Week 1, an introduction to the systematic study of societyUSIC
This document provides an overview of the foundations of sociology as a discipline. It discusses how sociology emerged to study the dramatic social changes brought about by the Industrial Revolution and French Revolution, including increased urbanization. Key aspects of societies that sociology examines are also introduced, such as social institutions, norms, values, and how they are influenced by culture and passed down between generations. The impacts of the Industrial and French Revolutions in challenging traditional ways of life and religious beliefs are also summarized.
This document discusses different sociological theories of deviance. It covers biological, psychological, structural-functional, labeling, strain, and social conflict perspectives on what causes deviance and how societies define and react to deviant behavior. Specifically, it examines Lombroso's early biological theory, containment theory, Durkheim's functional analysis of deviance, Lemert's concepts of primary and secondary deviance, Merton's strain theory, and conflict theorists' views that norms often protect the powerful. It also differentiates between formal and informal social control and categorizes different types of deviant behaviors.
The document discusses different types of suicide and social currents, focusing on anomic suicide. It explains that anomic suicide occurs due to a breakdown in normative structure where rules and norms are weak, unclear, and indistinct, providing no limitations or guidance for individuals. This can produce rapid, uncontrolled, and unpredictable change that sweeps across society as it unleashes passions and removes boundaries, making behavior uncontrollable and leading to deviance. The document also briefly discusses other elements of social order like egoistic, altruistic, and fatalistic currents.
The document discusses different types of deviance, including positive deviance like altruism and innovation. It also examines how societies react to deviance through shifting norms and labels. Finally, it notes that the determination of deviance is subjective and relative to cultures, times, and contexts. Societies alter their definitions of deviance to maintain it at an optimal level through social control mechanisms.
Deviance refers to violations of social norms, which are behavioral codes that guide actions and self-presentation. There are three broad categories of norms: folkways which are everyday customs; mores which are based on broad social morals; and laws which are codified social sanctions. Norms can be prescriptive telling us what to do, or proscriptive telling us not to do. Norms help control behavior, ensure society's needs are met, allow us to predict others' behavior, and contribute to social order. Norms are created through both the conflict model where powerful groups impose them and the consensus model where groups agree on norms. While crime and deviance overlap, some deviance is not criminal and some
Chapter 6 deviance and social control pptNuux Kadiye
This document provides an overview of deviance and social control. It defines deviance as a violation of social norms and discusses how both acts and individuals can be defined as deviant. The document then examines several sociological theories that aim to explain deviance, such as structural-functionalism, social control theory, and conflict theory. It also discusses the role of the criminal justice system and different types of crimes. The document concludes by looking at prisons as total institutions and alternatives to incarceration.
This document discusses different theories of deviant behavior. It defines deviance as behavior that departs from social norms. Several key points are made:
1. Deviance is relative and depends on social/cultural norms which vary by time, place, and group. What is deviant for one may be normal for another.
2. Theories of deviance include social pathology, biological, psychological, social disorganization, labeling, anomie, conflict, and cultural transmission theories. Each theory proposes different causes of deviant behavior.
3. Merton identified five types of adaptation to cultural goals/means: conformists, innovators, ritualists, retreatists, and rebels. Each type relates
The document discusses integrating information literacy into classes. It defines information literacy as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. The document recommends that instructors partner with librarians to help students evaluate sources, identify library resources that avoid copyright issues, and deliver orientations tailored to specific assignments. It emphasizes scheduling multiple orientations and communicating assignment requirements and expectations to librarians to better support students' information literacy skills.
Week 1, an introduction to the systematic study of societyUSIC
This document provides an overview of the foundations of sociology as a discipline. It discusses how sociology emerged to study the dramatic social changes brought about by the Industrial Revolution and French Revolution, including increased urbanization. Key aspects of societies that sociology examines are also introduced, such as social institutions, norms, values, and how they are influenced by culture and passed down between generations. The impacts of the Industrial and French Revolutions in challenging traditional ways of life and religious beliefs are also summarized.
This document discusses different sociological theories of deviance. It covers biological, psychological, structural-functional, labeling, strain, and social conflict perspectives on what causes deviance and how societies define and react to deviant behavior. Specifically, it examines Lombroso's early biological theory, containment theory, Durkheim's functional analysis of deviance, Lemert's concepts of primary and secondary deviance, Merton's strain theory, and conflict theorists' views that norms often protect the powerful. It also differentiates between formal and informal social control and categorizes different types of deviant behaviors.
The document discusses different types of suicide and social currents, focusing on anomic suicide. It explains that anomic suicide occurs due to a breakdown in normative structure where rules and norms are weak, unclear, and indistinct, providing no limitations or guidance for individuals. This can produce rapid, uncontrolled, and unpredictable change that sweeps across society as it unleashes passions and removes boundaries, making behavior uncontrollable and leading to deviance. The document also briefly discusses other elements of social order like egoistic, altruistic, and fatalistic currents.
