Chapter 6 and 11
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This document discusses ways to customize student learning through the use of data, understanding diversity, and promoting cultural understanding. It recommends analyzing student data to identify learning issues, revising instructional strategies, and using universal design principles. The document also advocates for assistive technology, culturally responsive teaching, learner-centered strategies, equitable access to technology, and developing cultural understanding in the classroom.
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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.
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Chapter 4
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Chapter 5
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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
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Chapter 6 and 11
- 1. Customizing Student Learning Activities and Diversity and Cultural Understanding by John Bullington
- 2. Using Data Can Help you.......................... see the problem! • set and revise goals for student learning • monitor the effectiveness of learning activities • who is not meeting goals? • what do they have in common? • revise instructional strategies • can I modify the learning strategies to address the issue?
- 3. Understanding the Problem • Universal Design for Learning • Neural Networks that influence learning • Recognition Networks: process "the what" should be learned • Strategic Networks: operate on "how"things can be learned • Affective Networks: process "the why" of learning
- 4. Working Towards a Solution! • Universal Design in the Classroom • Setting Goals should • recognize "what" should be learned • provide multiple opportunities for "how"it can be learned • emphasize "why"the learning is important • Individualized Learning • Differentiation utilizing various digital media
- 5. Leveling the Playing Field • Why should I learn about Assistive Technology • Over 75% of students with disabilities spent the majority of their school day in general education classrooms. (Boyer & Mainzer, 2003) • Truly effective special education requires both a general education teacher and a special education teacher trained to do two different things, not merely to work together with a common purpose," (Hallahan, 2012, p. 38)
- 6. Leveling the Playing Field • Assistive Technology • Low Tech • spell check, enlarging print on screen, calculators, timers • Mid Tech • scanning reading pens, TDD's, captioning, hyper inked multimedia • High Tech • eye tracking technology, speech synthesizers, text to speech software
- 7. Culturally Responsive Teachers • are socially conscious • view students' diverse backgrounds as assets rather than liabilities • feel personally responsible for helping schools be more responsive to all • understand how learners construct knowledge • know about the lives of their students • design instruction that builds upon students' prior knowledge and experiences and stretches them beyond the familiar
- 8. Learner-Centered Strategies • Supporting the social needs of Students • Teacher Modeling • Questioning • Quality Responding • Peer Interactions • Group Inquiry Skills • Reflective Journals
- 9. Learner-Centered Strategies • Supporting the Cognitive Needs of Students • Help students focus on learning goals • "make thinking visible" • "rules of thumb" • Supporting the Metacognitive Needs of Students • Make a connection between the Learning goals and the process • Goal Charts • Reflective Digital Journals
- 10. Equitable Access • Access to Up-to-Date Hardware, Software, and Connectivity • At School • At Home • Access to Meaningful, High-Quality, and Culturally Responsive Content • Recognizing Biases • Access to Tech-Knowledgeable Teachers
- 11. Cultural Understanding and Global Awareness • Understand your Culture and the culture of others • What is Culture? • Working with students to develop cultural understanding • Respecting Cultural Diversity in the Classroom • Respecting culture is a two way street
- 12. References • Cennamo, Katherine, John D. Ross, and Peggy A. Ertmer. "Chapter 6, 11". Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Belmont Ca: Wadsworth, 2010. N. pag. Print. • Hallahan, Daniel, James M. Kauffman, and Paige C. Pullen. "Page 38" Exceptional Learners: An Introduction to Special Education. New York City, NY: Pearson Education, 2012