Carousel
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This document provides instructions for an activity called a carousel. It outlines a 3 step process where students are initially split into expert groups to research a topic, then regrouped to share their findings, and finally come back together as a class to discuss insights and questions. Students become experts in their initial groups before reforming as teachers to their new groups to explain what they learned.
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The document is a reflection exercise asking the reader to assess their own learning style by rating statements about how they learn best on a scale of 0 to 5. It includes questions about visual aids, verbal instructions, hands-on activities, environmental factors like lighting, temperature, noise and how these impact the reader's ability to understand and focus. The reader's responses indicate they are always aware of their learning preferences and how environmental factors affect their learning. In conclusion, the reader gains insight that they are always aware of their surroundings and pay attention to what enhances their learning.
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The document is a reflection exercise asking the reader to rate their experiences with different learning styles and factors on a scale of 0 to 5. It then has the reader calculate averages for questions related to how they receive information and how environmental factors affect them. Based on their answers, the reader is prompted to provide insights about identifying and using their own learning style.
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The document is an activity sheet for a student named Mirnell D. Gonzalez to reflect on their learning style. It contains questions about how different factors like visual aids, instructions, physical activities, lighting, temperature, steps, eating habits, and background noise impacted the student's ability to learn. The student is asked to score each question and calculate averages to gain insights into how they receive and understand information, and how environmental factors affect their learning. Based on their answers, the student realizes how experiences can impact learning and that understanding one's own learning style will help them succeed.
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The document describes how a teacher plans to organize students into groups and use cooperative learning techniques in a unit plan. Specifically:
- Students will be organized into groups of three for the first activity and groups of four for the second.
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- For the second technique, "1-2-4 cooperative learning", students will answer a question individually, then share with a partner to improve the answer before sharing with the other group pairs to develop a final group response.
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The document provides guidance for using cooperative learning techniques in a unit plan. It describes organizing students into pairs, groups of 3-4, or the whole class. Two cooperative learning techniques are proposed:
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Carousel
This document provides instructions for an activity called a carousel. It outlines a 3 step process where students are initially split into expert groups to research a topic, then regrouped to share their findings, and finally come back together as a class to discuss insights and questions. Students become experts in their initial groups before reforming as teachers to their new groups to explain what they learned.
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1) Key elements of the epic genre that Homer used such as an invocation to the muses, stories that begin in medias res, catalogs of participants, and frequent use of epithets.
2) The structure of the epic hero cycle that The Iliad follows including the hero facing a quest and challenges to prove themselves.
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The document provides instructions for students to participate in a carousel activity. It outlines 3 steps: 1) Students are divided into expert groups to research and discuss topics, then receive new labels to teach other groups. 2) Students teach their new groups about their topic and discussion. 3) The class reconvenes to share insights gained from rotating groups and discussing how it applies to their analysis of Woman Warrior as a postmodern novel.
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This document provides an activity sheet for students to reflect on their learning style. It includes questions about how different factors like visual aids, verbal instructions, physical activities, lighting, temperature, noise and other environmental factors impact their ability to understand and focus on learning. The student is asked to rate each question on a scale from 0 to 5. Based on their answers, the student gains insights that they are always aware of their learning preferences when it comes to receiving and understanding information, and almost always aware of how environmental factors affect their learning. They recognize the importance of communicating directly with professors if they have any issues or questions.
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The document describes how a teacher plans to organize students into groups and use cooperative learning techniques in a unit plan. Specifically:
- Students will be organized into groups of three for the first activity and groups of four for the second.
- For the first technique, "jigsaw cooperative learning", each group member will research a different social order in the Middle Ages and become an expert to share findings and create a group presentation.
- For the second technique, "1-2-4 cooperative learning", students will answer a question individually, then share with a partner to improve the answer before sharing with the other group pairs to develop a final group response.
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The document outlines guidelines for instructors to improve student problem solving skills. It recommends that instructors 1) clearly outline their expectations, 2) provide an environment where students can practically apply skills, and 3) consider the problem solving process, not just the final answer, when grading assignments. Instructors should ensure students understand problems deeply and can explain their work step-by-step. Feedback from students should also be collected to inform the class. Target skills should be identified through research rather than just instructor intuition.
