The document discusses the author's statement of informed beliefs about teaching diverse students. It covers 5 main sections: 1) the author believes all students can learn given the right instruction tailored to their needs, 2) teachers must maintain high expectations for all students, 3) a student's learning is influenced by their social environment outside of school, 4) cultural diversity in the classroom should be understood and incorporated into lessons, and 5) the curriculum will need to be adapted based on the specific class to meet all students' needs. The author aims to get to know each student individually and support their learning through differentiated instruction and collaboration with families and communities.
The teacher communicates high standards and expectations throughout instruction by clearly outlining learning objectives, building on prior knowledge, using engaging instructional strategies, providing regular feedback, and accurately evaluating student learning. Examples are provided of introducing lessons, using a balanced approach including group work, giving feedback on essays, and tracking student progress in Power Teacher.
This document provides an assignment guide and schedule for a spring 2012 course. It includes the following key information:
- Assignment due dates for chapter essays, quizzes, and special projects like a behavior analytic autobiography and self-management plan draft.
- Important reminder dates for adding/dropping classes, withdrawals, and refund deadlines.
- Dates for special lectures, guest speakers, and presentations related to practicum experiences and self-management projects.
- Weekly reading assignments from the procrastination manual and work-text, along with related chapter objectives and homework examples to be presented.
This document provides guidance for teaching the Common Core Georgia Performance Standards for fourth grade reading literary texts. It outlines key skills, concepts, strategies, tasks, and vocabulary for teachers to focus on in helping students comprehend stories, poems, and drama. Specific standards are addressed, such as determining theme, describing characters, and comparing point of view. Sample instructional activities are described that integrate multiple standards. The goal is for students to understand, analyze, and connect to different types of literary texts.
This lesson plan is for a Year 3 English language class. It involves teaching grammar concepts like conjunctions through classroom activities and exercises from their activity book. Students will practice using conjunctions like "and", "or", and "but" to fill in blanks and match sentences. They will also work in groups constructing simple sentences using a given stimulus and presenting their sentences to the class. The goal is for students to better understand how to use conjunctions and practice reading, writing, and speaking skills related to grammar.
The document provides details for a lesson plan on cultural awareness that introduces students to different countries and cultures. The plan aims to teach students about the verb "to be" while having them discuss cultural differences and norms in small groups. A variety of activities are outlined to engage students in learning about other places and reflecting on their own cultural experiences.
This document provides instructions for a lesson plan using the song "Waltzing Matilda" as the basis for teaching English literacy skills to ESL students. The lesson consists of 8 tasks that require students to listen to, read, analyze and summarize the song. Tasks include writing a biography of the song's author, explaining the verses, retelling the story, defining words, analyzing verbs and their tenses, and writing a letter. The document outlines the process for students to complete the tasks in pairs or individually and submit word-processed responses for evaluation based on criteria including level of detail, accuracy and effort. The goal is for students to improve reading, writing, listening and speaking abilities using a variety of text genres and literacy skills.
This document provides guidance for teachers on teaching the Common Core Georgia Performance Standards for 5th grade reading literary texts. It outlines skills, concepts, strategies and tasks for each standard, along with recommended vocabulary. For standard 1, having students quote accurately from texts when explaining or drawing inferences is emphasized. Standard 2 focuses on determining theme and summarizing. Standard 3 compares and contrasts characters, settings or events. The remaining standards address determining word meanings, explaining a text's overall structure, describing a narrator's point of view, and analyzing how visual/multimedia elements contribute to meaning or beauty. Sample tasks and strategies for integrating the standards into instruction are also provided.
This secondary school lesson plan aims to teach students how to write a guided essay in 80 minutes. Students will be divided into groups to write paragraphs based on pictures with guided keywords. They will then link the paragraphs together into a full essay with guidance on using sentence connectors. At the end, students will predict how a story might end by writing their own version. The lesson focuses on developing students' writing, reading, speaking and listening skills through group work and class discussions.
The teacher communicates high standards and expectations throughout instruction by clearly outlining learning objectives, building on prior knowledge, using engaging instructional strategies, providing regular feedback, and accurately evaluating student learning. Examples are provided of introducing lessons, using a balanced approach including group work, giving feedback on essays, and tracking student progress in Power Teacher.
This document provides an assignment guide and schedule for a spring 2012 course. It includes the following key information:
- Assignment due dates for chapter essays, quizzes, and special projects like a behavior analytic autobiography and self-management plan draft.
- Important reminder dates for adding/dropping classes, withdrawals, and refund deadlines.
- Dates for special lectures, guest speakers, and presentations related to practicum experiences and self-management projects.
- Weekly reading assignments from the procrastination manual and work-text, along with related chapter objectives and homework examples to be presented.
This document provides guidance for teaching the Common Core Georgia Performance Standards for fourth grade reading literary texts. It outlines key skills, concepts, strategies, tasks, and vocabulary for teachers to focus on in helping students comprehend stories, poems, and drama. Specific standards are addressed, such as determining theme, describing characters, and comparing point of view. Sample instructional activities are described that integrate multiple standards. The goal is for students to understand, analyze, and connect to different types of literary texts.
This lesson plan is for a Year 3 English language class. It involves teaching grammar concepts like conjunctions through classroom activities and exercises from their activity book. Students will practice using conjunctions like "and", "or", and "but" to fill in blanks and match sentences. They will also work in groups constructing simple sentences using a given stimulus and presenting their sentences to the class. The goal is for students to better understand how to use conjunctions and practice reading, writing, and speaking skills related to grammar.
