If you have ever Wondered about Richard Kimball history and what it means, this Document will Help Explain all the Issues and Processes Involved in a Clear and Precise Manner. Please Continue Reading to Find Out More.
If you have ever Wondered about Richard Kimball bio and what it means, this Document will Help Explain all the Issues and Processes Involved in a Clear and Precise Manner. Please Continue Reading to Find Out More.
This document provides an agenda for a class on inquiry and questioning. It includes discussions on professional learning conversations, the Ontario curriculum for language, the Truth and Reconciliation Commission, and models for inquiry questions. Students are asked to explore educational resources for the following week and post to an online forum. Critical thinking skills and 21st century competencies like curiosity are emphasized as important for inquiry-based learning.
Teaching Black Students How to Write EssaysDebra Johnson
1. The document presents a presentation by Debra Johnson on teaching Black high school students how to write essays to pass standardized tests.
2. Johnson argues that the achievement gap faced by Black students begins at birth and is caused by mis-education and lack of knowledge about their intellectual heritage, including the fact that reading, writing, math and science were invented by Black civilizations in ancient Africa.
3. Johnson teaches students about their heritage in literacy and uses essay "skeletons" or outlines to help students master the basic essay structure and succeed on tests like the ACT.
Reader’s theater with a technology twistKathy Schmidt
This document discusses using reader's theater with technology to increase student engagement and learning. It describes how teachers at Rock Springs Elementary School incorporated reader's theater into their curriculum, had students record performances using audacity and upload them to blogs and podcasting sites. It provides examples of scripts used, including student-written scripts, and results which showed over 50% of students improved CRCT scores in language arts and reading. Going forward, it proposes having students create blogs and potentially Skype an author visit.
The document discusses the writing process through multiple drafts and revisions. It contains quotes from experts such as Donald Murray and Donald Graves emphasizing the importance of writing practice for students and developing ideas through writing. Children want to write from an early age and writing can help activate thinking and learning.
Making the most of blogs (IH Brno Sugar and Spice conference, March 2017)Sandy Millin
Blogs allow teachers to reflect on their lessons, share materials and ideas, and connect with other educators. A blog is a regular online record of thoughts, opinions, or experiences for others to read. Teachers start blogs by choosing a hosting site like Wordpress, designing the blog, and writing their first post. Topics can include interests, lesson materials and reflections, questions, and summaries of events. Blogs help teachers avoid FOMO and join the conversation in education. Self-promotion on social media can help drive readers to a new teacher blog.
This document outlines strategies for creating inclusive classrooms that engage all students in thinking and learning. It discusses frameworks like Universal Design for Learning that provide multiple means for students to acquire and demonstrate knowledge. Specific strategies presented include literature circles, inquiry circles, and backwards design of lessons around important ideas and thinking skills. Case studies demonstrate how these approaches were implemented successfully in diverse classrooms.
This lesson plan is for a 9th grade English class and focuses on teaching about Native American literature and prejudices. Students will discuss what prejudice means and why people have prejudices. They will then read an excerpt from Sherman Alexie's book that takes place on Independence Day. Students will analyze questions about the passage in their notebooks and discuss their responses as a class. The teacher will assess student understanding through class participation, their written responses, and an exit slip at the end of class.
If you have ever Wondered about Richard Kimball bio and what it means, this Document will Help Explain all the Issues and Processes Involved in a Clear and Precise Manner. Please Continue Reading to Find Out More.
This document provides an agenda for a class on inquiry and questioning. It includes discussions on professional learning conversations, the Ontario curriculum for language, the Truth and Reconciliation Commission, and models for inquiry questions. Students are asked to explore educational resources for the following week and post to an online forum. Critical thinking skills and 21st century competencies like curiosity are emphasized as important for inquiry-based learning.
Teaching Black Students How to Write EssaysDebra Johnson
1. The document presents a presentation by Debra Johnson on teaching Black high school students how to write essays to pass standardized tests.
2. Johnson argues that the achievement gap faced by Black students begins at birth and is caused by mis-education and lack of knowledge about their intellectual heritage, including the fact that reading, writing, math and science were invented by Black civilizations in ancient Africa.
3. Johnson teaches students about their heritage in literacy and uses essay "skeletons" or outlines to help students master the basic essay structure and succeed on tests like the ACT.
