The document discusses the author's exploration of what reading means and how words shape thought processes. It describes how the author noticed reading words everywhere during a walk and began documenting the words. The author realized words can influence thoughts and ideas. The resulting artifact aimed to show viewers how words read in the world can affect one's thoughts and perspective on reading.
Information about how to use the library's online collections (i.e. research databases) to answer questions about books. Useful for book clubs, English literature students, readers, etc.
This is a process students can use to systematically record the key arguments of nonfiction books and articles that they read. Students who use this method will often improve their ability to compose their own persuasive essays when they do not have access to research.
Response to chapters 3 and 4 of sumara elan 8410 2 15-04Buffy Hamilton
The document summarizes key ideas from chapters 3 and 4 of Sumara's text, including the concept of "unskinning" where relationships with texts allow readers to shed their skins and rewrite their selves. It discusses how reading forms collective selves and histories through interactions between readers, texts, and contexts. The document also reflects on implications for the author's research interests and questions around reconceptualizing literature curriculum to view reading as an act of inquiry rather than searching for fixed meanings.
This document discusses using comics and graphic novels in the classroom. It provides background on comics through history and defines them as a format rather than a genre. Theories are presented on the educational benefits of comics, including engagement, efficiency, and effectiveness of learning from text and images. Reasons for using comics in the classroom are given, such as fun and variety in reading material. Responses are provided for concerns that comics are not classics or do not teach literary skills, citing research about developing reading comprehension. The goal is not to replace classics but to consider educational goals and how best to instruct and assess students.
Social Media: Creating Cocktail LegendsNick Nemeth
Regardless of your job or industry, as technology becomes increasingly important across the globe, so too has it begun to make it's mark in the bar and beverage world.
Bars, bartenders, spirit makers, and cocktail enthusiasts are using the unique opportunities social media provides to leverage their business. As personal blogs, coupled with applications like Facebook and Twitter enjoy a huge surge in popularity among the world, so too has their growth surged within the cocktail community. The success of the next generation of cocktail legends may well rest on how well new technologies are embraced and used as a complement to their tenure behind the bar.
Virtual schools and online learning are growing rapidly and allow students to learn from home via the internet. For teachers, the pros are more flexibility and less responsibility for discipline, while cons include needing additional training and time for communication. Students benefit from flexibility and individual pacing, but may face social isolation and greater chances for procrastination. For districts, virtual schools reduce hiring and material costs but require investment in technology and have higher per-student costs than traditional schools.
The document discusses virtual schools and online learning. It outlines pros and cons for teachers, students, and school districts. Virtual schools allow students to learn from home through online methods, giving them flexibility. However, it can limit social interaction and increase chances of procrastination for students. For teachers, it provides flexibility but requires additional training and monitoring of students' understanding can be difficult without in-person interactions. Districts save on facilities but have increased costs for technology to support virtual options.
Legacy code is something we all deal with. How can you figure out where to start untangling the big ball of mud you've been handed.
Note: photos excluded from CC LIcense.
Information about how to use the library's online collections (i.e. research databases) to answer questions about books. Useful for book clubs, English literature students, readers, etc.
This is a process students can use to systematically record the key arguments of nonfiction books and articles that they read. Students who use this method will often improve their ability to compose their own persuasive essays when they do not have access to research.
Response to chapters 3 and 4 of sumara elan 8410 2 15-04Buffy Hamilton
The document summarizes key ideas from chapters 3 and 4 of Sumara's text, including the concept of "unskinning" where relationships with texts allow readers to shed their skins and rewrite their selves. It discusses how reading forms collective selves and histories through interactions between readers, texts, and contexts. The document also reflects on implications for the author's research interests and questions around reconceptualizing literature curriculum to view reading as an act of inquiry rather than searching for fixed meanings.
This document discusses using comics and graphic novels in the classroom. It provides background on comics through history and defines them as a format rather than a genre. Theories are presented on the educational benefits of comics, including engagement, efficiency, and effectiveness of learning from text and images. Reasons for using comics in the classroom are given, such as fun and variety in reading material. Responses are provided for concerns that comics are not classics or do not teach literary skills, citing research about developing reading comprehension. The goal is not to replace classics but to consider educational goals and how best to instruct and assess students.
Social Media: Creating Cocktail LegendsNick Nemeth
Regardless of your job or industry, as technology becomes increasingly important across the globe, so too has it begun to make it's mark in the bar and beverage world.
Bars, bartenders, spirit makers, and cocktail enthusiasts are using the unique opportunities social media provides to leverage their business. As personal blogs, coupled with applications like Facebook and Twitter enjoy a huge surge in popularity among the world, so too has their growth surged within the cocktail community. The success of the next generation of cocktail legends may well rest on how well new technologies are embraced and used as a complement to their tenure behind the bar.
Virtual schools and online learning are growing rapidly and allow students to learn from home via the internet. For teachers, the pros are more flexibility and less responsibility for discipline, while cons include needing additional training and time for communication. Students benefit from flexibility and individual pacing, but may face social isolation and greater chances for procrastination. For districts, virtual schools reduce hiring and material costs but require investment in technology and have higher per-student costs than traditional schools.
The document discusses virtual schools and online learning. It outlines pros and cons for teachers, students, and school districts. Virtual schools allow students to learn from home through online methods, giving them flexibility. However, it can limit social interaction and increase chances of procrastination for students. For teachers, it provides flexibility but requires additional training and monitoring of students' understanding can be difficult without in-person interactions. Districts save on facilities but have increased costs for technology to support virtual options.
Legacy code is something we all deal with. How can you figure out where to start untangling the big ball of mud you've been handed.
Note: photos excluded from CC LIcense.
This document discusses approaches to teaching genres in English class. It defines genres as vague categories with overlapping conventions that works can borrow from. It emphasizes the importance of teaching genres as it focuses attention, teaches context and history, and develops reading and writing habits. The document discusses using inquiry methods to analyze genres, as well as teaching genres through situated practice, instruction with metalanguage, and critical framing of social context. It provides curriculum expectations involving using genres and gives examples of teaching genres through text-based hypertexts, close reading practices, and shifting between genres.
