This document provides an overview and introduction to the PSY100 course. It summarizes the instructor's background and contact information. It outlines the course learning objectives, structure, assignments including homework, projects, assessments and grading criteria. It discusses the instructor and students' responsibilities and provides next steps for students to review the syllabus, take pre-tests and begin the first week's content.
Beco w10 writing retreat: half day Writing Retreat embedded in class timeSandra Sinfield
We reflected on the writing that could have been accomplished by the morning of week 10... Rather than berate people for not having completed all this valuable writing to learn - we set the day's task as: 1) Getting some real writing done 2) Attempting some constructive peer review of writing and 3) Hopefully - people coming up with a solution to their own writing resistance.
This document provides information about the Master's in Sociology program at Tilburg University. It offers both a one-year Master's in Sociology and an 18-month Extended Master's in Sociology which includes a 6-month internship. The program focuses on societal, research, and policy topics. Courses cover areas like social structure, policy, politics, and capital. Students gain skills in research, analysis, and practical workplace experience. Graduates often find jobs in research, consulting, journalism, and government within a few months of completing the program.
NCTM 2014 Presentation: Citrus Grove Elementarykrzavack
Take a look at how this elementary school whose teacher leaders facilitated a math book study that increases standardized math test scores tremendously!
This document outlines a presentation about using Mystery Skype calls between classrooms. It discusses the rules and structure of Mystery Skype, including only allowing yes/no questions and having student jobs like question askers. Example jobs and structures used in one teacher's classroom are provided. The document also discusses exploring other Mystery Skype options like Mystery Number Skype or animal inquiries. It encourages signing up for Skype Classroom to find lessons and make connections with other teachers.
Teachers Supporting Teachers’ Understanding of Numbers Doug MacIsaac
Title:
Teachers Supporting Teachers’ Understanding of Numbers: A Professional Development Experiment
Presenters:
Kady Zavacky
Sarah Sieg
Citrus Grove Elementary
Professional Development School
DeLand, FL
Mercedes Tichenor
Doug MacIsaac
Nina B. Hollis Institute for Educational Reform
Stetson University
Deland, FL
Conference:
2014 National Council of Teacher of Mathematics Annual Meeting & Exposition
New Orleans, LA
April 10, 2014
This document describes four different learning styles: Sensing-Thinking (ST), Sensing-Feeling (SF), Intuitive-Thinking (NT), and Intuitive-Feeling (NF). For each style, it outlines how students with that style prefer to learn, what they learn best from, what they like, and what they dislike. ST learners prefer hands-on learning, practice, and tangible results. SF learners prefer group work and personal attention. NT learners prefer independent work with ideas and problem solving. NF learners prefer creative, imaginative work and open-ended discussions.
This document provides an overview and introduction to the PSY100 course. It summarizes the instructor's background and contact information. It outlines the course learning objectives, structure, assignments including homework, projects, assessments and grading criteria. It discusses the instructor and students' responsibilities and provides next steps for students to review the syllabus, take pre-tests and begin the first week's content.
Beco w10 writing retreat: half day Writing Retreat embedded in class timeSandra Sinfield
We reflected on the writing that could have been accomplished by the morning of week 10... Rather than berate people for not having completed all this valuable writing to learn - we set the day's task as: 1) Getting some real writing done 2) Attempting some constructive peer review of writing and 3) Hopefully - people coming up with a solution to their own writing resistance.
This document provides information about the Master's in Sociology program at Tilburg University. It offers both a one-year Master's in Sociology and an 18-month Extended Master's in Sociology which includes a 6-month internship. The program focuses on societal, research, and policy topics. Courses cover areas like social structure, policy, politics, and capital. Students gain skills in research, analysis, and practical workplace experience. Graduates often find jobs in research, consulting, journalism, and government within a few months of completing the program.
NCTM 2014 Presentation: Citrus Grove Elementarykrzavack
Take a look at how this elementary school whose teacher leaders facilitated a math book study that increases standardized math test scores tremendously!
This document outlines a presentation about using Mystery Skype calls between classrooms. It discusses the rules and structure of Mystery Skype, including only allowing yes/no questions and having student jobs like question askers. Example jobs and structures used in one teacher's classroom are provided. The document also discusses exploring other Mystery Skype options like Mystery Number Skype or animal inquiries. It encourages signing up for Skype Classroom to find lessons and make connections with other teachers.
