This document discusses using popular culture to help motivate struggling writers and help students build their identity. It suggests having students reflect on cultural topics like movies, music, and television to find writing topics that interest them. Using cultural references can make writing feel more relevant and help students see themselves as writers. The document also stresses the importance of building strong teacher-student relationships to create a safe environment for students to share their writing.
Children literature: A Potent Tool in the Hands of Absentee ParentsIyabode Daniel
Children literature remains the focus of discussions among those concerned with the positive socialisation of children within the African society. However, how it can serve for the socialisation of children by the home has not been clearly understood. This paper discusses the tangible role children literature can play in the socialisation process. It specifically focuses on the way the absentee parent(s) can effectively use children literature as a tool of child training. It outlined the nature of children literature as it exists in the Nigerian society. It identified some important techniques such as didactism, journey motif, child abuse, characterisation, etc., which writers use to convey their messages in Nigerian children literature. It identified how writers use aesthetics to attract, keep and teach children the needed morality in the society. It concludes by outlining the way that the teacher/parent can effectively bring to life children literature to youngsters and thus engage it for positive socialisation of children within the African social milieu.
Reading notes for class March 30, 2015. Slides created as reading notes for this week's theme, "Your Brain on Books", in preparation for our documentaries/PSAs encouraging pleasure reading.
Children literature: A Potent Tool in the Hands of Absentee ParentsIyabode Daniel
Children literature remains the focus of discussions among those concerned with the positive socialisation of children within the African society. However, how it can serve for the socialisation of children by the home has not been clearly understood. This paper discusses the tangible role children literature can play in the socialisation process. It specifically focuses on the way the absentee parent(s) can effectively use children literature as a tool of child training. It outlined the nature of children literature as it exists in the Nigerian society. It identified some important techniques such as didactism, journey motif, child abuse, characterisation, etc., which writers use to convey their messages in Nigerian children literature. It identified how writers use aesthetics to attract, keep and teach children the needed morality in the society. It concludes by outlining the way that the teacher/parent can effectively bring to life children literature to youngsters and thus engage it for positive socialisation of children within the African social milieu.
Reading notes for class March 30, 2015. Slides created as reading notes for this week's theme, "Your Brain on Books", in preparation for our documentaries/PSAs encouraging pleasure reading.
Fostering Creativity in the Sixth Grade at History Education through a Story-...Elias Stouraitis
This paper presents the results of an innovative conceptual framework called C2Learn [Fostering Co-Creativity in Learning through Digital Games], a European research project in Technology-Enhanced Learning. This project aims to foster co-creativity in learning through digital gaming activities. The challenge was to implement these activities in history education, which remains a subject of memorization of historical names and events. History education in Greece does not develop students’ imagination in an historical context. As such, students believe that history has nothing in relation to their lives and they face it as a given subject. In this research, students optimized teachers’ stimuli so as to develop their imagination in an historical context. Our hypotheses related to the following questions:
Do students actually believe that history is a creative subject?
Does this implementation give students an historical sense?
Does digital gaming develop students’ imagination and afterwards their creativity?
Do students acquire historical knowledge through this procedure?
Structuring Student Book Clubs to Encourage CollaborationLauren Zucker
Demo lesson presented at Fordham University's Developing Digital Literacies Institute on July 29, 2014.
Using a variety of digital tools (e.g., goodreads.com, Google forms, Google docs) allows students to make responsible choices, take ownership of their learning, and demonstrate their understanding in multiple modes.
This session will focus on reinventing independent reading to encourage more collaboration, both online and face-to-face.
Fostering Creativity in the Sixth Grade at History Education through a Story-...Elias Stouraitis
This paper presents the results of an innovative conceptual framework called C2Learn [Fostering Co-Creativity in Learning through Digital Games], a European research project in Technology-Enhanced Learning. This project aims to foster co-creativity in learning through digital gaming activities. The challenge was to implement these activities in history education, which remains a subject of memorization of historical names and events. History education in Greece does not develop students’ imagination in an historical context. As such, students believe that history has nothing in relation to their lives and they face it as a given subject. In this research, students optimized teachers’ stimuli so as to develop their imagination in an historical context. Our hypotheses related to the following questions:
Do students actually believe that history is a creative subject?
