Building on the comprehension strategies for students at risk that were presented 2 years ago, this emphasis is on writing, connecting the writing to reading comprehension, supporting with organizing and viewing writing as thinking.
Reading conference workshop to help teachers improve their conferring skills by looking at reading strategies, individual student needs, unit goals, conference formats, conference teaching points, and efficiently tracking conferring notes.
The final half day session of a conversation with intermediate and secondary teachers on how to support the development of readers with content texts and narrative texts. Samples from Richmond, Prince Rupert and Smithers.
Reading conference workshop to help teachers improve their conferring skills by looking at reading strategies, individual student needs, unit goals, conference formats, conference teaching points, and efficiently tracking conferring notes.
The final half day session of a conversation with intermediate and secondary teachers on how to support the development of readers with content texts and narrative texts. Samples from Richmond, Prince Rupert and Smithers.
Follow-up session. Classroom scenarios, K-11, of teachers collaborating to better meet the needs of diverse learners. Based on learning frameworks: universal design for learning and backwards design.
Burnaby Primary.Nov09 - It's All about ThinkingFaye Brownlie
2 frameworks and 3 strategy sets for inclusive primary classrooms where students work with the end in mind (clear targets) and engaging, high standard work. The strategies provide varying degrees of complexity and challenge, appropriate for diverse classrooms and differentiated teaching.
Every Child, Every Day framework (Allington and Gabriel), followed by why collaboration and models for collaborating. Based on Brownlie/Cranston presentation at CR4YR.
Writing is Thinking. An all day session of suggestions for engaging all students as writers, K-8. Focus on pre-writing, oral language, working with image and pictures, descriptive feedback and criteria.
Coquitlam Apr10 - Formative Assessment and Quality Teaching in Inclusive Clas...Faye Brownlie
3rd in a series, conducted with mentors/demonstration leaders from Coquitlam, Burnaby, Mission and Richmond. Focus K-5 and 8-12. This is the whole group section of the day.
2nd in the series, Igniting a Passion for Literacy, K-7. Focus on writing and writers' workshop - K, building criteria sequence for 3-7, 1/2 writing after a mentor text. Connected to Big Ideas of English Language Arts curriculum.
Full day session 'It's All about Thinking: Engaging and Achieving for All Learners', grades 8-12. Focus on open-ended strategies, increasing oral language in the classroom, assessment for learning, engaging all learners in building their English language skills
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
What data are we collecting? How do we use this data to determine strengths and stretches of the class, then set goals to guide our instruction? How do we create open-ended structures to provide access points for all learners, then address those who need more support (tier 2) through extensions, interventions and supports that grow out of the tier 1 teaching? For MRLC
A half day session with literacy leaders and principals, followed by a classroom learning round with grade 5/6 from Souris. What counts in quality literacy instruction? Who are your learners? How do we work toward Hattie's collective efficacy?
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
K-5 session, 4th in a series, as we work to help develop readers and writers who are literacy skilled and enjoy reading and writing. Primary literacy centres and a sequence which encourages deep thinking and provides an opportunity to listen to all students read.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
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.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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
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.
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
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.
2. Managing the Writers Workshop Work with large chunks of time Build criteria with students Teach one specific criteria at a time, over time Model, model, model Focus on pre-writing Coach students as they are writing Goal-set with students Increase your silent writing time
3. The Gradual Release Model Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
4. How can we best use our resource time together? Can we introduce writing in a playful way to a diverse group of K children?
5. Students need: To see themselves as writers To have fun To develop a sense of sound/symbol relationships To find their stories To work with criteria Teacher’s Need: What’s Next for This Beginning Writer? – Reid, Schultz, Peterson (Pembroke Pub)
6. The Gradual Release Model K-1 Writing: Model - pictures & print Refer to criteria Kids draw & write Refer to criteria Pearson & Gallagher (1983)
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28. Power Paragraphs Create a power structure: Power 1 – the big idea Power 2 – 3 big details about the big idea Power 3 – 2 more precise details/examples about the 2nd powers Together, write the paragraph, 1 topic sentence (power 1), and 3 explanatory sentences (powers 2 and 3) Reread for fluency Do several together, then students can create their structure, get feedback before writing, then write independently
29. power 1 power 2 power 2 power 2 2 details 2 details (power 3)
49. Learning Intention: I can write and describe a small event from my morning. Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on criteria Pearson & Gallagher (1983)
50. Choose a topic Write in front of the students Students describe ‘what works’ in your writing Students choose a ‘morning’ topic Students write Students self-assess Students meet with peers to share and provide feedback
51. All alone, I stepped into my car. With my map in hand, I began to drive. At the lights I turned left, then the map said to turn right. “Oh, no!” The sign said, “Road closed”. “Help,” I thought. “What am I going to do?”
69. Descriptive Feedback In guided reading groups In 1:1 reading conferences In whole class strategy sequences Choose a partner. What does descriptive feedback look like in this scenario? Report back to your table group.
70. Formative assessment to determine students strengths and needs Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006
71. My students need to learn to record notes when reading information text. Can I introduce the double-entry journal to my grade 2/3 class?
72. Students need: A model Guided practice in following the model An opportunity to practice the strategy, with support as needed Choice in the degree of complexity they use to complete the task
Editor's Notes
Stephy – Oct 7/09Home sunny thinking of her mom in the thinking bubble.Sound/symbol and drawing knowledge!
Stephy – Nov 18/09 – first independent!I get the lunch for duck.
Stephy – Dec.7/09 It was a calm day…….can come? Yes said stephy. Lovely said shirley. Mom is in my home. She will …. Yes said yes. The end.
Vishal – oct 7/09 rabbit trees mountainsosNotice the letter/sound combinations!
Vishal – Nov 23/09 Once upon a time there was a boy. He ….and he was planning a birthday party.
Vishal – Dec. 11/09 The monster was playing basketball and the one with the spots scored and he wins the contest. He gets the medal.
Armann – Oct 7/09 fm for family.
Mika, Oct 7/09
Mika, Nov. 23/09The sharks in the water. They were going to school and picking out a new home reading and ‘bathrooms?’