer feedback in writing classes. It provides an overview of peer feedback, outlining its pros and cons. It then describes different forms peer feedback can take, such as commenting on drafts in groups or exchanging completed drafts. The document also discusses how to train students to effectively provide peer feedback, including focusing on clarity, interest, and accuracy. Students should be taught to ask questions, identify the main idea, and offer suggestions for improvement. Finally, the document summarizes that peer feedback can help writers, but students may need training to learn how to properly respond to and incorporate feedback.
The document discusses strategies for teaching writing to adolescents through inductive and scaffolded methods. It describes using writing frames, jigsaw activities, and double entry journals to provide structure and support for students as they learn and demonstrate their understanding through writing. These strategies aim to increase rigor, relevance, engagement and differentiation for diverse learners.
The document outlines the agenda and materials for a "Train the Trainer" workshop. The workshop will cover principles of training, how to conduct classroom presentations, instructional methods, developing lesson plans, and evaluating training. It provides an in-depth look at how to identify training needs, establish objectives, develop lesson plans, conduct training sessions, and evaluate programs. Key aspects of effective instruction such as preparing, engaging learners, and checking for understanding are also addressed.
This document discusses classroom assessment strategies. It begins by outlining the purpose of assessment as monitoring and evaluating student learning. Various types of assessment are described, including formative assessment through observations and questioning, and summative assessment using exams and report cards. Examples of assignments and tests in different skill areas like speaking, writing, and grammar are provided. The role of assignments and tests in linking learning and allowing student self-assessment is explained. Specific assessment strategies are then outlined, such as using learning logs, wall posters, and exit slips to check understanding. Rubrics are also discussed as a tool for assessment of learning. The document concludes with an activity asking students to design an assessment strategy and assignments/tests for a given classroom scenario
This document is a PowerPoint presentation about drafting and revising essays. It discusses strategies for writing a draft, including referring to tips in the textbook. While drafting, reading can help writers stay on topic and recognize repetition or organizational errors. The presentation provides guidance on writing thesis statements, using evidence, employing transitions, crafting introductions/conclusions, and revising through critical thinking. It emphasizes editing for errors and ensuring proper formatting. Review questions assess comprehension of the key points.
The document discusses guidelines for constructing traditional tests, including choosing a test format, categories of tests, and how to construct items for multiple choice, true/false, matching, short answer, and essay tests. It provides examples of assessment plans that identify learning outcomes, topics, and appropriate test types. The document instructs to develop a sample three-part test by identifying learning outcomes, cognitive skills, suitable format, and test specifications.
Final part covering Models and Practices underpinning Learning and Teaching. First given as an overview in preparation for developing our Learning and Teaching Principles.
1. The document outlines a lesson plan for teaching study skills needed to succeed in Senior High School. It covers topics like note-taking, time management, critical reading, avoiding plagiarism, and test preparation.
2. The lesson plan provides learning objectives, content, resources and procedures for teaching various study skills over multiple sessions. Sample sessions discuss the Cornell note-taking method and SQ3R reading strategy.
3. The plan includes establishing learning objectives, presenting examples, discussing concepts, and practicing skills like note-taking. It aims to help students develop essential study habits and competencies for academic success.
This document discusses effective note-taking strategies for college students. It emphasizes the importance of note-taking for paying attention, concentrating, understanding lessons, and preparing for exams. Some key note-taking strategies include listening attentively, writing only important points, using headings and numbering systems to organize ideas, using abbreviations, leaving space, and taking notes on one side of the paper only. The outline method is highlighted as a popular and organized way to take notes.
The document provides information about the Strategic Teaching framework. It defines strategic teaching as using a variety of literacy strategies to maximize student understanding and retention of content. It discusses how strategic teaching incorporates before, during, and after reading strategies as well as vocabulary development and writing strategies. The document also outlines the five components of a strategic lesson and provides examples of literacy strategies teachers can use to promote student engagement.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. In Concert:
An Integrated Reading and Writing Approach
by Kathleen T. McWhorter
Part One:
Introduction to Reading and Writing
Chapter 3:
Reading and Learning From Textbooks
PowerPoint by Sarah Gilliam, Instructor of English
Mountain Empire Community College
2. Chapter 3: Reading and Learning from Textbooks
Copyright 2014 by Pearson Education, Inc. All rights reserved.
