GO BACK TO TEACHING BASIC WRITING SKILLSLexington Herald-L.docxbudbarber38650
GO BACK TO TEACHING BASIC WRITING SKILLS
Lexington Herald-Leader (KY) - Monday, January 23, 2006
Author: Donna Slone
My greatest fear in grades seven through 12 in the 1960s was that my English teacher would make good on her daily threats.
"I'm going to pinch your ears off and pitch you out the window," she shrieked whenever she caught a student daydreaming or unprepared.
Irene Slusher struck fear into the hearts of every student who entered her classroom on the second floor of Jackson City School in Breathitt County.
And we all had to enter.
Mrs. Slusher taught English to everyone at the school. I was one of 18 in the 1968 graduating class.
From her, we learned the parts of speech and the rules of punctuation. We never ended a sentence with a preposition. We learned to diagram sentences, and we
memorized and recited poems. We didn't dare turn in an assignment without first editing it for grammatical errors.
We took Mrs. Slusher seriously.
Now, as a college English instructor, I find myself wanting to pinch off a few ears. It is not that I dislike my students; quite the opposite is true.
The people I want to pitch out the window are the teachers and administrators who allowed these students to slip through high school without basic reading and writing
skills.
About 54 percent of college freshmen require remedial education in English, reading and/or math before they can take college-level courses that count toward graduation.
The problem is not race or economics. I have taught students of many ethnic and economic backgrounds. The problem is not confined to large, inner-city schools. This fall,
a few of my remedial students came from Chicago, Detroit and Miami. Some had graduated from public schools in Louisville. Others came from Franklin, Fayette and other
Central Kentucky counties.
They all lacked basic writing skills. They all told the same story: Their teachers didn't "count off" for errors in grammar and mechanics and didn't teach the parts of speech
in junior and senior high school. While some of the students' remarks might be taken with a grain of salt, their poor skills speak for themselves.
The students' most common errors are sentence fragments and run-on sentences. A student must recognize a subject and a verb before he can tell whether he has a
complete sentence. Too many students cannot, which makes instruction in English classes as understandable as a foreign language.
It is true that some students who need remedial courses slacked off in high school, but some received A's and B's in Advanced Placement English and still do not recognize
the parts of speech. Some, when they receive D's on their first college essays, decide college is too difficult.
College is not for everyone, but at open-admissions schools, we try to give those who want to attend every chance to succeed. As a result, we must first back up and
teach basic skills, before we can teach the advanced skills in rhetoric that students should be learning .
Countering Age-Related StereotypesMany people fear and dread t.docxfaithxdunce63732
Countering Age-Related Stereotypes
Many people fear and dread the late adulthood stage of life because they believe what awaits them is ill health and cognitive decline. While that description fits some adults in later life, it certainly does not describe them all. Many older adults lead healthy, active lives and are closely connected to their families and communities. However, stereotypes related to aging are extremely prevalent in our culture and strongly influence our attitudes toward aging. Use your textbook and the Argosy University online library resources to research age-related stereotypes.
Read about one of the largest centenarian studies conducted in the U.S. at the following Web site:
· The University of Georgia Institute of Gerontology, College of Public Health.Georgia Centenarian Study. Retrieved fromhttp://www.publichealth.uga.edu/geron/research/centenarian-study
Create a chart evaluating three age-related stereotypes listing evidence that supports the stereotype (if it exists) and evidence that contradicts the stereotype. Be sure to include references for each stereotype. Present the information in a chart as shown:
Stereotype
Evidence in Support of Stereotype
Evidence that Contradicts Stereotype
1.
2.
3.
Based on your readings and research, describe at least one strategy for creating more positive views of aging in our culture.
Write a 1–2-page paper in Word format and include your chart. Apply APA standards to citation of sources.
Use a minimum of four resources and use examples to explain your quotes and or references
Assignment 2 Grading Criteria
Maximum Points
Gathered relevant and important data on three age-related stereotypes.
30
Presented data in support of and contradicting stereotypes in a chart for easy comparison.
25
Analyzed and applied research information to develop strategy for positive view.
25
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
GO BACK TO TEACHING BASIC WRITING SKILLS
Lexington Herald-Leader (KY) - Monday, January 23, 2006
Author: Donna Slone
My greatest fear in grades seven through 12 in the 1960s was that my English teacher would make good on her daily threats.
"I'm going to pinch your ears off and pitch you out the window," she shrieked whenever she caught a student daydreaming or unprepared.
