Learn how to navigate the basics of Actively Learn, an interactive e-reading platform that promotes deeper engagement and critical thinking as they read for both class assignments and for their own independent needs.
This document outlines a WebQuest lesson plan for 11th grade English students. The lesson has students work in groups to create a brochure with their top 25 books that all high school students should read. They will research books based on assigned roles, then narrow their lists and write justifications for each book's inclusion. The goal is for students to think critically about texts and have a voice in the curriculum. Rubrics and resources are provided to support implementing the lesson.
The document provides guidance on developing a study guide for open and distance learning students. It defines a study guide as a tool that promotes independent learning and discusses various types of study guides, including academic and administrative guides. The document also outlines principles for writing study guides, such as using an active voice and accessible language. Potential contents are described, such as course overviews, unit outlines, learning objectives, and assessment information. The document emphasizes that study guides should support self-directed learning.
1. The document provides instructions for a critical reflection journal assignment in an English for Academic Purposes course.
2. Students must submit a journal between 900-2000 words by February 19th that self-assesses their progress over the 12-week teaching period based on concepts taught in the course, peer-reviewed literature, and discussion board exercises.
3. The journal will be worth 50% of the student's total grade and criteria for grading include using APA style citation correctly, using a logical structure, engaging in self-reflective critical analysis supported by theory, and original examples.
Soc 320 Effective Communication - tutorialrank.comBartholomew102
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 2 Times, Rating: B+
Public Policy
Consider and explain the following statement, “Public policy is both what government does and what it does not do” (Theodoulou&Kofinis, 2012).
1. What determines whether policy is enacted or not?
Who holds the power and authority to make
This document provides guidance on writing an academic rationale essay. It explains that the rationale justifies a student's chosen general studies concentration and should relate their plan to the goals of inquiry-driven learning and their personal and professional goals. The rationale should be organized with an introduction discussing inquiry-driven learning, a section on how the academic plan meets these goals and impacts their goals, and a conclusion. It should be professionally written with no errors and include a cover page, table of contents, and citations. Students need to show how their plan demonstrates being an inquiry-driven learner by drawing on course resources to support their justification. The completed rationale and plan will be submitted and graded together.
In order to foster the academic skills development of students at all levels of academic ability and to increase student learning and retention, Northeast Center faculty and academic support collaborated to design innovative approaches which integrate in-person academic support into credit-bearing studies. As a result, we have developed several embedded academic support models using learning and peer coaches to assist students in their acquisition and enhancement of writing skills, academic research strategies and content area knowledge. This presentation will explore the ways in which we have embedded academic support into two different study groups, highlighting the benefits for both faculty and students, and examine lessons learned. Our intention with the presentation is to bring the audience into this conversation, sharing the models we use for our peer coach training and embedded academic support approaches. Participants will be asked to reflect on their own centers and take away ideas for how they might adapt these models to start/enhance their own embedded academic support efforts.
This chapter discusses strategies for making the most of how students are taught in their courses. It provides tips for early course preparation such as reviewing the syllabus and acquiring materials. It recommends preparing for lectures by reviewing notes and formulating questions. During lectures, students should sit at the front, concentrate, take good notes, and ask questions. The chapter discusses making effective use of professors by visiting them during office hours and communicating respectfully via email. It also recommends utilizing academic resources like tutors, the library, and computer labs.
This document outlines a WebQuest lesson plan for 11th grade English students. The lesson has students work in groups to create a brochure with their top 25 books that all high school students should read. They will research books based on assigned roles, then narrow their lists and write justifications for each book's inclusion. The goal is for students to think critically about texts and have a voice in the curriculum. Rubrics and resources are provided to support implementing the lesson.
The document provides guidance on developing a study guide for open and distance learning students. It defines a study guide as a tool that promotes independent learning and discusses various types of study guides, including academic and administrative guides. The document also outlines principles for writing study guides, such as using an active voice and accessible language. Potential contents are described, such as course overviews, unit outlines, learning objectives, and assessment information. The document emphasizes that study guides should support self-directed learning.
1. The document provides instructions for a critical reflection journal assignment in an English for Academic Purposes course.