Reader’s theater with a technology twistKathy Schmidt
This document discusses using reader's theater with technology to increase student engagement and learning. It describes how teachers at Rock Springs Elementary School incorporated reader's theater into their curriculum, had students record performances using audacity and upload them to blogs and podcasting sites. It provides examples of scripts used, including student-written scripts, and results which showed over 50% of students improved CRCT scores in language arts and reading. Going forward, it proposes having students create blogs and potentially Skype an author visit.
The document discusses the writing process through multiple drafts and revisions. It contains quotes from experts such as Donald Murray and Donald Graves emphasizing the importance of writing practice for students and developing ideas through writing. Children want to write from an early age and writing can help activate thinking and learning.
Making the most of blogs (IH Brno Sugar and Spice conference, March 2017)Sandy Millin
Blogs allow teachers to reflect on their lessons, share materials and ideas, and connect with other educators. A blog is a regular online record of thoughts, opinions, or experiences for others to read. Teachers start blogs by choosing a hosting site like Wordpress, designing the blog, and writing their first post. Topics can include interests, lesson materials and reflections, questions, and summaries of events. Blogs help teachers avoid FOMO and join the conversation in education. Self-promotion on social media can help drive readers to a new teacher blog.
This document outlines strategies for creating inclusive classrooms that engage all students in thinking and learning. It discusses frameworks like Universal Design for Learning that provide multiple means for students to acquire and demonstrate knowledge. Specific strategies presented include literature circles, inquiry circles, and backwards design of lessons around important ideas and thinking skills. Case studies demonstrate how these approaches were implemented successfully in diverse classrooms.
This lesson plan is for a 9th grade English class and focuses on teaching about Native American literature and prejudices. Students will discuss what prejudice means and why people have prejudices. They will then read an excerpt from Sherman Alexie's book that takes place on Independence Day. Students will analyze questions about the passage in their notebooks and discuss their responses as a class. The teacher will assess student understanding through class participation, their written responses, and an exit slip at the end of class.
Making The Business Case for a Branded Mobile Payment AppClearbridge Mobile
This document makes the business case for developing a branded mobile payment app rather than relying on third-party platforms. It notes that consumer attitudes towards mobile payments are changing rapidly, with 96% believing they provide an improved transaction experience. While third-party platforms allow accepting mobile payments, they remove merchant control over customer data and limit integrating loyalty programs. In contrast, a branded mobile app enables fast payments, increases convenience, retains data control, and seamlessly integrates loyalty programs - providing a complete mobile solution managed by the merchant's brand.
This letter of recommendation is for Ashley Razo from her former marketing professor Kim Moon. Professor Moon describes Ashley as one of her best students who had an inquisitive mind for marketing and enjoyed discussing business topics. Ashley demonstrated strong marketing skills in her final integrated marketing campaign project for Budweiser. She also showed strong managerial, interpersonal, and teamwork skills. Ashley earned an A in the class and had prior experience in marketing from her involvement in DECA and business clubs in high school and college. Professor Moon recommends Ashley as an exemplary marketing student and asset for any organization.
If you want your home more comfortable and reduce bills, here are some ways to help make sure your newly purchased home is ready for the cold winter months
El documento describe cómo las funciones básicas de Excel como concatenar y contar SI pueden ser útiles en la vida diaria. La función de concatenar permite unir cadenas de texto en una celda, lo que es útil para manipular bases de datos, mientras que la función contar SI cuenta el número de celdas en un rango que cumplen con un criterio específico.
La Gerencia de Proyectos de una disciplina que organiza y administra recursos para llevar a cabo proyectos, liderados por un profesional denominado director de proyectos quien es responsable de la planeación, desarrollo de un adecuado ciclo de vida del proyecto y exito de los mismos.
Haiku Deck is a presentation tool that allows users to create Haiku style slideshows. The tool encourages users to get started making their own Haiku Deck presentations which can be shared on SlideShare. In just a few sentences, it pitches the idea of using Haiku Deck to easily create visual presentations.
A deficiência do hormônio do crescimento (somatotrofina – HGH) é causada pela pouca ou nenhuma produção do hormônio do crescimento (somatotrofina – HGH) na glândula pituitária. A deficiência do hormônio do crescimento (somatotrofina – HGH) pode ter causa congênita, ou seja, quando já se nasce com o problema, ou causa adquirida, ou seja, que ocorre após o nascimento.
