Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
The lesson plan for an activity to organize research resources for an APA literature review for middle schoolers
Here's the set:
http://www.slideshare.net/samlandfried/9th-grade-may-11-lit-review-activity
http://www.slideshare.net/samlandfried/9th-grade-may-11-lesson-plan
http://www.slideshare.net/samlandfried/9th-grade-april-20-literature-review
http://www.slideshare.net/samlandfried/9th-grade-april-20-lit-review-handout
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
The lesson plan for an activity to organize research resources for an APA literature review for middle schoolers
Here's the set:
http://www.slideshare.net/samlandfried/9th-grade-may-11-lit-review-activity
http://www.slideshare.net/samlandfried/9th-grade-may-11-lesson-plan
http://www.slideshare.net/samlandfried/9th-grade-april-20-literature-review
http://www.slideshare.net/samlandfried/9th-grade-april-20-lit-review-handout
This slide is part of MOOC - Mini open online Course for educators interested in applying Scientific Dilemmas in the classroom. URL: http://engage.exactls.comUk2015a engage discussion
Curated by Dr. Anne Carlile, Senior Lecturer in Educational Studies at Goldsmiths, University of London. In this resource Anne presents a series of suggested formative assessment and feedback activities drawn from a range of tutors across departments at Goldsmiths, University of London, as part of the activities of the Assessment and Feedback Working Group.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2. Issues/Values Continuum Purpose: to allow students to explore their own opinions about a certain topic or issue Opportunity to explore the diversity of perspectives in the classroom Can be used in a wide variety of classrooms, subject areas, and audiences
3. Issues/Values Continuum 1. Select an issue that students have an opinion or perspective about 2. draw a continuum on the board, marking the end points with extreme and opposite sides of the issue Label points along the continuum, such as “strongly agree,” “agree,” “disagree,” and “strongly disagree” 3. Explain labels and markings to students
4. Issues/Values Continuum 4. Allow students to signify what they think about the issue by letting them physically place their name on the continuum at the point which most accurately reflects their belief Sticky notes with students’ names are useful
5. Issues/Values Continuum 5. Have students who occupy various places along the continuum explain their perspectives and reasoning Allow students to change their minds on the issue and move their name to another spot on the continuum 6. Follow up with in-depth research on the topic, and again allow students to alter their opinions on the continuum
6. Taking A Stand Purpose: discuss and deliberate on public policy issues through the use of persuasion and problem solving Can be used with a variety of audiences, but works best with a large classroom
7. Taking A Stand Description: Five key steps step 1: present an overview of the issue and opposing side to the class (include examples and relevant details) phrase issue as a question requiring choice/action on part of the students present issue using point/counterpoint format – take student questions etc. step 2: Divide class in half: assign all students a viewpoint (one side of the issue – regardless of their own personal opinion) and have them pair up in their group and share the most important/compelling points on their side of the issue. Select students from each side to share/tell the class these compelling points. 1. Teacher presents main issue or controversy 2. Each student is randomly assigned a role to play in the group discussion and must fulfill that role without regard to the student’s own personal views on the issue Half of the class will be making points for the issue, and the other half will be making counterpoints
8. Taking A Stand Description: (cont.) step 3: Encourage students to “go with their own beliefs” Students are allowed to switch sides (move) based on their own opinion – they may go to supporting side, counterpoint side and or middle location in room that represents undecided. After they move have them consider why they did and have them explain reasoning for the move to someone in the same location. Students can continue to move based on these discussions Tip: Teachers should monitor the class and ensure that students remain focused on the issue and its solution
9. Taking A Stand Description: (continued) step 4: Encourage interactions and descriptions: Ask 3-4 students on the point side of room to explain strongest argument for standing on that side. After each explanation allow counterpoint students to respond to comments they heard. Allow both sides to present their key arguments then when no new info/ideas are added focus on helping students to answer “What is a solution to this problem/issue” Have each consider pros and cons and have each location/group develop a solution before the class tries to unite these various ideas into one solution to reach some consensus. . 4. After both sides have presented, students can now choose which side of the issue they want to argue for, based on their own beliefs Choose between agree, disagree, and neutral 5. Students pair up and explain the reasoning behind their belief
10. Taking A Stand step 5: Dialogical Reasoning Paper: Students write a four paragraph essay about an approved policy/stance of the same or a different issue following the format of the activity Follow-up: Students write a 4 paragraph paper describing what they learned Paragraph 1: state the issue Paragraph 2: describe the point Paragraph 3: describe the counterpoint Paragraph 4: present and explain the solution
11. Literature Circle Purpose: engages students in critical thinking and reflection to gain a deeper understanding of a text Allows for student oriented discussions and focuses on finding new insights into a text
12. Literature Circle 1. Teacher randomly assign students to small groups of 5-7 students. 2. Students read assigned text. 3. Students meet in groups and discuss what they have read. Include questions, comments, and insights.
13. Literature Circle Each student has a role to perform in the group Summarizer: summarizes the main ideas of the text (Summarizes text, main ideas, key issues, plot points etc –keeps everyone on the same page with a consolidated summary) Discussion Director: guides the conversation of the group and keeps the discussion focused on the task. Also cues the illustrator to show/explain image.
14. Literature Circle Connecter: connects the text with real world experiences, prior knowledge, and other texts, etc. Literary Luminary: picks out engaging quotes from the text that stand out or have special meaning. Uses these quotes to engage students in deeper discussions/reflections on the lesson or text. Vocabulary Enricher: selects words from the text that are important and have meaning. Creates a list of words to be defined or understood by the group.
15. Literature Circle Travel Tracer: helps the group keep track of the story and what is going on. Balances plot and changes in location or themes. Illustrator: creates or finds an illustration that visually portrays the main concepts found in the text. Explains the image to the group.