Actively Learn Q2'13 - ISTE : Effective Literacy StrategiesActively Learn
Presentation: E-reading: Effective Literacy Strategies in the Digital Classroom
Actively Learn is an online literacy platform that empowers educators to transform reading and writing so students understand more, think critically, and build lasting skills.
This is a lesson plan that was developed for a 4th grade class in the content area of Social Studies. It is asking the students to work together in either partnerships or trio groups to investigate and develop a better understanding of the Chinese culture. The students will implement mobile devices to help them in the investigating and creative process. The students will document their journey of investigation through the use of journals ad digital diagrams. They will then develop a final presentation utilizing web 2.0 tools that will highlight their findings. Finally, the students will present their presentations to their classmates.
This is a lesson plan that was developed for fourth grade students in the content area of Social Studies. Students will investigate, compare, and contrast the differences between the Chinese culture and their own, this will be done by students being placed in trio groups or partnerships. Students will utilize web 2.0 tools to create and investigate. They will then develop a presentation using Prezi and then presenting it t their classmates at the end of the lesson. This lesson has a timeline of five , forty five minute period classes. However it may take a bit longer depending upon the ease and familiarity students have with the mobile devices and the internet.
Actively Learn Q2'13 - ISTE : Effective Literacy StrategiesActively Learn
Presentation: E-reading: Effective Literacy Strategies in the Digital Classroom
Actively Learn is an online literacy platform that empowers educators to transform reading and writing so students understand more, think critically, and build lasting skills.
This is a lesson plan that was developed for a 4th grade class in the content area of Social Studies. It is asking the students to work together in either partnerships or trio groups to investigate and develop a better understanding of the Chinese culture. The students will implement mobile devices to help them in the investigating and creative process. The students will document their journey of investigation through the use of journals ad digital diagrams. They will then develop a final presentation utilizing web 2.0 tools that will highlight their findings. Finally, the students will present their presentations to their classmates.
This is a lesson plan that was developed for fourth grade students in the content area of Social Studies. Students will investigate, compare, and contrast the differences between the Chinese culture and their own, this will be done by students being placed in trio groups or partnerships. Students will utilize web 2.0 tools to create and investigate. They will then develop a presentation using Prezi and then presenting it t their classmates at the end of the lesson. This lesson has a timeline of five , forty five minute period classes. However it may take a bit longer depending upon the ease and familiarity students have with the mobile devices and the internet.
Large scale mass_distribution_in_the_illustris_simulationSérgio Sacani
Observations at low redshifts thus far fail to account for all of the baryons expected in the
Universe according to cosmological constraints. A large fraction of the baryons presumably
resides in a thin and warm–hot medium between the galaxies, where they are difficult to observe
due to their low densities and high temperatures. Cosmological simulations of structure
formation can be used to verify this picture and provide quantitative predictions for the distribution
of mass in different large-scale structure components. Here we study the distribution
of baryons and dark matter at different epochs using data from the Illustris simulation. We
identify regions of different dark matter density with the primary constituents of large-scale
structure, allowing us to measure mass and volume of haloes, filaments and voids. At redshift
zero, we find that 49 per cent of the dark matter and 23 per cent of the baryons are within
haloes more massive than the resolution limit of 2 × 108 M⊙. The filaments of the cosmic
web host a further 45 per cent of the dark matter and 46 per cent of the baryons. The remaining
31 per cent of the baryons reside in voids. The majority of these baryons have been transported
there through active galactic nuclei feedback. We note that the feedback model of Illustris
is too strong for heavy haloes, therefore it is likely that we are overestimating this amount.
Categorizing the baryons according to their density and temperature, we find that 17.8 per cent
of them are in a condensed state, 21.6 per cent are present as cold, diffuse gas, and 53.9 per cent
are found in the state of a warm–hot intergalactic medium.
Meridional brightness temperatures were measured on the surface of Titan during the 2004–2014 portion of the
Cassini mission by the Composite Infrared Spectrometer. Temperatures mapped from pole to pole during five twoyear
periods show a marked seasonal dependence. The surface temperature near the south pole over this time
decreased by 2 K from 91.7±0.3 to 89.7±0.5 K while at the north pole the temperature increased by 1 K from
90.7±0.5 to 91.5±0.2 K. The latitude of maximum temperature moved from 19 S to 16 N, tracking the subsolar
latitude. As the latitude changed, the maximum temperature remained constant at 93.65±0.15 K. In 2010
our temperatures repeated the north–south symmetry seen by Voyager one Titan year earlier in 1980. Early in the
mission, temperatures at all latitudes had agreed with GCM predictions, but by 2014 temperatures in the north were
lower than modeled by 1 K. The temperature rise in the north may be delayed by cooling of sea surfaces and moist
ground brought on by seasonal methane precipitation and evaporation.