The document discusses different types of deviance, including positive deviance like altruism and innovation. It also examines how societies react to deviance through shifting norms and labels. Finally, it notes that the determination of deviance is subjective and relative to cultures, times, and contexts. Societies alter their definitions of deviance to maintain it at an optimal level through social control mechanisms.
Deviance refers to violations of social norms, which are behavioral codes that guide actions and self-presentation. There are three broad categories of norms: folkways which are everyday customs; mores which are based on broad social morals; and laws which are codified social sanctions. Norms can be prescriptive telling us what to do, or proscriptive telling us not to do. Norms help control behavior, ensure society's needs are met, allow us to predict others' behavior, and contribute to social order. Norms are created through both the conflict model where powerful groups impose them and the consensus model where groups agree on norms. While crime and deviance overlap, some deviance is not criminal and some
Chapter 6 deviance and social control pptNuux Kadiye
This document provides an overview of deviance and social control. It defines deviance as a violation of social norms and discusses how both acts and individuals can be defined as deviant. The document then examines several sociological theories that aim to explain deviance, such as structural-functionalism, social control theory, and conflict theory. It also discusses the role of the criminal justice system and different types of crimes. The document concludes by looking at prisons as total institutions and alternatives to incarceration.
This document discusses different theories of deviant behavior. It defines deviance as behavior that departs from social norms. Several key points are made:
1. Deviance is relative and depends on social/cultural norms which vary by time, place, and group. What is deviant for one may be normal for another.
2. Theories of deviance include social pathology, biological, psychological, social disorganization, labeling, anomie, conflict, and cultural transmission theories. Each theory proposes different causes of deviant behavior.
3. Merton identified five types of adaptation to cultural goals/means: conformists, innovators, ritualists, retreatists, and rebels. Each type relates
The document discusses integrating information literacy into classes. It defines information literacy as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. The document recommends that instructors partner with librarians to help students evaluate sources, identify library resources that avoid copyright issues, and deliver orientations tailored to specific assignments. It emphasizes scheduling multiple orientations and communicating assignment requirements and expectations to librarians to better support students' information literacy skills.
This document provides an overview of curriculum and instruction for reading professionals. It defines curriculum as a course of study and instruction as teaching or guidance that facilitates learning. It discusses current issues that impact reading instruction like standardized testing and response to intervention. It also provides examples of evidence-based instructional approaches and resources for developing curriculum and instruction skills.
This document provides an overview of curriculum and instruction for reading professionals. It defines curriculum as a course of study and instruction as teaching or guidance that facilitates learning. It discusses current issues that impact reading instruction like standardized testing and response to intervention. It also provides examples of evidence-based instructional approaches and resources for developing reading curriculum and instruction.
The document discusses open educational resources (OER), which are teaching and learning materials that are freely available online. It defines OER and provides 10 key points about them, including that they are free to use and can be altered. The document discusses OER repositories, tools for developing OER, intellectual property issues, and findings from a project on embedding OER in research methods teaching through collaboration.
Theresa Johnson
W
eek 5 Discussion 1
Long-term Planning
Unit of Instruction:
Learning resources: list materials that will be required during instruction of the unit so that they can be selected and prepared. Also, gather or reserve in the library any supplemental reading materials students might need for the unit.
Students will be able to work in groups, this will allow students to think, pair, and share together, to get a better understanding. When a teacher uses strategies to incorporate resources for the lesson, students become more engaged
Name of Project: Social Studies; American Revolution
Subject/Course/Grade Level: History/ Six Graders
Unit Duration & Timeline: 1 week
Teacher Team Members: Lead Teacher/ Mrs. Johnson
Goals & Objectives Necessary to Accomplish the Goals: students will work together, listen, and colloporate with person in their group on this project
Standards/CCSS/21st Century Competencies (Collaboration, Communication, Critical Thinking, Creativity) R.H.6—8.7 ELA-LITERACY.R.H.6-8.8
Project Summary: Include goal, purpose, and benefit of project. What will the role of the student be? Any challenges or issues anticipated? The goals is to introduce students new vocabulary words, identify characters by doing internet research. Work with student in group to help with time line events alphabetically, scavenger hunt around the time-line.
Driving Question: Write a scenario that will engage students in an active, inquiry-based pursuit of solutions to a relevant problem. How will the problem question motivate students to a deeper understanding of the key concepts in the unit and drive instruction? Students will use a photo album to help put events in order according to the beginning of the American Revolution.
Entry Event: Use inquiry questions that focus on the problem and extend beyond fact-finding to engage students. What was the reason for the revolution war.
Products that demonstrate outcome learning
Individual: Student will be given 2 points for each event that happen before and doing and after the war.
Team: Specific content and competencies to be assessed? Three will be 3 groups that consist of boys/ girls each group will assign different students in the group certain assignments to help develop a timeline.
Public Audience: Teachers and students, and Liberian
Resources Needed
On-site Collaborators: Library media center, Internet resources, faculty experts
Equipment: Technology, laboratory equipment
Supplies: Art materials, building supplies, photo album book,
Community Resources: Identify the tools or resources that will be the most valuable to address and resolve the unit problem.