This document provides a plan for teaching students about antonyms through reading Dr. Seuss's book "The Foot Book" and having students create "Diamante" poems using opposite words related to dinosaurs. It also includes strategies for getting students to use their own voice in writing and engaging students in writing activities like "Write-Around", "Switcharoo", "Bumper Sticker", and "License Plate" for familiar stories, as well as having students draw pictures of their "plan for writing".
This document provides an overview of close reading strategies and techniques. It discusses what close reading is, the characteristics of close reading, and how to do a close reading. Specifically, it explains that close reading involves carefully analyzing short passages through repeated readings. It emphasizes bringing the reader and text close together. The document then outlines a three step process for close reading: 1) read through lenses, 2) use lenses to find patterns, 3) develop a new understanding. It provides examples of doing close readings focusing on text evidence, word choice, and point of view.
This document discusses various theories and strategies related to reading, literature, and engaging students. It provides summaries of key ideas from Rosenblatt's reader response theory, including her concepts of efferent and aesthetic reading. It also outlines strategies for close reading a text and engaging with literature at different levels, and discusses how poststructuralism, frames of reference, and intertextuality can be applied when analyzing texts.
The document discusses the difference between interpretive literature and escape literature. Interpretive literature aims to broaden readers' understanding of life, enable consideration of implications, and answer "so what?" about what was read. It takes readers deeper into the real world to understand their troubles. Interpretive literature has a broader significance by providing insights into human existence, culture, or history.
This document provides an overview of a lesson on reading skills and strategies. It introduces objectives of describing a written text, defining reading skills, and explaining reading strategies. It includes activities like a vocabulary check on an excerpt and context clue exercises to identify unfamiliar words from an article. Students are asked to choose words, determine their meanings from context, and discuss their findings with peers. The lesson encourages active reading and applying strategies to improve comprehension.
Essay Topic A Texas AM Transfer. Online assignment writing service.Diana Hole
The document discusses the Supreme Court case Terry v. Ohio, where John Terry argued his 4th Amendment rights were violated when a police officer searched him and found a concealed weapon. The officer claimed he had reasonable suspicion to stop Terry based on monitoring his actions beforehand out of safety concerns. The case addressed whether the officer's actions constituted an unlawful search and seizure without a warrant.
This document introduces the Let Me Learn process, which uses research on brain-mind connections to understand individual learning patterns. It discusses the Interactive Learning Model and how cognition, conation, and affectation interact in learning. Participants take the Learning Connections Inventory to identify their patterns in four areas: sequence, precision, technical, and confluence. Understanding one's own patterns helps one understand how they learn and teach. The document aims to help educators gain insight into students' diverse learning needs and styles.
Persusive Essay. Clk Sample Persuasive Essays For High School Students Writ...Ashley Arrington
50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. Clk Sample Persuasive Essays For High School Students — — Writing high .... Writing paper: Essay persuasive. Persuasive Essay. Persuasive Essay: Tips on Writing. Teacher Approved Organizing Persuasive Writing with Color (Guest Post .... Persuasive Essay Template. Persuasive Essay Structure | Templates at allbusinesstemplates.com. School Essay: Persuasive topics for essays. Top Trending 6Th Grade Informative Essay Examples Gif - Informative. College essay: Apa persuasive essay example. Persuasive essay examples for students. Free Printable Persuasive Writing Graphic Organizer - Printable Word .... Online Essay Help | amazonia.fiocruz.br. How to Write a Persuasive Essay (with Free Sample Essay) - Persuasive .... Persuasive Essay Writing prompts and Template for Free. Persuasive Essay Rubric | Templates at allbusinesstemplates.com. persusive essay. The Persuasive Essay. A Guide to Crafting Persuasive Academic Essays and 20 Persuasive Essay .... What Is A Persuasive Essay Answers Com 570512 — — Custom Thesis .... Beth Wilcox's Northern Learning Centre Blog: Persuasive Essay Format. Persuasive Essay Example College Level Best Of 52 College Level .... School essay: Persuasive essay topis. 「Persuasive Essay」のおすすめ画像 32 件 | Pinterest | アイデアを書く、説得力のあるエッセイ、エッセイ ライティング Persusive Essay Persusive Essay. Clk Sample Persuasive Essays For High School Students Writing high ...
50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. Clk Sample Persuasive Essays For High School Students — — Writing high .... Writing paper: Essay persuasive. Persuasive Essay. Persuasive Essay: Tips on Writing. Teacher Approved Organizing Persuasive Writing with Color (Guest Post .... Persuasive Essay Template. Persuasive Essay Structure | Templates at allbusinesstemplates.com. School Essay: Persuasive topics for essays. Top Trending 6Th Grade Informative Essay Examples Gif - Informative. College essay: Apa persuasive essay example. Persuasive essay examples for students. Free Printable Persuasive Writing Graphic Organizer - Printable Word .... Online Essay Help | amazonia.fiocruz.br. How to Write a Persuasive Essay (with Free Sample Essay) - Persuasive .... Persuasive Essay Writing prompts and Template for Free. Persuasive Essay Rubric | Templates at allbusinesstemplates.com. persusive essay. The Persuasive Essay. A Guide to Crafting Persuasive Academic Essays and 20 Persuasive Essay .... What Is A Persuasive Essay Answers Com 570512 — — Custom Thesis .... Beth Wilcox's Northern Learning Centre Blog: Persuasive Essay Format. Persuasive Essay Example College Level Best Of 52 College Level .... School essay: Persuasive essay topis. 「Persuasive Essay」のおすすめ画像 32 件 | Pinterest | アイデアを書く、説得力のあるエッセイ、エッセイ ライティング Persusive Essay
1) The document describes an exercise where teachers were told a story with ambiguous details and asked questions to understand their mental processes when comprehending. Their varied responses showed differences in imagination, assumptions, and willingness to change interpretations.