Irene Slusher struck fear into the hearts of every student who entered her classroom on the second floor of Jackson City School in Breathitt County.
And we all had to enter.
Mrs. Slusher taught English to everyone at the school. I was one of 18 in the 1968 graduating class.
From her, we learned the parts of speech and the rules of punctuation. We never ended a sentence with a preposition. We learned to diagram sentences, and we
memorized and recited poems. We didn't dare turn in an assignment without first editing it for gramma.
College Essay : An Ideal College
Why I Chose When Attending A Small College
Intellectual Diversity In Liberal Arts
Perseverance Essay
My Personal Study Habits
Four Year College
Getting Into Elite Colleges
College Professors Essay
1 - The Love of My Life Discuss how T.C. Boyle uses foreshadowin.docxhoney725342
1 - "The Love of My Life"
Discuss how T.C. Boyle uses foreshadowing (Links to an external site.)to establish the plot of "The Love of My Life".
-----------------------------------------------------------------------------------------------------------------------
2- "Hills Like White Elephants"
In the short story, "Hills Like White Elephants" is the female character (the antagonist) deserving of the intentions of the male character (the protagonist). Explain your answer thoroughtly.
-------------------------------------------------------------------------------------------------------------------------
3 - "A Company of Wolves" -
Using indirect characterization, describe how the girl in "A Company of Wolves" defies the typical characteristics of the female protagonist (Links to an external site.).
------------------------------------------------------------------------------------------------------------------------
4 - "My Life as an Undocumented Immigrant" -
How does the theme of "My Life as an Undocumented Immigrant" clash with the ideal of the American dream?
-------------------------------------------------------------------------------------------------------------------------
5- "The Storm" -
Take a position for or against Calixta's actions. Argue your position using textual evidence to support your answer.
----------------------------------------------------------------------------------------------------------------------
6 - "The Story of an Hour"
Think about the sequence of events in "The Story of an Hour". Now, discuss the significance and the difference between "Louise" and "Mrs. Mallard"
Surname 1
Students’ Name:
Course:
Professor:
Date:
Straker, John. “International Students participation in higher Education; changing the focus for ‘international student’ to’ participation’.” Journal of Studies in International Education 2016, Vol. 20(4). Web.
In pages 299 to 318, it discusses how individuals have the preconceived idea that international students cannot participate on a similar basis with local students, or attain institutional requirements of full participation, the idea of being branded as international students is what makes them distinct instead of their participation.
The author points out there has been continued literature focusing on the issue of class participation by international students. He states that although this literature is based on why international students may not participate on an equal basis with local students, it has focused on that aspect of ‘international students’ and what makes them distinct instead of focusing on their participation.
The next part of the chapter emphasizes how international students’ differences encourage understanding of their participation in lectures and explains reasons for their poor dialogue. Language barrier is always seen as the main cause of international students’ struggles in studies, in addition to the fact that there is self-criticism by international stu ...
Essay On How I Spent My Summer Holidays. How i spent my summer holidays essa...Nicoletta Tyagi
Write a short essay on How I Spent My Summer Vacation Essay Writing .... Paragraph On How I Spent My Summer Vacation 100, 150, 200, 250 to 300 .... Write a short essay on How I Spent my Summer Vacation English - YouTube. How I Spent My Summer Vacation Essay 2023 - The StudyWord. 5 Images Summer Vacation Essay For Kids And Description - Alqu Blog. Essay On Summer Vacation In English Essential Essay Writing How .... Describe Your Best Summer Vacation Essay - The O Guide. How I spent my summer vacation essay in english - YouTube. Creative Writing On How I Spent My Summer Vacation What i did on my .... How will you spend your summer vacation essay. Essay on How I Spent My .... How I Spent My Summer Vacation Essay 100 Words. My summer vacation short essay in 2021 Student presentation, Essay .... Essay about how i spent my summer holiday: Dissertation. ️ How did i spent my summer vacation. How I Spent My Summer Vacation .... 006 The Best Holiday Ever Essay Example Thatsnotus. Essay on How I Spent My Summer Vacation - YouTube. Essay on HOW I SPENT MY SUMMER VACATION in English My Summer Holiday How I Spent My Holidays. essay on my last summer vacation. My summer holiday. Essay on how i spent my summer vacation for - Brainly.in. My Summer Vacation Paragraph. Creative Writing On Summer Vacations : quot; headlineTitle. Essay writing how i spent my holidays. Write an essay on Summer Holidays Essay on Summer Vacation English .... How i spent my summer holidays essay. How I Spent My Summer Vacation .... Creative Writing On How I Spent My Summer Vacation. How I spent my summer vacation essay in English MY SUMMER VACATION .... 10 Lines Essay On How I Spent My Summer Vacation/Essay On Summer .... How i spent my summer vacation essay for class 6. How Will i Spend My .... Essay On My Last Summer Vacation My summer vacation essay. How to Write an Essay on How You Spent Your Summer Vacation. My summer holidays. My Summer Holiday Essay. 2019-01-23 Essay On How I Spent My Summer Holidays Essay On How I Spent My Summer Holidays. How i spent my summer holidays essay. How I Spent My Summer Vacation ...
