The document provides an overview of classroom activities taking place over the course of a week. [1] Students will work on writing supported opinion paragraphs, analyzing news articles, and developing policy statements in groups. [2] Activities focus on connecting ideas, critical thinking, and problem solving. [3] The culminating assignment is for students to write a short memo to an MP on a social issue.
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The Teaching Professor is a lively, practical newsletter with a singular purpose: to provide ideas and insights to educators who are passionate about teaching. http://bit.ly/teaching-professor-subscriptions A must read for: teaching professors, academic deans, new faculty, faculty development staff, Department chairs,and administrators
This activity is designed to help you develop a lesson that teaches .docxhowardh5
This activity is designed to help you develop a lesson that teaches character through the curriculum and encourages ethical reflection. Part of your project may be in the form of a webpage, videography (no longer than 10 minutes), poster, brochure, song, poem, or any other instructor-approved medium to teach character education.
Select one of the following content areas you already teach (CCSS or state standards): >> I teach Math_ Algebra 2 & Geometry<<
Math
Language Arts
Social Studies
Science
Art
Physical Sciences
Physical Education
Sports
Music
Modern Language
Using your selected content area, design a lesson plan presentation for Character Education through the Curriculum. This lesson is designed for use in your classroom to help students develop the cognitive side of character (performance, civic, and/or moral) by (include all the following):
Raising ethical awareness
Creating an understanding of virtues of your chosen character type (vocabulary) and how to apply them in concrete situations
What materials are you planning to use to support the concept
Plan for reflection opportunities
Helping students to take the perspective of others
Helping students to reason morally (Why are some things right and others wrong?)
Helping students make thoughtful decisions (the virtue of prudence)
Helping students create self-knowledge, including the capacity for self-criticism (the virtue of humility)
Formative assessment – How will you informally measure the students’ understanding of the lesson? What activity will they do to demonstrate their learning?
You are still learning and will continually develop. To finalize your project, look to the future: What’s next? Now that you know more about character, what skills might remain to still be refined or added? What might you want to explore further in the arena of moral leadership?
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
Peer Responses (Due Thursday)
Read your classmates’ responses. Reflect and substantively comment on at least three of your peers’ submissions.
Share your overall impressions of the lesson/project.
What areas are done well and why?
What is one suggestion can you offer to the author that may support growth opportunities for future lessons?
Share any expertise you may have to support an area the author would like to develop.
Support your statements with evidence from the required studies, other research, and experiences. You are required to respond to comments or questions about your posts
>> Classmates’ posts<<
post #1
Character in the Curriculum: “What if Everybody Did That?”
I created a lesson that focuses on Language Arts while also helping students to develop his/her own character. With the recent rise in COVID cases in my area, our schools are moving into hybrid or completely remote learning. Knowing this, I created my lesson using Ne.
This activity is designed to help you develop a lesson that teaches .docxhowardh5
This activity is designed to help you develop a lesson that teaches character through the curriculum and encourages ethical reflection. Part of your project may be in the form of a webpage, videography (no longer than 10 minutes), poster, brochure, song, poem, or any other instructor-approved medium to teach character education.
Select one of the following content areas you already teach (CCSS or state standards): >> I teach Math_ Algebra 2 & Geometry<<
Math
Language Arts
Social Studies
Science
Art
Physical Sciences
Physical Education
Sports
Music
Modern Language
Using your selected content area, design a lesson plan presentation for Character Education through the Curriculum. This lesson is designed for use in your classroom to help students develop the cognitive side of character (performance, civic, and/or moral) by (include all the following):
Raising ethical awareness
Creating an understanding of virtues of your chosen character type (vocabulary) and how to apply them in concrete situations
What materials are you planning to use to support the concept
Plan for reflection opportunities
Helping students to take the perspective of others
Helping students to reason morally (Why are some things right and others wrong?)
Helping students make thoughtful decisions (the virtue of prudence)
Helping students create self-knowledge, including the capacity for self-criticism (the virtue of humility)
Formative assessment – How will you informally measure the students’ understanding of the lesson? What activity will they do to demonstrate their learning?
You are still learning and will continually develop. To finalize your project, look to the future: What’s next? Now that you know more about character, what skills might remain to still be refined or added? What might you want to explore further in the arena of moral leadership?
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
Peer Responses (Due Thursday)
Read your classmates’ responses. Reflect and substantively comment on at least three of your peers’ submissions.
Share your overall impressions of the lesson/project.
What areas are done well and why?
What is one suggestion can you offer to the author that may support growth opportunities for future lessons?
Share any expertise you may have to support an area the author would like to develop.