2) Further exercises asked teachers to illustrate scientific concepts and read difficult passages. These demonstrated how experience, language skills, and prior knowledge influence comprehension.
3) By making their mental work visible, teachers recognized reading involves more than motivation, imagery, or concentration. The document lists 31 activities involved in comprehending text.
It was great to meet and talk with TN librarians! Thanks for this invitation and opportunity to share CCSS tactics for reading, research and making connections for Millennial learners. Remember it's all about the kids...the Millennial, self-centered, want-to-own their own learning, kids.
The document discusses the benefits of reading as a leisure activity. It notes that reading can be done anywhere and anytime, including during short intervals of free time. It describes how reading transports the reader to different worlds, relieves stress, and exposes one to new cultures and ideas. The document also contrasts reading alone with other social activities some may prefer during leisure time.
The document discusses important reading skills such as previewing, skimming, and scanning a text. It also covers strategies for determining the meaning of unknown words using context clues like synonyms, antonyms, examples, explanations and situations. The document distinguishes between the denotation and connotation of words and how connotation involves the feelings and associations connected to a word.
The document discusses Response to Intervention (RTI) and differentiated instruction. It explains that RTI involves three tiers of instruction, with Tier 1 being core classroom instruction for all students, Tier 2 being additional intervention for some students, and Tier 3 being intensive intervention for a smaller group of students who require more support. It emphasizes that RTI is about teaching students, not just testing them, and using assessment data to plan targeted, small-group instruction that meets students' individual needs.
The document summarizes the process of close reading a text through annotation and analysis. It involves carefully reading sentence by sentence and word by word to understand how individual parts contribute to the whole. It also describes examining how an author shifts arguments and considering what is left uncertain. The process outlined includes annotating the text, looking for patterns, asking questions about the patterns, and responding to a question about the text. As an example, it provides an excerpt from Loren Eiseley's "The Hidden Teacher" about learning an unexpected lesson from a spider about how it perceives the world only within its web.
This document provides a review of sentence structure and types, including simple, compound, and complex sentences. It includes examples and activities for students to practice identifying and writing different sentence types. Students are asked to self-quiz by labeling sample sentences as simple, compound, or complex. The document also discusses the differences between independent and dependent clauses.
Question 1Read Chapters 5 and 6 from the Applied metacognition .docxmakdul
Question 1:
Read Chapters 5 and 6 from the Applied metacognition e-book, review Elaboration Theory, Social Learning Theory, and Self-Determination Theory online, read “The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination” article, view the Emotional Intelligence and Bloom’s Taxonomy videos, and review any relevant Instructor Guidance.
Throughout the past several decades, the understanding of how we learn has been defined and redefined. For the discussion please include the following:
1. Evaluate and discuss the applicability of social learning theory and Bloom’s taxonomy to the concepts of how we learn.
2. Analyze how social learning theory and Bloom’s taxonomy incorporate cognitivism and constructivism into their frameworks.
3. Demonstrate an understanding of social learning theory and Bloom’s taxonomy may have contributed to the focus on the more recent theories of emotional intelligence, metacognition, and motivation (i.e., self-determination). This may be opinion, but please support your ideas with your experiences or current understanding.
4. Research three scholarly articles pertaining to the historical relevance of one of the following: emotional intelligence, Self-determination Theory, or metacognition..
5. Address the following questions about what you discovered during your research:
· What historical trends do you notice in the literature about your assigned subject?
· Does there appear to be any event or series of events (such as research findings) that helped to promote this area of variable within learning psychology?
6. Evaluate your learning style and share an example of how a better understanding of this theory might be applied to explain your learning behavior(s) in a real-life situation at school, work, or home.
Example answer:
Bloom’s taxonomy on how we learn would be; lesson to what is around us. And what our bodies are telling us. Example is if our bodies are telling us that something is wrong, then we shouldn’t do it. My gut gets a funny feeling in it when I am at that point when deciding withers its right or wrong. Other words weigh the pros and cons to the subject. These behaviors shape who we are in the community.
Bloom focuses more on information processing and how we learn. Constructivism, meaning is given to the lessons taught (Simpson, 2011). I believe that she shows us how our brains work and develop different thinks {or thinking}.
Now social learning comes from watching and listening to people around you and their actions. The example I will use for this would be; church we learn about god, and Jesus and the Holy Ghost and resurrection. This is about what we believe and what our minds will accept.
We learn from our parents from the time we are born till the day we pass, we learn from our instructors at school, friends {we learn how to walk, talk, how to read, do math, and how to play different games with our friends}. The emotional intelligence to all of thi ...
Design Master's Thesis: Designing for the Grocery Storescalandro
The thesis documentation is a detailed explanation of my thesis design process. It describes the research methods I used, the questions asked, and the findings discovered along the way. It also includes images of the process, the prototypes I created, and my reflection on the project as a whole.
The document discusses the foodconscious service, which aims to help grocery stores transition towards a whole foods focus and become a community resource. It argues that the current industrial food system has led to a Western diet that is unhealthy and a major cause of diseases. The foodconscious service would track customers' whole food to processed food purchases over time and lower prices for whole foods as customers increase their whole food ratio. This would give customers better access to healthy options and incentive to shop healthier. It would also benefit grocery stores by building loyalty and improving their role in the community.
This document proposes a new approach to food shopping to address confusion around healthy eating. It discusses how the industrialization of farming has led to an inexpensive but unhealthy standard Western diet. The project aims to teach people about the problems with processed foods through a tool that helps them learn, shop, and see data on their purchases. Surveys found that people want healthy options but are confused by food labels and marketing. The tool would disclose hidden information to empower people to make informed choices.