Carlos Jimenez is seeking a position in hospitality operations management. He has several safety and food handling certificates and experience in event cleaning and food service. He is currently pursuing a Bachelor's degree in hospitality operations management while working as an event cleaning staff member at Exhibition Place.
This document provides strategies for teaching Harper Lee's novel To Kill a Mockingbird. It includes essential questions, supplemental texts, and pre-reading, during reading, and post-reading strategies. For pre-reading, it suggests hexagonal thinking, a tea party activity, and an anticipation guide. During reading, it recommends intentional annotation, character analysis, and reading quizzes using Kahoot. For after reading, it proposes Likert scales, identifying important words, sketching scenes, a chalk talk, discussion web, and Socratic seminar. The goal is to engage students and encourage critical analysis of themes like prejudice, morality, and social justice.
This lesson provides historical context for the 1930s setting of To Kill a Mockingbird. Students will take a vocabulary quiz and reading quiz. They will then learn about the Jim Crow era through a Springboard excerpt and group discussion. The lesson aims to explain the racism and poverty prevalent in the 1930s to understand the novel.
This document summarizes a presentation about using historical fiction in a children's literature course to enhance understanding of history. It discusses examining preservice teachers' attitudes and knowledge of historical fiction and exploring research-based strategies to bring history to life in classrooms. Literature study groups were formed to read and contextualize historical fiction novels collaboratively. Surveys found that exposure to historical fiction improved knowledge of time periods and interest in incorporating such works in future teaching.
Reading and Lecture Analysis JournalValue 100 pointsDue Se.docxsedgar5
Reading and Lecture Analysis Journal
Value: 100 points
Due: See syllabus and/or iLearn
Objective:
Write 10 reading and lecture analysis journal entries that employ course materials from each unit.
These reading and lecture analysis journal entries provide you with an opportunity to do the following:
· To enable you to understand your learning process;
· To deepen the quality of learning, in the form of critical thinking or developing a questioning attitude;
· To increase active involvement in learning and personal ownership of learning;
· To enhance creativity by allowing you to write about what you found to be interesting or want to know more about;
· To free-up writing and the representation of learning;
· To provide you a chance to ‘voice’ your ideas and to show that you are learning from course materials and resources;
· To foster reflective and creative learning that promotes appreciation for human diversity, pluralism, multicultural, global perspectives, and lifelong learning.
Scope:
Each entry should be single-spaced and about one to two full pagees in length.
After you complete the assigned readings and viewed all other learning resources for a particular week’s lesson, you can select a topic or topics that most interested you, or that provoked a reaction, or that you have questions about and want to process. There is no right or wrong, as each entry will be measured and evaluated on its content, quality of analysis, and clarity of writing.
Note re: citing lectures. If it is Prof. Lee's lectures, citations should look like this (Lee, "title of lecture", week #).
Assignment:
Write 10 reading and lecture analysis journal entries that employ course materials from each unit.
The entries must do the following:
· Must be one to two full pages in length, single space;
· All entries must be in one Word document, as you will submit this file on TurnItIn through iLearn;
· You must discuss a topic or topics or question or questions that you have after completing the assigned readings and other learning resources available on iLearn;
· You must directly engage with at least three learning resources (one of them must be an assigned reading; the other two can be other readings, videos, land/or lectures) in each entry! [Note: You can impress Prof. Lee by using more than the required three learning resources!] If your entry does not fulfill this requirement, it will result in an automatic 0/10. Please do make sure you engage with a required reading from the unit of the week.
· Not meeting required resources above will result in -3 points deduction for each of the two remaining required resource.
· You must engage with assigned readings and other learning materials in the course by using proper citations and quotations using MLA, APA, Chicago, or Harvard styles for writing.
· You must include a Works Cited that is properly formatted. Omitting a Works Cited will result in -3 points deduction.
· You can use outside resources if you investigated a to.
1) Digital communication through devices like cell phones is becoming more common than face-to-face interaction, as seen when the author noticed everyone at a campus food court looking at their phones.
2) Previously, second language learning focused only on spelling, grammar, and blackboard instruction, which is passive for students. Technology like the internet allows more active learning through message boards and exposure to authentic language use.
3) Updating textbooks is impossible to keep fully current, so technology and online sources are important to supplement materials and current events in social studies.
