Kathy Williams - Biology
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The document describes a module for an undergraduate biology course that aims to help students evaluate websites about global climate change. The module includes several activities: a brainstorming activity to engage students with climate change concepts, speakers from biology to discuss writing in science, a webquest where students explore websites on climate change, and evaluations to assess student learning. The module generally worked better than planned and achieved its goals of integrating knowledge across disciplines, constructing scientific arguments, and evaluating information sources, though it required more time and structure than anticipated. Factors like support from instructors, technology resources, and enthusiastic students contributed to the success of the module.
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EDUC 4762 Assignment 4.3
This project requires grade 9 science students to research two or more energy sources and present their findings on the advantages and disadvantages of each. Students will document their research process and share summaries of their findings on a class wiki. The goal is for students to demonstrate their understanding of electrical energy sources and use inquiry skills like collaboration and online research. Teachers will facilitate the problem-solving process and encourage use of technologies like wikis, blogs and multimedia for the presentations.
Syllabus
This document provides information about the MED 5305 Classroom Teacher as Researcher course taught by Dr. Lucy Lambert-Guesnard. The course will be held on Wednesdays from 5-9pm at Frisco High School. It is designed to help classroom teachers become reflective practitioners by learning research methodology and statistical techniques. Students will complete a research proposal on an approved topic. The course will cover various research approaches and designing, conducting, analyzing, and reporting on educational research projects. Assessment will include presentations, a literature review, and a final research proposal.
Digital Storytelling Documentation
This document provides a unit plan template for a science unit focusing on scientific skills and science notebooks. The unit is designed for middle school students and will last approximately 2 weeks. It introduces students to concepts like the scientific method, science process skills, and using a science notebook. Students will participate in various lessons and activities to help them better understand these concepts, including exploring lab tools, doing a science process skills webquest, and viewing digital stories about using science notebooks. The goal is for students to develop scientific skills and use an investigative approach through regular use of an interactive science notebook.
Common Core 101 for College Staff
This interactive session addresses the question “How do the Common Core State Standards affect college faculty and administrators?” The presenters provide an overview of the Common Core State Standards in Literacy, Mathematics, and the Next Generation Science Standards. A panel of teachers share from their experience using these standards in their classrooms. The session supports a rich discussion with participants regarding implications for community colleges in terms of student placement, teaching practices, and articulation with high schools.
Presented at the Statewide Collaboration of Early & Middle Colleges & Dual Enrollment Programs on Friday, January 31, 2014
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/MiddleCollegeHighSchool/DualEnrollmentSummit.aspx
Presenters:
Dr. Erin Craig, Principal, NOVA Academy Early College High School, Santa Ana, CA
Dr. April Moore, Principal, JFK Middle College High School, Norco, CA
Sarah Calloway, Teacher, NOVA Academy Early College High School, Santa Ana, CA
Suena Chang, Teacher, JFK Middle College High School, Norco, CA
Katy McGillivary, Teacher, NOVA Academy Early College High School, Santa Ana, CA
Assessment 07
The document provides guidance on creating effective assessments for students. It discusses:
1) The key differences between assessment, evaluation, and testing, and emphasizes the importance of formative and summative assessments.
2) Recommended practices for embedded, everyday assessments including observing students as they learn and using artifacts to represent their understanding.
3) Steps to create assessment tasks including identifying standards, unpacking practices, developing learning performances, writing tasks, and reviewing tasks.
4) Types of assessment tasks of varying cognitive demands and examples of low and medium-level tasks.
Environmental Concepts in the New MN Science Standards
The document provides an overview of revised Minnesota science standards, including:
- The standards were revised over 1 year with teacher and expert input to better align with national standards.
- The new standards emphasize engineering design and environmental literacy.
- Implementation of the new standards will begin in 2011-12, with new MCA assessments based on the standards beginning in spring 2012.
- The standards provide a framework while allowing flexibility in curriculum and instructional methods.
Health elearning rg may 2014
The document discusses educational research quality and application-focused research and development. It notes that educational research does not have a strong reputation and some work is insufficiently built upon previous research or tested in new contexts. Application-focused research faces additional challenges, including underrepresentation of user-focused outputs in quality assessments and insufficient reference to recent relevant research. Improving educational research quality involves considering user needs and fundamental understanding.
Resaerch-design-Presentation-MTTE-1st-sem-2023.pptx
This course introduces students to research methodology. It provides an overview of quantitative and qualitative research methods and their application in higher education. The course aims to help students develop key research skills including conducting literature reviews, using APA style citations, identifying elements of research proposals, and understanding different research designs. Assessment focuses on demonstrating knowledge of research processes and writing skills. A core assignment involves producing a 10-12 page literature review and presentation on a higher education topic of interest. The concept paper format outlined provides guidance for structuring research proposals, including sections on introduction, problem statement, objectives, methodology and literature review.