3. Why should I write when I read or study?
1. Writing focuses your attention
2. Writing forces you to think
3. Writing tests your understanding
4. Writing facilitates recall
Copyright 2014 by Pearson Education, Inc. All rights reserved.
4. Textbooks are really long!
How do I learn all of that information?
Helpful Tip:
Know the different parts of a textbook and
how to effectively use each of them.
Copyright 2014 by Pearson Education, Inc. All rights reserved.
5. Important Textbook Features
(see chart 3-1 on page 86)
Preface
Chapter Outlines, Objectives, Goals
Pictures and Graphics
Review Questions or Problems
Chapter Summary
Chapter Review Test or Quiz
Copyright 2014 by Pearson Education, Inc. All rights reserved.
7. How do I remember what I study?
Helpful Tip: Find a learning/recall
strategy that works for you.
What are some effective learning
and recall strategies?
Copyright 2014 by Pearson Education, Inc. All rights reserved.
8. • Immediate Review
• Periodic Review
• Final Review
• Building an Intent to Remember
• Organizing and Categorizing
• Associating Ideas
• Using Various Sensory Modes
• Visualizing
• Using Mnemonic Devices
Copyright 2014 by Pearson Education, Inc. All rights reserved.
9. How do I organize what I need to learn?
• Highlight
• Annotate
• Map
• Outline
• Paraphrase
• Summarize
Copyright 2014 by Pearson Education, Inc. All rights reserved.
10. How do I know what information
to use from the textbook?
• Practice selective reading
• Understand the goal of what you’re reading
• Adjust your reading speed to match the task
• Read the “fine print”
Copyright 2014 by Pearson Education, Inc. All rights reserved.
11. Goal 1: Use Writing as a Learning Tool
Review Questions
Which of the following is NOT a reason for using
writing as learning tool?
A. Writing facilitates memorization
B. Writing tests your understanding
C. Writing focuses your attention
D. Writing forces you to think
12. Goal 1: Use Writing as a Learning Tool
Review Questions
Which of the following is NOT a reason for using
writing as learning tool?
A. Writing facilitates memorization
B. Writing tests your understanding
C. Writing focuses your attention
D. Writing forces you to think
13. Goal 2: Use Strategies for Reading Textbooks
Review Questions
Which of the following are important sections
of a textbook?
A. Chapter Test
B. Charts
C. Discussion Questions
D. Chapter Goals and Outlines
E. All of the above
14. Goal 2: Use Strategies for Reading Textbooks
Review Questions
Which of the following are important sections
of a textbook?
A. Chapter Test
B. Charts
C. Discussion Questions
D. Chapter Goals and Outlines
E. All of the above
15. Goal 3: Use the SQ3R System
Review Questions
The 3 R’s in the SQ3R system stand for:
A. Read, Recite, Remember
B. Read, Review, Retain
C. Read, Recite, Review
D. Read, Remember, Repeat
16. Goal 3: Use the SQ3R System
Review Questions
The 3 R’s in the SQ3R system stand for:
A. Read, Recite, Remember
B. Read, Review, Retain
C. Read, Recite, Review
D. Read, Remember, Repeat
17. Goal 4: Use Learning and Recall Strategies
Review Questions
True or False:
Rhymes and acronyms are examples of mnemonic
devices.
True or False:
Immediate Review means reviewing the material
right before an exam or test.
18. Goal 4: Use Learning and Recall Strategies
Review Questions
True or False:
True: Rhymes and acronyms are examples of mnemonic
devices.
True or False:
False: Immediate Review means reviewing the material right
before an exam or test.
19. Goal 5: Select and Organize What to Learn
Review Questions
Which of the following is NOT a strategy for selecting
and organizing what to learn from a textbook?
A.
B.
C.
D.
Mapping
Annotating
Paraphrasing
Rereading the selection
20. Goal 5: Select and Organize What to Learn
Review Questions
Which of the following is NOT an effective strategy for
selecting and organizing what to learn from a textbook?
A.
B.
C.
D.
Mapping
Annotating
Paraphrasing
Rereading the selection
21. Goal 6: Thinking Critically About
Information in Textbooks
Review Questions
True or False:
Reading through information quickly is an effective
strategy for critical thinking.