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The document provides guidance for using cooperative learning techniques in a unit plan. It describes organizing students into pairs, groups of 3-4, or the whole class. Two cooperative learning techniques are proposed:
1. Team Pair Solo for a total training session, where students first work as a team, then pairs, then individually to develop fitness skills.
2. Jigsaw technique for a warm up session, where students are assigned topics in expert groups and must teach their original group, with a focus on aerobic, mobility, strength, speed and flexibility exercises.
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This document contains a learning style assessment for a student to complete. It instructs the student to rate how often certain learning factors, like visual aids, verbal instructions, physical activities, lighting, temperature, and environmental noises, affected their ability to understand material in the past. Based on their responses, the student determined they are always aware of their learning preferences and environmental factors that impact their learning. They concluded they are always aware of their surroundings and search for what helps them learn best.
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The document describes how a teacher plans to organize students and use cooperative learning techniques in a unit plan. The teacher will organize students in pairs, groups of four, and as a whole group. Two cooperative learning techniques are described: Jigsaw, where students are assigned colors and meet in expert groups to share information before returning to original groups, and 1-2-4, where students answer questions individually, in pairs, and finally in groups of four, contributing to a definitive answer.
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The document discusses a student group project on riddles. It defines riddles as interrogatory statements with two meanings meant to be solved through observation. Riddles contain clues and require creativity to solve. Mathematical riddles specifically require math skills and logic. Some benefits of riddles listed are improving problem solving, critical thinking, motivation and interest in math. Four examples of mathematical riddles are given with their answers.
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Priam reminds Achilles of his own father, which causes Achilles to pity the Trojan king and return Hector's body for burial. The two men weep together over the losses of war and the fragility of human life represented by Zeus's jars of fate. Achilles treats Priam with kindness and respect according to the laws of hospitality, returning Hector's body and allowing Priam to leave safely, showing how Achilles has developed compassion and wisdom through his experiences in the war.
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The document provides an overview and discussion questions about Homer's epic poem "The Iliad". It summarizes the key elements of an epic structure including an invocation to the muses, stories beginning in medias res, catalogs of participants and items, and speeches by characters. It also outlines the typical hero's cycle of a quest, tests, supernatural helpers, a low point, and restoration. Finally, it lists some of the major themes in "The Iliad" such as rage, the glory of war, the role of women, and hubris.
Carousel
This document provides instructions for an activity called a carousel. It outlines a 3 step process where students are initially split into expert groups to research a topic, then regrouped to share their findings, and finally come back together as a class to discuss insights and questions. Students become experts in their initial groups before reforming as teachers to their new groups to explain what they learned.
Cornellnotes
Cornell Notes provide a structured note-taking system that helps students organize class notes and study effectively. The format involves dividing a page into sections for recording key ideas, details, questions, and a summary. Taking notes stimulates critical thinking and helps students remember information. Reviewing and rewriting notes aids in recall and allows students to identify unclear concepts to discuss with others.
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The document provides an overview of the epic poem The Iliad by Homer, including:
1) Key elements of the epic genre that Homer used such as an invocation to the muses, stories that begin in medias res, catalogs of participants, and frequent use of epithets.
2) The structure of the epic hero cycle that The Iliad follows including the hero facing a quest and challenges to prove themselves.
3) Background on the events that preceded the start of The Iliad such as Paris taking Helen to Troy starting the war between Greeks and Trojans.
4) Discussion topics about what defines a hero, the role of women, and themes in The Iliad like the glory of war, hub
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Awesome Collaborative Learning for Knowledge Construction：知識構成型ジグソー法を用いた協調学習
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The document describes various group activities that can be used for online education, including informal activities like Think-Pair-Share, Roundrobins, and Buzz Groups, as well as formal activities like Jigsaw and Three Before Me. It also provides instructions for implementing the activities and discusses how they can be used to engage students, encourage discussion, and improve skills like editing and providing feedback to others. Finally, it includes a template for planning online group activities that considers topics, goals, descriptions, groups, assessments, and tools.
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This document provides objectives and activities for a lesson on drawing generalizations and conclusions. Students will work in groups to list ways to overcome challenges in an "Always Connect Game." They will then view a video clip about an armless girl and answer guide questions about how it relates to turning challenges into opportunities. In groups, students will present their generalizations and conclusions about challenges and opportunities in different formats - through a yell, essay, or poem. Their work will be assessed using a rubric focusing on participation, communication, and consideration of others' ideas.
