Janey Zhao proposes creating a bilingual photo book about the cultures of 20 countries to educate local Chinese elementary school children about diversity in the world. Her project aims to increase Chinese students' knowledge about other cultures and countries through interviews, research from multiple sources, writing concise informative paragraphs, gathering photographs, compiling the information into the book, and publishing it for students. She was inspired by differences in her education compared to her cousins in China who lack exposure to other cultures.
Vivian So is a part-time cashier living in BC, Canada. She has a background in accounting and general insurance. Throughout her education, she took on many leadership roles such as bus monitor, prefect, and tutoring assistant. She has a wide range of interests and skills, doing well in subjects like math, science, and computer programming. She has experience with website design, social media, and online community facilitation. Currently, she is interested in personal development, spirituality, and internet marketing. Her goal is to find fulfilling work that allows her to help others.
The document provides a template and sample lesson plan for a collaborative information literacy lesson between a teacher and library media specialist. The lesson plan aims to teach 8th grade students how to evaluate websites for research purposes. The plan involves comparing different websites on Anne Frank, identifying the strengths and weaknesses of each site using an evaluation form, and discussing as a class which site is most suitable for academic research. The teacher and librarian found collaborating on this lesson beneficial for integrating information literacy and meeting curriculum goals.
The document outlines a library lesson plan for 1st grade students on historical figures of America. The lesson involves students using online and print resources to find information on Thomas Jefferson, Lewis and Clark, and Harriet Tubman. Students then create a PowerPoint presentation with the information to demonstrate their learning. The teacher will assess students based on the content in their presentations and their use of resources during the lesson.
Technology...from the computer lab and beyond presentation mskoczylas
This document summarizes the use of technology and writing in a 4th grade classroom. It discusses how students use Chromebooks, iPads, Google Docs, and other tools to create a classroom magazine. The magazine allows students to write stories, plays, poems, reports, and more. It also discusses how the magazine and other projects help students practice both writing and computer skills aligned to standards.
The document discusses research on the use of e-textbooks versus printed textbooks. It provides an overview of the history of e-textbooks and their increasing use. Several studies have found that student performance and comprehension do not differ significantly between e-textbooks and printed textbooks. However, some research indicates that people understand and remember better when reading printed texts rather than screens. Both e-textbooks and printed textbooks have advantages and disadvantages for student learning. The document explores these challenges and affordances in more detail.
How Do You Web? Undergraduate Focus Groups for Informing PedagogyDerek Bruff
The document discusses focus groups conducted with Vanderbilt undergraduate students to understand how they use technology and social media outside of class. Key findings include that students frequently use Facebook, Twitter, and video sites for keeping up with friends and news. They find course management systems like OAK useful but prefer other methods for communication. Students suggest faculty could use separate Twitter or blog accounts to supplement learning but avoid merging social and academic accounts. The document advises faculty interested in technology integration to consider students' technology preferences and boundaries.
The document discusses the use of blogging and podcasting in elementary classrooms. It identifies four types of blogs: classroom news blogs, mirror blogs, showcase blogs, and literature response blogs. It provides examples of how teachers have used blogs and podcasts to engage students, including having students write poems, record themselves reading poems, and collaborate on projects with students in other schools and countries. The document also discusses how "proof-revising" with podcasting allows students to listen to their writing and make revisions to improve clarity and engagement for readers.
Vivian So is a part-time cashier living in BC, Canada. She has a background in accounting and general insurance. Throughout her education, she took on many leadership roles such as bus monitor, prefect, and tutoring assistant. She has a wide range of interests and skills, doing well in subjects like math, science, and computer programming. She has experience with website design, social media, and online community facilitation. Currently, she is interested in personal development, spirituality, and internet marketing. Her goal is to find fulfilling work that allows her to help others.
The document provides a template and sample lesson plan for a collaborative information literacy lesson between a teacher and library media specialist. The lesson plan aims to teach 8th grade students how to evaluate websites for research purposes. The plan involves comparing different websites on Anne Frank, identifying the strengths and weaknesses of each site using an evaluation form, and discussing as a class which site is most suitable for academic research. The teacher and librarian found collaborating on this lesson beneficial for integrating information literacy and meeting curriculum goals.
The document outlines a library lesson plan for 1st grade students on historical figures of America. The lesson involves students using online and print resources to find information on Thomas Jefferson, Lewis and Clark, and Harriet Tubman. Students then create a PowerPoint presentation with the information to demonstrate their learning. The teacher will assess students based on the content in their presentations and their use of resources during the lesson.
Technology...from the computer lab and beyond presentation mskoczylas
This document summarizes the use of technology and writing in a 4th grade classroom. It discusses how students use Chromebooks, iPads, Google Docs, and other tools to create a classroom magazine. The magazine allows students to write stories, plays, poems, reports, and more. It also discusses how the magazine and other projects help students practice both writing and computer skills aligned to standards.
The document discusses research on the use of e-textbooks versus printed textbooks. It provides an overview of the history of e-textbooks and their increasing use. Several studies have found that student performance and comprehension do not differ significantly between e-textbooks and printed textbooks. However, some research indicates that people understand and remember better when reading printed texts rather than screens. Both e-textbooks and printed textbooks have advantages and disadvantages for student learning. The document explores these challenges and affordances in more detail.
How Do You Web? Undergraduate Focus Groups for Informing PedagogyDerek Bruff
The document discusses focus groups conducted with Vanderbilt undergraduate students to understand how they use technology and social media outside of class. Key findings include that students frequently use Facebook, Twitter, and video sites for keeping up with friends and news. They find course management systems like OAK useful but prefer other methods for communication. Students suggest faculty could use separate Twitter or blog accounts to supplement learning but avoid merging social and academic accounts. The document advises faculty interested in technology integration to consider students' technology preferences and boundaries.
The document discusses the use of blogging and podcasting in elementary classrooms. It identifies four types of blogs: classroom news blogs, mirror blogs, showcase blogs, and literature response blogs. It provides examples of how teachers have used blogs and podcasts to engage students, including having students write poems, record themselves reading poems, and collaborate on projects with students in other schools and countries. The document also discusses how "proof-revising" with podcasting allows students to listen to their writing and make revisions to improve clarity and engagement for readers.
This travel guide provides information for visiting Italy during the Renaissance period. It recommends visiting Rome and Florence to see architectural developments and structures that exemplify both Gothic and Renaissance styles. For transportation, walking, riding animals, or taking carriages or boats were common options. Proper etiquette and manners were important to follow. The wealthy dressed elaborately while the poor wore plain, dull clothing. Inns and locals' homes provided basic lodging, while merchants or aristocrats' homes offered more luxury. Food options differed between the poor and wealthy. Maintaining hygiene, a balanced diet, and avoiding disease helped stay healthy while traveling.
This travel guide provides information about 7 journeys through Renaissance Italy. The first journey introduces the topic and explains that visiting Florence, Rome, and Venice will provide context about the Italian Renaissance. Journey 2 describes the three city-states and notes their development was closely connected to the Renaissance. Further journeys discuss transportation, clothing, food, manners, health, art/architecture, and famous figures of the time period. The document concludes with background information on when, where, and why the Renaissance occurred.
This document is an art portfolio belonging to Lin Zhao. It includes examples of her mixed media work experimenting with the concept of "cloud" and Chinese symbolism. It also shows her photography and set design work for school plays and prom. Further pieces include a wall-mounted storage clock, wood sculptures exploring positive and negative meanings, and a mood lamp designed by Zhao. Contact information is provided at the top.
This travel guide provides information for visiting Italy during the Renaissance period. It outlines major cities to visit like Florence, Venice, and Rome. It describes various modes of transportation available by water, land, and animal. It also covers local customs, what different social classes wore, common forms of street entertainment, and festivals. The guide is intended to help travelers learn about and navigate life in Renaissance-era Italy.
This travel guide provides information for visitors traveling to Renaissance Italy. It includes a directory listing the various sections of the guide. Sections include a map of Italy, recommendations on cities to visit like Florence, Venice and Rome, how to get around via land and water transportation, local customs and manners, fashion trends of the time, popular attractions and activities, accommodations, cuisine, health and safety, biographies of famous Renaissance figures, and a bibliography. The guide aims to give travelers new ideas and expose them to the art and culture of Renaissance Italy.