True or False:
Reading the “fine print” or smaller text in important
paperwork is necessary to understand the material.
22. Goal 6: Thinking Critically About
Information in Textbooks
Review Questions
True or False:
False: Reading through information quickly is an effective
strategy for critical thinking.
True or False:
True: Reading the “fine print” or smaller text in important
paperwork is necessary to understand the material.
Editor's Notes
In college, you must learn information from your textbooks. Simply rereading the book to learn it is NOT an effective strategy. Writing during or after reading is an effective strategy to learn the material.Writing focuses your attention because writing about something as you read it keeps your attention on the topic at hand.Writing forces you to think. Highlighting or taking notes forces you to decide what information is important and understand relationships and connections.Writing tests your understanding. If you can read a passage and then write about it in your own words, you have an understanding of the material. If you do not understand it, you will be at a loss for words.Writing facilitates recall. Writing is a form of elaboration, which means to expand your thoughts on the material by making associations, connections, seeing relationships, and applying what you have learned.
Most textbooks are written by experienced college professors. They understand the subject matter and the students. These authors know how to explain topics so they are understandable to students. Table 3-1 on page 86 of In Concert explains some of the different parts of textbooks and how to use them.
On this slide are just a few of the important features of textbooks. Refer to the chart on page 86 for an understanding of how to use these and other textbook features.Examples:Preface: Explains how the book is organized and what it contains.Chapter Outlines, Objectives, Goals: Read to find out what a chapter is about and use later to test yourself to see if you can recall the main points.Pictures and Graphics: Determine their purpose (what is important about them). Take notes about them and try to re-create the visuals later without referring back to them.Review Questions/Problems: Read them before reading the chapter so you know what is important to learn. Use them after reading the chapter to test your knowledge.Chapter Summary: Test yourself by turning the summary statements into questions using who, what, where, when, why, and how.Chapter Test/Quiz: Use this to prepare for the exam and pay extra attention to the parts you get wrong.Activity:Using chart 3-1 on page 86, make notes on which of these features you see in In Concert. Which do you think will be the most helpful and why? (Can use this as a 5-10 minute journal activity or preface to a class discussion on the topic).
The SQ3R system helps you to integrate reading with learning rather than reading now and studying for a test later. Using this system will help strengthen comprehension and retain more of what is read. You may have to practice with the system a few times before you get the hang of it.Survey: Become familiar with the material’s content and organization using the previewing steps from page 15 of Chapter One.Question: Ask questions about the material as you read. Turn the headings of each section into a question.Read: As you read, search for answers to your guide questions. When you find the answers, highlight or mark the sections that clearly state the information.Recite: After each major section or heading, stop reading. Look away from the material and try to remember the answer to your question. If you cannot remember, refer back to the reading. Test yourself again by looking away from the page and reciting the material.Review: When you finish reading, go back through the material and read the headings and the summaries. As you read each heading, try to recall your question and test yourself to see if you remember the answer. If you cannot remember, reread that section. Do this until you are satisfied you understand the material. Then, move on to higher level thinking—questions that involve analysis and applying the material.Activity:Apply the SQ3R system to a chapter in the textbook. Have students write the questions on a sheet of paper to turn in, compare questions as a group activity, post them to a discussion board/thread online (they can comment on other classmates’ questions), or write them as a journal activity.
Pages 87–90 of your textbook describe effective strategies to help you remember what you’ve studied.(See next slide)
Pages 87–90 of your textbook describe effective strategies to help you remember what you’ve studied:Immediate review means reviewing information as soon as possible after you read or hear it, such as reviewing lecture notes after you take them.Periodic review means returning to previously learned information and reviewing it on a regular basis. For example, you may need to review a certain math formula from the first chapter to apply it to material in other chapters.Final review means a quick last check or review of material before a test or exam.Building an intent to remember: When reading an assignment, define as clearly as possible what you intend to learn or remember. What information is important or necessary for the test? What are the key ideas, and why did the author include them?Organizing and categorizing: Organizing information is to give it a kind of pattern or structure. Categorizing it means to arrange it in groups with similar characteristics (see example on page 89). This allows you to put similar ideas together, making them organized and easier to recall.Associating ideas means connecting the information you are reading with ideas or information you already know. Using a variety of sensory modes means applying the five senses (sight, touch, taste, smell, hearing) to the material you are learning. Highlight is a form of touch. Some students find repeating or hearing the information makes it easier to remember. Students who are visual learners may create idea maps or focus on pictures/graphs to retain the information.Visualizing means creating a visual depiction (such as comparative lists, idea maps, etc.) to help remember the information. Using mnemonic devices means to use memorization techniques or memory devices to remember information. Rhymes or acronyms are examples of mnemonic devices. The phrase “SQ3R” learned earlier in this chapter is a mnemonic device.Activity:Refer to Exercise 3-3 on page 90 of In Concert. Students are presented with five situations and must apply the correct strategy to each one. One way to do this would be to split the class in five groups and assign a question to each group. Have the students not only indicate which strategy they feel would be most effective, but also WHY they feel it would be the best choice. Answers may be done as a class discussion or as an online discussion activity.Other activity:Have students post an online discussion about which 2-3 strategies they find most effective and why. This is a good reflective activity.