This document discusses approaches to teaching genres in English class. It defines genres as vague categories with overlapping conventions that works can borrow from. It emphasizes the importance of teaching genres as it focuses attention, teaches context and history, and develops reading and writing habits. The document discusses using inquiry methods to analyze genres, as well as teaching genres through situated practice, instruction with metalanguage, and critical framing of social context. It provides curriculum expectations involving using genres and gives examples of teaching genres through text-based hypertexts, close reading practices, and shifting between genres.
This document provides a plan for teaching students about antonyms through reading Dr. Seuss's book "The Foot Book" and having students create "Diamante" poems using opposite words related to dinosaurs. It also includes strategies for getting students to use their own voice in writing and engaging students in writing activities like "Write-Around", "Switcharoo", "Bumper Sticker", and "License Plate" for familiar stories, as well as having students draw pictures of their "plan for writing".
This document provides an overview of close reading strategies and techniques. It discusses what close reading is, the characteristics of close reading, and how to do a close reading. Specifically, it explains that close reading involves carefully analyzing short passages through repeated readings. It emphasizes bringing the reader and text close together. The document then outlines a three step process for close reading: 1) read through lenses, 2) use lenses to find patterns, 3) develop a new understanding. It provides examples of doing close readings focusing on text evidence, word choice, and point of view.
This document discusses various theories and strategies related to reading, literature, and engaging students. It provides summaries of key ideas from Rosenblatt's reader response theory, including her concepts of efferent and aesthetic reading. It also outlines strategies for close reading a text and engaging with literature at different levels, and discusses how poststructuralism, frames of reference, and intertextuality can be applied when analyzing texts.
The document discusses the difference between interpretive literature and escape literature. Interpretive literature aims to broaden readers' understanding of life, enable consideration of implications, and answer "so what?" about what was read. It takes readers deeper into the real world to understand their troubles. Interpretive literature has a broader significance by providing insights into human existence, culture, or history.
This document provides an overview of a lesson on reading skills and strategies. It introduces objectives of describing a written text, defining reading skills, and explaining reading strategies. It includes activities like a vocabulary check on an excerpt and context clue exercises to identify unfamiliar words from an article. Students are asked to choose words, determine their meanings from context, and discuss their findings with peers. The lesson encourages active reading and applying strategies to improve comprehension.
Essay Topic A Texas AM Transfer. Online assignment writing service.Diana Hole
The document discusses the Supreme Court case Terry v. Ohio, where John Terry argued his 4th Amendment rights were violated when a police officer searched him and found a concealed weapon. The officer claimed he had reasonable suspicion to stop Terry based on monitoring his actions beforehand out of safety concerns. The case addressed whether the officer's actions constituted an unlawful search and seizure without a warrant.
This document introduces the Let Me Learn process, which uses research on brain-mind connections to understand individual learning patterns. It discusses the Interactive Learning Model and how cognition, conation, and affectation interact in learning. Participants take the Learning Connections Inventory to identify their patterns in four areas: sequence, precision, technical, and confluence. Understanding one's own patterns helps one understand how they learn and teach. The document aims to help educators gain insight into students' diverse learning needs and styles.
Persusive Essay. Clk Sample Persuasive Essays For High School Students Writ...Ashley Arrington
50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. Clk Sample Persuasive Essays For High School Students — — Writing high .... Writing paper: Essay persuasive. Persuasive Essay. Persuasive Essay: Tips on Writing. Teacher Approved Organizing Persuasive Writing with Color (Guest Post .... Persuasive Essay Template. Persuasive Essay Structure | Templates at allbusinesstemplates.com. School Essay: Persuasive topics for essays. Top Trending 6Th Grade Informative Essay Examples Gif - Informative. College essay: Apa persuasive essay example. Persuasive essay examples for students. Free Printable Persuasive Writing Graphic Organizer - Printable Word .... Online Essay Help | amazonia.fiocruz.br. How to Write a Persuasive Essay (with Free Sample Essay) - Persuasive .... Persuasive Essay Writing prompts and Template for Free. Persuasive Essay Rubric | Templates at allbusinesstemplates.com. persusive essay. The Persuasive Essay. A Guide to Crafting Persuasive Academic Essays and 20 Persuasive Essay .... What Is A Persuasive Essay Answers Com 570512 — — Custom Thesis .... Beth Wilcox's Northern Learning Centre Blog: Persuasive Essay Format. Persuasive Essay Example College Level Best Of 52 College Level .... School essay: Persuasive essay topis. 「Persuasive Essay」のおすすめ画像 32 件 | Pinterest | アイデアを書く、説得力のあるエッセイ、エッセイ ライティング Persusive Essay Persusive Essay. Clk Sample Persuasive Essays For High School Students Writing high ...
50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. Clk Sample Persuasive Essays For High School Students — — Writing high .... Writing paper: Essay persuasive. Persuasive Essay. Persuasive Essay: Tips on Writing. Teacher Approved Organizing Persuasive Writing with Color (Guest Post .... Persuasive Essay Template. Persuasive Essay Structure | Templates at allbusinesstemplates.com. School Essay: Persuasive topics for essays. Top Trending 6Th Grade Informative Essay Examples Gif - Informative. College essay: Apa persuasive essay example. Persuasive essay examples for students. Free Printable Persuasive Writing Graphic Organizer - Printable Word .... Online Essay Help | amazonia.fiocruz.br. How to Write a Persuasive Essay (with Free Sample Essay) - Persuasive .... Persuasive Essay Writing prompts and Template for Free. Persuasive Essay Rubric | Templates at allbusinesstemplates.com. persusive essay. The Persuasive Essay. A Guide to Crafting Persuasive Academic Essays and 20 Persuasive Essay .... What Is A Persuasive Essay Answers Com 570512 — — Custom Thesis .... Beth Wilcox's Northern Learning Centre Blog: Persuasive Essay Format. Persuasive Essay Example College Level Best Of 52 College Level .... School essay: Persuasive essay topis. 「Persuasive Essay」のおすすめ画像 32 件 | Pinterest | アイデアを書く、説得力のあるエッセイ、エッセイ ライティング Persusive Essay
1) The document describes an exercise where teachers were told a story with ambiguous details and asked questions to understand their mental processes when comprehending. Their varied responses showed differences in imagination, assumptions, and willingness to change interpretations.
