The document provides an overview of rhetorical analysis and how to evaluate the effectiveness of persuasive communication. It defines key terms like rhetoric, rhetorical analysis, rhetorical situation, rhetorical appeals of ethos, logos, and pathos. It also outlines how to analyze elements of persuasive pieces like language, devices, structures of development, and the rhetorical situation. The purpose is to teach students how to evaluate persuasive works by analyzing the author, message, audience, persuasive strategies, and effectiveness.
The Cornell Note taking method involves organizing notes on a page with sections for the date, main topics and key points in the left column, notes from the material in the center column, and a summary of the main ideas and points in the bottom right section. To use it, a large "I" shape is drawn on the page and the various sections are written in the appropriate areas. The notes are reviewed by reading the right column and focusing on the key ideas in the left column for studying.
1) Cornell Notetaking is an effective note-taking system developed by Dr. Walter Pauk that involves dividing notes into questions on the left and notes on the right with a reflection section.
2) Taking organized notes and reviewing them helps students remember information indefinitely, while not taking notes results in forgetting 60% of information within two weeks.
3) The key aspects of Cornell Notetaking include labeling notes, writing questions as notes are taken, and reflecting on the material after class.
P4T (Philosophy for Teachers) Thinking MetapracticeDr Tim Saunders
Know yourself better in terms of four modes of thinking (the 4Cs of P4C) developed by Matthew Lipman: caring, critical, creative and collaborative thinking. Personalise theory better – self-authoring your own priorities for thinking for personal, academic and professional purposes. Develop better practice - think about how to teach thinking in practice for pedagogical development. Teach for a better world!
This document provides advice on academic writing and the essay writing process. It defines academic writing as writing used by university students to convey information about a subject in a precise, semi-formal, impersonal and objective manner. An essay is described as a piece of writing that analyzes and evaluates a topic, and is designed to convey the writer's academic opinion. The essay writing process involves three steps - pre-writing, writing, and revising. Pre-writing includes planning and research, writing is the drafting process, and revising is the final step that includes editing and polishing the work. Effective essays include a clear thesis, well-supported paragraphs, and logical organization and flow between sections.
This document discusses different note taking strategies and methods. It outlines the pros and cons of various approaches like linear notes, mind mapping, Cornell method and outlining. Mind mapping is emphasized as it uses both sides of the brain and allows information to be condensed in a very visual way. The document provides tips for effective note taking in lectures and from readings. It encourages actively listening and reviewing material to aid comprehension.
This document provides guidance and techniques for effective revision and exam preparation. It discusses gathering resources like course materials and contacting others for support. It recommends identifying topics you are confident and nervous about. An active revision process is emphasized over passive reading. Creating a schedule is advised, including identifying optimal study times. The KWL technique of listing what you know, want to know and have learned is presented. Tips are offered for the exam like having a plan, practicing questions, and managing anxiety. Common pitfalls like procrastination are highlighted and techniques like starting with easier questions are suggested. The document concludes by stressing the importance of relaxation after exams.
The document discusses the writing process and describes it as recursive and nonlinear. Writers go through various steps as they write, including prewriting, writing, and revising. Prewriting is described as the most important stage, where writers find topics, collect ideas and information, and do any necessary research. Several prewriting techniques are then outlined, such as brainstorming, outlining, mind mapping, and researching, which writers can use to organize their ideas before beginning the first draft.
The document provides an overview of rhetorical analysis and how to evaluate the effectiveness of persuasive communication. It defines key terms like rhetoric, rhetorical analysis, rhetorical situation, rhetorical appeals of ethos, logos, and pathos. It also outlines how to analyze elements of persuasive pieces like language, devices, structures of development, and the rhetorical situation. The purpose is to teach students how to evaluate persuasive works by analyzing the author, message, audience, persuasive strategies, and effectiveness.
The Cornell Note taking method involves organizing notes on a page with sections for the date, main topics and key points in the left column, notes from the material in the center column, and a summary of the main ideas and points in the bottom right section. To use it, a large "I" shape is drawn on the page and the various sections are written in the appropriate areas. The notes are reviewed by reading the right column and focusing on the key ideas in the left column for studying.
1) Cornell Notetaking is an effective note-taking system developed by Dr. Walter Pauk that involves dividing notes into questions on the left and notes on the right with a reflection section.
2) Taking organized notes and reviewing them helps students remember information indefinitely, while not taking notes results in forgetting 60% of information within two weeks.
3) The key aspects of Cornell Notetaking include labeling notes, writing questions as notes are taken, and reflecting on the material after class.
P4T (Philosophy for Teachers) Thinking MetapracticeDr Tim Saunders
Know yourself better in terms of four modes of thinking (the 4Cs of P4C) developed by Matthew Lipman: caring, critical, creative and collaborative thinking. Personalise theory better – self-authoring your own priorities for thinking for personal, academic and professional purposes. Develop better practice - think about how to teach thinking in practice for pedagogical development. Teach for a better world!
This document provides advice on academic writing and the essay writing process. It defines academic writing as writing used by university students to convey information about a subject in a precise, semi-formal, impersonal and objective manner. An essay is described as a piece of writing that analyzes and evaluates a topic, and is designed to convey the writer's academic opinion. The essay writing process involves three steps - pre-writing, writing, and revising. Pre-writing includes planning and research, writing is the drafting process, and revising is the final step that includes editing and polishing the work. Effective essays include a clear thesis, well-supported paragraphs, and logical organization and flow between sections.
