The document outlines a library lesson plan for 1st grade students on historical figures of America. The lesson involves students using online and print resources to find information on Thomas Jefferson, Lewis and Clark, and Harriet Tubman. Students then create a PowerPoint presentation with the information to demonstrate their learning. The teacher will assess students based on the content in their presentations and their use of resources during the lesson.
Technology Driven Differentiated InstructionVicki Davis
How to integrate technology into the classroom so you can reach every student. This presentation covers selecting your tool kit, and the mindset of identifying pain points and solutions as you're working with students who are struggling to overcome obstacles and learn.
Technology Driven Differentiated InstructionVicki Davis
How to integrate technology into the classroom so you can reach every student. This presentation covers selecting your tool kit, and the mindset of identifying pain points and solutions as you're working with students who are struggling to overcome obstacles and learn.
Practical Tools for Student Engagement and Retentionmnkaleidoscope
This presentation on "Practical Tools for Student Engagement and Retention" is by Kari Frisch, an online Communication Instructor for Central Lakes College in Brainerd, MN. She has demonstrated success with a high retention rate (usually around 95%) in her online classes. She was asked to give this presentation for the ITC eLearning Conference in Scottsdale, AZ on February 14, 2016. For more information on attending this conference, visit the Instructional Technology Council website at http://www.itcnetwork.org/elearning-conference/general-information.html. Contact Kari at kfrisch@clcmn.edu for more information about the presentation here or to inquire about having her present at your campus.
There are so many ways to use Education Technology in the classroom. Here are 50+ ways that the Cool Cat Teacher, Vicki Davis, uses in her classroom. Technology can make any classroom better if you know the right tools to use. This presentation given at #UCET15 in Utah April 2015 has lots of tools to choose.
Simple Steps to Blended Learning #ucet15Vicki Davis
As students move to online spaces, here are some of the simple steps of managing a blended learning classroom that I"ve learned through the #inflip method of teaching that I've been using for more than 2 years. I hope these suggestions for blending, flipping, and presenting online help you take your student online and blend your classroom.
Reinventing Writing: Create Successful Writing CommunitiesVicki Davis
Writing has been reinvented. Here are some ways it has, by the author of the book, Reinventing Writing, Vicki Davis. Use cloud tools like Google Docs, Office 365, Diigo, Evernote, One Note and other tools with your classroom to write collaboratively. Collaborative Writing is different from other forms of writing. The classroom pedagogy is different.
As designers of learning experiences, what perspective can be gained through theof models like SAMR and TPaCK? How might the relationship between the two create a stronger yet practical potential for meaningful shifts in teaching and learning? How do these models compare to others? We'll embark on a critical exploration of these models, questions and more, as we consider design elements and process changes inherent in lessons at each level along the SAMR continuum. As opposed to a How-To… "training", this session has been intentionally created as an opportunity to explore, question and connect experiences and resources, think a little more deeply about our roles in the design process, and to possibly tweak our view of technology in instruction and learning.
7 (1/2) Steps to Flatten Your ClassroomVicki Davis
You can connect your classroom to the world with the 7 1/2 steps to flatten your classroom. Based upon Flattening Classrooms, Engaging Minds - this presentation will help you connect and level up your classroom.
Practical Tools for Student Engagement and Retentionmnkaleidoscope
This presentation on "Practical Tools for Student Engagement and Retention" is by Kari Frisch, an online Communication Instructor for Central Lakes College in Brainerd, MN. She has demonstrated success with a high retention rate (usually around 95%) in her online classes. She was asked to give this presentation for the ITC eLearning Conference in Scottsdale, AZ on February 14, 2016. For more information on attending this conference, visit the Instructional Technology Council website at http://www.itcnetwork.org/elearning-conference/general-information.html. Contact Kari at kfrisch@clcmn.edu for more information about the presentation here or to inquire about having her present at your campus.
There are so many ways to use Education Technology in the classroom. Here are 50+ ways that the Cool Cat Teacher, Vicki Davis, uses in her classroom. Technology can make any classroom better if you know the right tools to use. This presentation given at #UCET15 in Utah April 2015 has lots of tools to choose.
