This document outlines the content and learning outcomes of a unit on applying reflective skills. The unit will help students systematically reflect throughout their coursework, identify key questions for their role as novice teachers, and understand the issues involved in becoming a reflective practitioner. It provides guidance on modeling reflection, considering classroom context, encouraging multiple perspectives, and other tips to support students' development as reflective practitioners.
The document discusses strategies for creating an effective classroom environment that promotes learning. It emphasizes that effective teachers not only choose instructional strategies, but also create an engaging environment where students are consistently on task. Some keys to developing this environment include arranging the classroom space to minimize distractions, interacting easily with all students, and surveying the entire class. Teachers should also aim to develop a supportive community atmosphere and communicate clear rules and procedures to guide student behavior. When issues do arise, teachers need plans to address misbehaviors in a constructive manner. Overall, the document provides guidance for teachers to establish a well-managed classroom conducive to academic achievement.
What is Special Education 1iStockphotoThinkstockPre-.docxhelzerpatrina
What is Special Education? 1
iStockphoto/Thinkstock
Pre-Test
1. You can use the terms disability and handicap interchangeably. T/F
2. The history of special education began in Europe. T/F
3. The first American legislation that protected students with disabilities was passed in the 1950s. T/F
4. All students with disabilities should be educated in special education classrooms. T/F
5. Special education law is constantly reinterpreted. T/F
Answers can be found at the end of the chapter.
6Curriculum and
Assessment
Socialstock/Socialstock/Superstock
Learning Objectives
After reading this chapter, you should be able to
• Describe the various forms a curriculum can assume in the classroom.
• Identify and describe forces that shape curriculum development.
• Analyze key aspects of both formative and summative assessments, including validity, reliability, and
transparency.
• Define, compare, and contrast traditional quantitative measures with assessment for learning and
alternative/authentic assessment.
Section 6.1Defining Curriculum
The aim of education should be to teach us rather how to think, than what
to think—rather how to improve our minds, so as to enable us to think for
ourselves, than to load the memory with the thoughts of other men.
—John Dewey
Teachers make important decisions about what students should learn on a daily basis. How-
ever, they do not do so in a vacuum. In this chapter, you will examine the meaning of curricu-
lum, the process of curriculum development, and the forces that shape it. You will discover
that deciding what students should learn is not an easy task. It is further complicated by the
influence and expectations of several groups in addition to teachers. Expectations range from
standards set by state legislatures to national programs to recommendations espoused by
professional organizations. In the midst of all these influences, the teacher is expected to be a
pivotal player in making curricular decisions.
Teachers also determine what their students know or have learned, and this chapter also
introduces the role of assessment in the classroom. We have all taken assessments. In fact, a
good portion of the time you spent in school likely involved preparing for an exam or waiting
for its results. School is typically about defined stages: pre-assessment, teaching, learning,
and then post-assessment or evaluation. Assessments are meant as a guide to planning for
additional teaching and learning. Thus, it is important that they provide information that will
help teachers improve instruction. And yet, if teachers lack understanding of assessment’s
purposes, they may focus solely on determining what students have or have not learned, with
no plans for future learning. If teachers are to prepare students for the changing world they
will inherit, they must help them become resourceful, creative, lifelong learners who own
their learning by taking responsibility for it. Assessment ca ...
THEORIES OF INSTRUCTION & INSTRUCTIONAL MEDIAEk ra
The document discusses various points related to developing a theory of instruction. Some key benefits of evolving a theory of instruction include helping teachers understand the nature of instruction, explaining variables in the instructional process, and providing a scientific way to plan, organize, and evaluate instruction. Important considerations for developing a theory include recognizing that instruction is both an art and science, and that theories of instruction should be based on instructional activities rather than just theories of learning alone. Models of instruction can also help inform the initial stages of developing a theory of instruction.
This document discusses classroom behavior analysis and managing behaviors in the learning environment. It notes that behaviors can disrupt learning and teachers may lack tools to deal with difficulties. Effective classroom management includes clear expectations, consequences, and rewards to encourage positive behavior. It is important for teachers to address disruptions consistently and make lessons engaging. Building relationships with students can also help minimize issues, while maintaining an assertive tone. Understanding factors influencing student behaviors can help teachers support students' needs.
This document discusses case analysis and role plays in teaching and learning. It defines case analysis as using real-life documented situations to solve problems and determine solutions, while role plays allow students to experience different perspectives by assuming roles. The document recommends using a variety of activities like concept mapping, questioning, debates and role plays in the teaching-learning process. It also provides recommendations for an effective process, like setting goals and reviewing performance. Case analysis and role plays can improve students' understanding by allowing them to apply knowledge and reflect on different situations.
4 Instructional Routines for Word Study and FluencyThroughout th.docxtamicawaysmith
4 Instructional Routines for Word Study and Fluency
Throughout this book, we describe instructional strategies that help young readers develop fluency, learn words, and learn how to solve problems related to words. These are fine strategies. They work. But effective instruction is more than simply the sum of all these ideas; teachers must also consider how they fit together into a coherent and effective curriculum. In this chapter we offer some suggestions for planning a word‐learning, fluency‐building curriculum.
Teaching styles, learning needs, and teachers’ and students’ preferences differ from classroom to classroom, even at the same grade level in the same school building. Because of these differences, teaching must involve planning curriculum. Nobody knows the situation and children’s learning needs better than the teacher who interacts daily with children.
4.1 Planning a Word‐Learning Curriculum
The curriculum planning process begins with careful thought about broad aims for literacy learning. Teachers might consider such questions as:
· What do I believe about literacy learning?
· What do I believe about children as learners?
· What is the role of the teacher?
· What sort of physical and psychological environment best promotes learning?
· How would I characterize an excellent learning activity?
· What role should word learning play within an overall literacy program?
Questions like these help teachers articulate their philosophies of teaching, learning, and literacy. We recommend making notes about beliefs because they are useful for guiding curriculum planning, selecting instructional activities, and evaluating the impact of programs on children as learners. Moreover, the beliefs can be used to double‐check existing programs—to see if children have sufficient opportunities to learn what’s important.
The next stage in curriculum planning is to establish a few broad instructional goals. These goals, which reflect the teacher’s beliefs, articulate expectations for children in a particular grade. Goals provide the foundation for a reading program; they describe the general areas within which literacy instruction occurs. Here, for example, are Lyndell’s goals for his kindergarten students:
· To develop interest in and appreciation for books and reading
· To develop and extend understanding of stories and informative text
· To learn concepts of print and gain an awareness of key features of books and printed language
· To develop phonemic awareness
In contrast, June’s goals for her second‐graders include:
· To develop interest in and appreciation for books and reading
· To develop and extend comprehension abilities with a variety of genres
· To read fluently
· To solve word‐related reading problems successfully
Note that both sets of goals are comprehensive. Lyndell and June develop their entire reading programs based on these goals by ensuring that children have daily opportunities to develop proficiency in the targeted areas. Note, too, ...
This document outlines the content and learning outcomes of a unit on applying reflective skills. The unit will help students systematically reflect throughout their coursework, identify key questions for their role as novice teachers, and understand the issues involved in becoming a reflective practitioner. It provides guidance on modeling reflection, considering classroom context, encouraging multiple perspectives, and other tips to support students' development as reflective practitioners.
The document discusses strategies for creating an effective classroom environment that promotes learning. It emphasizes that effective teachers not only choose instructional strategies, but also create an engaging environment where students are consistently on task. Some keys to developing this environment include arranging the classroom space to minimize distractions, interacting easily with all students, and surveying the entire class. Teachers should also aim to develop a supportive community atmosphere and communicate clear rules and procedures to guide student behavior. When issues do arise, teachers need plans to address misbehaviors in a constructive manner. Overall, the document provides guidance for teachers to establish a well-managed classroom conducive to academic achievement.
What is Special Education 1iStockphotoThinkstockPre-.docxhelzerpatrina
What is Special Education? 1
iStockphoto/Thinkstock
Pre-Test
1. You can use the terms disability and handicap interchangeably. T/F
2. The history of special education began in Europe. T/F
3. The first American legislation that protected students with disabilities was passed in the 1950s. T/F
4. All students with disabilities should be educated in special education classrooms. T/F
5. Special education law is constantly reinterpreted. T/F
Answers can be found at the end of the chapter.
6Curriculum and
Assessment
Socialstock/Socialstock/Superstock
Learning Objectives
After reading this chapter, you should be able to
• Describe the various forms a curriculum can assume in the classroom.
• Identify and describe forces that shape curriculum development.
• Analyze key aspects of both formative and summative assessments, including validity, reliability, and
transparency.
• Define, compare, and contrast traditional quantitative measures with assessment for learning and
alternative/authentic assessment.
Section 6.1Defining Curriculum
The aim of education should be to teach us rather how to think, than what
to think—rather how to improve our minds, so as to enable us to think for
ourselves, than to load the memory with the thoughts of other men.
—John Dewey
Teachers make important decisions about what students should learn on a daily basis. How-
ever, they do not do so in a vacuum. In this chapter, you will examine the meaning of curricu-
lum, the process of curriculum development, and the forces that shape it. You will discover
that deciding what students should learn is not an easy task. It is further complicated by the
influence and expectations of several groups in addition to teachers. Expectations range from
standards set by state legislatures to national programs to recommendations espoused by
professional organizations. In the midst of all these influences, the teacher is expected to be a
pivotal player in making curricular decisions.
Teachers also determine what their students know or have learned, and this chapter also
introduces the role of assessment in the classroom. We have all taken assessments. In fact, a
good portion of the time you spent in school likely involved preparing for an exam or waiting
for its results. School is typically about defined stages: pre-assessment, teaching, learning,
and then post-assessment or evaluation. Assessments are meant as a guide to planning for
additional teaching and learning. Thus, it is important that they provide information that will
help teachers improve instruction. And yet, if teachers lack understanding of assessment’s
purposes, they may focus solely on determining what students have or have not learned, with
no plans for future learning. If teachers are to prepare students for the changing world they
will inherit, they must help them become resourceful, creative, lifelong learners who own
their learning by taking responsibility for it. Assessment ca ...
THEORIES OF INSTRUCTION & INSTRUCTIONAL MEDIAEk ra
The document discusses various points related to developing a theory of instruction. Some key benefits of evolving a theory of instruction include helping teachers understand the nature of instruction, explaining variables in the instructional process, and providing a scientific way to plan, organize, and evaluate instruction. Important considerations for developing a theory include recognizing that instruction is both an art and science, and that theories of instruction should be based on instructional activities rather than just theories of learning alone. Models of instruction can also help inform the initial stages of developing a theory of instruction.
This document discusses classroom behavior analysis and managing behaviors in the learning environment. It notes that behaviors can disrupt learning and teachers may lack tools to deal with difficulties. Effective classroom management includes clear expectations, consequences, and rewards to encourage positive behavior. It is important for teachers to address disruptions consistently and make lessons engaging. Building relationships with students can also help minimize issues, while maintaining an assertive tone. Understanding factors influencing student behaviors can help teachers support students' needs.
This document discusses case analysis and role plays in teaching and learning. It defines case analysis as using real-life documented situations to solve problems and determine solutions, while role plays allow students to experience different perspectives by assuming roles. The document recommends using a variety of activities like concept mapping, questioning, debates and role plays in the teaching-learning process. It also provides recommendations for an effective process, like setting goals and reviewing performance. Case analysis and role plays can improve students' understanding by allowing them to apply knowledge and reflect on different situations.
4 Instructional Routines for Word Study and FluencyThroughout th.docxtamicawaysmith
4 Instructional Routines for Word Study and Fluency
Throughout this book, we describe instructional strategies that help young readers develop fluency, learn words, and learn how to solve problems related to words. These are fine strategies. They work. But effective instruction is more than simply the sum of all these ideas; teachers must also consider how they fit together into a coherent and effective curriculum. In this chapter we offer some suggestions for planning a word‐learning, fluency‐building curriculum.
Teaching styles, learning needs, and teachers’ and students’ preferences differ from classroom to classroom, even at the same grade level in the same school building. Because of these differences, teaching must involve planning curriculum. Nobody knows the situation and children’s learning needs better than the teacher who interacts daily with children.
4.1 Planning a Word‐Learning Curriculum
The curriculum planning process begins with careful thought about broad aims for literacy learning. Teachers might consider such questions as:
· What do I believe about literacy learning?
· What do I believe about children as learners?
· What is the role of the teacher?
· What sort of physical and psychological environment best promotes learning?
· How would I characterize an excellent learning activity?
· What role should word learning play within an overall literacy program?
Questions like these help teachers articulate their philosophies of teaching, learning, and literacy. We recommend making notes about beliefs because they are useful for guiding curriculum planning, selecting instructional activities, and evaluating the impact of programs on children as learners. Moreover, the beliefs can be used to double‐check existing programs—to see if children have sufficient opportunities to learn what’s important.