Teachers Supporting Teachers’ Understanding of Numbers Doug MacIsaac
Title:
Teachers Supporting Teachers’ Understanding of Numbers: A Professional Development Experiment
Presenters:
Kady Zavacky
Sarah Sieg
Citrus Grove Elementary
Professional Development School
DeLand, FL
Mercedes Tichenor
Doug MacIsaac
Nina B. Hollis Institute for Educational Reform
Stetson University
Deland, FL
Conference:
2014 National Council of Teacher of Mathematics Annual Meeting & Exposition
New Orleans, LA
April 10, 2014
This document describes four different learning styles: Sensing-Thinking (ST), Sensing-Feeling (SF), Intuitive-Thinking (NT), and Intuitive-Feeling (NF). For each style, it outlines how students with that style prefer to learn, what they learn best from, what they like, and what they dislike. ST learners prefer hands-on learning, practice, and tangible results. SF learners prefer group work and personal attention. NT learners prefer independent work with ideas and problem solving. NF learners prefer creative, imaginative work and open-ended discussions.
This document provides information about the Master's in Sociology program at Tilburg University. It offers both a one-year Master's in Sociology and a 1.5-year Extended Master's, which includes a 6-month internship. The program focuses on societal, research, and policy topics. Graduates have found work in various fields like research, management, journalism, and policy advising. The application deadline is December 1st for the January intake and August 31st for September. Further information sessions are available to learn more about the program.
NTLT 2013 - Johanna Rhodes - Learning is not a spectator sportNTLT Conference
The document provides tips for effective lecturing and engaging students. It recommends 8 strategies for connecting with students including making large classes feel small, encouraging questions, learning students' names, relating material to students' experiences, and giving personalized feedback. It also discusses planning group activities by considering learning styles, materials, and evaluation. The document is authored by Johanna Rhodes, a nursing educator.
This document describes efforts to improve PhD workshops based on student feedback. Workshops were revised to incorporate more academic skills like critical analysis, understanding the research landscape, bibliometrics, and effective reading and note-taking strategies. Students provided positive feedback on learning about the h-index, creating groups in EndNote, text mapping, and factors that determine a work's importance. Future plans include spending more time on reading/notetaking, modifying the bibliometrics content, and assessing long-term student impacts.
This document provides updates on staffing changes and new lecturers at the Education Studies department. It announces that Andy Bord and Anny Northcote have retired, while Robin Shields and moved on. Two new lecturers are introduced: Dr. Ye Liu will teach Global and International Education, and Dr. Jim Hordern will teach various education modules. It also announces that Janet Rose and Peter Jones are now the programme leaders for Education Studies. Information is provided on selected papers published by the department. Timetable and module options are discussed. Tips are provided for students progressing to their third year of study.
The document summarizes information about the Premaster Sociology program at Tilburg University. It discusses what sociology is, provides an overview of the program structure and courses, shares experiences from current students, and describes career options after completing the program. The Premaster program takes 6 months and prepares students for entry into the 1-year Master's program in Sociology.
This document outlines the course details and expectations for EDUC 8P15 Teaching and Learning: Schools and Communities. The course will involve assignments like an oral presentation on students' educational experiences, narratives reflecting on readings and placements, and a final reflective paper on observations from a 12-15 hour field placement. Students will study personal and professional experiences in education through a narrative inquiry approach. They will develop skills in reflection, revealing insights, and considering reforms. The course aims to benefit students by exploring the informal and formal influences that have shaped them as emerging teachers.
This document provides an overview of the PreAP Trigonometry and Statistics course taught by Professor Edgar Arturo Orozco Díaz. It includes information about the professor's background and tutoring hours, the course objectives, required materials and software, grading policies, class rules, and exam policies. Students will learn trigonometric functions, statistics, polar and parametric equations, sequences and series, and limits as an introduction to calculus. The course grade is based on homework, projects, quizzes, exams, and a national math exam. Students are advised to be patient, give their best effort, ask for help, and follow the evaluation policies.
This document provides an agenda for a class on student and collaborative teacher inquiry. It includes discussions on asking questions, student inquiry, collaborative teacher inquiry, and an inquiry project involving developing an essential question and monograph. Students will read about inquiry, develop questions on the Mars One project, and participate in an inquiry-based learning activity involving developing questions, research, presentation, and reflection. Guidelines are provided for an inquiry project, meeting logs, and using inquiry-based learning in the classroom.
This document outlines the course details and expectations for EDUC 8P15/EDBE 8P15 Teaching and Learning: Schools and Communities. The course will focus on exploring personal educational experiences through assignments like an oral chronicle presentation, narrative of education essay, literacy narratives, and a field placement reflection. Students will examine theories of John Dewey and others. Expectations include regular attendance, participation, adherence to deadlines, academic integrity, and respect for others. Evaluation will be based on assignments with due dates throughout the semester, including the oral presentation, essays, discussion posts, and demonstration of professionalism. The goal is for students to understand the lived experience of teaching and learning through examining their own stories.