2. Students must submit a journal between 900-2000 words by February 19th that self-assesses their progress over the 12-week teaching period based on concepts taught in the course, peer-reviewed literature, and discussion board exercises.
3. The journal will be worth 50% of the student's total grade and criteria for grading include using APA style citation correctly, using a logical structure, engaging in self-reflective critical analysis supported by theory, and original examples.
Soc 320 Effective Communication - tutorialrank.comBartholomew102
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 2 Times, Rating: B+
Public Policy
Consider and explain the following statement, “Public policy is both what government does and what it does not do” (Theodoulou&Kofinis, 2012).
1. What determines whether policy is enacted or not?
Who holds the power and authority to make
This document provides guidance on writing an academic rationale essay. It explains that the rationale justifies a student's chosen general studies concentration and should relate their plan to the goals of inquiry-driven learning and their personal and professional goals. The rationale should be organized with an introduction discussing inquiry-driven learning, a section on how the academic plan meets these goals and impacts their goals, and a conclusion. It should be professionally written with no errors and include a cover page, table of contents, and citations. Students need to show how their plan demonstrates being an inquiry-driven learner by drawing on course resources to support their justification. The completed rationale and plan will be submitted and graded together.
In order to foster the academic skills development of students at all levels of academic ability and to increase student learning and retention, Northeast Center faculty and academic support collaborated to design innovative approaches which integrate in-person academic support into credit-bearing studies. As a result, we have developed several embedded academic support models using learning and peer coaches to assist students in their acquisition and enhancement of writing skills, academic research strategies and content area knowledge. This presentation will explore the ways in which we have embedded academic support into two different study groups, highlighting the benefits for both faculty and students, and examine lessons learned. Our intention with the presentation is to bring the audience into this conversation, sharing the models we use for our peer coach training and embedded academic support approaches. Participants will be asked to reflect on their own centers and take away ideas for how they might adapt these models to start/enhance their own embedded academic support efforts.
This chapter discusses strategies for making the most of how students are taught in their courses. It provides tips for early course preparation such as reviewing the syllabus and acquiring materials. It recommends preparing for lectures by reviewing notes and formulating questions. During lectures, students should sit at the front, concentrate, take good notes, and ask questions. The chapter discusses making effective use of professors by visiting them during office hours and communicating respectfully via email. It also recommends utilizing academic resources like tutors, the library, and computer labs.
This document discusses various aspects of the teaching and learning process. It covers topics like what is learning, how we learn, different learning styles, metacognition, characteristics of expert learners, the forgetting curve, teaching styles, common student pitfalls, and the importance of seeking help. Key points made include that learning involves acquiring new knowledge, skills, and attitudes. Our preferred learning styles impact how we receive and process new information. Expert learners are self-aware, goal-oriented, and employ various learning strategies. Frequent review helps with long-term retention versus cramming. Teaching styles vary in terms of content emphasis, presentation mode, organization, and student participation level. Students should avoid pitfalls like poor time management
This document provides an overview of strategies to use before, during, and after reading to improve content area literacy. It discusses activating prior knowledge through anticipation guides and chapter walks before reading. During reading, it recommends strategies like note-taking, graphic organizers, and questioning to monitor comprehension. After reading, the document describes having students apply their new knowledge through activities like RAFTs, last word, and rating scales. The objective is to effectively use these strategies to accelerate and improve student learning.
The document discusses issues with how instruction is defined and delivered through basal reading programs. It notes that basal programs assume one instructional approach for all students and lack differentiation. The summary provides 9 actions teachers must take to improve instruction when using a basal program, including setting goals for students, modifying lessons, and differentiating instruction based on student needs.
The document provides guidance on writing a rationale essay, which explains and justifies a student's degree plan. It discusses that the rationale essay is unique to the college and differs from other types of college writing. The document outlines the purpose and structure of the rationale essay, including introducing goals and degree plans, explaining how the degree meets area of study and concentration guidelines, and demonstrating depth and breadth of learning. It emphasizes organizing the essay clearly and using it to communicate how the degree plan will provide a sound educational experience and help achieve goals.