This document discusses different note taking strategies and methods. It outlines the pros and cons of various approaches like linear notes, mind mapping, Cornell method and outlining. Mind mapping is emphasized as it uses both sides of the brain and allows information to be condensed in a very visual way. The document provides tips for effective note taking in lectures and from readings. It encourages actively listening and reviewing material to aid comprehension.
This document provides guidance and techniques for effective revision and exam preparation. It discusses gathering resources like course materials and contacting others for support. It recommends identifying topics you are confident and nervous about. An active revision process is emphasized over passive reading. Creating a schedule is advised, including identifying optimal study times. The KWL technique of listing what you know, want to know and have learned is presented. Tips are offered for the exam like having a plan, practicing questions, and managing anxiety. Common pitfalls like procrastination are highlighted and techniques like starting with easier questions are suggested. The document concludes by stressing the importance of relaxation after exams.
The document discusses the writing process and describes it as recursive and nonlinear. Writers go through various steps as they write, including prewriting, writing, and revising. Prewriting is described as the most important stage, where writers find topics, collect ideas and information, and do any necessary research. Several prewriting techniques are then outlined, such as brainstorming, outlining, mind mapping, and researching, which writers can use to organize their ideas before beginning the first draft.
This document outlines strategies to help middle school students with non-fiction reading comprehension. It recommends that students preview the text by looking at pictures, titles and bold words to activate prior knowledge and make predictions. Students should also determine the purpose for reading be it for learning, fun or educational reasons. As they read, students can make connections, visualize, think aloud and make inferences to deepen their understanding. After reading, students should evaluate by re-reading, summarizing, answering questions and comparing to other texts.
The document provides a step-by-step guide for analyzing media texts. It instructs the reader to identify the contention, tone, arguments, language, and persuasive devices used in the text. It also advises discussing the impact of these techniques on how the argument is presented. The overall purpose is to analyze how a text constructs its argument and potentially influences the audience.
The document discusses paraphrasing, summarizing, and provides examples of each:
- Paraphrasing is restating a text in your own words to show you understand the meaning, while summarizing reduces the text and focuses only on the key points and most important ideas.
- An example paraphrases how newborn kangaroos crawl into their mother's pouch after birth and stay there nursing until 8 months old.
- A summary of tiger sharks notes that they will eat just about anything using their senses of sight and smell to hunt, and their sharp teeth and strong jaws help break shells and bones, making them more aggressive than great white sharks after biting.
This document provides guidance on descriptive writing. It explains that descriptive writing aims to capture details about an object, place or experience using vivid language that engages the five senses. It recommends following steps to write an effective description, including understanding the subject, brainstorming details related to the five senses, writing a first draft, re-reading, proofreading and rewriting. The document also provides a sample topic of describing the bustling city of Hanoi in Vietnam and suggestions for brainstorming and organizing sensory details.
Tips and advice on how to do well on the Matching Information question of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
This document discusses analyzing audiences for public speaking. It emphasizes understanding the audience's demographics, situation, attitudes, and getting information about them. Speakers should identify with the audience's values and avoid stereotyping. The presentation should be adapted based on assessments of how the audience will respond and feedback during the speech.
This document provides a peer review checklist for narrative writing. The checklist evaluates if a story has a clear beginning, middle, and end, includes details to help visualize the story, uses complete sentences, and has correct capitalization, punctuation, and spelling. Reviewers are asked to rate each category as needing improvement, good, or excellent.
A quick overview of what you should do and not do when doing Task 1 of the IELTS Academic writing test.
For more English tutorials, please visit:
https://www.thelecturette.com
The document provides tips for effective note-taking during lectures and while reading. It recommends preparing before class, actively listening during lectures, and organizing and reviewing notes after class. Specific note-taking strategies are outlined, including writing main ideas, using abbreviations, and leaving space to add details. The document also discusses marking up texts, taking written notes through various formats like outlining, and mapping methods to visualize information. Finally, it introduces some digital annotation tools.
A memoir is a short story about one's life in 6 words. Students create 3 six-word memoirs describing themselves, then share one with their group that best represents their current life. They write their chosen memoir on an index card and watch a video explaining the six-word memoir concept.
This document defines and provides examples of common persuasion techniques, including bandwagon, testimonial, card stacking, name calling, snob appeal, repetition, glittering generalities, scientific data, plain folks, positive and negative consequences, and emotional appeal. Each technique is explained with 1-2 sentences describing how it works to persuade audiences.
Irrespective of background (be it business, career, academics or any field that requires one to convey/sell ideas, to make a pitch and in general to communicate to a group with people), this is a preparatory (beginner level) material on ever-essential presentation skills.
Choosing a research topic is the most important step in the research process. Researchers should carefully consider their topic selection as they will spend significant time and effort on their research. Some tips for choosing a topic include selecting a subject that is closely related to your interests and experiences, ensuring available resources and materials exist to thoroughly investigate the topic, and considering the expected length and timeframe of the research project. The topic should also be novel and appropriate for the intended audience. Once a broad topic is selected, it then needs to be defined and narrowed down to a manageable scope based on review of literature, identification of key concepts and variables, and focus on a specific main idea or event.
