The document summarizes several projects from Paul D. Schreiber High School that merge high school science with Common Core standards. It outlines the assignments and requirements for a Basic Chemistry project on adopting an element, an Honors Biology research essay, an ESL Global Issues essay on two global problems, an AP Environmental Science alternative energies project, and a nuclear energy debate. It concludes with some thoughts from presenters on offering choices, skills transfer, collaboration, and making STEM fun.
ESS IA example - old syllabus - MLA formatBrad Kremer
This document shows the proper formatting and sequence of the required Internal Assessment for the IB Environmental Systems and Societies course (pre-2015 syllabus). It is written in MLA format in order to model the proper structure of a formal write-up.
ESS IA example - old syllabus - MLA formatBrad Kremer
This document shows the proper formatting and sequence of the required Internal Assessment for the IB Environmental Systems and Societies course (pre-2015 syllabus). It is written in MLA format in order to model the proper structure of a formal write-up.
Part II of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the writing standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12.
Part I of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the reading standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Reading Standards for Literacy in Science and Technical Subjects 6-12.
Showcasing the ways in which librarians and teachers can work together to meet Common Core Standards using existing materials and teaching strategies, this webinar/discussion centered on using existing and new materials to develop and enhance the teaching and learning experience while meeting the new standards.
Our special guests from Paul D. Schreiber High School, Ms. Seligman (Library Media Specialist) and Ms. Cohan (English Teacher) discussed how they have successfully developed, implemented and revised numerous projects over the past few years to reach the evolving needs of current students. They suggested ways to collaborate with disciplines from around the school.
Clinton Sutherland 1 postsReModule 5 DQ 2Psy 863 Module 5.docxclarebernice
Clinton Sutherland
1 posts
Re:Module 5 DQ 2
Psy 863 Module 5 DQ 2
Much like a computer, the human brain may retain traces of information even after being deleted. These memory traces are physico-chemical manifestations of representations (memories) in the brain. While their existence remains disputed, how might the existence of memory traces bear on developing new procedural and declarative memories? Why is this significant for understanding human cognition?
When we store information into long-term memory if it is not recall and use regularly, much of the information is less available for later retrieval as time passes; memory and memory strength fade away. There are several theories on why we loose memory over time. One is displacement theory, which is the displacement of information in short-term memory due to limited storing capacity. When declarative memory information is first learned and rehearsed it goes into long-term memory, however information that is learned later and not rehearsed is likely to be forgotten because it is displaced by new information that is in the rehearsal process. Memory trace represent limited information from the pass of declarative of procedural memory of a subject or task. Refreshing information in recall helps keep it assessable for ongoing cognition. According to Souza, Rerko, and Oberauer, (2015) working-memory recall takes place when thinking of one of several concurrently active representations. The information trace is refreshed in working-memory and the frequency with which an item is refreshed improves recall of this item from visual working-memory.
Reference
Souza, A. S., Rerko, L. & Oberauer, K. (2015) Refreshing memorytraces: thinking of an item improves retrieval from visual working memory. Annals of the New York Academy of Sciences Vol. 1339 Issue 1, p20-31. 12p. 1
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=101715402&site=eds-live&scope=site
Prospectus Workshop Questions, MMW13
As a group, please discuss each of the following components about your sample
prospectus:
Research subject: Is it clear and concrete? If it seems vague, explain why.
Historical period: How many years does this project cover? Does the author provide a
reason for focusing on this period in particular?
Geographical region: How extensive is the region (city, country, or larger)? Does the
author explain why he/she is looking at this region in particular?
Question: Does this seem to be a level-three question? Why or why not?
Answers to the question: Do the thesis and all counterarguments respond to the same
question? If not, how might they be changed so that they do?
Evidence: Is each answer supported by at least some evidence? Does all of the evidence
seem relevant to the points it is meant to support? If not, explain why not.
Significance: The statement of significance should explain how this project and thesis
help us to better ...
90
FINAL PROJECT: MULTI-GENRE THEMATIC UNIT
Final Project: Multi-Genre Thematic Unit
Table of Contents
Multi-Genre Thematic Unit Planning Guide 3
Multi-Genre Thematic Unit Plan 10
Daily Lesson Plans 16
Reflections 36
References 43
Appendices 41
Multi-Genre Thematic Social Studies & Literacy Unit Planning Guide
(Source – MPE Regional Training: Common Core and ELA)
NAME:
CONTENT AREA/SUBJECT: Social Studies
GRADE LEVEL/COURSE: 5th Grade
The History of Space Exploration
What is the topic/big idea for this content area unit? The history of space exploration and its impact on our society.
