The document discusses research on instruction that emphasizes congruent sensorimotor experience and visualization. This type of instruction has been found to improve comprehension, reading fluency, and problem solving abilities. The document also discusses how perceptual knowledge is transformed into conceptual knowledge and schema through identifying affordances of action and potential actions. This allows students to construct situation models to understand context, meaning, and usage.
Teaching ELL students in a common core worldKeith Pruitt
Workshop done in Decatur City Schools, Alabama. This looks at Common Core and the impact on teaching ELL in Comprehension, Vocabulary, Academic Language and Writing. 5 Hour workshop.
This monograph describes cognitive ethnography as a method of choice for game studies, multimedia learning, professional development, leisure studies, and activities where context is important. Cognitive ethnography is efficacious for these activities as it assumes that human cognition adapts to its natural surroundings (Hutchins, 2010; 1995) with emphasis on analysis of activities as they happen in context; how they are represented; and how they are distributed and experienced in space. Along with this, the methodology is described for increasing construct validity (Cook and Campbell, 1979; Campbell & Stanley, 1966) and the creation of a nomological network Cronbach & Meehl (1955). This description of the methodology is contextualized with a study examining the literate practices of reluctant middle school readers playing video games (Dubbels, 2008). The study utilizes variables from empirical laboratory research on discourse processing (Zwann, Langston, & Graesser, 1996) to analyze the narrative discourse of a video game as a socio-cognitive practice (Gee, 2007; Gee, Hull, & Lankshear, 1996).
Suggestions for working with EAL/ESL students - K-12. Presented in Brandon, MB, May, 2010. Focus on oral language, building community, in-class support as well as small group.
Teaching ELL students in a common core worldKeith Pruitt
Workshop done in Decatur City Schools, Alabama. This looks at Common Core and the impact on teaching ELL in Comprehension, Vocabulary, Academic Language and Writing. 5 Hour workshop.
This monograph describes cognitive ethnography as a method of choice for game studies, multimedia learning, professional development, leisure studies, and activities where context is important. Cognitive ethnography is efficacious for these activities as it assumes that human cognition adapts to its natural surroundings (Hutchins, 2010; 1995) with emphasis on analysis of activities as they happen in context; how they are represented; and how they are distributed and experienced in space. Along with this, the methodology is described for increasing construct validity (Cook and Campbell, 1979; Campbell & Stanley, 1966) and the creation of a nomological network Cronbach & Meehl (1955). This description of the methodology is contextualized with a study examining the literate practices of reluctant middle school readers playing video games (Dubbels, 2008). The study utilizes variables from empirical laboratory research on discourse processing (Zwann, Langston, & Graesser, 1996) to analyze the narrative discourse of a video game as a socio-cognitive practice (Gee, 2007; Gee, Hull, & Lankshear, 1996).
Suggestions for working with EAL/ESL students - K-12. Presented in Brandon, MB, May, 2010. Focus on oral language, building community, in-class support as well as small group.
Penny Ur
This session will begin with a summary of some interesting insights from the research and their implications for teaching. We shall then look at some practical ways in which we can help students acquire, consolidate and widen their vocabulary in order to communicate and read texts successfully in English.
Most teachers differentiate support for students on a daily basis, which is informal differentiation. Formal Differentiated Instruction happens during the planning process in anticipation of students needs. Here is a powerpoint I use as part of coaching teachers on deepening their practice.
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
This experiential workshop considers dramatic techniques and games to help students to enjoy literature, to understand more and to develop competent literacy skills. The aim is to offer teachers the tools to lift the text off the page so that it becomes "live" for the students in a meaningful fashion. The kinaesthetic approach, collaborative group work, thematic studies, presentation techniques and interactive learning and teaching will be modelled. By the end of the session the participants should have new ways of approaching literature classes and a number of adaptable practical techniques for classroom use whatever the material or age of the students. The teachers should be able to make literature live for their students.