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The painting depicts the Birth of Venus by Sandro Botticelli, which relates to the Greek myth of Venus' birth from the sea. It shows Venus arriving on the shore, with the gods Zephyr and Aura helping to blow her to land and a nymph covering her naked body with a robe. The colors convey warmth and love, harmonizing with Venus' characteristics as the goddess of beauty and love according to the myth it illustrates.
Art hunt
The document contains summaries of several paintings from Greek/Roman mythology along with their artists and background information. One painting summarized is Sandro Botticelli's "The Birth of Venus" from the 15th century Italian Renaissance. It depicts the goddess Venus emerging from the sea on a shell as the wind god Zephyr blows roses around her. A nymph reaches to cover Venus with a cloak as she steps onto the shore. The painting illustrates the myth of Venus' birth from sea foam. Another painting summarized is Jean-Auguste-Dominique Ingres' "Oedipus and the Sphinx" from 1808 which depicts the moment when Oedipus confidently solves the Sphinx's riddle.
Portfolio
A study was conducted from December 2011 to January 2012 where the researcher spent time in solitude in both Hawaii and South Korea. The study focused on observing how spending extended periods of time alone in different environments and cultures impacted the researcher's thoughts, behaviors, and overall well-being. Key findings from the study provided insights into the psychological and philosophical impacts of solitude.
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A study was conducted from December 2011 to January 2012 where the researcher spent time in solitude in both Hawaii and South Korea. The study focused on observing how spending extended periods of time alone in different environments and cultures impacted the researcher's thoughts, behaviors, and overall well-being. Key findings from the study provided insights into the psychological and emotional effects of solitude.
Us lit feb 15 outline gish jen day 2
1. The document outlines the class activities for February 15th which includes turning in an outline, shared reading on Asian immigration push-pull factors and the experience at Angel Island, independent writing on a passage, and a writing workshop on research papers.
2. The shared reading discusses Asian immigration to the US and factors that led immigrants to leave their home countries as well as their experience entering through Angel Island in San Francisco Bay.
3. For daily writing, students are asked to analyze whether a character named Mr. Chang is more effective in his own society or American society by providing examples of his effectiveness and ineffectiveness in each.
Us lit silko
The document appears to be discussion questions about the short story "The Man to Send Rain Clouds" by Leslie Marmon Silko. The questions probe various aspects of the story including the setting and time of year, cultural rituals performed by the characters, differing perspectives between characters, and how the story depicts interactions between traditional Laguna culture and Christian missionaries. The overarching theme addressed is how the story portrays cultural differences and tensions between the Laguna people and outside influences.
Baldwn
The document provides guidance on different types of reading comprehension questions:
- Right There questions can be answered directly from information stated in the passage.
- Think and Search questions require analyzing how ideas or details in the passage relate to each other and drawing inferences.
- Author and You questions involve using information from the passage plus one's own ideas or opinions.
- On My Own questions can be answered without referring to the passage, using one's own background knowledge on a topic.
The document also discusses three levels of questions - level one questions having explicit answers in the text, level two requiring analysis and interpretation, and level three being more open-ended issues beyond the text.
Us lit wright
Here are some suggestions for revising your thesis statements based on the feedback:
1. Check that your thesis statement can be adequately supported within a 6-10 page research paper. Make sure to narrow your topic enough to fit the page requirements but not so much that you lack evidence.
2. Take a clear position that others could reasonably disagree with. Avoid statements that are simply facts or are too vague. For example, instead of "music in the 1930s" specify a claim about "the influence of jazz on American culture in the 1930s."
3. Make your thesis statement as specific as possible. Replace vague words like "good" or "successful" with more precise language. For example, instead of saying a work
Introduction to m e lit
The document summarizes the history and influence of Arabic and Persian literature from pre-Islamic times through the Islamic Golden Age. It discusses how Persia and Arabia developed culturally and politically prior to the rise of Islam in the 7th century AD, including the influence of Zoroastrianism in Persia. It then covers how Islam spread from the Arabian Peninsula and Persia, establishing major centers of learning and spurring literary and scientific advances. During this Islamic Golden Age, celebrated poets emerged in both Persia and Arabia, contributing greatly to Arabic and Persian literature.