Reflection Methods (individual, team, and/or whole class)
Journal- review documents
Focus Group
Verbally summarize the war
Student explain their time line with pictures and written post
Etc.
Final Product (presentation, performance, model, product, service, book, etc.) each group would explain the reason for the war, explain what ch.
Active learning spaces aim to promote student engagement through new pedagogical approaches inspired by how people learn best - actively, socially, and through scaffolding knowledge. Key models include SCALE-UP at NC State, TEAL at MIT, and studios at Rensselaer. These spaces feature group tables instead of rows, integrated technologies, and a focus on collaborative problem-based learning. Studies show these new approaches can double learning gains compared to traditional instruction, especially for at-risk groups, through improved problem-solving, conceptual understanding, and attitudes. Careful planning is needed regarding faculty training, technology support, and gathering spaces to fully realize the benefits.
New Ways of Teaching Organic School Gardening
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Curriculum Inception
Taya Hervey-McNutt
Strayer University
EDU 555: K-12 Curriculum Design & Development
Dr. Joe Canada
January 16, 2022
Curriculum Inception
The proposed curriculum will be a comprehensive program focusing on the teaching and
learning of technology in Orange County Public Schools (OCPS) elementary schools. The core
instructional goals of the proposed curriculum aimed at empowering learners with primary
computer and internet skills such as; basic use of computer applications including google apps,
keynote, garage band. In this grade, students will be introduced to know how to use the google
apps and the Chromebook. They will develop multimedia presentations like publishing media
content and developing digital media and art. Through this, the student will be able to acquire the
ability to constructible skills that will help him/her derive meaning by critically questioning
resources using digital tools. In this grade, students are expected to major in learning how to use
book creators to explain their understanding in their own words.
The main learning activities students will undertake include: Storing, sharing, accessing,
and manipulating files in google drive; organizing and reflecting on content in google sites as
well as campus press blogs, implementation of apps like book creator to explain their
understanding Learn the various purposes of different media. Impart innovation skills on learners
through the use of various technologies in a design process for problem-solving by creating new,
useful and /or innovative solutions. At the same time, Students will be expected to learn how to
apply technology and non-technology tools to aid in understanding a design process of which
there will be an integration with STEAM subjects. Still, this will make space activities where
students will apply the design process to identify or solve problems by combining digital tools
with non-tech tools to develop strategies for designing systems. Impart collaboration skills on
students through digital tools to widen their views, increase empathy, and the importance of
teamwork skills in applications.
Approach to curriculum development
The proposal's design is based on the system's approach to curriculum development. The
systems approach can be seen as a methodical scheme applied to plan, propose, advance,
evaluate curriculums that consist of the following components: Analysis of needs, analysis of the
task, declaration of projected learning objectives, assessment plan, a pilot study proposal,
development of learning resources and implementation of the final curriculum. The first five
components of the systems approach have already been included in the proposed curriculum
design. Furthermore, one of the main features of the Systems approach's core instructional goals
is its high interconnectedness among content areas and programs. Similarly, in the core
instructional goals of the proposed curriculum, ther ...
This study examined how teachers learn and integrate technology in their classrooms. It investigated teachers' technology learning experiences, how they use technology in practice, and the role of prior knowledge in developing technology-supported pedagogy. The study interviewed and observed four teachers varying in technology use, experience, and ability. It found that developing technology-supported classrooms depends on how teachers value technology, and that content-based technology learning is most effective. Teachers needing the most support are those less motivated to use technology or with less experience. Organizing teachers into subject-specific small groups benefits professional development.
This document discusses the design of a Second Life module on photosynthesis for elementary school students. It describes choosing photosynthesis as the topic due to its relevance to the intended audience. The module aims to provide resources to enrich classroom lessons using a constructivist approach. It includes areas for teachers, students, and enrichment. The student area contains diagrams, videos, a concept map, facts and games about photosynthesis. The teacher area provides objectives, suggested introductions relating photosynthesis to students' experiences, and additional resources. The enrichment area has more advanced videos that could supplement teacher or student learning.
The document discusses teaching about the human digestive system using various resources:
1) A textbook is used to provide definitions and visuals to align with science standards.
2) An article describes the classification of a new human organ that students can analyze critically.
3) A website provides information on the digestive system that students can use to create presentations.
4) An image diagram labels the organs of the digestive system to teach proper label reading.
Integrated curriculum fuses all subject areas by having students drive the curriculum based on their interests and questions. It is different from traditional interdisciplinary units because it is completely student-centered and differentiates instruction for each student. The process involves students generating questions, deciding on a theme to study, connecting their topics of interest to state standards, and conducting research both independently and in groups. Teachers provide resources to build common background knowledge on the theme and guide students in relating their work back to academic standards in a way that maximizes engagement and problem-solving skills.
