A Leader's Guide to Implementing Genius HourAngela Maiers
A presentation based on the book "Liberating Genius." It covers how to create the conditions for genius hour and passion based learning to succeed in every classroom.
Educators agree that the ability to extract important ideas and key information from text and content is an essential skill in every content area, yet this remains one of the most daunting and difficult tasks for readers of all ages and levels. This presentation explores demystifies the processes involved in extracting the central thoughts from literature and content area text.
A Leader's Guide to Implementing Genius HourAngela Maiers
A presentation based on the book "Liberating Genius." It covers how to create the conditions for genius hour and passion based learning to succeed in every classroom.
Educators agree that the ability to extract important ideas and key information from text and content is an essential skill in every content area, yet this remains one of the most daunting and difficult tasks for readers of all ages and levels. This presentation explores demystifies the processes involved in extracting the central thoughts from literature and content area text.
How to Read Like a Writer Mike Bunn In 1997, I was a recent college .docxmaple8qvlisbey
How to Read Like a Writer Mike Bunn In 1997, I was a recent college graduate living in London for six months and working at the Palace Theatre owned by Andrew Lloyd Webber.* The Palace was a beautiful red brick, four-story theatre in the heart of London’s famous West End, and eight times a week it housed a threehour performance of the musical Les Miserables. Because of antiquated fire-safety laws, every theatre in the city was required to have a certain number of staff members inside watching the performance in case of an emergency. My job (in addition to wearing a red tuxedo jacket) was to sit inside the dark theater with the patrons and make sure nothing went wrong. It didn’t seem to matter to my supervisor that I had no training in security and no idea where we kept the fire extinguishers. I was pretty sure that if there was any trouble I’d be running down the back stairs, leaving the patrons to fend for themselves. I had no intention of dying in a bright red tuxedo. There was a Red Coat stationed on each of the theater’s four floors, and we all passed the time by sitting quietly in the back, reading books with tiny flashlights. It’s not easy trying to read in the dim light of a theatre—flashlight or no flashlight—and it’s even tougher with shrieks and shouts and gunshots coming from the stage. I had to focus intently on each and every word, often rereading a single sentence several times. Sometimes I got distracted and had to re-read entire para- * This work is licensed under the Creative Commons AttributionNoncommercial-ShareAlike 3.0 United States License and is subject to the Writing Spaces’ Terms of Use. To view a copy of this license, visit http:// creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. To view the Writing Spaces’ Terms of Use, visit http://writingspaces. org/terms-of-use. 72 Mike Bunn graphs. As I struggled to read in this environment, I began to realize that the way I was reading—one word at a time—was exactly the same way that the author had written the text. I realized writing is a word-by-word, sentence-by-sentence process. The intense concentration required to read in the theater helped me recognize some of the interesting ways that authors string words into phrases into paragraphs into entire books. I came to realize that all writing consists of a series of choices. I was an English major in college, but I don’t think I ever thought much about reading. I read all the time. I read for my classes and on the computer and sometimes for fun, but I never really thought about the important connections between reading and writing, and how reading in a particular way could also make me a better writer. What Does It Mean to Read Like a Writer? When you Read Like a Writer (RLW) you work to identify some of the choices the author made so that you can better understand how such choices might arise in your own writing. The idea .
How to Write a Point of View Literary Analysis S.O.A.P.S.T.docxpauline234567
How to Write a Point of View Literary Analysis
S.O.A.P.S.Tone is a helpful acronym to help you analyze the Point of View of the speaker in any piece
of writing.
S – Speaker O – Occasion A – Audience P – Purpose S – Subject T – Tone
Literary Element Analysis Questions
Speaker Keep in mind that the speaker and the author are sometimes two different individuals.
Ask yourself the following questions to analyze the Speaker:
• Who is the voice that tells the story?
• What is the emotional state of the speaker?
• What do you know about the background of the speaker?
• What conclusions can you make about the speaker?
Occasion This is where you take into consideration the background of the author and the time
period when the piece was written. Ask yourself the following questions to analyze the
Occasion:
• What is the time and place of this piece of writing?
• Was anything significant going on in the author’s life at this time?
• Was something significant going on in history at this time?