2) Further exercises asked teachers to illustrate scientific concepts and read difficult passages. These demonstrated how experience, language skills, and prior knowledge influence comprehension.
3) By making their mental work visible, teachers recognized reading involves more than motivation, imagery, or concentration. The document lists 31 activities involved in comprehending text.
It was great to meet and talk with TN librarians! Thanks for this invitation and opportunity to share CCSS tactics for reading, research and making connections for Millennial learners. Remember it's all about the kids...the Millennial, self-centered, want-to-own their own learning, kids.
The document discusses the benefits of reading as a leisure activity. It notes that reading can be done anywhere and anytime, including during short intervals of free time. It describes how reading transports the reader to different worlds, relieves stress, and exposes one to new cultures and ideas. The document also contrasts reading alone with other social activities some may prefer during leisure time.
The document discusses important reading skills such as previewing, skimming, and scanning a text. It also covers strategies for determining the meaning of unknown words using context clues like synonyms, antonyms, examples, explanations and situations. The document distinguishes between the denotation and connotation of words and how connotation involves the feelings and associations connected to a word.
The document discusses Response to Intervention (RTI) and differentiated instruction. It explains that RTI involves three tiers of instruction, with Tier 1 being core classroom instruction for all students, Tier 2 being additional intervention for some students, and Tier 3 being intensive intervention for a smaller group of students who require more support. It emphasizes that RTI is about teaching students, not just testing them, and using assessment data to plan targeted, small-group instruction that meets students' individual needs.
The document summarizes the process of close reading a text through annotation and analysis. It involves carefully reading sentence by sentence and word by word to understand how individual parts contribute to the whole. It also describes examining how an author shifts arguments and considering what is left uncertain. The process outlined includes annotating the text, looking for patterns, asking questions about the patterns, and responding to a question about the text. As an example, it provides an excerpt from Loren Eiseley's "The Hidden Teacher" about learning an unexpected lesson from a spider about how it perceives the world only within its web.
This document provides a review of sentence structure and types, including simple, compound, and complex sentences. It includes examples and activities for students to practice identifying and writing different sentence types. Students are asked to self-quiz by labeling sample sentences as simple, compound, or complex. The document also discusses the differences between independent and dependent clauses.
Question 1Read Chapters 5 and 6 from the Applied metacognition .docxmakdul
Question 1:
Read Chapters 5 and 6 from the Applied metacognition e-book, review Elaboration Theory, Social Learning Theory, and Self-Determination Theory online, read “The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination” article, view the Emotional Intelligence and Bloom’s Taxonomy videos, and review any relevant Instructor Guidance.
Throughout the past several decades, the understanding of how we learn has been defined and redefined. For the discussion please include the following:
1. Evaluate and discuss the applicability of social learning theory and Bloom’s taxonomy to the concepts of how we learn.
2. Analyze how social learning theory and Bloom’s taxonomy incorporate cognitivism and constructivism into their frameworks.
3. Demonstrate an understanding of social learning theory and Bloom’s taxonomy may have contributed to the focus on the more recent theories of emotional intelligence, metacognition, and motivation (i.e., self-determination). This may be opinion, but please support your ideas with your experiences or current understanding.
4. Research three scholarly articles pertaining to the historical relevance of one of the following: emotional intelligence, Self-determination Theory, or metacognition..
5. Address the following questions about what you discovered during your research:
· What historical trends do you notice in the literature about your assigned subject?
· Does there appear to be any event or series of events (such as research findings) that helped to promote this area of variable within learning psychology?
6. Evaluate your learning style and share an example of how a better understanding of this theory might be applied to explain your learning behavior(s) in a real-life situation at school, work, or home.
Example answer:
Bloom’s taxonomy on how we learn would be; lesson to what is around us. And what our bodies are telling us. Example is if our bodies are telling us that something is wrong, then we shouldn’t do it. My gut gets a funny feeling in it when I am at that point when deciding withers its right or wrong. Other words weigh the pros and cons to the subject. These behaviors shape who we are in the community.
Bloom focuses more on information processing and how we learn. Constructivism, meaning is given to the lessons taught (Simpson, 2011). I believe that she shows us how our brains work and develop different thinks {or thinking}.
Now social learning comes from watching and listening to people around you and their actions. The example I will use for this would be; church we learn about god, and Jesus and the Holy Ghost and resurrection. This is about what we believe and what our minds will accept.
We learn from our parents from the time we are born till the day we pass, we learn from our instructors at school, friends {we learn how to walk, talk, how to read, do math, and how to play different games with our friends}. The emotional intelligence to all of thi ...
Design Master's Thesis: Designing for the Grocery Storescalandro
The thesis documentation is a detailed explanation of my thesis design process. It describes the research methods I used, the questions asked, and the findings discovered along the way. It also includes images of the process, the prototypes I created, and my reflection on the project as a whole.
The document discusses the foodconscious service, which aims to help grocery stores transition towards a whole foods focus and become a community resource. It argues that the current industrial food system has led to a Western diet that is unhealthy and a major cause of diseases. The foodconscious service would track customers' whole food to processed food purchases over time and lower prices for whole foods as customers increase their whole food ratio. This would give customers better access to healthy options and incentive to shop healthier. It would also benefit grocery stores by building loyalty and improving their role in the community.
This document proposes a new approach to food shopping to address confusion around healthy eating. It discusses how the industrialization of farming has led to an inexpensive but unhealthy standard Western diet. The project aims to teach people about the problems with processed foods through a tool that helps them learn, shop, and see data on their purchases. Surveys found that people want healthy options but are confused by food labels and marketing. The tool would disclose hidden information to empower people to make informed choices.
