This document summarizes Michelle Olah's workshop on bringing mobile devices into the classroom (BYOD). The workshop covered:
1. Having participants complete introductions and group norms exercises using their mobile devices and polling apps.
2. Surveying participants on what devices they have and how they use them to understand capabilities.
3. Developing policies and classroom management techniques for using BYOD, like addressing security and distraction concerns.
4. Choosing the right mobile tools for formative assessments, summative assessments, and delivering content to fit classroom goals.
Presentation slide deck from Emergent Learning 2012, in Halifax, Nova Scotia. This talk describes some approaches and strategies to implementing a real BYOD (bring your own device) program in the classroom.
SCPS World Languages Curriculum Review 2014 Michelle Olah
This document summarizes a curriculum review workshop for world languages teachers. It discusses evaluating the current curriculum based on standards and proficiency, including content, performance, and proficiency standards. It defines proficiency levels from novice to advanced and how they differ from performance. It also outlines the three modes of communication - interpersonal, interpretive, and presentational - and how to incorporate all standards and modes into the curriculum. The workshop aims to help teachers improve practice and increase student proficiency in world languages.
The document lists principles such as courage, devotion, forgiveness, perseverance, compassion, respect, faith, and humility. It then provides examples that demonstrate each principle, such as a cat demonstrating courage, an old married couple demonstrating devotion, and a famous singer demonstrating faith. The principles and their corresponding examples are used to test understanding of each concept.
This document provides a tutorial for creating a teacher website using Weebly. It outlines the steps to set up a Weebly account, choose a theme and URL, and add key elements like titles, text, images, maps, forms and embedded content to pages. It recommends including pages for each level or subject taught, homework, resources and audio practice. It details how to customize the homepage, about and contact pages, and create new pages. The goal is to make the site engaging and encourage students to visit.
This document appears to be a presentation containing photos from Flickr under Creative Commons licenses. It discusses reflecting on strengths and areas for development to create a personalized growth plan. It also mentions the SCPS instructional model, Marzano's model, and how it relates to world languages. Learners are prompted to take a foundational criteria self-assessment and complete a linked Google Doc.
Elementary World Languages PLC Sept 2, 2015Michelle Olah
The document discusses planning effective lessons organized into cohesive units. It addresses indicators related to planning lessons within units and scaffolding information effectively within lessons. Key points covered include considering curriculum guides, standards, and student factors to map out daily lesson skeletons and units. Examples are provided of incorporating critical input experiences, chunking content, and having students interact with and represent new knowledge in various ways.
Presentation slide deck from Emergent Learning 2012, in Halifax, Nova Scotia. This talk describes some approaches and strategies to implementing a real BYOD (bring your own device) program in the classroom.
SCPS World Languages Curriculum Review 2014 Michelle Olah
This document summarizes a curriculum review workshop for world languages teachers. It discusses evaluating the current curriculum based on standards and proficiency, including content, performance, and proficiency standards. It defines proficiency levels from novice to advanced and how they differ from performance. It also outlines the three modes of communication - interpersonal, interpretive, and presentational - and how to incorporate all standards and modes into the curriculum. The workshop aims to help teachers improve practice and increase student proficiency in world languages.
The document lists principles such as courage, devotion, forgiveness, perseverance, compassion, respect, faith, and humility. It then provides examples that demonstrate each principle, such as a cat demonstrating courage, an old married couple demonstrating devotion, and a famous singer demonstrating faith. The principles and their corresponding examples are used to test understanding of each concept.
This document provides a tutorial for creating a teacher website using Weebly. It outlines the steps to set up a Weebly account, choose a theme and URL, and add key elements like titles, text, images, maps, forms and embedded content to pages. It recommends including pages for each level or subject taught, homework, resources and audio practice. It details how to customize the homepage, about and contact pages, and create new pages. The goal is to make the site engaging and encourage students to visit.
This document appears to be a presentation containing photos from Flickr under Creative Commons licenses. It discusses reflecting on strengths and areas for development to create a personalized growth plan. It also mentions the SCPS instructional model, Marzano's model, and how it relates to world languages. Learners are prompted to take a foundational criteria self-assessment and complete a linked Google Doc.
Elementary World Languages PLC Sept 2, 2015Michelle Olah
The document discusses planning effective lessons organized into cohesive units. It addresses indicators related to planning lessons within units and scaffolding information effectively within lessons. Key points covered include considering curriculum guides, standards, and student factors to map out daily lesson skeletons and units. Examples are provided of incorporating critical input experiences, chunking content, and having students interact with and represent new knowledge in various ways.
