1. The document discusses research that has found new ways to help students become proficient readers and argues this research should be adopted in education systems.
2. While research estimates 95% of children can learn to read, statistics show many students still struggle to read despite knowledge of effective instruction.
3. Reading is one of the most studied areas but past cynicism has prevented research from guiding practice; a large body of sound research exists that could inform the field.
4. The document argues most reading failure is unnecessary as classroom instruction including research-based practices can prevent and address difficulties, but this type of instruction has not reached all classrooms.
The document is the syllabus for an ITGS (Information Technology in a Global Society) course taught by Yvonne Mafunga at the Aga Khan School in Dar es Salaam. It provides definitions for key ITGS terms like information technology, social impact, and ethical considerations. It also outlines the course introduction and content, assessment methods, learner profile focusing on IB learner attributes, and policies around attendance and academic honesty. The syllabus aims to develop students' understanding of the impact of information technology on individuals and society through critical investigation and analysis of related social and ethical issues.
The document discusses learning and teaching styles in engineering education. It proposes a model that classifies students' learning styles based on how they receive and process information, including sensing vs intuitive, visual vs verbal, active vs reflective, and sequential vs global dimensions. It also proposes a parallel teaching style model to classify instructional methods. Mismatches between common student learning styles and traditional teaching styles can lead to poor outcomes, but understanding different styles can help reach more students and improve engineering education.
This document discusses considerations for implementing Response to Intervention (RTI) models with culturally and linguistically diverse students. It emphasizes that Tier 1 instruction must be culturally responsive and include ongoing progress monitoring. Tier 2 interventions should be individualized and provided by teachers with expertise in English language acquisition. A Child Study Team should collect diverse data to determine how to alter a student's support and develop new instructional objectives. An effective RTI model ensures culturally and linguistically diverse students receive opportunities to learn through high-quality, culturally responsive instruction and support at each tier.
These materials were originally developed as part of a reading program for grades 3-6. The document discusses comprehension strategies and provides definitions, examples, and teaching ideas for developing students' comprehension abilities. It focuses on explicitly teaching students the "Super Six" cognitive and metacognitive comprehension strategies, including making connections, visualizing, determining importance, generating questions, drawing inferences, and monitoring comprehension.
Barker, kimberly the power of play nftej v21 n3 2011 copyWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Creating a literate environment power point presentationGrazia Russo
The document discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students, their interests and motivations. It outlines three perspectives to consider in literacy instruction - interactive, critical and responsive. The interactive perspective focuses on accuracy, fluency and comprehension. The critical perspective deals with evaluating ideas and issues. The responsive perspective encourages emotional responses to text. The document also provides information on assessing literacy development through formal and informal assessments and selecting appropriate texts for students.
Teaching To Students With Learning DisabilitesPatq
This document discusses teaching students with learning disabilities. It defines learning disabilities according to IDEA 2004 and discusses specific disabilities like dyslexia, dysgraphia, and dyscalculia. It also covers intervention strategies like Response to Intervention and the use of assistive technology to help students with learning disabilities succeed.
Reading strategies and comprehension among first year teacher education stude...Gilbert Binas
This study aimed to determine the relationship between reading strategies and comprehension among first year college students. 101 students were surveyed on their use of strategies before, during, and after reading and tested on vocabulary, details, and structure. Results showed many students had difficulty with reading comprehension. The study aimed to identify strategy use and determine if a relationship existed between strategies and comprehension.
The document is the syllabus for an ITGS (Information Technology in a Global Society) course taught by Yvonne Mafunga at the Aga Khan School in Dar es Salaam. It provides definitions for key ITGS terms like information technology, social impact, and ethical considerations. It also outlines the course introduction and content, assessment methods, learner profile focusing on IB learner attributes, and policies around attendance and academic honesty. The syllabus aims to develop students' understanding of the impact of information technology on individuals and society through critical investigation and analysis of related social and ethical issues.
The document discusses learning and teaching styles in engineering education. It proposes a model that classifies students' learning styles based on how they receive and process information, including sensing vs intuitive, visual vs verbal, active vs reflective, and sequential vs global dimensions. It also proposes a parallel teaching style model to classify instructional methods. Mismatches between common student learning styles and traditional teaching styles can lead to poor outcomes, but understanding different styles can help reach more students and improve engineering education.