Technology integration with foreign and 2 nd languageLyany811
This lesson plan aims to help English language learners build their science vocabulary by teaching the key terms of the scientific method. The teacher will use a PowerPoint presentation to engage students and explain each step of the scientific method. Students will then practice using the KIM strategy to memorize the new vocabulary words. After learning the terms, students will work in groups to research and choose a topic for a science fair project. The lesson incorporates technology, group work, and assessments to help English learners develop important science vocabulary.
Block 2 Structural Assessment of Learning Object (15 points)IChantellPantoja184
Block 2: Structural Assessment of Learning Object (15 points)
In my long experience as a teacher and university professor, I have seen many instructors who use one or more methods or features as part of their course without ever asking themselves about those aspects that support and those that might interfere with learning. On the other hand, when I was a middle and high school teacher, I wanted to know what each of the resources provided to students allowing them to learn and what might actually interfere with their learning. So from early on, I developed the habit of critically analyzing learning resources. In this second block, you will engage in the analysis (assessment) of a learning object / resource. The purpose is not to acknowledge and praise fancy gimmicky designs but to look at the learning objects through the eyes of the learner (as per the readings in Block 1).
To set the stage for this second part of this course, the analyses of 3 actual investigations of learning objects are provided—research articles adapted for the purpose of this course. The object of the first analysis is a BBC online feature in the science section.This is considered a learning object because readers will learn something new; moreover, it is precisely by reading such and similar pieces that some readers get hooked into the respective field (e.g. science, anthropology). The object of the second analysis is one of the Bill Nye the Science Guyshows that you may be familiar with. There are many who have learned and gotten hooked into science because of these and similar learning objects. Certain lectures that can be viewed on YouTube have many comments about how the particular learning object has helped them understanding the topic. The third text features many analyses of photographs in biology textbooks that one of my former students conducted just after graduating with her BSc. When you read these exemplary and exemplifying analyses, you should ask yourself questions such as: “What does the resource (learning object) make available for making sense?,” “What structural resources does the resource provide to reading?,” and “What does the resource draw on in the existing experience of the recipient?”
The point for providing the three text excerpts is to provide you with examples of how some learning object (learning resource) is critically analyzed. You learn how to write a critical analysis by emulating the forms from one or the other example.
Activity of Block 2
1. Read the sample analyses (initially, this might be done rapidly for you to get a sense of what is done in a critical analysis of a learning resource.
2. Select some resource or learning object understood in the widest sense, anything that teaches the recipient something or that could be used to teach something (e.g. from your academic discipline, your hobby, where you already know what can / should be learned).
3. Conduct an analysis of the resource or learning object—e.g. from your academic a ...
This document summarizes a study on the effect of technology on students' enthusiasm for learning science. The teacher introduced multimedia technology into her middle school science curriculum over six weeks. She surveyed students and parents on enthusiasm at the beginning and end of the study period. During the study, students worked in groups to create multimedia presentations on oceanography topics using HyperStudio. The teacher observed students for problems and reactions. At the end, student presentations were shared and students commented verbally and in writing on their experiences developing the presentations and any problems encountered.
This document outlines a collaborative instructional lesson between a teacher librarian and 4th grade classroom teacher. The lesson teaches students how to research an animal using an online encyclopedia and take notes using graphic organizers. Students will then write an informative paragraph on the animal. The teacher librarian will instruct students on using the encyclopedia, taking notes, avoiding plagiarism, and citing sources. The classroom teacher will introduce the writing assignment and assess the finished paragraphs. Collaboration between the educators included planning standards, resources, instruction, and assessment of the lesson and student work.
This lesson plan is for a group of 20 high school students in Argentina. The lesson focuses on finding information about smoking habits from online sources and magazines. Students will be divided into groups to search for statistical, medical, marketing and legal data on smoking. Each group will present their findings to the class. The teacher will evaluate students using rubrics to assess their group work, contributions, and English proficiency. The information collected will then be used in subsequent lessons for analysis and student surveys.
ED523 Research Analysis Purpose Finding research-based instruc.docxtidwellveronique
ED523 Research Analysis
Purpose:
Finding research-based instructional practices that are applicable to your unique classroom situation can inform your practice. In this assignment you will use the ERIC database in the University Library to select an article to analyze. In Unit 3, you will write a lesson plan using what you have learned from this article about your chosen instructional technique.
Directions:
Choose one instructional method that is applicable to your unique classroom situation. This can be based on what you have learned in previous courses or from your own experience. Some suggestions can be found in the Bullmaster literature review in Unit 2.
Go to the University Library to search the ERIC, Academic Search Premier, or Professional Development Collection databases and select one full text article on your chosen instructional method. Examples of possible topics might be discovery learning, scaffolding, nonlinguistic representations, cooperative learning, etc. (This topic can also be used for your Literature Review due in Unit 6. If you find several articles of interest, you might want to save them for your Literature Review.)
Write a 2-3 page paper analyzing and reflecting on the article you read. Use the following headers and discussion questions to frame your research analysis assignment.
Research Problem:
· What are the research questions? What is the hypothesis being tested?
Literature Review/ Theoretical Framework: (This will be a summary of the author’s literature review included in the article. You will not need to create a new literature review.)