The document introduces Comic Life, a software tool that allows teachers and students to create comic strips combining images and text. It discusses how Comic Life can engage students and demonstrate their learning through creativity and higher-order thinking. A quote from an education professor supports how multimedia projects help students develop media literacy skills. Examples are provided for how different subject areas can be taught using comic strips.
The document discusses various methods for using films as teaching tools in the classroom. It notes that films can bring realism to lessons, engage students, and serve as a substitute for field trips. However, it also acknowledges some disadvantages, such as the time required to view films and potential distractions from their content. The document then provides nine specific lesson plan ideas for incorporating films into class, such as creating worksheets for students to fill out either during or after viewing and stopping the film periodically for discussion.
The document discusses various ways that technology can be integrated into the social studies curriculum to make learning more engaging for students and promote higher rates of information retention. It provides examples of software tools like Cover It Live, Skype, and filmmaking that can be used. It also discusses interactive software like webquests and games that can supplement textbook learning. Productivity tools like Google Earth and timelines can allow students to demonstrate and share their knowledge in new ways. Overall, the document advocates for incorporating a variety of technology tools and active learning methods into social studies lessons.
Non Violence Essay. Paragraph on non violence. Essay on Nonviolence. 2022-11-01Adriana Mitchell
Here are the key steps in the methodology:
1. Conduct research on lithium-ion batteries, LabVIEW software, and National Instruments DAQ to understand the application and battery characteristics.
2. Design the wiring diagram to connect the lithium-ion battery, variable load resistor, voltage sensor, current sensor, and computer running LabVIEW.
3. Develop the LabVIEW virtual instrument (VI) to monitor and record the voltage, current, resistance, and power data during charging and discharging of the battery.
4. Connect the physical components as shown in the wiring diagram and run experiments with different load resistances on the battery.
5. Record and analyze the data obtained from the experiments to observe the
Making The Business Case for a Branded Mobile Payment AppClearbridge Mobile
This document makes the business case for developing a branded mobile payment app rather than relying on third-party platforms. It notes that consumer attitudes towards mobile payments are changing rapidly, with 96% believing they provide an improved transaction experience. While third-party platforms allow accepting mobile payments, they remove merchant control over customer data and limit integrating loyalty programs. In contrast, a branded mobile app enables fast payments, increases convenience, retains data control, and seamlessly integrates loyalty programs - providing a complete mobile solution managed by the merchant's brand.
This letter of recommendation is for Ashley Razo from her former marketing professor Kim Moon. Professor Moon describes Ashley as one of her best students who had an inquisitive mind for marketing and enjoyed discussing business topics. Ashley demonstrated strong marketing skills in her final integrated marketing campaign project for Budweiser. She also showed strong managerial, interpersonal, and teamwork skills. Ashley earned an A in the class and had prior experience in marketing from her involvement in DECA and business clubs in high school and college. Professor Moon recommends Ashley as an exemplary marketing student and asset for any organization.
If you want your home more comfortable and reduce bills, here are some ways to help make sure your newly purchased home is ready for the cold winter months
El documento describe cómo las funciones básicas de Excel como concatenar y contar SI pueden ser útiles en la vida diaria. La función de concatenar permite unir cadenas de texto en una celda, lo que es útil para manipular bases de datos, mientras que la función contar SI cuenta el número de celdas en un rango que cumplen con un criterio específico.
La Gerencia de Proyectos de una disciplina que organiza y administra recursos para llevar a cabo proyectos, liderados por un profesional denominado director de proyectos quien es responsable de la planeación, desarrollo de un adecuado ciclo de vida del proyecto y exito de los mismos.
Haiku Deck is a presentation tool that allows users to create Haiku style slideshows. The tool encourages users to get started making their own Haiku Deck presentations which can be shared on SlideShare. In just a few sentences, it pitches the idea of using Haiku Deck to easily create visual presentations.
A deficiência do hormônio do crescimento (somatotrofina – HGH) é causada pela pouca ou nenhuma produção do hormônio do crescimento (somatotrofina – HGH) na glândula pituitária. A deficiência do hormônio do crescimento (somatotrofina – HGH) pode ter causa congênita, ou seja, quando já se nasce com o problema, ou causa adquirida, ou seja, que ocorre após o nascimento.