This document discusses considerations for implementing Response to Intervention (RTI) models with culturally and linguistically diverse students. It emphasizes that Tier 1 instruction must be culturally responsive and include ongoing progress monitoring. Tier 2 interventions should be individualized and provided by teachers with expertise in English language acquisition. A Child Study Team should collect diverse data to determine how to alter a student's support and develop new instructional objectives. An effective RTI model ensures culturally and linguistically diverse students receive opportunities to learn through high-quality, culturally responsive instruction and support at each tier.
These materials were originally developed as part of a reading program for grades 3-6. The document discusses comprehension strategies and provides definitions, examples, and teaching ideas for developing students' comprehension abilities. It focuses on explicitly teaching students the "Super Six" cognitive and metacognitive comprehension strategies, including making connections, visualizing, determining importance, generating questions, drawing inferences, and monitoring comprehension.
Barker, kimberly the power of play nftej v21 n3 2011 copyWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Creating a literate environment power point presentationGrazia Russo
The document discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students, their interests and motivations. It outlines three perspectives to consider in literacy instruction - interactive, critical and responsive. The interactive perspective focuses on accuracy, fluency and comprehension. The critical perspective deals with evaluating ideas and issues. The responsive perspective encourages emotional responses to text. The document also provides information on assessing literacy development through formal and informal assessments and selecting appropriate texts for students.
Teaching To Students With Learning DisabilitesPatq
This document discusses teaching students with learning disabilities. It defines learning disabilities according to IDEA 2004 and discusses specific disabilities like dyslexia, dysgraphia, and dyscalculia. It also covers intervention strategies like Response to Intervention and the use of assistive technology to help students with learning disabilities succeed.
Reading strategies and comprehension among first year teacher education stude...Gilbert Binas
This study aimed to determine the relationship between reading strategies and comprehension among first year college students. 101 students were surveyed on their use of strategies before, during, and after reading and tested on vocabulary, details, and structure. Results showed many students had difficulty with reading comprehension. The study aimed to identify strategy use and determine if a relationship existed between strategies and comprehension.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills necessary for reading comprehension: general language skills and word recognition abilities. It notes that the most common cause of early reading difficulties is problems with phonological awareness - the ability to identify and manipulate sounds in words. The article recommends early identification of at-risk children and preventative instruction focused on developing phonological awareness and accurate, fluent word recognition to help all children become skilled readers.
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
This document discusses learning disabilities, including definitions, causes, types, and approaches to identification and intervention. Some key points:
- Learning disabilities are neurological disorders that can affect areas like reading, writing, math, reasoning, organization, and focus. They are generally lifelong but can be managed.
- Causes may include genetic factors, pregnancy/birth complications, accidents, or environmental toxins. Around 15% of the US population is estimated to have a learning disability.
- Types include dyslexia, dyscalculia, dysgraphia, and dyspraxia. Identification involves screening, assessments of cognitive abilities, academic skills, and processing. Discrepancies between ability and achievement indicate a potential learning
This document provides a biography and overview of the career and research of Dr. Richard Allington, a pioneer in the field of literacy education. It outlines his educational background and career milestones from 1965 to the present, including positions held at various universities. It summarizes six of his influential articles that focus on effective elementary literacy instruction practices and addressing the summer reading setback among disadvantaged students. The document also includes quotes and perspectives from Dr. Allington himself on intervention and effective teaching.
The document discusses a reading program called SAS Read Aloud that aims to enhance shared reading experiences for early readers. It provides an interactive tool with over 50 story titles that are pre-recorded so children can listen along. The program incorporates research-based design elements like reading modes, leveled content, and word highlighting. Shared reading is highlighted as an important practice for developing early reading skills, but the quality and frequency of shared reading experiences can be improved. SAS Read Aloud aims to supplement shared reading time and optimize children's learning through its interactive features.
There is overwhelming evidence that students face serious challenges in learning mathematical proof. Studies have found that students possess a superficial understanding of mathematical proof. With the aim of contributing to efforts intended to develop a comprehensive conception of mathematical proof, literature search was conducted to identify areas where research could be directed in order to increase proof understanding among students. To accomplish this goal, literature on modes of reasoning involved in proof construction, ideas on the classification of activities that constitute a proof path, and categories of proof understanding are exemplified using mathematical content drawn from Real Analysis. These exemplifications were used to illustrate the connections between modes of reasoning and levels of proof understanding. With regard to students’ fragile grasp of mathematical proof this critique of literature has revealed that many previous studies have given prominence to proof validations while there is lack of crucial interplay between structural and inductive modes of reasoning during proving by students. Hence, it is suggested in this paper that current research could also focus on mechanisms that promote an analytic conceptions of mathematical proof that are comprehensive enough to allow students to engage in more robust proof constructions.