Simple Steps to Blended Learning #ucet15Vicki Davis
As students move to online spaces, here are some of the simple steps of managing a blended learning classroom that I"ve learned through the #inflip method of teaching that I've been using for more than 2 years. I hope these suggestions for blending, flipping, and presenting online help you take your student online and blend your classroom.
Reinventing Writing: Create Successful Writing CommunitiesVicki Davis
Writing has been reinvented. Here are some ways it has, by the author of the book, Reinventing Writing, Vicki Davis. Use cloud tools like Google Docs, Office 365, Diigo, Evernote, One Note and other tools with your classroom to write collaboratively. Collaborative Writing is different from other forms of writing. The classroom pedagogy is different.
As designers of learning experiences, what perspective can be gained through theof models like SAMR and TPaCK? How might the relationship between the two create a stronger yet practical potential for meaningful shifts in teaching and learning? How do these models compare to others? We'll embark on a critical exploration of these models, questions and more, as we consider design elements and process changes inherent in lessons at each level along the SAMR continuum. As opposed to a How-To… "training", this session has been intentionally created as an opportunity to explore, question and connect experiences and resources, think a little more deeply about our roles in the design process, and to possibly tweak our view of technology in instruction and learning.
7 (1/2) Steps to Flatten Your ClassroomVicki Davis
You can connect your classroom to the world with the 7 1/2 steps to flatten your classroom. Based upon Flattening Classrooms, Engaging Minds - this presentation will help you connect and level up your classroom.
Quinnipiac's School of Education's MAT program required completion of a technology modules assessment and a performance task. This presentation acts as my performance tasks and shows how to use technology in the elementary classroom in regards to teaching biographies.
Strategies for trusting online assessment in the age of artificial intelligen...Charles Darwin University
Sankey, M. (2022) Strategies for trusting online assessment in the age of artificial intelligence (AI). University of Divinity professional development webinar. 1 July.
The necessity for us to rethinking assessment in the light of current trends. We’ve been slowly shifting the goal posts for a number of years now. But why? Academic integrity, cheating vs authentic assessment. Preparing students for the world of work. This shift has partly occurred due to the advent of new technologies and AI. Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past. We will look at some things that were old but are now new again.
How to efficiently write a news article that can also serve as a reportJen Sabado
Lectured to staff of the Municipality of La Trinidad on their Seminar Workshop on effective Documentation Practices for Local Special Bodies/Civil Society Organization Secretariat on February 9, 2018 at the Strawberry Hotel.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
9. Did I ask for help when I needed it?INSTRUCTIONAL PLAN <br />• Resources students will use: <br />-17843590170226949099695320294090170387921590170Online subscription database(s) Web sites Books Reference <br />2593340103505735965103505-168910103505 Nonprint Periodicals/newspapers Other (list): <br />INSTRUCTION/ACTIVITIES<br />Direct instruction: Once the students are settled in the Media Center, the SLMS reviews what the students have been learning on the historical figures by holding up a book of each one and reminding the students what they have been learning in Mr. Bishop’s class. The SLMS tells the class that they will be making a mini-book on the 3 people they have been learning about and will get to use the computer and internet. <br />Modeling and guided practice: The SLMS has the wiki pulled up on a projector from http://jbyoung.pbworks.com/w/page/32558967/Historical-Figures-Activity so that all can see. She goes over the content on the wiki and demonstrates how to use the links and navigate through each one. Once the PowerPoint is pulled up, she demonstrates how to create the mini-book by typing in information found from the sources. She shows the students how to use the links to gather information on each historical figure by using a fact sheet to write down the information. Then, she inserts the info on the PowerPoint. Also, she demonstrates adding information from print resources as well as saving the presentation. Q and A session follows to make sure the students understand the process. <br />Independent practice: The SLMS leads the students across the hall to the computer lab. They will go to the computer stations where this wiki web page will be displayed on the screen, http://jbyoung.pbworks.com/w/page/32558967/Historical-Figures-Activity. Students will create their own mini-book by finding information about their historical figures from print and web resources. The media clerk, teacher, and SLMS will be observing students and providing help when needed such as navigating through sites, using PowerPoint, and reading the content from resources.