Carlos Jimenez is seeking a position in hospitality operations management. He has several safety and food handling certificates and experience in event cleaning and food service. He is currently pursuing a Bachelor's degree in hospitality operations management while working as an event cleaning staff member at Exhibition Place.
This document provides strategies for teaching Harper Lee's novel To Kill a Mockingbird. It includes essential questions, supplemental texts, and pre-reading, during reading, and post-reading strategies. For pre-reading, it suggests hexagonal thinking, a tea party activity, and an anticipation guide. During reading, it recommends intentional annotation, character analysis, and reading quizzes using Kahoot. For after reading, it proposes Likert scales, identifying important words, sketching scenes, a chalk talk, discussion web, and Socratic seminar. The goal is to engage students and encourage critical analysis of themes like prejudice, morality, and social justice.
This lesson provides historical context for the 1930s setting of To Kill a Mockingbird. Students will take a vocabulary quiz and reading quiz. They will then learn about the Jim Crow era through a Springboard excerpt and group discussion. The lesson aims to explain the racism and poverty prevalent in the 1930s to understand the novel.
This document summarizes a presentation about using historical fiction in a children's literature course to enhance understanding of history. It discusses examining preservice teachers' attitudes and knowledge of historical fiction and exploring research-based strategies to bring history to life in classrooms. Literature study groups were formed to read and contextualize historical fiction novels collaboratively. Surveys found that exposure to historical fiction improved knowledge of time periods and interest in incorporating such works in future teaching.
Reading and Lecture Analysis JournalValue 100 pointsDue Se.docxsedgar5
Reading and Lecture Analysis Journal
Value: 100 points
Due: See syllabus and/or iLearn
Objective:
Write 10 reading and lecture analysis journal entries that employ course materials from each unit.
These reading and lecture analysis journal entries provide you with an opportunity to do the following:
· To enable you to understand your learning process;
· To deepen the quality of learning, in the form of critical thinking or developing a questioning attitude;
· To increase active involvement in learning and personal ownership of learning;
· To enhance creativity by allowing you to write about what you found to be interesting or want to know more about;
· To free-up writing and the representation of learning;
· To provide you a chance to ‘voice’ your ideas and to show that you are learning from course materials and resources;
· To foster reflective and creative learning that promotes appreciation for human diversity, pluralism, multicultural, global perspectives, and lifelong learning.
Scope:
Each entry should be single-spaced and about one to two full pagees in length.
After you complete the assigned readings and viewed all other learning resources for a particular week’s lesson, you can select a topic or topics that most interested you, or that provoked a reaction, or that you have questions about and want to process. There is no right or wrong, as each entry will be measured and evaluated on its content, quality of analysis, and clarity of writing.
Note re: citing lectures. If it is Prof. Lee's lectures, citations should look like this (Lee, "title of lecture", week #).
Assignment:
Write 10 reading and lecture analysis journal entries that employ course materials from each unit.
The entries must do the following:
· Must be one to two full pages in length, single space;
· All entries must be in one Word document, as you will submit this file on TurnItIn through iLearn;
· You must discuss a topic or topics or question or questions that you have after completing the assigned readings and other learning resources available on iLearn;
· You must directly engage with at least three learning resources (one of them must be an assigned reading; the other two can be other readings, videos, land/or lectures) in each entry! [Note: You can impress Prof. Lee by using more than the required three learning resources!] If your entry does not fulfill this requirement, it will result in an automatic 0/10. Please do make sure you engage with a required reading from the unit of the week.
· Not meeting required resources above will result in -3 points deduction for each of the two remaining required resource.
· You must engage with assigned readings and other learning materials in the course by using proper citations and quotations using MLA, APA, Chicago, or Harvard styles for writing.
· You must include a Works Cited that is properly formatted. Omitting a Works Cited will result in -3 points deduction.
· You can use outside resources if you investigated a to.
1) Digital communication through devices like cell phones is becoming more common than face-to-face interaction, as seen when the author noticed everyone at a campus food court looking at their phones.
2) Previously, second language learning focused only on spelling, grammar, and blackboard instruction, which is passive for students. Technology like the internet allows more active learning through message boards and exposure to authentic language use.
3) Updating textbooks is impossible to keep fully current, so technology and online sources are important to supplement materials and current events in social studies.