The document provides details for a lesson plan on cultural awareness that introduces students to different countries and cultures. The plan aims to teach students about the verb "to be" while having them discuss cultural differences and norms in small groups. A variety of activities are outlined to engage students in learning about other places and reflecting on their own cultural experiences.
This document provides instructions for a lesson plan using the song "Waltzing Matilda" as the basis for teaching English literacy skills to ESL students. The lesson consists of 8 tasks that require students to listen to, read, analyze and summarize the song. Tasks include writing a biography of the song's author, explaining the verses, retelling the story, defining words, analyzing verbs and their tenses, and writing a letter. The document outlines the process for students to complete the tasks in pairs or individually and submit word-processed responses for evaluation based on criteria including level of detail, accuracy and effort. The goal is for students to improve reading, writing, listening and speaking abilities using a variety of text genres and literacy skills.
This document provides guidance for teachers on teaching the Common Core Georgia Performance Standards for 5th grade reading literary texts. It outlines skills, concepts, strategies and tasks for each standard, along with recommended vocabulary. For standard 1, having students quote accurately from texts when explaining or drawing inferences is emphasized. Standard 2 focuses on determining theme and summarizing. Standard 3 compares and contrasts characters, settings or events. The remaining standards address determining word meanings, explaining a text's overall structure, describing a narrator's point of view, and analyzing how visual/multimedia elements contribute to meaning or beauty. Sample tasks and strategies for integrating the standards into instruction are also provided.
This secondary school lesson plan aims to teach students how to write a guided essay in 80 minutes. Students will be divided into groups to write paragraphs based on pictures with guided keywords. They will then link the paragraphs together into a full essay with guidance on using sentence connectors. At the end, students will predict how a story might end by writing their own version. The lesson focuses on developing students' writing, reading, speaking and listening skills through group work and class discussions.
The document summarizes various activities experienced in the Bahamas, including a horse riding tour along trails and beaches with discussion of island history, an open ocean shark dive where a dive master in chainmail fed sharks, and an open water dolphin dive allowing interaction and skills like spins and kisses. It also describes attending a coconut festival with local food, music, and beach dancing, as well as Port Lucia shopping, drinks, and braids.
This document provides information about the EDUC 290 Elementary Education: Exit Seminar course offered in spring 2012. The course is designed as the capstone course for the Teacher Education Program, where students will complete an e-portfolio and be introduced to representatives from teacher education programs at Idaho institutions. The course is online and asynchronous, running from January to May 2012. Upon completing the course, students should be able to meet the requirements to exit CWI's Teacher Education Program. Requirements include completing general education requirements and demonstrating a proficient teaching e-portfolio. The course is graded and students must complete all assignments to pass.
This document provides information about a Reading 12 course offered at Treasure Valley Community College in fall 2011. The 3-credit course emphasizes developing reading skills needed for college-level textbooks, including vocabulary, identifying main ideas, critical thinking techniques, and study strategies. Required textbooks and supplies include two books on reading skills and vocabulary as well as class supplies. Instruction will involve lectures, discussions, and hands-on assignments. The course objectives are to equip students with study skills, develop vocabulary skills, and improve comprehension. Student performance will be assessed through various assignments, quizzes, exams, and class participation. The policies outline attendance, late work, plagiarism, and classroom expectations.
This 3 sentence summary provides the key details about the college course "College Study Methods - Online":
The course is designed to help students develop effective study techniques for college through online lessons, assignments, exams and a final project. Students will learn organized study methods, note-taking, reading comprehension, time management, and research skills. Assessment includes discussion posts, homework, quizzes, a midterm, final exam, and final project.
This document provides information about an Elementary Education course titled "Families, Communities & Culture". The 3-credit, 16-week online course examines interactions between schools, families, communities and diverse cultures. Students are required to complete 10 hours of classroom observations and assignments include exams, essays and presentations. The course aims to help students understand systems theory, leadership styles, and the social context of learning.
Whole language is an approach to literacy instruction that emphasizes learning to read and write by immersing students in a print-rich environment. In contrast, phonics instruction teaches students the relationships between written letters and sounds in an explicit manner through decoding practice and application. Educators debate which approach is most effective, with arguments made for balanced instruction that incorporates elements of both whole language and phonics.
This document is a statement of informed beliefs by a teacher discussing their philosophy of education. It covers several key topics: recognizing that students learn differently and it is the teacher's responsibility to meet their needs; having high expectations for all students regardless of background; understanding how family and social factors influence learning; promoting socialization and community involvement; addressing the needs of diverse ethnic and cultural backgrounds; using various methods of planning, assessment, and adjusting curriculum to accommodate different learning styles and needs. The overall message is the importance of treating each student as an individual, modifying one's teaching approach, and connecting learning to the wider social context to help all students succeed.
The document is an introduction letter from a CWI instructor for a student enrolled in an education course, requesting that a K-12 teacher allow the student to observe their classroom for 10 hours to meet the course requirements and gain experience observing classroom interactions and the socialization of children. The letter provides the student's name, course details, and asks the teacher to sign a verification form once the 10 observation hours are completed.
The lesson plan discusses the teacher's role as a socializing agent on students and the bi-directional relationship between teachers and students. Students will identify teacher characteristics that foster learning, discuss how teacher expectations impact student achievement and behavior, and understand how student characteristics influence teacher interaction. The lesson involves students describing best and worst teachers and the type of students and class for different teaching styles through a group activity and discussion.
This document outlines an educator's statement of informed beliefs. It discusses that teachers must believe all students can learn, though in different ways and styles. It emphasizes using a variety of teaching methods to engage different learners. The document also stresses the importance of understanding students' backgrounds and social contexts, including their families and cultures. Teachers are advised to set high expectations and challenge all students, while respecting students' diverse experiences and needs.
