Art of a Medical Research (Art of making an Original Research Article)Prof. Dr. Hironmoy Roy
This describes the path from conceive to birth of a medical research paper, describes how an author can plan the entire way of making an original research article.
Art of a Medical Research (Art of making an Original Research Article)Prof. Dr. Hironmoy Roy
This describes the path from conceive to birth of a medical research paper, describes how an author can plan the entire way of making an original research article.
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
This insightful slide show is from the Counsellors' Workshop conducted by Dr. Zeenath Reza Khan at the University of Wollongong in Dubai for School Counsellors, that provides helpful overview of academic writing and integrity
Group Discussion is a modern method of assessing students personality
Group Discussion is a process where exchange of ideas and opinions take place
A topic is discussed by a group.
Discussions, at their best, challenge students to develop critical thinking skills: to weigh evidence, test propositions, and reach their own conclusions. While being knowledgeable about the topic under discussion is important for leading meaningful discussions, creating an environment in which students feel comfortable engaging with ideas is even more so.
Keys to Conflict Resolution (Primer & 5 Lessons)
Lesson 1: Active Listening
Lesson 2: Seven Steps for Managing Emotions, Especially ANGER
Lesson 3: Teach Escalation and De-escalation of Conflict
Lesson 4: Teach Conflict Styles and Collaborative Problem Solving
Lesson 5: Teach the Differences between Aggression, Assertion, and Passive Behavior
Presentation used for literacy across the curriculum training September 2014. Created by Lindsay Maughan, Intervention Lead at The Aacdemy at Shotton Hall.
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
This insightful slide show is from the Counsellors' Workshop conducted by Dr. Zeenath Reza Khan at the University of Wollongong in Dubai for School Counsellors, that provides helpful overview of academic writing and integrity
Group Discussion is a modern method of assessing students personality
Group Discussion is a process where exchange of ideas and opinions take place
A topic is discussed by a group.
Discussions, at their best, challenge students to develop critical thinking skills: to weigh evidence, test propositions, and reach their own conclusions. While being knowledgeable about the topic under discussion is important for leading meaningful discussions, creating an environment in which students feel comfortable engaging with ideas is even more so.
Keys to Conflict Resolution (Primer & 5 Lessons)
Lesson 1: Active Listening
Lesson 2: Seven Steps for Managing Emotions, Especially ANGER
Lesson 3: Teach Escalation and De-escalation of Conflict
Lesson 4: Teach Conflict Styles and Collaborative Problem Solving
Lesson 5: Teach the Differences between Aggression, Assertion, and Passive Behavior
Presentation used for literacy across the curriculum training September 2014. Created by Lindsay Maughan, Intervention Lead at The Aacdemy at Shotton Hall.
Faith Ward - Differentiation: Supporting All Learners in the School LibraryFaith Ward
Teacher Librarians fulfill many functions in our schools but their
main role is assisting students on the road to learning. As the
scope of student needs continues to broaden, how can Teacher Librarians build inclusive collections and support all students in research and independent reading quests? This presentation will help you gain a better understanding of differentiation in the library classroom and how to assemble resources that are challenging and accessible to a range of student abilities.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
Teaching Techniques for Immediate Impactcatapultlearn
The Common Core State Standards for ELA and Math call teachers to revisit their skills in crafting challenging, thought-provoking questions and leading rich, rigorous small-group and whole-class conversations.
repeat session from Oct 2010, but with more emphasis this time on AFL grand events - using whole class performance-based reading assessments to set specific instructional goals
Interventions for struggling Writers New Summer 2014Lisa Shaw
Ideas for handwriting, planning and assessing for interventions, progress monitoring writing, idea development, organization, SRSD, conventions, writing process, sentence frames
This training presented on July 14, 2014 at CKEC. Strategies for teaching the five essential components of reading identified by the National Reading Panel. Focus on Multisensory Instruction
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
2. Photo by SanFranAnnie - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/74551611@N00 Created with Haiku Deck
4. Have a process for planning writing instruction.
3. PGES Connections
•Domain 1d Demonstrating knowledge of content and
resources
•Domain 3c Engaging students in the learning
5. “Writing helps students get more actively engaged in
subject matter, understand information and concepts
more deeply, make connections and raise questions more
fluently, remember ideas longer, and apply learning in
new situations” (Daniels, Zemelman & Steineke, 2007).
9. Three Types of Writing
All three types of writing are important to student
learning. Understand that it is important to include all
three types. What are the major differences?
Three Types of
Writing
Writing to
Learn
Writing to
Demonstrate
Learning
Writing for
Publication
10. Writing to Learn
• Instructional tool to promote learning
• Informal, single draft, brief
• The goal is to deepen the student’s understanding of
the subject studied
• Application, Extension and reflection
• Emphasizes student thinking not composition
• Different forms
11. Writing to Demonstrate Learning
• Assessment of student learning or ability to complete
a task
• Focus on content knowledge or application of
learning
• Response to a prompt or assignment
• Teacher is the audience
• Not suitable for publication
• Graded according to rubric or
scoring guide
12. Writing for Publication
• Written for specific audience in real
world form
• Authentic purpose
• Student ownership
• Taken through the writing process
• Well developed ideas that reflect
student thinking, understanding of
content
15. With your Grade Level Partners Have a KCAS
Connection Conversation
• Look at Standards 6-8
• Highlight changes from grades
K-5
• What connections do you see
between these standards?