The next stage in curriculum planning is to establish a few broad instructional goals. These goals, which reflect the teacher’s beliefs, articulate expectations for children in a particular grade. Goals provide the foundation for a reading program; they describe the general areas within which literacy instruction occurs. Here, for example, are Lyndell’s goals for his kindergarten students:
· To develop interest in and appreciation for books and reading
· To develop and extend understanding of stories and informative text
· To learn concepts of print and gain an awareness of key features of books and printed language
· To develop phonemic awareness
In contrast, June’s goals for her second‐graders include:
· To develop interest in and appreciation for books and reading
· To develop and extend comprehension abilities with a variety of genres
· To read fluently
· To solve word‐related reading problems successfully
Note that both sets of goals are comprehensive. Lyndell and June develop their entire reading programs based on these goals by ensuring that children have daily opportunities to develop proficiency in the targeted areas. Note, too, ...
Ritchhart (2007) Education Quarterly Australia 1 The.docxWilheminaRossi174
Ritchhart (2007) Education Quarterly Australia
1
The Seven Rʼs of a Quality Curriculum
Ron Ritchhart
Project Zero, Harvard Graduate School of Education
To teach for understanding, teachers must be able to identify the big
ideas of their subject and know what it is they truly want students to
understand. They also must engage students in understanding
performances, that is, opportunities for actively building personal
understanding, and provide meaningful feedback on learning as it
unfolds. It is at this intersection of big ideas, understanding goals,
performances, and assessment feedback that curriculum lives, in what I
call the enacted curriculum.
Over the past fifteen years I have worked with teachers exploring the
enacted curriculum of understanding. During that time I’ve had the
opportunity to reflect on the qualities that make an activity, a unit, a
curriculum something that effectively engages students in developing a
deeper understanding. Seven common criteria emerge: rigorous,
rewarding, real, requires independence, rich in thinking, revealing, and
reflective. I present these here as guidelines for the planning, enacting,
and evaluating of a curriculum focused on understanding.
Ritchhart (2007) Education Quarterly Australia
2
Rigorous
What does it mean for a curriculum itself to be rigorous? For a task or a
lesson? Rather than think of difficulty, I think in terms of affordances. A
rigorous curriculum embodies and affords students opportunities to
develop a deeper understanding and not just show what they already
know. Too often curricula state carefully defined objectives that put an
unintentional cap on students’ understanding and obscure the big ideas of
the discipline, leading to superficial coverage. A rigorous curriculum
must point the direction for learning but be open enough to extend
students’ understanding beyond a minimal outcome.
When I look at an activity a class is to do, I ask myself, “How can
students further their learning of big disciplinary ideas through this task?
How does this task launch the learning but avoid truncating it?” I also
ask myself if students can do a particular task without understanding, by
merely walking through the steps or repeating back information. If so,
that performance doesn’t offer the rigor of understanding.
Real
Disciplinary learning can be thought of as a process by which individuals
gradually increase their participation in communities of practice. As
such, a curriculum that builds understanding must look to engage
students in authentic disciplinary activities so that students’ classroom
activities mirror the real work of adults in the field. Rather than learning
about math, science, writing, history, and so on, students must become
mathematicians, scientists, authors, and historians to build true
disciplinary understanding. When a topic is assigned to a curriculum, we
need to ask: When, where, and ho.
This document provides guidance on effective classroom management during guided reading lessons. It discusses establishing routines and procedures to keep students engaged in meaningful tasks while the teacher works with small reading groups. Specific recommendations include: planning lessons in advance, setting up the physical classroom to support literacy activities, informing students of expectations, implementing consistent procedures for centers and movement, and using a "help chart" to address student needs without interrupting instruction. The goal is to train students to work independently through modeled and practiced procedures so the teacher can focus on small group reading without disruptions.
This document is an assignment on reflective teaching submitted by Raja Mohan.K to their lecturer Anupama Miss. It discusses the importance of reflective teaching as a means of teacher development and self-evaluation. It provides various methods for teachers to gather information about their classroom teaching, such as keeping a teacher diary, having a peer observe lessons, recording lessons, and obtaining student feedback. The document emphasizes analyzing the information collected to identify aspects that worked well and areas for improvement, and then making changes to instructional practices.
11.what makes an english teacher to stand out among othersAlexander Decker
This document discusses what makes an effective English teacher stand out. It identifies 10 key factors:
1. Making knowledge accessible to all learners by understanding how students learn and developing their cognitive skills.
2. Having a strong knowledge of the subject matter and how to convey it to students.
3. Constantly monitoring student learning through various assessment methods.
4. Recognizing and accommodating individual differences in learning styles and abilities.
5. Developing students' cognitive abilities and respect for learning.
6. Having strong pedagogical content knowledge to effectively teach the subject matter.
7. Employing a variety of teaching methods to engage students.
8. Mot
This document discusses the role and responsibilities of teachers. It defines key concepts like morality and ethics. Teachers are expected to act morally and serve as role models for students. Their duties include teaching subjects, managing student behavior, and helping students develop skills and values. Teachers also take on roles like mentors, counselors, and surrogate parents. They must work to strengthen relationships between the school and community.
Progressivism focuses on individual student needs, interests and abilities. Progressivist teachers center lessons around provoking student curiosity to actively engage them in learning. Students interact with each other to develop social skills while solving real-world problems. Progressivism views education as a lifelong growth process rather than solely preparation for adulthood.
Progressivism focuses on individual student needs, interests and abilities. Progressivist teachers center lessons around provoking student curiosity to actively engage them in learning. Students interact with each other to develop social skills while solving real-world problems. Progressivism views education as a lifelong growth process rather than solely preparation for adulthood.
The document discusses the authors' beliefs about language, social context, learning, teaching, and curriculum design. Their views are:
1) Language involves systematic rules and standards that allow effective communication, while also needing to be adapted to social contexts.
2) Culture and social environment are crucial for language learning, as language is learned through cultural transmission and different environments.
3) The learning process involves many interconnected factors like students' roles, teachers' roles, and appropriate methods that engage learners. Teachers should provide tools and strategies for students to take responsibility for their own learning.
4) As teachers, the role is to help students learn through providing resources and encouraging active, independent learning, while experience and
The document provides an overview of key principles of effective teaching. It discusses 7 principles: 1) creating an active learning environment, 2) establishing rapport between students and teachers, 3) providing feedback and communication, 4) ensuring inclusivity, 5) helping students manage time, 6) providing motivation and inspiration, and 7) adapting to changes and improving. The principles emphasize making the classroom engaging for students, building relationships, communicating feedback, catering to all learners, teaching time management, and motivating students through changes.
The document discusses principles for managing an effective classroom structure that engages learners. It describes arranging the classroom to facilitate different types of learning activities like discovery, hands-on, and meaningful exploration. The classroom is designed to be flexible and promote independent or group work through various learning stations. Visual aids, modeling, and scaffolding techniques are used to support student learning. Rules are developed collaboratively to create an orderly and secure learning environment.
This document provides an overview of classroom organization and management for primary school teachers. It discusses the importance of classroom management, different classroom settings, strategies for effective management including developing positive teacher-student relationships, and guidelines for designing class rules and procedures. The document also covers defining classroom management, approaches to management, goals of management, the nature of classrooms, characteristics of good managers, starting off right with rules and routines, the classroom environment, and strategies for managing problem behaviors.
Visible thinking aims to develop students' critical and creative thinking through routines that engage student curiosity and knowledge of their own attitudes. By understanding student attitudes, it is easier to develop programs and classrooms that increase students' desire to learn English. Classroom activities should manage behavior, organize learning, and establish communication rules to support visible thinking approaches that integrate thinking skill development with content learning across subjects.
The document discusses strategies for effective classroom management in a multi-grade classroom. It identifies several key components of classroom management that are important to implement from the start: [1] classroom design, [2] establishing clear rules and discipline procedures, and [3] thoughtful scheduling and organization. It also emphasizes using different instructional techniques tailored to how different grades of students learn best. Classroom management is important as it creates an orderly learning environment, improves academic learning and social-emotional growth, and increases student engagement while decreasing negative behaviors.
This document discusses reflective teaching as a practical approach for language educators. It defines reflective teaching as a process where teachers reflect on their classroom practices by collecting and analyzing descriptive data to identify areas for improvement. The key aspects covered include:
1. An overview of reflective teaching and its basic features and benefits.
2. A description of the reflective process which involves collecting data, analyzing it, reflecting, and planning actions for improvement.
3. A discussion of different sources that can provide data for reflection, such as student work, observations, and literature.
4. Arguments that reflective teaching allows flexibility and professional development for teachers.
Educators Guide to Preventing and Solving Discipline Problemsby.docxtoltonkendal
Educator's Guide to Preventing and Solving Discipline Problems
by Mark Boynton and Christine Boynton
Table of Contents
Chapter 2. Establishing Clearly Defined Parameters of Acceptable Classroom Behaviors
Establishing and teaching clearly defined parameters of acceptable behaviors is a critical part of classroom discipline, making up approximately 25 percent of the overall picture (see Figure S1). In a summary of the research on classroom management, Marzano (2003) found that “across the various grade levels the average number of disruptions in classes where rules and procedures were effectively implemented was 28 percentile points lower than the average number of disruptions in classes where that was not the case” (p. 14).
Every teacher should formally take the time to teach and enforce clearly defined parameters of acceptable student behaviors. Unfortunately, many teachers make the mistake of announcing rather than teaching parameters to their students. The truth is that students do not learn what's announced; they learn what they are taught. It makes no more sense to announce rules regarding acceptable student behaviors than it does to announce—rather than teach—math facts. It is critical that you formally teach and enforce both a discipline plan and rules of conduct from the very first day of school.
What are the differences between the discipline plan and rules of conduct? Canter and Canter (1997) describe a discipline plan as an umbrella policy that specifies rules that apply to all students, at all times, in all locations. A discipline plan also specifies how you will respond when students comply or fail to comply with the rules.
Canter and Canter (1997) also describe rules of conduct as the policies and rules that apply to specific classroom and buildingwide locations and events, such as attending assemblies, working with substitutes, getting drinks, and using the pencil sharpener. In the category that we call “rules of conduct,” Marzano (2003) includes how to begin and end the class day or period; make transitions to bathrooms; conduct fire drills; use the library; go to a specialist; distribute, use, and store special equipment; conduct group work; and behave when doing seat work and during teacher-led activities, including what to do when work is finished. He states that clearly defined and taught procedures decrease disciplinary problems at all grade levels.
You must take whatever time is needed to teach both the discipline plan and the rules of conduct as they apply to your class. If you do not formally teach these concepts, students will be confused as they attempt to determine what the acceptable policies and procedures are for the classroom. Also, students who have not been taught rules for acceptable behaviors may test the waters to find out how far they can push the envelope. Investing time in communicating and teaching your classroom discipline plan and rules of conduct is extremely worthwhile, as it ultimately yields increa.
The document discusses several key aspects of effective classroom management:
1. Classrooms are complex environments with many simultaneous activities occurring. They require careful planning and organization.
2. There are two main approaches to classroom management - an older view focused on control through rules, and a newer view emphasizing nurturing relationships and self-regulation.
3. Effective classroom managers create positive learning environments, establish clear rules and procedures, get students to cooperate, and address problems constructively. They make the most of the start of the school year to set expectations.
The document discusses field study activities for exploring curriculum concepts. It includes a rubric for evaluation, tools for curriculum analysis including an H-chart comparing traditional and progressive views, and a graphic organizer identifying key considerations for curriculum design. The student observes that while some teachers may not be aware of different curriculum types, elements of various types can be seen in classrooms as the written curriculum is implemented and influences learners.
3rd Reading for Learning in Context Pages 81- 96Main IdeaSuppo.docxtamicawaysmith
3rd Reading for Learning in Context
Pages 81- 96
Main Idea
Supporting Details
Enduring Understandings
A. Learners past and present environments influence how learners behave and think at any given time.
B. The general social contexts in which learners grow up—families and communities and more broadly, cultures and society—also influence learners’ behaviors and cognitive processes.
C. Not only does the environment affect learners and their learning, but so, too, do learners influence their environment.
D. Effective teachers create a classroom environment that encourages and supports productive behaviors and ways of thinking.
E. Effective teachers adapt instruction to the particular social and cultural contexts in which students live.
How do learners modify their own environment?
What is meant by the term niche-picking?
In the preceding sections we’ve seen various ways in which people’s environments—especially their social and cultural ones—affect their learning and behavior. But the reverse is true as well: deliberately, as the next two principles reveal.
niche-picking Tendency for a learner to seek out environmental conditions that are a good match with his or her existing characteristics and behaviors.
What can a teacher do to provide supportive contexts for learning?
If a teacher is using modeling to change a behavior or teach a new behavior, what needs to be remembered?
Why is a variety of role models needed?
Explain how to shape complex behaviors. There are several steps. Include each.
How does a teacher provide physical and cognitive tools that can help students work and think more effectively?
Why would a teacher want to encourage student dialogue and collaboration?
Why would a teacher want to create a community of learners?
What are the advantages of doing so?
How does a teacher create a community of learners?
Why is it important for a teacher to take into account the broader contexts in which students live?
How does a teacher do so?
What are stereotypes of Americans?