How to Design the Fun Out of Things with UX -- Minnebar10 2015Brock Dubbels
There is nothing more wondrous in software than a dancing bear. Well, maybe an evil dancing bear. In this workshop, learn to express your schadenfreude through the design of software. Learn the glorious irony in the creation of pain stations: a paradise lost complete with repetitive treadmills of grinding.
Alternatively, if you enjoy babygoats on trampolines and other "happy things, this session will provide a model for learn to design invoke play, and sustain it through interaction and feedback, and if you are evil, then take it away. We learn three aspects of discount design methods as simplified user testing, narrowed prototypes, and heuristic flow models for delivering software for impact and persuasion.
Create live action simulation, with insights on the difference between imitation and emulation, and when they are most useful. Use ethnographic methods for conducting contextual analysis, learn about data-informed models; create documentation like procedural workflows and hierarchical flow charts for the creation of your very own WAAD (work activity affinity diagram) fro creating needs, requirements and design
Repurposing Software to an eHealth GameBrock Dubbels
In this presentation, we discuss aspects pf repurposing photo curation software for an eHealth application. We focus on the development process, documentation, and assumptions.
Building a Game for a Assessment Nursing GameBrock Dubbels
In this presentation, issues of planning game design for transfer and assessment are discussed. A review of the role of play is provided in relation to game design. Play can be part of a problem because of the lack of certainty in learning transfer. Serious games are developed to deliver learning outcomes. When there are specific learning outcomes, the game must make sure that learning that happens in games, does not stay in games. This is described here as the Vegas Effect. A simple methodological recommendation with examples is provided for improving validity and reliability in the independent variable (game interventions). This is known as inter rater reliability.
Designing Learning Games for Return on Investment Brock Dubbels
This presentation was offered as a talk at Ludica Medica for the Games for Health Conference 2011. The talk emphasizes assessment, measurement, and evaluation utilizing the MTMM model for statistical analysis of construct validity and roi measures.
This slideshow was presented for Richfield Public Schools district staff development and presents the next step in integration of embodiment research and Learning Acceleration through learning by design for classrooms, training, and professional development.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
6. Causal network analysis
Epaminondas Story Epaminondas Story
Van den Broek,P., Kendou, P., Kremer, K., Lynch, J.
Butler, J., White, M., and Pugzles Lorch, E. (2005,
p. 112-13)
7. How do we build a comprehension model?
Comprehension Model Literary Elements
• A spatial-temporal framework • Character/ Characterization
– spatial locations, time frames • diction
• Entities • Plot
– people, objects, ideas, • Setting
• Properties of entities • Point of View
– color, emotions, goals, shape, • Theme
etc.
• Tone
• Relational information
• Voice
– spatial, temporal, causal,
ownership, kinship, social, etc. • Word choice
8. Reading & Classroom
Assessment
1. Literacy Coaching
a) Use rubric and fluency scale for
literacy coaching.
2. Oral Interpretation
a) Use Girl Assignment
9. Comprehension measures for reflect aloud using the event indexing model --
Studen Boo Fl D Pro Sit Plo Set Char Them PO Tone W Voice/ Genr Autho
t k ec p t e V C Diction e r
o
d
e
Scoring 4 3 2 1 0
Defined Meaning in Mentioned Cued/ Cued/ Absent
context Explained Recognize Recognize
Detailed Term term
Description Explained
10. Modified fluency with play and agency
1 I have chosen a challenging book. I read with hesitation with emphasis on single words—I am trying to learn them
in isolation from one another. The "flow" in my reading is a little clunky like a telegraph with word-by-word
reading.
2 I just read with two to three word phrasing.
My reading seems very hesitant, like I might be unsure, with considerable pausing. I am blending and decoding the
words. I am naming the words rather than letting them flow.
3 I am pausing for ending punctuation, but am not making inflection changes from sentence to sentence. I read in
phrases but I am lacking in tone necessary in fluent understandable reading.
4 Most of the time, I have, "flow" and phrasing. It is like telling a story to my friends, with vocal intonation and prosody
that indicates awareness of punctuation for pausing and breath, and appropriate inflection (i.e., happy voice).