This document provides information about an Elementary Education course titled Foundations of Education (EDU 201) being taught in spring 2012. It outlines the course description, schedule, focus, objectives, required textbook, assignments, grading policy, and other policies. The course introduces social, philosophical, and historical perspectives in education and examines teaching as a field and profession. It is taught in traditional, hybrid, and online formats from January 17 to May 10, 2012.
The document provides instructions for students to complete assignments in myitlab that are graded using Grader. It outlines a 3 step process: 1) download the instructions and starter files, 2) complete the assignment using the starter files in Office software, and 3) upload the completed file to submit for grading. It describes how students can view their graded submissions and reports that provide details on their performance.
The document discusses key concepts related to families including family characteristics, interactions, functions, life cycles, and socioeconomic status (SES). It defines family functions as the seven interrelated activities of affection, self-esteem, economics, daily care, socialization, recreation, and education. The document also examines bullying in schools and the rise of cyber-bullying among teenagers.
This document is an autobiographical essay written by Joe Smith for an education foundations course. It discusses his educational background and what inspired him to become a teacher. It details that he attended elementary, junior high, and high school in Twin Falls, Idaho, graduating in 2004. He is currently studying elementary education at the College of Southern Idaho and plans to transfer to Idaho State University. Smith was inspired to teach by the teachers he had in elementary school, who taught respect and were reflective in their practice to continually improve. He hopes to incorporate these lessons and inspire his own students.
This document provides an overview of the topics that will be covered in Chapter 2 of the EDUC 201 course. It includes discussions around defining education and schooling, examining the culture of different schools, defining classroom culture, discussing effective school components, and the basic purposes of schools. Students will participate in group activities on school culture and purposes of schools. They are also assigned tasks to complete on Blackboard by Sunday and told to read Chapter 3 in preparation for the next class.
This document provides information about the CIS A101 - Computer Information Systems Applications course offered at the College of Western Idaho in the fall of 2011. The 3 credit course will be taught on Saturdays from 11:00 am - 12:40 pm and 2:00 pm - 3:40 pm in room 126 of the Aspen Classroom building. The course focuses on developing basic computer skills using Windows 7, Internet Explorer 8, Microsoft Word, Excel, and PowerPoint. Course objectives include understanding computer functionality, the internet, word processing, spreadsheets, and presentation software. Students will be assessed through tests in general computer technology, word processing, spreadsheets, and presentations.
The document provides instructions for students to complete assignments in myitlab that are graded using Grader. It outlines a 3 step process: 1) download instructions and files, 2) complete the assignment using the downloaded files in Office software, and 3) upload the completed file to submit for grading. Students can then view detailed feedback on their submission and scores.
The document contains sales data for MP3s and mobile services by category and year. It also includes budget data for an environmental club by quarter. The MP3 sales were highest in the West region and for the video category. Sales of standard mobile phones decreased from 2005 to 2008 while music phones increased. The environmental club spent the most on travel and the least on refreshments, with expenditures varying by quarter.
Thirteen hints for taking effective classroom notescarolbillingcwi
The document provides 13 hints for taking effective classroom notes. It advises students to keep a written record of lectures, sit where they can see and be seen by the teacher, do some advance reading to better understand lectures, and record notes systematically in a notebook with dated entries on one side of the page only. It also recommends using an outline format, being alert for signals about important information, writing down examples, details, and questions. Students are advised to review notes soon after class while the material is still clear in their mind.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
This document summarizes a staff development session on implementing school-wide literacy at North View Junior High. It defines school-wide literacy as all staff intentionally working to improve students' literacy skills to boost content learning. It identifies three literacy techniques for teachers to focus on: metacognition, content area vocabulary instruction, and writing to learn. Each technique is defined and examples are given of how teachers can incorporate them into their classrooms to enhance student learning.
The document describes three reading strategies:
1) "Quote and Comment" where students respond to quotes/images posted around the room before reading.
2) "Marking in Text" where students annotate as they read by writing questions, highlights, notes.
3) "Save the Last Word for Me" where students select quotes, write commentary, and discuss in class with the original student having the last word. Variations allow small group discussions.
The document summarizes various activities experienced in the Bahamas, including a horse riding tour along trails and beaches with discussion of island history, an open ocean shark dive where a dive master in chainmail fed sharks, and an open water dolphin dive allowing interaction and skills like spins and kisses. It also describes attending a coconut festival with local food, music, and beach dancing, as well as Port Lucia shopping, drinks, and braids.
This document provides information about the EDUC 290 Elementary Education: Exit Seminar course offered in spring 2012. The course is designed as the capstone course for the Teacher Education Program, where students will complete an e-portfolio and be introduced to representatives from teacher education programs at Idaho institutions. The course is online and asynchronous, running from January to May 2012. Upon completing the course, students should be able to meet the requirements to exit CWI's Teacher Education Program. Requirements include completing general education requirements and demonstrating a proficient teaching e-portfolio. The course is graded and students must complete all assignments to pass.
This document provides information about a Reading 12 course offered at Treasure Valley Community College in fall 2011. The 3-credit course emphasizes developing reading skills needed for college-level textbooks, including vocabulary, identifying main ideas, critical thinking techniques, and study strategies. Required textbooks and supplies include two books on reading skills and vocabulary as well as class supplies. Instruction will involve lectures, discussions, and hands-on assignments. The course objectives are to equip students with study skills, develop vocabulary skills, and improve comprehension. Student performance will be assessed through various assignments, quizzes, exams, and class participation. The policies outline attendance, late work, plagiarism, and classroom expectations.