1. Create conditions that elicit desired responses.
2. Make sure productive behaviors are reinforced and unproductive behaviors are not reinforced.
3. Make response–reinforcement contingencies clear.
4. As an alternative to punishment, reinforce productive behaviors that are incompatible with unproductive ones.
1) Attention. Attention is critical for getting information into working memory. To learn effectively, then, students must pay attention to the model and especially to critical aspects of the modeled behavior.
2) Retention. e learner must remember what the model does—in particular, by storing it in long-term memory. Students are more likely to remember information if they encode it in more than one way, perhaps as both a visual image and a verbal message for instance, teachers might describe what th ...
This document discusses reflective teaching and how teachers can develop a reflective approach to improve their practice. It defines reflection as recalling and evaluating past experiences to inform future decisions. Teachers can engage in reflection through various methods like peer observation, writing accounts of lessons, and recording lessons. These reflective practices help teachers develop awareness of their teaching style and make informed changes to improve student outcomes. The document provides examples of how teachers in one department used peer observation and collaborative journaling to reflect on their practice. Overall, reflective teaching is presented as a valuable tool for teacher self-evaluation and professional growth.
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You will be doing a Health Policy Analysis Power Point on a releva.docxalisondakintxt
You will be doing a Health Policy Analysis Power Point on a relevant medical issue in the Metro Detroit Area. Choose ONE.
You must include 1-2 scholarly sources WITHING THE PAST 5 YEARS to support the BACKGROUND, LANDSCAPE, OPTIONS AND RECOMMEDATIONS. IF YOU THIS IS NOT INCLUDED I WILL ASK THAT YOU RE-DO THE ASSIGNMENT
SPEAKER NOTES ARE REQUIRED
Research a healthcare issue that has been identified in your local community. Develop a power point presentation with speaker notes. You will then use the power point during your Kaltura recording. Structure a health policy analysis presentation that addresses the following topics particular to your health problem.
· Problem Statement
· Background
· Landscape
· Options
· Recommendations
Problem statement: Defines the problem addressed in the analysis
Background: Provides factual information needed to understand the problem
Landscape: Reviews the various stakeholders and their concerns
Options: Describes and analyzes several options to address the problem
Recommendation: Offers one option as the best action to pursue
.
Which of the three major sociological approaches to understanding so.docxalisondakintxt
Which of the three major sociological approaches to understanding social problems related to work and the economy do you most prefer? Why?
Requirements (due Wednesday
before midnight):
Be Substantive.
Minimum of 250-words to 500-words (must have footnotes)
Must provide scholarly or current events in text citation (textbook, other scholarly/peer-reviewed sources found in the school's library database, internet sources ending in .gov or .edu; or newspapers) – Minimum of 2 references
Address current political climate and election
.
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Ritchhart (2007) Education Quarterly Australia
1
The Seven Rʼs of a Quality Curriculum
Ron Ritchhart
Project Zero, Harvard Graduate School of Education
To teach for understanding, teachers must be able to identify the big
ideas of their subject and know what it is they truly want students to
understand. They also must engage students in understanding
performances, that is, opportunities for actively building personal
understanding, and provide meaningful feedback on learning as it
unfolds. It is at this intersection of big ideas, understanding goals,
performances, and assessment feedback that curriculum lives, in what I
call the enacted curriculum.
Over the past fifteen years I have worked with teachers exploring the
enacted curriculum of understanding. During that time I’ve had the
opportunity to reflect on the qualities that make an activity, a unit, a
curriculum something that effectively engages students in developing a
deeper understanding. Seven common criteria emerge: rigorous,
rewarding, real, requires independence, rich in thinking, revealing, and
reflective. I present these here as guidelines for the planning, enacting,
and evaluating of a curriculum focused on understanding.
Ritchhart (2007) Education Quarterly Australia
2
Rigorous
What does it mean for a curriculum itself to be rigorous? For a task or a
lesson? Rather than think of difficulty, I think in terms of affordances. A
rigorous curriculum embodies and affords students opportunities to
develop a deeper understanding and not just show what they already
know. Too often curricula state carefully defined objectives that put an
unintentional cap on students’ understanding and obscure the big ideas of
the discipline, leading to superficial coverage. A rigorous curriculum
must point the direction for learning but be open enough to extend
students’ understanding beyond a minimal outcome.
When I look at an activity a class is to do, I ask myself, “How can
students further their learning of big disciplinary ideas through this task?
How does this task launch the learning but avoid truncating it?” I also
ask myself if students can do a particular task without understanding, by
merely walking through the steps or repeating back information. If so,
that performance doesn’t offer the rigor of understanding.
Real
Disciplinary learning can be thought of as a process by which individuals
gradually increase their participation in communities of practice. As
such, a curriculum that builds understanding must look to engage
students in authentic disciplinary activities so that students’ classroom
activities mirror the real work of adults in the field. Rather than learning
about math, science, writing, history, and so on, students must become
mathematicians, scientists, authors, and historians to build true
disciplinary understanding. When a topic is assigned to a curriculum, we
need to ask: When, where, and ho.
This document provides guidance on effective classroom management during guided reading lessons. It discusses establishing routines and procedures to keep students engaged in meaningful tasks while the teacher works with small reading groups. Specific recommendations include: planning lessons in advance, setting up the physical classroom to support literacy activities, informing students of expectations, implementing consistent procedures for centers and movement, and using a "help chart" to address student needs without interrupting instruction. The goal is to train students to work independently through modeled and practiced procedures so the teacher can focus on small group reading without disruptions.
This document is an assignment on reflective teaching submitted by Raja Mohan.K to their lecturer Anupama Miss. It discusses the importance of reflective teaching as a means of teacher development and self-evaluation. It provides various methods for teachers to gather information about their classroom teaching, such as keeping a teacher diary, having a peer observe lessons, recording lessons, and obtaining student feedback. The document emphasizes analyzing the information collected to identify aspects that worked well and areas for improvement, and then making changes to instructional practices.
11.what makes an english teacher to stand out among othersAlexander Decker
This document discusses what makes an effective English teacher stand out. It identifies 10 key factors:
1. Making knowledge accessible to all learners by understanding how students learn and developing their cognitive skills.
2. Having a strong knowledge of the subject matter and how to convey it to students.
3. Constantly monitoring student learning through various assessment methods.
4. Recognizing and accommodating individual differences in learning styles and abilities.
5. Developing students' cognitive abilities and respect for learning.
6. Having strong pedagogical content knowledge to effectively teach the subject matter.
7. Employing a variety of teaching methods to engage students.
8. Mot
This document discusses the role and responsibilities of teachers. It defines key concepts like morality and ethics. Teachers are expected to act morally and serve as role models for students. Their duties include teaching subjects, managing student behavior, and helping students develop skills and values. Teachers also take on roles like mentors, counselors, and surrogate parents. They must work to strengthen relationships between the school and community.
Progressivism focuses on individual student needs, interests and abilities. Progressivist teachers center lessons around provoking student curiosity to actively engage them in learning. Students interact with each other to develop social skills while solving real-world problems. Progressivism views education as a lifelong growth process rather than solely preparation for adulthood.
Progressivism focuses on individual student needs, interests and abilities. Progressivist teachers center lessons around provoking student curiosity to actively engage them in learning. Students interact with each other to develop social skills while solving real-world problems. Progressivism views education as a lifelong growth process rather than solely preparation for adulthood.
The document discusses the authors' beliefs about language, social context, learning, teaching, and curriculum design. Their views are:
1) Language involves systematic rules and standards that allow effective communication, while also needing to be adapted to social contexts.
2) Culture and social environment are crucial for language learning, as language is learned through cultural transmission and different environments.
3) The learning process involves many interconnected factors like students' roles, teachers' roles, and appropriate methods that engage learners. Teachers should provide tools and strategies for students to take responsibility for their own learning.
4) As teachers, the role is to help students learn through providing resources and encouraging active, independent learning, while experience and
The document provides an overview of key principles of effective teaching. It discusses 7 principles: 1) creating an active learning environment, 2) establishing rapport between students and teachers, 3) providing feedback and communication, 4) ensuring inclusivity, 5) helping students manage time, 6) providing motivation and inspiration, and 7) adapting to changes and improving. The principles emphasize making the classroom engaging for students, building relationships, communicating feedback, catering to all learners, teaching time management, and motivating students through changes.
The document discusses principles for managing an effective classroom structure that engages learners. It describes arranging the classroom to facilitate different types of learning activities like discovery, hands-on, and meaningful exploration. The classroom is designed to be flexible and promote independent or group work through various learning stations. Visual aids, modeling, and scaffolding techniques are used to support student learning. Rules are developed collaboratively to create an orderly and secure learning environment.
This document provides an overview of classroom organization and management for primary school teachers. It discusses the importance of classroom management, different classroom settings, strategies for effective management including developing positive teacher-student relationships, and guidelines for designing class rules and procedures. The document also covers defining classroom management, approaches to management, goals of management, the nature of classrooms, characteristics of good managers, starting off right with rules and routines, the classroom environment, and strategies for managing problem behaviors.
Visible thinking aims to develop students' critical and creative thinking through routines that engage student curiosity and knowledge of their own attitudes. By understanding student attitudes, it is easier to develop programs and classrooms that increase students' desire to learn English. Classroom activities should manage behavior, organize learning, and establish communication rules to support visible thinking approaches that integrate thinking skill development with content learning across subjects.
The document discusses strategies for effective classroom management in a multi-grade classroom. It identifies several key components of classroom management that are important to implement from the start: [1] classroom design, [2] establishing clear rules and discipline procedures, and [3] thoughtful scheduling and organization. It also emphasizes using different instructional techniques tailored to how different grades of students learn best. Classroom management is important as it creates an orderly learning environment, improves academic learning and social-emotional growth, and increases student engagement while decreasing negative behaviors.
This document discusses reflective teaching as a practical approach for language educators. It defines reflective teaching as a process where teachers reflect on their classroom practices by collecting and analyzing descriptive data to identify areas for improvement. The key aspects covered include:
1. An overview of reflective teaching and its basic features and benefits.
2. A description of the reflective process which involves collecting data, analyzing it, reflecting, and planning actions for improvement.
3. A discussion of different sources that can provide data for reflection, such as student work, observations, and literature.
4. Arguments that reflective teaching allows flexibility and professional development for teachers.
Educators Guide to Preventing and Solving Discipline Problemsby.docxtoltonkendal
Educator's Guide to Preventing and Solving Discipline Problems
by Mark Boynton and Christine Boynton
Table of Contents
Chapter 2. Establishing Clearly Defined Parameters of Acceptable Classroom Behaviors
Establishing and teaching clearly defined parameters of acceptable behaviors is a critical part of classroom discipline, making up approximately 25 percent of the overall picture (see Figure S1). In a summary of the research on classroom management, Marzano (2003) found that “across the various grade levels the average number of disruptions in classes where rules and procedures were effectively implemented was 28 percentile points lower than the average number of disruptions in classes where that was not the case” (p. 14).
Every teacher should formally take the time to teach and enforce clearly defined parameters of acceptable student behaviors. Unfortunately, many teachers make the mistake of announcing rather than teaching parameters to their students. The truth is that students do not learn what's announced; they learn what they are taught. It makes no more sense to announce rules regarding acceptable student behaviors than it does to announce—rather than teach—math facts. It is critical that you formally teach and enforce both a discipline plan and rules of conduct from the very first day of school.
What are the differences between the discipline plan and rules of conduct? Canter and Canter (1997) describe a discipline plan as an umbrella policy that specifies rules that apply to all students, at all times, in all locations. A discipline plan also specifies how you will respond when students comply or fail to comply with the rules.
Canter and Canter (1997) also describe rules of conduct as the policies and rules that apply to specific classroom and buildingwide locations and events, such as attending assemblies, working with substitutes, getting drinks, and using the pencil sharpener. In the category that we call “rules of conduct,” Marzano (2003) includes how to begin and end the class day or period; make transitions to bathrooms; conduct fire drills; use the library; go to a specialist; distribute, use, and store special equipment; conduct group work; and behave when doing seat work and during teacher-led activities, including what to do when work is finished. He states that clearly defined and taught procedures decrease disciplinary problems at all grade levels.
You must take whatever time is needed to teach both the discipline plan and the rules of conduct as they apply to your class. If you do not formally teach these concepts, students will be confused as they attempt to determine what the acceptable policies and procedures are for the classroom. Also, students who have not been taught rules for acceptable behaviors may test the waters to find out how far they can push the envelope. Investing time in communicating and teaching your classroom discipline plan and rules of conduct is extremely worthwhile, as it ultimately yields increa.
The document discusses several key aspects of effective classroom management:
1. Classrooms are complex environments with many simultaneous activities occurring. They require careful planning and organization.
2. There are two main approaches to classroom management - an older view focused on control through rules, and a newer view emphasizing nurturing relationships and self-regulation.
3. Effective classroom managers create positive learning environments, establish clear rules and procedures, get students to cooperate, and address problems constructively. They make the most of the start of the school year to set expectations.