Poetry Analysis Essay Example. Poetry Analysis Essay Example.Alicia Williams
POETRY ANALYSIS ESSAY.
Poetry Analysis Essay Outline - PC\|MAC.
Analysis essay of poem / isewanforum.org.
😀 Example analysis essay. 6+ Analytical Essay Examples, Samples. 2019-01-19.
😝 Poetry analysis paper example. Poetry Analysis Research Paper Example ....
Literary Essay Example | Literary essay, Poem analysis, Literary ....
Poetry Analysis Essay: Smart Student’s Guide with Example and Tips ....
Poetry Analysis Essay Examples - ENGL0101 - UoPeople - Studocu.
Analysis Essay - 14+ Examples, Format, Pdf | Examples.
Essay Poems.
😂 Poetry analysis essay example. How To Write A Poem Analysis Essay ....
9+ Poetry Analysis Templates - PDF.
Poetry Essay Draft.
Poetry Analysis for Middle School Students - ArticleCity.com.
Poetry Analysis Essay | English - Year 12 SACE | Thinkswap.
Poem Analysis | Metre (Poetry) | Poetry.
Poetry Analysis Essay Outline.
Analytical Essay: Poetry analysis essay sample.
2024 Poetry Analysis Template - Fillable, Printable PDF & Forms | Handypdf.
How to Analyze a Poem With Joy and Success: Full Guide | EssayPro.
English Literature : Poem Analysis: "Remember".
Reflective Essay: How to write an analytical essay on a poem.
Page not found - The Perfect Dress.
How to write a Poem Analysis Essay: Outline and Examples | Essay ....
How to Analyze a Poem in an Essay.
Best How-To Books on Writing Poetry - Read Poetry - Best poems to write ....
⚡ Poetry analysis essay outline. Steps to Structure Effective Poem ....
Poetry Analysis Essay | Templates at allbusinesstemplates.com.
Example of an analysis essay of a poem - Poetry Analysis Essay: Smart ....
Pin on education.
How to write an essay on poetry Kaskaskia | ThesisEssay76 - (2021).
Example Of Poem Analysis Essay.
😍 Poem analysis essay. How to Write a Poem Analysis Essay? Poetry ....
Example Of Literary Critique Essay - Literary Analysis Essay Objective ... Poetry Analysis Essay Example
I’ve further updated the download on my discussion of seven factors underpinning successful learning, including many of the slides I often use at workshops, and my criticism of the learning cycles approach. Ripples model seven factors (25251). This is written up in ‘Making Learning Happen’, (2014), and ;The Lecturer’s Toolkit’ (2015) mentioned in several other things I’ve written.
http://phil-race.co.uk/update-ripples-model/
Wildlife atlas maps available online provide opportunities to reinforce geography skills while learning about New York wildlife. Steve Stanne (NYS DEC's Hudson River Estuary Program) shares bird, reptile, and amphibian maps to show where different species live and how their distributions changed over time. Grades 4-8.
GO BACK TO TEACHING BASIC WRITING SKILLSLexington Herald-L.docxbudbarber38650
GO BACK TO TEACHING BASIC WRITING SKILLS
Lexington Herald-Leader (KY) - Monday, January 23, 2006
Author: Donna Slone
My greatest fear in grades seven through 12 in the 1960s was that my English teacher would make good on her daily threats.
"I'm going to pinch your ears off and pitch you out the window," she shrieked whenever she caught a student daydreaming or unprepared.
Irene Slusher struck fear into the hearts of every student who entered her classroom on the second floor of Jackson City School in Breathitt County.
And we all had to enter.
Mrs. Slusher taught English to everyone at the school. I was one of 18 in the 1968 graduating class.
From her, we learned the parts of speech and the rules of punctuation. We never ended a sentence with a preposition. We learned to diagram sentences, and we
memorized and recited poems. We didn't dare turn in an assignment without first editing it for grammatical errors.