· What general field of knowledge does this study investigate? Examples could include: Research on Teacher Effectiveness, Research on Self-Reflective Learning, Research on Gender Differences in Mathematics Performance, etc.
· List three key points from the study’s literature review that help the reader understand what is already known about the subject, and the purpose of this study in light of other studies.
· Cite at least one study used by the author for each of the three points you list.
Research Design:
· Describe the research design (experimental, correlational, descriptive, etc.).
· Describe the method(s) of data collection.
· Describe the method(s) of data analysis.
· Experimental studies seek to prove cause-and-effect relationships. The role of the researcher is to introduce a change (known as a "treatment") into a situation and note the results. Collecting data in experimental studies is accomplished through observation, "counting," and measurement. The data is then analyzed by statistical methods. These studies are sometimes referred to as quantitative studies.
· Correlational studies can be descriptive or experimental, and they seek to prove a relationship between events without any manipulation of those events by the researcher. Data from correlational studies is analyzed by statistical methods.
· Descriptive or qualitative studies report and ana.
Sample Action Research Report 1 Effect of Technol.docxagnesdcarey33086
Sample Action Research Report 1
Effect of Technology on Enthusiasm for Learning Science
Jane L. Hollis
Lake City Middle School
Lake City, Florida
ABSTRACT
The effect of technology on students’ enthusiasm for learning science (both at school and
away from school) was investigated. Pre- and post-student and parent surveys, student and
parent written comments, and teacher observations were used to record changes in enthusi-
asm for learning science during a six-week study period.
In this study, I investigated how the integration of technology into my middle school
science curriculum would impact my students’ enthusiasm for learning science. Enthusiasm
for learning science can be defined as the students’ eagerness to participate in science activi-
ties in the classroom, as well as away from school. My motivation for focusing on technol-
ogy was twofold. First, I have had an interest in integrating technology into my students’
studies of science for some time. Secondly, the funding for technological equipment and
software recently became available. During the 1993–1994 school year, my school was
awarded a $115,000 incentive grant to purchase equipment and software and to train
teachers in the use of this software and technological equipment. One of the stipulations of
the grant was that the equipment and software must be for student use.
According to Calvert (1994), American education is a system searching for solutions.
Our children drop out, fail to sustain interest in learning, and perform below capacity. Some
have argued that television is the culprit. Others have argued that computers may be the
answer.
Today’s middle school students have grown up in a technological world with television,
electronic toys, video games, VCRs, cellular phones, and more. They are accustomed to
receiving and processing information through multi-sensory sources.
I wanted to bring technology into my classroom and incorporate it into my science
curriculum using multimedia computer presentations. Barbara ten Brink (1993) noted, “. . .
students look to us [teachers] to prepare them for an increasingly technological world.
Fortunately, with videodiscs, we are meeting the challenge by delivering curriculums in
ways that engage, motivate, and thrill our students.” In this study my students had an
opportunity to use assorted multimedia technology as they explored a segment of a middle
school science curriculum.
THEORETICAL FRAMEWORKS
Learning is an extremely complex human process. During my twenty-four years of teaching
I have used many strategies to enhance student learning and to teach new concepts. I am still
not convinced that I thoroughly understand how children learn. Yet, at this point, I do
believe children learn through experiences. They build on past experiences and previous
knowledge to process new concepts. As children redefine old understandings of concepts
and integrate new experiences into thei.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This document provides an overview of curriculum and instruction for reading professionals. It defines curriculum as a course of study and instruction as teaching or guidance that facilitates learning. It discusses current issues that impact reading instruction like standardized testing and response to intervention. It also provides examples of evidence-based instructional approaches and resources for developing curriculum and instruction skills.
This document provides an overview of curriculum and instruction for reading professionals. It defines curriculum as a course of study and instruction as teaching or guidance that facilitates learning. It discusses current issues that impact reading instruction like standardized testing and response to intervention. It also provides examples of evidence-based instructional approaches and resources for developing reading curriculum and instruction.
The document discusses open educational resources (OER), which are teaching and learning materials that are freely available online. It defines OER and provides 10 key points about them, including that they are free to use and can be altered. The document discusses OER repositories, tools for developing OER, intellectual property issues, and findings from a project on embedding OER in research methods teaching through collaboration.
Theresa Johnson
W
eek 5 Discussion 1
Long-term Planning
Unit of Instruction:
Learning resources: list materials that will be required during instruction of the unit so that they can be selected and prepared. Also, gather or reserve in the library any supplemental reading materials students might need for the unit.
Students will be able to work in groups, this will allow students to think, pair, and share together, to get a better understanding. When a teacher uses strategies to incorporate resources for the lesson, students become more engaged
Name of Project: Social Studies; American Revolution
Subject/Course/Grade Level: History/ Six Graders
Unit Duration & Timeline: 1 week
Teacher Team Members: Lead Teacher/ Mrs. Johnson
Goals & Objectives Necessary to Accomplish the Goals: students will work together, listen, and colloporate with person in their group on this project
Standards/CCSS/21st Century Competencies (Collaboration, Communication, Critical Thinking, Creativity) R.H.6—8.7 ELA-LITERACY.R.H.6-8.8
Project Summary: Include goal, purpose, and benefit of project. What will the role of the student be? Any challenges or issues anticipated? The goals is to introduce students new vocabulary words, identify characters by doing internet research. Work with student in group to help with time line events alphabetically, scavenger hunt around the time-line.