This document outlines the design of a proposed Hatha yoga center in downtown Baton Rouge. It includes research on Hatha yoga philosophy and benefits. Site mappings and diagrams show the existing building location and how yoga movements occupy space. Sketchbook studies explore form. Floor plans layout the 1st-13th levels, including studios, offices, gardens and a rooftop terrace. Renderings depict the renovated building exterior and interior yoga spaces.
This document describes Sarah Calandro's process for creating a self-portrait based on responses to a questionnaire sent to friends, family, and acquaintances. She considered organizing the information in a timeline to connect responses to different periods of her life. She developed a more complex concept mapping her thoughts horizontally across the page with "thought-bots" and organized information, but it became too complicated. In the end, she took the collected information and responses and crafted a simpler self-portrait.
The document introduces Sarah Calandro, who states her name and occupation as an information designer, artist, and occasional writer currently enrolled in graduate school at Carnegie Mellon University. The text then repeats this same introduction multiple times.
The document discusses natural and synthetic food dyes. Naturally, plants grow, flower, produce fruit that ripens and is eaten, dispersing seeds. This benefits both plant and animal. However, processed foods artificially add synthetic dyes for color and allure consumers to keep buying more, without nutritional benefit. The document warns against synthetic dyes like Blue 1, Red 40 and recommends natural dyes instead, to avoid potential negative health effects.
GURU / Service Meets Social_Microsoft Design Expo 2010scalandro
GURU is a service that helps teenagers discover and grow creative interests and learn about the vast array of creative careers with the help of industry professionals. GURU has two components—a website and a browser widget. The browser widget recommends careers and professions to teens, based on the content that they are viewing. On the website, teens can explore day-in-the-life stories and other content posted by professionals, ask questions of professionals, and share their interests with friends. GURU is based on an advertising model and is free to both teens and professionals.
GURU / Service Meets Social_Microsoft Design Expo 2010
Process Book
1. the present of reading
through the reading of words
Sarah Calandro
The Future of Reading
Graduate Design Studio 1
Dan Boyarski Fall 2009
2.
3. 4 step 1 - introduction
6 step 2 - preliminary ideas
10 step 3 - research
12 step 4 - a walk down the street
20 step 5 - resulting artifact
36 step 6 - concluding thoughts
38 resources
4. When given the assignment, The Future of Reading, I was asked to
begin an exploration of what it means to read.
I pondered. What does reading mean in my life? How do I
read? Is there something specific about reading that shapes
the way I comprehend the world?
On the way home from school, in a reflective environment, I was
overwhelmed by the amount of words I noticed everywhere that I went.
Just from Margaret Morrison to 6846 Thomas Blvd., I read so many
things: event posters taped to walls, road signs, text messages on my
iphone, words signaling me from building to building, the lit-up sign of
the busline, advertisements on the bus, street names, etc. I also began
to notice that when I heard others around me speaking, the image of the
words they spoke showed up in my mind. I noticed that when my eyes
focused on common objects, thoughts, words, and associations around
that object flashed across my mindspace.
I was reading everything that my senses picked up.
step 1 introduction
5. image above: I began documenting how often I read words. For an
a sample of the documented entire day, I kept track of everything I read - I gave a
words read for an entire day. short description and the time it was read.
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6. After reading so many words and documenting them, my first idea came
about. I would determine which of the words had the most distinguished
affect on my day. I would do this by keeping an open-minded awareness
to how much each word influenced my thought processes. Did the
word send my mind on a tangent? Did it bring up thoughts
and ideas that otherwise would not have come up? Did it
remind me of something important in my life?
I would use photography to document each important word in the
context that I first saw it. From this research, I would create a time-based
artifact consisting of a photographic display of images representing these
words and how they affected the thought processes of my day. The goal
would be for the viewer of the artifact to notice similar habits in his or her
own reading of words in the world and, maybe, this enlightenment would
give the viewer a different perspective on reading.
The reader doesn’t just read books, pages, and text; he or
she reads every word seen and - because of every word’s
association to specific events, thoughts, and feelings in
life - each word has the power to affect the outcome of the
reader’s day.
step 2 preliminary ideas
7. ENEMY
image above: ENEMY
example of word association
through photography. dislike
foe
war
avoid
hate
evil
them
friend
hostile
forces
love
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8. This short essay sums up the topic of reading to be explored.
The bolded text highlights the ideas that were carried
through to the resulting artifact.
9. I am interested in the idea that, in many ways, written text has come to shape the thought
processes of modern society. The reading of text is done constantly. Every time one looks
up, down, around, or even closes his eyes, he sees written text. Sometimes its message
is completely meaningless and sometimes it is crucial for survival in society. Sometimes
one reads text because he is actually looking for meaning; sometimes it just happens
to be in his line of vision. It seems to me utterly impossible for a literate person to look at a word or
letter and NOT read it. If it’s there, the mind spells the word out into vowels and consonants and - either
consciously or subconsciously - speaks the word in the mind. Once this happens, the mind either
dismisses the word or places meaning on it which then sends the mind on to association -
the visualization of other words, images, sounds, or feelings having to do with the original
word. For example; when riding on the bus home from school, I see the words “Squirrel Hill” flash on the
bus display screen as soon as we enter that neighborhood. My mind leaves its current thoughts to attend
to the image of little fuzzy creatures running about a huge hill in the middle of nowhere. From there, I may
think about how my dog loves to chase squirrels. Then I may think about how I would love to take her to the
park to throw the ball and chase squirrels. The text “Squirrel Hill” has brought up a whole array of thoughts
associated with that text. It even is powerful enough to change my day; I just may go home and take my dog
to the park.
In this project, the future of reading, I would like to bring awareness to the idea that
literates constantly read text all the time and the meaning-making to what is read shapes
the thought processes of the individual. If text suddenly evaporated, the structure of society would
have to be completely re-designed and people would be lost. They not only would adapt to a new way
of navigating their world, but they also would adapt to a new system for meaning-making. They would
have strictly objects, people, sounds, smells, spoken words, images, etc to create meaning from--but no
text. There is a whole array of outcomes that a text-free world could bring about and I am interested in
considering these.