This document provides an overview of enhancing traditional lesson plans to include elements of the English Language Proficiency Standards (ELPS). It reviews key concepts from previous modules, including differentiating between content and language objectives. It then presents an enhanced lesson plan template that incorporates language objectives, ESL strategies differentiated by language level, and the TELPAS proficiency level descriptors for assessment. Sample lesson plan elements, ESL strategies, and activities are also provided for students at different language proficiency levels.
English: Introduction to study skills (Complete Intro)Muhammad Qasim
This paper will enable us to have a complete introduction of Study Skills. Many other topics have been included which will enlighten us about distance learning and its aids.
Tame Chaos of Classroom Research (IIM Update 2015-full vers.)Elizabeth Eastman
The document outlines a 7-step process for teaching research skills to students: 1) choosing a topic, 2) setting goals, 3) conducting research, 4) organizing notes, 5) evaluating goals, 6) creating a product, and 7) presenting findings. It emphasizes that research is a sequential process involving multiple sources. Students are guided to form questions, take notes, identify categories, and transform their understanding into a creative output to share with others. The document provides examples and templates to help students and teachers implement each step of the research process.
This WebQuest assignment provides students with information about different types of trains. Working in groups, students will research a particular train, write a one-page essay, and present their findings to the class. The assignment aims to teach students online research and typing skills while learning about various trains.
Writing Assignments in Large Lecture ClassesOscarfuzz
The document provides guidance on creating effective writing assignments for large enrollment classes. It discusses strategies for developing low, middle, and high stakes assignments aligned with specific learning goals. Low stakes assignments include brief, ungraded writing to assess comprehension, while high stakes assignments are formal graded papers. The document offers examples of different assignment types and considerations for constructing clear prompts, assessing student writing, and providing feedback. Overall, the document aims to help instructors design writing assignments that effectively engage students and further learning objectives for large courses.
This document provides an overview of the On Point Critical Thinking Skills for Reading series which teaches upper-intermediate and advanced readers to analyze and critically evaluate opinions on a wide range of topics. The series uses articles from popular media outlets and includes engaging activities to build reading and thinking skills, guided writing tasks, vocabulary building, and stimulating discussion activities. It provides student and workbook materials as well as a website and app.
The document discusses strategies for effective reading and studying. It recommends using prior knowledge, taking an active approach when reading textbooks by asking questions, and choosing an environment conducive to studying. The SQ3R method is described which involves surveying, questioning, reading, reciting and reviewing material. Marking and annotating texts, studying in groups, and employing critical thinking are also presented as beneficial study techniques.
The document discusses strategies for effective reading and studying. It recommends using prior knowledge, taking an active approach when reading textbooks by asking questions, and choosing an environment conducive to studying. The SQ3R method is described which involves surveying, questioning, reading, reciting and reviewing material. Marking and annotating texts, studying in groups, and employing critical thinking are also presented as beneficial study techniques.
This document provides an overview of the expectations for reading and writing in college compared to high school. It discusses that college assignments require more reading, deeper engagement with ideas, and self-directed study. It then outlines strategies for effective reading in college, including planning, comprehension techniques like annotating and questioning, and active reading approaches. Key strategies involve setting a purpose, connecting to prior knowledge, visualizing, and discussing what you read. The document emphasizes that college demands more independent work and critical thinking in assignments.
The document discusses strategies for helping students improve their writing skills. It notes that writing involves many component skills that students may lack, such as reading comprehension, analytical abilities, and mechanics. To address this, instructors should prioritize the skills they value, communicate expectations clearly, and provide practice opportunities with feedback. Specific strategies include using rubrics to break down writing into skills; giving diagnostic assessments to identify weaknesses; scaffolding assignments from simple to complex; and creating multiple, lower-stakes practice opportunities such as peer review and targeted feedback.
DRAFT
REFERENCES
Utilizing
DIFFERENTIATED
INSTRUCTION
To Enhance
Academic
Performance
• Formal & Informal Assessment
√ Formal assessment includes all types of stan-
dardized testing as well as unit and teacher-
made tests.
√ Informal assessment incorporates observa-
tion, conferencing, and various kinds of per-
formance assessments such as reports, dem-
onstrations and performances.
• Portfolios
√ Students should be encouraged to use self-
assessment and reflection about their work.