The document reviews 10 popular educational apps for students: Abcya, Google Classroom, IXL, ABCmouse, Kahoot, BrainPop, PBS Kids, Seesaw, Peekaboo Barn, and Quizlet. It provides a brief description and website link for each app, and notes that most allow teachers to assign lessons, provide real-time feedback to students, and reinforce curriculum in an easy-to-use format. The concluding paragraph emphasizes that educational apps have become important tools for engaging students in remote learning situations.
The document describes 10 apps that can be useful for teachers: Newsela for reading comprehension activities, Quizlet for study tools, YouTube as an educational resource, Kahoot and Quizizz for review games, TinkerCad for circuit design, Canvas as a learning management system, Google Docs for collaboration, 1 Second Everyday for project documentation, and Tynker to learn coding. Each app summary includes a description of its purpose and advantages and disadvantages for classroom use. The document aims to showcase a variety of digital tools that teachers can utilize.
This document discusses bringing personal devices to school (BYOD). It begins with an agenda for a meeting on BYOD and 21st century learning. It then discusses pedagogical approaches and challenges with online assessments. The benefits of BYOD are outlined, including choice, accessibility, preparation for future learning. Common myths about BYOD are debunked. Minimum device requirements, safety guidelines, and a draft 2014 timeline for rolling out BYOD are also summarized.
This document summarizes several educational apps:
- Khan Academy provides personalized practice for students across K-12 subjects and allows teachers to track student progress.
- GoNoodle engages students in learning through interactive dance and movement games while reinforcing teaching standards.
- Socratic uses AI and teacher-created lessons to support learning in various subjects with additional visuals and guidance.
- Prodigy makes math learning fun through games, adventures and prizes for students with parental tools to track progress.
The document summarizes 10 educational apps that can be used in the classroom:
1. Khan Academy - Provides personalized practice for students before continuing lessons, allowing teachers to track student progress.
2. GoNoodle - An interactive app that engages students in learning through movement and calming techniques.
3. Socratic - Supports various subjects through lesson plans created by teachers and enhanced with visuals and AI assistance.
4. Prodigy - An interactive math app that makes learning fun through games, adventures and rewards for students.
5. Kahoot - Allows teachers to give quizzes and track student answers and discussions to reinforce learning.
6. Komodo Math -
This document provides guidance for an in-class presentation on cyberbullying prevention. It instructs pre-service teachers to create a 3-5 minute presentation using digital tools to inform parents or students about cyberbullying issues and strategies. It suggests including 4 additional resources and listing them underneath the presentation with titles, descriptions, and explanations of why each was selected. Suggested tools for the presentation include online presentation builders, multimedia posters, and video creators. iPads or drawing apps could also be used if approved. The completed project should be posted to the teacher website for submission.
The document discusses the potential benefits of allowing mobile devices such as cell phones, iPods, and PDAs in the classroom. It argues that these devices can provide a one-to-one ratio of technology to students, and that traditional teaching methods are not effective for today's tech-savvy students. The document provides examples of how mobile devices can be used for activities both in and out of the classroom, and stresses the importance of establishing rules and guidelines for appropriate use.
1. The document discusses integrating technology into a first grade classroom, including using an interactive whiteboard, streaming videos, Microsoft Office programs, drawing tools, educational games, and virtual field trips.
2. Technology integration should involve skills like critical thinking, creativity, communication, collaboration, research, and digital citizenship according to technology standards.
3. Students will learn with technology through sites like Discovery Education, Scholastic News Interactive, YouTube, and KidZui to enhance learning in innovative ways and prepare for future jobs.
This document discusses using cell phones in the classroom for learning and some of the challenges that come with it. It addresses issues like ensuring all students can access content regardless of their device, managing distractions from phones, dealing with theft or damage of personal devices, and the professional development needed for teachers to incorporate phones into lessons. Both teacher and student perspectives are presented on topics such as using phones for note-taking, group work apps, digital flashcards and ensuring equitable access to learning tools on different platforms.
The document provides summaries of 10 educational apps: ABCYA, IXL, Scratch Jr., Noggin, Kahoot!, Explain Everything, Edulastic, Blooket, Quizizz, and Google Forms. Each app summary includes 2-3 sentences describing the app's purpose, features, and how it can be used for educational purposes.
This document outlines a BYOD/BYOT implementation plan for an 11th grade math class. It will utilize the Google Drive app to allow students to submit assignments electronically, collaborate on assignments, and access additional features. For students without devices, the school will provide laptops or iPads. Students will be paired in groups of two for collaboration, with pairings determined based on devices or learning abilities depending on the class. Several apps are recommended to support students, including Wabbitemu for calculators, Google Drive, PowerSchool for grades, Gotit! for homework help, Yup for tutoring, and MyScript Mathpad.