Driving Question: Write a scenario that will engage students in an active, inquiry-based pursuit of solutions to a relevant problem. How will the problem question motivate students to a deeper understanding of the key concepts in the unit and drive instruction? Students will use a photo album to help put events in order according to the beginning of the American Revolution.
Entry Event: Use inquiry questions that focus on the problem and extend beyond fact-finding to engage students. What was the reason for the revolution war.
Products that demonstrate outcome learning
Individual: Student will be given 2 points for each event that happen before and doing and after the war.
Team: Specific content and competencies to be assessed? Three will be 3 groups that consist of boys/ girls each group will assign different students in the group certain assignments to help develop a timeline.
Public Audience: Teachers and students, and Liberian
Resources Needed
On-site Collaborators: Library media center, Internet resources, faculty experts
Equipment: Technology, laboratory equipment
Supplies: Art materials, building supplies, photo album book,
Community Resources: Identify the tools or resources that will be the most valuable to address and resolve the unit problem.
Reflection Methods (individual, team, and/or whole class)
Journal- review documents
Focus Group
Verbally summarize the war
Student explain their time line with pictures and written post
Etc.
Final Product (presentation, performance, model, product, service, book, etc.) each group would explain the reason for the war, explain what ch.
Active learning spaces aim to promote student engagement through new pedagogical approaches inspired by how people learn best - actively, socially, and through scaffolding knowledge. Key models include SCALE-UP at NC State, TEAL at MIT, and studios at Rensselaer. These spaces feature group tables instead of rows, integrated technologies, and a focus on collaborative problem-based learning. Studies show these new approaches can double learning gains compared to traditional instruction, especially for at-risk groups, through improved problem-solving, conceptual understanding, and attitudes. Careful planning is needed regarding faculty training, technology support, and gathering spaces to fully realize the benefits.
New Ways of Teaching Organic School Gardening
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Curriculum Inception
Taya Hervey-McNutt
Strayer University
EDU 555: K-12 Curriculum Design & Development
Dr. Joe Canada
January 16, 2022
Curriculum Inception
The proposed curriculum will be a comprehensive program focusing on the teaching and
learning of technology in Orange County Public Schools (OCPS) elementary schools. The core
instructional goals of the proposed curriculum aimed at empowering learners with primary
computer and internet skills such as; basic use of computer applications including google apps,
keynote, garage band. In this grade, students will be introduced to know how to use the google
apps and the Chromebook. They will develop multimedia presentations like publishing media
content and developing digital media and art. Through this, the student will be able to acquire the
ability to constructible skills that will help him/her derive meaning by critically questioning
resources using digital tools. In this grade, students are expected to major in learning how to use
book creators to explain their understanding in their own words.
The main learning activities students will undertake include: Storing, sharing, accessing,
and manipulating files in google drive; organizing and reflecting on content in google sites as
well as campus press blogs, implementation of apps like book creator to explain their
understanding Learn the various purposes of different media. Impart innovation skills on learners
through the use of various technologies in a design process for problem-solving by creating new,
useful and /or innovative solutions. At the same time, Students will be expected to learn how to
apply technology and non-technology tools to aid in understanding a design process of which
there will be an integration with STEAM subjects. Still, this will make space activities where
students will apply the design process to identify or solve problems by combining digital tools
with non-tech tools to develop strategies for designing systems. Impart collaboration skills on
students through digital tools to widen their views, increase empathy, and the importance of
teamwork skills in applications.
Approach to curriculum development
The proposal's design is based on the system's approach to curriculum development. The
systems approach can be seen as a methodical scheme applied to plan, propose, advance,
evaluate curriculums that consist of the following components: Analysis of needs, analysis of the
task, declaration of projected learning objectives, assessment plan, a pilot study proposal,
development of learning resources and implementation of the final curriculum. The first five
components of the systems approach have already been included in the proposed curriculum
design. Furthermore, one of the main features of the Systems approach's core instructional goals
is its high interconnectedness among content areas and programs. Similarly, in the core
instructional goals of the proposed curriculum, ther ...
This study examined how teachers learn and integrate technology in their classrooms. It investigated teachers' technology learning experiences, how they use technology in practice, and the role of prior knowledge in developing technology-supported pedagogy. The study interviewed and observed four teachers varying in technology use, experience, and ability. It found that developing technology-supported classrooms depends on how teachers value technology, and that content-based technology learning is most effective. Teachers needing the most support are those less motivated to use technology or with less experience. Organizing teachers into subject-specific small groups benefits professional development.