I would also like to go into how text is read: is it read by default of the mind or does the mind consciously
seek it out? How often does the mind register a piece of written text? Is it glossed over? Or is it actually
spelled out and then dismissed? The brain can do this so automatically that one could not possibly
consciously notice every time he reads a piece of text.
I plan to study the dependency that society has on the written word. I hope to, in some way, bring some form
of empathy for non-literates. What would our world be like if we couldn’t comprehend written text? What
would it be like if we had it and it was suddently taken away? How would we function? What would we use
as it’s substitute? Could we exist without a substitute? These are all questions I will ponder throughout this
process.
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10. The amount of information I could obtain strictly through personal
interaction with reading words and associating them with a thought
stream was endless. I could compile data forever. It was time to do
some research in order to hone in on the matter at hand.
Psycholinguistics and word association were the topics most closely
relating to my ideas. Psycholinguistics studies how humans process
language; how this language is acquired, understood, and produced.
Word association is how humans associate words with words and
how this association forms the meaning of the word to the individual.
A chunking occurs in the brain when words are read; words are not
understood by their definitions so much as by other words that are
associated with them in the mind of the reader. From this research, I
learned that - because of this chunking of associations - words are
understood differently from person to person. When one person
reads, he or she understands the text based on his or her own past
experiences and chunking of words - we all obtain different meaning
from different words.
Amidst all of this research, I found the Edinburgh Associative Thesaurus
(EAT) - a set of word association norms. To compile the data, subjects
were given a word (stimulus) and asked to respond with the first word
that came to their mind (response). This response became the word
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association. Over time, and through much testing, this thesaurus was
created. EAT became my main source for word association compilation.
step research
11. jump
high hurdle freedom ride
leap land frequency rope
up off fright sex
joy pit horse ski
over quick in start
down skip into tall
long bang jack to
run dead lake water
spring dive miss white
height fall parachute
image above: The Edinburgh Associative Thesaurus in action.
jump (stimulus word) along
with its response words in
order from most common to
least common.
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12. I began to think about more ways I could represent this idea of reading
and associating words. The preliminary idea of photographs of words
and their responses did not suggest real time; rather, it suggested a
contemplation of the past.
The importance of revealing a blip in present time with no beginning or
end was growing. A moment in the life of the word-associater should
be the focus. I began to ponder the idea of using universal sounds
coupled with words being read and thoughts being associated. The
artifact could contain a blank screen where only audio is present. The
audio may depict sounds such as sitting in a restaurant, or the bus stop.
As words are read, they pop up on the screen. From those words, word
associations are made. From the word associations made, a thought
stream could occur. This idea did not hold my attention for long because
it didn’t allow the viewer a visual representation of the modern world of
words.
I decided on an activity that was obvious, straightforward, and common -
a walk down the street.
step 4 a walk down the street
13. image above: A blip in time - walking down the street -
preliminary sketch. reading and associating - experiencing an
environment of words.
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14. I decided to experience a walk down the street; Penn Avenue to be
exact. I took a video camera with me. The following is a storyboard of
the experience that I had. This experience shaped the final artifact.
Some thought-provoking ideas that this video is attempting to convey
to the viewer:
You shall know a word by the company it keeps.
(church 1)
Word meaning does not exist in isolation but acquires its
full significance with reference to other words.
(jullian 519)
We understand words to the full in association with other
words.
(jullian 519)
15. image above: Start slow with a very blurry moving video. Video
storyboard #1 slowly begins to come into focus - but not
completely.
So I was taking a stroll down Penn Ave. this
morning - my sole intention being fresh
produce.
*The bolded italicized text indicates a voiceover.
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16. image above: Reader notices the text.
storyboard #2 All of the text begins popping up and following the
video. Video stays slightly blurred but text is sharp,
though changing in size and opacity. This beginning
sets the scene for the idea to be conveyed.
Somewhere along the way, a pattern began
to distract my attention.
17. MANCINI’S
CALAMARI RINGS
hot
PEPPERONI
WHOLEY
OLE
& CHEESE
rolls
MANCINI’S
B
LOW-CAR
BREAD
we hav
e...
OUGH
PIZZA D
Z
ELLES
ELLE
Z
& PIZZ
SC TI
BISCOTTI
SAUCE
PA S T A
image above: Text continues to follow the video.
storyboard #3
Strange that no one ever notices.
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18. Y
HOLE
bread
food ER T W
re $ 99 ROB
DWICH
SOFT CRAB SAN board
d MEATS
ham
a course
WHOLEY
cheese
WHO
meat
WHALER 6 bar
LEY
99
WHOLEY
E
$
countryside
co trys d
ysi
sea
sea
meat
chips
cause bone
e
lettuce cat
cake net
four
cucumber
cakes
hunger catch
home l
line
lunch open
swim
journey bo
boat
egg
paper rugby
a
salad
piicniic
tea
squeeze
u
salmon
pie
tomato
to to
image above: Video blurs out completely and text stays. Word
storyboard #4 associations pop up. They come quickly at different
opacities and size. They glitter and fall down the
screen. The screen stays blurred for the remainder
of the video and text from word associations keeps
popping up.
Word meaning is not stored in isolation.
19. WORD open
cake
journey
image above: A thought stream then culminates with word.
storyboard #5
When we read a word, our mind shapes its
meaning from clusters of related words and
therefore, experiences that we have had
with that word. From those relationships
comes thought, and from that thought
comes... ?
How do you read a word?
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20. Things to consider / decisions to make.
* Audio: Strictly street sounds? Or inclusive of music.
* Aesthetic: Blurry or clear? Color or no color? Font?
* Voiceover: Does the viewer need explanation? Or does the artifact
speak for itself?
* Conclusion: What are the ending questions raised? What are the
conclusions made?