Does this implementation give students an historical sense?
Does digital gaming develop students’ imagination and afterwards their creativity?
Do students acquire historical knowledge through this procedure?
Structuring Student Book Clubs to Encourage CollaborationLauren Zucker
Demo lesson presented at Fordham University's Developing Digital Literacies Institute on July 29, 2014.
Using a variety of digital tools (e.g., goodreads.com, Google forms, Google docs) allows students to make responsible choices, take ownership of their learning, and demonstrate their understanding in multiple modes.
This session will focus on reinventing independent reading to encourage more collaboration, both online and face-to-face.
This version was presented at the Archdiocese of Detroit 2nd Annual In-Service for Teachers and Administration at the University of Detroit Mercy on August 4, 2015. The presentation describes a teaching strategy to boost motivation in male students, specifically in reading but other subjects are presented as well.
EAC273For your second blog assignment, you will choose a childre.docxjacksnathalie
EAC273
For your second blog assignment, you will choose a children's book and one online interactive content from ages 6-9 or 9-12 to evaluate applying the criteria set out by Anti-Defamation League "Evaluating Children Books" website and opinions by Nicolette Jones and Kate Wilson. While you may choose your own book, here are some suggestions if you are stuck:
Children's Book Ages 6-9
Captain Underpants /app on iTunes / game website
Ivy and Bean /website
Children's Books Ages 9-12
Diary of a Wimpy Kid / Wimpy Kid Club
Ever After High: The Unfairest of Them All / website
39 Clues: The Midnight Ride / website
Percy Jackson and the Olympians: The Lightning Thief / website
Please note that you are not expected to read the whole book. The links in the title above bring you to Google Play where you can read a free sample and purchase the book at a reasonable price. You should read at least the first three chapters to get an general idea about the story, character, themes, setting, etc. The links following the titles bring you to interactive online content to be evaluated as part of your assignment.
The medium in which you will present your evaluation will be either an infographic, or an educational video. Resources are available online in the attached links to help you fulfill the requirements. As well, you need to be aware and responsible for ensuring the legalities and use of digital mediums. To learn, read up on Seneca's Introduction to Digital Citizenship Page.
To help you succeed in this project, the college has provided the Sandbox, a space for you to use equipment, software and people to help you. Book early so that you can get your project done on time. If you need some assistance in the production, contact [email protected] (You'll have to cut and paste the e-mail).
This can be a very overwhelming project, so you may work in groups of two or if you prefer you can work alone. I recommend that students connect with each other via the Tools menu. Click on the "Send e-mail" link in Tools and choose "All Student Users" to find members with whom you would like to work.
Assignmement Guidelines:
If you are writing your evaluation, please ensure that it meets the following criteria: (individual work only: no pair/group work).
· has at least two points from each section (Story, Characters, Themes, Settings..etc) is addressed from the website Evaluating Children Books - that does not mean the book has to meet that point, it may not - and the articles by Nicolette Jones and Kate Wilson for the interactive content.
(i copied the information of these 3 points at below)
· ensure that the book meets the age range
· is in essay format, approximate 650-750 words (introduction with thesis, development, conclusion)
· contains examples from the reading and online content to support conclusion about the book
· documentation of source in-text MLA Style and a Works Cited at the end
Evaluating Children's Books
Before selecting a book for children review its ...
This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.
36 lessons, multi level for teaching English. + "lesson printables" for each lesson, video to supplement the lesson and teacher "helpers" galore. Each lesson contains instructions. Purchase helps support the EFL Classroom resource community. https://eflclassroom.com/store/products/teach-learn-techbook/
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
3. After reading –reflective and inferential questions:
» What did this story make you think about?
» What do you think the author was trying to
teach us?
» What was the most important part of the story?
Why?
4.
5. Typical Student responses
» Non-verbal communication (shoulder shrug)
» “I don’t know what you want me to write”
» “It don’t make me think about nothing”
» “Who cares about that dumb story!”
6. “Writing now more regularly activates reading. In
front of computer screens and keyboards, people
typically read from prior positions as composers
and messagers.”
Holding on to Good Ideas in a Time of Bad Ones, 46)
7.
8. » If I want my students to see themselves as writers, I
have to help them feel like they have something to
say.