The six-step process for summarizing a document involves reading the document thoroughly, re-reading to identify the main idea and key terms, outlining the information by dividing it into sections, writing a rough draft of the summary in your own words while maintaining the original sequence of ideas, editing the rough draft, and comparing the summary to the original document. When writing a summary, the introduction should state the main idea, the body should explain each section using the author's key words and important ideas, and the conclusion should avoid adding new data and not use your own ideas. Summaries must avoid plagiarism by stating all references used, avoiding direct quotes, and properly citing sources using APA style.
This document provides strategies and tips for preparing for and taking reading exams. It includes directions for an index card exercise. Various exam formats are discussed, like true/false, matching, and multiple choice questions. Strategies are presented for each type, such as looking for qualifying words in true/false and eliminating alternatives in multiple choice. The document also covers essay exams, including outlining answers, using examples, and managing test anxiety.
The document provides guidelines for summarizing academic texts, including establishing a reading purpose, fully understanding the text, using your own words, including only key ideas, highlighting key words and phrases, refraining from adding comments, varying sentence structure, using reporting verbs, eliminating redundant ideas, and properly citing sources. Formats for summarizing include idea heading format, author heading format, and date heading format.
This is a workshop on presentation skills that I have designed and delivered to partner schools as part of Business in the Community's Skills@Work programme.
This workshop introduces students to the area of presentations, with a particular focus on:
- why presentations are so important to our careers and professional lives,
- the principles of planning, preparing and writing a great presentation,
- Learning how to conquer any nerves you might have about speaking in public,
- the basics of creating a new presentation in Microsoft Powerpoint
This document outlines a three step process for narrowing down a research topic. The first step is to select an initial topic of interest and identify an indirect question that reveals a problem within that topic area. For example, the author expresses interest in learning more about teacher feedback and wants to understand when it allows students to feel more confident speaking a second language with peers. The second step is to explain why this topic is being explored in order to answer a "bigger question." For the teacher feedback example, this is to understand how teacher intervention can promote or discourage student oral production. The third step is to make the research problem or question specific. The document provides examples of applied linguistics topics that could be explored.
Choosing a manageable topic is important for the Extended Essay. The document provides guidance on selecting a topic within an IB subject, identifying keywords, conducting background research, narrowing the topic's scope, exploring related ideas, and refining the topic over time. Sample topics are also included for various IB subjects to illustrate the level of focus and structure expected for an Extended Essay topic.
The document discusses the Pyramid Principle for structuring writing and thinking. It recommends introducing a situation, complication, and question/answer, then using deductive or inductive logic to group ideas in the body. Summaries should show implications and relationships between ideas rather than being intellectually vapid.
This document defines emotions and discusses differences in how emotions are experienced and expressed between genders. Emotions are intense feelings directed at someone or something, while moods are less intense feelings that lack a contextual stimulus. The document categorizes emotions into primary emotions like love, joy, anger and sadness that are triggered by events, and secondary emotions like passion and optimism that arise from primary emotions. It notes that women generally express and experience emotions more intensely and frequently than men, and are better able to read others' emotions, while men are less comfortable expressing emotions and have less need to seek approval through positive emotions.
This document outlines strategies to help middle school students with non-fiction reading comprehension. It recommends that students preview the text by looking at pictures, titles and bold words to activate prior knowledge and make predictions. Students should also determine the purpose for reading be it for learning, fun or educational reasons. As they read, students can make connections, visualize, think aloud and make inferences to deepen their understanding. After reading, students should evaluate by re-reading, summarizing, answering questions and comparing to other texts.
The document provides a step-by-step guide for analyzing media texts. It instructs the reader to identify the contention, tone, arguments, language, and persuasive devices used in the text. It also advises discussing the impact of these techniques on how the argument is presented. The overall purpose is to analyze how a text constructs its argument and potentially influences the audience.
The document discusses paraphrasing, summarizing, and provides examples of each:
- Paraphrasing is restating a text in your own words to show you understand the meaning, while summarizing reduces the text and focuses only on the key points and most important ideas.
- An example paraphrases how newborn kangaroos crawl into their mother's pouch after birth and stay there nursing until 8 months old.
- A summary of tiger sharks notes that they will eat just about anything using their senses of sight and smell to hunt, and their sharp teeth and strong jaws help break shells and bones, making them more aggressive than great white sharks after biting.
This document provides guidance on descriptive writing. It explains that descriptive writing aims to capture details about an object, place or experience using vivid language that engages the five senses. It recommends following steps to write an effective description, including understanding the subject, brainstorming details related to the five senses, writing a first draft, re-reading, proofreading and rewriting. The document also provides a sample topic of describing the bustling city of Hanoi in Vietnam and suggestions for brainstorming and organizing sensory details.
Tips and advice on how to do well on the Matching Information question of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
This document discusses analyzing audiences for public speaking. It emphasizes understanding the audience's demographics, situation, attitudes, and getting information about them. Speakers should identify with the audience's values and avoid stereotyping. The presentation should be adapted based on assessments of how the audience will respond and feedback during the speech.
This document provides a peer review checklist for narrative writing. The checklist evaluates if a story has a clear beginning, middle, and end, includes details to help visualize the story, uses complete sentences, and has correct capitalization, punctuation, and spelling. Reviewers are asked to rate each category as needing improvement, good, or excellent.
A quick overview of what you should do and not do when doing Task 1 of the IELTS Academic writing test.
For more English tutorials, please visit:
https://www.thelecturette.com
The document provides tips for effective note-taking during lectures and while reading. It recommends preparing before class, actively listening during lectures, and organizing and reviewing notes after class. Specific note-taking strategies are outlined, including writing main ideas, using abbreviations, and leaving space to add details. The document also discusses marking up texts, taking written notes through various formats like outlining, and mapping methods to visualize information. Finally, it introduces some digital annotation tools.