Audience Think about the people for whom this was written. Ask yourself the following questions
to analyze the Audience:
• Who was the audience? Was this written for a specific person, a specific group,
or the general public?
• What were some of the key beliefs of people during the time period?
• What specific language does the author use to appeal to their target audience?
Purpose Focus on why this piece was written. Ask yourself the following questions to analyze
Purpose:
• Why was this piece written?
• What is the message of the writing?
• Is the author trying to get a certain reaction from their audience?
• What emotions does the writing make the audience feel?
Subject Consider the subject or topic of the writing. Ask yourself the following questions to
analyze Subject:
• What is the main subject or topic of this piece of writing?
• How does the writer present this subject?
• What other minor topics does the writer include in their text?
Tone Tone is the author’s attitude toward the Subject. Ask yourself the following questions to
analyze the Tone:
• What events in the author’s life could be connected to the text?
• What words or phrases does the author use to describe the Subject of the
writing?
• What emotions are expressed in this piece of writing?
• What words or phrases show the emotions in the writing?
• If you were to read this piece out loud, what types of emotions would you use?
English 11 Essay 1: Analysis of Whitman’s Views in “Song of Myself”
Pre-Writing: The Essential First Step
Analyzing point of view for a literary analysis starts with asking yourself some important questions about
the poem, story, essay, speech, or book you are reading. Although you won’t use all the information
you gather during your pre-writing, thinking about the author’s point of view before you write will help
you stay focused on the prompt to better identify your thesis, your t.
This PPT is meant to show students the different ways of thinking. It shows them that they will be thinking in a variety of ways and that higher level thinking is important and will be expected.
Quick Start guide to Remote and Online LearningAngela Maiers
As schools and organizations make the transition to virtual and remote learning, there is no shortage of resources. This guide is a quick start to navigating those decisions with advice and guidance from educators in the trenches.
Practical Creativity: Nurturing and Understanding the Habits and Attitudes o...Angela Maiers
We all have the capacity to be more creative; but do we have the necessary habits and attitudes to become productive and innovative learners, leaders and powerful contributors to our world?
This presentation is designed to inspire, motivate, and provide techniques that both empowering and equip all who wish to be more creative with the habits and attitudes required to build creativity into our learning and lives.
YOU DON'T HAVE TO BE DISNEY TO CREATE MAGICAL CUSTOMER EXPERIENCES: SO BRING...Angela Maiers
Do you want to build a culture that can respond well to the marketplace, touch people, move them, and create loyalty and magical moments?
Then you must focus on :
-Investing time, money, and energy on relationships
-Being the type of brand that is fully present
-Being useful, grateful, and valuable
-Figuring out ways your product/service will help reduce and even alleviate customer pain
-Loving and valuing every customer; especially the ones that don't always deserve it.
All of these are the principles and practices are common sense; but it takes courage and commitment to take these and make them commonplace and common practice; creating magic at every interaction. Let the following framework serve as a reminder of what you know best to do and guide your success moving forward.
Let's Make MAGIC With Our:
M: Memorability
A: Absorbability
G: Giftability
I: Intentionality
C: Carability
YOU are intended to be a world changer. That is an ambitious task for anyone, and that is exactly what this presentation addresses. It starts with you! To become a world changer, you must first embrace and believe in your worth and capacity to impact. YOU MATTER, and your actions count. Today is the day we start!
Mattering IS the Agenda - Presentation at TASSP and TEPSA 2015Angela Maiers
You matter is not a statement of inspiration. It is not a project, or strategy, an event, or an item on the agenda.
It is the agenda.
Mattering is not something that just happens to you. It is something you actively pursue. The game changer for 21st century is the ability to leverage connected genius.
Never underestimate your significance, or the significance of the right words at the right time. It takes a few seconds to transform a culture and changes lives, and it costs nothing.
My presentation at #NSBAConf on how school districts can get social media right - for board members, administrators, teachers, staff, students and parents.
Liberating Genius is a framework and system that fuels innovation, creativity and ability to impact our learning, work and world.
Liberating Genius is not an inspirational or utopian hope for our students; nor is it a quick-fix program to building a better system.
We can no longer afford as individuals or as a nation to allow our best talents to remain buried beneath systems and organizations.
There is genius within; together let us help unleash it.
Choose2Matter.org
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!