Page 1 of 4 Controversial Issues in American Culture Rese.docx
Page 1 of 4
Controversial Issues in American Culture Research Paper
Assignment:
Living in a diverse society, we are often trying to balance our personal experience and opinions agai nst a
backdrop of the large communal experience. What we think, feel, and believe can be in sharp contrast
with the people and the society around us. Thus, students need to learn how to research, structure, and
advance their opinions by providing evidence to support them. This assignment will help students
formulate their opinions on a controversial topic in an argumentative essay using evidence from primary
and secondary sources. Though nearly any topic will suffice for the purpose of this paper, all topics must
be open to dispute. Students will need to formulate their opinions on the topic but also concede and
refute the oppositional opinions through counte rarguments. We will use class time to discuss research
methods but the rest of your research will be your responsibility.
Decide On a Topic:
Deciding on a topic that is not too broad, nor too narrow will take some effort . In order to present a
convincing argument, consider the following:
1. Draw on the student’s personal experience. It is important to spend time and energy on a topic
that means something to you. Think about topics they may come up in your chosen career field,
in everyday life, or things that you think should be changed in society , but that there is no easy
answer or resolution.
2. Be sure to “resist binary thinking” (Greene and Lidinsky 88). Make sure that the topic chosen can
support several, if not many, different viewpoints.
3. Synthesize others’ views and find new ways to look at the issues.
4. When researching, read to “discover a writer’s frame” to see how his/her ideas and theories can
benefit your own, or if they can be used in counterarguments.
5. Decide whether the issue an issue of fact, value, or policy? Is it a combination of two or more?
Topics should present a position that has varying perspectives.
General Topics include:
Addiction/Alcohol/ Drugs
Bilingual Education
Birth Control
Body Image
Censorship
Eating Disorders
Ethnic Stereotypes
Family Values
Gay Rights
Gender Discrimination
Gun Control
Health
Homosexuality/
Sexual Orientation
Immigration
Interracial
Relationships
Legalized Gambling
Politics
Music/Art
Education
Religion
Role Models
Sexual Assaults
Sexual Relationships
Single Parents
Sports Industry
Stereotypes
Terrorism
Tobacco
Video Games
Violence
War
**For more topics, check out the folder in the Research Project folder
Students should come up with an issue-based question about their topic:
Think and try on different perspectives about the issue
Page 2 of 4
Discuss why the issue is important to the student, and then why this issue may be important to
other people.
Determine what is up for ...
Science fair 2014
The document provides information about science fairs, including their purpose and benefits. It discusses how science fairs can promote student interest in science, cognitive development, and hands-on learning. Guidelines and skills for science fair projects are outlined, such as formulating hypotheses, conducting research, and analyzing data. The relationship between science fairs and common core standards is also described.
pr2 dll week 1.docx
1. The document outlines a daily lesson log for a Grade 12 Practical Research 2 class. It details the objectives, content, procedures, and assessment for lessons on inquiry and research held from August 29-31, 2023.
2. The lessons cover defining and differentiating inquiry from research, qualitative from quantitative research, and experimental from non-experimental research. Activities include class discussions, group work, quizzes and developing research questions.
3. The goal is for students to understand the characteristics, strengths, weaknesses and kinds of quantitative research by the end of the sessions. Assessment of learning is conducted through formative quizzes to check comprehension of concepts.
Building academic language in science-based subjects
Academic language in the sciences, its features and associated thinking and how to embed academic (complex) language skills in science based subjects at Palmer's College. The hand-outs are mostly not on this presentation.
Learning progressions
Learning progressions are models of how students' understanding of scientific concepts develops over multiple grade levels from novice to expert-like understanding. They are based on research on how students typically learn topics and are designed to guide instruction and assessment to track students' developing understanding over time. This document discusses the motivation for developing a learning progression on environmental literacy, the theoretical framework around scientific practices, and highlights from the progression including its interdisciplinary nature and levels of understanding from notions to generation of new ideas. It also raises questions about how to further develop and validate learning progressions.
Communicating Scientific Information Syllabus
This document provides information about a course titled "A Scientist's Guide to Communicating Scientific Knowledge". The course aims to strengthen students' communication and critical thinking skills regarding the discussion and dissemination of scientific work. It will involve student presentations, discussions of scientific literature, and written assignments. Grades will be based on presentations, leading discussions, written feedback, and participation. The course follows a schedule of topics like grant writing, literature analysis, public speaking, and communicating with policymakers. It aims to leave students with improved communication abilities and understanding of scientific processes.
Moodle and the 3E Framework
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
Moodle and the 3E Framework
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
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An Experimental Study of Instructor Immediacy
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Dr. Mohammed's Religion 101 Syllabus
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本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
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- 1. Module for RWS100* Evaluating Global Climate Change Websites to Enhance Learning Across the Curriculum Kathy Williams, Biology in collaboration with Annette Cavender, RWS
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