This document discusses and summarizes 10 apps that are useful for the classroom: Seesaw, Google Classroom, Learning.com, Freckle Education, Prodigy, Kahoot, GoNoodle, Stop Motion Studio, Unimersiv, and Stack the States/Countries. Each app is described in 1-2 paragraphs outlining its purpose and features. Key details about ease of use, privacy, and alignment to educational standards are provided for teachers and students. The apps cover a range of subjects and allow students to learn through interactive games, videos, and creative projects.
Students will complete a survey about their use of technology for learning and communication. The lesson plan includes activities for students to reflect on how technology impacts their education and future careers. Activities include class discussions on digital footprints and using technology in schools, as well as group work to identify challenges of technology use and design their ideal schools. The goal is to prepare students to complete the Speak Up survey about technology in education.
The document discusses Universal Design for Learning (UDL), a framework for designing instruction to meet the needs of diverse learners. UDL aims to provide multiple means of presentation, expression, and engagement by considering three networks of the brain - recognition, strategic, and affective. The document provides examples of UDL strategies like using flexible models of skills, scaffolding practice, and offering choices to support learner variability. It also shares tools like videos, wikis, and audiobooks that can be used to implement UDL principles.
The 3 steps for Digital Citizenship Certification in East Central ISD are:
1. All teachers must teach 2 cybersafety lessons to students using approved curriculum.
2. Campus professional staff like teachers and administrators must complete a self-paced online course on digital citizenship.
3. The campus principal must certify on an online form that steps 1 and 2 have been completed by their campus staff. This certification ensures compliance for eRate funding for the upcoming school year.
This document provides guidance for an assignment to create a presentation on cyberbullying prevention strategies for parents or students. It includes suggestions for presentation tools to use, such as PowToon or Glogster. Resources on cyberbullying are also listed that could be included, such as Common Sense Media and StopBullying.gov. Students are instructed to publish their presentation on a teacher website and reflect on how the strategies address cyberbullying prevention.
This document provides an overview of strategies and tools for implementing a Bring Your Own Device (BYOD) policy in a world language classroom. It begins with an introduction to BYOD and establishing group norms. It then outlines the learning goals and workshop objectives, which are to describe effective BYOD strategies, tools, and how BYOD can differentiate instruction, motivate students, and increase target language use. Various formative assessment tools are presented such as Socrative and Polleverywhere. Summative assessment tools are also shared like Animoto, BuddyPoke, and Thinglink that can be used to practice and deepen language knowledge. The document concludes with questions, reflections, and next steps.
Elementary World Languages PLC Aug 26, 2015Michelle Olah
This document summarizes the key discussions and activities from an elementary PLC meeting. The meeting included a weekly reflection on successes and areas for growth. They discussed establishing classroom rules and procedures, as well as establishing and communicating clear learning goals. Teachers worked in pairs to discuss and prepare posters on aspects of classroom management, like establishing routines. They also discussed the importance of having clearly defined learning goals and unpacked standards to create measurable goals. Teachers reflected on takeaways and created action plans to implement strategies like learning goals in their own classrooms.
This document provides reading strategies for pre-reading, during reading, and post-reading. It includes tips for getting into the right mindset before reading, strategies for reading faster such as following with your finger or dividing the text into columns, and examples of organizing what was learned through a KPL chart, mind map, or notes.
The document reviews 10 popular educational apps for students: Abcya, Google Classroom, IXL, ABCmouse, Kahoot, BrainPop, PBS Kids, Seesaw, Peekaboo Barn, and Quizlet. It provides a brief description and website link for each app, and notes that most allow teachers to assign lessons, provide real-time feedback to students, and reinforce curriculum in an easy-to-use format. The concluding paragraph emphasizes that educational apps have become important tools for engaging students in remote learning situations.
The document describes 10 apps that can be useful for teachers: Newsela for reading comprehension activities, Quizlet for study tools, YouTube as an educational resource, Kahoot and Quizizz for review games, TinkerCad for circuit design, Canvas as a learning management system, Google Docs for collaboration, 1 Second Everyday for project documentation, and Tynker to learn coding. Each app summary includes a description of its purpose and advantages and disadvantages for classroom use. The document aims to showcase a variety of digital tools that teachers can utilize.
