Struggling with reluctant writers?
Looking for some tools to use to engage them in the writing proces?
Use these e-learning tools to engage and empower your writers.
This document discusses high cut off dialysis for treating renal impairment caused by monoclonal immunoglobulin light chains (FLCs) in patients with multiple myeloma. It covers:
- FLCs can cause kidney damage through various mechanisms like cast nephropathy when they precipitate in the kidneys
- High cut off dialysis is more effective at removing FLCs than conventional dialysis due to its larger pore size membranes
- For patients with acute kidney injury from cast nephropathy, aggressive high cut off dialysis along with chemotherapy can reduce FLC levels and renal function in many patients, allowing dialysis independence.
La nefropatía diabética se produce por alteraciones en la función glomerular que causan engrosamiento de las membranas basales de los capilares glomerulares y aumento del mesangio, lo que puede obstruir los vasos. Estos cambios histológicos conducen a hiperfiltración, microalbuminuria y, eventualmente, disminución de la función renal si no se controla la diabetes.
El documento describe el síndrome nefrótico pediátrico, incluyendo sus síntomas, causas, mecanismos subyacentes, tratamiento y pronóstico. Se presenta entre los 2-16 años y se caracteriza por proteinuria, hipoalbuminemia, edema y hipercolesterolemia. Puede deberse a factores genéticos o inmunológicos. El tratamiento incluye corticoesteroides, diuréticos y control de infecciones para prevenir complicaciones como trombosis. La mayoría de los pacientes responden bien al trat
Myelodysplastic syndromes are a group of myeloid disorders characterized by peripheral blood cytopenias and dysplasia in bone marrow cells. MDS results from clonal stem cell disorders that impair differentiation, causing low blood cell counts and risk of acute myeloid leukemia. The disease mainly affects the elderly and risk factors include genetic mutations, toxic exposures, and certain genetic syndromes. Diagnosis involves blood tests showing low counts of one or more cell types and bone marrow biopsy demonstrating dysplastic changes. Prognosis ranges from long-term survival to rapid progression; treatment focuses on supportive care like transfusions as well as hypomethylating agents or stem cell transplantation in high-risk cases.
This document discusses hemophilia, including:
1. Hemophilia is an inherited bleeding disorder caused by deficiencies in coagulation factor VIII or IX.
2. There are two main types - Hemophilia A caused by factor VIII deficiency and Hemophilia B caused by factor IX deficiency.
3. Treatment involves replacing the missing clotting factor through products derived from plasma or recombinant sources to control bleeding and prevent joint damage. Regular prophylactic treatment starting in early childhood has been shown to significantly reduce long-term joint complications.
Incremental Heamodialysis .. Who Fit ? - prof. Amir el-okeilyMNDU net
This document discusses incremental hemodialysis. It begins by defining incremental dialysis as prescribing dialysis with the aim of maintaining minimum solute clearance goals at all times by increasing the dialysis dose as needed. It notes guidelines recommend when to start dialysis but not how. Maintaining residual kidney function is valuable for patients on dialysis. Studies show incremental dialysis may help preserve residual kidney function compared to full-dose dialysis. Incremental dialysis could represent a reversal of the intact nephron hypothesis by slowly deactivating kidney adaptations to failure through gradual dialysis initiation.
The document provides summaries and reviews of over 30 books for children and young adults that feature deaf characters. Many of the books are novels that tell stories of deaf teenagers going about their daily lives and experiences. Several works are biographical or historical fiction featuring important figures in the deaf community such as Helen Keller. The books cover a wide range of reading levels and topics related to deaf culture, identity, and experiences.
The Motion Math app:
- Is an interactive app that tests elementary students on math skills in a fun way without test pressure
- Can be used for students in grades 1-3 and allows adjusting the level of difficulty
- Provides practice on a range of math topics from addition/subtraction to decimals and negative numbers
- Is useful for both students and teachers, allowing students to practice skills and teachers to evaluate their lessons
- Addresses mathematics standards for elementary students by testing on different math topics in an engaging format
This document discusses high cut off dialysis for treating renal impairment caused by monoclonal immunoglobulin light chains (FLCs) in patients with multiple myeloma. It covers:
- FLCs can cause kidney damage through various mechanisms like cast nephropathy when they precipitate in the kidneys
- High cut off dialysis is more effective at removing FLCs than conventional dialysis due to its larger pore size membranes
- For patients with acute kidney injury from cast nephropathy, aggressive high cut off dialysis along with chemotherapy can reduce FLC levels and renal function in many patients, allowing dialysis independence.