A memoir is a short story about one's life in 6 words. Students create 3 six-word memoirs describing themselves, then share one with their group that best represents their current life. They write their chosen memoir on an index card and watch a video explaining the six-word memoir concept.
This document defines and provides examples of common persuasion techniques, including bandwagon, testimonial, card stacking, name calling, snob appeal, repetition, glittering generalities, scientific data, plain folks, positive and negative consequences, and emotional appeal. Each technique is explained with 1-2 sentences describing how it works to persuade audiences.
Irrespective of background (be it business, career, academics or any field that requires one to convey/sell ideas, to make a pitch and in general to communicate to a group with people), this is a preparatory (beginner level) material on ever-essential presentation skills.
Choosing a research topic is the most important step in the research process. Researchers should carefully consider their topic selection as they will spend significant time and effort on their research. Some tips for choosing a topic include selecting a subject that is closely related to your interests and experiences, ensuring available resources and materials exist to thoroughly investigate the topic, and considering the expected length and timeframe of the research project. The topic should also be novel and appropriate for the intended audience. Once a broad topic is selected, it then needs to be defined and narrowed down to a manageable scope based on review of literature, identification of key concepts and variables, and focus on a specific main idea or event.
The six-step process for summarizing a document involves reading the document thoroughly, re-reading to identify the main idea and key terms, outlining the information by dividing it into sections, writing a rough draft of the summary in your own words while maintaining the original sequence of ideas, editing the rough draft, and comparing the summary to the original document. When writing a summary, the introduction should state the main idea, the body should explain each section using the author's key words and important ideas, and the conclusion should avoid adding new data and not use your own ideas. Summaries must avoid plagiarism by stating all references used, avoiding direct quotes, and properly citing sources using APA style.
This document provides strategies and tips for preparing for and taking reading exams. It includes directions for an index card exercise. Various exam formats are discussed, like true/false, matching, and multiple choice questions. Strategies are presented for each type, such as looking for qualifying words in true/false and eliminating alternatives in multiple choice. The document also covers essay exams, including outlining answers, using examples, and managing test anxiety.
The document provides guidelines for summarizing academic texts, including establishing a reading purpose, fully understanding the text, using your own words, including only key ideas, highlighting key words and phrases, refraining from adding comments, varying sentence structure, using reporting verbs, eliminating redundant ideas, and properly citing sources. Formats for summarizing include idea heading format, author heading format, and date heading format.
This is a workshop on presentation skills that I have designed and delivered to partner schools as part of Business in the Community's Skills@Work programme.
This workshop introduces students to the area of presentations, with a particular focus on:
- why presentations are so important to our careers and professional lives,
- the principles of planning, preparing and writing a great presentation,
- Learning how to conquer any nerves you might have about speaking in public,
- the basics of creating a new presentation in Microsoft Powerpoint
This document outlines a three step process for narrowing down a research topic. The first step is to select an initial topic of interest and identify an indirect question that reveals a problem within that topic area. For example, the author expresses interest in learning more about teacher feedback and wants to understand when it allows students to feel more confident speaking a second language with peers. The second step is to explain why this topic is being explored in order to answer a "bigger question." For the teacher feedback example, this is to understand how teacher intervention can promote or discourage student oral production. The third step is to make the research problem or question specific. The document provides examples of applied linguistics topics that could be explored.
Choosing a manageable topic is important for the Extended Essay. The document provides guidance on selecting a topic within an IB subject, identifying keywords, conducting background research, narrowing the topic's scope, exploring related ideas, and refining the topic over time. Sample topics are also included for various IB subjects to illustrate the level of focus and structure expected for an Extended Essay topic.
The document discusses the Pyramid Principle for structuring writing and thinking. It recommends introducing a situation, complication, and question/answer, then using deductive or inductive logic to group ideas in the body. Summaries should show implications and relationships between ideas rather than being intellectually vapid.
This document defines emotions and discusses differences in how emotions are experienced and expressed between genders. Emotions are intense feelings directed at someone or something, while moods are less intense feelings that lack a contextual stimulus. The document categorizes emotions into primary emotions like love, joy, anger and sadness that are triggered by events, and secondary emotions like passion and optimism that arise from primary emotions. It notes that women generally express and experience emotions more intensely and frequently than men, and are better able to read others' emotions, while men are less comfortable expressing emotions and have less need to seek approval through positive emotions.
This document summarizes various topics related to neurobiology and the brain. It discusses brain tumors as abnormal cell growth in the cranium. It describes meningiomas as typically benign tumors that grow slowly from the meninges. It also mentions that strokes occur when blood flow is cut off to an area of the brain, and discusses the corticospinal tract and central visual system. The document provides introductory information on these various neurological topics.
Creating an Integrated Learning ExperienceBorys Zhalilo
This document describes an online training program called Integrated Learning Experience (ILE). It provides information about the trainer's qualifications and experience conducting online training programs. The document discusses key aspects of online training such as engaging learners, measuring results through key performance indicators, using multimedia, and applying learning directly to work. Examples of upcoming ILE training topics and contact information are also provided.
Designing Blended Learning Experiences - HandoutBrent Jones
This workshop will walk participants through the course design and development process, with an emphasis on blended-learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning
Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational
knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the
acquisition of a new language as well as broader 21st century skills. Using examples of courses recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years after the course, and what should students do in the course to succeed?) and forward assessment
(imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own
curriculum, course and lesson planning endeavours.