This document discusses bringing personal devices to school (BYOD). It begins with an agenda for a meeting on BYOD and 21st century learning. It then discusses pedagogical approaches and challenges with online assessments. The benefits of BYOD are outlined, including choice, accessibility, preparation for future learning. Common myths about BYOD are debunked. Minimum device requirements, safety guidelines, and a draft 2014 timeline for rolling out BYOD are also summarized.
This document summarizes several educational apps:
- Khan Academy provides personalized practice for students across K-12 subjects and allows teachers to track student progress.
- GoNoodle engages students in learning through interactive dance and movement games while reinforcing teaching standards.
- Socratic uses AI and teacher-created lessons to support learning in various subjects with additional visuals and guidance.
- Prodigy makes math learning fun through games, adventures and prizes for students with parental tools to track progress.
The document summarizes 10 educational apps that can be used in the classroom:
1. Khan Academy - Provides personalized practice for students before continuing lessons, allowing teachers to track student progress.
2. GoNoodle - An interactive app that engages students in learning through movement and calming techniques.
3. Socratic - Supports various subjects through lesson plans created by teachers and enhanced with visuals and AI assistance.
4. Prodigy - An interactive math app that makes learning fun through games, adventures and rewards for students.
5. Kahoot - Allows teachers to give quizzes and track student answers and discussions to reinforce learning.
6. Komodo Math -
This document provides guidance for an in-class presentation on cyberbullying prevention. It instructs pre-service teachers to create a 3-5 minute presentation using digital tools to inform parents or students about cyberbullying issues and strategies. It suggests including 4 additional resources and listing them underneath the presentation with titles, descriptions, and explanations of why each was selected. Suggested tools for the presentation include online presentation builders, multimedia posters, and video creators. iPads or drawing apps could also be used if approved. The completed project should be posted to the teacher website for submission.
The document discusses the potential benefits of allowing mobile devices such as cell phones, iPods, and PDAs in the classroom. It argues that these devices can provide a one-to-one ratio of technology to students, and that traditional teaching methods are not effective for today's tech-savvy students. The document provides examples of how mobile devices can be used for activities both in and out of the classroom, and stresses the importance of establishing rules and guidelines for appropriate use.
1. The document discusses integrating technology into a first grade classroom, including using an interactive whiteboard, streaming videos, Microsoft Office programs, drawing tools, educational games, and virtual field trips.
2. Technology integration should involve skills like critical thinking, creativity, communication, collaboration, research, and digital citizenship according to technology standards.
3. Students will learn with technology through sites like Discovery Education, Scholastic News Interactive, YouTube, and KidZui to enhance learning in innovative ways and prepare for future jobs.
This document discusses using cell phones in the classroom for learning and some of the challenges that come with it. It addresses issues like ensuring all students can access content regardless of their device, managing distractions from phones, dealing with theft or damage of personal devices, and the professional development needed for teachers to incorporate phones into lessons. Both teacher and student perspectives are presented on topics such as using phones for note-taking, group work apps, digital flashcards and ensuring equitable access to learning tools on different platforms.
The document provides summaries of 10 educational apps: ABCYA, IXL, Scratch Jr., Noggin, Kahoot!, Explain Everything, Edulastic, Blooket, Quizizz, and Google Forms. Each app summary includes 2-3 sentences describing the app's purpose, features, and how it can be used for educational purposes.
This document outlines a BYOD/BYOT implementation plan for an 11th grade math class. It will utilize the Google Drive app to allow students to submit assignments electronically, collaborate on assignments, and access additional features. For students without devices, the school will provide laptops or iPads. Students will be paired in groups of two for collaboration, with pairings determined based on devices or learning abilities depending on the class. Several apps are recommended to support students, including Wabbitemu for calculators, Google Drive, PowerSchool for grades, Gotit! for homework help, Yup for tutoring, and MyScript Mathpad.
This document discusses and summarizes 10 apps that are useful for the classroom: Seesaw, Google Classroom, Learning.com, Freckle Education, Prodigy, Kahoot, GoNoodle, Stop Motion Studio, Unimersiv, and Stack the States/Countries. Each app is described in 1-2 paragraphs outlining its purpose and features. Key details about ease of use, privacy, and alignment to educational standards are provided for teachers and students. The apps cover a range of subjects and allow students to learn through interactive games, videos, and creative projects.
Students will complete a survey about their use of technology for learning and communication. The lesson plan includes activities for students to reflect on how technology impacts their education and future careers. Activities include class discussions on digital footprints and using technology in schools, as well as group work to identify challenges of technology use and design their ideal schools. The goal is to prepare students to complete the Speak Up survey about technology in education.