“If these (sports affiliations, hip-hop, movies, televisions, etc.)
cultural resources are dismissed for whatever reason, (too
exploitive, too commercial, too tied to television, too ‘low
class’), if the middle/professional-class type of book culture is
perceived as the only useful literacy experience, the result is
profoundly alienating and inequitable.
(Holding on to Good Ideas in a Time of Bad Ones, p.96)
9. » Student identity is significantly influenced by
popular culture.
“Children appropriate cultural material to
participate in and explore their worlds.”
(Literacy as Social Practice, p.114)
10. Option 1: Think about the story of your name,
does your name fit you, why or why not?
Option 2: Think of a favorite movie or TV show.
Which character is most like you? Or Which
character would you be. Why?
11.
12. Help them “build” their writing identity, they need to
increase their own cultural capacity and awareness
» Similar to a reflection journal or writer’s notebook
but a little less mobile and more concrete and
tangible
» Marks their space
» Things about how they see themselves on the
inside and how others see them on the outside,
form of a hand, star, circles, etc.
» Contents lend themselves to writing topics and
connections to literacy activities over time
14. » Virtual identity
box/pin board
» Inspiration for writing
pieces with images,
topics of interest
» Must be done with
adult supervision
15. » Begin at the beginning of the year and add
throughout each unit, quarter, etc. (how have I
changed)
» Character study for literature, historical
contexts
» Expand across all curricular subjects
16. » If students are going to take risks by conferring,
sharing and writing, they have to feel safe and
valued.
“The most important part of teaching and learning is
directly related to the relationship that exists between the
teacher and the student.”
(Do You Know Me Enough to Teach Me, 37)
17. “It is impossible to teach a child before you
first capture and inspire that child. The
special relationships that exist among
teachers, students, and administrators are
the keys that unlock the door to success and
excellence in any school at any level.”
(Do You Know Enough About Me to Teach Me? p.2)
18. Create shared experiences for community building
Try it Out
» Change the lyrics to a common song to reflect
thoughts about some aspect of the school day
ex: lunch, recess, P.E. Math, etc.
» Share by reading or singing
19. » Share favorite song ahead of time
» Play that song during daily writing time, identify their
favorite part
» Discuss what it means as a class
» Invite the all students to pick their own thought-provoking
part of the song
» Comment in Google Document
-what is the author trying to say?
-what does it make you think about?
» Find opportunities throughout the day and beyond to refer
back to the song. Lends itself to many extensions to this,
poetry, mechanics, grammar, refer to it or its meaning or
help them make connections to the literature
21. Karis’ Favorite Part
I gotta be the best,
and yes
We're the flyest
Like David and
Goliath
I conquered the
giant
22. In karite kid jaden was david and these other kids were trying to
bully him. But the kids challenged jaden in a karate match.
Jaden was worried that he wouldn’t beat them but he did and
he felt happy.
This makes me think about veggie tales because Goliath was a
cucumber and david was brocli. David beat Goliath. This story
reminds me of when I first started playing soccer when I was
little. When I first started to play soccer I thotght that I couldn’t
play as well as the other kids. I was SCARED! Then when I got
older I got really good at it. I jounied a new team. That team
was called Comets! My coach said that I was one of the most
agresive players. Now that the seasons over I could take a break
from all the soccer practice in the rain and my games. But I
really miss it and I want to play again.
23. » How do you motivate your struggling writers?
» How do u help students ‘see’ themselves?
» How do you feel about the use of popular
culture in classroom?
24. » CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or
texts, supporting a point of view with reasons
» CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts
to examine a topic and convey ideas and information clearly.
» CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or
imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
» CCSS.ELA-Literacy.W.3.6 With guidance and support from
adults, use technology to produce and publish writing (using
keyboarding skills) as well as to interact and collaborate with
others.
25. » Looking Like Me By Walter Dean Myers
» Do You Know Enough About Me to Teach Me by
Stephen G. Peters
» Holding on to Good Ideas in a Time of Bad Ones by
Thomas Newkirk
» Literacy as Social Practice Edited by Vivian Vasquez,
Kathryn Egawa, Jerome Harste, Richard Thompson
» http://www.readwritethink.org
» http://www2.facinghistory.org/Campus/rm.nsf/sc
/IDCharts