Giovanni Corazza is a professor at the University of Bologna and founder of the Marconi Institute of Creativity. He believes that out-of-the-box thinking is necessary, not a luxury, to overcome frustration and the tendency to stay safely inside our "anthills" of initial conditions and experiences. His message encourages generating more divergent and spicy ideas through long thinking, combining different ideas without killing any prematurely, valuing ideas, and allowing divergent information to mix principles.
Thinking out of the box(ASSIGNMENT1)(2)Sameer Mathur
This document discusses the importance and process of thinking outside the box. It argues that thinking outside the box is a necessity, not a luxury, for human dignity and exploration. The document advises resisting temptations to revert to conventional thinking and instead valuing long-term thinking through association of ideas, application to new areas, and maintaining an open mind with alternatives rather than correct answers. It encourages becoming a creator rather than just a consumer of ideas by stimulating new environments and questioning assumptions.
The document discusses different types of thinking such as convergent thinking, divergent thinking, and out-of-the-box thinking. It emphasizes the importance of divergent thinking, being creative, and not dismissing ideas prematurely. It also briefly mentions a conference and encourages an open mindset.
Giovanni Corazza is a professor at the University of Bologna and founder of the Marconi Institute of Creativity. The institute's mission is the science of creative thinking, which involves thinking outside the box or from new perspectives. Thinking out of the box is necessary but difficult, and it requires being open-minded, looking for alternatives instead of final answers, and evaluating new ideas based on whether they solve problems. Stimulating environments and divergent information that is unusual, absurd or hard to believe can help encourage thinking outside the box.
Thinking outside the box involves generating new ideas that diverge from conventional ways of thinking. It is necessary for innovation and allowing human society to progress. Our thinking becomes limited by boundaries in our minds formed by our genetics, environment, education and experiences. To think outside the box, we must expose ourselves to divergent information from different disciplines, make connections between unrelated fields, and tolerate mistakes. An environment that encourages risk-taking and allows failures is needed to foster out of the box thinking.
CREATIVE THINKING - HOW TO GET OUT OF THE BOX AND GENERATE IDEASSameer Mathur
The following presentation is based on TED talk by Giovanni Corazza
If you looking for finding the answer to question like
Why think out of the box?
how to think out of the box?
how to generate creative ideas? etc..
Then this presentation is for you
The document discusses thinking "out of the box" and provides guidance on how to do so. It notes that while staying in the box feels safe, thinking outside the box is necessary to differentiate oneself and find undiscovered solutions. It suggests bringing in diverse information from different disciplines, building metaphors, and combining ideas in novel ways. There are no set directions outside the box, only opportunities to stimulate new ways of thinking by considering what is not commonly known or does not make sense.
Maria Gutierrez discusses the usefulness of studying critical thinking. Critical thinking skills allow one to effectively acquire and use knowledge to avoid poor decisions. Studying critical thinking teaches one to overcome obstacles to thinking critically and argue claims effectively to get better results. Mastering critical thinking leads to making knowledgeable, intelligent, and rational decisions for both personal and public decision making by considering all alternatives and consequences. According to Professor James Marteney, quick decisions are unsafe decisions, as the ancient Greek Sophocles said. Critical thinking is a learnable skill that can help one make better decisions in today's rapidly changing world.
The document discusses competency-based education and outlines a systemic framework. It describes key elements of competency-based education including a student-centered approach, collaborative and cooperative learning, and active student roles. The framework illustrates the relationships between students, facilitators, tutors, the professional environment, curriculum design, learning design, programs, courses, learning activities, and assignments. It positions competencies as the central focus, with integrated learning activities assessed through assignments and evaluations.
The document provides an overview of various models of thinking that can be applied in educational settings. It summarizes Bloom's Taxonomy of cognitive processes and knowledge dimensions, demonstrates how the taxonomy can be applied, and discusses other models including Marzano's Dimensions of Learning and Costa and Kallick's 16 Habits of Mind. The purpose is to show parents how these thinking models guide teaching practices and student assessment.
This document provides tips for creating advanced and engaging PowerPoint presentations. It discusses thinking like a PowerPoint pro by minimizing text and maximizing graphics. It also covers building your own templates, illustrating text with graphics, creating memorable charts and graphs, capturing web and document images, and using sounds and animation. The overall goal is to develop presentations that tell a visual story and capture attention through effective use of design principles, media, and interactivity.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Effective ICT project ideas for the classroom. These ICT ideas are designed to effect authentic learning that aid to contextualise students learning and integrate curriculum needs into ICT projects and to effect critical thinking and creativity in our students through project based learning. We hope that teachers will find such ICT implementation truly useful for their curriculum needs and find it rewarding to implement these ICT ideas in their classes.
We appreciate all comments to help us improve on these ideas.
The philosophical basis of education emphasizes that philosophy is the end and education is the means to achieve that end. In other words, philosophy determines the goal of life and education tries to achieve the goal through its aims and curriculum.
Development of a collaborative learning with creative problem solving process...Panita Wannapiroon Kmutnb
Sitthichai Laisema and Panita Wannapiroon, " Development of a Collaborative Learning with Creative Problem-Solving Process Model in Ubiquitous Learning Environment," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 102-106, 2013.