The document introduces Comic Life, a software tool that allows teachers and students to create comic strips combining images and text. It discusses how Comic Life can engage students and demonstrate their learning through creativity and higher-order thinking. A quote from an education professor supports how multimedia projects help students develop media literacy skills. Examples are provided for how different subject areas can be taught using comic strips.
The document discusses various methods for using films as teaching tools in the classroom. It notes that films can bring realism to lessons, engage students, and serve as a substitute for field trips. However, it also acknowledges some disadvantages, such as the time required to view films and potential distractions from their content. The document then provides nine specific lesson plan ideas for incorporating films into class, such as creating worksheets for students to fill out either during or after viewing and stopping the film periodically for discussion.
The document discusses various ways that technology can be integrated into the social studies curriculum to make learning more engaging for students and promote higher rates of information retention. It provides examples of software tools like Cover It Live, Skype, and filmmaking that can be used. It also discusses interactive software like webquests and games that can supplement textbook learning. Productivity tools like Google Earth and timelines can allow students to demonstrate and share their knowledge in new ways. Overall, the document advocates for incorporating a variety of technology tools and active learning methods into social studies lessons.
Non Violence Essay. Paragraph on non violence. Essay on Nonviolence. 2022-11-01Adriana Mitchell
Here are the key steps in the methodology:
1. Conduct research on lithium-ion batteries, LabVIEW software, and National Instruments DAQ to understand the application and battery characteristics.
2. Design the wiring diagram to connect the lithium-ion battery, variable load resistor, voltage sensor, current sensor, and computer running LabVIEW.
3. Develop the LabVIEW virtual instrument (VI) to monitor and record the voltage, current, resistance, and power data during charging and discharging of the battery.
4. Connect the physical components as shown in the wiring diagram and run experiments with different load resistances on the battery.
5. Record and analyze the data obtained from the experiments to observe the
This lesson plan provides a "scavenger hunt" activity to engage students in critically analyzing how the Holocaust is represented through fact, fiction, and stylization. Students are split into groups and complete an online scavenger hunt examining various sources, including testimony, films, books, and archives. They identify whether each item presents fact, fiction, or stylization, and discuss how it impacts understanding. After, groups come together for discussion moderated by the teacher. The goal is for students to understand how representing trauma is complicated and that popular depictions are incomplete narratives requiring critical analysis.
Fostering Creativity in the Sixth Grade at History Education through a Story-...Elias Stouraitis
Students participated in a digital game called 4Scribes to collaboratively create stories set in historical contexts. The game aimed to develop students' historical imagination, creativity, and possibility thinking. Based on pre- and post-game assessments, most students saw history as non-creative before, but reported that collaborating to build fictional stories within historical eras was a novel and engaging experience compared to their normal history lessons. While the stories often strayed from the intended historical context, classroom reflection afterwards helped students critique each other's works and better understand the assignment. The study provides initial evidence that digital games can foster more creative, collaborative approaches to learning history.
Chapter Outline9.1 What Is Diversity, and Why Is EverybodyJinElias52
Chapter Outline
9.1 What Is Diversity, and Why Is Everybody Talking About It?
9.2 Categories of Diversity
9.3 Navigating the Diversity Landscape
9.4 Inclusivity and Civility: What Role Can I Play?
Introduction
Student Survey
How do you feel about diversity, equity, and inclusion? These questions will help you determine how the
chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be
informative to reflect on how your understanding changes over time. We’ll revisit these questions at the end
of the chapter to see whether your feelings have changed. Take this quick survey to figure it out, ranking
questions on a scale of 1–4, 1 meaning “least like me” and 4 meaning “most like me.”
1. I'm aware of the different categories of diversity and the various populations I may encounter.
2. I think we sometimes go too far in trying to be sensitive to different groups.
3. I think nearly everybody in our society has equal opportunity.
4. It’s not my role to ensure equity and inclusiveness among my peers or colleagues.
You can also take the Chapter 9 survey (https://openstax.org/l/collegesurvey09) anonymously online.
Figure 9.1 (Credit John Martinez Pavliga / Flickr / Attribution 2.0 Generic (CC-BY 2.0))
9
Understanding Civility and Cultural Competence
https://openstax.org/l/collegesurvey09
About This Chapter
In this chapter you will learn about diversity and how it plays a role in personal, civic, academic, and
professional aspects of our lives. By the end of the chapter, you should be able to do the following:
• Articulate how diverse voices have been historically ignored or minimized in American civic life, education,
and culture.
