Sharing results of Applied Dissertation Answers to In what ways can technology in an ESL course accommodate visual, tactile and auditory learners to increase students’ self-efficacy about learning the language? Could it augment students’ aspirations in learning ESL? Could it increase students’ persistence in ESL? Could it enhance students’ positive perception of activities related to learning ESL.
Part I of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the reading standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Reading Standards for Literacy in Science and Technical Subjects 6-12.
What's my approach? Deciding on the approach to use for your researchSheila Webber
Workshop delivered by Sheila Webber and Dr Pamela McKinney, Information School, University of Sheffield, at the LILAC Conference, held in Nottingham, UK, on 25 April 2019. The references are at https://docs.google.com/document/d/10S_6ZPKLpsAIn1YaMDhZPS8HIOwFGXlz4sUDyBzxYNM/edit
Validity of learning styles - Remi Tremblay and Piers MacleanRemi Tremblay
This presentation was presented to the Multichannel Learning Systems (MLS) working group in May 2013. It goes through the Myths surrounding the use of Learning Styles.
Sharing results of Applied Dissertation Answers to In what ways can technology in an ESL course accommodate visual, tactile and auditory learners to increase students’ self-efficacy about learning the language? Could it augment students’ aspirations in learning ESL? Could it increase students’ persistence in ESL? Could it enhance students’ positive perception of activities related to learning ESL.
Part I of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the reading standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Reading Standards for Literacy in Science and Technical Subjects 6-12.
What's my approach? Deciding on the approach to use for your researchSheila Webber
Workshop delivered by Sheila Webber and Dr Pamela McKinney, Information School, University of Sheffield, at the LILAC Conference, held in Nottingham, UK, on 25 April 2019. The references are at https://docs.google.com/document/d/10S_6ZPKLpsAIn1YaMDhZPS8HIOwFGXlz4sUDyBzxYNM/edit
Validity of learning styles - Remi Tremblay and Piers MacleanRemi Tremblay
This presentation was presented to the Multichannel Learning Systems (MLS) working group in May 2013. It goes through the Myths surrounding the use of Learning Styles.
Sharing results of Applied Dissertation
Answers to
In what ways can technology in an ESL course accommodate visual, tactile and auditory learners to increase students’ self-efficacy about learning the language?
Could it augment students’ aspirations in learning ESL?
Could it increase students’ persistence in ESL?
Could it enhance students’ positive perception of activities related to learning ESL.
Promoting Student Engagement and Imagination Through Project-Based LearningEduSkills OECD
This presentation was given by Joe Krajcik at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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?
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.
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.
Chapter 3 - Islamic Banking Products and Services.pptx
Black white handout adapting textbook cec04
1. Adapting Textbook and Activities in
Science
Tom Scruggs, Margo A. Mastropieri,
Jennifer Norland, Pam Simpkins
George Mason University
Janet Graetz
Oakland University
• Papers presented at the annual meeting of the Council for Exceptional
Children, New Orleans, April 15, 2004.
• Tscruggs@gmu.edu, mmastrop@gmu.edu, jnorland@gmu.edu,
pam.simkins@fcps.edu, graetz@oakland.edu
2. Approaches to Science
Instruction
Textbook
• high language
demands
• high literacy demands
• substantial vocabulary
• abstract content
• high factual learning
demands
• factual recall on tests
Activities-oriented
• reduced language
• reduced literacy
• reduced vocabulary
• hands-on experiences
& “enactments”
• minimal testing
• performance-based
testing
3. Textbook Challenges
• Increase in difficulty with grade level
• Discrepancy between reading level of
students and readability of textbooks
(Kinder, Bursuck & Epstein, 1992)
• Breadth vs Depth of Coverage
• Unfriendly nature of textbooks (Armbruster &
Anderson,1988)
• Introduction of large number of
vocabulary words (Yager, 1983)
4. Secondary Science
• Typical instructional formats
– Lecture to entire class with discussion
– Lab activities with partners
– Rapid pace of teacher presentations
– Rapid pace through textbook
– One class period for lab work
– Tests and quizzes administered on chapter by
chapter and unit basis linked to high stakes state
wide tests
5. Effective Instruction
• Maximized student engagement
• Direct questioning directly relevant to
objectives
• High rate of responding
• Step-by-step instruction
• Frequent monitoring of learner progress
toward meeting prespecified objectives (House
et al., 1978; Rosenshine & Stevens, 1986)
8. Criteria for Selecting Textbooks
Did I ...
• Consider adequacy of content coverage?
• Evaluate
– readability
– text structure
– text coherence
– instructional strategies
– assessment procedures
– attractiveness
– supplemental materials
– practice activities?
9. The Keyword Strategy
• Helpful for learning science
vocabulary
• Steps in using the keyword method:
– Recode unfamiliar word to an acoustically
similar but familiar word or keyword.
– Relate the the keyword in an interactive picture
with the to-be-remembered information
– Retrieve the new definition by thinking of the
keyword and what was happening in the
interactive picture
10.
11. IT FITS Strategy*
Identify the term
Tell the definition of the term
Find a keyword
Imagine the definition doing something with the
keyword
Think about the definition doing something with
the keyword
Study what you imagined until you know the
definition
*King-Sears, M.E., Mercer, C.D., & Sindelar, P.T. (1992). Toward independence with keyword mnemonics: A strategy for science vocabulary instruction.