What is the essential question for the unit (real-world connection)? Since the space exploration missions in the 1950s, men and women have put people in space and on the moon, uncovered life-like evidence on Mars, mapped new planets with the Hubble Telescope, and developed weather and communication satellites. What discoveries have been made through space exploration since that time, and what discoveries can be expected through space exploration in the future?
CONTENT AREA Standards selected for this unit:
2011 Mississippi Social Studies Framework: U.S. History
1.
Time, Continuity, and Change: Students focus on how the world has changed in order to gain perspective on the present and the future.)
2.
Individuals, Groups, and Institution: Students study interactions among individuals, groups, and institutions.
3.
People, Places, and Environments: Students utilize technological advances to connect to the world beyond their personal locations. The study of people, places, and human-environment interactions assists learners as they create their spatial views and geographic perspectives of the world.
4.
Power, Authority, and Governance: Students study how people create and change structures of power, authority, and governance.
5.
Global Connections: Students analyze patterns and relationships within and among world cultures.
6.
Science, Technology, and Society: Students study relationships among science, technology and society.
Standards listed from the Mississippi Department of Education’s website (
http://www.mde.k12.ms.us):
1.
MSCCRS.RH.6-8.4 Students will be able to determine the meaning of words and phrases as they are used in a text, vocabulary specific to domains related to history/social studies.
2.
MSCCRS.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical content relevant to grades 6-8 topics.
3.
MSCCRS.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed .
Getting to the Core: Integrating Technology into Common Core StandardsShawndra Bowers
The Common Core standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success. We will explore what technology tools and resources can help you begin addressing these new standards in real and relevant ways.
Discovering History Through Digital Newspaper CollectionCengage Learning
Hear from Seth Cayley, Director of Research Publishing at Gale, a part of Cengage Learning, as he discusses the historic media coverage of familiar and little known events, cultural phenomena, and everyday life found in 19th and early 20th century newspapers. Learn how historical newspapers can support faculty research, drive inquiry and critical thinking among students, and stimulate classroom debate.
Are Your Students Ready for Lab?
11/5/2015
Presenters: Bill Heslop and Tony Baldwin, Directors and Co-founders, Learning Science Ltd.
LabSkills is an online program that prepares students for their lab sessions through assignments inOWLv2, the leading online learning system for Chemistry. LabSkills makes it easy for you to requirestudents to complete laboratory preparation prior to attending lab with demonstrations, interactivesimulations, and quizzes. The newest version of LabSkills PreLabs is an enhanced course with 10 new techniques, plus new mobile-compatible simulations. LabSkills content is easy to assign and is automatically graded. LabSkills is currently used by schools and universities in more than 30 countries worldwide.In this webinar, you will learn how to get your students:-Engaged with practical work-Prepared when they get to the lab-Confident in performing the experiments-Using the time in the lab effectively
More Related Content
Similar to Gale, Cengage Learning Webinar, Merging High School Science with Common Core Standards
Part II of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the writing standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12.
Part I of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the reading standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Reading Standards for Literacy in Science and Technical Subjects 6-12.
Showcasing the ways in which librarians and teachers can work together to meet Common Core Standards using existing materials and teaching strategies, this webinar/discussion centered on using existing and new materials to develop and enhance the teaching and learning experience while meeting the new standards.
Our special guests from Paul D. Schreiber High School, Ms. Seligman (Library Media Specialist) and Ms. Cohan (English Teacher) discussed how they have successfully developed, implemented and revised numerous projects over the past few years to reach the evolving needs of current students. They suggested ways to collaborate with disciplines from around the school.
Clinton Sutherland 1 postsReModule 5 DQ 2Psy 863 Module 5.docxclarebernice
Clinton Sutherland
1 posts
Re:Module 5 DQ 2
Psy 863 Module 5 DQ 2
Much like a computer, the human brain may retain traces of information even after being deleted. These memory traces are physico-chemical manifestations of representations (memories) in the brain. While their existence remains disputed, how might the existence of memory traces bear on developing new procedural and declarative memories? Why is this significant for understanding human cognition?