The document provides an overview of understanding the Chinese personality by examining it through different aspects such as Chinese food, medicine, and instruments. The author conducted research from various sources including books, interviews, and the internet to understand how aspects of Chinese culture reflect the Chinese tendency towards balance and ambiguity. The author created a PowerPoint presentation to summarize their findings and demonstrate how examining everyday cultural elements can provide insights into how the Chinese think.
This document summarizes a student's reflections on their teaching practicum experience working with young language learners. The student learned that planning engaging lessons takes significant time and preparation. They initially struggled using only English but overcame this by providing visual supports. The experience helped the student grow as a teacher, and they discovered a passion for working with young children. Overall, the practicum was a meaningful learning experience that solidified the student's decision to pursue teaching.
Mariela Gisela Iannaci completed her practicum teaching English to young learners at a kindergarten. She found lesson planning challenging but learned the importance of making lessons creative, motivating, and engaging for children. While anxious at first, the children's enthusiasm helped her feel more confident over time. This experience reinforced her interest in teaching young learners and helped her grow as a teacher. She reflected on how to improve her lessons and appreciated the opportunity to apply educational theory in practice.
This document outlines an instructional portfolio containing several assignments completed for a Dimensions of Diversity course. The portfolio includes tasks focused on vocabulary instruction, such as creating a "Gif-tionary" using gifs to illustrate vocabulary words and a vocabulary lesson plan incorporating total physical response strategies. It also includes assignments to develop literacy materials, such as a foldable book for teaching contractions to English language learners. The document reflects on the learning from each assignment, including increased understanding of strategies for engaging students and supporting English language development.
Mariela Gisela Iannaci reflects on her experience student teaching English to kindergarteners. She learned that lesson planning for young learners requires activities that are meaningful, creative, and keep their attention. While nervous at first, the children's enthusiasm helped her feel more confident over time. This experience confirmed for her that she enjoys working with young learners and will pursue opportunities to teach at the kindergarten level. She also reflects on challenges like limited technology access in rural schools and how the experience has helped her grow as a teacher.
3 option , choose one to write itActivity 3 Option 1Ethn.docxtamicawaysmith
3 option , choose one to write it
Activity 3 Option 1
Ethnography of an Indigenous Culture
This activity is a good way to demonstrate what you have learned in this course. Be sure to choose an indigenous culture that you find interesting. Read all directions and ask questions if you have them.
To successfully complete this activity, you will need to consult:
· your textbook
· Web sites -- no encyclopedia!
· Contact your instructor at least three weeks before this assignment to make sure you have chosen an indigenous group. Numerous students have made mistakes in understanding what is meant by indigenous. Please review your readings. It is also best to NOT choose a group in the United States (they have assimilated to U.S. Culture and it can be difficult to write paper).
You will be constructing an ethnography of an indigenous culture of your choice. To help you choose an indigenous culture, I would recommend starting at these websites:
Wikipedia Indigenous Peoples
Center for World Indigenous Studies
Indigenous Node of the World Wide Web Virtual Library
I must approve your choice by the fourth week of the semester. This is not an activity you will want to procrastinate on.
This acivity is a capstone experience for you. It is critical that you demonstrate you can use as many concepts from our course as possible. You are to apply as many ideas you have learned from the textbook, videos, and websites as possible. Underline each concept you use from the text! While firsthand knowledge of a culture is valuable, you must use academic resources for this activity.
When you submit your activity, type out the question and then your response. You will not need to organize your work into the traditional style for a paper. It is your job to "flesh out" the indigenous culture you have chosen. By the time you have finished, someone who knows nothing about your indigenous culture should be able to truly understand it.
· Include the complete address of any and all Web sites you use
Some of the following questions may be answered in a few paragraphs, but some may require you to write more than a page. You probably will need to consult more than one WEB site. If you choose a culture that has been changed by another, be certain to stick with the traditional aspects of your chosen culture before it was contaminated by outsiders. Integrate concepts, ideas, and theories from your textbook and Web sites. Remember: demonstrate that you can truly use concepts from this course.
1. Is this truly a culture? What makes it a culture? Why is it a culture? (Remember language!)
2. Where is thisculture geographically located? Cite if you quote.
3. Of the patterns of subsistence covered in your videos and textbook, which is the dominant type used in your culture and why?
4. How have these people adapted to their physical environment?
5. Is this a preliterate or literate culture? Explain.
6. How are mates selected? (Think on a cultural basis.)
7. How is descent traced? Describe ...
Here are some next steps you could take to continue learning from this assignment:
- Create additional learning materials for other literacy skills your students need practice with, like sight words, phonics patterns, etc. Hands-on materials are engaging.
- Involve your students in creating their own materials to practice skills. Having ownership over their learning helps retention.
- Observe how other teachers in your school create hands-on learning materials and get ideas to expand your toolkit. Collaborating with colleagues is beneficial.
- Reflect on how creating these materials impacted student learning and engagement. Continually improving your practice is important.
- Share your experience and materials with other teachers who teach similar grade levels/skills. Pay
Facing the World's Challenges One Village at a Time: An International ApproachLori Roe
This document outlines an international education project between students from different countries. It provides an agenda for an introductory meeting that will have students introduce themselves and discuss benefits, challenges, and questions about international collaboration. The remainder of the document provides background information on frameworks and partnerships to support international education, as well as goals and timelines for an innovative online collaboration project between high school students from 5 countries to research and solve global issues.
CHILD PSYCHOLOGYFall 2019Project OptionsProject Due Date AprJinElias52
CHILD PSYCHOLOGY
Fall 2019Project Options
Project Due Date: April 17, 2020
Purpose: The purpose of this assignment is to give you experience with scientific observation along with gaining an in-depth knowledge of various aspects of childhood development. In addition, you will have the opportunity to hone your writing skills. Please approach these projects as a scientist - be objective, precise, and systematic in your observations and interpretations.
Instructions: To complete the entire assignment, you will be required to choose one project from each of the four sections outlined below. In other words, everyone will complete four small projects – one from each section. Please watch the Tegrity recording regarding the project. There is a forum in the Discussion Board for you to ask any questions you might still have.
Format: Each project should be at least two double-spacedpages in length with 1” margins. Two pages is a simply a minimum – it is fine to go over this guideline. I would rather you be thorough than stay within the two page guideline. You will need to provide background information from your text for each of the topics but be sure to use your own words!!For the “Special Topics” portion, you will need to use the textbook and another scholarly source as background information. Please use proper citations and quotations when appropriate. There is a handout under “Project” regarding APA format that will help you with this. In addition, you will need to reference both your text and the outside article in a reference list.
There are many ways to present your findings. One way that you might consider (and seems to work well) is to first provide background information regarding the particular type of development you are investigating, then describe your observations, and finally interpret them in terms of the theory or concept you are focusing on. Do not forget to define terms and concepts when providing background information. For example, do not assume that the reader (me) knows what depth perception is or anything about Piaget’s Theory of Cognitive Development. When reporting your observations, be sure to note which behaviors are an example of the term or concept.
Turning your project in: You will turn your project in two ways:
1) Electronically. There will be a Safe Assign location in Blackboard (look in the “Project” area). There is a draft option so you can check your paper before officially turning it into Safe Assign.
2) Hard copy. You will also need to turn in a hard copy of your paper at the final exam. Please do not put
the paper in a binder, folder, envelop, etc. (please just staple the pages together). A title page would be helpful. And please do not forget to put your name on it!
***Please note that failure to complete one or both of these steps will result in a zero for the project.
I. Foundations of Development
A. Perception and action are intimately related. Observe an infant or toddler ...
The document describes the learner's journey through 7 stops of an educational program, where they explored concepts and principles of teaching English to young learners. At each stop, the learner summarized what they learned and identified areas for further reading. The concepts covered include theories of learning, developing creativity in students, using narratives, and creating multimodal assessments.
