Teaching K-6 Teacher Candidates how to effectively evaluate iPad apps for learning. The instructor for the course co-taught this lesson, providing curricular connections (writing objectives, applying Depths of Knowledge, and stages of word work).
Teaching K-6 Teacher Candidates how to effectively evaluate iPad apps for learning. The instructor for the course co-taught this lesson, providing curricular connections (writing objectives, applying Depths of Knowledge, and stages of word work).
A presentation directed towards teachers using english in a bilingual context, showing ideas of how to exploit non fiction sources in the primary classroom
A day's session on fiction and non-fiction reading, K-7 with Queen Elizabeth and General Gordon staffs. Every Child, Every Day; small group instruction, whole group instruction.
This presentation describes effective textbook study strategies. Many of these strategies are useful in K-12 education only because Open Educational Resources now allow students to mark up and annotate their textbooks.
Reading the World Now- Reading Activites for English Language LearnersJamie H
This is presentation was given at the Universidad Autónoma de San Luis Potosí's 2013 ELT conference on a new series from Compass Publishing called Reading the World Now.
The presenter at the event was Rebecca Elliott, we'd like to acknowledge her kind support and guidance in the development of this presentation. Lots of great reading comprehension extension activities herein!
We welcome your feedback on facebook.com/compasspublishing, on twitter @CompassELT, on our hompeage www.compasspub.com, or through email info@compasspub.com.
Thanks for the views!!!
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
"There's an App for That" Presentation for the Leadership Omaha-Family Literacy Day at the University of Nebraska Omaha, College of Education on Saturday, April 27th. This presentation includes various apps that will help parents infuse literacy and technology to engage their children in learning. Even if they don't even realize they are learning!
This session was for faculty of the College of Education to discuss how to "Add Depth to Discussion" in an online environment, ie. Blackboard, wikis, blogs, Google Docs. All Links are live and active as of Sept. 15, 2011.
Please note: The formatting of the reference page didn't convert well.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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!
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
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
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.
1. Making Non-fiction
Come Alive!
MET Link K-8 Literacy Conference
April 14, 2012
Wendy Grojean
University of Nebraska at Omaha
College of Education
IDEAS Room Coordinator
wgrojean@unomaha.edu
2. What was the last non-fiction book you read
outside of the classroom?
Why?
http://3.bp.blogspot.com/-zY6x6UIjRTs/TkrvcPkWtxI/AAAAAAAAAO4/amPmx57Of0M/s1600/IMG_0737.JPG
3. Traditional Reading Strategic Reading
Format Format
Reading Pre-reading
assignment strategies
given
Guided active,
silent reading
Independent
reading
Reflect on
reading
Discussion to see if
reading was understood.
Student completes fill-in-
the-blank worksheets
(Billmeyer, 2004, p. 27)
4. Reading Strategies
Reading strategies engage the mind of the reader.
Strategic reading is possible when:
• Readers are taught how and when to strategies.
• Instruction of strategy use gradually moves from
teacher-directed to student initiated” (Billmeyer,
2004, p. 28).
5. Purpose of Pre-reading strategies
• Activates prior knowledge
• Builds background knowledge
• Develops interest and motivation
• Introduces key concepts and vocabulary
• Previews the text
• Sets purpose
6. Activities to Support Prereading
KWL charts Graphic organizers
Field trips Possible sentences
Films and videos Text walk / Overviewing
Quickwriting Questioning
Trade books Make predictions
Anticipation guides Brainstorming
Exclusion Dramatic role play
Concept maps Word walls
RAN strategy
7. Conventions of Nonfiction
“We must teach our students what nonfiction
is. Teaching our students that expository text
has predictable characteristics and features
they can count on before they read allows
them to construct meaning more easily as they
read” (Harvey, S. & Goudvis, 2007, p.117).
Conventions of Non-fiction
Types of Non-fiction
8. RAN Strategy
Reading and Analyzing Non-fiction
• A “beefed-up” version of the infamous
KWL.
What I THINK Confirmed Misconceptions New Wonderings
I know Information
• Students are engaged and thinking throughout
the reading process.
• http://scrumblr.ca/
9. Anticipation Guides
Allow students to:
• connect new information to prior knowledge
and build curiosity about a new topic.
Example templates:
Simple form
Upper-elementary-HAL
11. Strategies during reading:
• Ensure fluent reading
• Identify big ideas
• Organize ideas and details
• Construct meaning
• Enhance meaning
• Propel research efforts
• Clarify confusion
12. Activities to Support Reading
Listen before reading Coding text
Read with buddy Bookmarks
Small group read and share Sketching
Reciprocal teaching Double-entry journals
Highlighting It says / I say
Graphic organizers Questioning
Post-it response notes Visualizing
RAN
13. FQR
During reading students:
• record factual information.