• Describe categories of identity and experience that contribute to diverse points of view.
• Acknowledge implicit bias and recognize privilege.
• Evaluate statements and situations based on their inclusion of diverse perspectives.
9.1 What Is Diversity, and Why Is Everybody Talking About It?
Estimated completion time: 34 minutes.
Questions to Consider:
• Historically, has diversity always been a concern?
• What does it mean to be civil?
• Why do people argue about diversity?
“For the vast majority of my life, I thought being an Asian-American—who went through the Palo Alto
School District—meant that I was supposed to excel in academics. But, in reality, I did the opposite. I
struggled through college, both in classes and in seeking experiences for my future. At first, I thought I
was unique in not living up to expectations. But as I met more people from all different backgrounds, I
realized my challenges were not unique.
“I began capturing videos of students sharing their educational issues. Like me, many of my peers lack
the study skills required to achieve our academic goals. The more I researched and developed videos
documenting this lack of skill, the more I realized that student identities are often lost as they learn
according to a traditional pedagogy. I ...
Culture, Communication And Customs Of LearningNewportCELT
Dr Nicola Woods of the University of Wales, Newport, presentation on the PGCert Developing Professional Practice in Higher Education in the Centre for Excellence in Learning and Teaching (CELT) on 20th January 2010.
AECT 2011 - "Once upon a time...": What students stories tell us about good i...Patrick Lowenthal
Each semester, our students tell stories about their best learning experiences and analyze those stories to identify common themes. From this activity we generate a list of common instructional strategies to guide our assessments throughout the remainder of the course. In this session, we present the results of this assignment as a series of case stories. We will focus on what students discover and the resulting instructional design guidelines that inform their practice (and ours).
This document discusses principles of effective math teaching including equity, constructivist theory, sociocultural theory, and assessment. It also discusses developing reading comprehension through activities before, during, and after reading as well as using multicultural literature. Additional topics covered include understanding the human experience through social, economic, and political lenses; exclusion of women and minorities from curricula; and making instruction culturally relevant through current events, technology, multicultural perspectives, and critical thinking. The document poses three questions - how to relate complex math concepts to society, whether summer reading should focus on student interest or expose students to new topics, and which US history topics may be controversial in the classroom.
1 Spring 2022 HISTORY 111 – WORLD HISTORY SINCE 1500 VannaJoy20
1
Spring 2022
HISTORY 111 – WORLD HISTORY SINCE 1500 (Gen. Ed., HS, DG)
University of Massachusetts Amherst
College of Humanity and Fine Arts, Department of History
University Without Walls
Instructor: Jorge Minella
[email protected]
COURSE DESCRIPTION
In this course, students are invited to explore the continuities, connections, trends, and
ruptures in world history from the late fifteenth century to the present. Throughout the
semester, we will investigate the historical processes that formed the modern world,
including cross-cultural interactions, capitalism, global migration, colonization and
decolonization, nationalism and imperialism, trade networks, revolutions, and war. The
course emphasizes the multiple perspectives and experiences that shaped world
history, including the determinant role played by non-European societies in making the
modern world. Course readings include a textbook and a set of primary sources that
provide a window into the diverse human experiences in history. Course assignments
include quizzes, primary sources and film discussion, and a final essay.
General Education (HS, DG)
General education courses aim to broaden the students’ minds and experiences by
equipping them to act thoughtfully and responsibly in society, make informed
judgments, and live lives dedicated to service, continued learning, and the joys of
intellectual pursuits for a lifetime. This specific course offers students an overview of
world history since 1500, broadening their cultural, historical, and philosophical
perspectives. Additionally, course assignments are designed to improve critical and
analytical skills essential to students’ intellectual and professional success. This course
fulfills the Historical Studies (HS) and Global Diversity (DG) requirements, as described
below.
Historical Studies (HS): The course’s readings, lectures, and assignments will expose
students to historically significant events, developments, or processes that formed the
modern world as a way of teaching them to understand the present and inquiry into the
future. The course assignments are centered on the collective discussion of historical
documents, allowing students to understand history as an exercise of rigorous research
and interpretation, rather than a collection of facts, dates, and names, or simply a matter
of opinion.