We took Mrs. Slusher seriously.
Now, as a college English instructor, I find myself wanting to pinch off a few ears. It is not that I dislike my students; quite the opposite is true.
The people I want to pitch out the window are the teachers and administrators who allowed these students to slip through high school without basic reading and writing
skills.
About 54 percent of college freshmen require remedial education in English, reading and/or math before they can take college-level courses that count toward graduation.
The problem is not race or economics. I have taught students of many ethnic and economic backgrounds. The problem is not confined to large, inner-city schools. This fall,
a few of my remedial students came from Chicago, Detroit and Miami. Some had graduated from public schools in Louisville. Others came from Franklin, Fayette and other
Central Kentucky counties.
They all lacked basic writing skills. They all told the same story: Their teachers didn't "count off" for errors in grammar and mechanics and didn't teach the parts of speech
in junior and senior high school. While some of the students' remarks might be taken with a grain of salt, their poor skills speak for themselves.
The students' most common errors are sentence fragments and run-on sentences. A student must recognize a subject and a verb before he can tell whether he has a
complete sentence. Too many students cannot, which makes instruction in English classes as understandable as a foreign language.
It is true that some students who need remedial courses slacked off in high school, but some received A's and B's in Advanced Placement English and still do not recognize
the parts of speech. Some, when they receive D's on their first college essays, decide college is too difficult.
College is not for everyone, but at open-admissions schools, we try to give those who want to attend every chance to succeed. As a result, we must first back up and
teach basic skills, before we can teach the advanced skills in rhetoric that students should be learning .
Countering Age-Related StereotypesMany people fear and dread t.docxfaithxdunce63732
Countering Age-Related Stereotypes
Many people fear and dread the late adulthood stage of life because they believe what awaits them is ill health and cognitive decline. While that description fits some adults in later life, it certainly does not describe them all. Many older adults lead healthy, active lives and are closely connected to their families and communities. However, stereotypes related to aging are extremely prevalent in our culture and strongly influence our attitudes toward aging. Use your textbook and the Argosy University online library resources to research age-related stereotypes.
Read about one of the largest centenarian studies conducted in the U.S. at the following Web site:
· The University of Georgia Institute of Gerontology, College of Public Health.Georgia Centenarian Study. Retrieved fromhttp://www.publichealth.uga.edu/geron/research/centenarian-study
Create a chart evaluating three age-related stereotypes listing evidence that supports the stereotype (if it exists) and evidence that contradicts the stereotype. Be sure to include references for each stereotype. Present the information in a chart as shown:
Stereotype
Evidence in Support of Stereotype
Evidence that Contradicts Stereotype
1.
2.
3.
Based on your readings and research, describe at least one strategy for creating more positive views of aging in our culture.
Write a 1–2-page paper in Word format and include your chart. Apply APA standards to citation of sources.
Use a minimum of four resources and use examples to explain your quotes and or references
Assignment 2 Grading Criteria
Maximum Points
Gathered relevant and important data on three age-related stereotypes.
30
Presented data in support of and contradicting stereotypes in a chart for easy comparison.
25
Analyzed and applied research information to develop strategy for positive view.
25
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
GO BACK TO TEACHING BASIC WRITING SKILLS
Lexington Herald-Leader (KY) - Monday, January 23, 2006
Author: Donna Slone
My greatest fear in grades seven through 12 in the 1960s was that my English teacher would make good on her daily threats.
"I'm going to pinch your ears off and pitch you out the window," she shrieked whenever she caught a student daydreaming or unprepared.
Irene Slusher struck fear into the hearts of every student who entered her classroom on the second floor of Jackson City School in Breathitt County.
And we all had to enter.
Mrs. Slusher taught English to everyone at the school. I was one of 18 in the 1968 graduating class.
From her, we learned the parts of speech and the rules of punctuation. We never ended a sentence with a preposition. We learned to diagram sentences, and we
memorized and recited poems. We didn't dare turn in an assignment without first editing it for gramma.
College Essay : An Ideal College
Why I Chose When Attending A Small College
Intellectual Diversity In Liberal Arts
Perseverance Essay
My Personal Study Habits
Four Year College
Getting Into Elite Colleges
College Professors Essay
1 - The Love of My Life Discuss how T.C. Boyle uses foreshadowin.docxhoney725342
1 - "The Love of My Life"
Discuss how T.C. Boyle uses foreshadowing (Links to an external site.)to establish the plot of "The Love of My Life".