√ Teachers should make informed diagnostic
instructional and curricular decisions about
students.
√ Authentic evidence of student work should be
gathered.
• Projects
√ Medial and summative projects enable stu-
dents to demonstrate what they know and are
able to do.
√ Projects can be in a variety of forms, depend-
ing on the content area.
√ Other examples of projects that can demon-
strate student understanding of content in-
clude:
Puzzles Short story
Poem Illustration/Cartoon
Collage Diagram
Scrapbook Demonstrations
Presentations Research Reports
ASSESSMENT
Garden City Public Schools
Research/Best Practices
Armstrong, Thomas. (2000). Multiple
Intelligences in the Classroom.
Alexandria, VA: Association for
Supervision and Curriculum
Development.
Gregory, Gayle H. and Chapman,
Carolyn. (2002). Differentiated
Instructional Strategies. Thousand
Oaks, CA: Corwin Press
Tomlinson, Carol Ann. (2001). How to
Differentiate in Mixed-Ability
Classrooms. Alexandria, VA:
Association for Supervision and
Curriculum Development.
Tomlinson, Carol Ann. (2001). Leadership for
Differentiating Schools and
Classrooms. Alexandria, VA:
Association for Supervision and
Curriculum Development.
Tomlinson, Carol Ann. (1999). The
Differentiated Classroom: Responding
to the Needs of All Learners.
Alexandria, VA:
Association for Supervision and
Curriculum Development.
DIFFERENTIATED INSTRUCTION IN ACTION;
Middle School Video Series 2. Association for
Supervision and Curriculum Development, 2008.
ISBN 978-1-4166-0675-8.
Inspiring Minds
Empowering Achievement
Building Community
DRAFT
DI: Differentiated
Instruction
ELEMENTS OF DIFFERENTIATION
Students vary in:
Readiness Levels:
• A readiness level is a student’s entry point
relative to a particular understanding or skill
• To differentiate in response to student readi-
ness, a teacher constructs tasks or provides
learning choices at different levels of difficulty
Interest Levels:
• An interest level is a child’s affinity, curiosity,
or passion for a particular topic
• To differentiate in response to student inter-
est, a teacher aligns key skills and materials
for understanding from the curriculum with
topics or pursuits that intrigue students
Learning Profile:
• A learning profile is how we learn. It may be ...
The document discusses assignment writing and reporting projects. It provides steps for assignment writing including getting started, topic analysis, research, planning structure and arguments, drafting and revising. It also discusses managing time, analysis, writing style and presentation. For projects, it defines projects, discusses their use in school, engineering and management, and explains their temporary nature to achieve goals.
The document provides information and guidance for writing tutors in the UT Athletics Writing Program. It discusses the goals of the program, basics of writing tutoring, an overview of the RHE 306 course, the writing process, research, revision, editing, proofreading, dealing with plagiarism and academic integrity, working with reluctant writers, and addressing obstacles in tutoring sessions. Resources for tutors are also listed. The document aims to equip tutors to effectively help student-athletes improve their writing and independent writing skills.
This document provides guidance on reading strategies for secondary school students. It discusses several strategies for preparing to read, engaging with, and reacting to texts. Some key reading strategies mentioned include previewing texts, analyzing text features, making inferences, visualizing, note-taking, drawing conclusions, and reading different text formats like informational and literary texts. The document is intended to help struggling readers develop skills for comprehending increasingly complex course readings. It emphasizes the importance of explicitly teaching reading strategies and providing students opportunities to practice strategies in subject-specific contexts.
This document provides strategies for assigning composition in writing courses. It discusses low-stakes writing assignments to help students develop critical thinking through exploring ideas without right answers. It also discusses providing revision-oriented feedback that focuses on higher-order concerns before lower-order ones. Additionally, it recommends giving clear handouts that explain assignment tasks and criteria. Scaffolding assignments by having students submit early drafts and a final draft is suggested. Finally, the document advocates for developing a formal revision process where students re-engage with their work and treat papers as thesis-driven attempts to address problems.