La nefropatía diabética se produce por alteraciones en la función glomerular que causan engrosamiento de las membranas basales de los capilares glomerulares y aumento del mesangio, lo que puede obstruir los vasos. Estos cambios histológicos conducen a hiperfiltración, microalbuminuria y, eventualmente, disminución de la función renal si no se controla la diabetes.
El documento describe el síndrome nefrótico pediátrico, incluyendo sus síntomas, causas, mecanismos subyacentes, tratamiento y pronóstico. Se presenta entre los 2-16 años y se caracteriza por proteinuria, hipoalbuminemia, edema y hipercolesterolemia. Puede deberse a factores genéticos o inmunológicos. El tratamiento incluye corticoesteroides, diuréticos y control de infecciones para prevenir complicaciones como trombosis. La mayoría de los pacientes responden bien al trat
Myelodysplastic syndromes are a group of myeloid disorders characterized by peripheral blood cytopenias and dysplasia in bone marrow cells. MDS results from clonal stem cell disorders that impair differentiation, causing low blood cell counts and risk of acute myeloid leukemia. The disease mainly affects the elderly and risk factors include genetic mutations, toxic exposures, and certain genetic syndromes. Diagnosis involves blood tests showing low counts of one or more cell types and bone marrow biopsy demonstrating dysplastic changes. Prognosis ranges from long-term survival to rapid progression; treatment focuses on supportive care like transfusions as well as hypomethylating agents or stem cell transplantation in high-risk cases.
This document discusses hemophilia, including:
1. Hemophilia is an inherited bleeding disorder caused by deficiencies in coagulation factor VIII or IX.
2. There are two main types - Hemophilia A caused by factor VIII deficiency and Hemophilia B caused by factor IX deficiency.
3. Treatment involves replacing the missing clotting factor through products derived from plasma or recombinant sources to control bleeding and prevent joint damage. Regular prophylactic treatment starting in early childhood has been shown to significantly reduce long-term joint complications.
Incremental Heamodialysis .. Who Fit ? - prof. Amir el-okeilyMNDU net
This document discusses incremental hemodialysis. It begins by defining incremental dialysis as prescribing dialysis with the aim of maintaining minimum solute clearance goals at all times by increasing the dialysis dose as needed. It notes guidelines recommend when to start dialysis but not how. Maintaining residual kidney function is valuable for patients on dialysis. Studies show incremental dialysis may help preserve residual kidney function compared to full-dose dialysis. Incremental dialysis could represent a reversal of the intact nephron hypothesis by slowly deactivating kidney adaptations to failure through gradual dialysis initiation.
The document provides summaries and reviews of over 30 books for children and young adults that feature deaf characters. Many of the books are novels that tell stories of deaf teenagers going about their daily lives and experiences. Several works are biographical or historical fiction featuring important figures in the deaf community such as Helen Keller. The books cover a wide range of reading levels and topics related to deaf culture, identity, and experiences.
The Motion Math app:
- Is an interactive app that tests elementary students on math skills in a fun way without test pressure
- Can be used for students in grades 1-3 and allows adjusting the level of difficulty
- Provides practice on a range of math topics from addition/subtraction to decimals and negative numbers
- Is useful for both students and teachers, allowing students to practice skills and teachers to evaluate their lessons
- Addresses mathematics standards for elementary students by testing on different math topics in an engaging format
We will show project choices and different ways to use technology to create these projects (i.e. Popplet, Prezi, Google Presentations, iMovie, Animoto, etc.).
Add so me spice to your reading and writing classes Presented by Aysegul Lima...Aysegul Liman Kaban
Add so me spice to your reading and writing classes Presented by Aysegul Liman Kaban Do your students find reading and writing activities boring? Have you ever wished practicing reading and writing could be more fun for you and your students? If you say yes, this session is for you. As we already know it is not easy to motivate the students who are easily distracted and only think about surfing on the Internet. In this workshop we will look at ways to use technology to make your classes more fun.