The document discusses Universal Design for Learning (UDL), a framework for designing instruction to meet the needs of diverse learners. UDL aims to provide multiple means of presentation, expression, and engagement by considering three networks of the brain - recognition, strategic, and affective. The document provides examples of UDL strategies like using flexible models of skills, scaffolding practice, and offering choices to support learner variability. It also shares tools like videos, wikis, and audiobooks that can be used to implement UDL principles.
The 3 steps for Digital Citizenship Certification in East Central ISD are:
1. All teachers must teach 2 cybersafety lessons to students using approved curriculum.
2. Campus professional staff like teachers and administrators must complete a self-paced online course on digital citizenship.
3. The campus principal must certify on an online form that steps 1 and 2 have been completed by their campus staff. This certification ensures compliance for eRate funding for the upcoming school year.
This document provides guidance for an assignment to create a presentation on cyberbullying prevention strategies for parents or students. It includes suggestions for presentation tools to use, such as PowToon or Glogster. Resources on cyberbullying are also listed that could be included, such as Common Sense Media and StopBullying.gov. Students are instructed to publish their presentation on a teacher website and reflect on how the strategies address cyberbullying prevention.
This document provides an overview of strategies and tools for implementing a Bring Your Own Device (BYOD) policy in a world language classroom. It begins with an introduction to BYOD and establishing group norms. It then outlines the learning goals and workshop objectives, which are to describe effective BYOD strategies, tools, and how BYOD can differentiate instruction, motivate students, and increase target language use. Various formative assessment tools are presented such as Socrative and Polleverywhere. Summative assessment tools are also shared like Animoto, BuddyPoke, and Thinglink that can be used to practice and deepen language knowledge. The document concludes with questions, reflections, and next steps.
Elementary World Languages PLC Aug 26, 2015Michelle Olah
This document summarizes the key discussions and activities from an elementary PLC meeting. The meeting included a weekly reflection on successes and areas for growth. They discussed establishing classroom rules and procedures, as well as establishing and communicating clear learning goals. Teachers worked in pairs to discuss and prepare posters on aspects of classroom management, like establishing routines. They also discussed the importance of having clearly defined learning goals and unpacked standards to create measurable goals. Teachers reflected on takeaways and created action plans to implement strategies like learning goals in their own classrooms.
This document provides reading strategies for pre-reading, during reading, and post-reading. It includes tips for getting into the right mindset before reading, strategies for reading faster such as following with your finger or dividing the text into columns, and examples of organizing what was learned through a KPL chart, mind map, or notes.
Este documento presenta una revisión para el examen de medio término de Español I. Incluye preguntas sobre vocabulario, gramática, cultura hispana y cognados. También contiene ejercicios para practicar verbos, adjetivos posesivos, expresiones de tiempo y preposiciones. El documento proporciona una guía para que los estudiantes revisen los principales conceptos antes del examen.
Este documento presenta vocabulario relacionado con el aeropuerto y las formas progresivas del verbo en español. Explica cómo formar el tiempo progresivo con estar + gerundio y da ejemplos de verbos irregulares y el uso de "acabar de" y "hace...que" para expresar acciones recientes en el pasado.
Este documento presenta las formas del futuro en español. Explica que en lugar de usar "ir + a + infinitivo", se pueden usar terminaciones como "-é", "-ás", etc. junto con el infinitivo del verbo para expresar el futuro. Proporciona ejemplos de conjugaciones regulares e irregulares en el futuro. También explica cómo usar el verbo gustar para decir qué le gusta a quién.
This document provides a summary of Spanish commands and object pronouns. It begins by reviewing formal and informal commands for the Ud./Uds. and Tú forms. It discusses irregular verbs like salir and hacer. It then covers nosotros commands, negative commands, and spelling changes. The document explains direct and indirect object pronouns and provides examples of replacing nouns with object pronouns. It includes practice identifying the correct object pronoun replacements. In under 3 sentences, this document summarizes Spanish commands and object pronouns.
The document outlines a workshop on implementing the new Florida World Languages Standards, which focus on developing students' ability to communicate through five modes: interpretive listening, interpretive reading, interpersonal communication, presentational speaking, and presentational writing. The workshop teaches teachers how to design standards-based instruction through backward design, starting with defining learning goals and assessments before planning activities to help students achieve communication skills.
This document discusses how technology can be used to enhance language learning in the 21st century classroom. It provides examples of several digital tools that allow students to communicate, collaborate, think critically, and stay engaged. These tools include apps for scanning QR codes, polling students in real-time, creating speaking avatars, and sharing cultural content through videos and news headlines. The document emphasizes that schools should reflect the technologies students use in their daily lives and that preparing students for the future requires integrating technology into the classroom starting now.