This document summarizes research on reading instruction and literacy development from several scholarly sources:
1. It discusses definitions of phonemic awareness and debates around how it should be defined and taught.
2. It reviews research showing the importance of integrating reading and writing instruction, as well as focusing on language comprehension from an early age.
3. It notes that standardized tests have limitations in informing classroom instruction due to lack of alignment with curriculum and inability to reliably measure student needs. Formative assessments should be designed for instructional purposes.
Multiliteracies in the special education settingW0064577
This document provides an agenda and annotations for a presentation titled "Multiliteracies in the Special Education Setting". The agenda includes sessions on annotating articles on multiliteracies, an overview/synthesis, and self-reflection on ICT learning. The annotations summarize several research articles that discuss issues like response to intervention, changing definitions of literacy, and the use of multiliteracies and assistive technologies in special education. The overview synthesizes that all students deserve equal access to education and specialized instruction can help ensure this. A self-reflection notes experience with web tools and a desire to make presentations engaging for students.
This document outlines Aziza Abdul Kareem's ideological stance and pedagogical approaches for content area instruction for 9th grade students from a low socioeconomic urban school. The learning outcome is for students to construct knowledge about applying multiple reading strategies. Key approaches include cooperative learning, modeling, and active literacy. Cooperative learning facilitates participation and comprehension through group work. Modeling demonstrates academic skills and thinking processes. Active literacy involves activities before, during, and after reading to build understanding. These scaffolding approaches aim to develop students' literacy strategies and academic language for social science content mastery.
The learning styles revelation - research from cognitive scienceJolly Holden
As the learning style debate continues, recent research casts doubt of their efficacy in predicting learning outcomes. This presentation presents the evidence based upon research, as well as introducing the cognitive information procession model and its implications for designing multimedia instruction.
Math Curriculum Guide with tagged math equipmentJohndy Ruloma
The document is a curriculum guide for mathematics education in the Philippines from grades 1 to 10. It outlines the conceptual framework, goals, content areas, skills, and standards for mathematics learning at each grade level. The goals are critical thinking and problem solving. The content areas are numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. The guide describes the standards and expectations for what students should understand and be able to do at each grade level. It also includes the time allotment for mathematics instruction per week.
Learning disabilities refer to neurological disorders that can affect areas such as reading, writing, and mathematics. They are caused by impairments in processes like language processing, memory, attention, and executive functions. Specific learning disabilities include dyslexia, dysgraphia, and dyscalculia which impact reading, writing, and math abilities respectively. Neuroimaging research shows differences in brain structure and activity in regions associated with these skills in individuals with learning disabilities compared to typical peers. Genetics and biological factors during pregnancy may also contribute to increased risk. Early identification and specialized instruction targeting areas of difficulty can help individuals with learning disabilities achieve academic success.
This document discusses the importance of teachers getting to know their literacy learners in order to select appropriate texts and instructional approaches. Teachers should use both cognitive and non-cognitive assessments to understand students' abilities and interests. When selecting texts, teachers need to consider students' backgrounds and interests while also exposing them to informational texts. The interactive, critical, and response perspectives on literacy learning should guide instructional planning and implementation to teach students reading strategies, promote critical thinking, and encourage personal responses to texts. Creating a supportive learning environment allows students to develop skills needed to become contributing members of society.
Learning styles: Field Independence and Field DependenceMary Acevedo
This document discusses learning styles, specifically field independence and field dependence. Field independent learners, who tend to be European American students, prefer to work individually and analytically. Field dependent learners, who include many minority groups, prefer to work collaboratively and are influenced by teachers and peers. The implications for teachers are to understand these differences, clearly communicate expectations, directly teach classroom rules and procedures, provide models of assignments, and ensure cultural adjustments do not lead to stereotyping or bias. Teachers should also be aware of individual variations within styles.
This document discusses creating a literate environment through several components:
1) Getting to know literacy learners through assessments of cognitive and non-cognitive skills to understand students and provide effective instruction.
2) Selecting appropriate texts based on students' levels, interests and identities from a variety of genres and structures.
3) Implementing the interactive perspective through instruction based on five literacy pillars and teaching strategic reading.