The document is a capstone project for a Dimensions of Diversity course. It includes sections on synthesizing course concepts, communicating with families, an instructional portfolio, and a progression of learning. The portfolio includes assignments completed for the course including creating a gif-tionary to teach vocabulary using technology, making a foldable book to teach contractions to first graders, and designing a vocabulary lesson plan incorporating total physical response strategies. The document reflects on lessons learned from each assignment and how they will inform the student's future teaching practice.
The student describes volunteering at a Salvation Army on Thanksgiving to help cook and serve dinner. They felt good about helping others who seemed nice or embarrassed to be there. The student adds they should include more details like how it made them feel to be in an unfamiliar place and who the people they helped were. The teacher responds supportively, asking questions to encourage more details to make the experience come alive for readers. The teacher aims to extend the discussion and further learning goals through a nurturing, curious tone.
IB Primary Years Programme (PYP) ExhibitionSarah Mead
This presentation will give you an overview of the IB PYP Exhibition that all fourth graders complete at Whitby. This is more than a science fair. This is an inquiry-led project that inspires students to take real-world action.
The document discusses key ingredients for an effective English language teaching methodology. It recommends (1) having an inspired and happy teacher, (2) creating a student-centered classroom, and (3) lowering students' affective filters through fun activities and adapting to their interests and learning styles. Specific techniques mentioned include using entry points, brain-based activities, cooperative learning, thinking routines, and speaking frames to engage students.
Project-based learning involves students working autonomously on meaningful tasks to solve problems and answer questions. It requires integrating subjects, asking complex questions, and producing realistic outcomes. Effective project design considers elements like scaffolding, student ownership, and reflection. Passion, purpose, independence, and supportive environments help students learn.
This travel guide provides information for visiting Italy during the Renaissance period. It recommends visiting Rome and Florence to see architectural developments and structures that exemplify both Gothic and Renaissance styles. For transportation, walking, riding animals, or taking carriages or boats were common options. Proper etiquette and manners were important to follow. The wealthy dressed elaborately while the poor wore plain, dull clothing. Inns and locals' homes provided basic lodging, while merchants or aristocrats' homes offered more luxury. Food options differed between the poor and wealthy. Maintaining hygiene, a balanced diet, and avoiding disease helped stay healthy while traveling.
This travel guide provides information about 7 journeys through Renaissance Italy. The first journey introduces the topic and explains that visiting Florence, Rome, and Venice will provide context about the Italian Renaissance. Journey 2 describes the three city-states and notes their development was closely connected to the Renaissance. Further journeys discuss transportation, clothing, food, manners, health, art/architecture, and famous figures of the time period. The document concludes with background information on when, where, and why the Renaissance occurred.
This document is an art portfolio belonging to Lin Zhao. It includes examples of her mixed media work experimenting with the concept of "cloud" and Chinese symbolism. It also shows her photography and set design work for school plays and prom. Further pieces include a wall-mounted storage clock, wood sculptures exploring positive and negative meanings, and a mood lamp designed by Zhao. Contact information is provided at the top.
This travel guide provides information for visiting Italy during the Renaissance period. It outlines major cities to visit like Florence, Venice, and Rome. It describes various modes of transportation available by water, land, and animal. It also covers local customs, what different social classes wore, common forms of street entertainment, and festivals. The guide is intended to help travelers learn about and navigate life in Renaissance-era Italy.
This travel guide provides information for visitors traveling to Renaissance Italy. It includes a directory listing the various sections of the guide. Sections include a map of Italy, recommendations on cities to visit like Florence, Venice and Rome, how to get around via land and water transportation, local customs and manners, fashion trends of the time, popular attractions and activities, accommodations, cuisine, health and safety, biographies of famous Renaissance figures, and a bibliography. The guide aims to give travelers new ideas and expose them to the art and culture of Renaissance Italy.
The document provides an overview of understanding the Chinese personality by examining it through different aspects such as Chinese food, medicine, and instruments. The author conducted research from various sources including books, interviews, and the internet to understand how aspects of Chinese culture reflect the Chinese tendency towards balance and ambiguity. The author created a PowerPoint presentation to summarize their findings and demonstrate how examining everyday cultural elements can provide insights into how the Chinese think.
This document summarizes a student's reflections on their teaching practicum experience working with young language learners. The student learned that planning engaging lessons takes significant time and preparation. They initially struggled using only English but overcame this by providing visual supports. The experience helped the student grow as a teacher, and they discovered a passion for working with young children. Overall, the practicum was a meaningful learning experience that solidified the student's decision to pursue teaching.
Mariela Gisela Iannaci completed her practicum teaching English to young learners at a kindergarten. She found lesson planning challenging but learned the importance of making lessons creative, motivating, and engaging for children. While anxious at first, the children's enthusiasm helped her feel more confident over time. This experience reinforced her interest in teaching young learners and helped her grow as a teacher. She reflected on how to improve her lessons and appreciated the opportunity to apply educational theory in practice.
This document outlines an instructional portfolio containing several assignments completed for a Dimensions of Diversity course. The portfolio includes tasks focused on vocabulary instruction, such as creating a "Gif-tionary" using gifs to illustrate vocabulary words and a vocabulary lesson plan incorporating total physical response strategies. It also includes assignments to develop literacy materials, such as a foldable book for teaching contractions to English language learners. The document reflects on the learning from each assignment, including increased understanding of strategies for engaging students and supporting English language development.
Mariela Gisela Iannaci reflects on her experience student teaching English to kindergarteners. She learned that lesson planning for young learners requires activities that are meaningful, creative, and keep their attention. While nervous at first, the children's enthusiasm helped her feel more confident over time. This experience confirmed for her that she enjoys working with young learners and will pursue opportunities to teach at the kindergarten level. She also reflects on challenges like limited technology access in rural schools and how the experience has helped her grow as a teacher.
3 option , choose one to write itActivity 3 Option 1Ethn.docxtamicawaysmith
3 option , choose one to write it
Activity 3 Option 1
Ethnography of an Indigenous Culture
This activity is a good way to demonstrate what you have learned in this course. Be sure to choose an indigenous culture that you find interesting. Read all directions and ask questions if you have them.
To successfully complete this activity, you will need to consult:
· your textbook
· Web sites -- no encyclopedia!
· Contact your instructor at least three weeks before this assignment to make sure you have chosen an indigenous group. Numerous students have made mistakes in understanding what is meant by indigenous. Please review your readings. It is also best to NOT choose a group in the United States (they have assimilated to U.S. Culture and it can be difficult to write paper).
You will be constructing an ethnography of an indigenous culture of your choice. To help you choose an indigenous culture, I would recommend starting at these websites:
Wikipedia Indigenous Peoples
Center for World Indigenous Studies
Indigenous Node of the World Wide Web Virtual Library
I must approve your choice by the fourth week of the semester. This is not an activity you will want to procrastinate on.
This acivity is a capstone experience for you. It is critical that you demonstrate you can use as many concepts from our course as possible. You are to apply as many ideas you have learned from the textbook, videos, and websites as possible. Underline each concept you use from the text! While firsthand knowledge of a culture is valuable, you must use academic resources for this activity.
When you submit your activity, type out the question and then your response. You will not need to organize your work into the traditional style for a paper. It is your job to "flesh out" the indigenous culture you have chosen. By the time you have finished, someone who knows nothing about your indigenous culture should be able to truly understand it.
· Include the complete address of any and all Web sites you use
Some of the following questions may be answered in a few paragraphs, but some may require you to write more than a page. You probably will need to consult more than one WEB site. If you choose a culture that has been changed by another, be certain to stick with the traditional aspects of your chosen culture before it was contaminated by outsiders. Integrate concepts, ideas, and theories from your textbook and Web sites. Remember: demonstrate that you can truly use concepts from this course.
1. Is this truly a culture? What makes it a culture? Why is it a culture? (Remember language!)
2. Where is thisculture geographically located? Cite if you quote.
3. Of the patterns of subsistence covered in your videos and textbook, which is the dominant type used in your culture and why?