Using Asynchronous Tools Cengage Phoenix 3 10Drexel
The document discusses using asynchronous tools like message boards, blogs and wikis in writing classrooms. It outlines the pedagogical advantages of these tools, including allowing more time for students to think and write, facilitating written dialogue, and developing student authority. The document also provides examples of how to structure asynchronous discussions, with prompts and different types of discussion threads. It discusses evaluating student writing in these online environments without adding significant grading burdens.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
This document discusses various aspects of the teaching and learning process. It covers topics like what is learning, how we learn, different learning styles, metacognition, characteristics of expert learners, the forgetting curve, teaching styles, common student pitfalls, and the importance of seeking help. Key points made include that learning involves acquiring new knowledge, skills, and attitudes. Our preferred learning styles impact how we receive and process new information. Expert learners are self-aware, goal-oriented, and employ various learning strategies. Frequent review helps with long-term retention versus cramming. Teaching styles vary in terms of content emphasis, presentation mode, organization, and student participation level. Students should avoid pitfalls like poor time management
This document provides an overview of strategies to use before, during, and after reading to improve content area literacy. It discusses activating prior knowledge through anticipation guides and chapter walks before reading. During reading, it recommends strategies like note-taking, graphic organizers, and questioning to monitor comprehension. After reading, the document describes having students apply their new knowledge through activities like RAFTs, last word, and rating scales. The objective is to effectively use these strategies to accelerate and improve student learning.
The document discusses issues with how instruction is defined and delivered through basal reading programs. It notes that basal programs assume one instructional approach for all students and lack differentiation. The summary provides 9 actions teachers must take to improve instruction when using a basal program, including setting goals for students, modifying lessons, and differentiating instruction based on student needs.
The document provides guidance on writing a rationale essay, which explains and justifies a student's degree plan. It discusses that the rationale essay is unique to the college and differs from other types of college writing. The document outlines the purpose and structure of the rationale essay, including introducing goals and degree plans, explaining how the degree meets area of study and concentration guidelines, and demonstrating depth and breadth of learning. It emphasizes organizing the essay clearly and using it to communicate how the degree plan will provide a sound educational experience and help achieve goals.
This document provides an overview of enhancing traditional lesson plans to include elements of the English Language Proficiency Standards (ELPS). It reviews key concepts from previous modules, including differentiating between content and language objectives. It then presents an enhanced lesson plan template that incorporates language objectives, ESL strategies differentiated by language level, and the TELPAS proficiency level descriptors for assessment. Sample lesson plan elements, ESL strategies, and activities are also provided for students at different language proficiency levels.
English: Introduction to study skills (Complete Intro)Muhammad Qasim
This paper will enable us to have a complete introduction of Study Skills. Many other topics have been included which will enlighten us about distance learning and its aids.
Tame Chaos of Classroom Research (IIM Update 2015-full vers.)Elizabeth Eastman
The document outlines a 7-step process for teaching research skills to students: 1) choosing a topic, 2) setting goals, 3) conducting research, 4) organizing notes, 5) evaluating goals, 6) creating a product, and 7) presenting findings. It emphasizes that research is a sequential process involving multiple sources. Students are guided to form questions, take notes, identify categories, and transform their understanding into a creative output to share with others. The document provides examples and templates to help students and teachers implement each step of the research process.
This WebQuest assignment provides students with information about different types of trains. Working in groups, students will research a particular train, write a one-page essay, and present their findings to the class. The assignment aims to teach students online research and typing skills while learning about various trains.
Writing Assignments in Large Lecture ClassesOscarfuzz
The document provides guidance on creating effective writing assignments for large enrollment classes. It discusses strategies for developing low, middle, and high stakes assignments aligned with specific learning goals. Low stakes assignments include brief, ungraded writing to assess comprehension, while high stakes assignments are formal graded papers. The document offers examples of different assignment types and considerations for constructing clear prompts, assessing student writing, and providing feedback. Overall, the document aims to help instructors design writing assignments that effectively engage students and further learning objectives for large courses.
This document provides an overview of the On Point Critical Thinking Skills for Reading series which teaches upper-intermediate and advanced readers to analyze and critically evaluate opinions on a wide range of topics. The series uses articles from popular media outlets and includes engaging activities to build reading and thinking skills, guided writing tasks, vocabulary building, and stimulating discussion activities. It provides student and workbook materials as well as a website and app.