4) Applying the critical and response perspectives to have students analyze and respond to text.
THE RELATIONS OF METACOGNITIVE AWARENESS, MULTIPLE INTELLIGENCES, AND GENDER ...ijma
Learning Introductory Programming has always been challenging to computer science and information
technology undergraduates and such problems, most notably comes from the lack of metacognitive
awareness. Other important factors are multiple intelligences, gender, and motivation in using learning
tools can also have a huge impact on learning the subject matter. A survey study was carried out with the
aim to investigate the relationship among metacognitive awareness, gender and multiple intelligences
towards perceived motivation of the students in learning using multimedia tools. 103 fresh undergraduates
were recruited to participate in the survey. The data analysed using Pearson correlation and multiple
linear regression analysis. The result showed that the correlation between metacognitive awareness and
motivation in using multimedia tools was significant, positive, and moderately strong. These finding
suggest that students with higher metacognitive awareness will be highly motivated in using multimedia
tools compared to those with lower metacognitive awareness.
This document discusses strategies for improving English language learners' (ELLs) performance in reading, literacy, and social sciences. It notes that ELL students face many challenges, such as lack of background knowledge, unfamiliar vocabulary, and cultural differences. Standardized tests often do not accurately reflect what ELL students have learned. The document recommends strategies like using content maps, guiding questions, and simplifying text to help ELLs comprehend social sciences. It also discusses barriers ELLs face in literacy development and suggests teachers need balanced literacy instruction and understanding of ELL language acquisition.
This document outlines the background, objectives, research questions, and significance of a study investigating the use of self-questioning reading strategies to improve reading comprehension among Malaysian secondary school students. Specifically:
- The study aims to examine the pedagogical approach and effectiveness of self-questioning strategies, as well as student attitudes towards these strategies.
- Previous research found self-questioning to be an effective comprehension strategy, though it has not been extensively studied in Malaysia.
- The study aims to address the Malaysian education goal of developing critical thinking by applying self-questioning techniques in reading.
- Relevant theories discussed include schema theory, cognitive load theory, and self-questioning theory, which
Autism, Attention Deficit Disorder and Learning Disabilities in a Catholic Sc...Becky Sherlock, M.Ed.
A brief presentation to a Catholic School to address understanding of autism, ADHD, and Learning Disabilities among the teaching staff. This is an information-packed overview meant to be an introduction to key concepts associated with educating students with disabilities in a parochial school setting.
Learning disabilities in school aged childrenKYBland
This document discusses learning disabilities in school-aged children. It defines learning disabilities as disorders involving one or more basic psychological processes related to understanding or using language or doing math. Learning disabilities include perceptual disabilities, brain injuries, minimal brain dysfunction, dyslexia, and aphasia. Characteristics of learning disabilities include problems with reading, writing, math, social skills, attention, behavior, and low self-worth. Learning disabilities are diagnosed based on the presence of specific achievement deficits despite adequate intelligence. Educational solutions include content enhancements, visual aids, modified note-taking, and learning strategies.
This document lists parts numbers and descriptions for various components of a Rocket Giotto espresso machine. It includes 46 line items describing parts for the bodywork, group, hydraulics, steam wand/valve, and water reservoir. The parts cover things like filters, frames, panels, switches, pipes, valves, handles and more for the different systems that make up the espresso machine.
The document describes the steps in a satellite rocket launch. The rocket is assembled and made ready at the launch station. When the button is pressed, the rocket engines ignite and it lifts off. As the rocket climbs, it sheds parts - first the bottom portion detaches after reaching 100km, then the middle portion separates, leaving just the upper portion with the satellite to continue rising. Once the fuel is exhausted, the payload splits off and the satellite is successfully launched.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills necessary for reading comprehension: general language skills and word recognition abilities. It notes that the most common cause of early reading difficulties is problems with phonological awareness - the ability to identify and manipulate sounds in words. The article recommends early identification of at-risk children and preventative instruction focused on developing phonological awareness and accurate, fluent word recognition to help all children become skilled readers.
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
This document discusses learning disabilities, including definitions, causes, types, and approaches to identification and intervention. Some key points:
- Learning disabilities are neurological disorders that can affect areas like reading, writing, math, reasoning, organization, and focus. They are generally lifelong but can be managed.
- Causes may include genetic factors, pregnancy/birth complications, accidents, or environmental toxins. Around 15% of the US population is estimated to have a learning disability.
