Explains three "layers" of questions to teach as a reading strategy and shows how generating deep questions can lead to meaningful discussions of a text and can garner writing topics.
Presented at the Tennessee Reading Association Conference, this presentation looks at the essence of Comprehension and how we can teach comprehension strategies as tools for students to use.
This PPT is meant to show students the different ways of thinking. It shows them that they will be thinking in a variety of ways and that higher level thinking is important and will be expected.
Discussion Board Guidelines Students must respond individuallyLyndonPelletier761
Discussion Board Guidelines
Students must respond individually to the Discussion Board question and forge a discussion with at least two class members.
Discussion Board postings should be "original thought" posting. Unless requested to do so, students should not use the internet to create discussion board responses.
Discussion Board postings should be 300 words minimum in length, provide evidence of reading comprehension through illustrations from the reading assignments, critical thinking, and consideration of others' views.
When Discussion Board work is assigned on the syllabus schedule, students must post their responses by the appointed time and respond to at least two class members' posts within 48 hours/at the appointed time.
Discussion Board work is time-sensitive. Late submissions will not be accepted/will receive a zero.
It is STRONGLY suggested that you visit the discussion board frequently after your work is completed to see where the discussion is going and to further respond to your group members (or your instructor) if need be.
Please see the Discussion Board Rubric for grad
Assignment
Grading Rubric
Meets/Exceeds
Expectations
(10 Pts)
Approaches
Expectations
(8 Pts)
Needs Improvement
(6 Pts)
In-complete
and/or not
done correctly
(1 Pt)
No
Marks/Missing
(0 Pts)
Purpose
Purpose is clear.
Shows awareness of
purpose.
Shows limited
awareness of purpose.
No awareness.
No
Marks/Missing
Main idea Clearly presents a
main idea and
supports it throughout
the paper.
There is a main idea
supported
throughout most of
the paper.
Vague sense of a main
idea, weakly supported
throughout the paper.
No main idea.
Student didn't
turn in
assignment.
Overall and
Style
Well-planned and well-
thought out. Includes
title, introduction, and
statement of main
idea, transitions,
conclusion, using
APA standard: correct
font, font size and no
more than 1000
words.
Good overall
organization includes
the main
organizational tools
but font is incorrect
or word count is
more than 1000
and/or line spacing
is not doubled, or no
APA style.
There is a sense of
organization, although
some of the
organizational tools are
missing and/or late.
No sense of
organization.
Student didn't
turn in
assignment.
Content Exceptionally well-
presented and
discussed; ideas are
detailed, well-
developed with
evidence & facts
based on text
information.
Well-presented and
discussed; ideas are
detailed, developed
and supported with
less evidence and
details.
Content not as clear or
solid; some ideas are
present but not
particularly developed
or supported with
minimal evidence of
clear knowledge of
subject.
Content is not
complete.
Student didn't
turn in
assignment.
Structure Sentences are clear
and varied in pattern,
from simple to
complex, with
excellent use of
punctuation.
Sentences are clear
but may ...
The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by ...kylenebeers
In this presenation, you'll see information about 7 new strategies we've developed to help readers, especially struggling readers, read novels at a deeper level. This work will be published in 2012 in a new book by Heinemann titled The Notice and Note Lessons
Creating the link between reading and writingKeith Pruitt
This presentation will be delivered at the East TN Federal Programs conference and speaks to the need of incorporating a literacy block in the classroom where reading, writing, speaking and listening are incorporated together.
Presented at the Tennessee Reading Association Conference, this presentation looks at the essence of Comprehension and how we can teach comprehension strategies as tools for students to use.
This PPT is meant to show students the different ways of thinking. It shows them that they will be thinking in a variety of ways and that higher level thinking is important and will be expected.
Discussion Board Guidelines Students must respond individuallyLyndonPelletier761
Discussion Board Guidelines
Students must respond individually to the Discussion Board question and forge a discussion with at least two class members.
Discussion Board postings should be "original thought" posting. Unless requested to do so, students should not use the internet to create discussion board responses.
Discussion Board postings should be 300 words minimum in length, provide evidence of reading comprehension through illustrations from the reading assignments, critical thinking, and consideration of others' views.
When Discussion Board work is assigned on the syllabus schedule, students must post their responses by the appointed time and respond to at least two class members' posts within 48 hours/at the appointed time.
Discussion Board work is time-sensitive. Late submissions will not be accepted/will receive a zero.
It is STRONGLY suggested that you visit the discussion board frequently after your work is completed to see where the discussion is going and to further respond to your group members (or your instructor) if need be.
Please see the Discussion Board Rubric for grad
Assignment
Grading Rubric
Meets/Exceeds
Expectations
(10 Pts)
Approaches
Expectations
(8 Pts)
Needs Improvement
(6 Pts)
In-complete
and/or not
done correctly
(1 Pt)
No
Marks/Missing
(0 Pts)
Purpose
Purpose is clear.
Shows awareness of
purpose.
Shows limited
awareness of purpose.
No awareness.
No
Marks/Missing
Main idea Clearly presents a
main idea and
supports it throughout
the paper.
There is a main idea
supported
throughout most of
the paper.
Vague sense of a main
idea, weakly supported
throughout the paper.
No main idea.
Student didn't
turn in
assignment.
Overall and
Style
Well-planned and well-
thought out. Includes
title, introduction, and
statement of main
idea, transitions,
conclusion, using
APA standard: correct
font, font size and no
more than 1000
words.
Good overall
organization includes
the main
organizational tools
but font is incorrect
or word count is
more than 1000
and/or line spacing
is not doubled, or no
APA style.
There is a sense of
organization, although
some of the
organizational tools are
missing and/or late.
No sense of
organization.
Student didn't
turn in
assignment.
Content Exceptionally well-
presented and
discussed; ideas are
detailed, well-
developed with
evidence & facts
based on text
information.
Well-presented and
discussed; ideas are
detailed, developed
and supported with
less evidence and
details.
Content not as clear or
solid; some ideas are
present but not
particularly developed
or supported with
minimal evidence of
clear knowledge of
subject.
Content is not
complete.
Student didn't
turn in
assignment.
Structure Sentences are clear
and varied in pattern,
from simple to
complex, with
excellent use of
punctuation.
Sentences are clear
but may ...
The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by ...kylenebeers
In this presenation, you'll see information about 7 new strategies we've developed to help readers, especially struggling readers, read novels at a deeper level. This work will be published in 2012 in a new book by Heinemann titled The Notice and Note Lessons
Creating the link between reading and writingKeith Pruitt
This presentation will be delivered at the East TN Federal Programs conference and speaks to the need of incorporating a literacy block in the classroom where reading, writing, speaking and listening are incorporated together.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
14. of our thinking . thinking . Reading is Writing is the inking
Editor's Notes
This is the PowerPoint I used in the second mini-lesson on questioning. In the first lesson, I defined the three levels (“layers”) of questions, using a clip from the first Shrek movie (the “ogres are like onions” clip) to grab attention and set up metaphor of peeling an onion to peeling the layers of a text to “dig out” deeper truths of a text.