This document discusses learning styles and Honey and Mumford's learning styles questionnaire. It introduces the four main learning styles - activist, reflector, theorist, and pragmatist - and describes their key characteristics. The document then discusses administering the learning styles questionnaire (LSQ) to assess an individual's preferences, scoring the results, and plotting them on a diamond graph. It emphasizes that understanding learning styles can help tailor teaching to better match a learner's natural proclivities, while also noting that exposure to different styles is important for development. Finally, it proposes a practical exercise to apply the learning styles concepts.
A power point presentation to support classroom desing and lesson planning. This is an idea brough from the US, which tends to help teachers to understand the departure point to reach students' learning.
Acting on PhD student feedback to create new learning resourcesLUL Sci-Eng Team
The document discusses acting on student feedback to improve PhD workshops on literature searching and management. Workshops were updated based on student concerns about distinguishing relevant literature, accessing papers, and reading strategies. New activities addressed critical analysis, the research landscape, bibliometrics, and note-taking. Students responded positively to learning about influence metrics, text mapping, and structured note-taking. Future plans include more emphasis on reading strategies and surveying long-term student impacts.
The document provides an overview of the Master's in Clinical Psychology program at Leiden University for the 2012-2013 academic year. It introduces the program coordinators and outlines the key components of the program, including the four mandatory courses, the thesis or internship, electives, and mentoring support for both Dutch and international students. Important dates are highlighted, such as enrollment for courses that day and upcoming information sessions on thesis/internships and the mentoring program. Contact details are also provided for questions.
The document provides information about the Master's in Psychology program with a specialization in Occupational Health Psychology at Leiden University. It includes an overview of mandatory and elective courses, details on courses such as workload and timing, and information about the thesis, internship, and mentor program. Students can focus their studies on social/organizational psychology, cognitive psychology, or health psychology approaches. The program aims to integrate knowledge from various psychology disciplines to understand health, performance, and well-being in organizational settings.
The document provides information about the Master's program in Sociology at Tilburg University. It describes the structure and content of the standard one-year Master in Sociology program and the 1.5-year Extended Master in Sociology program, which includes a half-year traineeship. It highlights coursework, thesis topics, career outcomes, and the admission process. Student testimonials praise the opportunity to gain practical work experience through the Extended Master's traineeship component.
Trials and tribunals: consensus seeking in the approval of course design in H...edsrpp
The document describes research into curriculum design and approval processes in UK higher education. It presents three research questions focusing on the teaching practices and values that shape curriculum design, the characteristics of course planning, and curriculum approval practices. The conceptual framework draws on theories of critical realism, social realism, and institutional rationality. Empirical stages include cross-institutional case studies of curriculum sharing, and single-institution case studies of curriculum design and the approval process. Data collection involves interviews, documentation, and observations of approval panels. Thematic analysis of the data codes it according to conceptual categories related to collegial, bureaucratic, and consensus-seeking approaches to curriculum.
This document outlines the details of the Foundation in Design module, including contact information for module leaders, the weekly plan, assessments, and grading scheme. The 18-week module aims to develop students' critical and creative thinking skills through lectures, tutorials, assignments and a final project. It will assess students with continuous assessments like assignments, idea journals and an e-portfolio, as well as a final group project presentation. Upon completing the module, students will be able to recognize creative strategies, apply them, and self-examine their learning through reflection.
The document summarizes information about the Master's in Sociology program at Tilburg University. It provides details on the structure and content of the standard one-year Master's in Sociology program and the extended 1.5 year program. The extended program includes a half-year traineeship at an organization. The document also discusses career outcomes for graduates, the admission process, and reasons to choose this program.
An overview of the Live Case that we ran at the Stockholm School of Economics in the MGM program in November 2014. The 30 students worked in 5 teams to develop recommendations to a strategic challenge that L'Oréal was facing in Sweden.
This document provides information for students in the Master's program in Methodology and Statistics in Psychology at Leiden University. It outlines courses being offered in the first semester, including Categorical Data Analysis, Introduction to R, and Multilevel Analysis. It also provides details about internship and thesis requirements and deadlines. Students are encouraged to choose a thesis topic before Christmas and arrange an internship before January 2012. The coordinator, Mark de Rooij, wishes to meet with students the week of September 10th-14th and a representative is being sought for the Master's Program Committee.
SSE MGM Program Live Case Overview Nov 2013Robin Teigland
Overview of the Live Case for this week at the Stockholm School of Economics Master in General Management Program. The students are working with the top management team of Eniro on three strategic challenges.
36303 Topic Lesson PlanNumber of Pages 2 (Double SpacedN.docxrhetttrevannion
36303 Topic: Lesson Plan
Number of Pages: 2 (Double Spaced
Number of sources: 2
Writing Style: MLA
Type of document: Essay
Academic Level: Undergraduate
Category: Creative writing
Language Style: English (U.S.)