This document discusses the design of a Second Life module on photosynthesis for elementary school students. It describes choosing photosynthesis as the topic due to its relevance to the intended audience. The module aims to provide resources to enrich classroom lessons using a constructivist approach. It includes areas for teachers, students, and enrichment. The student area contains diagrams, videos, a concept map, facts and games about photosynthesis. The teacher area provides objectives, suggested introductions relating photosynthesis to students' experiences, and additional resources. The enrichment area has more advanced videos that could supplement teacher or student learning.
The document discusses teaching about the human digestive system using various resources:
1) A textbook is used to provide definitions and visuals to align with science standards.
2) An article describes the classification of a new human organ that students can analyze critically.
3) A website provides information on the digestive system that students can use to create presentations.
4) An image diagram labels the organs of the digestive system to teach proper label reading.
Integrated curriculum fuses all subject areas by having students drive the curriculum based on their interests and questions. It is different from traditional interdisciplinary units because it is completely student-centered and differentiates instruction for each student. The process involves students generating questions, deciding on a theme to study, connecting their topics of interest to state standards, and conducting research both independently and in groups. Teachers provide resources to build common background knowledge on the theme and guide students in relating their work back to academic standards in a way that maximizes engagement and problem-solving skills.
Technology integration with foreign and 2 nd languageLyany811
This lesson plan aims to help English language learners build their science vocabulary by teaching the key terms of the scientific method. The teacher will use a PowerPoint presentation to engage students and explain each step of the scientific method. Students will then practice using the KIM strategy to memorize the new vocabulary words. After learning the terms, students will work in groups to research and choose a topic for a science fair project. The lesson incorporates technology, group work, and assessments to help English learners develop important science vocabulary.
Block 2 Structural Assessment of Learning Object (15 points)IChantellPantoja184
Block 2: Structural Assessment of Learning Object (15 points)
In my long experience as a teacher and university professor, I have seen many instructors who use one or more methods or features as part of their course without ever asking themselves about those aspects that support and those that might interfere with learning. On the other hand, when I was a middle and high school teacher, I wanted to know what each of the resources provided to students allowing them to learn and what might actually interfere with their learning. So from early on, I developed the habit of critically analyzing learning resources. In this second block, you will engage in the analysis (assessment) of a learning object / resource. The purpose is not to acknowledge and praise fancy gimmicky designs but to look at the learning objects through the eyes of the learner (as per the readings in Block 1).
To set the stage for this second part of this course, the analyses of 3 actual investigations of learning objects are provided—research articles adapted for the purpose of this course. The object of the first analysis is a BBC online feature in the science section.This is considered a learning object because readers will learn something new; moreover, it is precisely by reading such and similar pieces that some readers get hooked into the respective field (e.g. science, anthropology). The object of the second analysis is one of the Bill Nye the Science Guyshows that you may be familiar with. There are many who have learned and gotten hooked into science because of these and similar learning objects. Certain lectures that can be viewed on YouTube have many comments about how the particular learning object has helped them understanding the topic. The third text features many analyses of photographs in biology textbooks that one of my former students conducted just after graduating with her BSc. When you read these exemplary and exemplifying analyses, you should ask yourself questions such as: “What does the resource (learning object) make available for making sense?,” “What structural resources does the resource provide to reading?,” and “What does the resource draw on in the existing experience of the recipient?”
The point for providing the three text excerpts is to provide you with examples of how some learning object (learning resource) is critically analyzed. You learn how to write a critical analysis by emulating the forms from one or the other example.
Activity of Block 2
1. Read the sample analyses (initially, this might be done rapidly for you to get a sense of what is done in a critical analysis of a learning resource.
2. Select some resource or learning object understood in the widest sense, anything that teaches the recipient something or that could be used to teach something (e.g. from your academic discipline, your hobby, where you already know what can / should be learned).
3. Conduct an analysis of the resource or learning object—e.g. from your academic a ...
This document summarizes a study on the effect of technology on students' enthusiasm for learning science. The teacher introduced multimedia technology into her middle school science curriculum over six weeks. She surveyed students and parents on enthusiasm at the beginning and end of the study period. During the study, students worked in groups to create multimedia presentations on oceanography topics using HyperStudio. The teacher observed students for problems and reactions. At the end, student presentations were shared and students commented verbally and in writing on their experiences developing the presentations and any problems encountered.
This document outlines a collaborative instructional lesson between a teacher librarian and 4th grade classroom teacher. The lesson teaches students how to research an animal using an online encyclopedia and take notes using graphic organizers. Students will then write an informative paragraph on the animal. The teacher librarian will instruct students on using the encyclopedia, taking notes, avoiding plagiarism, and citing sources. The classroom teacher will introduce the writing assignment and assess the finished paragraphs. Collaboration between the educators included planning standards, resources, instruction, and assessment of the lesson and student work.
This lesson plan is for a group of 20 high school students in Argentina. The lesson focuses on finding information about smoking habits from online sources and magazines. Students will be divided into groups to search for statistical, medical, marketing and legal data on smoking. Each group will present their findings to the class. The teacher will evaluate students using rubrics to assess their group work, contributions, and English proficiency. The information collected will then be used in subsequent lessons for analysis and student surveys.
