Column notes 20110830_132716_7
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Two-column notes is a note-taking strategy that divides a page into two columns for organizing information from texts. The left column is for main ideas and concepts, while the right column contains supporting details. This strategy helps analyze structured readings. It requires readers to focus on important elements and how they are organized. Various forms include main idea-detail, opinion-proof, hypothesis-proof, problem-solution, and process notes. Teachers should model the strategy's use and explain why it was chosen before having students practice it independently during or after a reading as an assessment of their comprehension.
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This document discusses the different types of marriages under Islamic law. There are two main types - permanent marriage which lasts forever, and fixed-time (temporary) marriages which have a set duration. For both types of marriages, the marriage formula must be formally pronounced by the individuals or their representatives, with the intention of making the marriage effective immediately. Certain conditions must be met for the marriage to be valid, such as using correct Arabic words, the individuals being willing and sane, and properly identifying those getting married. The document also outlines when marriages can be annulled or dissolved due to deficiencies in one spouse.
Oil & Gas Magazine Agosto 2014
Promulgación de las leyes secundarias en materia energética. Ucrania y su dependencia energética. Se termina el monopolio de Pemex y CFE en México. Se aproxima la apertura del mercado de gasolinas en México
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Este documento presenta conceptos básicos sobre teoría de conjuntos, incluyendo definiciones de subconjunto, igualdad de conjuntos, operaciones como unión e intersección, y propiedades de estas operaciones. También introduce la lógica proposicional y su relación con la teoría de conjuntos, definiendo proposiciones y los conectivos lógicos AND, OR y NOT.
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Encup2003
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Mar30 Apr 5 Who Is Called
Our little Church is using a Chronological Bible Reading Schedule by Skip Andrews. It can be found here: http://www.churchofchristduluthga.org/
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Piu Keeping Up With Accounting Fall, 2009 Draft
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"7 Slight Edges to Keeping Your Customers"
Learn what the 7 Slight Edges are to keep more of your customers. Grow from the inside, develop more referrals, engage your employees.
How A Bill Becomes A Law By Tony
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Holly granthamca1red4348
This document outlines various reading strategies that can be used before, during, and after reading to improve student comprehension and engagement. Some strategies described include semantic mapping, KWL charts, think alouds, paired summarizing, word walls, and journal responses. The strategies are designed to activate prior knowledge, build background, encourage questioning, monitor understanding, and allow students to reflect on what they've learned. Implementing these strategies provides opportunities for students to engage with texts on a deeper level.
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This document outlines various strategies that teachers can use before, during, and after reading to help students comprehend and engage with texts. Some strategies discussed include using anticipation guides and K-W-L charts before reading to activate prior knowledge. During reading, teachers can have students use double entry journals, sticky notes, or answer pre-written questions. After reading, summarizing, completing K-W-L charts, and engaging in reflective discussions like WHIP (Walk, Hop, Interact, Ponder) help students process what they learned. The goal of these strategies is to give students a purpose for reading and increase metacognition.
Tool for Analyzing and Adapting Curriculum Materia.docx
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
The reading teacher as classroom researcher
This document outlines the process of conducting action research as a classroom teacher. It discusses 12 steps to action research: establishing a purpose and topic, posing a research question, anticipating outcomes, specifying data types, determining data collection methods, considering time issues, systematically collecting data, examining and analyzing the data, reflecting on results, and generating and experimenting with solutions. It provides examples of how a teacher might investigate vocabulary instruction techniques or the amount of extensive reading students do. The overall goal of action research is to improve teaching and learning through systematic self-reflection.
Chapter 2 Learning Targets
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
BDA Literacy Strategies Flip Chart
This document provides a summary of before, during, and after reading strategies for 6th grade non-fiction texts. It describes several strategies for each category. Before reading strategies activate prior knowledge and set a purpose. During reading strategies help with comprehension, monitoring understanding, and making connections. After reading strategies have students reflect on and respond to the text through discussion, writing, and summarizing. The goal is to help students understand reading as a process and improve comprehension.
Introduction to Summarizing.ppt
This document provides an introduction to summarizing texts. It defines summarizing as finding the key ideas and supporting details of a text to understand the overall meaning. Summarizing is important because it helps students process information, see how ideas connect, and present their own ideas to others. The document recommends explaining summarizing to students, providing strategies and models, and giving opportunities for practice summarizing different types of texts with increasing complexity.
Introduction to Summarizing.ppt
This document provides an introduction to summarizing texts. It defines summarizing as finding the key ideas and supporting details of a text to understand the overall meaning. Good readers focus on the most important elements based on their reading purpose. To summarize effectively, one should provide an overview, include key details, and leave out unnecessary information. Summarizing helps students process information, see how ideas connect, and communicate concepts to others. It also supports comprehension and remembering content. Teachers can prepare students for summarization by clearly explaining the technique and providing models, strategies, and practice opportunities with different text types.
Classroom Instr That Works
Robert Marzano is an educational researcher known for his work identifying instructional strategies that have significant impacts on student achievement. His research found 9 categories of instructional strategies that positively influence student learning, including identifying similarities and differences, summarizing and note-taking, cooperative learning, setting objectives and providing feedback, and others. Marzano's research challenged earlier findings that student achievement was mostly determined by factors outside of schools' control, such as socioeconomic status.