Could you bundle them with
other standards?
• Where do the different types of
writing connect?
16. Too much content, not enough time
Cannot view
knowledge and
skills contained
in standards as
discrete and
disconnected.
17. Bundle and Plan using UBD
•W.1
•W.7
•W.8
•RI.2
•RI.9
•SL.3 *SL.1
18. Understanding Defined
•Being able to apply knowledge and skills in diverse
situations.
•Use this knowledge and skills flexibly and
effectively
19. Content mastery is the means not the end.
Understanding
Processes and
skills in
practice
Content
Mastery
20. The desired result for the student is to
understand that……………
•What content do students need to know.
•What skills do students need to have
•If they know and do these things, what
would we them to understand?
21. The desired result for the student is to
understand that……………
•Some sources are more credible than
others.
•In order to have an informed opinion or
make an informed decision, I should
research multiple sources of information.
22. Then you need evidence of the students
ability to……….
•Use multiple sources
•Locate key details in a text
•Support an opinion with details
•Compare and contrast sources and information
23. Then tasks need to include things like
•Annotation
•Reading more than one text on same topic
•RAFT writing
•LDCWriting
•Exit slips marking key details
•Venn diagram comparing and contrasting two text on
same topic
•Writing an opinion piece
24. How could you use this with different content areas?
Planning for Writing Instruction
27. MentorTexts
•Short pieces work best
•Use the text numerous times for different
purposes
•TeachingWriter’s Craft not the book
28. Writing Standard 1
•Write arguments to support claims in an
analysis of substantive topics or texts,
using valid reasoning and relevant and
sufficient evidence.
29. 1. What do you
think?
Opinion
2. Why do you think
so?
Reasons
3. How do you know
it?
Evidence
Stating
opinions Supporting
with evidence
Supporting
with textual
evidence
30. voting
• Which is Better?
• _______________-is better because ____________________
31. Sentence Frames
•“Providing students with the beginning of an academic
response is a very effective tool for increasing the quality
and quantity of student participation. Sentence starters
serve to both focus attention on critical content as well
as provide students with the language support needed to
engage in academic discussions.”
•Kevin Feldman & Kate Kinsella
34. Things I want to Change
Changes Support/So What?
•More recess Increased exercise, less fidgety
in class
Fresh Air, think more clearly,
concentrate
Get my own room
Get my ears pierced
Stay up later
No more uniforms
Counterclaim
For and
against
42. To squish or not to squish!
Who has the best support for their opinion?
Boy Ant
Opinion
*Supporting Details
Opinion
*Supporting Details
HO
43. What are the facts?
Nonfiction books:
• AreYou an Ant? by Judy Allen
• Time For Kids: Ants!
• The Life andTimes of the
Ant by Charles Micucci
• Inside an Ant Colony by Allan Fowler
• National Geographic Readers:Ants
by Melissa Stewart
http://www.collier.k12.fl.us/weblessons/webquest/heylittleant/index.htm
47. Writing Anchor Std. 2
•Write
informative/explanatory
texts to examine and
convey complex ideas
and information clearly
and accurately through
the effective selection,
organization, and
analysis of content.
48. No More Boring Animal Reports!
BooksThat Make meWonder
Steve Jenkins
49. What are you wondering?
•Start with what you
don’t know.
•What questions do you
have?
•Let questions drive the
research.
59. Writing Anchor Std. 3
•Write narratives to
develop real or imagined
experiences or events
using effective technique,
well-chosen details, and
well-structured
sequences.
68. Skills Students Need
• Qualities and Expectations of GoodWriters
• Organization
• Understand the genre
• Writing good leads/ topic sentences/ opening paragraphs
• Idea Development
• Use examples and descriptive details to support their ideas
• SoWhat?
• Word Choice and Sentence Fluency
• Effective use of transitions
• Sentence Fluency
78. Sentence Combining
a Research-Based Practice
•Constructing more complex and sophisticated sentences
through exercises where two or more short, kernel
sentences are combined into a single sentence using:
• Placement of adjectives or adverbs
•Inserting Propositional phrases
•Using “connectors” (e.g., but, because, so…)
•Using a series
Example:
The noodle was soft.
The noodle was on my plate
79. Sentence Combining
• The car stopped.
• The car ran out of gas.
The car stopped because it ran out of gas.
• My mom can run fast.
• My dad can run fast.
80. TryThis One
•The noodles were long.
•The noodles were skinny.
•The noodles fell on the floor.
•The noodles cracked into pieces.
•The dinner was ruined.
88. Quick Write
The most important thing about writing is______.
It_____________________________.
It is _____________________ and ___________.
But the most important thing about writing
is_______________________________.