- Types include dyslexia, dyscalculia, dysgraphia, and dyspraxia. Identification involves screening, assessments of cognitive abilities, academic skills, and processing. Discrepancies between ability and achievement indicate a potential learning
This document provides a biography and overview of the career and research of Dr. Richard Allington, a pioneer in the field of literacy education. It outlines his educational background and career milestones from 1965 to the present, including positions held at various universities. It summarizes six of his influential articles that focus on effective elementary literacy instruction practices and addressing the summer reading setback among disadvantaged students. The document also includes quotes and perspectives from Dr. Allington himself on intervention and effective teaching.
The document discusses a reading program called SAS Read Aloud that aims to enhance shared reading experiences for early readers. It provides an interactive tool with over 50 story titles that are pre-recorded so children can listen along. The program incorporates research-based design elements like reading modes, leveled content, and word highlighting. Shared reading is highlighted as an important practice for developing early reading skills, but the quality and frequency of shared reading experiences can be improved. SAS Read Aloud aims to supplement shared reading time and optimize children's learning through its interactive features.
There is overwhelming evidence that students face serious challenges in learning mathematical proof. Studies have found that students possess a superficial understanding of mathematical proof. With the aim of contributing to efforts intended to develop a comprehensive conception of mathematical proof, literature search was conducted to identify areas where research could be directed in order to increase proof understanding among students. To accomplish this goal, literature on modes of reasoning involved in proof construction, ideas on the classification of activities that constitute a proof path, and categories of proof understanding are exemplified using mathematical content drawn from Real Analysis. These exemplifications were used to illustrate the connections between modes of reasoning and levels of proof understanding. With regard to students’ fragile grasp of mathematical proof this critique of literature has revealed that many previous studies have given prominence to proof validations while there is lack of crucial interplay between structural and inductive modes of reasoning during proving by students. Hence, it is suggested in this paper that current research could also focus on mechanisms that promote an analytic conceptions of mathematical proof that are comprehensive enough to allow students to engage in more robust proof constructions.
This document summarizes research on reading instruction and literacy development from several scholarly sources:
1. It discusses definitions of phonemic awareness and debates around how it should be defined and taught.
2. It reviews research showing the importance of integrating reading and writing instruction, as well as focusing on language comprehension from an early age.
3. It notes that standardized tests have limitations in informing classroom instruction due to lack of alignment with curriculum and inability to reliably measure student needs. Formative assessments should be designed for instructional purposes.
Multiliteracies in the special education settingW0064577
This document provides an agenda and annotations for a presentation titled "Multiliteracies in the Special Education Setting". The agenda includes sessions on annotating articles on multiliteracies, an overview/synthesis, and self-reflection on ICT learning. The annotations summarize several research articles that discuss issues like response to intervention, changing definitions of literacy, and the use of multiliteracies and assistive technologies in special education. The overview synthesizes that all students deserve equal access to education and specialized instruction can help ensure this. A self-reflection notes experience with web tools and a desire to make presentations engaging for students.
This document outlines Aziza Abdul Kareem's ideological stance and pedagogical approaches for content area instruction for 9th grade students from a low socioeconomic urban school. The learning outcome is for students to construct knowledge about applying multiple reading strategies. Key approaches include cooperative learning, modeling, and active literacy. Cooperative learning facilitates participation and comprehension through group work. Modeling demonstrates academic skills and thinking processes. Active literacy involves activities before, during, and after reading to build understanding. These scaffolding approaches aim to develop students' literacy strategies and academic language for social science content mastery.
The learning styles revelation - research from cognitive scienceJolly Holden
As the learning style debate continues, recent research casts doubt of their efficacy in predicting learning outcomes. This presentation presents the evidence based upon research, as well as introducing the cognitive information procession model and its implications for designing multimedia instruction.
Math Curriculum Guide with tagged math equipmentJohndy Ruloma
The document is a curriculum guide for mathematics education in the Philippines from grades 1 to 10. It outlines the conceptual framework, goals, content areas, skills, and standards for mathematics learning at each grade level. The goals are critical thinking and problem solving. The content areas are numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. The guide describes the standards and expectations for what students should understand and be able to do at each grade level. It also includes the time allotment for mathematics instruction per week.