Remedial and Special Education, 13, 22-33.
12. PowerPoint Presentations
• Help focus attention
• Reinforce vocabulary, important points
• Highlight concepts and relationships
• Add colors, pictures, animation and/or sound
• Interactive, requires student responses
• Highlight steps in activities
• Students can create their own PowerPoint
presentations
13. Graphic Organizers
• Inspiration or Kidspiration software
– Down load free 30 version at inspiration.com
• Draw with crayons
• Use Power point or other software
14. Main Idea Strategy
1. What are you studying the passage for?
2. Find the main idea in the paragraph and
underline it/them.
3. Think of a question about the main idea
you have underlined.
4. Learn the answer to your question.
5. Always look back at the questions and
answers
15. Sample Summarization Strategy
(Malone & Mastropieri)
• Read the paragraph - ask and
answer:
– Who or what is it about?
– What is happening to them?
• Use those answers to write a
summary sentence
– tells what the whole paragraph is about
• Use self-monitoring card
16. Text-Structure Based Strategies
• Main idea strategy (find & underline, write
down, & study information)
• List strategy (find & underline topic of
passage, write down topic/subtopic, study
information)
• Order strategy sequential (find & underline
main topic, write down what was different
for each step in passage, study
information)
17. Highlighting Self-Monitoring
Did I examine my book for
boldfaced print, types of
subheadings, charts, maps, or
figures?
Did I find important information
by asking and answering
questions:
-is it new information?
-is it a new concept?
-is it a new vocabulary word?
-does it describe important people
or events?
-does it list causes of events or
things?
-is it a main idea?
-does it compare and contrast
things?
-did my teacher emphasize it?
Did I select information to be
highlighted?
Did I highlight it?
Did I test myself on the highlighted
information by asking and
answering questions about the
highlighted information?
Did I reward myself for good
strategy use?
18. Tutoring Condition Materials
• Rules and Procedures for Tutoring
• Folders containing strategy sheets
– What is …
– A strategy to help you remember
– What else is important about . ?
– What is an example of --- ?
• Student recording sheets
19. Scientific Process Skills
– Observing,
– Classifying
– Predicting
– Comparing
– Contrasting
– Charting, Graphing, Recording Data
20. Various Science Activities
• Measuring and pouring
• Mapping
• Invention and discovery
• Kits and models
• Human anatomy
• Plants and animals
• Astronomy
• Force and motion
• Physics of sound
• Solids, liquids, gases
• Microscopes
• Powders, mixtures and
solutions
• Weather
• Water activities
• Rocks, minerals and
fossils
• Earth science, landforms
• Magnetism and electricity
• Light and color
21. Problem Solving
• Very structured and guided instruction
• Build ecosystem and observe plant, animal
growth & interactions with environment
• Predict effects of acid rain, too much salt,
too much fertilizer on your ecocolumn
• PORC = predict, observe, record, compare
• Minimal insight required for success
• Disability specific adaptations made
22. Disability-Specific Adaptations
• Vocabulary check-sheets
• Modified worksheets
• Communication boards
• Teacher and peer assistance with reading
tasks
• Special matching of peers in small groups
• Testing adaptations - oral and transcribed
23. Adapt, but Increase
Interest
• Concrete lessons
• Meaningful lessons
• Hands-on materials
• Illustrations
• Discrepant events
• Use novelty to involve students
24. Summary
• Tension exists between demands of high
stakes testing and teaching students with
disabilities in inclusive classes
• A variety of evidence-based techniques have
improved performance
– Extend interaction and practice with text
• Text adaptations
– Use strategies with peer tutors
– Enhance meaningfulness and concreteness
– Use activities to enhance meaningfulness
• Adapt activities to ensure success
Editor's Notes
In order to guide all methods of inclusive instruction, we recommend what we have referred to as the PASS variables (list)
Prioritize: first identify the very most important objectives in a lesson or a unit, and teach directly to these prioritized objectives.
Example, microscope unit, problem with dye, slide preparation
most important themes or concepts in a history unit
Adapt materials, environment, and instruction to maximize learning of these prioritized objectives. Ex: worksheets for students w slow or labored handwriting; ex. Env. Arrangement of seats, space, distractions. Instr. Ex.: use of tech. Or audio video; use of peer tutors or monitors; use of learning or memory strategyes
SCREAM: structure: specific purpose; beginning, middle and end of lesson, communicated to students. Clarity in speaking, speak directly to the point of the content, avoid vague referents (like this, you know, this thing) or placeholderslike ‘uh’. Redundancy: enforce important concepts by presenting the information several times, perhaps in different ways to build familiarity; enthusiasm includes varied voice pitch, open acceptance of student ideas, physical movement, and a general projection of energy and interest in the content -- seen to improve behavior, achievement, rate that is not too fast or too sloe, and all students actively engaged in instruction to the maximum extent possible.
Systematic evaluation means you continuously monitor student understanding and progress toward long term objectives
3 Major Steps in Keyword Strategy
Recode
Relate
Retrieve
Best for unfamiliar vocabulary
Can be applied to
unfamiliar names and accomplishments
places and events