1. This document provides a course description for an advanced English language course called "Earth Matters" that focuses on environmental issues and developing students' understanding of humanity's impact on the environment.
2. The course aims to improve students' academic skills like note-taking, presentations, and synthesizing information from various sources. Students will participate in lectures, readings, field trips, and projects on sustainability.
3. Assessment will include quizzes, tests, presentations, and other assignments where students must demonstrate comprehension of course materials and the ability to discuss and write about environmental topics.
Developing students’ advanced scientific thinking skills through effective in...Kirsten Zimbardi
Poster presented at the International Union of Physiological Societies' Quadrennial Conference 2013 (Birmingham, UK).
Abstract:
Calls for reform in science education (1) and physiology education in particular (5), have long argued for an emphasis on the development of key scientific thinking skills to prepare students for the complex, novel problems they will face in the 21st Century workplace. In Australia, these skills have been formalised as a set of national academic standards for scientific thinking (4). Inquiry-based curricula have been shown to facilitate the development of key scientific thinking skills such as experimental design and data interpretation (6). Currently, there is a lack of empirical evidence detailing what students actually do in inquiry-based classes and which aspects of the curricula implementation shape their actions and learning. We have developed a vertically-integrated set of inquiry-based practical curricula for large cohorts (500-900 students) of first and second year physiology students (2). Our findings over three semesters (3, 7) demonstrate that this curricula design facilitates the development of students’ skills in scientific thinking and communication. Video recordings of a 22 students participating in inquiry classes were analysed to determine how students engage with the curricula and discuss their scientific ideas. Students also annotated these videos of themselves to highlight instances of scientific thinking, and described the development of their critical thinking skills in relation to the Australian national academic standards for scientific thinking (4) in interviews. The majority of the scientific thinking events occured during development of the hypotheses and experimental plans, and during analysis and interpretation of the experimental data. In contrast, students rarely demonstrated scientific thinking during the execution of the experiments and collection of the data – an omission that several students lamented in interviews when they later realised inconsistencies in the data that might have been addressed with more timely critical evaluation of the data.
References
1. Bybee RW, and Fuchs B. Journal of Research in Science Teaching 43: 349-352, 2006.
2. Farrand K, Kibedi J, Colthorpe K, Good J, and Lluka L. Third National Attributes Graduate Project Symposia. Griffith University, Queensland, Australia: 2009.
3. Farrand-Zimbardi K, Colthorpe K, Good J, and Lluka L. International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. Liverpool, UK: 2010.
4. Jones S, Yates B, and Kelder J. Learning and Teaching Academic Standards (LTAS) Project Final Report for the Second-Intake Discipline Groups, 2011.
5. Michael J. Advances in Physiology Education 30: 159-167, 2006.
6. Myers MJ, and Burgess AB. Advances in Physiology Education 27: 26-33, 2003.
7. Zimbardi K, Bugarcic A, Colthorpe K, Good JP, and Lluka LJ. Advances in Physiology Education 2013; 37 (4): 303-15.
It shows students at STEM Schools in Egypt the system of STEM and how the curriculum is planned. It talks about integration, assessment, learning outcomes and themes.
Environmental Studies Assignment Help: Nurturing a Sustainable FutureAssignmentSanta
Environmental studies assignments play a vital role in shaping environmentally-conscious leaders. English proficiency is crucial for success, but students facing language barriers can benefit from professional assignment writing services.
A unit of work for Year 7, embedded with class blogging, with a focus on the cross curriculum priority of sustainability, and the concept of contextualisation.
The Photosynthesis is energetic processes where light photons from the sun generate in photosynthetic organisms and the student will understand and comprehend the importance of both the light and dark reactions of photosynthetic organisms for the energetic balance in all ecosystems.
Poster presentation of a CSU Long Beach course redesign project leveraging technology for a "flipped class" approach. Presented in May 2014 at the CSU Board of Trustees meeting.
Developing students’ advanced scientific thinking skills through effective in...Kirsten Zimbardi
Poster presented at the International Union of Physiological Societies' Quadrennial Conference 2013 (Birmingham, UK).
Abstract:
Calls for reform in science education (1) and physiology education in particular (5), have long argued for an emphasis on the development of key scientific thinking skills to prepare students for the complex, novel problems they will face in the 21st Century workplace. In Australia, these skills have been formalised as a set of national academic standards for scientific thinking (4). Inquiry-based curricula have been shown to facilitate the development of key scientific thinking skills such as experimental design and data interpretation (6). Currently, there is a lack of empirical evidence detailing what students actually do in inquiry-based classes and which aspects of the curricula implementation shape their actions and learning. We have developed a vertically-integrated set of inquiry-based practical curricula for large cohorts (500-900 students) of first and second year physiology students (2). Our findings over three semesters (3, 7) demonstrate that this curricula design facilitates the development of students’ skills in scientific thinking and communication. Video recordings of a 22 students participating in inquiry classes were analysed to determine how students engage with the curricula and discuss their scientific ideas. Students also annotated these videos of themselves to highlight instances of scientific thinking, and described the development of their critical thinking skills in relation to the Australian national academic standards for scientific thinking (4) in interviews. The majority of the scientific thinking events occured during development of the hypotheses and experimental plans, and during analysis and interpretation of the experimental data. In contrast, students rarely demonstrated scientific thinking during the execution of the experiments and collection of the data – an omission that several students lamented in interviews when they later realised inconsistencies in the data that might have been addressed with more timely critical evaluation of the data.