Learning disabilities refer to neurological disorders that can affect areas such as reading, writing, and mathematics. They are caused by impairments in processes like language processing, memory, attention, and executive functions. Specific learning disabilities include dyslexia, dysgraphia, and dyscalculia which impact reading, writing, and math abilities respectively. Neuroimaging research shows differences in brain structure and activity in regions associated with these skills in individuals with learning disabilities compared to typical peers. Genetics and biological factors during pregnancy may also contribute to increased risk. Early identification and specialized instruction targeting areas of difficulty can help individuals with learning disabilities achieve academic success.
This document discusses the importance of teachers getting to know their literacy learners in order to select appropriate texts and instructional approaches. Teachers should use both cognitive and non-cognitive assessments to understand students' abilities and interests. When selecting texts, teachers need to consider students' backgrounds and interests while also exposing them to informational texts. The interactive, critical, and response perspectives on literacy learning should guide instructional planning and implementation to teach students reading strategies, promote critical thinking, and encourage personal responses to texts. Creating a supportive learning environment allows students to develop skills needed to become contributing members of society.
Learning styles: Field Independence and Field DependenceMary Acevedo
This document discusses learning styles, specifically field independence and field dependence. Field independent learners, who tend to be European American students, prefer to work individually and analytically. Field dependent learners, who include many minority groups, prefer to work collaboratively and are influenced by teachers and peers. The implications for teachers are to understand these differences, clearly communicate expectations, directly teach classroom rules and procedures, provide models of assignments, and ensure cultural adjustments do not lead to stereotyping or bias. Teachers should also be aware of individual variations within styles.
This document discusses creating a literate environment through several components:
1) Getting to know literacy learners through assessments of cognitive and non-cognitive skills to understand students and provide effective instruction.
2) Selecting appropriate texts based on students' levels, interests and identities from a variety of genres and structures.
3) Implementing the interactive perspective through instruction based on five literacy pillars and teaching strategic reading.
4) Applying the critical and response perspectives to have students analyze and respond to text.
THE RELATIONS OF METACOGNITIVE AWARENESS, MULTIPLE INTELLIGENCES, AND GENDER ...ijma
Learning Introductory Programming has always been challenging to computer science and information
technology undergraduates and such problems, most notably comes from the lack of metacognitive
awareness. Other important factors are multiple intelligences, gender, and motivation in using learning
tools can also have a huge impact on learning the subject matter. A survey study was carried out with the
aim to investigate the relationship among metacognitive awareness, gender and multiple intelligences
towards perceived motivation of the students in learning using multimedia tools. 103 fresh undergraduates
were recruited to participate in the survey. The data analysed using Pearson correlation and multiple
linear regression analysis. The result showed that the correlation between metacognitive awareness and
motivation in using multimedia tools was significant, positive, and moderately strong. These finding
suggest that students with higher metacognitive awareness will be highly motivated in using multimedia
tools compared to those with lower metacognitive awareness.
This document discusses strategies for improving English language learners' (ELLs) performance in reading, literacy, and social sciences. It notes that ELL students face many challenges, such as lack of background knowledge, unfamiliar vocabulary, and cultural differences. Standardized tests often do not accurately reflect what ELL students have learned. The document recommends strategies like using content maps, guiding questions, and simplifying text to help ELLs comprehend social sciences. It also discusses barriers ELLs face in literacy development and suggests teachers need balanced literacy instruction and understanding of ELL language acquisition.
This document outlines the background, objectives, research questions, and significance of a study investigating the use of self-questioning reading strategies to improve reading comprehension among Malaysian secondary school students. Specifically:
- The study aims to examine the pedagogical approach and effectiveness of self-questioning strategies, as well as student attitudes towards these strategies.
- Previous research found self-questioning to be an effective comprehension strategy, though it has not been extensively studied in Malaysia.
- The study aims to address the Malaysian education goal of developing critical thinking by applying self-questioning techniques in reading.
- Relevant theories discussed include schema theory, cognitive load theory, and self-questioning theory, which
Autism, Attention Deficit Disorder and Learning Disabilities in a Catholic Sc...Becky Sherlock, M.Ed.
A brief presentation to a Catholic School to address understanding of autism, ADHD, and Learning Disabilities among the teaching staff. This is an information-packed overview meant to be an introduction to key concepts associated with educating students with disabilities in a parochial school setting.