The document discusses field study activities for exploring curriculum concepts. It includes a rubric for evaluation, tools for curriculum analysis including an H-chart comparing traditional and progressive views, and a graphic organizer identifying key considerations for curriculum design. The student observes that while some teachers may not be aware of different curriculum types, elements of various types can be seen in classrooms as the written curriculum is implemented and influences learners.
3rd Reading for Learning in Context Pages 81- 96Main IdeaSuppo.docxtamicawaysmith
3rd Reading for Learning in Context
Pages 81- 96
Main Idea
Supporting Details
Enduring Understandings
A. Learners past and present environments influence how learners behave and think at any given time.
B. The general social contexts in which learners grow up—families and communities and more broadly, cultures and society—also influence learners’ behaviors and cognitive processes.
C. Not only does the environment affect learners and their learning, but so, too, do learners influence their environment.
D. Effective teachers create a classroom environment that encourages and supports productive behaviors and ways of thinking.
E. Effective teachers adapt instruction to the particular social and cultural contexts in which students live.
How do learners modify their own environment?
What is meant by the term niche-picking?
In the preceding sections we’ve seen various ways in which people’s environments—especially their social and cultural ones—affect their learning and behavior. But the reverse is true as well: deliberately, as the next two principles reveal.
niche-picking Tendency for a learner to seek out environmental conditions that are a good match with his or her existing characteristics and behaviors.
What can a teacher do to provide supportive contexts for learning?
If a teacher is using modeling to change a behavior or teach a new behavior, what needs to be remembered?
Why is a variety of role models needed?
Explain how to shape complex behaviors. There are several steps. Include each.
How does a teacher provide physical and cognitive tools that can help students work and think more effectively?
Why would a teacher want to encourage student dialogue and collaboration?
Why would a teacher want to create a community of learners?
What are the advantages of doing so?
How does a teacher create a community of learners?
Why is it important for a teacher to take into account the broader contexts in which students live?
How does a teacher do so?
What are stereotypes of Americans?
1. Create conditions that elicit desired responses.
2. Make sure productive behaviors are reinforced and unproductive behaviors are not reinforced.
3. Make response–reinforcement contingencies clear.
4. As an alternative to punishment, reinforce productive behaviors that are incompatible with unproductive ones.
1) Attention. Attention is critical for getting information into working memory. To learn effectively, then, students must pay attention to the model and especially to critical aspects of the modeled behavior.
2) Retention. e learner must remember what the model does—in particular, by storing it in long-term memory. Students are more likely to remember information if they encode it in more than one way, perhaps as both a visual image and a verbal message for instance, teachers might describe what th ...
This document discusses reflective teaching and how teachers can develop a reflective approach to improve their practice. It defines reflection as recalling and evaluating past experiences to inform future decisions. Teachers can engage in reflection through various methods like peer observation, writing accounts of lessons, and recording lessons. These reflective practices help teachers develop awareness of their teaching style and make informed changes to improve student outcomes. The document provides examples of how teachers in one department used peer observation and collaborative journaling to reflect on their practice. Overall, reflective teaching is presented as a valuable tool for teacher self-evaluation and professional growth.
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Similar to As a teacher, you will meet and work with English learners who hav.docx (20)
You will be doing a Health Policy Analysis Power Point on a releva.docxalisondakintxt
You will be doing a Health Policy Analysis Power Point on a relevant medical issue in the Metro Detroit Area. Choose ONE.
You must include 1-2 scholarly sources WITHING THE PAST 5 YEARS to support the BACKGROUND, LANDSCAPE, OPTIONS AND RECOMMEDATIONS. IF YOU THIS IS NOT INCLUDED I WILL ASK THAT YOU RE-DO THE ASSIGNMENT
SPEAKER NOTES ARE REQUIRED
Research a healthcare issue that has been identified in your local community. Develop a power point presentation with speaker notes. You will then use the power point during your Kaltura recording. Structure a health policy analysis presentation that addresses the following topics particular to your health problem.
· Problem Statement
· Background
· Landscape
· Options
· Recommendations
Problem statement: Defines the problem addressed in the analysis
Background: Provides factual information needed to understand the problem
Landscape: Reviews the various stakeholders and their concerns
Options: Describes and analyzes several options to address the problem
Recommendation: Offers one option as the best action to pursue
.
Which of the three major sociological approaches to understanding so.docxalisondakintxt
Which of the three major sociological approaches to understanding social problems related to work and the economy do you most prefer? Why?
Requirements (due Wednesday
before midnight):
Be Substantive.
Minimum of 250-words to 500-words (must have footnotes)
Must provide scholarly or current events in text citation (textbook, other scholarly/peer-reviewed sources found in the school's library database, internet sources ending in .gov or .edu; or newspapers) – Minimum of 2 references
Address current political climate and election
.
Throughout the course we have examined that the African American com.docxalisondakintxt
Throughout the course we have examined that the African American communities have changed drastically as more Americans have become aware of the injustices faced by millions of people of color. Analyzing African American history, examine the historical processes that led to Black Lives Matters.
.
Understanding Culture
Food, Faith, & Culture
Dr. Fred Foy Strang
For this exercise you are conducting anthropological “field research” through participation,
participant observation, and data recording. This is a simple foray into the field so it does not
include a formal literature review or establishment of hypotheses. Our task is simply to
experience and reflect upon a ‘hands-on’ opportunity for actual observation, data recording, and
preliminary analysis.
Food is an important part of everyone’s culture. Food is also connected to religious
observance and spiritual ritual for many different faiths, including Christianity, Judaism,
Islam, Hinduism and Buddhism. The role of food in cultural practices and religious beliefs is
complex and varies among individuals and communities.
Focus on the Issue (Food, Faith, & Culture)
• To examine local and non-indigenous cultural influences reflected at various at public
eateries?
• To discover where these distinctives find convergence or how local culture is
reflected in the eatery/food.
• To observe social dynamics and cultural practices in public eateries and postulate
connections to local culture and/or religion.
Focus on Observation
What are the surroundings? What are people wearing? What language(s)/dialect(s) is/are
spoken? What customs are observed? Who is involved in these customs? What do you
notice about the participants (workers/owners/customers).
Focus on Interaction
Who is serving you? What do you observe about their work? Are their other people
involved in the establishment? What are their roles? You are encouraged to engage in ‘non-
directive interviewing’ on the topic of food and its relationship to culture & religion. (This is
simply getting a responder to talk and converse about a certain subject as opposed to
‘directive interviewing’ which asks specific questions or utilizes surveys.)
Focus on Participation
Place an order for something to eat. How is the food you ordered and will eat related to the
cultural influences you are observing? How do you pay for your food and recognize the
service you received?
Focus on Analysis
(This will be a minimum of 4 double spaced pages and a maximum of 7).
Document your research in a formal report format. Include in your analysis preliminary
answers to the initial issues. Finally, postulate a relationship between food, culture and faith.
What questions require further research? What kind of research might that be?
.
The Elderly populationPowerPoint Presentation.Discuss the as.docxalisondakintxt
The Elderly population
PowerPoint Presentation.
Discuss the aspects of your chosen vulnerable population.
Discuss the reason why is this group considered vulnerable.
Discuss what are the most common communicable diseases in this population, and why.
Discuss barriers to healthcare and access to care for your vulnerable population.
Use information technology to identify resources that will improve health outcomes of the vulnerable population.
Examine evidence based practices that improve health outcomes of the vulnerable population.
Discuss how the issues this group is facing relates to the community/public health nursing.
Minimum 10/maximum 15 slides, including speaker notes, excluding the title and reference slides.
.
The leader of your organization just resigned because they were arre.docxalisondakintxt
The leader of your organization just resigned because they were arrested. You are now in charge of guiding the organization through the process of picking a new leader. Which model of leadership will you pick and why? Make the case for one by comparing and contrasting with the others. 5-7 scholarly sources.
.
The Star Model™The Star Model™ framework for organization .docxalisondakintxt
The Star Model™
The Star Model™ framework for organization design is the foundation on which a
company bases its design choices. The framework consists of a series of design policies
that are controllable by management and can influence employee behavior.
The policies are the tools with which management must become skilled in order
to shape the decisions and behaviors of their organizations effectively.
POLICIES STRATEGIES
They are general statements
that guide organizational
decision-making.
They are specific plans made
to achieve specific goals.
They don´t require action plan. They require action plan.
They are standing plans made
for repetitive activities.
They are single use plan made
for non- repetitive activities.
They are guidelines to
managerial action and decision
making.
They guide commitment of
organizational resources in a
specific direction.
They are made for smooth
conduct of the organization as
a whole.
The are made for achieve a
specific objective.
Strategies and Policies:
Both strategies and policies help to make decisions to achieve
organisational goals.
Clear strategies and policies provide right direction and guidance to organizational goals and plans.
The Star Model™
Strategy.
Strategy is the company’s formula for winning. The company’s strategy specifies:
goals and objectives, values, missions, and the basic direction of the company.
The strategy specifically delineates the products or services to be provided, the
markets to be served, and the value to be offered to the customer. It also specifies
sources of competitive advantage.
Area Description
Specialization.
It refers to the type and numbers of job specialties used in
performing the work.
Shape.
It refers to the number of people constituting the
departments (that is, the span of control) at each level of the
structure.
Distribution of power.
In its vertical dimension, refers to the classic issues of
centralization or decentralization. In its lateral dimension, it
refers to the movement of power to the department dealing
directly with the issues critical to its mission.
Departmentalization.
Is the basis for forming departments at each level of the
structure. The standard dimensions include functions,
products, workflow processes, markets, customers, geography.
The Star Model™
Structure.
The structure of the organization determines the placement of power and authority
in the organization. Structure policies fall into four areas:
The Star Model™
Processes.
-Information and decision processes cut across the organization’s structure.
-Management processes are both vertical and horizontal.
Horizontal Processes.Vertical Processes.
VP allocate the scarce resources of
funds and talent. Vertical processes
are usually business planning and
budgeting processes.
HP are designed around the workflow,
such as new product development or the
entry and fulfillment of a customer
order.
The Star Model™
Rewards.
Th.
STUDENT REPLIESDISCUSSION 2STUDENT REPLY #1 Darlene Milan On.docxalisondakintxt
STUDENT REPLIES
DISCUSSION 2
STUDENT REPLY #1 Darlene Milan
One major technological advancement I think will affect profiling practices in the future is CGT (Criminal Geographic Targeting). CGT is a computerized geographic profiling technique used in police investigations of complex serial crimes (Rossmo, 1995). A criminal analysis technique that uses the locations of a connected series of crime sites to determine the most probable area of the offender's residence. According to Rossmo, geography plays an important role in the offender's selection of suitable victims, which is why this program will be important in the future. The CGT produces a map showing specific details, for example, patrol saturation, grid and area searches, police information and record systems, outside agency databases, and zip code prioritization. This process includes investigation reports, witness statements, autopsy reports, and psychological profiles (1995). In addition, a detailed examination of a crime scene, interviews with lead investigators, crime analysts, and demographic data (Holmes & Holmes, 2004).
The computer revolution has arrived in our world and is becoming the next major advance in our arsenal of weapons against crime. The computer revolution has dramatically influenced the criminal justice system and is used to track crimes and criminals. The future of computerized monitoring, for example, is that of the Drug Enforcement Administration (DEA), which uses a tracking system called the Drug Abuse Warning Network (DAWN). In addition, computerized profiling may soon help law enforcement personnel define efficiently the types of personalities associated with violent crimes such as murder, rape, and serial murder (Holmes & Holmes, 2004).
References
Holmes, R. M., & Holmes, S. T. (2009). Profiling violent crimes: An investigative tool (4th ed.). Thousand Oaks, CA: Sage Publications, Inc.
STUDENT REPLY #2 Shaquanta Frazier
I think the technology advancements in criminal profiling in the future and I do believe that GPS and Drones will be more effective in the future because with GPS it can give the location of the suspect, it helps with high-speed chases, and it even help the law enforcement where the victim was last seen through their cellphones tower and GPS systems. GIS systems help with keeping track of police vehicles and give the department their location at any time. Drones give more adapt process of the suspect and it can help you cover more area to help in locating the suspect, give you more details of crime and help in finding evidence that law enforcement missed during their first investigation. Drones can reach harder places and can be beneficial to the crime scene.
References:
Legal Technology Advancements for the Criminal Justice System
Legal technology for the criminal justice system has evolved and allow them to work more efficiently. Learn more about the new legal tech.
Practice Panther
Significance Test
A significance test (hyp.
the elderly populationIdentify a vulnerable population or a comm.docxalisondakintxt
the elderly population
Identify a vulnerable population or a community health issue and use what you have learned during this course using EBP to guide health technology, community resources, screening, outreach, referral and follow up to improve health outcomes in the community.
Must address all of the topics.
At least 200 words minimum 350 words maximum.
APA format, including a minimum of two references within a 5 year span.
.
TECH460Module 2Organization Profile and Problem Statement.docxalisondakintxt
TECH460
Module 2
Organization Profile and Problem Statement
RubricCriteriaTotalSelection of Organization 30Identification of products and services40Analysis of potential improvements40Problem statement40Total150
The Organization
Coca Cola was founded in 1892 by John Pemberton.
