Introduction to Project Based Learning
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The Pacific Education Institute's Project Based Learning model is introduced in this presentation for the Conservation Education tutorial on Project Based Learning. The tutorial is hosted on NH e-Learning for Educator's OPEN NH platform and sponsored by the Association of Fish and Wildlife Agencies.
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A dictionary is a book or electronic resource that lists words of a language alphabetically and provides their meanings, equivalent words in other languages, origins, usages, and pronunciations. There are two main types - book dictionaries and electronic dictionaries. Book dictionaries provide this information in print, while electronic dictionaries provide dictionary definitions and information digitally.
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dictionary types and dictionary users
The document discusses the process of creating dictionaries and classifying dictionary types. It explains that developing a new dictionary involves market research, determining the dictionary type and price, creating a schedule and budget, deciding on content and presentation, and preparing print and electronic versions. Dictionaries are classified based on their language, coverage, size, medium, organization, intended users and purposes. Developing an understanding of typical users through user profiles and research helps inform decisions about a dictionary's content, language use, and design layout. Bilingual dictionaries can be unidirectional or bidirectional depending on whether they support encoding or decoding for one or two language groups.
Dictionary ppt
The document provides dictionary definitions for the word "moat" and examples of its use. It defines a moat as a deep ditch dug around a castle for protection that was often filled with water. It also gives the example sentence that Shrek had to cross a fire-filled moat to save Fiona from a dragon. It then asks if certain words like "sponge" and "spoon" would be on the same dictionary page as an entry for "moat".
Project based learning powerpoint
Project-based learning is a teaching method where students gain knowledge and skills by working to design and create a product or presentation. It uses multimedia like text, graphics, video and sound. Key aspects include addressing core curriculum, making real-world connections, extended timeframes, student decision making, collaboration, and assessment. Students learn by creating multimedia themselves rather than just using others' work. Benefits include improving hard skills like problem solving and soft skills like collaboration. It prepares students for skills like planning, presenting information, and applying academic knowledge to the real world.
Introduction to learning
This slideshow was created with images from the web. I claim no copyright or ownership of any images. If a copyright owner of any image objects to the use in this slideshow, contact me to remove it. This is for a course in Introductory Psychology using Wayne Weiten's "Psychology: Themes and Variations" 8th ed. Published by Cengage. Images from the text are copyrighted by Cengage.
How to use a dictionary
This document provides examples of the types of information typically found in a dictionary entry, including:
1) The spelling, pronunciation, part of speech, meanings, synonyms, antonyms, and examples of correct usage for an entry word.
2) Entries are arranged alphabetically and may include information on related words.
3) Pronunciations use phonetic symbols and note British and American pronunciations.
4) Grammatical information like countable/uncountable nouns and verb tenses are provided in brackets.
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This professional development workshop teaches participants how to create meaningful rubrics that assess student learning. The workshop will provide tools for identifying the goals and objectives of student work and assessing various aspects of student products. Participants will investigate theories of rubric design, review online rubric creators, and practice developing rubrics that enhance student work while focusing on assignment goals and objectives. The workshop agenda includes discussions on starting with learning outcomes, formative and summative assessment, and designing valid and reliable rubrics using both holistic and analytic approaches.
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- 2. A Framework Aligned with the Next Generation Science Standards - Science and Engineering Practices (p. 47) Available FREE at www.pacificeducation institute.org
- 8. Understand Stakeholders Who cares about this project?
- 10. Develop a Plan