Order Instructions: Attached
1). Integrating Black History Month into Curriculum
Nieto & Bode Chapter 1 Understanding the Sociopolitical Context of Multicultural Education
Nieto & Bode Chapter 9 Adapting Curriculum for Multicultural Classrooms
In Chapter 9, Nieto and Bode discuss curricular adaptation and provide plenty of suggestions for cultural sensitive lesson plans.
Now is your chance to create cultural sensitive lesson plans.
February is the Black History month. Every February, teachers across Texas look for effective ways to integrate Black heritage into class activities.
The addition into the curriculum of “heroes” is one of the most frequently used during the first phase of an ethnic revival movement. As variety of the contribution approach, the heroes and holidays approach uses content limited primarily to special days related to special events. Women’s month and MLK day are examples of this type celebrated in the schools. For instance, during March, when you have a chance to visit a K-12 campus, you will see plenty of posters and banners that display outstanding females. When this approach is used, the class studies little about the special groups before or after the event or occasion.
There are hundreds of ways to integrate the celebration of the Black History Month into your teaching. Go to http://www.google.com/ or your favorite search engine to find out more information about this special event by applying the criterion discussed in Chapter 6. Create an original plan to introduce the Black heritage to your class. You may use other author’s ideas, but do not copy. If you are a current classroom teacher, design the plan to fit your subject and grade level. You may use another lesson plan as a model, but do not copy from the Internet. If your plan is not original, make sure to cite the source. If you are not a current classroom teacher, design the plan as if you were teaching your favorite subject and grade level in your favorite school. Then post your plan, which must be at least 150 words, to the Discussion Board topic "Integrate Black History Month into Curriculum".
Make sure to start the posting with the subject and grade level you are interested in. For example, if I am teaching 5th grade social studies, my subject line will be “Social Studies in the 5th grade”.
If you are new to lesson plans, I have posted a Lesson Plan template used by all Urban Education professors. This is for you to become familiar with a lesson plan format. However, you do not have to include all template components in the lesson plan you construct for this assignment.
To raise your project score, make assumptions about the audience (students) are you writing this lesson plan for. If you have older students (middl.
This document provides information about the Master's in Sociology program at Tilburg University. It offers both a one-year Master's in Sociology and a 1.5-year Extended Master's, which includes a 6-month internship. The program focuses on societal, research, and policy topics. Graduates have found work in various fields like research, management, journalism, and policy advising. The application deadline is December 1st for the January intake and August 31st for September. Further information sessions are available to learn more about the program.
NTLT 2013 - Johanna Rhodes - Learning is not a spectator sportNTLT Conference
The document provides tips for effective lecturing and engaging students. It recommends 8 strategies for connecting with students including making large classes feel small, encouraging questions, learning students' names, relating material to students' experiences, and giving personalized feedback. It also discusses planning group activities by considering learning styles, materials, and evaluation. The document is authored by Johanna Rhodes, a nursing educator.
This document describes efforts to improve PhD workshops based on student feedback. Workshops were revised to incorporate more academic skills like critical analysis, understanding the research landscape, bibliometrics, and effective reading and note-taking strategies. Students provided positive feedback on learning about the h-index, creating groups in EndNote, text mapping, and factors that determine a work's importance. Future plans include spending more time on reading/notetaking, modifying the bibliometrics content, and assessing long-term student impacts.
This document provides updates on staffing changes and new lecturers at the Education Studies department. It announces that Andy Bord and Anny Northcote have retired, while Robin Shields and moved on. Two new lecturers are introduced: Dr. Ye Liu will teach Global and International Education, and Dr. Jim Hordern will teach various education modules. It also announces that Janet Rose and Peter Jones are now the programme leaders for Education Studies. Information is provided on selected papers published by the department. Timetable and module options are discussed. Tips are provided for students progressing to their third year of study.
The document summarizes information about the Premaster Sociology program at Tilburg University. It discusses what sociology is, provides an overview of the program structure and courses, shares experiences from current students, and describes career options after completing the program. The Premaster program takes 6 months and prepares students for entry into the 1-year Master's program in Sociology.
This document outlines the course details and expectations for EDUC 8P15 Teaching and Learning: Schools and Communities. The course will involve assignments like an oral presentation on students' educational experiences, narratives reflecting on readings and placements, and a final reflective paper on observations from a 12-15 hour field placement. Students will study personal and professional experiences in education through a narrative inquiry approach. They will develop skills in reflection, revealing insights, and considering reforms. The course aims to benefit students by exploring the informal and formal influences that have shaped them as emerging teachers.