Coca Cola does sell 2800 products in more than 200 countries.
It is one of the largest corporation in USA and biggest distributor of beverage in the world.
In 1978 , Coca Cola was the only company allowed to sell cold packaged in China.
Coca Cola invest heavily in the betterment of their corporation and keeping the employees up to date.
Still Coca Cola has got a lot of issues that they need to take into consideration.
Products and Services
Coca Cola Market, manufacture and sell rea, coffee, plant based drinks, juice dairy, sports drinks, water, soft drinks, finished beverages and concentrated syrups.
The product is available in more than 200 territories and countries.
Some of the most prominent drinks in the company includes.
Sprite
Vitamin WATER
Fuze Tea
Gold Peak Teas
Smartwater
Areas for Improvement with Technology
Dealing with rivals
Continuous market research using high technologies.
Continuous competitor analysis using AI or ML.
Integration of Customer Focus
Incorporating CRM using technology can enhance customer focus.
Management can effectively communicate with customers.
Sales promotion
Improving sales promotion using blockchain technology.
Using IoT for sales promotion.
Supplier Relationship Management
Using SRM software for managing supplier relationships.
Problem Statement
Coca Cola Company needs to focus on incorporating technology to enhance customer focus.
It is possible that incorporating CRM, also known as customer relationship management, into daily technical operations can help the company in becoming more customer-focused. It refers to a system that enables businesses to control their interactions with customers.
For instance, Coca-Cola may achieve this aim by implementing customer relationship management software. This would enable management to communicate with customers more successfully.
The management of the company will be able to identify consumer complaints more quickly, which will allow them to quickly and effectively address these problems.
With the combination of Internet of Things IoT and CRM, Coca-Cola Company can collect the customer data in a more efficient and effective way.
References
Li, B., & Li, Y. (2017). Internet of things drives supply chain innovation: A research framework. International Journal of Organizational Innovation, 9(3), 71-92.
Chin, J., Callaghan, V., & Allouch, S. B. (2019). The Internet-of-Things: Reflections on the past, present and future from a user-centered and smart environment perspective. Journal of Ambient Intelligence and Smart Environments, 11(1), 45-69.
De Cremer, D., Nguyen, B., & Simkin, L. (2017). The integrity challenge of the Internet-of-Things (IoT): on understanding its dark .
Step 1Select ONE of the following viral agents for your assignme.docxalisondakintxt
Step 1
Select ONE of the following viral agents for your assignment.
Human papillomavirus, Influenza A, Hepatitis B, Rotavirus, Norovirus, Varicella-zoster, Ebola, Zika virus, West Nile virus
Step 2
Research the chosen viral agent to examine the anatomical structures and diseases associated with it.
Step 3
Using the template below, answer the following:
Where the organism is normally found and how is it spread?
What are the virulence factors of the organism?
What are the symptoms and incubation period of the infection caused by the organism?
How would you diagnose an infection caused by the organism?
Describe how the organism infects different organs and how the immune system responds to infection.
What is the current treatment plan for the infections caused by the organism and the treatment success rate?
What populations are most at risk for infection?
What environments and sources are associated with the organism?
What are some public health implications of the infection caused by the agent?
What precautions can the public take to prevent infections?
Assignment File(s)
Unit 3 Virus Template
[Word document
.
The Christianity ReligionAdiesa BurgessD.docxalisondakintxt
The Christianity Religion
Adiesa Burgess
Dr. Mixon
PSYC-401
11 November 2022
The Christianity Religion
Christianity is the largest religion in the world. It involves a large number of people globally who adhere to it. The religion has a number of customs and tenets that have to do with dying, bereavement, rites of grieving, burial and cremation. One of the most active areas of inquiry worldwide has been attempting to comprehend how different religions view death. This subject is significant since everyone must undergo death at some point in their lives. Students that are studying religion and culture will find this information useful. Additionally, this information will be extremely helpful to anyone who is interested in Christianity or, more specifically, death.
Christians consider that a person's physical existence begins at birth and ends at death. They have a steadfast conviction that there is only one journey through this world, and it ends in death. Christians believe that each person only experiences death once during their lifetime and that it can happen to anyone at any time. Anyone can die, regardless of their age or gender; in other words, whether you're young or old, male or female, you must pass away. They hold the view that God, their heavenly and spiritual father, decides who lives and who dies as well as planning everyone's death (Vail III & Soenke 2018). They refer to death as God's will, which they are obligated to accept despite their heart desires. They believe there is life after death. They hold the view that after passing away, the souls of the deceased begin a new existence.
Undoubtedly, one of the most frequently discussed subjects in literature is death. Themes like pain and grief, love, perseverance, illness, and immortality are frequently depicted in combination with death and are hence closely tied to it. Death typically has themes of pain and grief, particularly when it affects persons who were close to the departed. Mourning stems from suffering and grief (Vail III & Soenke 2018). Mourning is the sentiment of sadness for another person's passing. Christians believe that after a death, the bereaved person's immediate family should get together and grieve with them. They view it as something that has an impact on society as a whole. They pray for God to comfort the family members during the period of grieving. They also give God, who they believe is in charge of the departed, the soul of the individual who has passed away.
Once an individual has passed away a ceremony is carried out to celebrate the life of the deceased person, a funeral ceremony. Some of the ceremonies are held publicly or privately depending on the choice of the family members. During the ceremony, they share about the person’s life and bury their body. After the funeral ceremony, the body is either buried or cremated. Burring involves covering the body underground while cremation involves burning the body into ashes. Death is a stage.
Review the term Significance Test in the Statistics Visual Learner.docxalisondakintxt
Review the term Significance Test in the "Statistics Visual Learner" media piece.
When a newspaper or magazine article reports the results of a study and draws a conclusion without also reporting whether the results are statistically significant, what are the possible reasons for doing so? How seriously should you take the conclusion offered in such a study? Discuss.
.
Research Paper PresentationWith the information you gathered.docxalisondakintxt
Research Paper Presentation
With the information you gathered for your Research Paper, you will now create an intriguing visual presentation and present it to the class.
Presentation should include following slides-
Introduction (1 slide)
literature review (2 slide)
Analysis of the literature (1slide)
Discussion paragraphs 1, 2, 3 (2 slide)
Conclusion (1slide)
Title page and reference list (2 slides)
Your presentation should be between 5-7 minutes long; practice it several times beforehand!
.
Step 1 You are a registered nurse who works with wound-care patien.docxalisondakintxt
Step 1
You are a registered nurse who works with wound-care patients. J. S. is a 34-year-old woman who had a mastectomy six weeks ago. She developed a staph infection, and the surgical site was debrided as part of the treatment.
You now care for J. S. at her home and photograph her wound. The photos are sent to the multidisciplinary care team at the wound center. The team makes changes in the treatment plan based on your assessment and photographs of the wound. A physician in a nearby state also has a weekly video conference with J. S. about the plan of care.
.
Objectives Unacceptable Below Average Acceptable Above Average.docxalisondakintxt
Objectives Unacceptable Below Average Acceptable Above Average Exemplary Score
0 Points 20 Points
Student did not make any
post in the discussion board
Student posts were on time
0 Points 5 Points 10 Points 15 Points 20 Points
No reference to any course
reading
Makes reference to
assigned readings; attempts
to cite the source
Makes references to course
and/or outside reading
material but citations do not
conform to an acceptable
citation format
Refers to and properly cites
in APA format course and/or
outside reading in initial
posting only
Refers to and properly cites
in APA format either course
materials or external
readings in initial posts and
responses
0 Points 5 Points 10 Points 15 Points 20 Points
No postings for which to
evaluate language and
grammar
Poorly written initial posting
and responses including
frequent spelling, structure,
and/or grammar errors
Communicates in friendly,
courteous, and helpful
manner with some spelling,
grammatical, and/or
structural errors
Contributes valuable
information with minor
grammatical or structural
errors
No spelling, structure, or
grammar errors in any
posting; Contributes to
discussion with clear,
concise comments
0 Points 5 Points 10 Points 15 Points 20 Points
No initial posting
Response was not on topic,
the message was unrelated
to assignment, and post was
less than 150 words
The initial posting did not
adequately address the
question posed in the forum;
superficial thought and
preparation
Initial posting demonstrates
sincere reflection and
answers most aspects of the
forum; full development
Initial posting reveals a solid
understanding of all aspects
of the task; uses factually
and relevand information;
and the length of the posting
is at least 150 words
0 Points 5 Points 10 Points 15 Points 20 Points
Student did not participate in
this forum
Student participated on but
did not respond to other
student posts
Student participated but only
responded to one
Student participated and
commented on two other
student's posts
Student actively
participated, responded to at
least two other students'
posts, and replied to other
students' comments on their
original post.
Total Score 0
Frequency of
Participation
Reference to
Course Readings
Language and
Grammar
DISCUSSION FORUM RUBRIC
Timeliness of
Forum Posting
Quality of Initial
Posting
Module 6: Suicide
Suicide: Definition
An individual Act to cause his or her own death
(No one else is involved)
WITH
The Intention to Die
Suicide
• Suicide is one of the leading causes of death
in the world
o It is estimated that 700,000 people die of it each
year, with 31,000 suicides per year in the U.S.
alone
• Many more unsuccessfully attempt suicide
than actually succeed
o Such attempts are called “parasuicides”
Suicide
• It is difficult to obtain accurate figures on
suicide rates
o Many “accidents” may be inte.
Marketing Plan Analysis and Presentation Part 1– Rese.docxalisondakintxt
Marketing Plan Analysis and Presentation: Part 1– Research
Company Name: Meta
Brand Story:
Meta is a cutting-edge technology company that is focused on the growth of communities, virtual realities, and thriving businesses in the future. Their new brand name reflects their dedication to bringing the metaverse to life in the not-too-distant future. The corporation once went by the name Facebook, and it is well-known for owning a number of well-known social media platforms, including Facebook and Instagram, which it continues to do so well even now. Their slogan, "Connection is evolving, so are we," is meant to convey that they are committed to fulfilling their purpose of bringing people together through a variety of channels of online communication (Meta, 2022). The corporation provides both merchandise (virtual reality gear, for example) and access to online communities in which users may collaborate with one another by exchanging information, photographs, and other forms of content. In addition, Meta is putting its efforts into the development of future technologies that will increase the level of online interactions to a whole new level. Through continuous innovation, the company continues to pursue its mission which targets to bring people together(de Oliveira Santini et al., 2020). From its website the company has made clear its commitment to diversity by ensuring that its employees reflect the diverse users of its platforms. The company has indicated on its website that its values and principles include moving fast, being bold, focus on impact, build social value and be open(Meta, 2022). The rate at which Meta is innovating is nothing short of these values as the company is moving fast toward the future of social media.
Company Vision:
“Help bring the metaverse to life.”
Company Mission:
“Bring people together.”
Company Marketing Objectives:
Raise brand awareness
Promote unity and community
Provision of helpful services while generating profits
Company Marketing Strategies and Tactics:
In order for them to achieve these marketing goals, it is necessary for them to follow through with the plans and techniques that they have devised. Meta's mission is to keep people protected and out of harm's way through increased brand awareness (Kretschmer et al., 2020). When the organization starts to get more traction, Meta's plan to secure people's information will already be in place and ready to use (Meta, 2021). The partnership with spark foundry is one of the strategies that meta is utilizing. A media management agency, Spark Foundry helps in the advertising of companies through strategic thought leadership, media innovation, and cross-channel methods. In order to contribute toward the goal of fostering togetherness. Facebook's goal of making the world a better place is aligned with the community Meta project's goals. Meta intends to continue expanding its brand by participating in community activities (Kretschmer et al., 2020). They will co.
Learning Objectives By the end of this presentation, you will b.docxalisondakintxt
Learning Objectives: By the end of this presentation, you will be able to…
describe Loftus’ studies demonstrating how the power of suggestion plays a role in the misinformation effect and in creating false memories.
describe the history of unintentional memory manipulation in therapy; describe how memories might be intentionally manipulated to change present maladaptive behavior.
describe findings from the innocence project on the nature and rates of errors in eyewitness testimony.
describe cognitive processes that contribute to eyewitness error and how police procedures inadvertently capitalized on these processes.