• ask questions.
• respond to merge their thinking with the
content.
Fact Question Respond
Penguins can’t fly How do they get around? That stinks that they can’t
fly!
Not all penguins live in cold Which penguins live in They might get if they live
climates warm climates? in a hot climate and are
black.
14. Text Coding
• During modeling: “Students need to hear
the teacher’s inside thinking or self-talk”
(Chapman, 2003, p. 85).
• Adding novelty to note taking improves the
students’ ability to remember important
information.
• When a unique reference mark is used, key
points are easier to remember and retain.
15. Using INSERT
• Interactive Notation System for Effective
Reading and Thinking (Vaughn and Estes,
1986)
• Develop your own “codes” with your class
• Have the codes visible and accessible to
students
• Examples:
-Simple
-Detailed
17. Purpose of Responding Strategy
• Clarify understanding
• Reflect on big ideas
• Summarize
• Make connections
18. Response Questions
• Prompt thinking
• May have multiple answers
• Cause students to ponder and wonder
• Dispel or clarify confusion
• Challenge students to rethink opinions
• Are subject to discussion, debate, and
conversation
• May require further research
19. Response Questions
• What makes you think that?
• Why do you say that?
• Can you elaborate on that?
• Can you tell me more about your thinking?
• How did you come up with that?
20. Activities to Support Responding
• RAN-Wonderings column
• FQR-The “R”
• Coding Text- ?
• Instructional conversations
• Think-pair-square-share
• Learning logs
• Double-entry journals
• Write summaries
• Questioning
• Exit slips and admit slips
• Written conversation
• Instructional and grand conversations
21. Exit and Entrance slips
• Prompts that document learning,
– Ex. Write one thing you learned today.
– Ex. Discuss how today's lesson could be used in
the real world.
• Prompts that emphasize the process of
learning,
– Ex. I didn't understand…
– Ex. Write one question you have about today's
lesson.
22. Summarizing-Fun?!
• The “gist” –Important information ONLY!
– www.twitter.com or www.twiducate.com
– To create 140 characters or less summary
• Summary wheel-Billmeyer
24. Activities to Support Application
• Compare/contrast – Venn Diagrams
• Most Valuable President or Explorer
• Read other books-Read-alikes
• Conduct research
• Write stories, reports, and poems
• Cubing
• Present oral reports
• RAFT – Retelling in various perspectives and
genres
• Multi-genre topics
25. Most Valuable President Use a Venn diagram to compare
the two presidents, explorers,
John F. Kennedy animals, etc. Students present
and the class votes on the
Woodrow Wilson winner.
Abraham Lincoln
Andrew Jackson
Benjamin Harrison MVP!!
Zachary Taylor
Franklin Roosevelt
Ronald Reagan
26. Multi-Genre Topics
Students create three or more items
representing different genres. Examples to
include are:
• Reports
• Stories
• Poems
• Create artifacts
• Posters
• Charts
27. References
Adlit.org. (2009). Exit slips. Retrieved from http://www.adlit.org/strategies/19805/
Billmeyer, R. (2004).Strategic reading in the content areas. Omaha, NE:
Dayspring Printing.
Chapman, C., & King, R. (2003). Differentiated instructional strategies for
reading in the content areas. Thousand Oaks, CA: Corwin Press, Inc.
Harvey, S. & Goudvis, A. (2004). Strategic thinking: Reading and responding,
grades 4-8. Portland, ME: Stenhouse Publishers.
Harvey, S. & Goudvis, A. (2007). Strategies that work. Portland, ME: Stenhouse
Publishers.
Keene, E.O., & Zimmermann, S. (2007). Mosaic of thought: The power of
comprehension strategy instruction. Portsmouth, NH: Heinemann.
Kump, L. (2010). Determining importance of non-fiction. Retrieved from
http://www.readinglady.com/mosaic/tools/Determinging%20Importance%20h
andout%20by%20Deb%20Smith.pdf
Moss, B. (2005). Making a case and a place for effective content area literacy
instruction in the elementary grade. Reading Teacher, 59, 46-55.
Rasinski, T. & Padak, N. (2000). Effective reading strategies. (Second Edition).
Columbus, OH: Merrill.
28. References (cont’d)
Readingrockets.org. (2012). Classroom
strategies: Anticipation guide. Retrieved from
http://www.readingrockets.org/strategies/antici
pation_guide/
Stead, T. (2006). Reality checks: Teaching
reading comprehension with nonfiction K-5.
Portland, ME: Stenhouse Publishers.
Tompkins, G.E. (2006). Literacy for the 21st
century. Upper Saddle River, NJ: Pearson.
Vaughan, J.L. & Estes, T.H. (1986). Reading and
Reasoning Beyond the Primary Grades.
Boston: Allyn and Bacon Inc.