In a mobile, digital age how can students be connected to learning? This session will discuss how students are connecting outside school hours and the implications for learning in the classroom. Access to digital learning resources, catering for students with varying abilities, personalised learning, monitoring and reporting progress, group and individual activities and professional learning for teachers will all be discussed.
Field research and interaction design: course #4nicolas nova
Fourth deck of slides from the Field Research and Interaction Design, a Master course at the Geneva University of Art and Design, in the Media Design program taught in 2009-2010
In a mobile, digital age how can students be connected to learning? This session will discuss how students are connecting outside school hours and the implications for learning in the classroom. Access to digital learning resources, catering for students with varying abilities, personalised learning, monitoring and reporting progress, group and individual activities and professional learning for teachers will all be discussed.
Field research and interaction design: course #4nicolas nova
Fourth deck of slides from the Field Research and Interaction Design, a Master course at the Geneva University of Art and Design, in the Media Design program taught in 2009-2010
This presentation overviews social media outlets used by Chicago Public Schools and how to use social media effectively in the classroom. This presentation occurred at the 2012 CPS Tech Talk Conference.
This Powerpoint is the updated Unit Plan at the end of the semester after learning all of the new technology tools and how to effectively and efficiently use them in the classroom.
Plagiarism and ELLs: More to the Issue than Meets the EyeMichael Krauss
Describes some of the basic principles of copyright and plagiarism. Also speaks to specific challenges faced by English language learners. Helpful resources and tools are provided.
Field research and interaction design: course #3nicolas nova
Third deck of slides from the Field Research and Interaction Design, a Master course at the Geneva University of Art and Design, in the Media Design program taught in 2009-2010
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/techtips & http://shellyterrell.com/textbook2life
CS549: HCI in the Real World, A RetrospectiveK9 Ventures
This talk was presented in the Stanford HCI group in Summer 2014 as a retrospective on the CS549: HCI in the Real World Class from Spring Quarter 2014.
Describes uses of online role-play to teach argumentative writing along with examples of a role play related to the issue of identifying "unhealthy" foods.
This presentation overviews social media outlets used by Chicago Public Schools and how to use social media effectively in the classroom. This presentation occurred at the 2012 CPS Tech Talk Conference.
This Powerpoint is the updated Unit Plan at the end of the semester after learning all of the new technology tools and how to effectively and efficiently use them in the classroom.
Plagiarism and ELLs: More to the Issue than Meets the EyeMichael Krauss
Describes some of the basic principles of copyright and plagiarism. Also speaks to specific challenges faced by English language learners. Helpful resources and tools are provided.
Field research and interaction design: course #3nicolas nova
Third deck of slides from the Field Research and Interaction Design, a Master course at the Geneva University of Art and Design, in the Media Design program taught in 2009-2010
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/techtips & http://shellyterrell.com/textbook2life
CS549: HCI in the Real World, A RetrospectiveK9 Ventures
This talk was presented in the Stanford HCI group in Summer 2014 as a retrospective on the CS549: HCI in the Real World Class from Spring Quarter 2014.
Describes uses of online role-play to teach argumentative writing along with examples of a role play related to the issue of identifying "unhealthy" foods.
Educators: this is a 10-slide presentation to give you a brief overview of the third week of our program of studies in CI Winter 2 in the RRC teacher education diploma programs. (RDCZP – April, 2015)
A powerful partnership: you and your teacher-librarianlikeda
Your teacher-librarian can be one of your best allies. In addition to helping to develop your students’ literacy skills, s/he can help you to plan and refine research assignments so that they involve less cutting and pasting and more critical thinking. S/he can work with you to help your students become skillful users and responsible producers of information. Actual cooperatively planned lessons with be shared - as well as a quick overview of some Web 2.0 tools that have been used with some classes.
This presentation was given at the South Carolina Technical Colleges 2-day October Institute and focuses on the strategies and methods around developing a hybrid-flexible course that empowers student choice and autonomy.
Good tidings,
Lance
Lance Eaton
he/him/his
http://www.ByAnyOtherNerd.com
https://twitter.com/leaton01
https://www.linkedin.com/in/leaton01/
____________________
I wish I had all the answers; better yet, I wish I knew all the questions to ask.
Slides from a talk given at the University of Dundee describing a series of activities used at the University of Leicester to promote skills development amongst (medical) bioscience students.
www.lefthandedbiochemist.wordpress.com
A 1.5 hour overview of ethnographic research for librarians, with the addition of slides on budgeting and planning time required. Presented to UCSD librarians in February 2017.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
2. Introduction
Independent Investigation Method
*IIM was created by elementary teachers
Cindy Nottage and Virginia Morse (1984)
*Makes research process nagivable
*Very adaptable for different age groups
*Becoming more and more prevalent
3. Seven Steps
Step One—Topic
*Tap into personal interests
*Not too broad or too narrow
*Identify prior knowledge
*What do I need to know?