4. How have these people adapted to their physical environment?
5. Is this a preliterate or literate culture? Explain.
6. How are mates selected? (Think on a cultural basis.)
7. How is descent traced? Describe ...
Here are some next steps you could take to continue learning from this assignment:
- Create additional learning materials for other literacy skills your students need practice with, like sight words, phonics patterns, etc. Hands-on materials are engaging.
- Involve your students in creating their own materials to practice skills. Having ownership over their learning helps retention.
- Observe how other teachers in your school create hands-on learning materials and get ideas to expand your toolkit. Collaborating with colleagues is beneficial.
- Reflect on how creating these materials impacted student learning and engagement. Continually improving your practice is important.
- Share your experience and materials with other teachers who teach similar grade levels/skills. Pay
Facing the World's Challenges One Village at a Time: An International ApproachLori Roe
This document outlines an international education project between students from different countries. It provides an agenda for an introductory meeting that will have students introduce themselves and discuss benefits, challenges, and questions about international collaboration. The remainder of the document provides background information on frameworks and partnerships to support international education, as well as goals and timelines for an innovative online collaboration project between high school students from 5 countries to research and solve global issues.
CHILD PSYCHOLOGYFall 2019Project OptionsProject Due Date AprJinElias52
CHILD PSYCHOLOGY
Fall 2019Project Options
Project Due Date: April 17, 2020
Purpose: The purpose of this assignment is to give you experience with scientific observation along with gaining an in-depth knowledge of various aspects of childhood development. In addition, you will have the opportunity to hone your writing skills. Please approach these projects as a scientist - be objective, precise, and systematic in your observations and interpretations.
Instructions: To complete the entire assignment, you will be required to choose one project from each of the four sections outlined below. In other words, everyone will complete four small projects – one from each section. Please watch the Tegrity recording regarding the project. There is a forum in the Discussion Board for you to ask any questions you might still have.
Format: Each project should be at least two double-spacedpages in length with 1” margins. Two pages is a simply a minimum – it is fine to go over this guideline. I would rather you be thorough than stay within the two page guideline. You will need to provide background information from your text for each of the topics but be sure to use your own words!!For the “Special Topics” portion, you will need to use the textbook and another scholarly source as background information. Please use proper citations and quotations when appropriate. There is a handout under “Project” regarding APA format that will help you with this. In addition, you will need to reference both your text and the outside article in a reference list.
There are many ways to present your findings. One way that you might consider (and seems to work well) is to first provide background information regarding the particular type of development you are investigating, then describe your observations, and finally interpret them in terms of the theory or concept you are focusing on. Do not forget to define terms and concepts when providing background information. For example, do not assume that the reader (me) knows what depth perception is or anything about Piaget’s Theory of Cognitive Development. When reporting your observations, be sure to note which behaviors are an example of the term or concept.
Turning your project in: You will turn your project in two ways:
1) Electronically. There will be a Safe Assign location in Blackboard (look in the “Project” area). There is a draft option so you can check your paper before officially turning it into Safe Assign.
2) Hard copy. You will also need to turn in a hard copy of your paper at the final exam. Please do not put
the paper in a binder, folder, envelop, etc. (please just staple the pages together). A title page would be helpful. And please do not forget to put your name on it!
***Please note that failure to complete one or both of these steps will result in a zero for the project.
I. Foundations of Development
A. Perception and action are intimately related. Observe an infant or toddler ...
The document describes the learner's journey through 7 stops of an educational program, where they explored concepts and principles of teaching English to young learners. At each stop, the learner summarized what they learned and identified areas for further reading. The concepts covered include theories of learning, developing creativity in students, using narratives, and creating multimodal assessments.
The document is a capstone project for a Dimensions of Diversity course. It includes sections on synthesizing course concepts, communicating with families, an instructional portfolio, and a progression of learning. The portfolio includes assignments completed for the course including creating a gif-tionary to teach vocabulary using technology, making a foldable book to teach contractions to first graders, and designing a vocabulary lesson plan incorporating total physical response strategies. The document reflects on lessons learned from each assignment and how they will inform the student's future teaching practice.
The student describes volunteering at a Salvation Army on Thanksgiving to help cook and serve dinner. They felt good about helping others who seemed nice or embarrassed to be there. The student adds they should include more details like how it made them feel to be in an unfamiliar place and who the people they helped were. The teacher responds supportively, asking questions to encourage more details to make the experience come alive for readers. The teacher aims to extend the discussion and further learning goals through a nurturing, curious tone.
IB Primary Years Programme (PYP) ExhibitionSarah Mead
This presentation will give you an overview of the IB PYP Exhibition that all fourth graders complete at Whitby. This is more than a science fair. This is an inquiry-led project that inspires students to take real-world action.
The document discusses key ingredients for an effective English language teaching methodology. It recommends (1) having an inspired and happy teacher, (2) creating a student-centered classroom, and (3) lowering students' affective filters through fun activities and adapting to their interests and learning styles. Specific techniques mentioned include using entry points, brain-based activities, cooperative learning, thinking routines, and speaking frames to engage students.
Project-based learning involves students working autonomously on meaningful tasks to solve problems and answer questions. It requires integrating subjects, asking complex questions, and producing realistic outcomes. Effective project design considers elements like scaffolding, student ownership, and reflection. Passion, purpose, independence, and supportive environments help students learn.
Emily Slater chose to create study guides and tutor current AP World History students for her senior project. She noticed that over 50% of students failed the AP exam the previous year. Slater created study guides that organized the textbook information into clear themes and emphasized important content. She held review sessions before and after school as well as individual tutoring sessions. Creating the study guides took much longer than expected at around 4 hours each. Through this project, Slater discovered that while she enjoys history, a career in teaching is not for her and she now plans to study neuroscience in college.
The document discusses key ingredients for an effective English language classroom. It identifies several essential elements, including:
1. Having an inspired and happy teacher who models reflective teaching.
2. Creating a student-centered classroom that lowers students' affective filters through needs analysis and a comfortable environment.
3. Incorporating fun, laughter, and activities that engage different learning styles like Nation's 25% rule on meaningful input and output.
4. Adapting lessons through supplemental materials, technologies, and cooperative learning strategies to maximize student engagement and interaction.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. Faces of the world
A multi-cultural book
Personal Project 2011
Janey Zhao (10C)
Supervisor: Ms. Laing
Word Count: 4000
AOI Focus: Community & Service
AOI Question: How can I assist in educating local
Chinese children about other cultures?
1
2. Personal Statement Janey Zhao (10C)
Table of Contents:
Page #
Introduction & Statement of Goals 3
Project Layout:
Step 1-2 3
Step 3-5 4
Step 5-9 4-5
Description of the Process:
Inspiration 6
Process 6-10
Analysis of the Process 10-11
Conclusion 12
Bibliography 13-14
Appendix 15-25
2
3. Personal Statement Janey Zhao (10C)
Introduction and Statement of Goals:
Growing up, I was unlike most of the Chinese children. I lived in the multi-cultural
country of Canada; I went to a multi-cultural school and now I attend an International school. It
has made me more of an open-minded person. My experiences, knowledge and thoughts are
vastly different from those of my cousins who only grew up in China. In their way of teaching
they rarely know anything about other countries; their main focus was on China. They depend
on stereotypes and rumors they heard to know about other country’s cultures.
My personal project is to make a bilingual photo book about different cultures around
the world. I wanted to make this book because I want to educate young Chinese children more
about different cultures. I learn facts and views of people of other countries effortlessly in my
everyday school life by communicating with my classmates. Other people do not have the
privilege to have these experiences. I want to help the younger children to learn about the
diversity of the world through an easy media like a photo book. This can increase their
knowledge about their world.
I have chosen the Area of Interaction, Community and Service. This is a very obvious
since I want to help the community around me to learn more about other cultures. I want to
make a book because even though in our schools each student has a laptop, regular Chinese
students do not. A book is sometimes an easier and quicker way of finding information.
Project Layout:
Step 1: Research
Firstly I researched about Chinese elementary schools in my vicinity through people in
my father’s company who use to work in the education field. I chose a school that I think would
be most suitable for me for time management. I also asked my father if I could use his
publishing company to get my book bound and published.