Support your statements with evidence from the required studies, other research, and experiences. You are required to respond to comments or questions about your posts
>> Classmates’ posts<<
post #1
Character in the Curriculum: “What if Everybody Did That?”
I created a lesson that focuses on Language Arts while also helping students to develop his/her own character. With the recent rise in COVID cases in my area, our schools are moving into hybrid or completely remote learning. Knowing this, I created my lesson using Ne.
1 Requirements for the Term Paper Psychology 2.docxhoney725342
1
Requirements for the Term Paper
Psychology 209: Life Cycle Development
TOPIC: The topic of the paper must be related to one of the issues discussed in the area of human
life cycle development.
RESEARCH: (1) The student needs to propose a theme or an argument for this paper and explain how
the chosen topic reflects, or is related to, an important issue in the area of human life
cycle development. (2) Your paper must address one of these two Student Learning
Outcomes: (a) Identify the specific genetic and environmental influences (such as
socio-economic status, gender, race, ethnicity, English language learners, special
needs, culture, religion, schools, media, peers, and family) on physical, cognitive,
social, and emotional development. (b) Describe variables underlying socio-
economic status, racial, ethnic, and gender differences in lifespan development
The student is expected to do some original literature research, which means the student
cannot simply quote studies reported in a textbook or someone else’s paper (even though
they can serve as good leads for your own research). The student is expected to read and
summarize two original research psychology journal articles, published within the last
15 years, on a topic chosen by the student. The references should be listed in the
References section at the end of the paper (on a separate page), following the APA
format.
The best place to find peer-reviewed articles for your paper is through HACC’s eLibary:
You can go to: www.hacc.edu Library Find : Articles & Databases
“PsycArticles” or “ProQuest” or “PsycINFO”, etc. (You will need to enter your HACC
id and PIN at this point.). In PsycArticles, you should “Limit Your Results” by selecting
“Full text”, and “Scholarly (Peer Reviewed) Journals.
HACC’s eLibrary also has a psychology guide for psychology students:
http://libguides.hacc.edu/psychologyguide You will find the APA format information
under the “APA Citations” tab.
LENGTH
& FORMAT: The paper must be typed, double-spaced, and at least 6 pages in length (not counting the
cover page and References page, but no more than 8 pages). The print font used should
be either size 10 or size 12. The margins on all four sides should be one inch.
The general organization of the paper and the citations of references should follow the
APA format (copy of APA Manual is available in our library). In the APA format, the
paper should consist of sections such as synopsis, method, results, and discussion. These
sections (except synopsis) should be clearly labeled, and follow the right sequence.
Please see the sample outline on p.2. In the final Discussion section of the paper, the
student is expected to summarize the two studies cited, evaluate the findings, state your
own views/suggestions, and draw some conclusions, which should be relevant to the
...
This slide is part of MOOC - Mini open online Course for educators interested in applying Scientific Dilemmas in the classroom. URL: http://engage.exactls.comUk2015a engage discussion
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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!
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. Yesterday, today and next week.
Hi everyone, I hope the day to day implementation of the new 4C is not wearing on you yet.
Below is what happened yesterday:
1. Read “Life with Purpose” article. Following the article have students predict what the subject’s
message would be by writing a short paragraph following the supported opinion paragraph.
Supported Opinion Paragraph
• Introductory statement introduces subject/topic
Provides your opinion/perspective without stating “in my opinion”
• Reasons/ Support sentences
3 reasons (distinct sentences) why the article supports your opinion.
• Concluding statement
Also distribute “What is Non fiction” handout and review its contents including how to use
Google Books to conduct research on books to pick for the next unit on Longer Non Fiction
works.
Lastly have students create a Google Account. I have assigned each student a username to use
in creating this account (lastnamestudent09@gmail.com)
Today:
i) Students will finish their rough draft of this supported opinion paragraph and then in pairs practice
yet again measuring each other’s work via the rubric I have provided for this assignment. Prior to using
the rubric in this way have students read to their partners what the other wrote… do this aloud…Let
them know they will produce 3 supported opinion paragraphs… assess all 3… submit all 3 and choose
which one will be evaluated (mark attached). This is of course to be done over the next two weeks.
2. ii) The second half of the class hand out the Rex Murphy article “Cellphones” and have them again
read aloud this article to their partner. Take turns and split the reading fairly.
iii) Next have each pair combine with another pair to complete the following
In groups of 4 have students read the Cell phone policy published in the Eastdale Agenda.
Have the group critique the policy’s language or content and point out any gaps in logic as far
as discipline and or implementation of the policy goes.