This document discusses how incorporating technology into world language classrooms can help teach 21st century skills and engage students. It provides examples of how classic speaking and writing presentations can be transformed using tools like Voicethread and Storybird. Teachers are encouraged to take existing projects they already use and redesign them in a way that integrates multimedia and collaboration. Specific ideas are shared, like using Voicethread for family presentations or Storybird for short visual stories. The goal is to help teachers effectively teach language standards while capturing students' interest through technology.
This document discusses how to incorporate technology and 21st century skills like critical thinking, communication, collaboration, and creativity into world language classrooms. It provides examples of using tools like Voicethread, Voki, Storybird, Mixbook, Wallwisher, GoAnimate/Toondoo, LangMedia and AudioLingua to revamp traditional projects for the four language standards: interpretive listening, presentational speaking, presentational writing, and culture. The document encourages teachers to start with classics they love and redesign them into new, exciting projects using web 2.0 tools to better prepare students for the future.
This document provides instructions for a Spanish writing assignment to create a public service announcement about severe weather preparedness. Students are to review vocabulary related to weather and supplies, think of verbs to encourage preparedness, and fill out a graphic organizer with this information. They will then use the vocabulary and organizer to write sentences for the announcement, keeping the language simple and using only vocabulary from the lesson. The finished announcement should educate the community and be creatively designed.
The document provides instructions for writing a paragraph describing yourself and an adult using specific Spanish verbs. It outlines 11 sentences to include in the paragraph providing details about names, ages, descriptions, feelings, likes and the adult's profession. Students are to use the verbs "gustar", "tener", "ser", and "estar" correctly in their paragraph and include all requested information to receive full points.
This document provides instruction on forming informal commands in Spanish. It discusses the forms for affirmative and negative commands using tú forms for singular informal commands. It also covers irregular verbs and commands with object pronouns. The key points are:
- Affirmative commands drop the -s and use the verb stem. Negative commands use the verb stem and add the opposite ending.
- Verbs ending in -car, -gar or -zar have spelling changes in the negative.
- Irregular verbs like venir, decir, salir and hacer have unique affirmative commands.
- Reflexive verbs attach the object pronoun to affirmative commands and place it before the verb in negatives.
This document provides instructions for forming formal commands (affirmative and negative) in Spanish. It discusses:
1. Regular formal commands are formed by taking the "yo" form of the verb, dropping the "-o" ending, and adding opposite personal endings. Negative commands add "no" before the verb.
2. Spelling changes occur for verbs ending in "-car", "-gar", "-zar", where the "c", "g", "z" change when adding endings.
3. Irregular verbs like "ir", "ser", "saber", "estar", "dar" have unique formal command forms.
4. With reflexive verbs, the object pronoun is attached
This document provides information for students taking an online Spanish course, including contact information for the instructor, course structure and pacing, communication policies, and available resources. Students can access all lessons, assignments and tests online and are encouraged to contact the instructor via phone or email with any questions. The course is divided into segments with modules to be completed on a weekly schedule. Students have flexibility to work ahead but must maintain steady progress and communication with the instructor.
El documento explica los objetos directos e indirectos en la conjugación del verbo "dar" en español. Explica que el verbo debe concordar con el sujeto y que el pronombre indirecto indica al receptor del regalo u objeto dado. Proporciona ejemplos de conjugaciones con diferentes sujetos y objetos.
The document discusses indirect object pronouns in Spanish. It explains that indirect object pronouns indicate to whom or for whom an action is performed, and lists the Spanish indirect object pronouns as nos, os, les, me, te, and le. It provides examples of placing the indirect object pronouns before conjugated verbs or attached to infinitives. The remainder of the document provides practice exercises translating sentences with indirect object pronouns.
El documento explica los usos básicos del verbo ser en español. Ser significa "to be" en inglés. Se conjuga para reflejar quién o qué está siendo descrito, como yo soy, tú eres, él es, etc. Luego, presenta varios ejemplos cortos de diálogos y oraciones que ilustran cómo y cuándo usar cada forma del verbo ser.
Este documento presenta información sobre el verbo "ir" en español. Explica que "ir" significa "to go" en inglés. Proporciona ejemplos de cómo se usa en oraciones como "Yo voy al parque" y "Vamos al cine". También cubre la conjugación del presente del verbo "ir" y cómo se usa comúnmente con la preposición "a". Finalmente, ofrece más ejemplos de oraciones con "ir" y preguntas como "¿Adónde vas mañana?" y "¿Cómo vamos?".