The document discusses blended learning and outlines goals and elements of creating effective blended learning activities and courses. It provides examples of blended learning approaches and discusses teaching and social presences in online learning. Key aspects of design, facilitation, and direction of cognitive and social processes are covered.
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research...ISCN_Secretariat
This document summarizes discussions from the ISCN WG3 working group on integrating research, learning, operations, and civic engagement at universities. The working group's objective is to explore challenges and criteria for success in developing innovative approaches to transformative learning. Key topics discussed include using the university as a stage for transformative learning, obtaining student perspectives, and a case study of an integrated sustainability program at the University of Siena. The group also discussed challenges to designing programs and learning tools to address complex sustainability problems.
The document discusses using course management systems (CMS) to design authentic learning activities. It defines three types of learning tasks - exploratory, dialogic, and supportive - that can be implemented through the tools in a CMS. Exploratory tasks involve discovery, hypothesis generation, and role playing. Dialogic tasks emphasize social interaction and collaboration through tools for reflection, articulation, and negotiating multiple perspectives. Supportive tasks are enacted by experts to model processes and provide scaffolding as learners gain skills. The document advocates designing learner-centered activities that engage students in meaningful learning through the various tools available in a CMS.
The document summarizes the e-Learning activities at Macerata University in Italy. It discusses the university's e-Learning center called CELFI, which provides online and blended learning resources and technologies to support over 10,000 students across 17 degree programs. CELFI focuses on strategic modeling of online learning, teacher training, setting up online learning environments, and coordinating international projects. It utilizes various learning management systems and intelligent tutoring technologies to deliver a flexible, non-neutral pedagogical model centered around instruction, collaboration, and personal reflection.
Integration of social tools in the curriculumLiz Pagan
INTEGRATION OF SOCIAL TOOLS IN Puerto Rico HIGHER EDUCATION CURRICULUM: FACULTY PERCEPTION Liz M. Pagán, Ed.D.University of Puerto Rico Mayagüez Campus
The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
The document summarizes a workshop on integrating digital and information literacy into university curriculums. It introduces the Viewpoints project which provides tools to help curriculum design. The workshop involved breakout groups using information skills theme cards to address scenarios and map principles to a student learning timeline. Participants shared that the resources provided useful prompts for consideration and facilitated discussion on integrating digital capabilities.
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
The document summarizes a workshop on integrating digital and information literacy into university curriculums. It introduces the Viewpoints project which provides tools to help curriculum design. The workshop involved breakout groups using information skills theme cards to address scenarios and map principles to a student learning timeline. Participants shared that the resources provided useful prompts for consideration and facilitated discussion on integrating digital capabilities.
Creative Curriculum Lesson Plans: Innovative Approaches to Engaging and Effec...Acadecraft Pvt. Ltd.
Creative Curriculum Lesson Plans: Innovative Approaches to Engaging and Effective Teaching are designed to transform traditional teaching methods into dynamic and interactive learning experiences. These lesson plans focus on fostering creativity, critical thinking, and active participation among students. Here’s a detailed explanation of what they entail and how they can be implemented effectively:
https://www.acadecraft.com/k12/teacher-lesson-plan-solutions/
The document provides guidance for teachers on integrating information and communication technologies (ICT) into the curriculum. It recommends starting by identifying how ICT can support existing curriculum outcomes and tasks. Teachers should learn about available ICT tools and get support from coordinators and other teachers. ICT can help students develop 21st century skills like critical thinking, problem solving, communication and collaboration. The document outlines the information inquiry process and how ICT can support research assignments, digital portfolios, and online learning. It also discusses teacher professional learning and student safety online.
The document discusses innovative teaching practices that develop 21st century skills. It outlines ten practices that stimulate skill development, including reciprocal feedback, connecting learning to the real world, student-led work revision, in-depth project work, student self-reflection, freedom of choice in tools and topics, cross-cultural contacts, performance assessment contributions, and exposure to global issues. Five dimensions of 21st century learning are also described: collaboration, knowledge-building, ICT use, self-regulation, and real-world problem solving. The document provides definitions for some of these dimensions, such as defining collaboration as students working together to discuss, solve problems, create products, and share responsibility; and knowledge-building as going beyond knowledge reproduction
The document outlines 10 standards for K-12 online teachers in Idaho. Standard 1 focuses on the teacher's knowledge of online education and ability to design learning experiences that take advantage of online environments. Standard 2 addresses understanding student development and providing opportunities to support intellectual, social and personal growth. Standard 3 is about modifying instruction for individual student needs. Standard 4 discusses using multiple instructional strategies to develop critical thinking. Standard 5 covers classroom motivation and management. Standard 6 is on communication, networking and community building. Standard 7 is about instructional planning based on knowledge of subjects, students and goals. Standards 8-10 were not included in the document.
The document provides recommendations for creating online courses, including:
1) Consider student convenience, extending the classroom, and giving preservice teachers experience with educational technology as reasons for developing an online course.
2) Moodle is recommended as a free and effective learning management system that allows engaging students online.
3) Instructors should review other online courses, take some themselves, and outline their course goals before developing content.
The document discusses deliverable D3.1 from the School on the Cloud network project, which focuses on presentations about the impact of cloud-based teaching and teacher education. It provides details on the deliverable, including its title, type, delivery date, and description. It then outlines the process undertaken by working group iTeacher to develop the presentations, including a pre-assignment, two submeetings, drafting presentations, and finalizing the presentations. The final presentations focused on topics like the impact of cloud-based teaching on teachers and teacher education, using social media and mobile devices in the classroom, recommendations for innovation, and a manifesto for educational organizations.
