Presented in the form of a 45-minute social studies class session, this workshop will utilize before,
during, and after reading strategies designed to actively engage learners in both content and skill instruction, providing participants with an opportunity to actively participate in hands-on literacy strategies that they can take back and use immediately in their own classrooms.
ClassPal : An interactive Doubt clearance portal | Aug 2012 - January 2013
Done under the course in Interaction Design, developed an Interactive doubt posting/clearance
portal to enhance the learning experience for a lecture based classroom. Applied a User-centered
approach to come up with a system for the classroom and interface for individual student. The project
has been selected for publication in the journal Design for All, March ‘13 issue.
This is a presentation delivered at HELTASA conference in the Eastern Cape, South Africa on changing a course on Citizenship, Difference and Social Inclusion from one which focuses on students to one which is constructed for lecturers
ClassPal : An interactive Doubt clearance portal | Aug 2012 - January 2013
Done under the course in Interaction Design, developed an Interactive doubt posting/clearance
portal to enhance the learning experience for a lecture based classroom. Applied a User-centered
approach to come up with a system for the classroom and interface for individual student. The project
has been selected for publication in the journal Design for All, March ‘13 issue.
This is a presentation delivered at HELTASA conference in the Eastern Cape, South Africa on changing a course on Citizenship, Difference and Social Inclusion from one which focuses on students to one which is constructed for lecturers
Self directed learning a learner centered approachRajeev Ranjan
Self Directed Learning is a learner centered approach. SDL essentially believes in learners’ autonomy to learn. Malcome Knowles defined Self Directed Learning approach as “---‘… in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes, Malcom Knowles (1975: 18).” Long back famous educationist John Dewey stated that “the most important attitude that can be formed is that of the desire to go on learning. So the desire to learn can form basic of learning.
The following presentation will examine the Framework for Literacy Instruction as outlined by Dr. Douglas K. Hartman (Laureate: Changes in Literacy Education, 2009), which assists teachers in selecting assessment opportunities, texts, and instructional practices for effective instruction across three literacy perspectives: interactive, response, and critical.
A digital story of my work with Emergent and Beginning Literacy Learners. I have included various research-based instructional practices, my lesson work with my two students, data behind the assessments, and next steps with my students too,
Self directed learning a learner centered approachRajeev Ranjan
Self Directed Learning is a learner centered approach. SDL essentially believes in learners’ autonomy to learn. Malcome Knowles defined Self Directed Learning approach as “---‘… in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes, Malcom Knowles (1975: 18).” Long back famous educationist John Dewey stated that “the most important attitude that can be formed is that of the desire to go on learning. So the desire to learn can form basic of learning.
The following presentation will examine the Framework for Literacy Instruction as outlined by Dr. Douglas K. Hartman (Laureate: Changes in Literacy Education, 2009), which assists teachers in selecting assessment opportunities, texts, and instructional practices for effective instruction across three literacy perspectives: interactive, response, and critical.
A digital story of my work with Emergent and Beginning Literacy Learners. I have included various research-based instructional practices, my lesson work with my two students, data behind the assessments, and next steps with my students too,
Symantec Corp. (Nasdaq: SYMC) and the Ponemon Institute today released the 2013 Cost of Data Breach Study: Global Analysis which reveals human errors and system problems caused the vast majority of data breaches in 2012.
Explaining implementation and analysis of two well known DFA minimisation algorithms namely Morore and Hopcroft, in Map Reduce using Hadoop. Cost analysis and complexity are described.
Please follow this link: http://dl.acm.org/citation.cfm?id=2926537
This presentation shows examples of how my students were presented with challenges and projects in which they applied their knowledge to solve problems
Jean Lave's Situated Learning final demo (1).pptxachasunshine8
This PPT helps the learners to have a deeper understanding about Jean Lave's Situated Learning .Jean Lave's theory of situated learning offers a profound departure from traditional educational paradigms by emphasizing the importance of context and social interaction in the process of learning. At its core, situated learning contends that knowledge is inseparable from the activities, contexts, and culture in which it is developed and used.
Central to Lave's theory is the concept of legitimate peripheral participation (LPP), which suggests that newcomers become integrated into a community of practice through engagement in authentic activities, gradually transitioning from the periphery to full participation. This highlights the importance of situated contexts in shaping learning experiences. Rather than viewing learning as a process of information transmission from teacher to student, situated learning sees it as an active engagement in meaningful tasks within a community of practitioners.
In situated learning, knowledge is not abstracted from its context but is instead deeply embedded within the social and physical environment. Learning occurs through participation in authentic activities where individuals observe, imitate, and collaborate with more experienced members of the community. This process is not only cognitive but also social and cultural, as learners negotiate meanings and practices within the community.