Highlighting: Highlighting is identifying key pieces of information. Read a section of your text, and then go back and highlight the information you think is important. Highlight the important parts of topic sentences and any supporting details. Make sure you highlight enough information—but don’t overdo it. Highlighting too much means you are not focusing on the important ideas (see examples on pages 91-92).Annotate: Annotating is recording your thoughts about important pieces of information (like those you highlighted). In the margins of your text, you may record questions, examples, inconsistencies, disagreements, and judgments about the information (see examples on page 94).Map: We learned a bit about mapping in Chapter 1 with idea maps. Mapping is a visual way of organizing information. It involves creating diagrams to show how ideas are connected. Maps may be handwritten or computer generated. Maps identify the main topic and identify major ideas related to it. The map then connects supporting details to the major ideas (see pages 96-98 for examples of different maps).Outline: Outlining involves listing major and minor ideas and showing how they are related. Outlines follow the writer’s organization from beginning to end. They do not need a specific format, and you may use key words and phrases instead of complete sentences. Following the headings is a good way to structure an outline (see pages 99-102 for outline examples).Paraphrase: A paraphrase is a restatement in your own words of all the key points of a passage, paragraph, or section of a reading. It is a condensed rewording of the selection (see pages 102–104 for examples of paraphrasing).Summarize: A summary is a brief statement of the main points of the reading that is always shorter than the original reading itself. Unlike paraphrasing, it does not need to cover all of the key details. It briefly states the major points and ideas (see pages 105–108 for examples of summarizing).Activity: Break students into six groups. Provide them all the same passage. Ask each group to apply one of the listed techniques and teach it to the class. They can present it in the classroom, or this could be an activity that is posted online. This is a good way for the students to interact with the information cooperatively and teach it to each other.
Selective reading: Learn to skim the material to see what interests you, and read the material that does (college and work assignments are the exception to this rule).Understand the goal of what you’re reading: What is the purpose of the selection? To educate? To convince you? Determine the writer’s goal.Adjust reading speed: If you’re reading a magazine, it’s fine to read quickly. However, important paperwork or college assignments must be read carefully and slowly to ensure accuracy.When dealing with important paperwork, look to see if important information is buried within in small print. Never sign anything you’ve not fully read.
Answer: A—Writing facilitates recall—remembering of the material, not memorization of it.
Answer: A—Writing facilitates recall—remembering of the material, not memorization of it.
Answer: E—All of the above
Answer: E—All of the above
Answer: C—Read, Recite, Review
Answer: C—Read, Recite, Review
Answers:TrueFalse—Immediate review means to review the material immediately after reading or hearing it. Final review means to review material right before a test or exam.
Answers:TrueFalse—Immediate review means to review the material immediately after reading or hearing it. Final review means to review material right before a test or exam.
Answer: D—Rereading the selection
Answer: D—Rereading the selection: You may have to reread the selection to apply one of the other strategies, but rereading on its own is not an effective strategy.
Answer:1. False. Important readings such as college assignments or financial paperwork should be read slowly for understanding. 2. True: Read ALL parts of paperwork before signing it to ensure you understand the terms and conditions.
Answer:1. False. Important readings such as college assignments or financial paperwork should be read slowly for understanding. 2. True: Read ALL parts of paperwork before signing it to ensure you understand the terms and conditions.