I. The agenda includes welcome, updates, a newsletter discussion, a project Q&A, two sessions of a network inquiry activity with setup and collaboration, a Diigo discussion, and closing questions.
II. The document discusses shifting teaching from individual to collaborative practice, learning from linear to participatory, and the need to unlearn old approaches.
III. It provides examples of technological pedagogical models and findings that effective technology use depends on good teaching approaches, not just the technology alone.
Using Social Media to Support Active Learning Processes: The Networked Knowle...Vanessa Dennen
This document discusses using social media to support active learning through networked knowledge activities. It introduces the Networked Knowledge Activity Framework, which includes six types of activities - collect, curate, share, broker, negotiate, and create - that involve interacting with and producing knowledge objects. Examples are provided for each type of activity. The framework is intended to help instructors think beyond the classroom and promote student interaction, production and engagement with content and other learners through social media platforms. When implemented effectively, these networked knowledge activities can support active learning outcomes.
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
1. The Echo360 Active Learning Platform allows instructors to launch interactive question and activity slides in real-time to engage students and identify misunderstood concepts.
2. Instructors can track student questions and responses over time to monitor understanding and document the "muddiest points" in their lessons.
3. The platform enhances active learning by transforming students from passive recipients of knowledge to active participants and constructors in the learning process.
The use of ePortfolios for creating an online showcase of your professional skills and abilities. Prospective employers will Google you. Nancy Wozniak, Stony Brook University
ePortfolio Implementation: It Takes A VillageNancy Wozniak
The team members and project management strategies of the successful implementation of eportfolios into the learning culture at Stony Brook University.
The power of adaptive learning media in the classroom. Learning is social. Bring the real world into the classroom and apply the learning to our real world life experiences. Make the learning real.
Moving beyond the assessment portfolio model of "Select, Collect, Connect Reflect, Project" to a maker mindset model, " Explore, Brainstorm, Experiment, Invent, Iterate" Using the portfolio to strengthen creative and critical thinking skills through the Design Thinking model.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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1. The Critical Thinking Process with Technologies
Connecting Authentic Learning and Applied Competencies
Critical Thinking
A Habit
of Mind
IDEAS
ISSUES
ARTIFACTS
EVENTS
Nancy McCoy Wozniak – Instructional Designer
2. Connected
Learning
Brainstorming Session Objectives
At the end of this session, participants will be able to
1. Define the Critical Thinking Learning Process and brainstorm the design of
learning activities with critical thinking components and outcomes.
2. Discuss working relationships between Critical Thinking, Inquiry, and Creative Thinking and
map technologies that enhance and connect the three integrative learning processes for
authentic (life-related) learning experiences and outcomes.
3. Discuss and connect Design Thinking and High Impact Learning Practices enhanced by the
Critical Thinking Learning Process with social technologies that develop skills and
competencies desired by future employers.
4. List and discuss critical thinking outcomes map to multimodal media activities and social
technologies that develop authentic skills and competencies.
5. Map and design a High Impact Learning activity with critical thinking components and
outcomes (problem-solving, life-related competencies and skills) enhanced by the use of
social technologies.
6. Design a badge constellation to enhance self-determined learning behaviors.
3. Connected
Learning
Critical Thinking Definition
A Habit of Mind characterized
by the comprehensive exploration of
1. issues
2. ideas
3. artifacts
4. events
before accepting or formulating an
opinion or conclusion.
AACU Critical Thinking Value Rubric
Activity – Etch a
definition of Critical
Thinking that embodies
your course learning
experiences and
outcomes.
4. Connected
Learning
Critical Thinking Process
Scaffolding – Constructionism
Agents of Integrative and Lifelong Learning
Educational and Social Technologies serve as facilitators and connectors.
Self-Determined Learner Activity – List current
course activities that
utilize Critical Thinking
components
5. Connected
Learning
Agents of Integrative and Lifelong Learning
Educational and Social Technologies serve as facilitators and connectors.
Self-Determined Learner
Activity – Map a
relationship between
the Critical Thinking
Learning Process and
The Evidenced-Based
Inquiry Learning
Process (essence of
Scientific Thought)
6. Connected
Learning
Agents of Integrative and Lifelong Learning
Educational and Social Technologies serve as facilitators and connectors.
Self-Determined Learner Activity – Map the dependent
relationships between the
(1) Critical Thinking Learning
Process
(2) Evidenced-Based Inquiry
Learning Process (essence
of Scientific Thought)
(3) Creative Thinking
Learning Process
7. Connected
Learning
Agents of Integrative and Lifelong Learning
Educational and Social Technologies serve as facilitators and connectors.
Activity – Identify and list
real-world situations or
conditions that need
addressed … Empathy
component. Map to
critical thinking learning
experiences.
Design Thinking
Stanford’s d.School
Embodies Critical Thinking Learning Process
8. Connected
Learning
Critical Thinking Outcomes
Lifelong Learning Skills and Competencies
Students will become more self-directed, self-disciplined, self-monitored thinkers
and self-determined learners. They will develop their ability to:
1. raise vital questions and problems
2. gather and assess relevant information
3. come to well-reasoned conclusions and solutions
4. think open-mindedly within alternative systems of thought
5. work and communicate effectively with others in figuring out
solutions to complex problems.
