The document outlines an ASSURE method lesson plan for teaching Russian students about the American holiday of the Fourth of July. The students range in age from 10 to 19 and have mild to severe visual impairments. The objectives are for students to understand typical Fourth of July traditions and activities through hands-on experiences like food tasting, listening to patriotic songs, and experiencing fireworks. The methods include hands-on activities using materials like food, plates, and an iPod to play music. Students will participate by discussing their experiences in small groups and sharing with the class, and their understanding will be evaluated through group work, participation, and an essay.
NAEA Ignite 2014- The Flipped Museum by Michelle Harrell Michelle Harrell
What would happen if we flipped the museum experience? As a former teacher, field trips were a neccessity for my curriculum but.. such a pain! I spent hours of research ahead of the field trip to best engage students. My students research artists and presented to each other but I always imagined doing more. In this 5 minute Ignite presentation, I will share why I'm so passionate about "flipping the museum" and a blended learning pilot project that is currently in progress at the North Carolina Museum of Art (NCMA). This is part of the Ignite Supersession at the National Art Education Association (NAEA) Conference in San Diego, March 30, 2014.
NAEA Ignite 2014- The Flipped Museum by Michelle Harrell Michelle Harrell
What would happen if we flipped the museum experience? As a former teacher, field trips were a neccessity for my curriculum but.. such a pain! I spent hours of research ahead of the field trip to best engage students. My students research artists and presented to each other but I always imagined doing more. In this 5 minute Ignite presentation, I will share why I'm so passionate about "flipping the museum" and a blended learning pilot project that is currently in progress at the North Carolina Museum of Art (NCMA). This is part of the Ignite Supersession at the National Art Education Association (NAEA) Conference in San Diego, March 30, 2014.
Gloria Ladson-Billings But Thats Just Good Teaching! Th.docxwhittemorelucilla
Gloria Ladson-Billings
But That's Just Good Teaching! The Case
for Culturally Relevant Pedagogy
FOR THE PAST 6 YEARS I have been engaged in
research with excellent teachers of African American
students (see, for example, Ladson-Billings, 1990,
1992b, 1992c, 1994). Given the dismal academic
performance of many African American students (The
College Board, 1985), I am not surprised that various
administrators, teachers, and teacher educators have
asked me to share and discuss my findings so that
they might incorporate them in their work. One usual
response to what I share is the comment around which
I have based this article, "But, that's just good
teaching!" Instead of some "magic bullet" or intricate
formula and steps for instruction, some members of
my audience are shocked to hear what seems to them
like some rather routine teaching strategies that are a
part of good teaching. My response is to affirm that,
indeed, I am describing good teaching, and to
question why so little of it seems to be occurring in
the classrooms populated by African American
students.
The pedagogical excellence I have studied is
good teaching, but it is much more than that. This
article is an attempt to describe a pedagogy I have
come to identify as "culturally relevant" (Ladson-
Billings, 1992a) and to argue for its centrality in the
academic success of African American and other
children who have not been well served by our
nation's public schools. First, I provide some
background information about
Gloria Ladson-Billings is associate professor of education at the
University of Wisconsin-Madison.
THEORY lNTO PRACTICE, Volume 34, Number 3, Summer 1995
Copyright 1995 College of Education, The Ohio State University
0040-5841/95$1.25
other attempts to look at linkages between school
and culture. Next, I discuss the theoretical grounding
of culturally relevant teaching in the context of a 3-
year study of successful teachers of African
American students. I conclude this discussion with
further examples of this pedagogy in action.
Linking Schooling and Culture
Native American educator Cornel Pewewardy
(1993) asserts that one of the reasons Indian children
experience difficulty in schools is that educators
traditionally have attempted to insert culture into the
education, instead of inserting education into the
culture. This notion is, in all probability, true for
many students who are not a part of the White,
middle-class mainstream. For almost 15 years,
anthropologists have looked at ways to develop a
closer fit between students' home culture and the
school. This work has had a variety of labels
including "culturally appropriate" (Au & Jordan,
1981), "culturally congruent" (Mohatt & Erickson,
1981), "culturally responsive" (Cazden & Leggett,
1981; Erickson & Mohatt, 1982), and "culturally
compatible" (Jordan, 1985; Vogt, Jordan, ...
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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Sectors of the Indian Economy - Class 10 Study Notes pdf
Assure assignment
1. Ally Franklin
Harold Blanco
CI 350
January 22, 2014
ASSURE Method
A: Analyze Learners
These students are Russian children that have just moved to the United States. They speak
English, but are unfamiliar with the culture. Their ages range from ten to nineteen. There are
fifteen in total: eight males and seven females. They are also all mildly to severely visually
impaired.
S: State Objectives
The Russian students will be the learners and the objects. They will develop a greater
understanding of the holiday traditions of the Fourth of July, which is a strictly American
holiday, and be able to describe the activities of what a normal Fourth of July consists of. The
students will carry out and be included inactivities that allow them experience how we have the
Fourth of July, and allow them to experience them with senses other than sight. They
couldlistentypical American songs that represent patriotism, like “The Star Spangled Banner,” or
“God Bless America.”Then they could discuss the meanings behind them and what they mean to
Americans. They will be presented with thetypes of foods that would be eaten at a cookout. They
could also be present for some fireworks, since fireworks are not only visually stunning, but they
are also incredibly loud, so that would be an activity that is usually considered visual turned into
something they could experience as well.After the entire experience is over, the students should
2. have an understanding of the holiday (95%) and if there is any confusion, they can ask questions
to get everyone on the same page.
S: Select the 3 M’s (Method, Media, Materials)
The methods used will be hands on activities.An example of this would be the food tasting. The
materials needed for this lesson would be, food, plates, utensils, etc. The songs could be played
from the internet or an iPod.
U: Utilize Media and Materials
The students will be receiving the benefit of the media and materials. It isn’t anything too
involved so it should be easy to teach while keeping discussion open. I would prepare the
materials and ideas, then teach it. The students listen, participate, and learn. The media and
materials (internet and food) will give a better experience than just talking at the students.
R: Require Learner Participation
The students can get into small groups 3 and discuss the things they like about the Fourth of July
and things they find interesting, and how it is different from holidays in Russia. Then they can
share their thoughts with the class.
E: Evaluate and Revise
Evaluation can be the group work, as well as participation, and an essay.