This document provides an overview of the PreAP Trigonometry and Statistics course taught by Professor Edgar Arturo Orozco Díaz. It includes information about the professor's background and tutoring hours, the course objectives, required materials and software, grading policies, class rules, and exam policies. Students will learn trigonometric functions, statistics, polar and parametric equations, sequences and series, and limits as an introduction to calculus. The course grade is based on homework, projects, quizzes, exams, and a national math exam. Students are advised to be patient, give their best effort, ask for help, and follow the evaluation policies.
This document provides an agenda for a class on student and collaborative teacher inquiry. It includes discussions on asking questions, student inquiry, collaborative teacher inquiry, and an inquiry project involving developing an essential question and monograph. Students will read about inquiry, develop questions on the Mars One project, and participate in an inquiry-based learning activity involving developing questions, research, presentation, and reflection. Guidelines are provided for an inquiry project, meeting logs, and using inquiry-based learning in the classroom.
This document outlines the course details and expectations for EDUC 8P15/EDBE 8P15 Teaching and Learning: Schools and Communities. The course will focus on exploring personal educational experiences through assignments like an oral chronicle presentation, narrative of education essay, literacy narratives, and a field placement reflection. Students will examine theories of John Dewey and others. Expectations include regular attendance, participation, adherence to deadlines, academic integrity, and respect for others. Evaluation will be based on assignments with due dates throughout the semester, including the oral presentation, essays, discussion posts, and demonstration of professionalism. The goal is for students to understand the lived experience of teaching and learning through examining their own stories.
This document discusses learning styles and Honey and Mumford's learning styles questionnaire. It introduces the four main learning styles - activist, reflector, theorist, and pragmatist - and describes their key characteristics. The document then discusses administering the learning styles questionnaire (LSQ) to assess an individual's preferences, scoring the results, and plotting them on a diamond graph. It emphasizes that understanding learning styles can help tailor teaching to better match a learner's natural proclivities, while also noting that exposure to different styles is important for development. Finally, it proposes a practical exercise to apply the learning styles concepts.
A power point presentation to support classroom desing and lesson planning. This is an idea brough from the US, which tends to help teachers to understand the departure point to reach students' learning.
Acting on PhD student feedback to create new learning resourcesLUL Sci-Eng Team
The document discusses acting on student feedback to improve PhD workshops on literature searching and management. Workshops were updated based on student concerns about distinguishing relevant literature, accessing papers, and reading strategies. New activities addressed critical analysis, the research landscape, bibliometrics, and note-taking. Students responded positively to learning about influence metrics, text mapping, and structured note-taking. Future plans include more emphasis on reading strategies and surveying long-term student impacts.
The document provides an overview of the Master's in Clinical Psychology program at Leiden University for the 2012-2013 academic year. It introduces the program coordinators and outlines the key components of the program, including the four mandatory courses, the thesis or internship, electives, and mentoring support for both Dutch and international students. Important dates are highlighted, such as enrollment for courses that day and upcoming information sessions on thesis/internships and the mentoring program. Contact details are also provided for questions.
The document provides information about the Master's in Psychology program with a specialization in Occupational Health Psychology at Leiden University. It includes an overview of mandatory and elective courses, details on courses such as workload and timing, and information about the thesis, internship, and mentor program. Students can focus their studies on social/organizational psychology, cognitive psychology, or health psychology approaches. The program aims to integrate knowledge from various psychology disciplines to understand health, performance, and well-being in organizational settings.
The document provides information about the Master's program in Sociology at Tilburg University. It describes the structure and content of the standard one-year Master in Sociology program and the 1.5-year Extended Master in Sociology program, which includes a half-year traineeship. It highlights coursework, thesis topics, career outcomes, and the admission process. Student testimonials praise the opportunity to gain practical work experience through the Extended Master's traineeship component.
Trials and tribunals: consensus seeking in the approval of course design in H...edsrpp
The document describes research into curriculum design and approval processes in UK higher education. It presents three research questions focusing on the teaching practices and values that shape curriculum design, the characteristics of course planning, and curriculum approval practices. The conceptual framework draws on theories of critical realism, social realism, and institutional rationality. Empirical stages include cross-institutional case studies of curriculum sharing, and single-institution case studies of curriculum design and the approval process. Data collection involves interviews, documentation, and observations of approval panels. Thematic analysis of the data codes it according to conceptual categories related to collegial, bureaucratic, and consensus-seeking approaches to curriculum.
This document outlines the details of the Foundation in Design module, including contact information for module leaders, the weekly plan, assessments, and grading scheme. The 18-week module aims to develop students' critical and creative thinking skills through lectures, tutorials, assignments and a final project. It will assess students with continuous assessments like assignments, idea journals and an e-portfolio, as well as a final group project presentation. Upon completing the module, students will be able to recognize creative strategies, apply them, and self-examine their learning through reflection.
