Cedar Ridge High School held an Advanced Academic Night to inform students and parents about its Pre-AP, AP, and dual credit course offerings. The agenda included welcome remarks from the principal and presentations from the English, history, math, and science departments. The document provided overviews and expectations of the Pre-AP/AP courses in each subject area, as well as contact information for questions. Pre-AP courses are intended to prepare students for the rigor of AP courses and exams through advanced content and skills development. AP courses provide an intensive study of topics that could earn students college credit if they pass the AP exams.
Reading for life - Matsumoto JALT PAN-SIG Conference Presentationgiuseppedias
This PPT accompanied a presentation given by Joseph Dias and Gregory Strong at the JALT PAN-SIG Conference in Matsumoto Japan on May 21, 2011 in Matsumoto, Nagano Prefecture, Japan.
As most of our students now are digital natives who prefer YouTube to Hugo, Facebook to Fitzgerald , and Twitter to Twain, it’s difficult to have them attend to texts longer than status updates. The speakers will discuss ways of inviting students to become lifelong learners by making reading relevant.
The speakers discussed the groundwork for a reading curriculum revision project in an English Department of a Japanese university by presenting the results of their investigation of current teaching practices, along with an exploration of all aspects of their students' reading: both in the L1 and L2, online and off, mobile and static, for pleasure and required, current and projected. The project began with a thorough needs analysis (Brown, 1995; Richards and Rogers, 2001) that involved focus groups, classroom observation, and the administration of online surveys to students, reading teachers, and upper division content course instructors. Particular attention was focused on how reading instruction could be made relevant to digital natives and how the practice of reading could be made into a habit and carried beyond the temporal and physical confines of school life.
Reading for life - Matsumoto JALT PAN-SIG Conference Presentationgiuseppedias
This PPT accompanied a presentation given by Joseph Dias and Gregory Strong at the JALT PAN-SIG Conference in Matsumoto Japan on May 21, 2011 in Matsumoto, Nagano Prefecture, Japan.
As most of our students now are digital natives who prefer YouTube to Hugo, Facebook to Fitzgerald , and Twitter to Twain, it’s difficult to have them attend to texts longer than status updates. The speakers will discuss ways of inviting students to become lifelong learners by making reading relevant.
The speakers discussed the groundwork for a reading curriculum revision project in an English Department of a Japanese university by presenting the results of their investigation of current teaching practices, along with an exploration of all aspects of their students' reading: both in the L1 and L2, online and off, mobile and static, for pleasure and required, current and projected. The project began with a thorough needs analysis (Brown, 1995; Richards and Rogers, 2001) that involved focus groups, classroom observation, and the administration of online surveys to students, reading teachers, and upper division content course instructors. Particular attention was focused on how reading instruction could be made relevant to digital natives and how the practice of reading could be made into a habit and carried beyond the temporal and physical confines of school life.
Q3-M4_3Is_Citation of Review of Related Literature.pdfMAEANNTOLENTINO2
mamali national high school
mamali lambayong sultan kudarat
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Q3-M4_3Is_Citation of Review of Related Literature.pdfMAEANNTOLENTINO2
mamali national high school
mamali lambayong sultan kudarat
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2011 TESOL Seminar 4: Assessment for ESL learners: What, why and for whom? KatherineHaratsis
2011 TESOL Seminar 4: Assessment for ESL learners: What, why and for whom?
Prof Tim McNamara, Faculty of Arts, School of Language and Linguistics, The University of Melbourne
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
2. Agenda Dr. Presley, Principal - Welcome ACC Presentation – Dual Credit English Department History Department Math Department Science Department Articulated Courses Closing
4. AP over a four year time span Pre-AP English I Pre-AP English II AP English III AP English IV
5. What Does Pre-AP and AP mean in an English Class? Pre-AP and AP English classes provide an advanced study of literature and writing including language structure. The pre-AP course initiates preparation for the College Board Advanced Placement English Exams at the high school level; therefore, the literature study is classical in nature, meeting standards set by the College Board. The College Board’s The AP Vertical Teams Guide for English gives an accurate summary for English Pre-AP expectations: An AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. The AP student must become a critical thinker, a theorist, and a master in the communication of your analyses of literary works through writing if you are to receive college credit through the AP exam.