-----------------------------------------------------------------------------------------------------------------------
2- "Hills Like White Elephants"
In the short story, "Hills Like White Elephants" is the female character (the antagonist) deserving of the intentions of the male character (the protagonist). Explain your answer thoroughtly.
-------------------------------------------------------------------------------------------------------------------------
3 - "A Company of Wolves" -
Using indirect characterization, describe how the girl in "A Company of Wolves" defies the typical characteristics of the female protagonist (Links to an external site.).
------------------------------------------------------------------------------------------------------------------------
4 - "My Life as an Undocumented Immigrant" -
How does the theme of "My Life as an Undocumented Immigrant" clash with the ideal of the American dream?
-------------------------------------------------------------------------------------------------------------------------
5- "The Storm" -
Take a position for or against Calixta's actions. Argue your position using textual evidence to support your answer.
----------------------------------------------------------------------------------------------------------------------
6 - "The Story of an Hour"
Think about the sequence of events in "The Story of an Hour". Now, discuss the significance and the difference between "Louise" and "Mrs. Mallard"
Surname 1
Students’ Name:
Course:
Professor:
Date:
Straker, John. “International Students participation in higher Education; changing the focus for ‘international student’ to’ participation’.” Journal of Studies in International Education 2016, Vol. 20(4). Web.
In pages 299 to 318, it discusses how individuals have the preconceived idea that international students cannot participate on a similar basis with local students, or attain institutional requirements of full participation, the idea of being branded as international students is what makes them distinct instead of their participation.
The author points out there has been continued literature focusing on the issue of class participation by international students. He states that although this literature is based on why international students may not participate on an equal basis with local students, it has focused on that aspect of ‘international students’ and what makes them distinct instead of focusing on their participation.
The next part of the chapter emphasizes how international students’ differences encourage understanding of their participation in lectures and explains reasons for their poor dialogue. Language barrier is always seen as the main cause of international students’ struggles in studies, in addition to the fact that there is self-criticism by international stu ...
Essay On How I Spent My Summer Holidays. How i spent my summer holidays essa...Nicoletta Tyagi
Write a short essay on How I Spent My Summer Vacation Essay Writing .... Paragraph On How I Spent My Summer Vacation 100, 150, 200, 250 to 300 .... Write a short essay on How I Spent my Summer Vacation English - YouTube. How I Spent My Summer Vacation Essay 2023 - The StudyWord. 5 Images Summer Vacation Essay For Kids And Description - Alqu Blog. Essay On Summer Vacation In English Essential Essay Writing How .... Describe Your Best Summer Vacation Essay - The O Guide. How I spent my summer vacation essay in english - YouTube. Creative Writing On How I Spent My Summer Vacation What i did on my .... How will you spend your summer vacation essay. Essay on How I Spent My .... How I Spent My Summer Vacation Essay 100 Words. My summer vacation short essay in 2021 Student presentation, Essay .... Essay about how i spent my summer holiday: Dissertation. ️ How did i spent my summer vacation. How I Spent My Summer Vacation .... 006 The Best Holiday Ever Essay Example Thatsnotus. Essay on How I Spent My Summer Vacation - YouTube. Essay on HOW I SPENT MY SUMMER VACATION in English My Summer Holiday How I Spent My Holidays. essay on my last summer vacation. My summer holiday. Essay on how i spent my summer vacation for - Brainly.in. My Summer Vacation Paragraph. Creative Writing On Summer Vacations : quot; headlineTitle. Essay writing how i spent my holidays. Write an essay on Summer Holidays Essay on Summer Vacation English .... How i spent my summer holidays essay. How I Spent My Summer Vacation .... Creative Writing On How I Spent My Summer Vacation. How I spent my summer vacation essay in English MY SUMMER VACATION .... 10 Lines Essay On How I Spent My Summer Vacation/Essay On Summer .... How i spent my summer vacation essay for class 6. How Will i Spend My .... Essay On My Last Summer Vacation My summer vacation essay. How to Write an Essay on How You Spent Your Summer Vacation. My summer holidays. My Summer Holiday Essay. 2019-01-23 Essay On How I Spent My Summer Holidays Essay On How I Spent My Summer Holidays. How i spent my summer holidays essay. How I Spent My Summer Vacation ...
Poetry Analysis Essay Example. Poetry Analysis Essay Example.Alicia Williams
POETRY ANALYSIS ESSAY.
Poetry Analysis Essay Outline - PC\|MAC.