Moreover, situated learning challenges the notion of a clear distinction between learning and application, arguing that they are inherently intertwined. Learning is not a separate phase that precedes application; rather, it occurs through participation in real-world activities where knowledge is applied and refined in context.
By recognizing the situated nature of learning, educators can design learning environments that foster active engagement, collaboration, and authentic experiences. This approach promotes a deeper understanding of concepts and skills by grounding them in meaningful contexts, ultimately preparing learners for the complexities of real-world practice. Thus, Jean Lave's situated learning theory offers valuable insights into how learning occurs within social and cultural contexts, reshaping our understanding of education and training.Jean Lave's theory of situated learning has been influential in reshaping our understanding of how learning occurs within social and cultural contexts. At its heart is the idea that learning is inherently tied to the situations or contexts in which it takes place. Rather than viewing learning as a process that happens in isolation or solely within the confines of formal educational settings, Lave argues that it is deeply embedded in the activities, interactions, and cultures of everyday life.
Central to Lave's theory is the concept of "legitimate peripheral participation" (LPP).
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Improving the 6th Grade Transition for Middle School Students
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Presenters: J. Brent Cooper, Holly Emanuel, Terri Mozingo & Latonya Smith - Durham Public Schools & Brogden Middle School - Durham, NC
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Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
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Presenter: Anna Frost - NC Department of Public Instruction - Raleigh, NC
Developmentally Appropriate Practices to Support the Young Adolescent
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Reading Challenge: Engage Your Readers Through Technology
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Presenter: Erica Preswood - University School - Johnson City, TN
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Presenters: Liz Everett & Seth Stephens - CW Stanford Middle School - Hillsborough, NC
Durham Public Schools and NC Write: A District-Wide Literacy Initiative
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Teaching Middle... A Spiritual Practice
Teaching is profound, personal, and complex- almost a spiritual practice. Using that metaphor, perhaps we can draw on inner resources which will allow us to remain balanced and compassionate even on our most difficult days. This presentation will not espouse any specific religious tenets but gently look at philosophical underpinnings common to all.
Presenter: Ann Mary Roberts - Radford University - Radford, VA
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When you live in a family where a parent has an addiction you learn ways of coping to help the family and get your needs met. Sometimes those strategies are counterproductive in the classroom. Participants will learn about Children of Alcoholics and strategies to help students be more successful in school.
Presenter: Ann Mary Roberts - Radford University - Radford, VA
Including Inclusion: Sharing the Classroom for Student Success
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Presenters: Angela Monell & Shakera Wilson - Porter Ridge Middle School - Indian Trail, NC
Portrait of a 21st Century Student
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Presenter: Cheryl Ellis - Zaner-Bloser Publishing - Franklin, TN
Is Google DRIVE-ing you Crazy?
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Presenters: Monica Martin, Heather Martin, & Lynn Potter-Caldwell County Schools-Lenoir, NC
Engaging Students in the Common Core through SAS Curriculum Pathways
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Presenters: Julie Stern & Katie Hutchison - East Cary Middle School - Cary, NC
New Interactive Career and College Planning Activities for Middle School
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Presenters: Mark Wiles & Lisa Sommerfeldt - University of North Carolina General Administration - Greensboro, NC
Engaging Students in the Common Core through SAS Curriculum Pathways
Are you intimidated by the increasing push to use technology in your classroom This session will dive into SAS Curriculum Pathways, a free resource, where you can create effective, interactive lessons that engage students to meet Common Core standards. You will walk away with a 21st Century tool and resources for immediate use in your classroom.
Presenters Julie Stern & Katie Hutchison - East Cary Middle School - Cary, NC
Mentor Text: What It Is and How to Use It Effectively
Mentor texts are a valuable way to allow students to integrate literature and student writing. Participants will be exposed to a variety of reading material, helpful texts, and student samples to help with the understanding of what mentor text is and how best it can be used. Participants will also participate in writing exercises that can translate into a positive classroom experience.
Presenter: Melanie Dalton - Alexander Graham Middle School - Charlotte, NC
Give Your Students a Voice With Interactive Notebooks
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Presenter: Catie DiVito - Broad Creek Middle School - Newport, NC
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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.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Literacy Strategies in the Social Studies Classroom
1. Literacy Strategies in the Social Studies Classroom
Presented By:
Scott Garren
Coordinating Teacher for Middle School Social Studies
Wake County Public School System
&
Dr. Denise Vargas
Social Studies Department Chair
Wake County Public School System
for the
North Carolina Middle School Association
Sheraton Greensboro Hotel/Koury Convention Center, Room: Augusta A
3/15/2011
10:00 AM – 11:00 AM
Presented by:
Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS
sgarren@wcpss.net dvargas@wcpss.net
2. 2/4/2011
North Carolina Middle School Association
March 15, 2011
10:00 – 11:0 am
What good readers do…
Use reading strategies before, during, and after reading
Set a purpose
Access prior knowledge
Read ahead
Paraphrase and predict
Reread, skim, and summarize
Identify patterns
Use graphic organizers
Sequence events
Instruction for All Students, pg. 15
• Brainstorming
• Anticipation Guide
• Think Aloud
1
3. 2/4/2011
Brainstorming
Students work in pairs to brainstorm background knowledge about an
assigned topic.