Our Fallible Memories
I. The Power of Suggestion
A. To Alter Memories: The Misinformation Effect
Loftus & Palmer (1974)
B. To Create Memories: False Memories
Lost in the Shopping Mall
False Memories of Traumatic Events
C. To Alter Present Maladaptive Behavior: Better Parenting Though Lies
D. Meet the Expert:
Elizabeth Loftus
Our Fallible Memories
I. The Power of Suggestion
II. Errors in Eyewitness Testimony
A. Demo G. Wells’
Bomber On the Roof
B. nature and rates of error (from
the innocence project)
C. cognitive processes that contribute to eyewitness error
error at perception & attention: weapons focus
Our Fallible Memories
Weapons Focus (Stanny & Johnson, 2000)
I. The Power of Suggestion
II. Errors in Eyewitness Testimony
A. Demo G. Wells’
Bomber On the Roof
B. nature and rates of error (from
the innocence project)
C. cognitive processes that contribute to eyewitness error
error at perception & attention: weapons focus
error due to source monitoring: “sixpack” fosters familiarity at lineup
errors due to suggestion: assuming the perpetrator is present
errors due to construction: filling-in-the-blanks
D. Meet the Expert:
Scott Fraser
Our Fallible Memories
media1.mp4
image2.png
image3.png
image4.png
Learning Objectives: By the end of this presentation, you will be able to…
describe the various sources of information from which memories are constructed; identify the source responsible for constructing memory in Barlett’s “War of the Ghosts” study
explain how source misattribution in Jacoby’s “Famous Overnight Experiment” illustrates that memory is constructed from various sources.
define and describe the relationships among: expectations, schema, script and stereotype; explain how the “Office” and “Rumor” Studies demonstrate the role of expectancies in memory construction.
discuss memory construction in the broader context of challenges the mind must overcome and identify implication for false memories and confidence
Constructing Memories
I. Introduction
A. Createmem Astound Demo
B. A Classic Illustration: Bartlett’s (1932) “War of the Ghosts” Experiment
British participants read a Canadian Indian folktale…
over a period of time (u.
RACE, ETHNICITY, AND THE DEATH PENALTYConstitutionality.docxalisondakintxt
RACE, ETHNICITY, AND THE DEATH
PENALTY
Constitutionality
Public Opinion
Empirical Evidence
OVERVIEW
• Current statistics
• Who’s on death row?
• Constitutionality of capital punishment
• Supreme Court case law
• Public attitudes towards capital punishment
• Racialized support
• Empirical evidence of racial bias?
• Race of defendant
• Race of victim
• Contemporary issues
Virginia abolished the death
penalty in 2021.
Current state status:
• Death penalty = 24
• No death penalty = 23
• Governor imposed
moratorium = 3
Death Penalty Information Center, 2021
CAPITAL PUNISHMENT STATISTICS
• 1890-1984
• 5,726 executions – 54% (2,915) non-White
• Between 1976 and 2021 (post-Furman)
• 1,538 people executed
• 55.6% White, 34.3% Black, 8.4% Hispanic
• Five states have accounted for nearly two-thirds of all executions since 1977
• Texas, Virginia, Oklahoma, Florida, and Missouri
• 2,508 inmates under a death sentence as of April 1, 2021
• 98% male
• 42.37% White, 41.29% Black, 13.5% Latinx
• 51 females under a sentence of death in 2021
• 58.8% White, 23.5% Black; 11.7% Latina
BJS, 2021; Death Penalty Information Center, 2021
CONSTITUTIONALITY
• The Eighth Amendment of the U.S. Constitution prohibits “cruel and unusual punishments”
• Interpretations of cruel and unusual left up to the Supreme Court
• The Fourteenth Amendment provides equal protection of the law
• Legal challenges cite racial disparities in capital cases
• Furman v. Georgia (1972)
• Ruled the death penalty unconstitutional under existing administration practices
• Violation of Eighth and Fourteenth Amendments
• 5 to 4 decision; all 9 judges wrote separate opinions
• The death penalty was being applied in an arbitrary and capricious manner
• Little uniformity across states
• Lack of appropriate guidance for jurors informing when the sentence was appropriate
• The degree of discretion available opened the door for discrimination
• 3 of 5 judges in the majority cited racial discrimination in the application of the penalty
Walker et al., 2018
CONSTITUTIONALITY (CONT’D)
• Capital punishment was essentially illegal between 1972 and 1976
• Furman invalidated death penalty statutes in 39 states, DC, and the federal government
• Vacated 765 cases involving death row inmates
• Gregg v. Georgia (1976)
• Guided discretion statutes addressed the arbitrary and capricious concerns
• Requiring jurors to consider specific aggravating and mitigating circumstances sufficiently narrowed
the pool of death eligible cases
• Narrowed death-eligible offenses with mandatory death penalty ruled unconstitutional
• Coker v. Georgia (1977)
• Capital punishment for rape is unconstitutional
• Although not cited by the majority, between 1930 and the 1970s, 405 Black men were
executed in the South for rape, compared to 48 Whites
Walker et al., 2018
PUBLIC SUPPORT FOR CAPITAL PUNISHMENT
• Public opinion matters
• CJ actors weigh public opi.
Part 1 Major Events DocumentationScenario You visit a retail.docxalisondakintxt
Part 1: Major Events Documentation
Scenario: You visit a retail establishment, shop around, and finally carry several products to one of the point of sale (POS) terminals distributed openly around the store. You produce a credit card, the salesclerk processes the transaction, bags your goods, and hands you the receipt. On your way to the exit, a store employee asks to see your receipt and checks the contents of the store bag. Document each of the major events just described and explain them in terms of the PCI compliance standard. Include this report in your assignment.
Part 2: PCI Compliance
This part of the assignment will cover PCI. Please refer to the attached file in your responses.
Respond to and address the following in essay style:
1. Suppose HGA’s mainframe, depicted in Figure B-1, stored cardholder data in the private databases. What steps should be taken to protect that data in order to be PCI compliant?
2. HGA’s mainframe has network connectivity. Assuming that cardholder data is transmitted across these networks, describe how data should be protected in transmission.
3. Users are located at various sites connected to the HGA network. Suggest appropriate access controls to restrict unauthorized users from looking at cardholder data.
4. The PCI specification notes that all systems and network devices connected to a system that stores, transmits, or processes cardholder data is in scope and must comply with PCI specifications. To avoid having the whole network subject to PCI specifications, how would you segment the network to reduce the scope of compliance?
Assignment Requirements:
Submit your assignment in the usual double-spaced APA-styled report. At least four pages of material are expected beyond the title page, table of contents, abstract, and references page.
· Answers contain sufficient information to adequately answer the questions
· No spelling errors
· No grammar errors
CRSS Network Diagram
Copyright Rasmussen, Inc. 2013. Proprietary and Confidential.
1
1
image3.png
image5.png
FedRAMP Security Assessment Plan (SAP)
Third Party Assessment
Prepared by
<Your Name>
for
Country Roads Space Systems
&
NASA
CRSS Information Systems. Administration and Classified Networks
Version #.#
<DATE>
MOCK Plan
CRSS Information Systems. Administration and Classified Networks | Version #.# Date
Controlled Unclassified Information Page | 10
System Assessment Plan
Prepared by
Identification of Organization that Prepared this Document
Student NameEnter Your Name
Rasmussen Email AddressEnter Rasmussen Email Address
ClassEnter Class Name
Course and SemesterEnter Section Number and Semester
Prepared for
Identification of Cloud Service Provider
Organization NameNASA
Street Address300 E St. SW
Suite/Room/BuildingIA Office Floor 2
City, State ZipWashington DC 20546
Revision History
Date
Description
Version of SSP
Author<Date><Revision Description><Version><Author><Date><Revision Description><Versi.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
As a teacher, you will meet and work with English learners who hav.docx
1. As a teacher, you will meet and work with English learners who
have unique academic, social, and emotional needs based on
their prior experiences. It will benefit you to take the time to
learn about these students’ experiences and backgrounds to
better instruct them and make them feel welcomed.
Research the following English learner populations:
· Students with interrupted formal education (SIFEs)
· Long-term English learners (LTELs)
· Recently arrived English learners (RAELs)
· Refugees
· Migrants
· Immigrants
· Native Americans
Consider exploring the
Special Populations: English Language Learners page
from Colorín Colorado.
Create an infographic that differentiates the following
populations:
· Students with interrupted formal education (SIFEs)
· Long-term English learners (LTELs)
· Recently arrived English learners (RAELs)
Include in your infographic:
· An explanation of how refugee, migrant, immigrant, and
Native American students pertain as subgroups to each of the 3
groups (SIFEs, LTELs, and RAELs)
· Brief statements or words describing factors that influence
3. As a student teacher struggling to master the mysteries of life
inside
a classroom, I would spend hours pouring over books and
resources to
devise what I hoped would be interesting and engaging lessons
for the
second graders in my charge. Although this planning was
important,
and certainly necessary to my overall professional development,
it
prepared me less for assuming responsibility for a classroom
than I
imagined. No, my best preparation for stepping into the role of
teacher
didn’t come from devising interesting lessons or designing
bulletin
boards, but from the time I spent watching and learning the
routines of
the classroom of which I was about to take charge.
There was a certain way we did things in Mrs. Barker’s second
grade, and I, probably more than any of the students, didn’t
want to
violate those rules of operation. I paid careful attention to how
students
were expected to line up, the way the day began, how and when
students were allowed to talk, what movement was and was not
allowed, how papers were passed out, which responsibilities
were
considered perks and which were deemed punishments, how
materials
were to be used and stored, and how we moved from one
activity to
another. All this watchfulness took place in anticipation of the
day that
I would take over the class and be the one responsible for both
4. initiating
and reinforcing those routines. Looking back, I can see that the
lessons
I taught in Mrs. Baker’s room frequently missed the mark—
either
because they were too ambitious and sprawling or because they
were
not directed to reach students where they were in their learning.
However, because I had mastered the routines of the classroom,
I
generally was able to sustain a learning environment that
allowed me to
rebound from my mistakes and to make the necessary mid-
course
corrections needed to move forward.
Routines clearly play an important role in ordering and
structuring
the lives of the group of individuals coexisting in a small space
known
as a classroom. Anyone who has spent time in classrooms can
attest to
this. However, for teachers concerned with developing
intellectual
character, the importance of routines extends beyond a
managerial
function. Through specifying the guidelines by which learning
interactions take place, routines act as a major enculturating
force
communicating the values of a classroom. Routines not only
give a
classroom a sense of order and smoothness, but also contribute
to its
unique feel as an environment for learning. In this chapter, we
look
more closely at how routines act to orchestrate the intellectual
6. familiarity
than of efficiency. In contrast, classroom routines tend to be
explicit
and goal-driven in nature. Their adoption usually represents a
deliberate choice on the part of the teacher. Rather than
emerging over
time, classroom routines are more likely to be designed and
taught
overtly. Routines are crafted to achieve specific ends in, what
is
generally expected to be, an efficient and workable manner.
Whereas
rituals and habits can be carried out without our full awareness,
classroom routines tend to be well known by all participants.
To test
this proposition, walk into any classroom and ask the students,
as well
as teacher, to tell you about the routines they use for passing
out
papers, lining up, speaking in class, etc.
The explicit and goal-driven nature of classroom routines leads
us to
a variety of additional features of routines. For instance, to
keep them
useful and efficient, routines tend to have only a few steps.
Since
everyone needs to quickly go about the tasks of lining up for
lunch,
passing out books, getting themselves into cooperative groups,
or
beginning a class, lengthy or complicated procedures are
counterproductive. By having only a few steps, routines are
easy to
learn and teach. They can almost always be introduced and
reinforced
8. materials
within the classroom. For example, students might be required
to raise
their hands and ask permission before using the pencil
sharpener, to
put their book bags in a certain location, or to line up in a
particular
fashion. In short, housekeeping routines represent rules and
guidelines
for living and working together as a group. Management
routines help
students prepare for learning. They include such things as
getting
papers passed out, forming groups, coming to attention, and
preparing
for a discussion. For instance, at the beginning of a lesson, the
teacher
might assign one student from each table to go to the shelf and
collect
books for everyone at the table and then appoint another student
to
return them. Primary teachers often using a clapping pattern to
call
students back to attention. This is a management routine in that
its
effect is to prepare students for the next episode of learning but
is not a
strong learning moment in and of itself.
Discourse routines orchestrate conversations between teachers
and
students. Examples include the norms for a class discussion,
raising
one’s hand before speaking, procedures for listening and
responding to
the contributions of others, and guidelines a teacher might
9. establish for
the “author’s chair” time in writers’ workshop. Currently, many
teachers have begun to use conversation protocols in their
professional
conversations with colleagues as a way to help them look at and
understand student work.ii These protocols are a specific type
of
routine. Finally, learning routines focus students’ attention on
the
specific topic being studied. They could take the form of
reading the
lesson in the textbook, answering the questions that follow the
reading,
and checking in with the teacher if there are any problems.
Other
examples include the use of journals or note-taking procedures,
a
classroom debate about the interpretation of a passage, or
procedures
for reviewing and discussing homework.
In all cases, the routines described above are instrumental in
nature.
They are designed to achieve specific goals in an efficient and
productive manner. Since teachers need to get students
attention
repeatedly throughout the day, it is useful to establish a routine
for
doing so. Likewise, because classes regularly engage in
discussion, go
over homework, line up, and gather information from texts,
these tasks
5
11. but not necessarily support thinking? Here’s an example: a
teacher
establishes the routine of reading each new book chapter in a
round-
robin fashion. This routine’s purpose is to help students to
learn and is,
thus, classified as a learning routine—regardless of its
effectiveness.
However, it is not a thinking routine because the practice, while
it
might involve thinking for some students, does not serve to
encourage
or actively support students’ thinking. It is up to the students
themselves to activate their own thinking in this situation.
Doing so
will certainly have benefits, and the teacher might even expect
that such
activation will take place. However, the routine itself does
little to
support or encourage mental engagement.