Analysis essay of poem / isewanforum.org.
😀 Example analysis essay. 6+ Analytical Essay Examples, Samples. 2019-01-19.
😝 Poetry analysis paper example. Poetry Analysis Research Paper Example ....
Literary Essay Example | Literary essay, Poem analysis, Literary ....
Poetry Analysis Essay: Smart Student’s Guide with Example and Tips ....
Poetry Analysis Essay Examples - ENGL0101 - UoPeople - Studocu.
Analysis Essay - 14+ Examples, Format, Pdf | Examples.
Essay Poems.
😂 Poetry analysis essay example. How To Write A Poem Analysis Essay ....
9+ Poetry Analysis Templates - PDF.
Poetry Essay Draft.
Poetry Analysis for Middle School Students - ArticleCity.com.
Poetry Analysis Essay | English - Year 12 SACE | Thinkswap.
Poem Analysis | Metre (Poetry) | Poetry.
Poetry Analysis Essay Outline.
Analytical Essay: Poetry analysis essay sample.
2024 Poetry Analysis Template - Fillable, Printable PDF & Forms | Handypdf.
How to Analyze a Poem With Joy and Success: Full Guide | EssayPro.
English Literature : Poem Analysis: "Remember".
Reflective Essay: How to write an analytical essay on a poem.
Page not found - The Perfect Dress.
How to write a Poem Analysis Essay: Outline and Examples | Essay ....
How to Analyze a Poem in an Essay.
Best How-To Books on Writing Poetry - Read Poetry - Best poems to write ....
⚡ Poetry analysis essay outline. Steps to Structure Effective Poem ....
Poetry Analysis Essay | Templates at allbusinesstemplates.com.
Example of an analysis essay of a poem - Poetry Analysis Essay: Smart ....
Pin on education.
How to write an essay on poetry Kaskaskia | ThesisEssay76 - (2021).
Example Of Poem Analysis Essay.
😍 Poem analysis essay. How to Write a Poem Analysis Essay? Poetry ....
Example Of Literary Critique Essay - Literary Analysis Essay Objective ... Poetry Analysis Essay Example
I’ve further updated the download on my discussion of seven factors underpinning successful learning, including many of the slides I often use at workshops, and my criticism of the learning cycles approach. Ripples model seven factors (25251). This is written up in ‘Making Learning Happen’, (2014), and ;The Lecturer’s Toolkit’ (2015) mentioned in several other things I’ve written.
http://phil-race.co.uk/update-ripples-model/
Wildlife atlas maps available online provide opportunities to reinforce geography skills while learning about New York wildlife. Steve Stanne (NYS DEC's Hudson River Estuary Program) shares bird, reptile, and amphibian maps to show where different species live and how their distributions changed over time. Grades 4-8.
Guided notes for PowerPoint presentation of the same name. Created by Kate Brill, Scenic Hudson, and presented at Teaching the Hudson Valley's 2015 summer institute.
Guided notes for PowerPoint presentation of the same name. Presented by Kate Brill, Scenic Hudson, at Teaching the Hudson Valley's 2015 summer institute.
Kristin Marcell, special projects coordinator, NYS DEC Hudson River Estuary Program and Cornell University discusses how communities are adapting to changing conditions such as flooding. She highlights New York's new program, Climate Smart Communities, designed to help municipalities reduce emissions, save money, and reduce their vulnerability to extreme weather.
Elizabeth Murphy, climate outreach specialist, NYS DEC Hudson River Estuary Program and Cornell University explains the basics of climate science and climate projections for New York State. She also introduces mitigation and adaptation techniques.
The Hudson during & after extreme weather events. What do they tell us about ...Teaching the Hudson Valley
Dan Miller, habitat restoration coordinator, NYS DEC, Hudson River Estuary Program Climate models predict that our region will experience increased precipitation in more episodic and intense events. Irene, Lee, and Sandy have given us a taste of what that might mean for the Hudson. Dan describes the impacts of these storms on the estuary and describes efforts to improve the Hudson’s resiliency in the face of big storms.
Helping Youth Eat Real: Classroom Lessons to Transform Youth & their CommunitiesTeaching the Hudson Valley
Pam Koch, co-author of this program from the Laurie M. Tisch Center for Food, Education & Policy, Teachers College, Columbia University, was a keynote presenter at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org.
"Helping Youth Eat Real: Classroom Lessons to Transform Youth & their Communities" inlcudes materials for printing and projecting. An 88-page curriculum book can be downloaded from THV's website.