*Use graphic organizers
*Can be a class activity
4. Seven Steps
Step Two—Goal Setting
*What am I looking for?
*Think outside the box
*Are you still on topic?
*Create open-ended and focus questions
*Identify resources
*Time management
10. Eighth Grade Social Studies/Language Arts
Project
Influential Romans
Augustus
Julius Caesar Theodora
11. Topic
• Based on the videos we have seen, what
we have learned and what we already
know, students will brainstorm the topic.
• Through Guided Discussions
– What type of information do we need to know
about these people?
• Everybody in class chooses a Roman. No
duplicates allowed.
12. Goal Setting
Guided Questions – Developing Questions
– What do we want to know?
– Who are they?
– How did they change/affect/influence Roman
society?
– What were any long term effects of the person
and his/her works?
– How do you feel that they have influenced
modern society?
13. Goal Setting continued
• Determine form product will take.
• Set time line for due dates.
• Determine what type of resources are
needed.
• Determine how much information you will
need.
14. Research
• Teach how to take notes and how to
recognize main ideas.
• Create Notecards using index cards.
1) Source 2) Pg #
3) Summary or Quote from source, If Quote
be sure and enclose with quotation
marks
15. Research Continued
• Teach Easybib to cite sources using MLA
style
• Emphasize DO NOT PLAGIARISE and
teach what plagiarism is using tutorials
• Schedule time in Media Center to conduct
research
16. Organizing
• Use an outline or storyboard to organize
your research in preparation for
presentation
17. Goal Evaluation
• Use rubric to self-assess your product
(visual for presentation)
• Is everything done?
• Is there anything you missed?
• Is it done to your satisfaction?
• Is there anything else you want to learn,
any further questions that you have
related to your topic or Rome in general?
18. Product
• Product will be the visual aid previously
chosen by the student to accompany their
presentation.
• Students will have chosen from provided
list or received approval from teacher.
19. Presentation
• Students will give an eight-to-ten-minute
presentation to the class using their visual
aide to teach the class about their person
of interest.
20. Language Arts Unit
Unit: Ancient Rome
Topic: Famous Romans YA Novel Tie-In
Grade: Eighth
Collaborating With: Social Studies
29. Step One
Topic
*Brainstorm ways in which the novel relates to
research.
*What do you already know that applies to your
topic?
*Pair up with two class members and run ideas
by them.
*Map your ideas.
31. Step Three
Research
*This step was completed in the social
studies unit.
*However, this is a good time to review
methods for avoiding plagiarism.
*Review notes.
32. Step Four
Organizing
*Organize your essay from weakest to
strongest points
*Transitions
*Diction
*Outline essay using an Essay Map
*Categorize pertinent quotes
33. Step Five
Goal Evaluation
*Review outline and rough drafts. Is there
any information you can omit? Have you answered
your essential questions?
*Compare essay with rubric. Have you
included all necessary information and steps?
*Have classmates edit individual paragraphs.
34. Step Six
Product
*Write final draft.
*Read final draft aloud.
*Edit and revise.
*Create Web 2.0 visual
*Review rubrics one more time before
turning in products.
36. Conclusion
The Independent Investigation Method
makes the research process less confusing
to learners by providing scaffolding on which
to build research projects. By breaking the
process down into manageable steps,
student stress is lessened, deeper learning
occurs, and better products and
presentations are created.
37. Works Cited
• Active Learning Systems LLC. (n.d.) IIM Independent
Investigation Method. Retrieved from
http://www.iimresearch.com/
• Ball, Deborah Loewenberg, and Forzani, Francesca M.
(Dec. 2007) What Makes Educational Research
“Educational”? Educational Researcher Vol. 36 Issue 9,
pg 529-540. Retreived from
http//www.jstor.orgstable30137938
• Remsen, Ken. (2004) Using the Library to Improve
Student Literacy.Teacher Librarian, Vol. 31 Issue 5, pg
63. Retreived from
http://search.ebscohost.comlobin.aspx?direct=true@db=iil@A
38. Work Cited Continued
• Shapiro, Bonnie L. (1996) A Case Study in Elementary
Student Teacher Thinking during an Independent
Investigation in Science: Learning about the “face of
science that does not yet know”. Science Teacher
Education, Vol. 80 Issue 5, pg 535-560. Retreived from
http://libdata.lib.us.edulogin?url=http://search.ebscohost.com
• Ungar, Barbara. (2010) Revised Research. School
Library Monthly, Vol 26 Issue8, pg 40-42. Retrieved from
http//search.ebscohost.comlogin.aspx?
direct=true@db=eft@AN=50298497@site=ehost-live