Now, let’s look at the flip side of this situation. What would a
thinking-rich learning routine look like? Before beginning a
new
science unit, a teacher might have her students collectively
brainstorm
all of the things they know about the topic and how they think it
connects to other areas of science they have studied. This
brainstorm
might take the form of a class web or a list. This is the way the
teacher
regularly begins new units, and the class knows the process and
can
easily participate in the practice without much additional
guidance.
Such a practice would be classified as both a learning and a
13. things” by talking about their explicit and instrumental nature.
That is,
routines are known by the group of learners and are designed to
serve a
specific purpose. The explicit nature of thinking routines is
evidenced
by their having names or labels—such as brainstorming,
webbing, pro
and con lists, KWL—that allow us to easily recall them and put
them in
play. At the broadest level, thinking routines are purposeful
because
their overriding goal is to encourage, involve, and support
thinking.
But they serve more specific purposes as well. For example,
we’ve
discussed how brainstorming is useful in the generation of ideas
and
possibilities and how webbing is used to connect ideas and
identify
relationships. In activating a thinking routine, whether in the
classroom
or in one’s own day-to-day functioning, the routine’s specific
purpose
must be suited to the task. If we want to open up our thinking
we
might engage in brainstorming. If we want to choose between
options
we might develop a pro and con list. Thus, while still
purposeful,
thinking routines are more instrumental in nature than are other
routines. That is, thinking routines act as a means for achieving
broader
goals rather than as goals themselves. We can see this if we
contrast the
webbing routine with a lining-up-for-lunch routine. Lining up
15. consider what evidence or reasons they have to question the
claim.
The fact that these routines have only a few steps makes them
easy
to teach, learn, and remember—an important quality of all
routines,
but of particular importance to thinking routines. Complicated
routines
or cumbersome processes aren’t of much use in the moment.
Such
procedures simply tend not to get used. To be most effective,
thinking
supports need to be streamlined so that they can easily be called
to
mind right as they are needed. David Perkins (1999) has
dubbed this
ease-of-access quality “action poetry,” indicating that there is a
certain
brevity and elegance that helps the routine stick in our mind and
simplifies its recall when we want to put it into action. A
problem-
solving routine developed by my colleagues Shari Tishman
demonstrates the point. The routine involves three steps: Say
what, .
Say why. Say other things to try. The routine is simple and
straight
forward, doesn’t need a lot of elaboration when teaching, and
has a
certain catchiness to its wording that makes it easy to recall.
However, even if a thinking routine cannot be called up or used
effectively all the time, it can be easily scaffolded or prompted
into
action by a teacher or coach. A good example of this is a
routine used in
16. the Museum of Modern Art’s (MoMA) Visual Thinking
Curriculum
(VTC) (Tishman, MacGillvray, & Palmer, 1999). These
materials help
develop students’ thinking through looking at art. One strategy
used to
accomplish this goal is to employ a thinking routine that is also
a
discourse routine. The routine involves engaging students in a
discussion centered around two simple questions: What do you
think is
going on in this painting? What makes you say that? Students
first offer
an interpretation, then back up that interpretation with evidence.
The
questions constitute a routine in that they are a core practice of
the
instructional module that is used over and over. In practice,
students
learn the routine quickly and begin to talk about art by
spontaneously
answering the questions. However, if a student offers an
interpretation
without evidence, the teacher or a fellow student can easily
scaffold the
routine by simply asking the student, “What makes you say
that?” As
with most routines, the routine’s next step is a natural
outgrowth of the
previous step(s) and acts as a natural prompt. There is no need
to re-
teach the routine or even call attention to a dropped step. A
more
experienced member of the group merely cues the next step.
18. As we’ve seen, thinking routines are similar to other types of
routines in that they have only a few steps, are easily learned
and
remembered, can be easily scaffolded, and get used repeatedly.
Thinking routines have two additional characteristics that set
them
apart from other types or routines, however. First, thinking
routines
are useful across a variety of contexts. Second, thinking
routines exist
as both public and private practices.
Routines for passing out papers or straightening up the
classroom at
the end of the day are clearly one-shot, situation-specific
routines. Such
routines have a distinct goal and context that makes them of
limited use
in other situations. In contrast, much of the power of thinking
routines
is that they have wide applicability because of their
instrumental
nature. All of the thinking routines we have looked at—KWL,
brainstorming, webbing, CSQ, etc.—can be useful across a
variety of
grade levels, subject areas, and contexts. Even some of the
routines
designed for specific programs, such as the VTC questions,
have this
quality. Although these questions—What do you think is going
on in
this painting? What makes you say that?— are designed for
looking at
art, the words “in this painting” can simple be removed and the
word
“here” substituted to make the routine fit easily into a science,
20. the routine within a group, the thinking routine still can be of
use to us
in our private dealings.
THINKING ROUTINES IN ACTION
Having examined key characteristics of thinking routines, we
want
to return to the classroom to look at thinking routines in action
to better
understand how they get introduced, used, and enculturated into
the
life of a classroom. The classroom context gives us a chance to
see that,
while well-known thinking routines like the ones we have
discussed
can be useful, teachers often create their own thinking routines
that
often prove as powerful for them and their students than those
adopted
from outside sources.
In the classrooms I studied, thinking-rich routines tended to
represent the major type of direct instruction in thinking that
the
teachers used. This was the way they attended to the
development of
students’ ability in thinking. Therefore, it was not uncommon
for new
routines to be introduced throughout the year to serve specific
purposes. However, a large number of the thinking routines at
work in
these classrooms were introduced quite early in the school year.
Doing
so helped to clarify the teacher’s expectations for students and
to send
22. they can
use to be successful in a new classroom.
Routines for Discussing and Exploring Ideas
For classrooms to become intellectual environments in which
students’ develop their ability to think, they must also be places
where
ideas are regularly discussed and explored. Thinking is not
content
neutral. We need something about which to think. Something
that will
engage us mentally and motivationally enough to warrant the
hard
working of thinking. However, if students are to think well
about these
ideas, that is, to use their ability to reason, to connect, and to
expand on
ideas, they will need support in doing so. Furthermore, if this
kind of
intellectual activity is to take place as part of a collaborative
group
working together to build understanding and explore the
meaning of
new ideas, then processes and routines for such collaborative
work
must be established. How do teachers teach students to discuss
and
explore ideas in a way that engages them actively and brings out
their
best thinking? Below, we look at two such routines. The first
is from
Susan McCray’s humanities class. The second from john
Threlkeld’s
Algebra I course. While each of these routines is embedded
23. into the
fabric of the classroom, we will look at their introduction to see
how
students are first exposed to each of the routines.
The Why? Routine.
In the middle of Susan McCray’s blackboard is a sentence—
well,
kind of a sentence:
susan sighed cause I was so nurvous I couldnt slept last knight
Off to the side of the would-be sentence, written at a slant, are
the
words “Daily Edit.” As the combined class of seventh and
eighth
graders enter Susan’s room, they are told to open up their
composition
books and get to work fixing up the sentence. This is a routine
for
beginning the class that Susan established the first week of
school. It
ensures that students know exactly what to do when they come
to class,
and promotes a smooth opening. As such, this is a learning
routine that
also serves as a management routine. While the class works on
the
11
26. something that needs to come before though. What is it?”
The student quickly responds, “ The quotation mark.” And,
without prompting he adds, “Because it’s the beginning of what
she is
saying.”
The offending lowercase “b” is next taken care of, and then
questions erupt about possibly changing the sentence.
“Couldn’t you
leave out the word because altogether? “ a student asks.
“Couldn’t you
change the I’s to she so that you don’t have to have quotations
at all?”
offers another.
As each of these issues is discussed, Susan asks, “Why? Why
would
that make a difference? Why do you do that? Yes, you can
pause there,
but why else might that need a comma?” Through her
ubiquitous
questioning about the reasons why one makes the editing
choices one
does, Susan conveys to her students that she is interested in
more than
answers; she is interested in the justification of those answers.
At one
point in the lesson, Susan explicitly addresses one student’s
frustration
at having to provide a justification for a correct edit by telling
him,
“Yes, it’s right. But, we are also trying to learn the reasons.”
At this point in the year, Susan’s active questioning teaches
students
27. a simple routine about providing answers and explanation. She
conveys to them how they need to talk about this particular task
as well
as her expectations for them. Over the next couple of weeks,
there is a
subtle shift in Susan’s handling of the daily edit. When she
asks
students for their edits, she begins to take a very slight pause,
allowing
students to jump in with their reasons on their own. Often
students
respond readily, but when Susan senses the justifications are not
forthcoming, she prompts the student, “Why is that?” As the
weeks
progress, more and more students take on the “why?” routine
themselves.
This may seem so simple and straightforward that you may
wonder
if is a routine at all. Let’s examine it briefly through our
criteria. Is it
purposeful? That is, does it serve to activate and promote
thinking?
Yes, specifically reasoning and justification. Does it have only
a few
steps? Two steps: first provide an answer and then a
justification. Is it
easy to learn and scaffold? Absolutely. Is it used over and over
again?
In Susan’s case, yes. It became part of the class’s standard
ways of
operating. Can the routine operate both privately and publicly?
Yes,
thinking of the reasons for one’s answers and justifying things
to
oneself can be very helpful in determining if one is correct.
29. While a fairly simple routine to establish, the why routine is
missing
in too many classrooms. Too often, the answer to a student’s
question
about how ideas will be discussed and explored is that they
won’t be.
Rather than exploring and discussing ideas in some way,
information in
some classrooms is predigested for students by either the
teacher or the
text. Such practices not only do little to develop students’
understanding of ideas, but they also do nothing to promote
students’
abilities or inclinations to think. Let’s now look at another
example of
how teachers use routines to help students discuss and explore
ideas.
Mathematical Arguments.
It’s the fourth day of school and John Threlkeld’s students have
run
into a road block. They’ve been sharpening their arithmetic
skills and
working on lots of order of operations problems within the
broader
context of understanding how mathematics operates as a
discipline.
Along the way, John has presented his eighth graders with the
following problem as part of a homework sheet:
x2 (x)2- x2 — (x)2
31. erupts into
discussion and conversation. At this point, the discussion is a
bit
chaotic, but John allows the free flowing conversation to
continue for a
while. Some students are arguing with their neighbors, and
others are
trying to make their points to the larger group. One student
shouts,
“Do it on the calculator!” as a sure-fire solution to the
confusion. John
just smiles and lets the students proceed. Shortly, the
triumphant
expressions of the two students working on the calculators turn
to
puzzlement. Each has come up with a difference answer. So
much for
using technology as the answer.
“Okay,” John tells the class. “Here we enter a real dilemma
because, not surprisingly, your calculator does something
different than
your calculator does. How are we going to settle this
argument?”
Without any formal introduction, John begins a process of
calling on
one student at a time to present his or her position. For John as
a
teacher, the challenge is not in getting students to express their
viewpoints and give their reasons, however. The challenge in
this
mathematical debate is getting students to listen to and respond
to each
other’s arguments.
One of the strongest students in the class raises his hand to
33. as negative x squared.”
“Let’s continue to listen to people’s versions and then make
some
decisions,” John adds. With repeated calls for patience and
listening,
John continues to call on students to express not their answer,
but the
justification for their beliefs. Throughout, John encourages
students to
listen to one another and build upon or contradict other’s
arguments.
Interestingly, the girls dominate the discussion.
After a few minutes a new vote is called, and the majority of the
class is now convinced the answer is --4. A more timid teacher
might
take this as a defeat of the argumentation process, but John is
unfazed
and doesn’t reveal any hint of frustration or surprise. Instead,
he sees
an opportunity to get down to fundamentals. “Where we’re
getting
bogged down is that we’re trying to remember a rule rather than
think
about what is going on. I need you to think about what is going
on
here. Let’s go back to something that was brought up in the
discussion.
What does x2 mean?” John carefully draws out the point that a
variable
has to be treated as an entity just as an expression in
parentheses is
treated, thus, x2 = (x)2 . Exasperated, a girl in the second row
asks,
“Why didn’t you just put the parentheses in the problem then?”
35. thinking routine can’t produce perfect reasoning, answers, or
results.
What such routines can do is provide a context in which the
kind of
thinking and results we are after as teachers are more likely to
emerge.
In a case such as John’s, students’ thinking and understanding
ultimately is enhanced by becoming aware of the flaws in their
reasoning.
Routines for Managing and Documenting Thinking and Learning
For the most part, the thinking routines we have discussed
facilitate
better thinking and performance in the moment. These routines
push
students into specific modes of thinking, such as evidential
reasoning in
the case of the why routine or logical reasoning in the
mathematical
argument, that serve immediate ends. In this respect, they
operate
similar to housekeeping, management, discourse or learning
routines;
they facilitate getting the job of the moment done. However,
thinking
routines do not have to be directed to such near-term goals. In
this
section, we look at how routines facilitate the long-term goals
of
managing and documenting thinking and learning as they unfold
over
time. These types or routines are much more macro in nature,
assuming an overarching character in terms of students’
interactions
with course content. Consequently, the success of these macro-
36. level
routines as pedagogical practices depends entirely on their
ongoing use
and development. This is in contrast to the more focused
routines we
discussed in which the core practice itself could be successfully
employed on a single occasion. For instance, one could engage
students
in brainstorming or in the process of argumentation as part of a
particular lesson with relatively good results, without actually
making
the practice becoming a routine of the classroom; but a macro-
level
routine would fall apart and become much less effective if it is
not
routinized.
