Pedagogía y Didáctica
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This document outlines a proposal to use Twitter to reinforce reading, writing, and critical thinking skills for intermediate English students at Universidad Javeriana. It describes introducing students to Twitter over three weeks, starting with creating accounts and learning how to tweet, reply, and retweet. The second week has students tweet about global warming using passive voice. The third week asks students to select a topic, research it, and share a well-supported opinion on Twitter. The conclusion states that using Twitter will improve writing, reading, critical thinking, autonomous work, communication skills, and motivation.
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This document contains a daily lesson log for an English class in Grade 7. It outlines the objectives, content, learning resources, procedures, and reflection for the week's lessons. The objectives focus on pre-colonial Philippine literature, reading styles, vocabulary, English pronunciation, and subject-verb agreement. The content for the week includes paragraphs, word stress, analyzing media genres, vocabulary, comprehension of a short story, and subject-verb agreement. The procedures provide step-by-step instructions for classroom activities related to these topics each day. These include presentations, discussions, readings, and exercises. The reflection section allows the teacher to evaluate student learning and progress, as well as difficulties that could be addressed by supervisors.
OFT - pr3_communication
1) Communication is essential in online courses as it promotes interaction between students and instructors. This interaction enhances learning through the sharing of diverse perspectives.
2) Instructors should provide clear expectations for discussion participation and give feedback to students. Popular methods of interaction include discussion boards, emails, and video chats.
3) Relating course content to personal experiences and applying it to daily life helps students make the knowledge their own. Feedback from instructors is also important to guide student learning.
Ideas for Effective Literacy Teaching
The document provides tips and strategies for effective literacy teaching organized by letter, including assessing students, being explicit in lessons, using class blogs, guided reading, independent reading, handwriting practice, oral language activities, questioning techniques, comprehension exercises, visual literacy, spelling programs, and using technology in literacy instruction. Many websites and resources are also recommended throughout for teachers to utilize. The author also provides her contact information and blog links at the end.
EDU323: Week 02
The document outlines the agenda for EDU 323 Week 2, including discussing videos and examples of using header/footer. It prompts discussion on how education can use programs like Milo effectively and how technology can help students improve communication and collaboration skills. Students are instructed to post a reaction paper and reply to classmates' posts, and submit a header/footer example. The document looks ahead to Week 3, reminding students to plan, read an assigned book, find an article to share, and write a paper. It concludes by asking for any questions.
Week 02
The document outlines the agenda for EDU 323 Week 2, including discussing videos and examples of using header/footer. It prompts discussion on how education can use programs like Milo effectively and how technology can help students improve communication and collaboration skills. Students are instructed to post a reaction paper and reply to classmates' posts, and submit a header/footer example. The document looks ahead to Week 3, reminding students to plan, read an assigned book, find an article to share, and write a paper. It concludes by asking for any questions.
Eduu 551 larsen tech unit template
The document outlines a 5-week unit plan for a 3rd grade class focusing on creatures that inhabit the California wetlands. Students will research different wetlands creatures, create presentations, and participate in a field trip. The plan identifies standards, objectives, activities, accommodations, and resources to support learning about wetlands ecology.
358498947-DLL-G10-First-Quarter.pdf
This document contains a daily lesson log for an English class at the 10th grade level. It outlines the objectives, content, learning resources, and procedures for the week. The objectives are related to world literature, persuasive writing, and language skills. Content covered includes discovering personal challenges, building defenses against discrimination, and analyzing myths. A variety of activities are planned each day such as reading assignments, discussions, worksheets, and presentations to help students meet the learning objectives. The teacher reflects on what teaching strategies were effective and how student learning can be further supported.
Purpose The purpose of the graded collaborative discussions is t.docx
Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
· Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2 and 5) Weeks 2, 3, 5, 6,
· Examine broad theoretical concepts as foundational to advanced nursing practice roles. (PO 1 and 2) Weeks 1, 2, 3, 4
· Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and application to advanced nursing practice. (PO 1) Weeks 4, 5, 6
Due Date: Sunday, 11:59pm MT
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.
Total Points Possible: 50
Requirements:
Discussion Criteria
1. Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.
2. Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
· Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
· A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
· The peer response must occur on a separate day from the initial posting.
· The peer response must occur before Sunday, 11:59 p.m. MT.
· Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
·
· A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a su ...
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Pedagogía y Didáctica
- 1. Darwin Meléndez Cox Tweeting to educate
- 2. Context Intermediate English, B2, ages: 18-23 Students of Languages at Universidad Javeriana. 15 students.
- 3. Problem Intermediate English students of Languages at PUJ need to reinforce their reading and writing skills, as well as critical thinking in the target language.
- 4. Proposal Tweeting could be useful in assisting Intermediate English students of Languages at PUJ with their reading, writing skills and critical thinking.
- 5. Intervention Date Objective Activity Result Week 1 Introduction to Twitter. Create accounts. How to tweet. Look at Trending Topics. How to reply. How to RT. Created account. To tweet your teacher. Tell her what are the trending topics you’ve seen. Reply your teacher’s tweets. Re-tweet a comment. Week 2 To tweet about a specific topic. Report news related to global warming using passive voice. Start discussing specific issues using tweets.
- 6. Date Objective Activity Result Week 3 Provide opinions and solutions for specific current topics Select a topic, get informed about it and share a well redacted and supported opinions. A well supported text.
- 7. Sample Place in this slide an example of the blog, the radio show, the web page, the wiki…. etc
- 8. Conclusion Writing and reading skills are going to be improved. Critical thinking will be encouraged. Autonomous work will increase. Communicative skills will be developed and encouraged. Motivation within the classroom will increase.