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
1. Michelle Olah
ABCS OF BYOD
Seminole County Public Schools
July 22, 2013
Sunday, July 21, 13
2. ABCs of BYOD
WHILEYOU ARE WAITING...
๏ Please log on to SCPS Public Wifi
๏ If you have a smart phone, you can go to your app store
(Google Play or Apple App store) and search and
download:
๏ A QR code reader (if you don’t already have one)
๏ Socrative app
๏ Animoto app
Sunday, July 21, 13
3. ABCs of BYOD
INTRODUCTIONS
You will be using 1 mobile
device from your table (Please
put the rest in the bucket on
the table)
-Can be iPhone,Android, iPad,
or tablet
-Should be device that has
unlimited (or a lot of data)
available and a camera
-Has already (or can)
download animoto app to their
device.
Sunday, July 21, 13
4. ABCs of BYOD
YOUR TASK...
๏ Create a short video introducing your group
to the class - Only 1 requirement -
EVERYONE must participate!
๏ Be creative and have fun (tell us something
interesting about yourself or show us a
hidden talent you have)
๏ You have 15 minutes (You can do it!)
Sunday, July 21, 13
5. Animoto
ANIMOTO
๏ Open Animoto app
๏ Please sign in as:
๏ username: michelle_olah@scps.k12.fl.us
๏ Password: scpsbyod
๏ Add video, photos, text, and music
๏ Sign out when you are done
Sunday, July 21, 13
6. Poll Everywhere
GROUP NORMS
Two ways to participate
1. Use a website to respond
OR
2.TEXT your response (you can share a cell phone
with your neighbor if needed)
Sunday, July 21, 13
7. TO RESPOND USING
WEBSITE:
๏ Go to: http://
www.polleverywhere.com/
abcofbyod
๏ Answer the posted question
(you can respond more than
once)
TO RESPOND USING
TEXTING:
๏ Open your texting window (like
you are going to text a friend)
๏ The number you are going to
text is: 37607
๏ In your message box you will
first type: 152417 and then your
message
๏ It will look something like this:
Text
Sunday, July 21, 13
9. Discussion
DISCUSSION
๏ How did you feel about
doing the animoto instead
of standing up and
introducing yourself? Did
you pay more attention to
introductions? Do you feel
like you know your table
members better?
๏ How did you feel about
responding anonymously to
the question about Group
Norms?
As a student:
๏ How do you think students
would react if you did this sort
of ‘introductions’ the first week
of school?
๏ Do you think some students
would be more likely to
participate honestly using
polleverywhere?
๏ What concerns or comments
do you have?
As a teacher:
Sunday, July 21, 13
10. Parking Lot
PARTICIPATION AND QUESTIONS
USING A BACKCHANNEL
๏ Today’s Meet
www.todaysmeet.com/
abcofbyod
๏ Add your name and add
your questions and
comments to the
website.
๏ Myself or others will
respond to questions and
comments throughout
the day
Sunday, July 21, 13
11. Goals
๏ What are mobile devices
and BYOD?
๏ What are the pros/cons?
๏ Why do you want to
allow mobile devices in
your classroom?
๏ Is this right for your and
your students at this
point in time?
๏ What do you need to
do/plan to implement
this in your classroom?
WORKSHOP GOALS
PARTICIPANTS WILL BE ABLE TO ANSWER THE FOLLOWING
QUSTIONS TO INFORM THEIR DECISION REGARDING
ALLOWING MOBILE DEVICES IN THEIR CLASSROOMS
Sunday, July 21, 13
14. READ AND TAKE A
LITTLE BREAK :)
-7 Myths of BYOD Dubunked
-A students view of using mobile devices
http://plpnetwork.com/2012/05/31/zac-hawkins-plea-for-
classroom-byod/
Sunday, July 21, 13
15. Project name
PROBLEM SOLVING
CONCERNS
Each Group take one question and add suggestions to Padlet
Make sure you post your Concern
AND possible solution
You can click on note
to move it around
Sunday, July 21, 13
17. STEP 1
๏ Step 1:ASKYOURSELF WHATYOU’RE
TRYINGTO ACHIEVE by incorporating mobile
devices into your curriculum.
๏ Are you trying to encourage
collaboration?
๏ Hoping for students to research with
more depth?
๏ Want them to publish their work online?
๏ ETC....
The answers will lead you to the right tools.