The outcome of the video influences readers to ponder what occurs
when they read words. How do they understand the meaning of those
words? How does comprehending the meaning of words shape the
thought processes surrounding the simple activity of walking down the
street? Reading text and comprehending it is not a simple
activity; the mind is doing so much more.
The resulting artifact will contain street music and noise to enhance
the being on the street. It will be blurry with desaturated color and the
font will be the most common universally seen on the street - Helvetica.
Viewers should experience the present moment alongside the video
and notice one thing only; the words being read - everything else is
white noise. An explanation with a voiceover is unnecessary - viewers
will have their own unique experience with the words being read. They
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do not need guidance.
step resulting artifact
21. image above: The sounds of the street and a fade from white to
introduction screen #1 moving blurriness sets the opening scene.
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22. image above: Words begin to be read. Each word is sharpened
introduction screen #2 with white Helvetica Neue thin condensed
characters. Each word seems to bounce around as it
comes closer to the viewer. The sounds of the street
continue and the street music begins: The Dueling
Saxophones of Eddie Barbash and Jessie Sheinin.
23. image above: The viewer looks around and notices more and
introduction screen #3 more words to read.
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24. image above: The word Coffee is read and becomes
Stimulus #1 distinguished by the viewer. The characters turn
brown and are bolded to obtain hierarchy above the
white Helvetica Neue thin condensed characters.
25. image above: Coffee is then joined by headache, awake,
Stimulus #1 accompanied instant, french, mud, stain, pot, sugar,
by word associations. milk, grounds, strong, starbucks, lounge,
morning, break, and bean. These words slowly
come onto the screen and - changing opacity and
size - are animated around the word coffee.
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26. image above: The words wild and spot are simultaneously
Stimulus #2 and #3 read and distinguished by the viewer. Wild turns
orange and spot turns cyan; both are bolded to
obtain hierarchy above the white Helvetica Neue thin
condensed characters.
27. image above: Wild is then joined by beast, chase, night,
Stimulus #2 and #3 maniac, jungle, free, life, west, hairy, party,
accompanied by word animal, and crazy. Spot is joined by place,
associations.
dog, grease, dust, dab, red, stain, pimple,
mark, circle, and dot. Again, these word
associations move about the stimulus word.
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28. image above: When wild and spot disappear, soft comes into
Stimulus #4 focus.
29. image above: The word associations, tame and rough, that
Stimulus #4 accompanied originated in the stimulus word, wild, continue
by word associations. as a word association to soft. Soft is then joined
by music, bed, face, drink, warm, feather,
water, ball, hard, brush, and slow.
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30. image above: The word associations from soft continue to
Stimulus #4 animate around the page. They make their way to
the left side of the page and soft disappears.
31. image above: Synchronized to the beat of the dueling saxophones,
thought stream from the words bounce off the side of the page and each
stimulus #4 changes from the uniform pink to separate bolded
colors. Then, multiple streams of word associations
dance horizontally across the page. Each word
association response becomes the stimulus for the
next word. For example: soft - feather - bird -
omelette - ihop - sunday - relax.
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32. image above: The thought stream resulting from music is lyrics
thought stream and - poetry - write - story - literature - read -
final stimulus letter - word. Word turns black and is enlarged
- to the beat of the dueling saxophones, of course.
33. image above: Associations originating from word are then
final stimulus animated around it. They include sentence,
noun, sound, verb, relationship, meaning,
thesaurus, definition, vowels, english,
vocabulary, cluster, structure, spell, diction,
and book. From those word associations a question
is posed, How do you read a word?
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34. image above: All of the words fade out with the thought stream
ending fade out blur of colors still resonating.
35. image above: Sarah Calandro
ending screen. The Future of Reading
Graduate Studio 1
Dan Boyarski Fall 2009
Dueling Saxophones
by Eddie Barbash & Jessie Sheinin
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36. What works? What doesn’t work? What comes next?
* The background noise needs tweaking to be more effective.
* The words read while walking down the street are still a bit jagged in
their movement. They need smoothing.
* There needs to be two more word association stimulus and responses;
one before and one after the thought stream. I plan to use a word
spoken by a lady on the street - around the time that spot and wild
are being associated - to intensify the random-ness of the words
chosen. I also plan to extend the video after what is currently the final
screen. One more stimulus word will be read and associated after
word along with it’s own thought stream that the viewer can read and
engage with. This will give the viewer one more chance to fully realize
the idea.
* Along with the question, How do you read a word? I will pose
questions such as, How do you comprehend words? What is
your experience of reading words? And maybe I will even go so
far as to ask, Do your words fly too?
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step concluding thoughts
37. What I learned.
I learned that clarity is a difficult task, even with the simplest of ideas.
For me, coming up with the idea was not the difficult part of this project.
It was following the idea through clearly, consistently, and with grace. I
continuously repeated in my head, Keep It Simple Stupid and somehow,
it still had a point of too much complexity. I also learned that this project
will never be finished. I will continue to think of new pieces that I can
include to make it better. I will also continue to think of completely
different approaches I could have - and maybe should have - taken
that work better. This project was about choosing a direction, sticking
with it, and sending the idea across with clarity. Hopefully, this piece will
transform to it’s height of clarity, consistency, and grace.
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38. Resources:
Church, K., and Hanks, P., “Word Association Norms, Mutual
Information and Lexicography,” Computational Linguistics,
Vol 16:1, pp. 22-29, (1991).
Edinburgh Associative Thesaurus. Science and Technology
Facilities Council, 1994-2007. Web. Nov. 2009. <http://
http://www.eat.rl.ac.uk/>.
Jullian, Paula. “Word Association: A Resource to Raise
Awareness About Semantic Relations.” ELT Journal 54.1
(2000): 519-29. Oxford Journals. Oxford University Press,
2007. Web. Nov. 2009. <http://eltj.oxfordjournals.org/cgi/
content/abstract/54/1/37>.
resources