Critical Thinking
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A set of questions to challenge your students to find out how much they know about critical thinking in writing assignments.
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The document discusses helping students improve their writing skills through a Writing Across the Curriculum initiative. It notes that students need to be able to articulate thoughts in an academic way and that writing can help students interact more deeply with ideas. However, many students lack basic organizational skills and the ability to engage in reasoned analysis. The initiative aims to expose students to writing to communicate learning, help them understand necessary structure, and start thinking in a way that mirrors effective composition. Group activities and modeling appropriate essay development are discussed as ways to collaboratively develop these skills.
Ehs566
This document discusses strategies for teaching reading comprehension to struggling readers. It recommends explicitly teaching comprehension strategies like making inferences. The author believes that comprehension is the goal of reading and is best taught through modeling strategies, guided practice, and independent practice. While some students may struggle with word recognition, comprehension requires understanding words as well as using strategies to derive meaning. Teachers should assess students' needs, provide direct instruction in areas of weakness, and help students develop a love of reading.
Multimodal peer review 4 c15 parfitt2
Multimodal Peer Review Poster for the 2015 Conference on College Composition and Communication, Tampa, Florida.
Multimodal peer review 4 c15 parfitt2
The document discusses using a genre approach to teaching peer review that incorporates multimodal elements. It argues that peer review must change to accommodate digital works, as professional peer review has evolved to include multimodal projects. A genre approach teaches students the conventions and rhetorical knowledge of peer review. Considering peer review as a genre in itself provides students greater awareness of genres. Multimodal peer reviews allow students to engage in public conversations and apply genre knowledge from different modes of communication.
Pearson
The document discusses the importance of teaching critical literacy skills in reading comprehension. It argues that critical literacy, which involves examining the political and social implications of texts, should be incorporated into everyday classroom instruction rather than treated as a separate skill. The document outlines several activities for teaching critical literacy, such as analyzing author intentions, biases, and crafting techniques. It maintains that critical literacy is important for developing skeptical, thoughtful citizens and should be taught to all students regardless of ability level.
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Writing presentation bob wilson - dec 2010
The document discusses strategies for helping students improve their writing skills. It includes perspectives from a Writing Across the Curriculum initiative discussion group on making students more comfortable expressing themselves through writing. Group members emphasize the importance of students being able to articulate thoughts in an academic context, using analysis, synthesis and evaluation. The document also outlines objectives for exposing students to writing as a way to communicate and develop their learning, as well as activities like group discussions and projects to help students improve their writing and thinking skills.
What is academic writing
A presentation about the chapter "What is Academic Writing" by L. Lennie Irvin, from the book "Writing Spaces".
Boudreau casart what does their writing say1
Teachers create literacy profiles of students by analyzing their writing and reading skills to guide literacy instruction. Teachers examine how students attend to print conventions, encode/decode words, convey ideas, organize thoughts, and use reading/writing strategies. The document provides examples of how reading and writing are connected, including having students write about what they read, teaching writing skills/processes, and increasing written output. It offers classroom ideas like journal writing, note-taking, modeling writing, and using mentor texts to strengthen the reading-writing connection.
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The document discusses intonation in language, which is the raising and lowering of pitch when speaking. Intonation conveys meaning and mood through changes in pitch. Different intonation tunes match different meanings, and intonation can change or affect the meaning of sentences, potentially causing misunderstandings. How something is said, through intonation, is as important as the words that are chosen.
Accents
This document compares and contrasts American and British English pronunciation. It outlines three main accents - Received Pronunciation (RP) for British English, General American, and General Australian. The key differences are that American English is generally rhotic while British English is non-rhotic. In terms of pronunciation, Americans aspirate the 't' sound while Brits de-aspirate it or use other pronunciations like a flap or glottal stop. Americans also stress earlier syllables compared to British English for certain suffixes and loanwords.
Word and Sentence Stress
The document discusses linguistic stress patterns in English words. It provides examples of words with different stress patterns and asks the reader to identify which word has a different stress pattern in each example. It also asks questions about what stress is, how to identify stressed syllables, and the maximum number of stress levels that have been identified in English. The document notes that understanding stress patterns is important for pronunciation. It provides definitions of linguistic stress and examples of varying stress patterns within words.
Data Collection & Analysis - Grounded Theory
1) The document discusses qualitative data collection and analysis methods, including grounded theory, coding, categorization, triangulation, and interpretation.
2) Grounded theory involves constant analysis of data through four stages: comparing incidents, comparing changes, delimiting the theory, and forming a systematic substantive theory.
3) Triangulation involves using multiple data sources and methods to strengthen findings, and can occur at the data, investigator, methodology, theoretical, or time/location levels.
Improving speaking skills
The document provides tips to improve English speaking skills. It recommends learning new vocabulary and study skills, talking with classmates and native English speakers, listening to audio tapes, watching movies, and reading stories in English. It also suggests keeping a journal, designing a study plan, and practicing speaking English as often as possible to become an active English speaker.
Lesson discourse markers and backchannels
The document discusses discourse markers and interactional signals in dialogue. It provides examples of discourse markers that signal initiation of ideas, amazement, contrast, and consequences. Discourse markers serve to show how utterances are connected and can operate at the local and global level. Interactional signals help with cooperation and include attention signals, response elicitors, and backchannels. More discourse markers are presented that can introduce, conclude, or contrast ideas. The document encourages identifying and categorizing examples of vague words, fillers, discourse markers, and interactional signals used in dialogues.