This 3 sentence summary provides the key details about the college course "College Study Methods - Online":
The course is designed to help students develop effective study techniques for college through online lessons, assignments, exams and a final project. Students will learn organized study methods, note-taking, reading comprehension, time management, and research skills. Assessment includes discussion posts, homework, quizzes, a midterm, final exam, and final project.
This document provides information about an Elementary Education course titled "Families, Communities & Culture". The 3-credit, 16-week online course examines interactions between schools, families, communities and diverse cultures. Students are required to complete 10 hours of classroom observations and assignments include exams, essays and presentations. The course aims to help students understand systems theory, leadership styles, and the social context of learning.
Whole language is an approach to literacy instruction that emphasizes learning to read and write by immersing students in a print-rich environment. In contrast, phonics instruction teaches students the relationships between written letters and sounds in an explicit manner through decoding practice and application. Educators debate which approach is most effective, with arguments made for balanced instruction that incorporates elements of both whole language and phonics.
This document is a statement of informed beliefs by a teacher discussing their philosophy of education. It covers several key topics: recognizing that students learn differently and it is the teacher's responsibility to meet their needs; having high expectations for all students regardless of background; understanding how family and social factors influence learning; promoting socialization and community involvement; addressing the needs of diverse ethnic and cultural backgrounds; using various methods of planning, assessment, and adjusting curriculum to accommodate different learning styles and needs. The overall message is the importance of treating each student as an individual, modifying one's teaching approach, and connecting learning to the wider social context to help all students succeed.
The document is an introduction letter from a CWI instructor for a student enrolled in an education course, requesting that a K-12 teacher allow the student to observe their classroom for 10 hours to meet the course requirements and gain experience observing classroom interactions and the socialization of children. The letter provides the student's name, course details, and asks the teacher to sign a verification form once the 10 observation hours are completed.
The lesson plan discusses the teacher's role as a socializing agent on students and the bi-directional relationship between teachers and students. Students will identify teacher characteristics that foster learning, discuss how teacher expectations impact student achievement and behavior, and understand how student characteristics influence teacher interaction. The lesson involves students describing best and worst teachers and the type of students and class for different teaching styles through a group activity and discussion.
This document outlines an educator's statement of informed beliefs. It discusses that teachers must believe all students can learn, though in different ways and styles. It emphasizes using a variety of teaching methods to engage different learners. The document also stresses the importance of understanding students' backgrounds and social contexts, including their families and cultures. Teachers are advised to set high expectations and challenge all students, while respecting students' diverse experiences and needs.
This document provides information about an Elementary Education course titled Foundations of Education (EDU 201) being taught in spring 2012. It outlines the course description, schedule, focus, objectives, required textbook, assignments, grading policy, and other policies. The course introduces social, philosophical, and historical perspectives in education and examines teaching as a field and profession. It is taught in traditional, hybrid, and online formats from January 17 to May 10, 2012.
The document provides instructions for students to complete assignments in myitlab that are graded using Grader. It outlines a 3 step process: 1) download the instructions and starter files, 2) complete the assignment using the starter files in Office software, and 3) upload the completed file to submit for grading. It describes how students can view their graded submissions and reports that provide details on their performance.
The document discusses key concepts related to families including family characteristics, interactions, functions, life cycles, and socioeconomic status (SES). It defines family functions as the seven interrelated activities of affection, self-esteem, economics, daily care, socialization, recreation, and education. The document also examines bullying in schools and the rise of cyber-bullying among teenagers.
This document is an autobiographical essay written by Joe Smith for an education foundations course. It discusses his educational background and what inspired him to become a teacher. It details that he attended elementary, junior high, and high school in Twin Falls, Idaho, graduating in 2004. He is currently studying elementary education at the College of Southern Idaho and plans to transfer to Idaho State University. Smith was inspired to teach by the teachers he had in elementary school, who taught respect and were reflective in their practice to continually improve. He hopes to incorporate these lessons and inspire his own students.
This document provides an overview of the topics that will be covered in Chapter 2 of the EDUC 201 course. It includes discussions around defining education and schooling, examining the culture of different schools, defining classroom culture, discussing effective school components, and the basic purposes of schools. Students will participate in group activities on school culture and purposes of schools. They are also assigned tasks to complete on Blackboard by Sunday and told to read Chapter 3 in preparation for the next class.
This document provides information about the CIS A101 - Computer Information Systems Applications course offered at the College of Western Idaho in the fall of 2011. The 3 credit course will be taught on Saturdays from 11:00 am - 12:40 pm and 2:00 pm - 3:40 pm in room 126 of the Aspen Classroom building. The course focuses on developing basic computer skills using Windows 7, Internet Explorer 8, Microsoft Word, Excel, and PowerPoint. Course objectives include understanding computer functionality, the internet, word processing, spreadsheets, and presentation software. Students will be assessed through tests in general computer technology, word processing, spreadsheets, and presentations.
The document provides instructions for students to complete assignments in myitlab that are graded using Grader. It outlines a 3 step process: 1) download instructions and files, 2) complete the assignment using the downloaded files in Office software, and 3) upload the completed file to submit for grading. Students can then view detailed feedback on their submission and scores.
The document contains sales data for MP3s and mobile services by category and year. It also includes budget data for an environmental club by quarter. The MP3 sales were highest in the West region and for the video category. Sales of standard mobile phones decreased from 2005 to 2008 while music phones increased. The environmental club spent the most on travel and the least on refreshments, with expenditures varying by quarter.