Step 2: Plan
I drafted a questionnaire (Appendix F) that I would ask the principal if they would like to
collaborate with me. I bought some of the school textbook to get an idea of what they are
learning. I’ll also hear and observe how they teach their classes so I will get an insight of how
Chinese education is. This guides me in making my book by helping me know how to format the
text in my book for them to best understand. I also prepared equipment to record my visit to
3
4. Personal Statement Janey Zhao (10C)
that school.
Thinking that it would go smoothly I planned out my predicted timeline for events.
(Appendix C)
Step 3: Contacting/Interacting with school
When I contacted a school, I first talked with the principal of the school on what my
project is and how it can benefit the students in that school. The principal agrees with my idea
and allowed me to listen to some classes. I visited the school every two weeks to observe and
report back the progress. I recorded these events and took notes on the method of teaching
digitally.
Step 4: Brainstorm
I brainstormed a list of important countries that I think Chinese children would be
interested in. I came up with a list of 50 countries. Then I looked at my list to cross out which
countries I thought was surfeit. I want a compact book of diverse cultures, so some countries
even though I have good sources for them; they’re too similar to another country making one
of them redundant. I crossed many of them out because too many countries might be time
consuming to search. In the end, I ended up with a list of 20 countries. I also drafted a layout of
how the pictures and information will go together. (Appendix J)
Step 5: Gathering information
I now start to research for information. I started with interviews first, I try to get as
much people I can for the interview (Appendix A). I interviewed people in my school during
breaks and lunches. I also interviewed many of my friends in other countries through means of
Skype and MSN.
I know some people will not answer some of the questions because they might not
know the statistics. Some of the opinions for questions like values might differ from different
people so I cannot be sure of them.
To gather more information, I had three websites to guide me. (Appendix B). I used
three sources because I wanted to check see if the information given on one site is true.
Therefore I read the information on the other site to see if the statistics given or the
information is viable and correct.
There are also some book sources that I used for some specific countries the world like
the World Book Encyclopedia Britannica, Lonely Planet travel guides and others. (See
bibliography)
After gathering information, I rewrote the information given into little paragraphs. I had
4
5. Personal Statement Janey Zhao (10C)
to make the sentences simple since they are for young students who’s English are not fluent. I
also wrote some Mandarin translation of those, but since my Chinese is not proficient enough I
asked people in my father’s company to help me proofread and translate what I wrote from
English to Mandarin.
Step 6: Gathering photographs
Once I have collected all the information, I started to look for the photographs. I asked
the interviewees whether they have photographs or not and if they don’t, I’ll use pictures that I
have taken or pictures I find online.
Step 7: Compiling information
I created the product on the program Pages. This is an easy word processing program,
which also includes templates so I do not have to design every page. I put all my information
into two pages for each country; one for photos, another for the English and Mandarin
information.
Step 8: Editing & Proofreading
After creating the pages, I have to make the title page, cover, index and table of
contents. The index will include my works cited for all the photos and interviews and
information. I will also proofread the whole book and also let people in my father’s company to
proofread as well.
Step 9: Publishing
I will send the book in digital form to the publishing house and in a few days they will
have a hardcopy of my book ready to hand out to the children of the Chinese school. I will
present each student in the selected grade and class one book. If this goes well, I will expand
and also give other classes’ students one book per room.
5
6. Personal Statement Janey Zhao (10C)
Description of the process:
Inspiration
What inspired me to do this project was the contrast in education between me and my
cousins and peers. I am the only child in my whole extended family that went to a western style
teaching school. I can see the difference in education through talking to them. They just assume
all the western countries are the same. They’ve become very ignorant about other cultures and
their differences.
I’ve also seen this problem through my tutor who has to teach Chinese children before.
Outside of school I’ve been tutored for history and Chinese using the standard Chinese
textbooks, which I’ve read, tells next to nothing about any other country. I believe that in order
to be a better more open-minded person, one must know an array of knowledge, of views and
opinions of other people not just of what you’re taught or your country’s.
To start to educate people, I think that if your methods are effective enough to educate
people from a young age the information will be remembered more clearly. I thought to get
straight into the learning environment is the best way to educate the kids therefore I chose
elementary school children. Also from my work, it can enhance their English abilities because
my book is bilingual.
Because of the importance of the English language in our society, I believe that it is vital
to get the students engaged in this language at a younger age, not just force them to memorize
words. In this method of learning, students can develop a liking towards the language and it will
help them tremendously in learning the language. Also, I believe that the idea of other
countries’ cultures should be put forth into the students mind at a younger age. When they get
older, they will have a better understanding of the differences of people from other countries
so they don’t need to rely on stereotypes. This is what motivated me to make my book, which is
educational in both English and about the wider societies.
Step 1: Research
This step was quite easy and went very smoothly. There were one school around my
school but I chose one that was around my father’s company in the Hai Dian District. Since one
of my father’s employee’s use to work in the school, it was easy to get in contact with them. I
tried to meet them in December but because it was so close to the holiday; students were
taking tests and did not want me to disturb them. This put me behind in the timeline.
When they heard that I was not from the official school board they did not care about
me but still allowed me to visit, thinking that it would be only once. This frustrated me because
always in China, if you are not from the government people do not take you seriously and
6
7. Personal Statement Janey Zhao (10C)
sometimes will ignore you before even the explanation. Nevertheless I chose this school
because I was running out of time and did not want to waste more time visiting other schools.
This can be seen reflected in the Stage 2 and 3 Reflection Journal (Appendix I).
Step 2: Plan
My drafted questionnaire was not used as said in step 1; they did not actually take me
seriously. I was about to ask the principal questions that I prepared but due to time constraint
as she said she was busy, I could not and could only listen to the classes. The school was
preparing for another holiday, the Chinese New Year holiday so the school board was quite
busy. Subsequently, I cannot complete this step in my timeline. I did not tell them about my
idea of giving them a book at this stage so they though I would be just observing some of their
classes. My tutor told me that if I told them too soon, they might reject me because they might
think that I was trying to sell them the books.
Step 3: Contacting/Interacting with school
While I was at the school, went to observe one grade five class and another grade three
class in Chinese language just to get an idea of how the lessons are taught (Appendix D & E).
While I was observing a grade three class, the teacher was very friendly towards me and
introduced me to the class. She was very friendly and gave me some of the same worksheets as
the students to really engage me in the class. In between classes, she also talked to me about
how my school’s teachers teach and also about my study abroad. The children were also very
friendly and chatted with me. I fascinated them. They have never seen any bilingual students
before who lived in other countries.
I also went to observe a subject that we do not have in our school called Morality &
Society. The only reason I observed this class is because in the higher grades, they talk a little
about other country according to my tutor. During this class, students memorized a very long
rhyming poem about moral rules they needed to follow. Afterwards they watched videos on
how to be polite to others and the consequences. This class was different from what I was
expecting. I thought that they would talk more about more how differently people would
behave in other countries but they did not even touch basics on that. The style of teaching was
very traditional Chinese; as in “memorize” then “repeat”, ask no questions.
The last of the classes I observed was the grade 3 English class. In this class’ lesson, since
the students already have taken their tests, they were just reviewing. This class was taught
rather poor in my opinion, the teacher did not pay attention to the students very much. The
students were just given a vocabulary list and to memorize all of the words. When the student
did not pronounce the words correctly, the teacher did not correct them. On their list, the
7
8. Personal Statement Janey Zhao (10C)
words were categorized into different topics such as clothing, jobs, etc. I borrowed a student’s
list and immediately found spelling mistakes in some of the words. I told this to the teacher and
she announced it to the class but did not care if a student did not correct the mistake on their
papers.
I recorded these events and took notes on the method of teaching using my Macbook
(Appendix G). Most the task in the classes were identical, it was rather mundane. They did not
let me in some classes because during that time because it was almost towards Chinese New
Year and students were taking tests.