When we store information into long-term memory if it is not recall and use regularly, much of the information is less available for later retrieval as time passes; memory and memory strength fade away. There are several theories on why we loose memory over time. One is displacement theory, which is the displacement of information in short-term memory due to limited storing capacity. When declarative memory information is first learned and rehearsed it goes into long-term memory, however information that is learned later and not rehearsed is likely to be forgotten because it is displaced by new information that is in the rehearsal process. Memory trace represent limited information from the pass of declarative of procedural memory of a subject or task. Refreshing information in recall helps keep it assessable for ongoing cognition. According to Souza, Rerko, and Oberauer, (2015) working-memory recall takes place when thinking of one of several concurrently active representations. The information trace is refreshed in working-memory and the frequency with which an item is refreshed improves recall of this item from visual working-memory.
Reference
Souza, A. S., Rerko, L. & Oberauer, K. (2015) Refreshing memorytraces: thinking of an item improves retrieval from visual working memory. Annals of the New York Academy of Sciences Vol. 1339 Issue 1, p20-31. 12p. 1
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=101715402&site=eds-live&scope=site
Prospectus Workshop Questions, MMW13
As a group, please discuss each of the following components about your sample
prospectus:
Research subject: Is it clear and concrete? If it seems vague, explain why.
Historical period: How many years does this project cover? Does the author provide a
reason for focusing on this period in particular?
Geographical region: How extensive is the region (city, country, or larger)? Does the
author explain why he/she is looking at this region in particular?
Question: Does this seem to be a level-three question? Why or why not?
Answers to the question: Do the thesis and all counterarguments respond to the same
question? If not, how might they be changed so that they do?
Evidence: Is each answer supported by at least some evidence? Does all of the evidence
seem relevant to the points it is meant to support? If not, explain why not.
Significance: The statement of significance should explain how this project and thesis
help us to better ...
90
FINAL PROJECT: MULTI-GENRE THEMATIC UNIT
Final Project: Multi-Genre Thematic Unit
Table of Contents
Multi-Genre Thematic Unit Planning Guide 3
Multi-Genre Thematic Unit Plan 10
Daily Lesson Plans 16
Reflections 36
References 43
Appendices 41
Multi-Genre Thematic Social Studies & Literacy Unit Planning Guide
(Source – MPE Regional Training: Common Core and ELA)
NAME:
CONTENT AREA/SUBJECT: Social Studies
GRADE LEVEL/COURSE: 5th Grade
The History of Space Exploration
What is the topic/big idea for this content area unit? The history of space exploration and its impact on our society.
What is the essential question for the unit (real-world connection)? Since the space exploration missions in the 1950s, men and women have put people in space and on the moon, uncovered life-like evidence on Mars, mapped new planets with the Hubble Telescope, and developed weather and communication satellites. What discoveries have been made through space exploration since that time, and what discoveries can be expected through space exploration in the future?
CONTENT AREA Standards selected for this unit:
2011 Mississippi Social Studies Framework: U.S. History
1.
Time, Continuity, and Change: Students focus on how the world has changed in order to gain perspective on the present and the future.)
2.
Individuals, Groups, and Institution: Students study interactions among individuals, groups, and institutions.
3.
People, Places, and Environments: Students utilize technological advances to connect to the world beyond their personal locations. The study of people, places, and human-environment interactions assists learners as they create their spatial views and geographic perspectives of the world.
4.
Power, Authority, and Governance: Students study how people create and change structures of power, authority, and governance.
5.
Global Connections: Students analyze patterns and relationships within and among world cultures.
6.
Science, Technology, and Society: Students study relationships among science, technology and society.
Standards listed from the Mississippi Department of Education’s website (
http://www.mde.k12.ms.us):
1.
MSCCRS.RH.6-8.4 Students will be able to determine the meaning of words and phrases as they are used in a text, vocabulary specific to domains related to history/social studies.
2.
MSCCRS.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical content relevant to grades 6-8 topics.
3.
MSCCRS.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed .
Getting to the Core: Integrating Technology into Common Core StandardsShawndra Bowers
The Common Core standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success. We will explore what technology tools and resources can help you begin addressing these new standards in real and relevant ways.
Discovering History Through Digital Newspaper CollectionCengage Learning
Hear from Seth Cayley, Director of Research Publishing at Gale, a part of Cengage Learning, as he discusses the historic media coverage of familiar and little known events, cultural phenomena, and everyday life found in 19th and early 20th century newspapers. Learn how historical newspapers can support faculty research, drive inquiry and critical thinking among students, and stimulate classroom debate.