27 May 2012 Yeditepe University THE IATEFL LT & TD SIG Joint Conference Yeditepe University, istanbul Turkey
THE IATEFL LT & TD SIG Joint Conference
27 May 2012
This document discusses using technology to engage students and help them learn. It summarizes an article by Marc Prensky who argues that students are often bored in school and learn more outside of school than in it. The document outlines objectives and tasks for a project where students will use ICT tools like cameras, comic software, and animation tools to create digital stories. The goals are to develop students' communication skills, increase computer skills, and address key competencies like thinking, using language and technology, managing self, and relating to others.
The document discusses using digital storytelling to engage students in learning. It notes that students are often bored in traditional classrooms and learn more outside of school. The project aims to have students use technology like cameras, animation software, and blogs to collaboratively create stories that develop their communication, computer, and key competency skills.
Future Ready Mindset through Design Thinking Martin Cisneros
This document outlines the design thinking process for developing a project-based learning activity. It begins with defining the desired student learning outcomes and end product. Students then help develop questions about the topic and participate in activities to build expertise. Each student chooses an area of focus to deeply research. Finally, students present, publish and perform their new understandings to demonstrate their learning. The document provides examples and guidance for teachers to facilitate each step of the process.
A comprehensive view of teaching a creative writing unit to third grade students by utilizing many different technology platforms within the classroom.
The document discusses challenges and opportunities for developing literacy skills in modern students. It notes that today's students write by hand less and may interact with books in digital rather than physical forms. It asks how teachers can prepare students for a future that is difficult to predict by focusing on transferable skills. The document presents various digital tools and approaches that can be used to engage and motivate students in developing literacy, such as collaborative writing platforms, digital storytelling, and multimedia book reviews. It emphasizes selecting tools relevant to students and starting small.
Digital media can encourage social interaction and promote learning outcomes. Teacher-librarians at four Brisbane schools – two boys' and two girls' schools - initiated a collaborative project to foster creative writing in Year 8 students. This project explored the notion of shared writing, challenging students to produce a joint story.
This document discusses differentiation and student-centered learning. It provides examples of using choice boards and various apps to engage students and allow them to demonstrate their understanding in different ways. The document encourages using technology like iPads to promote student collaboration, creativity, and independent learning. Specific apps and online resources are suggested for activities like creating digital clocks, practicing math skills, and using devices' built-in features like text-to-speech.
StoryJumper is a website that allows users to create and publish digital stories. It is designed for both personal and educational use. Stories can be illustrated with uploaded photos and drawings. The site is easy for children and students of all ages to use. Teachers have found that StoryJumper engages students and strengthens both their writing and technology skills. It also allows for collaboration and creative expression.
Ideas for using Web 2.0 tools in the classroom - updated September 2016talkPrimaryICT
This document provides an introduction to using Web 2.0 tools in the classroom. It discusses how these tools can be used to build digital literacy, encourage collaboration, support communication, and provide engaging learning opportunities. Specific Web 2.0 tools are then described, including collaborative tools like wikis, Padlet, and Voicethread. Other sections explain how tools like word clouds, avatars, and multimedia creators can be utilized. Challenges of implementing Web 2.0 tools and some potential classroom applications are also outlined.
Teachers should take advantage of visual tools and technology familiar to students to enhance learning. Using images, videos, and digital media projects allows students to develop critical thinking and communication skills. When students create digital stories, they become active participants in their education rather than passive learners, gaining skills in areas like writing, research, and public speaking. Teachers can assign projects using various online tools and apps to help students demonstrate their knowledge through visual means.
Tan Ling is a 21-year-old Chinese multimedia design student from Malacca, Malaysia studying at Saito University College. Her strengths are in layout and interface design. She cites Japanese anime production company Aniplex and the anime The Millionaire Detective – Balance: UNLIMITED as influences. Through her coursework, she has learned skills in buttons/banner design, kiosk design, photography, vector art, typography, and magazine cover design.