The document discusses strategies for effective reading and studying. It recommends using prior knowledge, taking an active approach when reading textbooks by asking questions, and choosing an environment conducive to studying. The SQ3R method is described which involves surveying, questioning, reading, reciting and reviewing material. Marking and annotating texts, studying in groups, and employing critical thinking are also presented as beneficial study techniques.
The document discusses strategies for effective reading and studying. It recommends using prior knowledge, taking an active approach when reading textbooks by asking questions, and choosing an environment conducive to studying. The SQ3R method is described which involves surveying, questioning, reading, reciting and reviewing material. Marking and annotating texts, studying in groups, and employing critical thinking are also presented as beneficial study techniques.
This document provides an overview of the expectations for reading and writing in college compared to high school. It discusses that college assignments require more reading, deeper engagement with ideas, and self-directed study. It then outlines strategies for effective reading in college, including planning, comprehension techniques like annotating and questioning, and active reading approaches. Key strategies involve setting a purpose, connecting to prior knowledge, visualizing, and discussing what you read. The document emphasizes that college demands more independent work and critical thinking in assignments.
The document discusses strategies for helping students improve their writing skills. It notes that writing involves many component skills that students may lack, such as reading comprehension, analytical abilities, and mechanics. To address this, instructors should prioritize the skills they value, communicate expectations clearly, and provide practice opportunities with feedback. Specific strategies include using rubrics to break down writing into skills; giving diagnostic assessments to identify weaknesses; scaffolding assignments from simple to complex; and creating multiple, lower-stakes practice opportunities such as peer review and targeted feedback.
DRAFT
REFERENCES
Utilizing
DIFFERENTIATED
INSTRUCTION
To Enhance
Academic
Performance
• Formal & Informal Assessment
√ Formal assessment includes all types of stan-
dardized testing as well as unit and teacher-
made tests.
√ Informal assessment incorporates observa-
tion, conferencing, and various kinds of per-
formance assessments such as reports, dem-
onstrations and performances.
• Portfolios
√ Students should be encouraged to use self-
assessment and reflection about their work.
√ Teachers should make informed diagnostic
instructional and curricular decisions about
students.
√ Authentic evidence of student work should be
gathered.
• Projects
√ Medial and summative projects enable stu-
dents to demonstrate what they know and are
able to do.
√ Projects can be in a variety of forms, depend-
ing on the content area.
√ Other examples of projects that can demon-
strate student understanding of content in-
clude:
Puzzles Short story
Poem Illustration/Cartoon
Collage Diagram
Scrapbook Demonstrations
Presentations Research Reports
ASSESSMENT
Garden City Public Schools
Research/Best Practices
Armstrong, Thomas. (2000). Multiple
Intelligences in the Classroom.
Alexandria, VA: Association for
Supervision and Curriculum
Development.
Gregory, Gayle H. and Chapman,
Carolyn. (2002). Differentiated
Instructional Strategies. Thousand
Oaks, CA: Corwin Press
Tomlinson, Carol Ann. (2001). How to
Differentiate in Mixed-Ability
Classrooms. Alexandria, VA:
Association for Supervision and
Curriculum Development.
Tomlinson, Carol Ann. (2001). Leadership for
Differentiating Schools and
Classrooms. Alexandria, VA:
Association for Supervision and
Curriculum Development.
Tomlinson, Carol Ann. (1999). The
Differentiated Classroom: Responding
to the Needs of All Learners.
Alexandria, VA:
Association for Supervision and
Curriculum Development.
DIFFERENTIATED INSTRUCTION IN ACTION;
Middle School Video Series 2. Association for
Supervision and Curriculum Development, 2008.
ISBN 978-1-4166-0675-8.
Inspiring Minds
Empowering Achievement
Building Community
DRAFT
DI: Differentiated
Instruction
ELEMENTS OF DIFFERENTIATION
Students vary in:
Readiness Levels:
• A readiness level is a student’s entry point
relative to a particular understanding or skill
• To differentiate in response to student readi-
ness, a teacher constructs tasks or provides
learning choices at different levels of difficulty
Interest Levels:
• An interest level is a child’s affinity, curiosity,
or passion for a particular topic
• To differentiate in response to student inter-
est, a teacher aligns key skills and materials
for understanding from the curriculum with
topics or pursuits that intrigue students
Learning Profile:
• A learning profile is how we learn. It may be ...