Thirteen hints for taking effective classroom notescarolbillingcwi
The document provides 13 hints for taking effective classroom notes. It advises students to keep a written record of lectures, sit where they can see and be seen by the teacher, do some advance reading to better understand lectures, and record notes systematically in a notebook with dated entries on one side of the page only. It also recommends using an outline format, being alert for signals about important information, writing down examples, details, and questions. Students are advised to review notes soon after class while the material is still clear in their mind.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
This document summarizes a staff development session on implementing school-wide literacy at North View Junior High. It defines school-wide literacy as all staff intentionally working to improve students' literacy skills to boost content learning. It identifies three literacy techniques for teachers to focus on: metacognition, content area vocabulary instruction, and writing to learn. Each technique is defined and examples are given of how teachers can incorporate them into their classrooms to enhance student learning.
The document describes three reading strategies:
1) "Quote and Comment" where students respond to quotes/images posted around the room before reading.
2) "Marking in Text" where students annotate as they read by writing questions, highlights, notes.
3) "Save the Last Word for Me" where students select quotes, write commentary, and discuss in class with the original student having the last word. Variations allow small group discussions.
The document summarizes a presentation on school-wide literacy at North View Junior High. It defines school-wide literacy as using reading and writing to help students master content in all subject areas. It identifies three focus areas for enhancing school-wide literacy: metacognition, content area vocabulary instruction, and write to learn. Metacognition involves teaching students to reflect on their own thinking. Content area vocabulary instruction emphasizes explicitly teaching discipline-specific terms. Write to learn uses writing as a tool for exploring and developing ideas.
The document discusses strategies for explicitly teaching academic vocabulary to ESOL students to help them transition to adult education classes. It recommends selecting Tier Two words that appear across content areas and providing a 3-step instruction process: 1) preparation and presentation of words, 2) practice through low- and high-impact exercises, and 3) independent application. A variety of exercises are described to provide meaningful practice opportunities for students to learn and apply new vocabulary words in different contexts.
Content Area Writing in the Secondary Classroom - NOVEL 3 16 15sarahcrain
This document outlines strategies for using writing formatively and summatively in secondary content area classrooms. It discusses using "writing to learn" strategies to actively engage students with content. These include note-taking, answering questions, and drawing. It also covers "on-demand writing" assessments and providing students strategies to succeed on these through prewriting techniques. Finally, it addresses best practices for grading student writing, such as using rubrics and focusing feedback.
This document outlines the stages of a receptive skills lesson to improve students' reading abilities. It involves 4 main stages: [1] Lead-in to engage students and make predictions; [2] First reading for the gist or specific information; [3] Feedback on tasks; [4] Second reading for deeper understanding. Each stage aims to make students more confident and independent readers through tasks focused on global comprehension before details. Follow-up often involves productive speaking or writing skills related to the reading topic. The overall goal is to fully exploit the text and have students learn in a personally meaningful way.
Close and critical reading bookmarks june 2010Jennifer Evans
The document discusses close reading and summarizing text. It states that close reading first aims to determine the content of a passage through one or more readings. A first reading can aim to answer questions about a text, while a second reading determines the full content. Summarizing requires identifying main ideas and logical inferences to create a shortened version of the text. Various summarizing activities are described, such as circling important words/phrases or highlighting key ideas.
This document discusses key ideas for supporting learning in higher education, including phenomenography, social constructivism, constructive alignment, situated learning, deep and surface approaches to learning, and threshold concepts. It provides explanations of these concepts and discusses how they relate to teaching practices and student learning. Examples are given of activities that teachers can use to align their practices with these frameworks and encourage deep learning.
This document discusses making reading more communicative in language classes. It proposes using pre-reading, during reading, and post-reading activities to integrate reading with other skills. Examples of activities provided include read-to-act, read-to-debate, and read-to-interview. The goal is to make reading more engaging and stimulate practice of all four language skills.
The document outlines the daily lesson log for an 8th grade English class for one week. The objectives are to understand East Asian literature, visual and verbal signals in texts, listening strategies, and grammatical expressions. On Monday, the class will learn about listening strategies for news reports. Tuesday's lesson is on restatement as a context clue. Wednesday involves reading a short story and discussing nature. Thursday and Friday cover prefixes, suffixes, and forming new words. The log details learning competencies, resources, procedures, activities, and assessments for each day. It also includes a reflection on teaching effectiveness and areas for improvement.
This document discusses making reading more communicative in language classes. It defines communicative language teaching and describes several pre-, during, and post-reading activities that integrate the four skills of listening, speaking, reading, and writing. These include information transfer activities, opinion sharing, debates, role plays based on texts, and group discussions about what was read. The goal is to make reading purposeful and engage students in meaningful communication about texts.
This document discusses making reading more communicative in language classes. It defines communicative language teaching and describes several pre-, during, and post-reading activities that integrate the four language skills. These include information transfer activities, opinion sharing, debates, role plays based on texts, and discussions about what was read. The goal is to make reading purposeful and engage students in meaningful interaction through and about texts.
The document provides an overview of the structure and implementation of a book titled "Speaking (A2 Pre-intermediate) English Readers" for teaching English speaking skills. It contains 20 units divided across 5 sections, each with the same basic structure. The structure includes sections for conversations, vocabulary practice, pronunciation, and self-assessment. Suggestions are provided for classroom activities for each section, such as role-playing conversations, improvising scenarios, games, and partner/group work to practice target language functions.
EDG 3321 – Lesson Plan Format BrainstormDo not make changes to.docxgreg1eden90113
EDG 3321 – Lesson Plan Format Brainstorm
Do not make changes to the format of this document
Only the items in shaded green are required for your brainstorm assignment grade. All remaining sections are required for your final submission in a future module.