6. General Expectations: Pre-AP and AP English coursework is rigorous and rewarding, and students will be exposed to a variety of challenging assignments. Typically, AP bound students read and write above grade level, are self-motivated and self-disciplined, and are willing to spend substantial time completing superior work. Students are expected to think abstractly and analytically, and communicate their thoughts through a variety of written responses. A successful AP student shows a desire to engage these challenges with a positive attitude and seek assistance outside of class when necessary.
7. Example Syllabus for Pre-AP English II Close Reading is a skill that is required in order to discover more than an author’s message. The following are a list of some of the devices and concepts that we will be focusing on this year: Finding patterns in a text through annotation Linking literary criticism to meaning in the text Analysis, including, for example, author’s development of tone through imagery, diction, choice of details and point of view; author’s use of figures of speech and sound devices, such as assonance, consonance, onomatopoeia, rhyme, rhythm, alliteration. Grammar (or Syntax) is important because, when we recognize that authors do not select words and grammatical patterns randomly, we gain a better understanding and more control over the use of our own language. We will be touching on grammar all year through meaningful texts, your own writing and examining mentor sentences. Writing is a process. Learning to write is a process. The only way to learn how to write well is through writing and writing and writing some more. Part of the process is revision. These two activities are imperative to a good writer. In a writer’s workshop setting, you will be able to: Write introductions that attack an issue in a thoughtful manner Write well-developed and solid paragraphs Use facts, quotes, and paraphrase as support for a stated position Write thesis statements powerful enough to dictate the direction of the paper Gain patience for deep and meaningful revisions Write several modes of discourse: narrative, description, exposition, persuasion Use original and creative forms in writing Analyze, not simply summarize Develop a voice Develop ideas quickly and under the duress of timed settings
8. Course Overview For Pre-AP Pre-AP English I and II increase the rigor of the curriculum through an introduction to: AP strategies for note-taking and studying Practiced timed-writings More independent reading assignments Annotation An increased level of literary analysis
9. Course Overview for AP AP English courses continue to increase the rigor of the curriculum. AP English III students will intensely prepare for the AP Language and Composition test. AP English IV students will intensely prepare for the AP Literature and Composition test.
10. Summer Reading Assignments: Information is pending. Please check the CRHS website in May for more information and details on specific titles for each grade level.
11. Pre-AP/AP Department Contacts: Andy Esquivel Ryan Harvey Shelly Jipp Kate Ikard Megan Lanfear Miranda Marshall Cathy Rollins Jennifer Sanders
13. Pre-AP World Geography (9th) This course includes the same broad topics of study as World Geography Studies. The emphasis is on reading and evaluating literature, journal articles, and current events and preparing research projects. The skills taught in this course prepare students for success in AP courses.
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15. Students are expected to master important analytical skills as well as specific factual information. Emphasis is placed on reading, constructing arguments, analyzing data, and interpreting opinions.
16. College credit may be earned by demonstrating competence on the AP World History Examination in May of each year.
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18. Emphasis is placed on reading, constructing arguments, analyzing data, and interpreting opinions.
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20. Emphasis is placed on reading, researching case studies, analyzing data, and experimentation.
35. Advanced Science Offerings at CRHS Next year we will offer: AP Biology AP Chemistry AP Environmental Science Anatomy and Physiology Medical Microbiology and Pathophysiology Environmental Systems Fall 2012, we may add*: AP Physics Aquatic Science Earth and Space Science Astronomy Scientific Research and Design AdvancedBiotechnology † * Future course offerings are determined by student interest, academy and school needs, available resources, and administrative priorities. This is an incomplete list. This list also does not guarantee a course will be offered. † May be offered as an ACC-articulated or Dual Credit class.
37. Science Department Contact Info If you have any questions about advanced academics in the science department or how advanced science courses may fit in your child’s education, please contact: Science Department Chair Jeremy Thompson jeremy_thompson@roundrockisd.org 512-704-0047