The document summarizes information about the Master's in Sociology program at Tilburg University. It provides details on the structure and content of the standard one-year Master's in Sociology program and the extended 1.5 year program. The extended program includes a half-year traineeship at an organization. The document also discusses career outcomes for graduates, the admission process, and reasons to choose this program.
An overview of the Live Case that we ran at the Stockholm School of Economics in the MGM program in November 2014. The 30 students worked in 5 teams to develop recommendations to a strategic challenge that L'Oréal was facing in Sweden.
This document provides information for students in the Master's program in Methodology and Statistics in Psychology at Leiden University. It outlines courses being offered in the first semester, including Categorical Data Analysis, Introduction to R, and Multilevel Analysis. It also provides details about internship and thesis requirements and deadlines. Students are encouraged to choose a thesis topic before Christmas and arrange an internship before January 2012. The coordinator, Mark de Rooij, wishes to meet with students the week of September 10th-14th and a representative is being sought for the Master's Program Committee.
SSE MGM Program Live Case Overview Nov 2013Robin Teigland
Overview of the Live Case for this week at the Stockholm School of Economics Master in General Management Program. The students are working with the top management team of Eniro on three strategic challenges.
36303 Topic Lesson PlanNumber of Pages 2 (Double SpacedN.docxrhetttrevannion
36303 Topic: Lesson Plan
Number of Pages: 2 (Double Spaced
Number of sources: 2
Writing Style: MLA
Type of document: Essay
Academic Level: Undergraduate
Category: Creative writing
Language Style: English (U.S.)
Order Instructions: Attached
1). Integrating Black History Month into Curriculum
Nieto & Bode Chapter 1 Understanding the Sociopolitical Context of Multicultural Education
Nieto & Bode Chapter 9 Adapting Curriculum for Multicultural Classrooms
In Chapter 9, Nieto and Bode discuss curricular adaptation and provide plenty of suggestions for cultural sensitive lesson plans.
Now is your chance to create cultural sensitive lesson plans.
February is the Black History month. Every February, teachers across Texas look for effective ways to integrate Black heritage into class activities.
The addition into the curriculum of “heroes” is one of the most frequently used during the first phase of an ethnic revival movement. As variety of the contribution approach, the heroes and holidays approach uses content limited primarily to special days related to special events. Women’s month and MLK day are examples of this type celebrated in the schools. For instance, during March, when you have a chance to visit a K-12 campus, you will see plenty of posters and banners that display outstanding females. When this approach is used, the class studies little about the special groups before or after the event or occasion.
There are hundreds of ways to integrate the celebration of the Black History Month into your teaching. Go to http://www.google.com/ or your favorite search engine to find out more information about this special event by applying the criterion discussed in Chapter 6. Create an original plan to introduce the Black heritage to your class. You may use other author’s ideas, but do not copy. If you are a current classroom teacher, design the plan to fit your subject and grade level. You may use another lesson plan as a model, but do not copy from the Internet. If your plan is not original, make sure to cite the source. If you are not a current classroom teacher, design the plan as if you were teaching your favorite subject and grade level in your favorite school. Then post your plan, which must be at least 150 words, to the Discussion Board topic "Integrate Black History Month into Curriculum".
Make sure to start the posting with the subject and grade level you are interested in. For example, if I am teaching 5th grade social studies, my subject line will be “Social Studies in the 5th grade”.
If you are new to lesson plans, I have posted a Lesson Plan template used by all Urban Education professors. This is for you to become familiar with a lesson plan format. However, you do not have to include all template components in the lesson plan you construct for this assignment.
To raise your project score, make assumptions about the audience (students) are you writing this lesson plan for. If you have older students (middl.
This document provides information about an Experimental Psychology course including basic information, course description, goals, required readings, course outline, classroom procedures, grading criteria, attendance policy, accommodations for students with disabilities, and an academic honesty statement. The course is an introduction to laboratory research methods in psychology and emphasizes the design and execution of exploratory investigations to develop skills in experimental methods and design critique. Grades are based on a research paper, group paper, in-class assignments, and quizzes. The course aims to provide knowledge of psychology concepts and research methods as well as develop critical thinking, application, and ethical values.
This document provides advice and guidance for starting a PhD program. It discusses the skills and qualities needed to be a good researcher, including research skills, communication skills, and career management. It emphasizes the importance of having a good relationship with your supervisor and preparing well for meetings. Finally, it stresses the importance of self-motivation, time management, maintaining work over long periods, and seeking support from your program and peers to help overcome challenges during PhD studies.