I. General Info:
Name __________________________ Subject Area: Reading Language Arts
MicroTeach #______ Grade Level of lesson _2
Lesson Plan Title: Character Analysis
Choose/circle one Stimulus Variation to be observed during your lesson:
Verbal Focusing Pausing Non-verbal Cues Change Speech Patterns Gestures/Movement
YouTube MicroTeach Video Link:
II. Objective (use the Easy Generator to complete your ONE SENTENCE objective): The student will be able to identify character traits.
III. Standards:
ELA.2.R.1.3
Identify different characters perspectives in a literary text.
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.” The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation.
IV. Content Outline (In this section you must provide the content you will be TEACHING. For example, if you are making a PPT, this section should include an outline of everything that is in your PPT)
You must ALSO include the following,
in addition:
1.
Information about the storybook/poem/text you chose for this lesson, including the author and title.
2.
Identify the SKILL you are teaching (this should come from your standard)
3.
What will your DOK questions be (include questions and possible answers; be sure to label each level of questioning)
V. Differentiated Instruction Strategies/ (Content, Process, Product):
1. List 1 way you can differentiate the CONTENT for your lesson.
2. List 1 way you can differentiate the PROCESS for learning your lesson.
3. List 1 way you can differentiate the PRODUCT for your lesson.
Consider: Multiple Intelligences, Learning Styles
and UDL (Universal Design for Learning)
SPECIFIC instructional STRATEGIES for Diverse Learners to learn YOUR LESSON:
Students identified as ELLs (strategies cannot be repeated):
·
ELL – List 1 strategy for a student who speaks Spanish (Your strategy should be specific to their native language)
·
ELL – List 1 strategy for a student who speaks Creole (Your strategy should be specific to their native language)
Students identified with special learning needs/ESE (strategies cannot be repeated):
·
ESE – List 1 strategy for a student who is identified as dyslexic (Your strategy should be specific to their learning disability)
·
·
.
The document discusses using "Write to Learn" (WTL) activities in the classroom. It provides examples of WTL activities like exit/entrance slips, writing breaks, and double-entry journals. These short, informal writing activities are meant to help students process new information, develop their understanding, and assess their learning. The document emphasizes that WTL activities should take only 5-10 minutes and focus on quality of thinking rather than quality of writing.
The document provides guidance for teachers on the proficient use of language in the classroom. It discusses key concepts like clarity, accuracy, and fluency in using the medium of instruction. The objectives are to understand the indicator on proficient language use and display proper knowledge and skills in delivering lessons using the mandated language. Effective communication strategies are presented, like context clues, paraphrasing, verbal cues, and visual imagery. The session also demonstrates techniques for structural analysis, sentence frames, translations, and includes a focus group discussion on demonstration teaching.
Engaging all learners with student centered activitiescbhuck
The document provides information about strategies for differentiated instruction to engage all learners, including English learners. It discusses Cubing, Think Dots, and Canned Questions strategies that can be used to provide differentiated small group activities based on content, Bloom's Taxonomy, and student needs. Examples are given for how each strategy can be implemented in various subject areas and at different cognitive levels to support higher order thinking. The strategies aim to meet the needs of diverse learners through student-centered learning and scaffolding.
1. The teacher observed a Spanish class where students were learning about verb conjugations using gustar and ser.
2. Interactive whiteboard activities with fill-in-the-blank tables helped students practice subject pronouns and verb forms.
3. Later, students wrote sentences on small whiteboards showing their understanding of object pronouns like "A él le gusta tocar la guitarra".
The document describes observations from two classroom lessons that incorporated technology into the curriculum, with one lesson having students create informative essays using a publishing program and the other having students conduct peer evaluations of writing assignments. Key aspects of the lessons observed included ensuring student engagement, explaining objectives, demonstrating concepts with examples, addressing student questions, and providing feedback to support improvement.
The document provides instructions for creating an Excel workbook with profit and loss statements for ABC Landscaping for the first quarter of the year. It includes income and expense data for January, February, and March. Students are asked to create separate sheets for each month, calculate totals, and create pie charts showing monthly expenses. They will also create a fourth sheet summarizing income, expenses, averages, and net income for the quarter as a whole and represent this with a pie chart.
This document provides instructions for students to create two spreadsheets as part of a budgeting assignment. The first spreadsheet asks students to build a monthly budget considering their dream job income and expenses such as housing, utilities, transportation, savings, and discretionary spending. The second spreadsheet requires allocating every dollar of income across expenses in a "zero budget" that shows expenses equaling income across pay periods. Students are asked to title, format, and save the two spreadsheets as part of the assignment.
The document provides instructions for creating a spreadsheet with sales data for different divisions and categories of a music company. It asks the student to organize the provided sales data into the spreadsheet, calculate totals and apply formatting. It also instructs them to create a graph displaying the data and save the spreadsheet. A second section provides data for a mobile services company to be organized into a second spreadsheet with calculations and graph. A third section gives budget data for an environmental club to be added to a third spreadsheet with calculations and graph. The student is asked to rename the spreadsheet tabs and have their workbook reviewed before submitting.
This Excel cheat sheet provides formulas and functions for summing, finding minimum and maximum values, calculating averages, and using absolute cell references. The SUM function adds values within a range of cells, such as =SUM(A1:C1) to add cells A1 through C1. The MIN and MAX functions find the smallest and largest numbers within a range like A1:A5. AVERAGE calculates the mean of values between cells. Absolute cell references like $A$1 fix a cell reference regardless of copying or filling a formula.
This document is a learning style quiz that asks respondents to choose between three answer options (A, B, or C) for 18 questions about their preferences for taking in and processing information. The questions cover topics like how one prefers to get directions, study for a test, or relax. After completing the quiz, respondents are instructed to count their A, B, and C answers to determine if they are primarily a visual, auditory, or kinesthetic/tactile learner.