Are Your Students Ready for Lab?
11/5/2015
Presenters: Bill Heslop and Tony Baldwin, Directors and Co-founders, Learning Science Ltd.
LabSkills is an online program that prepares students for their lab sessions through assignments inOWLv2, the leading online learning system for Chemistry. LabSkills makes it easy for you to requirestudents to complete laboratory preparation prior to attending lab with demonstrations, interactivesimulations, and quizzes. The newest version of LabSkills PreLabs is an enhanced course with 10 new techniques, plus new mobile-compatible simulations. LabSkills content is easy to assign and is automatically graded. LabSkills is currently used by schools and universities in more than 30 countries worldwide.In this webinar, you will learn how to get your students:-Engaged with practical work-Prepared when they get to the lab-Confident in performing the experiments-Using the time in the lab effectively
5 Course Design Tips to Increase Engagement and OutcomesCengage Learning
Facilitated by: Professor Greg Gellene, Texas Tech University, Lubbock, Texas
10/21/2015
How do you get the most out of your students? Do you wish for them to participate more? Complete their homework? Improve their outcomes? Listen as Greg Gellene reveals his 5 tips for designing a course to better engage college students. Greg will share his experience building a digitally-infused course that increased class attendance and drove homework completion rates to over 80%. Attend this second webinar in our Journey to Digital Professional Development Series to hear from Greg, ask advice for implementing such methods in your own course, and discover why Greg’s students say technology helped to keep them well-engaged in his course.
The Journey to Digital: Incorporating Technology to Strengthen Critical MindsCengage Learning
Dr. Dale Prentiss, Special Lecturer, Oakland University, Rochester, Michigan
Have you gone digital? 74% of surveyed college students feel that they would fare better if their instructors would use more technology. Whether you are a technology novice or a digital pro, we welcome you to a webinar inspired by a recent case study at Oakland University. Dr. Dale Prentiss will share his journey to digital, his mission to help students strengthen their critical thinking skills, and how personalizing his course resulted in better student engagement. Join Dale as he discusses the highs and lows of moving from a non-digital to a fully-digital experience and offers tips on how to make the transition in your own course in this first webinar of The Journey to Digital Professional Development Series.
Google Drive Plus TexQuest Equals a Match Made in Research HeavenCengage Learning
Learn more about how Prosper (TX) High School is using their Gale In Context resources through the Google integration with tools such as Drive, Docs, and Apps, to help their students and teachers more easily access and share content within the classroom, library and from home.
Improving Time Management: Tips that Will Help College Students Start the Yea...Cengage Learning
Successful time management can have a major positive impact on grades and classroom performance. In addition, students who improve their time management report less stress, better focus and improved quality of life. Keep reading to review Cengage Learning’s top time-management tips!
How successful is MindTap? Just ask the Students! We asked and you answered, students are more likely to recommend to fellow students and professors alike!
Getting Started with Enhanced WebAssign 8/11/15 Presented by: Mike Lafreniere...Cengage Learning
Get up and running with Enhanced WebAssign (EWA) quickly! In this hour long peer-to-peer training session you will learn how to log in, create your own course, build and schedule assignments, and more. In addition, you’ll also get advice on what to require of students during the first couple of weeks of class.
Taming the Digital Tiger: Implementing a Successful Digital or 1:1 InitiativeCengage Learning
Hear from respected educational technologist, Lenny Schad, as he shares his experiences in leading a large Texas school district through a program of inclusion – creating an environment where it no longer matters which brands of hardware are being used or who owns the devices. Lenny is also an author with a recent ISTE published title Bring Your Own Learning.
Decimal and Fraction Jeopardy - A Game for Developmental MathCengage Learning
Each year colleges identify a significant number of students needing developmental math classes. Classes include capable students who may have fallen behind as well as students who have never acquired the skills to be successful in math. Game based learning can enhance motivation and help students succeed. Creating a game does not require advance technical skills. This user-friendly Powerpoint game is modeled on the popular Jeopardy game show and provides students with the opportunity to develop basic math skills. With game based learning, your lesson plan will become a focused, interactive opportunity for learning.
Game it up! Introducing Game Based Learning for Developmental MathCengage Learning
Addressing the needs of developmental math students is difficult but important challenge facing instructors. Game based learning adds excitement to your lesson and helps students focus. In this presentation, Dr Kathleen Offenholly reviews best practices and simple steps for adding game based learning to your class. The games are not flashy and do not require advanced technical skills. They are simple to implement and have proven to be effective.