Introduction to m e lit
This document provides an overview of Arabic and Persian literature and its historical and cultural context. It summarizes that (1) Islam expanded from Persia and Arabia in the 6th century and brought advances in many fields including literature, (2) Pre-Islamic Persia was influenced by Zoroastrianism and had a series of powerful rulers and empires, and (3) The spread of Islam integrated Persian and Arab cultures and led to a golden age of literature, learning, and the arts in the Islamic empire, particularly in Baghdad under the Abbasid dynasty.
Huck finn 25-35
In chapters 25-36:
1) Peter Wilks leaves money to his brothers, but the king and duke steal some and blame Huck. Huck tries to help make it right.
2) The king and duke sell slaves, upsetting Huck. Their schemes are eventually revealed.
3) Jim disappears and Huck debates warning his owner, ultimately deciding not to out of friendship for Jim. Tom's elaborate plan to "rescue" Jim draws mixed reactions from Huck and the reader.
Satirical techniques definitions
Hyperbole is defined as exaggeration that represents something as beyond normal bounds to expose its faults or flaws. There are several parts of exaggeration including caricature, which exaggerates a physical feature; incongruity, which presents things that are absurdly out of place; and parody, which imitates a style or person to ridicule the original. Reversal is also discussed as presenting the opposite of normal order through reversing events or hierarchical roles.
Korean literature
Korean literature developed under the influence of traditional folk beliefs as well as Taoism, Confucianism, and Buddhism. It is often divided into classical and modern periods, though this is questioned due to reforms in the 19th century and Western influence. Key genres include Hyangga poetry from the classical period as well as sijo poetry and Joseon period poetry from the later period when Hangul was promoted. Translations of Korean literature to other languages have increased its global visibility since the 1980s.
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The document provides tips for writing captions for photos in publications. It recommends that captions be consistent in style, usually 8pt font size, and tell something not evident from looking at the photo. Captions should follow any rules and tips shared, and be interesting enough for readers. Boring or irrelevant captions are discouraged. The document also includes reminders about proofreading body text for spelling and grammar errors, and writing engaging stories that readers will want to finish.
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The document discusses Mark Twain's decision to use Huck Finn as the narrator of his novel. It asks whether Huck Finn is a reliable narrator by telling the story in the first person. Using a first-person narrator has benefits like showing a personal perspective, but also drawbacks if the narrator is unreliable in their recounting of events. Students will discuss this in small groups and consider whether Huck Finn provides a believable narrative.
Millionaire
The document describes the gameplay of a contestant on the game show "Who Wants to Be a Millionaire". It shows the contestant answering a series of multiple choice questions correctly and climbing up the cash ladder from $100 to the grand prize of $1 million. Along the way, it shows celebrations for reaching certain monetary milestones like $1,000, $32,000, and congratulations upon winning $1 million in the end.
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The document contains questions from students about themes and characters in the chapter "Shaman" from The Woman Warrior such as Brave Orchid's facial expressions and independence, her ability to face ghosts, the role of women, and influences of the Communist Revolution. It also includes questions from "Ms. Hogshead" analyzing descriptions of Kingston's mother's life in China and use of food imagery. Students are prompted to write independently about why Kingston wrote in a postmodern style and her purpose.
Postmodernism
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Mark twain & the adventures of huckleberry finn
Mark Twain was born in 1835 in Missouri and grew up along the Mississippi River. He worked as a steamboat pilot in his 20s but the Civil War halted river traffic. Using the pen name "Mark Twain", he began publishing in the 1860s and wrote several famous works, including The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. Huckleberry Finn, published in 1885, has been controversial due to its use of racial slurs and portrayal of African American character Jim, but is also considered one of the greatest American novels and a seminal work of satire against racism.
Roundrobin
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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- 2. Step 1 In your small groups labeled 1, 2, 3, 4, 5, you will be come the expert for your topic. Each group member must have have a copy of your results. Once you are confident and have achieved your objective you will be labeled again by your teacher. When you are done raise your hand for you to explain your findings to the teacher.
- 3. Step 2 Once you have your new label of A, B, C, D, E, you will then become the teacher of your group. Explain fully what your objective was and what your group produced. It will be helpful if the students take notes or write down questions to ask their group questions.
- 4. Step 3 Come back together as a class. What was an interesting insight that you learned? Any further questions for your teachers?