This document appears to be an intelligence quiz that assesses an individual's strengths across eight categories of intelligence: verbal/linguistic, logical/mathematical, visual/spatial, interpersonal, musical, naturalistic, body/kinesthetic, and intrapersonal. For each statement, the individual rates themselves on a scale of 1 to 5 on how well the statement describes them. The scores are then totaled for each category and can be plotted on a graph to identify areas of greater and lesser intelligence.
Emma Fernandez has a Bachelor of Science degree in Health Science from California State University, Chico with an emphasis in Health Services Administration and a certificate in Emergency Medical Services Administration. She has experience in health services administration, research, dining services, management, customer service, and leadership roles. Her experience demonstrates abilities such as assessing client needs, coordinating meetings, providing comfortable environments, managing accounts, training employees, leading groups, and achieving goals through excellent customer service.
Jim N. Starman has a Bachelor of Arts in Sociology from California State University, Chico with a 3.5 GPA and minor in Coaching. He has experience in marketing, probation, recreation leadership, and currently works as a barista. He demonstrates strong communication, leadership, and organizational skills.
This document contains contact and background information for Eric Miley. It includes his education history with a Master's degree from CSU Chico and work experience in retail sales, fundraising, recreation supervision, and youth counseling. It also lists honors and activities such as membership in an honors society and recreational clubs.
Jessica Renee Andresen is seeking a position that utilizes her communication skills and experience in public relations, marketing, and childcare. She has a Bachelor's degree in Communication Studies from California State University, Chico with an emphasis in organizational communication and marketing. Her relevant work experience includes internships with the California Air Resources Board and coordinating media advisories. She also has computer skills and affiliations that demonstrate leadership abilities.
Jennifer Apodaca is applying for a summer internship with Target Stores. She completed an internship last summer at Target's Distribution Center in Woodland, CA and enjoyed her experience. She has researched Target and believes the company's focus on leadership development and community involvement makes it a good fit. Apodaca has a strong work ethic and desires effective teamwork. She received positive feedback from her previous supervisor and believes she could be a valuable addition to Target's stores.
William O. Bryant is applying for open PC Support Analyst and Production Support Technician positions at Electronic Data Systems. He will graduate in December 2009 from California State University, Chico with a degree in Business Information Systems and a 3.4 GPA. Bryant has work experience in help desk, member services, and clerical roles that have given him strong time management and work ethic skills. He believes his technical and customer service experience from his current job at Chico State's User Services makes him a good fit for EDS's reputation of employing flexible, technology-skilled and customer-focused people. Bryant is confident his colleagues and customers would appreciate his enthusiasm and ability to take a leadership role in a changing environment.
Katie Nadeau is applying for a social work practitioner position with Yolo County. She has a Masters in Social Work and will graduate in May. She has experience working with children and families through counseling and service plans. Her current internship is providing counseling in Butte County. She believes her clinical experience and knowledge of mental health and regulations would make her a good fit for the team.
Adam Finley is applying for a Sales Territory Manager position with Victaulic. He has a 3.2 GPA from California State University, Chico where he will graduate in December with a Bachelor's degree. His relevant experience includes working as a Summer Orientation Peer Advisor at Chico State which required managing tasks, maintaining team dynamics, and addressing student needs, as well as demonstrating public speaking skills. He also worked for two years at a biotech company starting as a temporary employee and becoming indispensable in quality assurance due to his attention to detail. His strong work ethic was shown working for a school district where he began work at 6am and was invited back for two years.
Carol Billing's office hours and teaching schedule for Spring 2012 are outlined. She teaches EDUC 201 on Tuesdays and Thursdays in Room 102 from 12-12:30pm. She holds office hours on Mondays, Wednesdays, and Fridays in Room 122 from 1-2:30pm and responds to student emails on Monday mornings from 7-7:30am. She also teaches CISA 101 and holds office hours in Room 126 on Tuesdays and Thursdays.
The lesson plan discusses the teacher's role as a socializing agent on students and the bi-directional relationship between teachers and students. Students will identify teacher characteristics that foster learning, discuss how teacher expectations impact student achievement and behavior, and understand how student characteristics influence teacher interaction. The lesson involves students working in groups to describe their best and worst teachers or expected student behavior under different teaching styles, then reporting back to discuss perceptions of effective teachers.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
How to format_sib
1. SIB 1
Running head: STATEMENT OF INFORMED BELIEFS Comment [JH1]: Use an abbreviated title for the
running head. Notice how the “Running Head” is
formatted.
Use an
acronym or the first
two or three words of
the title as the page
header, five spaces
left of the page
number.
Statement of Informed Beliefs Essay Comment [JH2]: The title is centered between
the left and right margins and positioned in the upper
half of the page. Double space between the title and
Joe Smith the byline/course info
Dr. Luelinda Egbert
EDUC 204 Families, Communities, & Culture
TR, 9:30-11:00, Fall 2005 Comment [JH3]: Include your name, instructor’s
name, course, course day, time and semester.
Double space between lines.
2. SIB 2
Statement of Informed Beliefs Essay Comment [JH4]: Center the title. Do not bold,
underline, or italicize.
“What Every student is unique in his or her own way, which is one of the great things Comment [JH5]: Indent the first word of each
paragraph (tab or five spaces). Use font size 12 and
Times New Roman.
about becoming a teacher. As a future educator, I am excited about all of the different types of Comment [C6]: Set left, right, top, and bottom
margins at 1 inch
students that I will get the opportunity to teach; however, because of all of the different types of
learners, it will not always be easy to instruct the whole group. In the following paragraphs I
will explain my beliefs about diversity and how it will be addressed in my classroom. This will
be discussed in the following five sections: all students can learn, teacher’s expectations,
student’s social ecology theory, cultural diversity instruction, and curriculum for all learners. Comment [C7]: Your introductory paragraph
should include a thesis that reflects the portfolio
entry assignment. Note. Your introduction can be
All Students Can Learn more than one paragraph.