Global Diversity (DG): This course offers the opportunity to learn about societies,
cultures, and environments beyond the boundaries of the United States. The course
invites students to read about, discuss, and analyze a wide range of social, cultural, and
political perspectives that have shaped the modern world. By discussing global
historical processes, the course explores aspects of the histories of Asia, Africa, Latin
America, and Europe, focusing on the complex interaction among them from the late
2
fifteenth century onwards. The primary sources discussed in the assig ...
Looney Tunz Group Project MakeBeliefsComixalytaytay
This document provides information about the website MakeBeliefsComix.com, which allows users to create simple comic strips. It includes a comic created by a third grader praising the site. Several educators then propose ideas for how to incorporate the site into different lesson plans, such as having students recreate historical events or document experiments. While the site is praised for its simplicity and ability to engage students, some note it may lack advanced features for more experienced users. Overall, the document discusses how MakeBeliefsComix.com can be used for inquiry-based learning across various subjects and grade levels.
This document discusses the importance of mastery over memorization in learning history and developing lifelong learning skills. It emphasizes using a variety of sources and assessments to engage students beyond standardized testing and promote critical thinking. The teacher aims to challenge students' views respectfully and foster understanding between differing perspectives through discussion.
This document provides the syllabus for an upper level world history course covering the period since 1945. It outlines the course goals, reading assignments, assignments including papers and quizzes, grading breakdown, exam dates, classroom policies and a detailed schedule of lecture and discussion section topics. The course is intended to help students develop skills in analyzing primary sources, examining societies in global context and engaging with historiographical debates.
1. richard kimball bio
Teaching history from a textbook can become boring for both the student and the teacher at
times. When learning about the past is reduced to memorizing meaningless names and dates, it
becomes drudgery for everyone. But sometimes that's all that the curriculum provides. And
teachers are left with an overwhelming task of getting a classroom of bored students engaged in
unmotivating topics.
One way to spark interest is to use entertainment in the forms of historical fiction books or movies.
And some video documentaries are high quality enough to also fit in this category. When you add
the human element of emotion, fear, risk, and intrigue, you transport the student into that world to
feel those feelings or experience vicariously the thrills or anguish of the moment. Then instead of
random memorization of inconsequential details, the student can't help but remember the
important facts, the dates, the people, and the scenario of particular historical significance that
have been encountered through media.
Movies are easiest to use in the classroom, since the entire class can experience the story all at
the same time. Rather than watch it all in one sitting, consider splitting the movie into segments,
and have a purpose behind each segment. Allow ample time for historically-based discussion on
each segment in the same class period immediately following the clip. Ask factual questions that
relate to the scenes, such as "In what year did this happen?" or "How many years after [a major
war or another significant event] did the movie take place?" or something similar. Questions with
definite right or wrong answers are good and get people thinking.
Beyond the factual questions, also plan on questions that would involve the students on a more
human, emotional level. Questions like "What was going on in the world that may have motivated
the main character to make those choices?" or "How did people think about that situation that is
different than our society today would view that same situation?". These types of questions do not
necessarily have right or wrong answers, but encourage the students to delve deeper into what
was really going on in the world at that particular time and how people thought about life issues.
2. Sometimes it can lead into discussion of what kind of technology was available at the time (I.e.,
telephone or telegraph, automobile or stagecoach, etc.), when those technologies came into
existence, and how things may have been different if other technologies were available. At other
times, discussion can revolve around what parts of the movie did not line up with the true history
of the time period.
Historical fiction books provide the same types of motivation, but usually need to be used in a
different way since an entire class cannot read the same thing together all at the same time. The
closest scenario is if the class reads the same chapters for homework, and then the same types
of discussion used with movies can still apply. If the students are reading a variety of book
choices from a reading list the teacher has provided, feedback is usually restricted to a homework
writing assignment or a class presentation of some kind.
Not only are history and historical themes being taught with these methods, but the student is also
encouraged to analyze data. Critical thinking comes into play during class discussions. With this
in mind, all students' input should be respected, and if a student's statements need to be
corrected at any point, a teacher should take care to do so in a way that does not demean or
embarrass. Treating all classroom input with respect makes other students feel confident that they
can also speak up without fear of humiliation if they get something wrong. Opening the door for
class discussions can draw even the most reluctant student into the subject being taught, and
entertaining movies and books provide a great doorway to do so.
Richard Kimball bio
Learn More by Visiting
https://history.byu.edu/Pages/Faculty/Kimball.aspx