References
1. Bybee RW, and Fuchs B. Journal of Research in Science Teaching 43: 349-352, 2006.
2. Farrand K, Kibedi J, Colthorpe K, Good J, and Lluka L. Third National Attributes Graduate Project Symposia. Griffith University, Queensland, Australia: 2009.
3. Farrand-Zimbardi K, Colthorpe K, Good J, and Lluka L. International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. Liverpool, UK: 2010.
4. Jones S, Yates B, and Kelder J. Learning and Teaching Academic Standards (LTAS) Project Final Report for the Second-Intake Discipline Groups, 2011.
5. Michael J. Advances in Physiology Education 30: 159-167, 2006.
6. Myers MJ, and Burgess AB. Advances in Physiology Education 27: 26-33, 2003.
7. Zimbardi K, Bugarcic A, Colthorpe K, Good JP, and Lluka LJ. Advances in Physiology Education 2013; 37 (4): 303-15.
It shows students at STEM Schools in Egypt the system of STEM and how the curriculum is planned. It talks about integration, assessment, learning outcomes and themes.
Environmental Studies Assignment Help: Nurturing a Sustainable FutureAssignmentSanta
Environmental studies assignments play a vital role in shaping environmentally-conscious leaders. English proficiency is crucial for success, but students facing language barriers can benefit from professional assignment writing services.
A unit of work for Year 7, embedded with class blogging, with a focus on the cross curriculum priority of sustainability, and the concept of contextualisation.
The Photosynthesis is energetic processes where light photons from the sun generate in photosynthetic organisms and the student will understand and comprehend the importance of both the light and dark reactions of photosynthetic organisms for the energetic balance in all ecosystems.
Poster presentation of a CSU Long Beach course redesign project leveraging technology for a "flipped class" approach. Presented in May 2014 at the CSU Board of Trustees meeting.
3. PowerPoint of Campus Gardens: Urban gardening, gardening in all four seasons, opportunities to volunteer at the garden
4. Tour of Architecture Building on U of U Campus—the first Net Zero Remodel project in the United States
5.
6. Letter to the Office of Sustainability (guest speaker Ashley Patterson, LEED-AP, Outreach and Education Coordinator came to class and responded to the suggestions the students presented in their letters concerning sustainable practices in the Annex Building—The ELI classroom building)
9. Presentation on the problems in their home countries and the solutions that the governments are experimenting with or solutions that the student has come up with
![Wendy Coyle and Amy Delis<br />English Language Institute, University of Utah<br />woods1996@yahoo.com, adelis@aoce.utah.edu <br />Greening the L2 Classroom<br />Course Description<br />Earth Matters focuses on the interaction of humans with the environment. It is designed to raise awareness of environmental issues. It helps students generate a basic understanding of the environment and its problems, and the impact of humans on nature. It develops students’ abilities to address environmental problems and evaluate proposed solutions, and gives students opportunities to solve problems. <br />This is an advanced content-based course in which students gain linguistic and academic skills that will help them succeed in an American university classroom. Students will practice listening and note-taking skills, as well as participate in academic projects and presentations. They are evaluated on their ability to synthesize material from lectures, videos, field trips, and readings, and display understanding through written assignments, projects and tests. This course will help fulfill the Bridge Course requirement.<br />Objectives ELI 950 <br />In order to successfully complete this course, students must meet all of the following objectives at a 77% or higher level of mastery:<br />1. show their comprehension of authentic, college-level texts by producing accurate written and oral summaries, correctly answering questions on quizzes and in class<br />2. use content information to participate actively and accurately in class discussions and activities related to the content<br />3. show their comprehension of lectures designed for native speakers by accurately taking notes and writing summaries, as well as correctly answering questions on quizzes and in class<br />4. accurately synthesize the information from lectures, readings, and in- and out-of-class activities in extended writing, presentations, projects, and short answer form on tests<br />5. effectively and efficiently perform reading strategies of skimming and scanning to correctly answer comprehension questions about main topics and details with time limitations<br />6. demonstrate the skills of being an active listener by identifying main ideas and major supporting ideas in lectures<br />7. Students will complete all coursework (homework, in-class assignments, quizzes, and tests)<br />Fieldtrips and Guest Speakers: <br />,[object Object]](https://image.slidesharecdn.com/handoutforgreeningthel2classroom-110316110915-phpapp01/85/Handout-for-greening-the-l2-classroom-1-320.jpg)