(Think about this over lunch and we will continue this
discussion in afternoon)
Sunday, July 21, 13
18. STEP 2
STEP 2: SURVEYYOUR STUDENTS
ABOUT WHAT DEVICES THEY HAVE
AND HOW THEY USE THEM
๏ Do they have unlimited texting?
๏ Can they post online?
๏ Are there limitations on the size of files they
can upload?
๏ With this information, you will have a
complete picture of what resources your
students can access.
Sunday, July 21, 13
19. STEP 3
STEP 3: DEVELOP SPECIFIC POLICIES
AND CLASSROOM MANAGEMENT
TECHNIQUES TO MANAGE BYOD
✴You’ve already started on this with problem
solving padlet - use the padlet as a starting place
for your classroom policies and procedures
✴Review SCPS AUP and BYOD Policies
Sunday, July 21, 13
20. STEP 4 & 5
STEP 4: COMMUNICATEYOUR PLAN TO
YOUR STUDENTS, PARENTS,
ADMINISTRATORS.
How are you going to get the information out?
Do you need Parent Permission slips?
Invite your administrator to participate/observe
STEP 5: IMPLEMENTYOUR PLAN
Perhaps start as a “pilot program” with 1 or 2 classes
to work out kinks and build excitement with other
classes.
Sunday, July 21, 13
21. SCPS Policies
SCPS BYOD POLICY (DRAFT)
• Only the filtered public wireless internet access provided by the school board may be
access for instructional purposes while on campus. Personal internet connective devices are not
permitted to access outside internet sources at any time.
• Or Students and parents/guardians participating in BYOT must adhere to the Student Code of
Conduct as well as all Board policies, particularly the Authorized Use Policy (AUP).
• The student chooses to participate in BYOT this year.
I understand that participation is voluntary. I understand and will abide by the above
requirements and guidelines. I further understand that any violation is unethical and may result in
the loss of my network and/or technology privileges as well as other disciplinary action as outlined
in the Student Code of Conduct.
Student Name
Parent Name
Signature
Signature
Date
Date
Sunday, July 21, 13
22. Socrative
PARTICIPANT BYOD SURVEY
USING SOCRATIVE
๏ You can use internet or app
๏ You can go to www.socrative.com (and click
student login) and enter room 89990
๏ You can also go to your app store (Google
or Apple) and download “Socrative
Student” app and enter room 89990
Sunday, July 21, 13
24. Tools
BYOD friendly tech tools and apps
Choosing the right tools for the right reasons and goals
Sunday, July 21, 13
25. Formative
Assessments
REASON #1 FORMATIVE
ASSESSMENTS
๏ Use BYOD in formative assessments to
inform instruction, identify potential gaps in
knowledge or misunderstandings, and
encourage student self reflection on what
they know.
๏ Some good tools for this - Poll Everywhere,
Socrative, Padlet
Sunday, July 21, 13
26. Formative
Assessment
WHY IS BYOD GREAT FOR
FORMATIVE ASSESSMENTS?
๏ Anonymity
๏ Data available instantly
๏ Data more easily able to be tracked
๏ Fun and engaging for students
Sunday, July 21, 13
27. Summative
Assessment
REASON #2 SUMMATIVE
ASSESSMENT TO EVALUATE
STUDENT LEARNING
Option #1 Let the STUDENT choose the
tool -You concentrate on the educational
goals and they can concentrate of the
technology.
Student learns how to evaluate the tool based
on what he/she needs to demonstrate. http://
www.schrockguide.net/bloomin-apps.html
Sunday, July 21, 13
29. Option #2 You choose the tool but make
sure it is multi platform, easy to use and you
have a backup plan.
Possible tools:
-interactive whiteboard apps -
-animoto app (android and apple)
-audioboo (instant podcasting - android and apple)
-weebly mobile website (android and apple)
Sunday, July 21, 13
34. QR Codes
First...
Download Kaywa (or
other QR code)
Reader from
Second...
Scan the code to
access the information
It is a 3D bar code encoded with
information
The information can be text, a website,
contact info, etc.
All you need is a “smart” phone, ipod or
ipad with a camera, and a QR code reader
It links something physical to the online
world
It’s EASY...
Sunday, July 21, 13
35. QR Codes
My Contact info Workshop Infomation Make your own
No more long URLs...
Sunday, July 21, 13
36. QR Codes
How can we use QR codes in
the Classroom?
Content Scavenger hunts
Put website and additional resources on vocabulary
list/homework - students can then access them
ANYTIME with their cell phones.
Link to youtube video, practice pages, online
textbook.
Promote language dept.
Add voice with http://qrvoice.net
Sunday, July 21, 13