Participant “A” talks about the topic
for one minute.
Participant “B” listens quietly, offering
nonverbal encouragement.
After one minute, the roles reverse.
At the conclusion of the activity,
students are prepared for a more
in-depth study of the topic.
Your Topic: What led to the American Revolution?
Anticipation Guides
• Establishes purpose and accesses prior
knowledge.
• A set of statements that relate to the
key ideas and major concepts in the
selection.
• Before reading text students indicate
whether they agree or disagree with
each statement.
• Students then revisit the statements
after reading text, discussing where
they found information that supported
or contradicted their original ideas.
• Anticipation guides lead to great
conversations both before and after a
learning activity.
Find the handout…
2
4. 2/4/2011
Find the handout…
Think Aloud
Model the reading process by
selecting and reading text aloud to
the class.
As you read, verbalize your thoughts,
feelings, etc. about the text. In other
words, think out loud.
After reading, ask students to
identify the reading comprehension
strategies you used in making sense
of the text.
Encourage students to use these same
strategies in reading additional
materials.
• Free Write
• Highlighting
• Story Boards
• Interactive Notebooks
• Interactive Response
3
5. 2/4/2011
Free Writes
Free writes can be written in the
form of questions, statements
bullet points, etc. The emphasis
is on the generation of ideas, not
writing norms.
As students read, they make
notes along the margins of the
text or on another sheet of
paper.
After completing the free-write,
students may be asked to share
what they have written in small
groups or with the class.
Highlighting
In order to be effective, highlighting
should be directed toward specific
topics.
Choose important categories and
assign a highlighter color to each.
Instruct participants to read the
assigned text.
As they read, they highlight
information using a separate color for
each category.
When the activity is completed,
participants have a color-coded
text identifying key points about
the assigned topics.
Story Boards
Students read the passage.
Either during or after they have read the passage,
they brainstorm images to represent key terms,
figures, or events that are
taking place.
They then sketch those images
into a pre-determined template
or one of their choosing.
4
6. 2/4/2011
Interactive Notebooks
Students take notes, such as two-column notes, on the right
side of the notebook.
Students then process that information on the left side of the
notebook by
drawing pictures,
creating collages,
writing first-hand
accounts, etc.
Interactive Response
As they read, students
select passages that they
find difficult or
particularly important.
They write these
passages in the right
column.
Students then respond to
the passages in the left
column.
• Inside-Outside Circles
• Think-Pair-Share
• Collaborative Summarizing
• Muddiest Point
5
7. 2/4/2011
Inside – Outside Circles
Write important vocabulary words, key terms, people, etc. on index cards.
Distribute the cards to students and split the class into two groups.
Instruct students from the first group to form a circle with participants
facing outward. Ask the second group to form a circle around the first,
facing inward.
Instruct students in the inner circle that
they are to speak about the topics on their
cards to their partner for one minute.
Then, instruct the second student to do the
same.
After two minutes, ask students in the
outer circle to rotate to the next person.
Continue the exercise for as long as the
students are engaged.
Think – Pair – Share
Ask a question or assign a reading.
Ask students to think quietly for a short time
(1 minute) about the topic.
Instruct students to pair with a partner and share their
thoughts with one another.
Ask students to share their pair’s
responses with the whole group.
Collaborative Summarizing
Participants are presented with a video, text, or some other form of
information.
As they watch, listen, or read,
participants take notes in the left
column of the handout about what
they observe.
After interacting with the information,
participants pair together and share
what they observed, recording their
partner’s observations in the right
column of the handout.
After recording each other’s notes,
participants work together to
summarize and record what they
have learned.
6
8. 2/4/2011
Muddiest Point
What is your muddiest
point?
What is still unclear to
you?
Where do you need
clarification or
additional information?
For more information:
Scott Garren
sgarren@wcpss.net
Dr. Denise Vargas
dvargas@wcpss.net
7
9. Name: ____________________
Anticipation Guide
Before reading: Indicate whether you agree (A) or disagree (D) with the following statements.
Opinion Statement
1 _____ After the French were defeated by the Native Americans in the French and Indian War, the American colonies took over lands west of the Appalachians.
2 _____ In the 1760s, American colonists were forbidden to settle west of the Appalachian Mountains.
3 _____ Colonists were forced to give up their homes to soldiers.
4 _____ Colonists were forced to allow soldiers to search them whenever and wherever soldiers pleased.
5 _____ Colonists were forced to marry soldiers who wished to settle in the colonies.