Following this assign each group one of the following group writing tasks:
Write a Cell phone policy statement for
i. Schools (secondary or post secondary)
ii. Workplace
iii. For parents to pass along to their children
iv. For people in public – etiquette in restaurants/movie theatres etc.
v. Safety in moving vehicles, airplanes, hospitals
As this is a “work in progress” document the groups should be collaborating on the
statement(s). Point form is fine but there must be an attempt to move what is in point form to
a formal setting suitable for inclusion in a document like the Eastdale Agenda, or the Lakeridge
Health Center etc.
Tomorrow we will reconvene the groups and finalize each one’s policy statement. One person from
the group will be assigned the role of communicating verbally their group’s position or statement.
This will be done in groups with one person staying at their group’s table while the rest stray to hear
what other group’s have produced. Let everyone know that we will do this often this year and
everyone must eventually take a turn speaking for their group.
3. Wednesday: Groups reconvene and what was described above is accomplished in the first half of
the class. I will be circulating to assess the oral communication of the “experts.”
Second half of class:
2. Create (with one of the social issues in mind) a short (1-2) minute talk on the presence of this
issue in the world today. For instance in the MTV article about Kanye West’s inappropriate
behaviour you might find other stories online, in a newspaper, in a magazine that are
connected by a similar theme or issue; lack of courtesy in society, ego centric behaviour etc.
(Note according to the I.C.E taxonomy one element of making Connections is that:
ideas are integrated into webs of information and knowledge that is
tied together so that learners are not experiencing isolated skills,
concepts, rules or symbols
This short “talk” will be conducted in groups of 3 or 4 and students will be responsible for
“scoring” the work of their peers according to a checklist supplied by the teacher or created by
the class. (Forthcoming) Students need to know that they will be gathering information (prior
knowledge) organizing it and scripting their “talk” today. Tomorrow they will sit in the groups
they were in for the previous day and deliver their talk.
Thursday: Give students 10 minutes after settling down to organize their thoughts. Following this
have students get in their groups from the previous class and deliver their talk on a social issue. Group
members listening are to complete the feedback sheet (checklist)
as they listen.
Second half of class:
4. 3. Introduce an “issue” like “loneliness or isolation” Have students think for a minute of all that
those two terms may or do mean. On the “Thinking Quad” handout (provided) have students
write down as much as they can in the “What I know” quadrant on the subject of “loneliness
or isolation.”
Next have them write down their answer in the “What I think” quadrant to this question,
“How significant is loneliness or isolation in the lives of average teenagers.” This question
requires some deeper thinking so allow students at least 2 minutes to reflect and then 2 more
to write their response in the appropriate section.
Now that the “stage has been set” have students in pairs read the article entitled “Connected
to No Where.” They may read quietly to each other or simply sit in pairs and read silently to
themselves. Once each individual has completed the reading they need to first record
information in the “What I discovered” quadrant. After exhausting what information should
be recorded here have each student reflect on this question “was there anything you
discovered that you already knew.” If there is information that could move from one quadrant
to the next draw an arrow or line to suggest what was discovered was actually prior
knowledge (again do this in pairs but only draw the lines or arrows if it applies to the individual
student).
The “extension” activity might be to ask students in their “What I think” quadrant to create a
proposal or solution for dealing with the problem (social issue) outlined in the article in the
school environment ie. Create a support network, discuss with principal and or student
services counsellor. Part of this activity should include details that outline what these ideas
would look like in the real world. (Note according to the I.C.E taxonomy one element of
creating Extensions is that:
students are able to use their learning in novel ways apart from the initial
learning situation to predict how …; state the implications of …;
propose solutions for …; or validate his and others’ thinking
The culminating performance task in this unit is the short memo and so students need to work
on the thinking skills required to be a “problem solver” in the real world as well as an effective
communicator of their ideas.
5. Friday: Allow students some time to tidy up any work they may have not had time to complete over the
last 4 classes ie. “short talk”, supported opinion paragraph, cell phone policy statement etc.
Have students write the second of 3 supported opinion paragraphs on the article “Connected to
Nowhere.” The issue or opinion they might tackle would be the contention
“Worries about disconnected youths and their internet usage are overstated” Students may write this
paragraph from the opposite point of view “Worries about disconnected youths and their internet usage
are justified.” Students should be aware of whom they are writing for (audience); in this case their
audience is a group of concerned parents at a School Community Council.
Next week students will gather to once again assess this writing task in pairs using the rubric provided.
We will also instruct the class on what a memo is and how to spot and then write a “good one”
culminating in them producing their own short memo to a member of Parliament on a social issue.
Good luck and if you want to create your own feedback handouts for any exercise do it!
But share it on Google Docs.
All the best
Ian