Macro-level thinking routines are useful to students because
thinking is difficult work and the job of building understanding
is a
long and complex process. When no classroom routines for
managing
or dealing with this ongoing intellectual work exist, students
may
struggle to find the coherence and meaning behind what they are
learning. More importantly, they may find it difficult to do
their best
thinking because of cognitive overload. That is, when the
thinking
demands exceed our capacity. . When our thinking is
“distributed,”
17
38. thinking directly. In contrast, mind mapping (Buzan, 1993)—a
method
of note-taking that emphasizes imagery, connection making, and
an
individualized, non-linear organizational structure—could be
considered a thinking routine in some situations. While the
process of
mind-mapping can be complex, this complexity can be built up
over
time. Thus, entry into the practice can be somewhat
streamlined. In
addition, mind-mapping is a tool with broad applicability across
many
contexts. Most importantly, the process of mind-mapping helps
to
direct and activate associative, aesthetic, and creative thinking
in the
service of advancing memory and understanding. How do
teachers
introduce and get students to use such macro-level routines?
Below, we
look at two such routines for documenting and managing
thinking that
teachers Chris Elnicki and Heather Woodcock introduced.
Documenting Thinking with a Journal Routine.
There is nothing distinctive about the spiral-bound notebooks
Chris
Elnicki asks his seventh-grade social studies class to bring to
class. For
the most part, they are standard issue, 80-page, notebooks of
college-
ruled paper. However, the process of personalizing the
notebooks
begins right away. On the overhead projector, Chris displays a
40. journal. Chris elaborates by way of example: “You have to
make a
choice about how you are going to organizing things. I’ve only
seen
two ways that students have done this. One is to put things in
order.
I’ll show you some examples of that, but basically you organize
things
by date. Chronological order. Another way to organize it
would be by
section. You could have a section for ‘First Things,’ and then a
section
for assignments and notes or homework. Most people, about
80%, do
sections. I don’t see any difference in the good and the better
journals
according to which way they are done. I don’t have a
preference. Do it
whichever way you feel most comfortable with.”
With this managerial task out of the way, Chris moves on to the
task
of helping students develop a sense of how they will use the
journals to
document their learning and deepen their understanding. He
does this
by way of showing examples of journal entries made by former
students. Putting a copy of a student’s response on the
overhead for the
entire class to see, Chris tells the class, “When you write your
responses, you need to make sure that you communicate fully.
That
means when you pick it up or I pick it up five years from now,
you
know what it is saying. So, let’s test and see if this person is
doing
42. “Does that mean you think it is below grade level?” Chris
pushes.
“No,” the student backs down. “Maybe proficient?”
“How many of you think it is proficient?” Chris asks the class.
Most
of the hands go up, and Chris pushes forward to the real intent
of his
questioning, “What would it take to make this an advance
response?
What could be added?”
“More detail,” a student answers.
“More detail about their homes. What they were like,” another
student elaborates.
“Maybe who you wouldn’t want to live with and why?” offers
another.
“Okay, you kind of reversed it then and have taken a different
angle. That shows some advanced thinking.” Chris then adds,
“Maybe
if you compare it to something else. Maybe if you add some
new
information that we didn’t talk about in class. How about if
this person
talks about what other people said? ‘I heard someone in the
class say
this during the discussion’ or ‘I heard Mr. Elnicki added that…’
That
would probably be more advanced because they are including
some
more information.”
44. the class
discusses their initial ideas, Chris encourages students to add to
their
webs and make note of these new additions, “When you adding
something I say or something anyone else adds, make a star or
underline it. We want to keep it clear what were the first things
you
had on your own and then what you added.” Thus, Chris
emphasizes
that the journal is a process for developing and extending one’s
learning.
The importance of these two steps also is reinforced when Chris
assesses his students’ journals. While he frequently makes note
of
missing items and admonishes students about organization and
structure, his most frequent comments to students are,
“Communicate
completely! Be sure to explain what you are doing” and “Go
beyond
your first thoughts and strive to do some deep thinking.” It is
in these
two elements that the journal most acts as a thinking routine.
By asking
students to clarify questions and go beyond initial thoughts,
Chris
promoties connections and the continual elaboration of ideas.
Guiding Questions as a Routine for Managing Thinking.
In the last chapter, we saw how Heather Woodcock used a set
of
guiding throughline questions to convey a sense of the power of
ideas
and to set an agenda of understanding for her seventh-grade
humanities class. (Refer to Chapter 4, page XX for a list of the
46. process of connection making in a very general way by selecting
a
throughline question to think and write about in an early paper.
However, because the class had not yet begun its studies, the
actual
connection-making routine isn’t activated in this initial
introduction.
The routine itself emerges later in a formal writing assignment
related
to the class’s first unit of study. In this unit, students are
reading A
Wizard of Earthsea, by Ursala Le Guin, and studying old world
explorers. As a part of this study, Heather gives students the
following
writing assignment:
Throughline Connections
Choose a throughline that you think connects to either our study
of The Wizard of Earthsea or our study of Explorers.
• In you first paragraph, explain the throughline
you have chosen and discuss its implications and
meanings.
• In your second paragraph, connect that
throughline to The Wizard of Earthsea or the
Explorers by pointing out how the throughline can
inform, clarify, or expand your thinking about
what you studied.
These two questions—which might be generalized to take the
form
48. I’m observing the first day of school as it unfolds in a fairly
traditional, suburban, high school mathematics classroom. The
room is
neat and orderly, and the teacher, a veteran, is well prepared.
She has
organized this first day to emphasize the housekeeping and
management routines that will help her maintain the decorum
she feels
is important to learning. Unbeknownst to her, she is also
instructing
her students in a routine about how the class will come to know
and
find things out in her class. She does this through a brief lesson
on
perfect numbers, which provides the only mathematical content
of this
first day. Seeking to engage students in an open-ended and
non-
threatening way, the teacher asks her students to devise and
share their
own definitions of what a perfect number is. A few students
gamely
participate, while many others hold back. Perhaps they are
confused
by the lack of context for the question. Perhaps they sense that
guessing
at the right answer is the best they will be able to do. The few
students
who actually do take up the challenge do so with a sense of
humor:
“A perfect number is any number with a dollar sign in front of
it.”
“A perfect number is infinity because it goes on forever.”
50. long enough to return it to its rightful owner on the day of the
test. At
that time, the veracity of one’s informational stewardship will
be
judged. Through his comment, this student also acknowledges
what he
feels is the de facto routine by which students find out new
things in
this and most other classrooms: They are told, either by the
teacher or
the textbook.
Of course, a routine such as being told affords students little
opportunity to develop their skills in thinking. Furthermore,
when this
routine dominates the life of a classroom, students’ inclination
to think
is not only neglected, but is also suppressed. When all one
needs to do
is wait on the teacher to deliver the goods, thinking seems to
have little
payoff. Fortunately, there are other responses to the question of
how
students come to know and find out new things. Below we look
at two
routines used by Heather Woodcock and Chris Elnicki to help
their
students engage with reading and develop an understanding of
the
past.
Writing: A Routine for Coming to Know. A few pages of lined
paper, folded over and stapled, serves as an impromptu journal
for
Heather Woodcock’s students. Although not fancy in its
construction,
51. the simple journal becomes the core of a routine for students as
they
read The Wizard of Earthsea together. Heather explains, “This
is a
journal just for The Wizard of Earthsea. You’re not going to
put
anything other than Wizard of Earthsea thoughts in it. The way
this is
going to work is this: Starting today you are going to do a little
bit of
writing in class. We’re going to start and end class with time
for you all
to think and write, because I find that it helps me before a
discussion to
write a little bit to get my thoughts in order.”
This simple routine, giving time for thoughts before and after
reading, needs little more instruction than that. When a few
students
question what they should write about before they read, Heather
suggests, “Write any questions you have about the book so far.
What
are you wondering about?” This prewriting activates students’
thinking and identifies confusions. It also brings the group
together as
a learning community seeking to develop an understanding of
the
book. This quality emerges when Heather asks students to share
any
questions or confusions they have about the book thus far.
One students offers, “Why do some people [in the book] have
magic
and others don’t?”
53. ready to participate in a discussion. In this way, the writing is
a
routine to facilitate students’ metacognition. As students
become more
comfortable with the routine of using writing to think about
their
thinking, the routine can move from the external realm of the
notebook
to the internal world of the mind.
The routine itself, as well as Heather’s guiding of the
discussions it
prompts, sends students a very different message about what it
means
to learn and find things out than the message of traditional
classrooms.
Rather than being spoon fed information to memorize, students
learn
that understanding is an iterative process of constantly
examining what
one knows and doesn’t know, posing working hypotheses that
one can
investigate, and discussing ideas as part of a group. Students
also learn
the power of self-questioning for focusing one’s attention and
efforts.
Related to this questioning, students learn, through the class
discussions, that in this class questions aren’t so much answered
as they
are investigated. This gives the work of the classroom an active
sense of
energy that can carry it forward.
A Routine for Making Interpretations. As part of their
exploration
into the question of “Why are you here [in school]?” Chris
55. each
one in the context of the photograph the class is observing:
“The first
step is our first reaction. You can’t stop this. It immediately
comes up
in your brain. Your brain does this automatically when you see
it. It
could be, ‘Ugh, black and white photograph, I don’t like it.’ Or
it could
be ‘I didn’t know horses could fly.’ But, it is usually connected
to a
feeling.”
“Our next step would be to collect data,” Chris continues. ‘We
are
going to count some stuff. We’re going to look to see what
kind of
detail there is.“ Moving closer to the photograph, Chris begins
the
process of noticing details out loud while the class watches,
“Here’s
men with suits and men without suits. Here’s a cowboy and a
number
of people wearing hats. I can count the number of horses in the
air. I
can look at her clothing and see what I can discover. Well, she
has a
bow in her hair. She has a belt around her waist. She’s wearing
some
interesting shoes. I can count about eight pieces of lace.” Chris
adds, “ I
can count support beams. I can maybe make some guesses
about the
distance here. Oh, hey, what’s this? There’s another horse
there. I
never noticed that before.”
57. field.”
Wrapping up the process, Chris introduces the last stage, “The
final
stage is conclusions. What did you learn from this?”
It’s been a quick introduction and a somewhat truncated
example in
practice, but Chris is anxious to get students engaged in the
process
themselves, knowing that learning the routine requires doing the
routine and not watching it be done. Chris also knows that this
process
will be repeated throughout the year–sometimes in a formal
manner
going through each step and writing responses, sometimes
informally
moving quickly through the first steps to focus more
specifically on
interpretation. In teaching and practicing this routine early on,
Chris
conveys to students that his class is not just about getting
answers, it is
about finding out answers. He wants his students to know that
the
history they read is based on the process of interpretation of
evidence
and that it is the evidence that must be kept front and center,
not the
interpretation.
THE IMPORTANCE OF THINKING ROUTINES
Routines dominate the life of classrooms. From passing out
papers,
to checking homework, to dismissal at the end of the day, each
58. and
every classroom has its own unique way of doing things. While
these
housekeeping, management, and discourse routines contribute a
great
deal to the overall feel and decorum of a classroom, it is the
thinking
routines, or their absence, that give a classroom its intellectual
life.
Through these thinking routines, students are enculturated into
thinking, developing both their ability and their inclination to
think. In
every thoughtful classroom I have visited, thinking routines,
rather
than direct instruction or the use of any thinking-skills program,
were
the principal means by which teachers developed students’ skill
and
ability in thinking.
Thinking routines provide us with a new way of looking at
critical
thinking instruction. When administrators, parents, or teachers
are
concerned about getting students to think, it is not unusual for
them to
seek out programs or curricula on critical and creative thinking.
These
lessons may be good. They may even be effective at developing
students’ skill. What these materials often fail to do, however,
is to
27
60. of the
routines shared were introduced early in the school year, often
during
the first week. This is no accident. You also may have noticed
that
some of the examples of first-days practices shared in the last
chapter
could be looked at from the perspective of thinking routines. It
is
precisely this ubiquitous and embedded nature of thinking
routines
that makes them such powerful cultural forces. On the other
hand,
thinking routines act as the means of enculturation themselves.
Because
they are so easily taught and scaffolded, thinking routines
become the
way teachers build students’ capacity and commitment toward
thinking. Thus, thinking routines are both the tools of
instruction into
the culture and part of the culture itself.
i The research of Leinhardt et al (1985, 1987) focuses on
identifying
differences in routines established by experienced and novice
teachers. What I refer to as housekeeping routines are dubbed
management routines by Leinhardt et al. What she and her
colleagues call support routines, I refer to as management
routines;
and what she names exchange routines, I call discourse routines.
I
have chosen my terms solely for the purpose of clarity and to
help