ED523 Research Analysis Purpose Finding research-based instruc.docxtidwellveronique
ED523 Research Analysis
Purpose:
Finding research-based instructional practices that are applicable to your unique classroom situation can inform your practice. In this assignment you will use the ERIC database in the University Library to select an article to analyze. In Unit 3, you will write a lesson plan using what you have learned from this article about your chosen instructional technique.
Directions:
Choose one instructional method that is applicable to your unique classroom situation. This can be based on what you have learned in previous courses or from your own experience. Some suggestions can be found in the Bullmaster literature review in Unit 2.
Go to the University Library to search the ERIC, Academic Search Premier, or Professional Development Collection databases and select one full text article on your chosen instructional method. Examples of possible topics might be discovery learning, scaffolding, nonlinguistic representations, cooperative learning, etc. (This topic can also be used for your Literature Review due in Unit 6. If you find several articles of interest, you might want to save them for your Literature Review.)
Write a 2-3 page paper analyzing and reflecting on the article you read. Use the following headers and discussion questions to frame your research analysis assignment.
Research Problem:
· What are the research questions? What is the hypothesis being tested?
Literature Review/ Theoretical Framework: (This will be a summary of the author’s literature review included in the article. You will not need to create a new literature review.)
· What general field of knowledge does this study investigate? Examples could include: Research on Teacher Effectiveness, Research on Self-Reflective Learning, Research on Gender Differences in Mathematics Performance, etc.
· List three key points from the study’s literature review that help the reader understand what is already known about the subject, and the purpose of this study in light of other studies.
· Cite at least one study used by the author for each of the three points you list.
Research Design:
· Describe the research design (experimental, correlational, descriptive, etc.).
· Describe the method(s) of data collection.
· Describe the method(s) of data analysis.
· Experimental studies seek to prove cause-and-effect relationships. The role of the researcher is to introduce a change (known as a "treatment") into a situation and note the results. Collecting data in experimental studies is accomplished through observation, "counting," and measurement. The data is then analyzed by statistical methods. These studies are sometimes referred to as quantitative studies.
· Correlational studies can be descriptive or experimental, and they seek to prove a relationship between events without any manipulation of those events by the researcher. Data from correlational studies is analyzed by statistical methods.
· Descriptive or qualitative studies report and ana.
Sample Action Research Report 1 Effect of Technol.docxagnesdcarey33086
Sample Action Research Report 1
Effect of Technology on Enthusiasm for Learning Science
Jane L. Hollis
Lake City Middle School
Lake City, Florida
ABSTRACT
The effect of technology on students’ enthusiasm for learning science (both at school and
away from school) was investigated. Pre- and post-student and parent surveys, student and
parent written comments, and teacher observations were used to record changes in enthusi-
asm for learning science during a six-week study period.
In this study, I investigated how the integration of technology into my middle school
science curriculum would impact my students’ enthusiasm for learning science. Enthusiasm
for learning science can be defined as the students’ eagerness to participate in science activi-
ties in the classroom, as well as away from school. My motivation for focusing on technol-
ogy was twofold. First, I have had an interest in integrating technology into my students’
studies of science for some time. Secondly, the funding for technological equipment and
software recently became available. During the 1993–1994 school year, my school was
awarded a $115,000 incentive grant to purchase equipment and software and to train
teachers in the use of this software and technological equipment. One of the stipulations of
the grant was that the equipment and software must be for student use.
According to Calvert (1994), American education is a system searching for solutions.
Our children drop out, fail to sustain interest in learning, and perform below capacity. Some
have argued that television is the culprit. Others have argued that computers may be the
answer.
Today’s middle school students have grown up in a technological world with television,
electronic toys, video games, VCRs, cellular phones, and more. They are accustomed to
receiving and processing information through multi-sensory sources.
I wanted to bring technology into my classroom and incorporate it into my science
curriculum using multimedia computer presentations. Barbara ten Brink (1993) noted, “. . .
students look to us [teachers] to prepare them for an increasingly technological world.
Fortunately, with videodiscs, we are meeting the challenge by delivering curriculums in
ways that engage, motivate, and thrill our students.” In this study my students had an
opportunity to use assorted multimedia technology as they explored a segment of a middle
school science curriculum.
THEORETICAL FRAMEWORKS
Learning is an extremely complex human process. During my twenty-four years of teaching
I have used many strategies to enhance student learning and to teach new concepts. I am still
not convinced that I thoroughly understand how children learn. Yet, at this point, I do
believe children learn through experiences. They build on past experiences and previous
knowledge to process new concepts. As children redefine old understandings of concepts
and integrate new experiences into thei.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Introsocsite Slides060909
1. Using introsocsite, a collection of Teaching and Learning Resources for Introduction to Sociology Supported by the National Science Foundation developed by Caroline Hodges Persell Department of Sociology New York University
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14. Take away this web address: http://www.nyu.edu/classes/ persell/aIntroNSF/home.php