Seminar in Syllabus Making
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CornellNotesPresentation.ppt
The document provides guidance on how to take Cornell notes, including:
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The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning. Pre, during, and post listening activities are outlined.
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strategies-for-teaching-language-skills-22.ppt
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning.
For speaking, it discusses the importance of mechanics, functions, and social/cultural rules. The goal is communicative efficiency through a balanced activities approach.
For reading, it outlines pre-reading, while-reading, and post-reading strategies like previewing, questioning, and summarizing.
For writing, it discusses strategies like pre
Formative assessment and feedback strategies
Curated by Dr. Anne Carlile, Senior Lecturer in Educational Studies at Goldsmiths, University of London. In this resource Anne presents a series of suggested formative assessment and feedback activities drawn from a range of tutors across departments at Goldsmiths, University of London, as part of the activities of the Assessment and Feedback Working Group.
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This document discusses evaluating different aspects of a visual art education curriculum. It describes evaluating the curriculum at various stages, from initial development through classroom implementation and student learning. Key aspects to evaluate include the supported curriculum materials, the written scope and sequence, how the curriculum is taught in the classroom, and whether students achieved the intended learning goals. The document provides frameworks and processes for evaluating each part of the curriculum through methods like alignment analyses, observations, student assessments, and end-of-unit test analyses. The overall goal is to engage in ongoing evaluation to monitor curriculum quality and ensure students are mastering the objectives.
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The document discusses essay tests and their characteristics. It defines essay tests as tests that require students to compose lengthy responses of several paragraphs. Essay tests assess higher-level thinking by measuring skills like analysis, synthesis, and evaluation. They give students freedom of response by allowing them to express ideas in their own words. Essay tests can assess abilities like recalling, organizing ideas and expressing oneself in writing. They come in restricted or extended response formats. The document also provides guidelines for constructing and scoring essay questions.
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Tool for Analyzing and Adapting Curriculum Materia.docx
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By June 2015, 100% of students will contribute relevant information 2-4 times in discussions, attaining an average score of 3 on a rubric, as measured by a discussion rubric. To achieve this goal, the action plan will include formative assessments to check student progress and a timeline to accomplish steps such as focusing instruction on key skills, having students participate in discussions, and using a rubric to measure discussion participation.
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The document outlines a 5-step process for unpacking and planning instruction around essential standards:
1) Identify key words in standards like verbs and nouns.
2) Map out what students will do, with what knowledge, and in what context based on the standard.
3) Analyze the level of thinking required by the standard.
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5) Establish guiding questions and plan assessments to check for understanding.
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This document outlines steps for unpacking essential standards and creating learning targets:
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4. Establish guiding questions for instruction.
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This document outlines steps for unpacking essential standards and creating learning targets. It includes:
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3) Creating learning targets and guiding questions for instruction.
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As an example, it analyzes a reading standard on identifying main topics and retelling key details, and provides learning targets and assessments for teaching that standard.
Memphis Words Their Way
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Column notes 20110830_132716_7
- 1. Column Notes What Two-Column Notes is a note-taking strategy that divides a page into two columns. Students write main ideas and concepts in the left column and supporting details and information in the right column. This technique is especially useful for analyzing well-structured, content-rich, sequential reading selections. Why An important element of reading comprehension is the ability to organize text. Organizing requires readers to focus on the major elements of a text and not only decide what is important, but also where it would go. How The Two-Column Notes graphical organizer can be used in a variety of forms: • Main Idea-Detail –Students identify key concepts and their supporting details. • Opinion-Proof –Students isolate statements of opinion, bias, or limited point of view. • Hypothesis-Proof –Students identify predictions or theories and evaluate the evidence offered for their proof. • Problem-Solution –Students write the nature, causes, and effects of a problem in the left column and potential solutions in the right column. • Process Notes–Students describe a process in the left column and then outline the specific steps in the process in the right column. The Three-Column Notes graphical organizer can be organized in the following ways: • In the first column, write the topic of the text or discussion. • In the second column, write what you learned from reading the text, from research or discussion. • In the third column, write your own opinions, observations, thoughts, and experiences regarding the topic. Procedure: This strategy can be used as a during-reading activity or post-reading activity after students complete a unit of study. It could be used as a during-reading strategy that teachers and students build together as they learn more about the related content. The choice is up to the teacher on when he/she best feels it would be appropriate to use this strategy. Make sure you first model how to use the strategy to your students and explain why you chose the Column Notes. Ideas for Assessment: One goal in reading is to maximize students’ interaction with text—the more students get involved with text, the higher the probability of them constructing meaning from text. Often, column notes responses form the basis for (small or whole) class discussion about the reading and can help the teacher informally assess students’ understanding of key concepts. Students’ motivation can increase as a result of their personal involvement and interest with text—class discussions will reflect students’ personal ideas, inquiries, and questions.
- 2. While evaluating the students’ written work, it’s important to keep in mind the following responses: • Did students include key or relevant concepts/ideas to the topic at hand? • Did they use this strategy accurately? • How did they organize their responses from text? • Do their notes show active engagement with text? • Were there any content or conceptual gaps reflected in their notes that the instructor will need to follow-up with? • Discuss the responses with the class—focus on how responses show understanding of the topic at hand. For more informative links on the Column Notes reading strategy: http://curry.edschool.virginia.edu/go/readquest/strat/column.html http://www.teacherstech.org/brown/column_notes.htm