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Recycling and Composting at Your School or Site." Recycling is now mandatory throughout New York State; composting food scraps is on the radar for the not-too-distant future. Get the scoop on how to convince colleagues to set a good example and learn how "walking-the-talk" can help prepare students for a future in which natural resource conservation will be increasingly critical. Terry Laibach, New York State Dept. of Environmental Conservation, and Anne Jaffe-Holmes, Greenburgh Nature Center
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Recycling and Composting at Your School or Site." Recycling is now mandatory throughout New York State; composting food scraps is on the radar for the not-too-distant future. Get the scoop on how to convince colleagues to set a good example and learn how "walking-the-talk" can help prepare students for a future in which natural resource conservation will be increasingly critical. Terry Laibach, New York State Dept. of Environmental Conservation, and Anne Jaffe-Holmes, Greenburgh Nature Center
Nutrition Education DESIGN Procedure: Pam Koch, Tisch Center for Food, Educa...Teaching the Hudson Valley
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Empowered Eaters: Making Connections through Food & Nutrition Education." Let’s think broadly about food and nutrition education for the next generation. Explore ways to inspire youth to care about how choices influence their health, that of the planet, and the lives of everyone working with food from farm to plate. We’ll also review how to empower students to create practical action plans to successfully make real changes in their day-to-day food choices. Pam Koch, professor of nutrition education and executive director, Laurie M. Tisch Center for Food, Education & Policy, Teachers College, Columbia University
Conventional vs organic agriculture: Cornelia Harris, Cary Institute of Ecosy...Teaching the Hudson Valley
Part of THV's July 2014 institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." From a full-day field experience, "Our Ecosystem, Our Health: Exploring the Benefits of School & Community Gardens," in Poughkeepsie, NY. Particpiants visited gardens at Krieger ES, Poughkeepsie HS, and the Poughkeepsie Farm Project with Cornelia Harris, Cary Institute of Ecosystem Studies, and Jamie Levato, education coordinator for the Poughkeepsie Farm Project.
Part of THV's July 2014 institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." From a full-day field experience, "Our Ecosystem, Our Health: Exploring the Benefits of School & Community Gardens," in Poughkeepsie, NY. Particpiants visited gardens at Krieger ES, Poughkeepsie HS, and the Poughkeepsie Farm Project with Cornelia Harris, Cary Institute of Ecosystem Studies, and Jamie Levato, education coordinator for the Poughkeepsie Farm Project.
From a panel discussion, "Growing Curriculum: Creating School Gardens," held as part of the 2014 THV institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." More information at www.TeachingtheHudsonValley.
Cathy Law has been teaching since 1995. Passionate about her work she teaches a wide range of science classes at New Paltz HS. She started the Courtyard Gardens in 2008 to create an outdoor learning center dedicated to understanding and improving the environment and enable learning that is problem based and interdisciplinary.
The gardens now feature 200+ species of perennials and grasses chosen for hardiness, adaptability, seasonal variation, and attractiveness to birds, bees, and butterflies. Protected by the school’s inner courtyard, the 15 gardens are a sanctuary for wildlife, serve as an outdoor lab for students, and feature themes including Zen, culinary, medicinal, scented, native, silver, and a stone garden featuring specimen boulders.
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.
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.
A Strategic Approach: GenAI in EducationPeter Windle
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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!
[THVInstitute13] Focusing on Students in a Data-Driven World
1. Focusing on Students in a Data-
Driven World
Carol Corbett Burris, Ed.D.
Principal of South Side High School
Rockville Centre, NY
2. 2
q 44%
of
the
NY
students
who
entered
9th
grade
in
2008
were
economically
disadvantaged
q 42%
of
all
of
the
2010
births
in
NYS
were
to
single
mothers
q 44%
did
not
attend
pre-‐school
q In
NYS
big
cities
75%
were
economically
disadvantaged
q 70%
of
all
birth
in
the
Bronx
were
to
single
mothers
3. There is an inverse relationship between the
% of low SES students and graduation rates
0
10
20
30
40
50
60
70
80
90
100
Low
Needs
Average
Needs
High
Needs
rural
High
Needs
urb/sub
High
Needs
NYC
High
Needs
Lg
City
% poverty
% grad rate all § Effects
of
individual
poverty
§ Effects
of
concentrated
poverty
4. Low-SES students can do well if they are in
well–resourced schools that are not
overwhelmed by poverty
5. 5
How
do
we
provide
our
students
with
the
enriched
and
engaging
curriculum
that
they
deserve
in
a
time
of
data
driven
reform?