Students bring new literacies to school as digital natives but need guidance in developing deeper reading skills for the digital age. While technology encourages cursory reading, tools can also support thoughtful reading when teachers facilitate discussions about literacy practices and set up opportunities for connected, shared reading. Blogging and digital writing allow unique forms of expression when students understand the purposes and conventions. Mentor texts model deep engagement whether print or digital.
This document provides an overview of Julie Reuter's approach to implementing a digital writer's workshop for grades 5-6. It discusses various components of the workshop including mini lessons, conferring, revising, sharing, and publishing. It also explores ways to integrate technology into these components, such as using Google Apps, blogs, videos, and personal learning networks. The document provides examples of how different tools can be used during drafting, collaboration, and celebration of student work.
GRADE 4 TOWN MOUSE AND THE COUNTRY MOUSE.pptxKelvinAndres5
This document appears to be a lesson plan for an English class taught by Mr. Andres. The lesson objectives are to analyze and discuss the story "The Town Mouse and the Country Mouse", understand the author's purpose, and express appreciation for a simple life. The lesson includes a discussion, exercises like counting and puzzles, and an assessment. Students will also engage in creative activities like creating animal stories and a paper puppet show.
Gamification, Makerspaces, Minecraft: The Classroom of the Future is NowDouglas Kiang
What Does the Classroom of the Future Look Like?
Educators worldwide are looking at diverse models for the future classroom, ranging from the most innovative college and university spaces, to models of industry and dot-com startups. Perhaps more important than what the future learning space looks like, however, is what students are being asked to do to demonstrate their learning. In this talk, catch a glimpse of what a future classroom might look like, in both its curriculum and its physical space. Come explore the DIY “Maker” movement, and what it might mean for the future. Take a look at how companies like Google foster creativity and innovation, and see what kids’ visions of a “learning center” might look like. Finally, we’ll look at an original way to create stronger community in the classroom using the popular game Minecraft as a virtual learning environment.
The document provides an overview of digital storytelling and tools that can be used for writing and publishing stories online. It discusses how technology can engage and benefit students by allowing for more personalized, collaborative learning. A variety of digital tools are presented, such as websites for creating memes, graphic organizers, online presentations, movies, posters, and infographics. Teachers are advised to clearly set tasks and expectations when assigning digital writing projects. Overall resources and ideas are provided for teachers to incorporate digital storytelling into their lessons.
This document announces a VPLD hui event in 2015 where participants collaborated, connected, shared, supported, discussed, and challenged each other on various topics. It invites the reader to join an online group or view a storify capture of the conversations at the event.
The document discusses student voice and its importance in schools. Student voice refers to valuing students' experiences, opinions, and ideas in all aspects of school life. Encouraging student voice increases student achievement and engagement by giving students ownership over their learning and school community. Some ways to develop student voice include giving students opportunities to share in the classroom, using tools like Vocaroo for voice recordings, QR codes, Google Forms for feedback, and commenting features to get student perspectives.
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We will show project choices and different ways to use technology to create these projects (i.e. Popplet, Prezi, Google Presentations, iMovie, Animoto, etc.).
Add so me spice to your reading and writing classes Presented by Aysegul Lima...Aysegul Liman Kaban
Add so me spice to your reading and writing classes Presented by Aysegul Liman Kaban Do your students find reading and writing activities boring? Have you ever wished practicing reading and writing could be more fun for you and your students? If you say yes, this session is for you. As we already know it is not easy to motivate the students who are easily distracted and only think about surfing on the Internet. In this workshop we will look at ways to use technology to make your classes more fun.
27 May 2012 Yeditepe University THE IATEFL LT & TD SIG Joint Conference Yeditepe University, istanbul Turkey
THE IATEFL LT & TD SIG Joint Conference
27 May 2012
This document discusses using technology to engage students and help them learn. It summarizes an article by Marc Prensky who argues that students are often bored in school and learn more outside of school than in it. The document outlines objectives and tasks for a project where students will use ICT tools like cameras, comic software, and animation tools to create digital stories. The goals are to develop students' communication skills, increase computer skills, and address key competencies like thinking, using language and technology, managing self, and relating to others.