The document discusses assignment writing and reporting projects. It provides steps for assignment writing including getting started, topic analysis, research, planning structure and arguments, drafting and revising. It also discusses managing time, analysis, writing style and presentation. For projects, it defines projects, discusses their use in school, engineering and management, and explains their temporary nature to achieve goals.
The document provides information and guidance for writing tutors in the UT Athletics Writing Program. It discusses the goals of the program, basics of writing tutoring, an overview of the RHE 306 course, the writing process, research, revision, editing, proofreading, dealing with plagiarism and academic integrity, working with reluctant writers, and addressing obstacles in tutoring sessions. Resources for tutors are also listed. The document aims to equip tutors to effectively help student-athletes improve their writing and independent writing skills.
This document provides guidance on reading strategies for secondary school students. It discusses several strategies for preparing to read, engaging with, and reacting to texts. Some key reading strategies mentioned include previewing texts, analyzing text features, making inferences, visualizing, note-taking, drawing conclusions, and reading different text formats like informational and literary texts. The document is intended to help struggling readers develop skills for comprehending increasingly complex course readings. It emphasizes the importance of explicitly teaching reading strategies and providing students opportunities to practice strategies in subject-specific contexts.
This document provides strategies for assigning composition in writing courses. It discusses low-stakes writing assignments to help students develop critical thinking through exploring ideas without right answers. It also discusses providing revision-oriented feedback that focuses on higher-order concerns before lower-order ones. Additionally, it recommends giving clear handouts that explain assignment tasks and criteria. Scaffolding assignments by having students submit early drafts and a final draft is suggested. Finally, the document advocates for developing a formal revision process where students re-engage with their work and treat papers as thesis-driven attempts to address problems.
Using Asynchronous Tools Cengage Phoenix 3 10Drexel
The document discusses using asynchronous tools like message boards, blogs and wikis in writing classrooms. It outlines the pedagogical advantages of these tools, including allowing more time for students to think and write, facilitating written dialogue, and developing student authority. The document also provides examples of how to structure asynchronous discussions, with prompts and different types of discussion threads. It discusses evaluating student writing in these online environments without adding significant grading burdens.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
This assignment asks students to write a paper discussing the significance of literacy in today's digital world. Students are prompted to question whether reading and writing in print are still important given the rise of digital communication. They can explore how adding terms like "print", "digitally", or "for cognition" might change or nuance the question. The paper should define key terms like literacy and argue for why literacy remains important while drawing on course readings and other sources. Students will submit drafts and participate in peer reviews in preparation for a final portfolio due at the end of the month.
The document summarizes strategies for six Common Core instructional approaches: Reading for Meaning, Compare and Contrast, Inductive Learning, Circle of Knowledge, Write to Learn, and Vocabulary's CODE. Each approach is connected to Common Core standards and explained with examples of implementation in the classroom. Experts from a school district provide overviews of the strategies to achieve excellence with the Common Core.
The document provides information about an English Composition I course offered at a community college. The course is designed to develop students' college-level writing skills through intensive writing assignments and a process-oriented approach. Over the course of the semester, students will write essays of increasing complexity, learn research and citation skills, and practice timed writing. Student work will be evaluated based on demonstrated mastery of organization, development, and mechanics in their written work.
*Three-book writing series designed for young EFL students
*Allows students to analyze a model paragraph in the chosen style before moving on to planning and then writing their own paragraph on a related topic
*A variety of activities in each student book works to develop students’ writing skills with an engaging and fun means
Here, you can get relevant ideas on how to make an effective review of related literature in academic writing and theses. It is prepared to train young learners.
This handout was used for my Southern Regional Education Board Summer Session presentation. I presented methods of integrating literacy strategies and technology to engage students.
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.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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 ...
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
3. Set up your
account
Distinguish yourself as
a teacher and input
your school’s
information to
connect with teachers
and students.