Our esteemed guest, and author of the ASCD published title "Overcoming Textbook Fatigue", ReLeah Lent, shares ways in which over-reliance on textbooks as a sole-source of curriculum instruction can unintentionally create a barrier between our students and 21st Century effectiveness. Ms. Lent discuss actionable strategies for navigating this barrier while engaging our students more effectively.
Adult Student Success: How Does Awareness Correlate to Program Completion?Cengage Learning
Adult Student Success: How Does Awareness Correlate to Program Completion?
Presented by: Dr. Barbara Calabro and Dr. Melanie Yerk
Date Recorded: 12/9/2014
This installment of Cengage Learning’s College Success Faculty Engagement Webinar Series will help instructors and administrators to better understand the multi-faceted approaches to adult student success and retention by exploring the factors that specifically impact how adult students learn (including motivation, personality development, Maslow’s Hierarchy of Needs as they relate to adult students, self-esteem, and financial literacy) and by discussing the foundational competencies necessary for success both in college and in the workplace.
You're responsible for teaching, and your students are resonsible for learnin...Cengage Learning
Presenter: Dr. Debora Katz, United States Naval Academy
We've all heard the expression, "You can lead a horse to water, but you cannot make him drink." Many of us think this expression applies to our physics students. We lead them to physics, but we make them drink it in. Put in more concrete terms we are responsible for teaching, but our students are responsible for learning. So how can we get them to learn? In this webinar, Dr. Debora Katz, author of the new calculus-based physics text, Physics for Scientists and Engineers: Foundations and Connections, will discuss how flipping her classroom has shifted the focus from her teaching to her students' learning.
What is the Impact of the New Standard on the Intermediate Accounting Course?Cengage Learning
Presented by: Jefferson P. Jones Auburn University and Donald P. Pagach North Carolina State University
This session will address why the new standard was issued, its impact on the intermediate accounting course, and guidance on how to teach the new standard in the intermediate accounting course. Authors Jeff Jones and Don Pagach will also discuss how the new standard will be addressed in the second edition of Wahlen/Jones/Pagach Intermediate Accounting 2e.
The ABCs Approach to Goal Setting and ImplementationCengage Learning
Presented by: Dr. Christine Harrington - Director for the Center for the Enrichment of Learning and Teaching, Middlesex County College
Despite its' widespread use, you may be surprised to discover the research supporting the SMART goal setting framework is lacking. In fact, the SMART model is missing the most important factor in goal setting. Come discover a research-based framework (and the most important goal setting factor!) that will assist your students with setting and implementing effective goals that will lead to high levels of success.
Competency-based Education: Out with the new, in with the old? Cengage Learning
Presented by: Sally M. Johnstone, PhD - Vice President for Academic Advancement, Western Governors University; Dr. Larry Banks - Provost, Daymar Colleges Group, Competency Based Education Consultant, Wonderlic Assessments; and Anne Gupton, L.P.C., N.C.C. - Counselor and Associate Professor, Mott Community College
Date Recorded: 10/3/2014
The idea of competency-based education has steadily gained traction in the media, but its appropriateness in the educational arena remains questioned. How does this drive critical thinking? Should we measure learning based on the application of existing knowledge, or the ability to acquire and apply new knowledge?
Student-to-Student Learning, Powered by FlashNotes Cengage Learning
Presented by: Lester Lefton, President Emeritus of Kent State and Lou Lataif, Dean Emeritus of the School of Business at Boston University
Join Lester Lefton, President Emeritus of Kent State and Lou Lataif, Dean Emeritus of the School of Business at Boston University as they share the power of peer to peer education. We’ll also be joined by Michael Matousek as he shares the story of his company, Flashnotes.com, and its mission to compliment and reinforce the in-class experience and assigned textbook through the Flashnotes.com marketplace. By leveraging original student-created content, students have another opportunity to get help in real-time, preventing them from falling behind throughout the semester, to improve academic outcomes, student retention and graduation rate. In addition, hear the thoughts and experiences of fellow educators on this topic, and learn how you can help your students to take advantage of this technology.
Presented by: Francine Fabricant, MA, EdM - Lecturer at Hofstra University Continuing Education
It is possible for today's students to look at an unpredictable world and feel confident about their career potential. Students are facing a rapidly-changing, technologically-advanced, global economy, where job security is a thing of the past. To help students feel more secure and optimistic, they need a new set of tools.