I should be doing Shakespeare! My performance is characterized by reading that generally "flows."My voice
5 changes to reflect meaning changes in the passage. My inflections are consistently appropriate, and my
reading is fluent and smooth, generally easy to listen to and understood.
Adapted from Table 1. from Marston, Mansfield, cited in (pg. 81
Heineman, in Fountas and Pinnell, 1996) by Dubbels (2005).
11.
12. Characteristics of readers
L Low comp
High High comp
E
fluency High fluency
V
E
L
of
F
L
U
E
N
C Low comp High comp
Y Low fluency Low fluency
ability to comprehendin dialogic method /create a model
13. 40 38
Comparison of student 35
performance
The categories for 05-06 performance 30
was based upon the Minnesota Basic
Skills Test
25 24
The 06-07 scores were based upon the 21 Grade 7 (05-
MCA2 06)
20
16 Grade 8 (05-
All students were taught by one
15 06)
teacher each year.
Grade 8 (06-
I taught the 06-07 year using a much 10 07)
harder test with an emphasis on
games and play.
5
Specifically: Games unit, multimedia
units, sketch up, Etc.
0
Exceed Meets Partial Does
not
14. Research Questions
• Will a video game that emphasizes sensorimotor
experience provide greater recall and problem
solving as compared to viewing a video, or
reading a printed text?
• Will performance in the reading condition
improve if it follows the game or the viewing
condition?
• How does the identification of causation predict
building a mental representation and problem
solving?
18. Redescription the AAA Way
• Average
• 1 + 1 + 1 = 3/3= 1
• Mean
• Symbolic shorthand
19. The brain is for action
A successful theory of
cognition and its application
will require recognition of that
fact.
M. Montessori (1967),
Research on instruction that
emphasizes congruent
sensorimotor experience and
visualization has been found to
improve the ability to
comprehend, read fluently, and
solve problems.
(Glenberg, Brown & Levin, 2007;
Glenberg, Gutierrez, Levin, & Japuntich, 2004).
20. Embodiment &
Developmental
Research Suggests
Perceptual
knowledge is
transformed to
conceptual
knowledge and
schema construction
through identification
affordances of
action, and potential
action which we use
to construct situation
models to relate to
context, for, and
usage.
It was important to connect what I was learning in discourse processing in psycholinguistics to what I was doing in the classroom, as well as for the state standardized tests. I was given permission by my principal to attend the Minnesota DoE workgroup on the new Minnesota Comprehensive Assessment. My work on the test made me wonder about the way we were preparing for tests and the DoE’s expectation that if teachers teach to the standards, this would translate into better test scores. I was very troubled by this disconnection in expectation about practice, as well as the principles for the test design; such as lexile scores and Bloom’s taxonomy. The apparent lack of validity was troubling.Rather than asking any more questions, I decided that I would integrate what I was learning about reading comprehension in my graduate courses and see how they worked to drive instruction.
I did this because I was simply frustrated with what I was being told by my TAPP mentors and the “reading specialist”. That I needed to understand Bloom’s Taxonomy and Lexile scores. This did not add up. I was invited by the DoE to work on the panels for the MCA2, and my principal was generous enough to let me participate. It was here that I was told that teaching the standards would prepare the students, but their brochure for teachers was basically lost in translation.
What I wanted to do was to have a transfer of power. I modified the fluency rubric my district used for CBM– content based measures. My approach was an attempt to coach comprehension and strategic reading by emphasizing the event indexing model.
Rather than doing what was always done, I created a curriculum that emphasized linguistic comprehension.In 2005-06, I was recognized for doing interesting things with games in the classroom. This TV report was one of the many media outlets that did stories on my middle school students and their study of video games as narratives. What I did in this unit on games was to emphasize linguistic comprehension and then leverage it with print literacy.
The technology is in the way that we design instruction. The use of games is not enough. They need to have thoughtful integration into learning abstractions and concept development.Montessori instruction acknowledges this with early childhood education. But many children from poverty do not get this experience. They are immediately put into a process that begins with memorization of the alphabet with the addition of phonics instruction, rhyming, sight words, blending, etc. These are important, but what if the child does not have the experience in the world?