<br />Sharing and reflecting: Students share what they liked about the lesson and what they found to be difficult. The SLMS writes these down on a whiteboard under the labels “Like” and “Did not like”. The students will take their mini-books home to share with their parents.<br />Modifying the assignment:<br />One-on-one help<br />Historical Figures Mini-Book Rubric<br />Student_______________________<br />5 points3 points0 points2266951968500Mini-book has your name under the title.2647954699000Your name is in the wrong place.1885951968500Mini-book does not have your name2254253238500All of the blanks are filled in with the right information.2654303238500Some of the information in the blanks is right.1885953238500None of the information in the blanks is right.22606095885001 extra sentence was added to each slide for each person.2647957048500Some slides had an extra sentence but not all.1885957048500Nothing was added to the slides.2266955715000Mini-book was saved with your name.2647955715000Mini-book was saved by wrong name.1885957048500Mini-book was not saved.<br />Self-Assessment Rubric Name ___________________<br />YesNoDid I open the PowerPoint from the wiki website?Did I type my name on the 1st slide?Did I read all the information from the websites?Did I put the correct information in the blanks on the correct person’s slide?Did I get books from the table on each person to read?Did I add 1 sentence to each slide from the information in the books?Did I check over my work?Did I save my PowerPoint correctly as my name?Did I ask for help when I needed it?<br />Reflection<br />The collaboration for the lesson was mostly through email. Whenever Mr. Bishop would have a free moment at school, we would communicate about the lesson through email or phone. Getting things planned and underway went surprisingly smoothly. He is a very laid back but awesome teacher. He was very flexible and understanding about the assignment and the timing of teaching the lesson. I had hoped to meet and discuss the lesson further but it didn’t work out. If I was a teacher at his school it may have been easier to get together during planning, but I could not work it out to come during that time. <br />This class was great! The behavior was right on target; however, Mr. Bishop helped in this. I started out in the Media Center. The modeling of how to create the PowerPoint went slower than I had planned. As I was going through the directions, I was worried the students would forget it all when set out to do their mini-books. I made sure after each step to ask if they had questions. I had planned to ask questions at the end but wanted to make sure the students understood each step before proceeding, so that took extra time as well. <br />The library only has 6 computers so I had to take the students across the hall to the computer lab where there are enough computers for every student. Kids will be kids and we had a little trouble in the beginning deciding where to sit, as the kids argued over who would sit by who at computers. That was settled pretty quickly so onward we went. I felt pretty well organized—had the wiki pulled up on every screen as well as had a copy of the self-assessment at each seat. We started with me explaining the self-assessment sheet and what they needed to do with it. I read the wiki aloud, and tried to keep everyone together for pulling up the PowerPoint and resources. The teacher, the media clerk, and I walked around to help the students and keep them on track. One thing the students had trouble with is navigating back and forth from one window to another. This was actually a huge issue. Thankfully, there were enough helpers in the room to aid the students with this, although it took away time for them to work on the PowerPoint. I realized it would have been beneficial to have done a lesson beforehand on the basics of using multiple sites and PowerPoint. Travis told me their computer abilities prior and I thought they could handle this lesson. It was easy for some and not so much for others. Using PowerPoint was actually easy for them. Most of them could type in their information and change from slide to slide without help. I really like the layout of PowerPoint; it is pretty easily managed with elementary students. Several students did have trouble with saving the presentation but I had anticipated that so the adults aided with that and it wasn’t a big problem.<br />It was difficult to keep the students on track with the self-assessment. They were so excited to be working on the computers that they would lay it down and forget to check off what they had done. It was a task to keep them reminded to use it. <br />With the hiccups, this class did last a lot longer than anticipated and thankfully Mr. Bishop was flexible in letting the students have more time and the few that didn’t finish were able to finish the next day since we saved those on a flash drive to take back to the classroom. <br />I felt the lesson went well considering this was the first ever information literacy lesson I have taught. I have collaborated with teachers before but mostly in the same grade level. Collaborating with someone that I do not work with was a bit challenging but our way of collaboration worked. <br />-83185153035<br />Results of grades on Mini-Book Rubric:<br />75%--100 <br />15%-- 90<br />10%--80<br />