Using strategies from the latest academic research and best-selling authors, we'll explore the new skills for career success, including open-mindedness, proactive behavior, creative thinking, sponsorship, personal branding, and lifelong learning. We'll also discuss how structured tools can help your students, such as a career portfolio and a flexible plan of action.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Gale, Cengage Learning Webinar, Merging High School Science with Common Core Standards
1. Paul D. Schreiber High School in
Port Washington, New York is a four year
comprehensive public school of 1600
students serving a diverse population.
Guest Speakers
Mary Seligman – Media Specialist
Joy Grasso-Krebs – Chemistry Teacher
Michal Cohan – English Teacher
Merging High School Science with
Common Core Standards
COMMON CORE WEBINAR SERIES
2. • Basic Chemistry Project
• Honors Biology Project
• ESL Global Issues Project
• AP Environmental Science Project
• Nuclear Energy Debate
Questions?
Please send them through the CHAT BOX!
Today’s Webinar Agenda
3. Basic Chemistry
ASSIGNMENT:
1. Select an element from the list of options
2. Research the following categories:
a. History – discovery; in what circumstances?
b. Properties – physical/chemical; uses
c. Reactivity – compounds and their properties; what does it react with?
d. Extraction – where does it occur in the environment; how is it extracted from its ore?
e. Contribution – human welfare, civilization, culture; would you judge it to be
generally useful and beneficial? or harmful? Give reasons for your opinion.
FINAL PROJECT:
Make a presentation to the class (5-7 minutes).
You may use presentation software or a presentation board.
Include a Works Cited page.
Basic Chemistry
Project Title: Adopt an Element
Source: "Periodic table." The Gale Encyclopedia of Science. Ed. K. Lee Lerner
and Brenda Wilmoth Lerner. 4th ed. Detroit: Gale, 2008. Science in Context.
6. CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such
that listeners can follow the line of reasoning and the organization, development, and style
are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of
data to express information and enhance understanding of presentations.
CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative
print and digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on
any one source and following a standard format for citation.
CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting
evidence, conveying a clear and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media
(e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
Common Core Standards:
Basic Chemistry Project - Adopt an Element
7. ASSIGNMENT:
1. Select a Biology related topic
2. Define a problem
• this must be in question form
3. Find 3 articles illustrating why the problem is important
• 2 must be from peer reviewed journals
• articles must be published within the last five years
4. Create an outline that reflects your problem
• use your articles to support the important points
5. Using your outline and notes:
• write an in-class essay about your topic
• suggest possible ‘solutions’
Honors Biology
Project Title: Research Essay
Source: "Animal research and testing." Biotechnology: Changing
Life Through Science. Detroit: U*X*L, 2010. Science in Context.
10. Common Core Standards:
Honors Biology Project – Research Essay
CCSS.ELA-Literacy.RST.9-10.1 Cite specific textual evidence to support analysis of science
and technical texts, attending to the precise details of explanations or descriptions.
CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 9–10 texts and topics.
CCSS.ELA-Literacy.RST.11-12.4 Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 11–12 texts and topics.
CCSS.ELA-Literacy.RST.9-10.6 Analyze the author’s purpose in providing an
explanation, describing a procedure, or discussing an experiment in a text, defining the question
the author seeks to address.
CCSS.ELA-Literacy.RST.9-10.8 Assess the extent to which the reasoning and evidence in a
text support the author’s claim or a recommendation for solving a scientific or technical problem.
CCSS.ELA-Literacy.RST.9-10.10 By the end of grade 10, read and comprehend
science/technical texts in the grades 9–10 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RST.11-12.10 By the end of grade 12, read and comprehend science
/technical texts in the grades 11–CCR text complexity band independently and proficiently.
11. ASSIGNMENT(Essay):
1. Select two different global problems
2. Describe one major cause of each problem
3. Discuss one effect of each problem on a specific nation or region
• Do not describe problems in the United States, although the discussion of the
effect of the global problem could involve the United States.
Guidelines:
In your essay, be sure to –
• Develop all aspects of the task.
• Support the theme with relevant facts, examples, and details.
• Use a logical and clear plan of organization, including introduction and
conclusion that are beyond the restatement of the theme.