Bright features have been recently discovered by Dawn on Ceres, which extend
previous photometric and Space Telescope observations. These features should produce
distortions of the line profiles of the reflected solar spectrum and therefore an apparent
radial velocity variation modulated by the rotation of the dwarf planet. Here we report
on two sequences of observations of Ceres performed in the nights of 31 July, 26-
27 August 2015 by means of the high-precision HARPS spectrograph at the 3.6-m
La Silla ESO telescope. The observations revealed a quite complex behaviour which
likely combines a radial velocity modulation due to the rotation with an amplitude of
⇡ ±6 m s
Running Head DATA USE, COLLECTION, AND APPLICATION1DATA USE.docxhealdkathaleen
Running Head: DATA USE, COLLECTION, AND APPLICATION
1
DATA USE, COLLECTION, AND APPLICATION
2
Data Use, Collection, and Application
Jason Duesler
EDU 480
11-29-19
Professor Denny
Needs Assessment
1. Demographic profile of the school and student
John, a 6-year-old adolescent is a Hispanic student at Poinciana Elementary School, in Mrs. Vollrath’s classroom. Mrs. Vollrath communicated to me that the student uses English, but he cannot effectively communicate because of the stammering problem. Mrs. Vollrath also stated, John is raised up in a single-family since his father and mother had divorced forcing him to live with his mother alone. The mother is working at the nearby shop where she earns $400 monthly. John is currently having an Individual Education Program (GIS) to help him meet his communication goals. Moreover, John has also been recommended for speech therapy. He started stammering at the age of 6. Later, a psychology assessment established that John was suffering from a serious cognitive disorder. In most cases, he was sad and moody, and sometimes he could withdraw from social situations and become irritable even if no one had annoyed him (Morrison, 2009).
2. Use the chart below to assess the student’s English language arts skills. Check the appropriate box for the selected student.
Scale
Almost Always
Sometimes
Every once in a While
Rarely
Never
5
4
3
2
1
The student speaks with the teacher and fellow students with fluency.
·
The student speaks socially with fluency.
·
The student can fluently read grade-level texts.
·
The student can demonstrate comprehension of grade-level texts.
·
The student writes using grammar and punctuation expected of his or her grade level.
·
The student has clear handwriting.
·
The student has no major spelling issues.
·
The student writes without struggle.
·
The student listens to the teacher and peers with ease.
·
The student completes all tasks and homework as assigned.
·
3. My observations of the student regarding listening, speaking, writing and reading skills
John did not have any listening and writing difficulty as he was able to write using grammar and punctuation expected of his grade level. He was also able to write without struggle, listen to the teacher and peers with ease and complete all tasks and homework as assigned. Nonetheless, the main problem with John was speaking because of stammering. In this respect, John could hardly speak with the teacher and fellow students with fluency. He was also unable to can fluently read grade-level texts and could not demonstrate comprehension of grade-level texts as well.
Responding to the Needs Assessment Data
4. John’s short-term and long-term goals would include:
· To emphasize the commitment to speak and align words to the standards
· To engage the teacher and get the opportunity to pronounce words correctly
· To ensure that John learns speaking and readings skills in a manner that reflect ...
Need some ideas to assist in EOG preparation? We have everything you need, EOG remediation with a twist! Unit lap book preparation from beginning to end with visuals, foldables, organizers and content all spiraled together in one clear unified study guide. Come see what we have to offer, we promise you will not leave empty handed.
Presenter(s): Diana Dubisky, Broxie Pone and Maria Caras
Section 1 Lesson PreparationTeacher Candidate Name Gra.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and m.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. A – Analyze Learners
General Character:
It is a classroom of 25 kindergarten students. There are 13 girls and 12 boys.
They are all in between the ages of 5 and 6. There are no significant physical
delays in any of the students. Four of the students speak English as a second
language and their families are from another country. There is a wide variety
of SES levels represented within the classroom. A few of the students show
early signs of a behavioral/attention deficit issue.
Specific Entry Competencies:
There is a wide spread of cognitive ability within the class. There are students
who are still having issues with their letters and others who are reading
chapter books.
Learning Style:
There are many different learning styles in the class. As many different
methods of teaching as possible are to be used to make sure students get as
much as they can from the unit.
S – State Objectives
Learning Outcomes:
Students will be able to interpret data, as well as display it in graph form.
They will also be able to explain their findings in simple terms and share that
information.
Conditions of Performance:
In their groups students will prepare a post to put on facebook and twitter
sharing their conclusion as well as create a graph of their data on the smart
board. They will also individually respond to questions in a blog in
comments.
Degree of Acceptable Performance:
Students will complete the graph of their data with 90% accuracy. They will
also have to explain why they came to their conclusion.
2. S – Select Methods, Media, Materials
Select Available Materials:
- Computer
- Microsoft word
- Facebook
- Twitter
- Observation sheets
- Blogger
- Smart board
Modify Existing Materials:
Get a stool so the kids can reach the board to make a graph.
Design New Materials:
Create a class Facebook and twitter to post each groups’ conclusions and
graph. Create a blog asking questions for the students to answer.
Utilize Media and Materials
Preview Materials:
Be familiar with all software.
Prepare Materials and Environment:
Have website and word already pulled up on all computers and smartboard
set up to make a graph.
Provide Learning Experience:
Allow students as a group to draw a conclusion about what makes the balls
roll farther as well as create visual representation of their data. They will
type their conclusion on word and print it. The teacher will then add it to the
facebook and twitter along with the graph saved on the smartboard.
Require Learner Participation:
In-class and follow up and activities so learner can process information:
Each individual student will then answer questions presented in a blog
through the comment section.
3. Evaluate and Revise
Before, During, and After Instruction:
Most of this lesson will be the students working together in a group instead
of teacher led instruction, therefore they will assessed on their participation.
Assess Learner and Media Methods:
The students will be assessed upon their completion of the conclusion, graph,
and the questions answered on the blog.