I decided to choose to first make the book aim towards fifth graders. I want to start off
small first to see if I get a positive feedback or not then hopefully expand to more grade 5
classes or other grades. I thought that the grade 3 students cannot comprehend the English
that it is in the book so therefore grade 5 would be a better choice. This can be seen reflected
in the Stage 4 Reflection Journal (Appendix I). I finally proposed my idea to the principal; she
agreed to my idea but again, did not give many thoughts into my idea because I was not in the
school board.
8
9. Step 4: Brainstorm
It was easy to choose which country to write about. I had to relate how students would
view that country, if they were interested in it. The list was rather quick to write out since I had
the perspective of the Chinese students from the school visit.
Step 5: Gathering information
The interviews went as I expected, some of the interviewees did not answer all the
questions. I used the websites I had to fill in the missing information. I will not use all the
information I asked to write the description of the countries. (Appendix H) Also, I predicted
that I was going to use book sources but because of time constraint, I used the online articles of
those sources, which has the same amount of information.
I used MSN and Skype because they gave me the instant answer of the other person and
it records the history already in the chat logs. This sometimes I think is rather easier and more
secure way of collecting information because it keeps track of what is said for me. I can go back
to it to take notes.
I asked the interviewees whether they have photographs or not, most of them do not
have the type of photos I wanted or do not have photo at all. I decided to use the photos that
I’ve taken while on vacation in different countries and also creative common licensed photos on
the Internet.
This can be seen reflected in the Stage 5 Reflection Journals (Appendix I).
Step 6: Gathering photographs
During the time completing this step, I did not expect to have all my weekends full. I
stopped working for a long time during this step. The creative commons web search I also
during this process found wasn’t the best for my intent. Instead, I found another very helpful
website called www.trekearth.com. It contains a wide selection of user submitted photos that is
already organized into country. This makes it much easier for me to acquire the photos that I
want in my book.
9
10. Step 7: Compiling information
I was afraid my Chinese was not skilled enough to write the Mandarin description. I am
planning on now giving in what I have to people in my dad’s company and letting them
translate for me. Most of the English description was easy to write, I did not use all the
information that is given during the interview and my book did not cover each topic (e.g.
language, religion) about every country. I just wrote what I thought the children would like to
read.
For example, do Chinese children really need to know all the religions of France?
Perhaps not but they do want to know about the unique foods and fashion France is famous
for. But in some countries like Qatar, the lifestyle is based all around their religion of Islam.
Step 8: Editing & Proofreading
I actually started this step earlier than step 6 and 7. I thought that making a good
scaffolding structure of the book could be easier for me to work with. I finished structuring the
base of each page and table of contents on Pages. I did not proofread in this step but rather
changed it to do so while writing out the information. I thought that would be quicker since
after writing I would have the information still in memory and it will be faster for my brain to
process and identify mistakes.
Step 9: Publishing
This step is still in process since I handed it in the book to people in my father’s company to
help me finally publish it. After it is published, I will send it off to the school and see how
students respond to it, to see if I truly helped them.
Analysis of Process:
My goal was to assist to educate Chinese children about other cultures. After seeing the
condition of teaching in an average elementary school I was more inspired and motivated to
take action. I think that I did not fully achieve this goal since I did not finish making my product
on time. But I did help inspire them to learn about other cultures while visiting their school.
I think though that I achieved most of what I trying to imply to the students in my AOI,
Community and Service. During the time in the beginning I was there I talked to some of the
students. The children were very happy to have me there. It was a new experience for them to
talk to a bilingual student. The only bilingual people in their school were the English teachers,
which mostly talked in Mandarin. I think in a way I have inspired the students of the school to
work harder and to research more about other places. Going to the school was a service for me
10
11. Personal Statement Janey Zhao (10C)
and for the students and teachers.
From me being there, they learn about the different people in the world, people who
don’t live in their own cultures. I think I have made them more open-minded about the
different people in the world, which was my main goal.
For me, I learned more in depth about the Chinese culture and their education system,
something that even most teachers in our school and foreigners living in China do not know. I
thought it was a very rewarding experience for me even though if some of the people there
were not as friendly. From only observing some classes I really got insight of how teaching is
different in the west and east. In this visit, rather me helping the community around me, the
community actually helped me. By listening to the classes I got a better understand on the
flaws of this style and how I can help fix it. From the English and Morality and Society class I
really was motivated into trying to help the student.
Throughout the process, I thought what I excelled in was communicating. I
communicated with the school, with the people in my father’s company and with the people I
interviewed. I thought that I took full advantage of the many resources that I have. I
communicated with in various ways of phone calls, Skype calls and in person. Communicating
with the school and the people in my father’s company was the base of the beginning of my
project. Although at the start my communication with the school was very strong, it started to
deteriorate because of the Chinese New Year holiday that took up most of the process time of
my project, I could not be in contact with them. I thought this part was not fully my fault
because as they were teachers, they were very busy and initially seems disinterested in my
idea. What I feel accomplished about is that I still attempted to make contact in the start.
Everything was going along smoothly until the second week of February. What has made
my project fail was my horrible time management at the end. What started it out great, but
then during the month that we were suppose to be working on our project, I suddenly had all
my weekends full of school events. The weekends are when I have the most time to work on
my book. I was so tired from these events that I barely did any work, therefore falling behind on
making my project. I tried to do some work during the weekdays but normal school work has
kept me from working. I wasn’t able to make to it my deadline so therefore could not get the
books in on time although, I think the school do not mind it very much.
11
12. Conclusion
“The best-laid schemes o' mice an' men gang aft agley”
– To a Mouse by Robert Burns
I think this famous quote best represents my project. In modern English, it translates to
the best laid schemes of mice and men go often askew meaning even the best of the well
planned ideas often goes not as planned. This describes my project very well as it was going so
well in the beginning, I had so much potential but as time proceed, it all collapsed beneath me.
I think that it is not entirely my own fault as many factors contributed to the failure of
this project. The main endeavor was time. I had to start behind schedule because of the
December holiday that was the first lag in my project. I tried very hard to get in contact with
them but the time of year brings many exams for the student, resulting effecting the whole
school faculty. Looking back on it now, I think that I was grateful they has the time for me as I
could relate to what time stress they had. Time and time again always affected the flow of my
process. Whether it is my own time management or the teachers and principal.
Like all of my other plans, my reflection journal (Appendix I) in the beginning went very
well. I wrote sufficient amount of information in them weekly, although it was a few days
overdue sometimes. Sometimes because of my lack of work, two of my reflections were the
same. I am quite disappointed in my reflections, I think that I could have achieved better.
My AOI, Community and Service have helped me learn so much about the other
community around me. I now have an actual experience of how school life is in a Chinese
school. During this process from gathering information I also learned many new interesting
facts about other countries. I learn the differences and similarities of each community, the
benefits, and the disadvantages. My project was just an attempt to help correct one of the
flaws of one community.
I also came to a realization that my project could not even get started without the help
and service of the community of people around me. The people in my father’s company helped
me get started; my peers helped me gather information, the whole community contributed to
my project. Without them, my project would be nothing.
If I could have redone my project, learning from my mistakes I think I can do a much
better job at this. I might change my approach to the question, instead of a book maybe an
event that provides direct contact between local and international students. Or staying with the
original idea I would defiantly manage my time more efficiently, I would follow my plan more
strictly and get in strong contact with the school more often. Although at the end, what matters
the most is getting the right idea into the student’s minds, no matter what type of method it
takes.
12
13. Bibliography:
"Canadian Culture: Basic Information About People in Canada." Vancouver English Centre - Learn ESL
in Vancouver Canada. Web. 09 Mar. 2011. <http://www.vec.ca/english/2/culture.cfm>.
"Culture of Malaysia - History, People, Clothing, Traditions, Women, Beliefs, Food, Customs, Family."
Countries and Their Cultures. Web. 20 Mar. 2011. <http://www.everyculture.com/Ja-
Ma/Malaysia.html>.
"Ethiopia." Discovering New Horizons. Web. 10 Mar. 2011.
<http://www.edu.pe.ca/southernkings/ethiopia.htm>.