You can also sign up
using accounts you
already use, such as
Google, Clever, Edmodo,
and Office 365 to make
account managing more
convenient
4. o Create a new class and invite students via email
o Students can create their own Actively Learn profiles and
enter your class via the unique class code
o Now it’s time to add content for your class to read!
CreateA
Class
5. oAdd material to your
classes by selecting
sources from the catalog
oBegin by setting filters by
genre, subject, reading
level, page count, or
choose a bundled set
oScroll through titles to find
reliably-sourced texts that
best fit your curriculum
Navigate theCatalog
Wow, Actively Learn has so
many different kinds of
sources to choose from!
6. Catalog
Features
o Click on the picture of the
document to open a short
information page.
o This includes the author,
page count, introduction,
shortcuts to related texts,
and any “featured
assignment” included in the
document.
o Featured Assignments
come with questions and
annotations to help students
meet CommonCore
standards.
o Choose to either preview the
document or select it to be
saved into your workspace.
Actively Learn
also gives you
links to
suggested
documents
that other
teachers have
paired while
teaching
7. o Once you decide to add a text, click SELECT to add it to
yourWorkspace.
o After adding a text, you can either keep searching for
additional sources or go to your workspace to further
customize and sort your new material
Add aText to
Your
Workspace
8. Select ADD CONTENT to search the catalog, import
your own content, and create quizzes
ASSIGN texts in your workspace to specific classes
Select COLLABORATE to send resources to
colleagues, co-author comments and questions with
colleagues, or add documents to your school’s library
Add LABELS to texts for better organization of lesson
ideas and coursework within your overallWorkspace
Do MORE with these texts, such as duplicating,
editing introductory material, overviewing copyright
licenses, and merging assignments
Also search your Workspace for specific
documents, or sort your content by title,
author, or label
Workspace Features
9. o View class roster
o Create, manage, and individualize assignments
o Lock documents to prevent students from reading texts ahead
of the class
o View grades for the whole class and for individuals
o Monitor class activity, such as time spent reading and questions
answered (paid plans only)
o Assess student proficiency and vocabulary within assigned
readings (paid plans only)
Navigate theClass
Dashboard
11. oOpen the document to view
Common Core-aligned
annotations and questions
created by Actively Learn
educators.
oYou can choose to download
a version of the text that is
completely blank, or edit the
pre-set layers to your needs.
GettingStartedStudent directions, questions, and the text are located
in the main screen space, but a significant amount of
space is left in the margins to make room for student
annotations, teacher comments, and student-centered
discussions
12. Exit the document
Edit text settings for digital reading comfort
Get notifications about new student actions
Quickly access notes and questions, or print the document
Jump to
notations within
the text
Manage questions within the text:
Check how each question addresses Common Core
standards
Mark questions for grading purposes
Filter and sort responses by student
Revise student answers and provide feedback in
real time
On paid plans, you can have access to
in-depth student reports to help with
assessment
QUICKTOOLS WITHIN
THE DOCUMENT
13. Add pre-reading questions to help prep students for a
deeper level of engagement and critical thinking within
the text…
… And ask questions that break the
text into chunks for deeper analysis
and assessment.
You can also pose
questions to provoke
thought in the margins as
annotations
AskingQuestions
14. Ask short answer, multiple
choice, and poll-styled
questions Encourage student
collaboration and
discussion within the
question sections.
15. Highlight any segment of text to create a color-
coded note for modeling annotation skills and
prompt discussion among classmates
Students can highlight text to flag material they
don’t understand, have it read to them, and even
have it translated, in addition to taking notes.
Annotating theText
16. Color code notes based on
your ideas using themes
like Main Ideas, Author’s
Purpose, Evaluate
Argument, and My
Thoughts to scaffold good
annotation and thinking
critically while reading
Teachers and students can also
participate in student-led
discussions by replying to
comments.
Add media such asYouTube videos and slideshows to
comments and annotations for more background
17. Congratulations, you now
have the skills to help
foster a better student
reading experience on
Actively Learn!
Actively Learn has many features that you can now explore on
your own to create the experience that is best for your
students and classroom. Enjoy!