6 _____ Colonists were forced to feed hungry soldiers.
7 _____ Colonists were forced to pay the British taxes on anything they imported, even if it didn’t come from Britain.
8 _____ The Boston Massacre was started by the British soldiers when they invaded Boston Harbor.
9 _____ The Declaration of Independence was written, in part, by Benjamin Franklin.
10 ____
After Viewing: If your answer was proven correct according to the presentation, put a check under the “Support” column. If your answer was
proven incorrect according to the presentation, put a check under the “No Support” column. In either case, indicate the evidence that you used in
checking your answer.
Support No Support Evidence
1
2
3
4
5
6
7
8
9
10
Presented by:
Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS
sgarren@wcpss.net dvargas@wcpss.net
10. Name: ____________________
The American Revolution
Steps toward War
The Proclamation of 1763
An Act banning colonists from settling west of the Appalachian Mountains, the Proclamation of 1763 angered many
colonists who felt they had a right to these lands after fighting for them in the French and Indian War. In addition
to this law, Britain began passing a series of taxes aimed at forcing the colonists to pay for the conflict.
The Quartering Act (1765)
One year later, parliament passed the Quartering Act. The purpose of the Quartering Act was to save money. To
enforce the Proclamation of 1763, Britain kept about 10,000 soldiers in the colonies. The act required colonists to
quarter, or house, troops and provide them with food and other supplies. The colonists protested angrily. Once
again, the colonists complained that Parliament was violating their rights.
Writs of Assistance (1767)
The Townshend Acts set up a system to enforce the new import duties. To help customs officers find illegal goods,
they were allowed to use writs of assistance, court orders that allowed officials to make searches without saying
for what they were searching. Many colonists saw these writs and searches as yet another violation of their writes.
The Boston Massacre (1770)
On March 5, 1770, in Boston, an angry crowd of workers and sailors surrounded a small group of soldiers. They
shouted at the soldiers and threw snowballs and rocks at them. The frightened soldiers fired into the crowd, killing
five and wounding six.
The Declaration of Independence (1776)
In response to the harsh treatment of the colonies by the British, Thomas Jefferson was charged with writing a
document declaring the colonies’ independence from Britain. Although he wrote the vast majority of the
document himself, final edits were made by both Benjamin Franklin and John Adams.
Presented by:
Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS
sgarren@wcpss.net dvargas@wcpss.net
11. Name: ____________________
The Gettysburg Address (excerpt)
Four score and seven years ago our forefathers brought forth on
this continent a new nation, conceived in liberty, and dedicated
to the proposition that all men are created equal. Now we are
engaged in a great civil war, testing wether that nation, or any
nation, so conceived and so dedicated, can long endure. We are
met on a great battle-field of that war. We have come to dedicate
a portion of that field, as a final resting place for those who here
gave their lives so that that nation might live. It is altogether
fitting and proper that we should do this.
Presented by:
Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS
sgarren@wcpss.net dvargas@wcpss.net
12. Name: ____________________
Story Board Notes
Name of Text:
Story Board Notes
Summary
Presented by:
Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS
sgarren@wcpss.net dvargas@wcpss.net
13. Name: ____________________
Interactive Notebooks
Left Page Right Page
Nonlinguistic Representations, etc. Main Ideas Notes
Summary
Presented by:
Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS
sgarren@wcpss.net dvargas@wcpss.net
14. Name: ____________________
Interactive Response
Direct quote or summary from source. Student Response
This reminds me of. . .
I predict. . .
I am confused. . .
I think this means. . .
I wonder. .
Boy, this makes me feel. . .
I wonder. . .
Well, in my opinion. . .
Presented by:
Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS
sgarren@wcpss.net dvargas@wcpss.net
15. Name: ____________________
Think-Pair-Share
What “I” Think
What “We” Think
What “They” Think
Presented by:
Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS
sgarren@wcpss.net dvargas@wcpss.net
16. Name: ____________________
Collaborative Summarizing
Topic _________________________________________________________________
Complete on your own DURING and AFTER the activity. Complete with a partner AFTER the activity.
My Ideas My Partner’s Ideas
Compare your notes and write a summary statement with you partner.
Our Ideas
Presented by:
Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS
sgarren@wcpss.net dvargas@wcpss.net
17. Name: ____________________
Muddiest Point
Topic:
Presented by:
Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS
sgarren@wcpss.net dvargas@wcpss.net
18. Name: ____________________
Literacy Strategies in the Social Studies Classroom
3/15/11
10:00 – 11:00
Sheraton Greensboro Hotel/Koury Convention Center, Room: Augusta A
+
Presented by:
Scott Garren – Coordinating Teacher for Middle School Social Studies, WCPSS & Dr. Denise Vargas – Social Studies Department Chair, WCPSS
sgarren@wcpss.net dvargas@wcpss.net