This document describes an ASSURE lesson plan for a diverse first grade classroom. The lesson aims to teach students the months of the year. A variety of methods are used, including a webquest, singing a months of the year song, and an art project where students draw and label representations of the months. Student participation is required through interactive group activities. The teacher will evaluate the lesson's effectiveness by checking students' recall of the months in the following weeks and revising the lesson as needed based on student focus and learning.
This is the first assignment that was done in my CI 350 course at Marshall University. This is a method used that assists teachers in making a more efficient and well-rounded lesson plan.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
1. Chloe Adkins
CI 350
ASSURE Lesson
For this assignment we were asked to create a lesson using the ASSURE Method
for the following students in a 1st grade class: Special ed, 10 boys, 7 girls, 70% white
20% African-American and 10% Latino.7 students in the class have mild to severe
ADHD (attention deficit hyperactivity disorder).
A- Analyze the learners. The learners in this class are very diverse in terms of
their specific needs. Some students need more assistance than other. This is a first grade
class and the average age of the classroom ranges from 6 and a half years old. All of the
students in this class are from the Appalachian area and many of the students have not
traveled out of the area.
S-State the objectives- The students in this classroom need to know the months of
the year for their future and everyday life. By the end of this lesson the students will
recount the months of the year to me in chronological order. They will learn through
provided activities such as the song and web quest. They will be able to recount the
months of the year in chronological order with 89 percent accuracy. They will continue to
build upon this skill as it will be used for the remainder of the year and the remainder of
their lives making it extremely relevant. The students will classify the months by which
season they occur in our area in the following weeks and after the unit is complete. They
will know how to do this from the class discussion and art project. The students will be
able to tell which months occur in which season in our area of West Virginia with 85
percent accuracy. They will learn this as it will be applicable to their everyday lives.
2. S-Select methods, media, and materials. We will begin the lesson by using a short
webquest. The webquest can be found at the link in parenthesees
(http://zunal.com/webquest.php?w=112826). After some discussion we will listen to the
months of the year song on youtube. This song can be heard at
(https://www.youtube.com/watch?v=5enDRrWyXaw). After this we will use markers
poster board as a tool to make something visual for the students to see. We will then use a
pencil as a tool and practice writing the month of the year.
U-Utilize media and materials. The students will learn the months of the year
through multiple methods. that will help the students become involved with the activity
and in cooperate technology. We will do the Webquest on the smart board together as a
team. This will help the class be involved while not making the activity too advanced.
After the webquest we will use discussion. We will discuss what the webquest said about
months of the year. After the discussion we will practice singing the months of the year
song. We will listen the first few times and then begin to sing. To make the months
interesting I will have each student or group of two students pretend to be a month. I will
hand out materials that might make them think about the month. For example: October- a
pumpkin, December- A string of lights, January- A snowflake, etc. Following the song I
will have the children form groups and draw representations of the months of the year.
We will then paint the pictures and hang them up around the room in chronological order
so the students can see them everyday to act as a review throughout the following weeks.
The students and I will then practice writing the names of the months of the year. This
will help them with their fine motor skills as many of them still have difficulty
controlling a pencil.
3. R- Require learner participation. I will require the students to participate by doing
interactive activities. We will begin this with our group webquest. I will have the students
take turns coming up to the smart board and controlling it. The rest of the students will sit
in a circle on the story rug in front of the smart board. This will allow them to work in a
collaborative manner and solve problems with my minimal involvement. The students
will go on to stay in collaborative groups for the remainder of the lesson. They will stay
in a collaborative group for the song on youtube. The different materials I will give them
will keep them engaged. They will continue to be forced to participate when we do the art
project, as they will be the ones forced to create. I will provide guidance and support, but
strive for them to come up with the majority of the ideas.
E- Evaluate and revise. I will assess how well the students learned the lesson by
using anecdotal records in the weeks following. I do not want the students to simply
memorize the information for a day. I want them to truly learn the months of the year and
be able to recall them in the future. I will pop around the room and see how many
students can recall the months of the year with no assistance in the following weeks. If
this lesson becomes too long for my students and they begin loosing focus I will break
the lesson up into smaller sessions right before and right after recess. We will use the
song as a tool to center them back in the classroom after being out on the playground. I
will evaluate the effectiveness of the media by how well the students enjoyed the
activities and by using my anecdotal records to see how well they learned the months
following each activity.