9. Connected
Learning
NACE’s Job Outlook 2015 survey
Top ten skills employers seek in perspective employee
Activity – Compare and map Top Ten Skills with Critical Thinking Outcomes
Authentic Critical Thinking Skills & Competencies
1. Ability to work in a team structure
2. Ability to make decisions and solve problems
3. Ability to verbally communicate with persons inside and outside the organization
4. Ability to plan, organize, and prioritize work
5. Ability to obtain and process information
6. Ability to analyze quantitative data
7. Technical knowledge related to the job
8. Proficiency with computer software programs
9. Ability to create and/or edit written reports
10. Ability to sell or influence others
NACE Job Outlook http://www.umuc.edu/upload/NACE-Job-Outlook-2015.pdf
10. Connected
Learning
Agents of Integrative and Lifelong Learning
Educational and Social Technologies serve as facilitators and connectors.
Academic
Co-Curricular
Extra-
Curricular
Professional
Life
Experiences
Personal
Life
Experiences
Authentic (Life-Related) Learning
Self-Determined Learner
11. Connected
Learning
1. First-Year Seminars and Experiences
2. Common Intellectual Experiences
(Gen Ed, Integrative Learning Practices)
3. Learning Communities
4. Writing Intensive Courses
5. Collaborative Assignments and Projects
6. Undergraduate Research
7. Diversity/Global Learning
8. Service Learning, Community-Based Learning
9. Internships
10. Capstone Courses and Projects
High Impact Learning Practices
AACU - http://www.aacu.org/leap/hips
Activity – frame a course learning experience involving a High Impact Learning Practice and
map it to a social technology.
12. Connected
Learning
1. multiple means of representation, to give diverse
learners options for acquiring information and knowledge.
2. multiple means of action and expression, to provide
learners with options for demonstrating what they know.
3. multiple means of engagement to tap into learners’
interests, offer appropriate challenges, and increase motivation.
Moeller and Reitzes, 2011
Integrating Technology with Student-Centered
Learning
Agents of Integrative and Lifelong Learning
Educational and Social Technologies serve as facilitators and connectors.
Educational and Social Technologies provide
14. Connected
Learning
Critical T
1. Digital Portfolio – use of Digication, Pebble Pad, WordPress, Wix, Weebly, Google Sites
2. Blogging (Blogfolio) – use of WordPress, Wix, Weebly, Google Sites, Edublogs, Blogger
3. Microblogging – use of Twitter, YouTube, Facebook, LinkedIn, Instagram, Flickr
4. Digital Storytelling and Podcasting – use of iMovie, Movie Maker, Voice Thread, Prezi
5. Concept and Mindmapping – use of Vue, Freemap, Prezi, Google Draw, CMap
6. Individual and Team Presentations – use of Prezi, Voice Thread, Slideshare, PowerPoint
7. Class and Team Wikis – Google Docs, WordPress, Edublogs, Blogger, LMS
8. Storyboards and Infographics – Canva, Powerpoint, Google Draw, Flickr, YouTube
9. Forums – use of LinkedIn, Edublogs, WordPress, LMS, YouTube, Flickr
10. Student Response Systems (Muddiest Points) – use of iClicker, Twitter
Agents of Integrative and Lifelong Learning
Educational and Social Technologies serve as facilitators and connectors.
Use of Social Media brings the learning outside of the locked LMS shell, creates community, and
creates an environment for discovery and interaction that continues long after the course has ended.
Activity – Take a course activity and make it multimodal with social technologies.
Map to specific life-related skills and competencies (desired outcomes).
16. Connected
Learning
1. Critical Thinking VALUE Rubric. American Association of Colleges and University, Retrieved December 15, 2915, from
http://www.aacu.org/value/rubrics/critical-thinking
2. Social Media in the Classroom. University of Utah. Retrieved December 16, 2015, from
https://uvu.instructure.com/courses/157230/pages/lesson-10-using-social-media-in-the-classroom
3. Oliver, B. Assuring Graduate Attributes, retrieved December 10,from http://boliver.ning.com
4. Fraser, K. (n.d.). WRITING CRITICAL THINKING LEARNING OUTCOMES. Retrieved December 3, 2015, from
http://teachingtomtom.com/2012/11/15/writing-critical-thinking-learning-outcomes
5. Moeller, B., & Reitzes, T. (2011, July 1). Integrating Technology with Student-Centered Learning. Retrieved December 13,
2015, from http://www.nmefoundation.org/getmedia/befa9751-d8ad-47e9-949d-bd649f7c0044/integrating
6. Kuh, G. (2008) High-Impact Educational Practices, American Association of Colleges and universities, Retrieved December
15, 2015, from https://www.aacu.org/leap/hips
7. Costa, A. 16 Habits of Mind, Art Costa Centre for Thinking, Retrieved December 15, 2015, from
http://www.chsvt.org/wdp/Habits_of_Mind.pdf
8. NACE, National Association of Colleges and Employers, 2015, Retrieved December 11, 2015, from
http://www.umuc.edu/upload/NACE-Job-Outlook-2015.pdf
Resources
17. Connected
Learning
Nancy McCoy-Wozniak
Learning Architect and Consultant
Instructional Designer and Technologist
ePortfolio Project and Program Manger
Blog – liftinglearning.com
Portfolio: Standouts - https://stonybrook.digication.com/nancywozniak
Twitter – @nancywozniak, #notsorealmccoy
Delicious - https://delicious.com/facultycenter
Skype – nancywozniak