The document discusses using digital storytelling to engage students in learning. It notes that students are often bored in traditional classrooms and learn more outside of school. The project aims to have students use technology like cameras, animation software, and blogs to collaboratively create stories that develop their communication, computer, and key competency skills.
Future Ready Mindset through Design Thinking Martin Cisneros
This document outlines the design thinking process for developing a project-based learning activity. It begins with defining the desired student learning outcomes and end product. Students then help develop questions about the topic and participate in activities to build expertise. Each student chooses an area of focus to deeply research. Finally, students present, publish and perform their new understandings to demonstrate their learning. The document provides examples and guidance for teachers to facilitate each step of the process.
A comprehensive view of teaching a creative writing unit to third grade students by utilizing many different technology platforms within the classroom.
The document discusses challenges and opportunities for developing literacy skills in modern students. It notes that today's students write by hand less and may interact with books in digital rather than physical forms. It asks how teachers can prepare students for a future that is difficult to predict by focusing on transferable skills. The document presents various digital tools and approaches that can be used to engage and motivate students in developing literacy, such as collaborative writing platforms, digital storytelling, and multimedia book reviews. It emphasizes selecting tools relevant to students and starting small.
Digital media can encourage social interaction and promote learning outcomes. Teacher-librarians at four Brisbane schools – two boys' and two girls' schools - initiated a collaborative project to foster creative writing in Year 8 students. This project explored the notion of shared writing, challenging students to produce a joint story.
This document discusses differentiation and student-centered learning. It provides examples of using choice boards and various apps to engage students and allow them to demonstrate their understanding in different ways. The document encourages using technology like iPads to promote student collaboration, creativity, and independent learning. Specific apps and online resources are suggested for activities like creating digital clocks, practicing math skills, and using devices' built-in features like text-to-speech.
StoryJumper is a website that allows users to create and publish digital stories. It is designed for both personal and educational use. Stories can be illustrated with uploaded photos and drawings. The site is easy for children and students of all ages to use. Teachers have found that StoryJumper engages students and strengthens both their writing and technology skills. It also allows for collaboration and creative expression.
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This document provides an introduction to using Web 2.0 tools in the classroom. It discusses how these tools can be used to build digital literacy, encourage collaboration, support communication, and provide engaging learning opportunities. Specific Web 2.0 tools are then described, including collaborative tools like wikis, Padlet, and Voicethread. Other sections explain how tools like word clouds, avatars, and multimedia creators can be utilized. Challenges of implementing Web 2.0 tools and some potential classroom applications are also outlined.
Teachers should take advantage of visual tools and technology familiar to students to enhance learning. Using images, videos, and digital media projects allows students to develop critical thinking and communication skills. When students create digital stories, they become active participants in their education rather than passive learners, gaining skills in areas like writing, research, and public speaking. Teachers can assign projects using various online tools and apps to help students demonstrate their knowledge through visual means.
Tan Ling is a 21-year-old Chinese multimedia design student from Malacca, Malaysia studying at Saito University College. Her strengths are in layout and interface design. She cites Japanese anime production company Aniplex and the anime The Millionaire Detective – Balance: UNLIMITED as influences. Through her coursework, she has learned skills in buttons/banner design, kiosk design, photography, vector art, typography, and magazine cover design.
Students bring new literacies to school as digital natives but need guidance in developing deeper reading skills for the digital age. While technology encourages cursory reading, tools can also support thoughtful reading when teachers facilitate discussions about literacy practices and set up opportunities for connected, shared reading. Blogging and digital writing allow unique forms of expression when students understand the purposes and conventions. Mentor texts model deep engagement whether print or digital.
This document provides an overview of Julie Reuter's approach to implementing a digital writer's workshop for grades 5-6. It discusses various components of the workshop including mini lessons, conferring, revising, sharing, and publishing. It also explores ways to integrate technology into these components, such as using Google Apps, blogs, videos, and personal learning networks. The document provides examples of how different tools can be used during drafting, collaboration, and celebration of student work.