“The gravest threat posed by all these reforms is
that they encourage teachers to forego real
teaching for test prep”.
Gary Rubenstein, Ed Leadership July 2013
6. 6
ü Place-‐based
learning
provides
students
with
background
knowledge
which
in
turn
promotes
transfer,
thereby
deepening
and
accelerating
learning.
Why
place-‐based
learning
matters…..
8. 8
DIRECTIONS
FOR
CLOSE
READING
From
http://
www.parcconline.org/sites/parcc/[iles/High-‐School-‐
Exemplar-‐Lincoln-‐Gettysburg-‐Address.pdf
“Other
than
giving
the
brief
de[initions
offered
to
words
students
would
likely
not
be
able
to
de[ine
from
context
(underlined
in
the
text),
avoid
giving
any
background
context
or
instructional
guidance
at
the
outset
of
the
lesson
while
students
are
reading
the
text
silently.
This
close
reading
approach
forces
students
to
rely
exclusively
on
the
text
instead
of
privileging
background
knowledge
and
levels
the
playing
[ield
for
all
students
as
they
seek
to
comprehend
Jacques’
soliloquy.”
9. Read and summarize
Having crumbled to 214 all out, with Jonathan
Trott's 84 not out the glue across an otherwise
brittle English innings, the tourists were back in
the contest when Paul Collingwood's brace had
the hosts wobbling at 100 for five at the turn of
the 21st over.
From:http://russonreading.blogspot.com/2013/05/does-background-
knowledge-matter-to.html
9
10. 10
ü Place-‐based
learning
provides
an
invaluable
opportunity
to
expand
student
vocabulary.
Why
place-‐based
learning
matters…..
12. Words of a Feather
route
shoals
shallow
buoy
Give students
sentence starters
Link all four words
together to build one
sentence, or two related
sentences.
13. 13
ü Place-‐based
learning
provides
us
with
experiential
“texts”
that
we
can
use
to
develop
our
students’
analytical
and
evaluative
thinking.
Why
place-‐based
learning
matters…..
15. 15
Text
B:
Washington
Crossing
the
Delaware
1. Describe
the
dress
and
condition
of
the
soldiers.
2. Explain
why
you
know
the
crossing
was
dif[icult.
3. How
does
the
artist
use
light
,
shadowing,
color
and
other
techniques
to
create
setting?
4. What
is
the
artist’s
opinion
of
Washington?
Justify
your
opinion.
5.
Write
the
story
this
painting
tells.
16. 16
1. What,
according
to
Whitman
is
the
true
monument
to
honor
Washington?
2. The
original
title
was,
“Ah,
Not
This
Granite
Dead
and
Cold”.
Which
title
is
better?
Explain
why.
3. What
is
Whitman
telling
the
reader
with
the
insertion
of
a
question
mark
in
the
poem?
What
is
the
function
of
the
parenthesis?
4. To
what
extent
does
Whitman
see
George
Washington
as
an
archetype,
rather
than
a
[lesh
and
blood
hero?
Include
evidence
from
the
text
to
make
your
argument.
Text
C:
Washington's
Monument,
February,
1885
by
Walt
Whitman
17. Jigsaw Assignment
Provide
evidence
how
each
text
portrays
Washington
as
a
great
and
heroic
leader.
Decide
which
of
the
three
makes
the
best
case
and
explain
why.
19. 19
Here
is
the
choice
that
confronts
us…..
“Other
than
giving
the
brief
de[initions
offered
to
words
students
would
likely
not
be
able
to
de[ine
from
context
(underlined
in
the
text),
avoid
giving
any
background
context
or
instructional
guidance
at
the
outset
of
the
lesson
while
students
are
reading
the
text
silently.
This
close
reading
approach
forces
students
to
rely
exclusively
on
the
text
instead
of
privileging
background
knowledge
and
levels
the
playing
[ield
for
all
students
.”
David
Coleman
“When
I
am
tempted
to
compromise
on
what
I
know
is
good
instruction,
I
will
think
back
to
letters
I've
received
from
students
over
the
years.
Although
I
certainly
can't
claim
to
have
inspired
every
student
I've
taught,
I
know
from
these
notes
that
I
have
inspired
some.
When
a
student
writes
to
me
that
she
used
to
hate
math
and
now
she
likes
it,
I've
gotten
all
the
merit
pay
I
need.”
Gary
Rubenstein