ESL Global Issues Project
Source: "Deforestation of temperate rainforest." Environmental
Encyclopedia. Ed. Marci Bortman, Peter Brimblecombe, and Mary
Ann Cunningham. 3rd ed. Detroit: Gale, 2011. Science in Context.
POSSIBLE TOPICS:
desertification deforestation
overpopulation spread of disease
earthquakes nuclear energy
environmental pollution drug trafficking
*you are not limited to these suggestions*
14. Common Core Standards:
ESL Global Issues Project
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of how key events or ideas develop over the
course of the text.
CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 9–10 texts and topics.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RST.9-10.5 Analyze the structure of the relationships among concepts
in a text, including relationships among key terms (e.g., force, friction, reaction
force, energy).
CCSS.ELA-Literacy.RST.9-10.1 Cite specific textual evidence to support analysis of science
and technical texts, attending to the precise details of explanations or descriptions.
CCSS.ELA-Literacy.RST.9-10.2 Determine the central ideas or conclusions of a text; trace
the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an
accurate summary of the text.
15. ASSIGNMENT:
1. Presentation – (15 minutes in length)
• detail history
• current research pros/cons
• cost
• future of this alternative
2. Research paper – (8-10 Pages)
• Expand on the specifics of the presentation
• Include academic journal articles
3. Choose one of the following:
• Design and conduct a meaningful survey
• Develop a lesson plan for elementary school
• Design a webpage
• Design and create a children’s book to teach about your energy source
AP Environmental Science
Project Title: Alternative Energies
TOPIC CHOICES:
passive solar photovoltaics biomass conversion
hydroelectric geothermal hydrogen fuel cells
wind OTEC tidal
Source: "Photovoltaic Cells on Street Lights." Gale Science
in Context. Detroit: Gale, 2013.Science in Context.
18. Common Core Standards:
AP Environmental Science Project – Alternative Energies
CCSS.ELA-Literacy.RST.11-12.7 Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve
a problem.
CCSS.ELA-Literacy.RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or
technical text, verifying the data when possible and corroborating or challenging conclusions with other
sources of information.
CCSS.ELA-Literacy.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments,
simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting
information when possible.
CCSS.ELA-Literacy.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical
texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex
concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate
terms.
CCSS.ELA-Literacy.WHST.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance
of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
logically sequences the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest.
19. Nuclear Energy – The Great Debate
Project Title: To Fission or Not To Fission?
Task 1 :
Research the pros and cons of nuclear energy (fission)
Focus on the following:
• What are the problems with Fission reactions
(Nuclear Power Plants, Nuclear Weapons) in our society?
Think about the environment and global politics.
• Why are people always so worried about Nuclear Power?
• Why are Americans in general, often so opposed to
Nuclear Power as an alternative energy source?
• What are the advantages of Nuclear Power (Fission)
• What are the disadvantages?
Task 2:
• Based on your research, decide which side you are on.
• Create a well developed, articulate argument and be prepared to defend your position.
• Your research and presentation notes will be handed in at the end of the debate.
Source: "Nuclear explosion at sea." Chemical Elements: From
Carbon to Krypton. Ed. Lawrence W. Baker and David E.
Newton. Detroit: UXL, 2006. Science in Context.
21. CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such
that listeners can follow the line of reasoning and the organization, development, and style
are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric.
CCSS.ELA-Literacy.RST.9-10.8 Assess the extent to which the reasoning and evidence in a
text support the author’s claim or a recommendation for solving a scientific or technical
problem.
CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative
tasks, demonstrating command of formal English when indicated or appropriate.
Common Core Standards:
Nuclear Energy Debate – To Fission or Not to Fission?
22. • Offer students choices within parameters.
– help them ‘own’ the project!
• Skills are interchangeable across content areas and are
necessary in all professions and work worlds.
• When teachers collaborate even informally, it trickles into the
classroom and kids benefit.
• Library skills (Information Literacy) is the pathway to being a well
educated person and able to communicate thoughts and ideas.
• STEM topics don’t always have to be a grind.
– they can be fun if we make it that way!
- Mary, Joy, and Michal
Some thoughts – why we do what we do…
23. QUESTIONS? PLEASE CONTACT US!
Dinah Ramirez
Product Training Specialist
dinah.ramirez@cengage.com
1-800-877-4253 ext# 8047
-- OR –
Your Gale Representative
1-800-877-4253
Visit www.gale.cengage.com for more info
on our products, training
services, customer support tools, and
more!