Lesson cohesion and interaction in conversation
The document discusses the concept of cohesion in conversations. It defines cohesion as how elements in discourse depend on each other to create connections. There are grammatical cohesive devices like pronouns, substitution and ellipsis that refer to people or ideas. Lexical devices include repetition of words, use of synonyms, and related words in "lexical chains." The document also discusses interactional elements in conversations like adjacency pairs where utterances commonly occur together in exchanges. It provides an example conversation and identifies the use of cohesive devices and adjacency pairs.
Vague language
This document discusses vague language and provides examples of its use. It then provides a short quiz with questions about informal phrases that convey vagueness or approximation. The document concludes with a brief definition and examples of lexical phrases and fillers.
Edition sop
This document provides guidance on writing a strong proposal. It emphasizes including the scope of work, research questions, methodology, significance of the topic, and timeline. The reviewer will focus on both the form and content of the proposal. Regarding form, they will examine academic writing style, interference from other languages, clarity, and ambiguity. Regarding content, they will assess the arguments for the project, relationship between questions and scope, inclusion of relevant studies, and limitation of scope. The goal is to produce a well-structured academic proposal that clearly presents the problem, approach, and importance of the work.
Data collection methods (2)
The document discusses various methods for collecting data in research studies, including surveys, interviews, observation, and unobtrusive methods. It notes that each method has pros and cons and must be selected based on the specific research context. The document provides details on how to design and conduct surveys, interviews, observation, and analyses using unobtrusive methods. It emphasizes that rigorous planning and implementation is important for any data collection method to generate credible results.
Grounded theory new
Grounded theory is a systematic qualitative research methodology that focuses on generating theory from data. It involves iterative collection and analysis of data to develop conceptual categories. The researcher codes data to identify concepts and looks for relationships between concepts to develop a theoretical understanding grounded in the views of participants. Key aspects of grounded theory include constant comparison of data, memo writing to develop ideas about codes and relationships, and allowing theory to emerge from the data rather than testing a pre-existing hypothesis. The goal is to develop a theory that explains processes, actions or interactions for a particular topic.
Teaching young children
A reflective practitioner considers the consequences of educational decisions and constantly refines their teaching to improve student learning. Reflection involves considering what worked and didn't during and after lessons to inform future planning. Key areas for reflection include the learning environment, educational dilemmas that have no single answer, and the decision-making process used. The goal is to foster reflection, not determine answers, and tools like conceptual frameworks can help move between practice, reflection, and improved practice. Students learn best through hands-on activities, visuals, stories and contexts familiar to them. Themes and short attention spans should be considered when planning lessons.
Methodology
This document outlines the methodology section of a classroom project report, including descriptions of the context, participants, design, implementation, and reflection stages. The context section provides details about the English curriculum at a public school. The participants section describes the second grade students involved in the project. The design section explains the steps taken to focus on paralinguistic features, supported by references. Materials like pictures and a video beam were used in the implementation stage. The reflection stage involves considering what aspects went well and what could be improved for next time.
Edition justifcication
The document discusses several aspects of classroom management and teaching methods:
1) Classroom management involves several aspects that impact lesson development, such as how the teacher moves and responds to the class.
2) Teaching a foreign language should focus not only on academic instruction but also on students' human and social growth through cooperative learning and awareness of moral values.
3) This classroom project proposal aims to implement creative writing strategies in a primary school classroom using cooperative learning to help students develop their listening skills.
Reflective paper guidelines
This document provides guidance on structuring an essay for reflecting on an experience. It recommends examining the question, identifying the experience, and noting details like what happened, who was involved, and how you felt. The writer should identify issues, relate them to literature, and discuss how their insights connect theory and practice. The essay should have an introduction summarizing the experience. The body section compares the experience to prior knowledge, analyzes it, and discusses implications. A conclusion restates the main points and suggests an appropriate course of action.
Selecting the topic
This document provides guidance on selecting a research topic or classroom project topic. It suggests considering personal interests and strengths related to different aspects of language teaching. Some tips for finding a topic include starting with an idea and ensuring it is researchable by exploring different perspectives and finding enough information on the topic. The document also recommends tying together smaller topics from conference papers to create a larger work. Overall, the key steps are to select an interesting topic, conduct background research, identify keywords, write a statement describing the topic and main concepts, and generate a list of descriptive words.
Theoretical framework introduction presentation
This document provides guidance on developing a theoretical framework. It defines a theoretical framework as a critical discussion that shows insight into differing arguments and theories while linking them to the researcher's purpose. The framework should synthesize and analyze relevant literature, not just list authors or concepts. It identifies variables and clarifies the scope of a project. The framework compares views, notes disagreements, and highlights exemplary studies. The conclusion should summarize what the literature indicates collectively. Common problems to avoid include citing authors without explaining relevance, inserting own definitions, plagiarism, and only including supportive perspectives. The framework demonstrates understanding of theories, not just explanations.
Braining
El documento describe varias maneras de mantener un cerebro saludable y activo para reducir el riesgo de enfermedades como el Alzheimer. Recomienda mantenerse mental y físicamente activo haciendo actividades que requieran concentración como crucigramas, aprender un nuevo idioma o instrumento musical, o leer regularmente. También sugiere evitar el uso de calculadoras para mantener el cerebro desafiado.
Vague language
This document discusses vague language and provides examples of its use. It then provides a short quiz with questions about informal phrases that use vague language like "kind of", "sort of", and "roughly". The document concludes with a brief definition and examples of lexical phrases and fillers.
Ponencia Bucaramanga
(1) The document discusses the implementation of collaborative study groups to enhance metacognitive processes in pronunciation courses.
(2) In the study groups, students recorded each other's speech, transcribed it, and provided feedback by annotating errors on the transcripts.
(3) Students reported that the study groups helped improve their pronunciation awareness, listening skills, patience and ability to teach others. They felt comfortable correcting each other in the small groups.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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