"Japan - Location and Size, Population, Taxation, Agriculture, Farming, Forestry, Fisheries,
Manufacturing." Encyclopedia of the Nations - Information about Countries of the World, United
Nations, and World Leaders. Web. 19 Feb. 2011.
<http://www.nationsencyclopedia.com/economies/Asia-and-the-Pacific/Japan.html>.
"Japan." Discovering New Horizons. Web. 10 Mar. 2011.
<http://www.edu.pe.ca/southernkings/japan.htm>.
"United States of America - Location and Size, Population, Manufacturing and Construction, Energy
and Mining, Information Technology." Encyclopedia of the Nations - Information about Countries of
the World, United Nations, and World Leaders. Web. 1 Mar. 2011.
<http://www.nationsencyclopedia.com/economies/Americas/United-States-of-America.html>.
Cob, Ana. "Culture of Spain." Personal interview. 21 Mar. 2011.
Davidse, Niels. "Culture of Netherlands." Personal interview. 23 Mar. 2011.
Demidov, Anna. "Culture of Russia." Personal interview. 21 Feb. 2011.
Dijksman, Stef. "Culture of Netherlands." Personal interview. 17 Mar. 2011.
Hailekiros, Frena. "Culture of Ethiopia." Personal interview. 17 Mar. 2011.
Hutin, Marie-Paule. "Culture of France." Personal interview. 12 Feb. 2011.
Mercer, Gillian. "Culture of Australia." Personal interview. 18 Mar. 2011.
13
14. Personal Statement Janey Zhao (10C)
Moya, Florencia. "Culture of Chile." Personal interview. 19 Mar. 2011.
Pack, Seung Chae. "Culture of South Korea." Personal interview. 15 Mar. 2011.
Pandey, Aastha. "Culture of India." Personal interview. 17 Mar. 2011.
Park, Jee Yeon. "Culture of South Korea." Personal interview. 15 Mar. 2011.
Redevi, Daniele. "Culture of Italy." Personal interview. 27 Mar. 2011.
Refaie, Yousef. "Culture of Canada." Personal interview. 5 Mar. 2011.
Singh, Maya "Culture of the India" Personal interview. 2 Mar. 2011.
Sufian Yek, Ain. "Culture of Malaysia." Personal interview. 1 Mar. 2011.
Sugita, Rina "Culture of Japan." Personal interview. 15 Mar. 2011.
Tan, Yu Lynn. "Culture of Singapore." Personal interview. 15 Mar. 2011.
"To a Mouse." Wikipedia, the Free Encyclopedia. Web. 8 Apr. 2011.
<http://en.wikipedia.org/wiki/To_a_Mouse>.
White, Richard."Culture of England." Personal interview. 10 Feb. 2011.
Zhao, Janey. "Personal Project." Web log post. Wikispace. Web. 10 Mar. 2011.
<http://s06127.biss.wikispaces.net/Personal Project>.
van Steenhoven, Pippijn "Culture of Germany and Netherlands." Personal interview. 20 Mar. 2011.
李, 云龙. 人教版小学品德与社会五年下册. 2007. Print.
8 王, 林. 人教版小学品德与社会五年上册. 2007. Print.
14
15. Personal Statement Janey Zhao (10C)
Appendices:
A. Questions in interview
• When is the national day of your country and what do people do on that day?
• What are the main food people eat?
• What is the ethnicity of your country?
• What are some famous traditional dishes?
• Are there any festivals traditionally specified to your own country?
• What is the average family size?
• What do people value the most?
• What languages are spoken?
• What do they like to do for fun (recreation)?
• What kind of traditional clothing did they wear?
• Is there anything unique that your country have or something that your country
is notable for?
• What do teenagers like to do in that country?
• Is there anyone notable from your country?
B. Websites for country’s information
• http://www.nationsencyclopedia.com/index.html
• http://www.everyculture.com
• http://www.edu.pe.ca
C. Timeline of events
Month PLANNING STEPS
September • Think of ideas of a personal project
October • Submit questionnaire to start me thinking about my interests and abilities
• Get a supervisor
• Describe project idea to supervisor and get approval
• Meet with supervisor to share progress and gain advice
• Sign contract
November • Research to find information on education of Chinese students
• Buy Chinese textbook materials to prepare to present to school teachers
• Meet with supervisor to share progress and gain advice
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16. Personal Statement Janey Zhao (10C)
December • Design a layout of the book
• Brainstorm questions to ask school teachers
• Find and choose school to initiate idea
• Interview teacher
• Plan layout of each page according to teacher’s need
• Meet with supervisor to share progress and gain advice
January • Find/make photos
• Report progress to Chinese teacher + supervisor
• Meet with supervisor to share progress and gain advice
February • Continue making photos
• Contact publishing company (ask dad)
• Report progress to Chinese teacher + supervisor
• Compile photos into a book
• Research information about each country
• Present draft copy to Chinese teacher + supervisor
• Meet with supervisor to share progress and gain advice
March • Fix problems in book
• Review over the book
• Present finale copy to Chinese teacher + supervisor
• Present copy to publishing company
• Give copies to Chinese teacher
• Take photos of children using and reading the books
• Project finished
• Meet with supervisor to share progress and gain advice
April • Draft personal statement
• Meet with supervisor to share progress and gain advice
• Personal Statement completed
• Prepare for exhibition.
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17. Personal Statement Janey Zhao (10C)
D.
The decoration in the hallway E.
The children sit in rows and listen to
the teacher sitting up front, the
teacher goes in and out every class the
students stay seated
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18. Personal Statement Janey Zhao (10C)
F. Questions to the principal/teacher
• What kind of teaching material is currently used in this school?
• Do you use any other material to help teach?
• Does teachers make their own material to teach that is not from the textbook?
• Do you think the way of teaching is the best for students or is there needs of
improvement?
• Do you teach English in the elementary grades?
• Do you teach any other languages other than English?
• Are there any non-Chinese students in the school? How many? What nationality?
• Do they hang out with people of the same nationality or others?
• Do you think the children know a lot about other countries?
• Do you think they should learn more about other cultures?
• Are there any activities to help the children learn?
• Are there any ASAs in the school?
• What cultures do you think you want the students to learn more about?
• What aspects about that culture do you want them to learn?
• When do you need the book?
• How do you want the layout of the book?
• Do you want an English translation of it?
• What kind of pictures do you want to be in it?
G. Notes taken during school visit
• Size of BISS
• Very plain hallways
• Recycle bottle machine
• Things like “Make our school a fun playground” posted on windows
• Very little student work on walls
• Cold, unwelcoming atmosphere but friendly students
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19. Personal Statement Janey Zhao (10C)
• Use blackboard and chalk
• Very empty, only one very small book shelf at the back corner of room
• Clothes at the back (everyone has their own hooks)
• Backpacks on their chair
• Individual neat organized seats
• One wall used for decoration,
• Front of classroom has a platform and a desk for teachers
• “Digital projector” old projector but like a giant camera
• Students grouped into columns, teacher calls on student in columns
• 40 min period
• 10 min break in-between each, allowed to go out of classroom
• Students called by full name
• Head student- erases board, help teacher get materials into room like piano
• Students very obedient, no personality
• 36 students in the room
• Teachers come into classroom
• Everyone is sitting very straight
• Some students looking and doing other things while student is performing
• Students in one of the non-main subjects don’t pay attention, does other things like
read book and play with erasers
• Student Council member come in to inspect students- very mean and hits the
students desk
• Afterwards they report to the class which row has been good
H. Sample note taken during interview & final description
India-BOLLYWOOD
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20. Personal Statement Janey Zhao (10C)
←Religion: Hindu, Christian, Muslim
Main Language: Hindi
←National day: Aug 15th Independence day, holiday, parades, military, flag hoisting
←Main food: rice, chicken, naan butter dishes are very heavy
←Traditional dish: Butter Chicken
←Festivals: diwali - celebrated all over india.. the festival of lights buy new clothes,
exchange sweets with friends, fire crackers
←Family size: 3 or 4
←Recreation: Cricket
←Clothing: Sari (silk dress)
India is a country in the east of Asia. Hinduism originated here. The main language in
India is Hindi but because it is so big, there are many other languages, similar to China.