This document outlines the structure and content of a course on Innovation Management and Entrepreneurship. It provides learning objectives, approach, required readings, assessment details and assignment guidelines. The course covers basic concepts of innovation and entrepreneurship, related theories, practices and systems through lectures, guest speakers and a final paper. Students will analyze academic papers, participate in class and complete a 5-7 page individual essay or 10-15 page group case study. Grading will be based on participation, readings, assignment and exam.
This document discusses managing the relationship between PhD students and their supervisors. It outlines expectations for both parties, including the supervisor guiding the student's research and being available for meetings, and the student taking responsibility for their project and keeping their supervisor updated. Potential problems that can arise are explored, such as lack of guidance or feedback from supervisors or students not committing enough time. Strategies for overcoming issues are suggested, such as keeping a positive perspective, being organized, and communicating openly with the supervisor. The goal is for both parties to understand their roles and work cooperatively towards the student completing their PhD.
This document outlines an induction session for a Postgraduate Certificate in Learning and Teaching in Higher Education program. It includes an icebreaker activity where participants introduce themselves and discuss expectations and fears. An overview of the program is then provided, covering its aims, underpinning values, and qualifications. Assessment tasks are briefly summarized in groups. Participants are asked to identify a work-based support colleague to assist with the teaching observation process and provide feedback. They are given details on the first assessment task regarding a good learning experience and deadlines. The session aims to help participants understand the program requirements and build a support network.
The document outlines the common core courses for a Bachelor's degree in education from the Department of Education at Masaryk University. It includes required courses like Introduction to Education and Psychology, Developmental Psychology, Theory and Methodology of Education, and Teaching Assistant Practice courses. It also lists elective selective courses and examples of elective courses students can take like Special and Inclusive Education, Social Psychology, and Research for Practicing Teachers. The Bachelor's degree culminates in a Bachelor's thesis completed over three terms.
Educators: this is a six-slide presentation to give you an overview of one of your final courses in the RRC teacher education diploma programs. (RZP – Fall, 2015)
Social psychology is the scientific study of how individuals' thoughts, feelings, and behaviors are influenced by other people. Social psychologists conduct research on topics like relationships, social influence, groups, and prosocial behavior. They collaborate with others, develop research ideas and methods, analyze data, communicate results, and apply for grants. A Ph.D. is generally required to specialize in social psychology. Employment opportunities exist in academia, private sector organizations, government, and non-profits. The most rewarding aspect of the field is its creativity and focus on topics of personal interest, while the biggest drawback is the heavy workload.
The document provides an overview and introduction to an online module titled "Contexts of Teaching & Learning". It outlines the intended learning outcomes, topics to be covered, formative and summative assessment tasks, participation expectations, and portfolio requirements. Specifically, students will complete formative tasks and discussions, three summative assignments including an evaluation paper, revised educational philosophy, and CPD plan, and a final portfolio. Active participation is expected throughout the module to demonstrate learning and engage in peer discussions.
This document summarizes a pedagogical study on students' perceptions of the SCIENCE 1A03 course over time. It provides results from 2014 when the course was first piloted, including that students most enjoyed the introductory lectures and mini-research investigations. It also shares new results from 2014 on students' positive impressions of the beneficial peer mentors. Preliminary findings are presented from focus groups in 2015, finding that the course influenced some students' level II decisions and that skills like teamwork transferred. The study aims to continue comparisons and gather perspectives from mentors, instructors, and follow up with students in later levels.
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Master Social & Organisational Psychology
1. MSc Program Social and Organizational Psychology
August 30, 2012
Welcome Master students!
2. What is the idea of today’s
introduction meeting?
Seeing each other’s faces
Give you an overview of the Master
program S&O
Introduce each of the mandatory and
elective courses for the Master Program
and additional features of the Program
Answer questions
3. MSc Program in Social and
Organizational Psychology
60 ECTS (Two semesters)
4. MSc Program in Social and
Organizational Psychology
Mandatory courses 20 ECTS
Elective courses 10 ECTS
Thesis Proposal+Thesis 20 ECTS
Internship 10 ECTS
60
5. MSc Program in Social and
Organizational Psychology
The social psychology Mandatory (20 ECTS)
of organizational
behavior (10) Electives (10 ECTS)
Intergroup relations (5)
Thesis Proposal+
Applied data analysis (5)
Thesis (20 ECTS)
Internship (10 ECTS)
6. MSc Program in Social and
Organizational Psychology
Fall semester: Mandatory (20 ECTS)
- Motivation,Power,Leadership
- Psychology of Economic
behavior Electives (10 ECTS)
- Mediation Skills
- Environmental Psychology
Spring semester: Thesis Proposal +
- Psychology of Economic
Behavior Thesis (20 ECTS)
- Mediation Skills Internship (10 ECTS)
(each course is 5 ECTS)
7. MSc Program in Social and
Organizational Psychology
Mandatory (20 ECTS)
Electives (10 ECTS)
Thesis Proposal + Thesis
(20 ECTS)
Internship (10 ECTS)
8. Mentorship system during
Master phase
Monitoring of progress, be accessible to
discuss questions, problems
Mentor = supervisor thesis and internship
9. Social psychology of organizational
behavior
Starting Tuesday,
September 11, 15.00
hours
10 meetings
Exam December +
resit in January
Introduction by
Wolfgang Steinel
10. Intergroup relations
Starting Wednesday
September 5, 13.00
hours
(5 meetings)
Exam October
(resit January)
Introduction by Daan
Scheepers
11. Applied data analysis
Focus on applications
Prepares for data analysis master thesis
Lectures and work groups
Offered in both semesters but urgent
advice to do in fall semester
Start Wednesday September 5 at 9.00
hours.