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Educators worldwide are looking at diverse models for the future classroom, ranging from the most innovative college and university spaces, to models of industry and dot-com startups. Perhaps more important than what the future learning space looks like, however, is what students are being asked to do to demonstrate their learning. In this talk, catch a glimpse of what a future classroom might look like, in both its curriculum and its physical space. Come explore the DIY “Maker” movement, and what it might mean for the future. Take a look at how companies like Google foster creativity and innovation, and see what kids’ visions of a “learning center” might look like. Finally, we’ll look at an original way to create stronger community in the classroom using the popular game Minecraft as a virtual learning environment.
The document provides an overview of digital storytelling and tools that can be used for writing and publishing stories online. It discusses how technology can engage and benefit students by allowing for more personalized, collaborative learning. A variety of digital tools are presented, such as websites for creating memes, graphic organizers, online presentations, movies, posters, and infographics. Teachers are advised to clearly set tasks and expectations when assigning digital writing projects. Overall resources and ideas are provided for teachers to incorporate digital storytelling into their lessons.
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2. Reluctant Writers.
● Nothing to write about. (ideas)
● No format to follow. (structure)
● Lack of words. (vocabulary and language)
● No reason to write. (purpose)
4. What do we want for our students?
● To write with a purpose.
● To write for an audience.
● To experience success.
● To take responsibility but at the same time get the support they need
to improve.
● To be able to see and share their progress.
● To view themselves as writers, authors and publishers.
5. Ideas.
I don't know what to write!!
We want to:
● Give students something to write about.
● Provide them with an experience, framework, image(s), around which
to base their writing.
● Give students exposure to good models of writing.
● Support them with structures.
7. Storybird.
● http://storybird.com/
● A visual storytelling community. A global hub of readers, writers, and
artists of all ages.
● Students choose picture packs to write about and then create books
from their stories.
● Books can be saved and shared, emailed to others or embedded into
a blog.
8. The Literacy Shed.
● http://www.literacyshed.com/
● A website for teachers filled with ideas for literacy teaching using
visual resources such as film, animation, photographs and picture
books
● Resources are organised into genre. (mystery, fairytale, sci-fi etc)
9. Build your wild self.
● www.buildyourwildself.com
● Create a fantasy creature mixing human and animal body parts.
● Describe your creature!
10. Other sites/apps to inspire writers.
Create-a-car. Android App Online
Create-a-monster. App Android Online
Create a super hero. Online Online
Create a story. Fill in the blanks. Online.
11. Digital Storytelling Apps.
● Let students write about their photos, their work, their experiences
and then easily publish and share.
Pic Collage, My Story, Scribble Press
● Or allow them to record themselves telling their stories.
Puppet Pals, Quick Voice, Story Robe.
12.
13. Using Green Screen - Put the student in the picture.
● Keynote, Pages.
● Apps - Superimpose, Green Screen
15. Using images, sound files and video to share the
imagery after writing.
● Real Rain posts on blog.
● http://room10sfx.blogspot.co.nz/2012/03/rain-has-gone-for-now-at-least.html?q=rain
● http://www.blogger.com/blogger.g?blogID=1781310978086000426#allposts
16. Vocabulary.
Moving past the "I went to the shop.
We want to:
● Give students exposure to varied vocabulary.
● Equip them with tools to access rich vocabulary.
● Teach them about language features in a fun and
memorable way.
23. Audience and Purpose.
So why would I want to write anyway?
Communicating.
● Emails, digital postcards, texts, photo stories...
Telling Stories.
● Writing books, making movies, puppet shows, online reflections, blog
posts...
24. Blogging.
● Authentic Audience.
● Purpose for writing.
www.room10sfx.blogspot.com
● Reason for quality.
● Sharing with family, friends, and the world.
25. Advantages for you.
● A positive class attitude around writing.
● Quality not quantity.
● Students who struggle with handwriting no longer held up in writing.
● While the class is actively engaged in writing activities they enjoy,
you are able to withdraw small groups or individuals to focus on
specific learning areas.
26. My challenge to you is...
That you look to using these tools beyond being just
motivators, to using them to enhance learning by providing
deep and meaningful writing experiences.
27. Because really it isn’t about the technology,
it’s what you do with it that matters.
28. and if you haven't already joined...
Virtual Learning Network.
VLN Groups - Blended e-learning literacy.