India has it’s own movie industry called Bollywood. Cricket and Bollywood are very
important to Indians. Young and old like to watch Bollywood movies and play cricket.
The average family size is 4 people but extended families like to live together.
One very fun festival is called Holi celebrated in the beginning of spring. During this
festival in March of every year, people throw colored water at each other and cook
sweets to eat. They think spring is very colourful so they throw colors at each other
welcoming spring.
I. Reflection Journals
Stage 2
1. What have you learnt about your AOI related topic for your project?
I have learnt that young Chinese students don’t have a good understanding of other
people other than themselves. I also learned that Chinese textbooks don’t really teach
students about other cultures and only about other major country’s history.
2. How did you learn these things?. Consider use of The Big Six, What questions did
you ask to guide your research and were they helpful? What sources were helpful,
etc.?
I learned these from my own experience. My father owns an educational company that
works with the people who makes the texts books for most of the Chinese schools. I
have access to those books, which I skimmed through. I also learnt from some of the
books because they are used in my tutoring class. This was very helpful in understand
what I needed to do/write in the book.
3. What have you learn about the techniques (Steps, skills & materials) and process to
use to make your project?
It is going to be difficult for me to perform some of the steps since my Chinese
communication skills aren’t very fluent. I think this will be my main obstacle in my
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21. Personal Statement Janey Zhao (10C)
project. The skills and steps I need to learn are hard but if I try with effort I think I can
persevere because of my interest in this project that motivates me.
4. How did you learn these things?. Consider use of The Big Six, What questions did
you ask to guide your research and were they helpful? What sources were helpful,
etc.? I learnt these things by:
I learned these things from my own self-experience and from my father’s company. I
used the questions I came up with in the Big Six to guide me.
5. What problems have you encountered so far? Some Problems I encountered were:
Which school that I am going to try to initiate this project to.
6. How did you attempt to fix these and how successful were you? I tried to fix the
problem/s by:
I try to fix this issue by deciding which school to target, but still haven’t. I think I will
discuss this with my supervisor.
7. Explain the sort of a learner you have been so far (see learner profile) I have been a
because
I think I have been a thinker because I thought a lot about my project and an open-
minded person because I was open to suggestions of ideas from my teachers and peers.
I was also knowledgeable and known a lot of information about my project even before
I started it.
Stage 3
1. TIMELINE CHALLENGE: Which of the steps / skills outlined in your time-line will be the
most challenging for you?
I think the hardest steps would be to find the people that are willing to be
photographed and also communicating with the Chinese teacher at first. I would
prepare for this by first asking my friends if they would volunteer to be taken photos of
and also preparing some questions in Chinese to ask to the teacher.
2. STRENGTHS: (What is good about your project?) What I think is going well with my
project is that
I think that it could become a very good idea and project that would help many people. I
think my preparation is very well developed for the interview. I think most of the steps I
can solve easily because I am already in contact with many different people.
3. WEAKNESSES: (What problems have been encountered so far?) Some problems I
encountered were:
I think that I should speed up the process of my work. Most of the progress went
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22. Personal Statement Janey Zhao (10C)
smoothly because I have connections but I still need to find a school to initiate this idea
with.
4. IMPROVEMENTS: How did you attempt to fix these and how successful were you? I
tried to fix the problem/s by:
I tried to solve this problem by first asking my tutor if she is in contact with any local
school teachers since she was a Chinese teacher before. She doesn’t so I emailed the
Chinese teachers in my school asking the same question. I have yet to have received a
reply.
5. LEARNER PROFILE:
I am knowledgeable because I already know many steps of my project. I am open-
minded because I am open to listen to opinions of my peers and supervisor.
Stage 4
1. WHAT DID YOU DO?
Since my last reflection I have contacted a school and surveyed their classes. I've
decided to chose that school because it is close to my father's company which I go to
everyday after school. I have interviewed the students and teachers in the school and
they allowed me to work with them for a book.
2. STRENGTHS
What I think is going well with my project so far is that I have contacted the school and
keep in touch with them through phones.I also planned out a layout of my book.
3. WEAKNESSES
Some problems I encountered were that I still don't know any publishing companies but
I think this problem would be quickly solved by me asking my father for the contact.
There was another problem of getting the school to recognize me and work with me
because they usually only allow the school board people.
4. IMPROVEMENTS
I fixed this problem by giving them tea as gifts and talking about my idea of the book
over dinner.
5. LEARNER
PROFILE:
With regards to
the Learner
Profile I have
been
knowledgeable,
risk taker and
inquirer
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23. Personal Statement Janey Zhao (10C)
because I have a lot of knowledge about the Chinese school system, and I went to
survey the school alone without assistance and inquirer because I asked many questions
at the school to the teachers.
6. EVIDENCE:
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24. Personal Statement Janey Zhao (10C)
Stage 5
January 25th, 2011
1. WHAT DID YOU DO? (Give details on what you have done to create your product.
Give reference to the steps outlined in your timeline. Explain any variations you may
have made to your timeline).
Since my last reflection I have made a list of countries that I want to write about in the
book and started interviewing people from different countries. I can't really meet with
the teachers this month because they are on Chinese new year holiday therefore I will
just make the book and give it to them. I changed my idea to compiling photos from
members of my school instead of taking the photos myself.
2. STRENGTHS (What is good about your project?)
What I think is going well with my project so far is that I have the layout all organized
and ready on Pages. I also have a lot of sources of information since I am at an
international school.
3. WEAKNESSES (What problems have been encountered so far?)
Some problems I encountered were I am not sure on what photos to find, it might be
hard for me to find for some countries because I have to use creative commons.
4. IMPROVEMENTS: How did you attempt to fix these and how successful were you? I
tried to fix the problem/s by:
Taking photos myself from my vacation or asking friends for their photos.
5. LEARNER PROFILE: (Explain the sort of a learner you have been so far -see learner
profile) With regards to the Learner Profile I have been a ____because I have ….
Thinker because I have been planning my book and open-minded because I interview
and hear opinions of others.
6. EVIDENCE: Attach drafts of your research
France
Religion: Christian-Catholic, Protestant, Muslims, Judaism
Main Language: French
National day: July 14th,fireworks and dance
Main food: Bread, cheese, cake, croissant
Traditional dish:
Strong family values, three courses, cheese and salads, dinner is very important
Festivals: Easter, Christmas
Family size: 2 or 3 children 2.3/woman
Recreation: Meeting with friends, football, travel, family time
Clothing: casual, chic, modern
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25. Personal Statement Janey Zhao (10C)
February 7th, 2011
1. WHAT DID YOU DO? (Give details on what you have done to create your product.
Give reference to the steps outlined in your timeline. Explain any variations you may
have made to your timeline). Since my last reflection I have continued on working on
my book. I am still gathering information and not yet started working on the photos.
2. STRENGTHS (What is good about your project?) What I think is going well with my
project so far is that I have many sources to cite, I use a broad range for example like
interviews, books, online sources and myself.
3. WEAKNESSES (What problems have been encountered so far?) Some problems I
encountered were: that I didn't work fast enough.
4. IMPROVEMENTS: How did you attempt to fix these and how successful were you? I
tried to fix the problem/s by working faster.
5. LEARNER PROFILE: (Explain the sort of a learner you have been so far -see learner
profile) With regards to the Learner Profile I have been a communicator by talking to
many different people and an inquirer by asking questions.
6. EVIDENCE: Attach drafts of your research
Nepal
Religion: Hinduism, Buddhism, Muslim, Kirat, Christian
Main Language: Nepali
National day:
Main food: Rice, vegetable
Traditional dish: Kheer (sweet milk porridge)
Festivals: Dashain (family gatherings), Nepalese New year, Tihar (light festival), Bhai Tika
(Sibling festival)
Family size: 4 or 5 children
Recreation: cooking, sewing, tv, cricket
Clothing: Gunio Cholo (crop top and wrap dress), Patasi (crop top and wrap dress and
shawl), Boto (silk dress), Dowra Suruwal (tunic, pants) Hats are important for men,
women heavy jewelry
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