12. Colloquia
Presentations of research by distinguished
social/organizational psychologists
At least 10 coll. each academic year,
announced several weeks in advance
Attendance of 4 colloquia mandatory, part
of thesis requirements
Registered via “green card”(provided now)
13. Master Thesis
20 ECTS
Empirical research
Choose topic from a list of topics offered
by staff members
Enrollment not via USIS, but via u-mail:
September 6th : topics list in u-mail inbox
Enrolment between 10-12 Sept.: send an e-mail
with top-5 preference to mastersop
Mid-sept. : first meeting with your thesis supervisor ,
who will also be your mentor
14. Master thesis
Thesis proposal:
Literature, method
Investment: 10 hours a week
Deadline: End of January 2013
Actual thesis research:
Data collection, analysis, write up
Investment: at least 22 hours a week
Deadline: mid-May 2013
15. Internship
Internship, 10 ECTS, standard from mid-
May till the end of July 2013
You must find an internship yourself
NOT allowed to start before approved thesis
proposal (i.e., not before February 1 st)
Information meeting in November ( tips and
guidelines)
List of recent internships is available on
Blackboard
16. General
Coordinator of Theses and Internships:
Mieneke Weenig, email via MasterSOP
@fsw.leidenuniv.nl
Objectiveof the standard schedule: Each
student in good health will graduate within
a year (but quit job > 8 hrs/week)
If you want to deviate from
standard time
schedule of master program, contact
Mieneke Weenig as soon as possible
17. Electives:
Four electives offered by S&O: four/two in
each semester (two offered twice)
Enrollment for electives for fall semester
today (check compatibility rosters for
electives offered by other specializations!)
Questions about procedures? Check with
‘Onderwijsbalie’ (in person, not by phone)
18. Elective: Motivation, Power, and
Leadership
Fall semester: starting
Tuesday September 4
Series of 6 Lectures
Exam end of October
Introduction by Fieke
Harinck
19. Elective: Psychology of Economic
Behavior
Offered in both semesters
Fall semester: starting
Thursday September 6,
11.00 hours
Final exam end of October
(resit January)
Introduction by Eric van Dijk
20. Elective: Mediation Skills
Offered in both semesters:
enrolment Fall semester
today.
Start October 29
Course is about the skills
needed for conflict
management, as a neutral
third party
Only course in Dutch!
Introduction by Belinda van
Riessen
21. Elective: Environmental Psychology
Fall semester: starting
November 1
Seven lectures. Exam
middle of December,
resit January
Introduction by Henk
Staats
23. LAST BUT NOT LEAST: wanted
- 1 international S&O student for
International Students Platform
- student assistants for Arjaan Wit’s
2th year course on Group Dynamics
- Interested?
24. Frequently Asked Questions
Can I take courses in a different order?
Can I combine my thesis and internship?
When will I complete my degree?
25. Frequently Asked Questions
Can I take courses in a different order?
always start with mandatory courses
Can I combine my thesis and internship?
not recommended, only on approval
When will I complete my degree?
within 12 months (but limit competing
activities)
26. Frequently Asked Questions
How to find an internship?
When to start searching for an internship?
Can I do an extended internship?
27. Frequently Asked Questions
How to find an internship?
personal network (data base backup)
When to start searching for an internship?
middle of november
Can I do an extended internship?
yes, but complete degree requirements first
28. COURSES ON E-
STUDIEGIDS
http://www.studiegids.leidenuniv.nl/
29. Career perspectives
Wide range of positions
in public/private organizations:
policy researcher
professional trainer
organizational consultant
marketing professional
public relations officer
personnel manager
mediator
public health advisor
etc.
Editor's Notes
FINAL ASSIGNMENT DUE AT THE END OF JANUARY, NOT IN DECEMBER(!) IN ORDER TO AVOID COMPETING OBLIGATIONS