I truly believe that all students have the ability to learn. It is the teacher’s job to get to Comment [C8]: Include sub-headings for each
section. Headings should be italicized
know each and every student and how he/she learns best. According to Howard Gardner’s Comment [C9]: two theorists are bold and
underlined.
theory, there are eight intelligences by which a person processes and retains information (Berns,
2007). As a teacher I will work to figure out what my students’ learning styles are and teach the Comment [C10]: 15 terms are bold and
underlined.
curriculum so that it reaches all of them. For instance, if I have student with a high musical
intelligence and I am trying to teach him/her the state capitals, we could work together to make
up a song to help him/her learn.
In addition to knowing each student’s learning style, the teacher must also know what
each student’s life is like outside of the classroom. As a teacher I will strive to recognize events
that are happening in each student’s family and the community that could affect his/her learning.
I will also be aware of what is happening on a larger scale, like in the state or federal
governments, so that I will be able help my students learn and understand on that level as well.
3. SIB 3
Teacher’s Expectations
In order to obtain desired results from students, a teacher must maintain high expectations
from his or her students. The best way to do that is to first instill a sense of self-efficacy in the
students. If a student believes that he/she is able to do achieve and do well, then he/she will meet
the goals that are set for him/her. The teacher must also put aside any predetermined ideas about
a student’s ability that may come from an existing file on the student or a sibling’s past behavior.
According to Jere E. Brophy and Thomas L. Good, a teacher develops expectations about a
student and then treats each student differently depending on these expectations. In reaction to
how the teacher treats him/her, the student may be inclined to do better or simply stop trying
(Berns, 2007).
The teacher must also set educational goals to give the students something to work
towards. The teacher can create cooperative, individualized, or competitive goals, depending
on what outcome is needed. By setting goals for the students, it not only gives them a sense of
direction but also a sense of accomplishment once they reach them. As a teacher I will treat each
student equally by maintaining high expectations for all. I will also work with the students as
needed so that they can meet the goals that are set for them. Finally, I will hold myself
accountable as will my school for the outcomes of my students.
Students’ Social Ecology Theory
In order for a student to get the most out of his/her educational experiences at school, the
teacher must work in collaboration with the rest of the students’ microsystems. According to
Urie Bronfenbrenner, a child is socialized not just by one microsystem at a time, but through the
interrelationship between all systems (Berns, 2007). What a child experiences at home affects
what he/she does at school, and what he/she experiences at school affects how he/she will behave
4. SIB 4
in the community and so forth. It is the teacher’s job to help integrate what the student learns
into his/her everyday life. He/she can accomplish this by taking an active role in knowing each
student and what happens in his/her life outside of school.
In addition to taking into consideration the student’s community and family life, the
teacher must also realize his/her own importance in those areas. The teacher must educate the
student in a way that will produce a positive outcome with his or her family, peers, and
community. Because a school teacher is just one of many relationships and activities that a
student has, he/she must aim to be a strong and positive model for the student.
Cultural Diversity Instruction
As ethnic diversity in the classroom grows, teachers must constantly make an effort to
understand students from different backgrounds. Since cultural assimilation is becoming a
thing of the past, society no longer expects minority groups to conform to American culture.
Instead, cultural pluralism, which encourages each group to maintain their cultures and beliefs
in cooperation with those of other ethnic backgrounds, is becoming more common.
As a teacher I will work hard to learn about the different cultures that may come into my
classroom. The more I know about my student’s culture, the better I will be able to instruct and
include him/her. It will also be beneficial to the other students to learn and explore the cultures
of their classmates. By including a student’s cultural diversity in my instruction, it will make
him/her feel more comfortable at school and therefore more able to learn.
Curriculum for all Learners
When I begin to teach, I will have a plan of how I think the school year should proceed,
what will be taught, and when it will be taught. In the end, however, the outcome might be very
different from what I originally planned. After the first few weeks with my class I will have to
5. SIB 5
reflect on how my methods are working and adjust them to obtain the outcome I want. I will see
if my teaching method is reaching the students with different learning styles. If my students are
struggling on the assignments or tests, I will be able to tell what areas I need to address. I can
then adjust my teaching method to include the students that are struggling. For instance, if I
begin the year with a teacher-directed method and it is not working, I may have to shift toward
a learner-directed environment. I will make these types of curricular and instructional changes
from evaluating feedback from my students.
Whatever the method, I must ensure that each student learns and improves during the
time in my classroom. Depending on the student, I will provide extra attention, instruction, or
emotional support. It is the teacher’s job to do as much as he/she possibly can to help a student
learn. If a student has problems outside of class that affects his/her ability to perform in class, I
can help him/her by getting outside help, such as a school counselor, involved. The more I know
my students, the better I will be able to help them learn.
In conclusion I would like to express that it is the diverse population of students that
make a teacher’s job both dynamic and interesting. In order to be an effective instructor, I must
take into account all types of diversity. Instead of having diversity become a barrier to teaching I
intend for it to provide opportunities for more learning, both for my students and myself.
6. SIB 6
References Comment [C11]: Must have a reference page---
Center the word “References”
Berns, R.M. (2007). Child, family, school, community: Socialization and support (7th ed.).
Belmont, CA: Thomson Learning, Inc. Comment [C12]: Citations must be in APA
style—you can find information on citations online
doing a search for APA citations or something
similar