Learning disabilities in school aged childrenKYBland
This document discusses learning disabilities in school-aged children. It defines learning disabilities as disorders involving one or more basic psychological processes related to understanding or using language or doing math. Learning disabilities include perceptual disabilities, brain injuries, minimal brain dysfunction, dyslexia, and aphasia. Characteristics of learning disabilities include problems with reading, writing, math, social skills, attention, behavior, and low self-worth. Learning disabilities are diagnosed based on the presence of specific achievement deficits despite adequate intelligence. Educational solutions include content enhancements, visual aids, modified note-taking, and learning strategies.
This document lists parts numbers and descriptions for various components of a Rocket Giotto espresso machine. It includes 46 line items describing parts for the bodywork, group, hydraulics, steam wand/valve, and water reservoir. The parts cover things like filters, frames, panels, switches, pipes, valves, handles and more for the different systems that make up the espresso machine.
The document describes the steps in a satellite rocket launch. The rocket is assembled and made ready at the launch station. When the button is pressed, the rocket engines ignite and it lifts off. As the rocket climbs, it sheds parts - first the bottom portion detaches after reaching 100km, then the middle portion separates, leaving just the upper portion with the satellite to continue rising. Once the fuel is exhausted, the payload splits off and the satellite is successfully launched.
Pistonless pump that makes them different from that of turbopump ,is the absence of piston.
This is a unique technique. In this ,no. of rotating parts is very less as compared to that of turbo pump.
This document provides an overview of cryogenic rocket engines. It discusses that cryogenic fuels require storage at extremely low temperatures to remain liquid, and the most widely used combination is liquid hydrogen and liquid oxygen. The major components of cryogenic rocket engines are described, including the combustion chamber, injectors, pumps, valves and tanks. Advantages are high energy density and clean, non-toxic exhaust, while challenges include difficulties storing cryogenic liquids for long periods. Common applications are in rockets utilizing these high-performance fuels.
Cryogenic rocket engines use cryogenic (very cold) liquid fuels like liquid hydrogen and liquid oxygen that are stored at extremely low temperatures. They provide several advantages like high energy density and clean, non-polluting exhaust but also have challenges like boil-off losses and material compatibility issues. The document outlines the history, construction, power cycles like gas-generator and pressure-fed, combustion process in the thrust chamber, and advantages and disadvantages of cryogenic rocket engines.
This document provides an overview of an EDUC 302 literacy foundations course. It outlines expectations for the semester, including readings, notes, field experiences, challenges and opportunities. Students will complete online posttests and surveys. The document also shares beliefs from teachers about reading, including the importance of developing a love of reading in students from an early age through being read to. It discusses cognitive insights into reading such as schema and metacognition. Key aspects of language and models of reading like bottom-up, top-down and interactive are also summarized.
Hugh Mackay states that all children should have the opportunity to acquire literacy skills. This document discusses the importance of fluency, vocabulary, and comprehension for all learners and at all levels. It provides assessments in these areas to determine where learners are struggling so that interventions can be provided to help them become successful readers. The document discusses why fluency is important for comprehension and the steps teachers can take to promote fluency in the classroom, such as providing motivation, practice, modeling, and help for students.
Deep Reading, CostBenefit, and the Construction of Meaning E.docxvickeryr87
Deep Reading, Cost/Benefit, and the Construction of Meaning: Enhancing Reading
Comprehension and Deep Learning in Sociology Courses
Author(s): Judith C. Roberts and Keith A. Roberts
Reviewed work(s):
Source: Teaching Sociology, Vol. 36, No. 2 (Apr., 2008), pp. 125-140
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/20058637 .
Accessed: 20/09/2012 10:14
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DEEP READING, COST/BENEFIT, AND THE CONSTRUCTION
OF MEANING: ENHANCING READING COMPREHENSION
AND DEEP LEARNING IN SOCIOLOGY COURSES*
Reading comprehension skill is often assumed by sociology instructors, yet
many college students seem to have marginal reading comprehension skills,
which may explain why fewer than half of them are actually doing the read
ing. Sanctions that force students to either read or to pay a price are based on
a rational choice model of behavior?a perspective that many students seem
to bring with them. However, deep reading?reading for long-term retention of
the material and for comprehension at a level that can be perspective
transforming?involves constructing meaning as one reads. Students need
help developing reading strategies that enhance this process. Moreover,
cost/benefit coercion of reading does not necessarily enhance construction of
meaning or deep-learning; indeed, it may reward minimalist or surface reading.
This essay is an excursion into theory on deep learning and the implications of
that theory for engaging students in reading. An assignment based on multiple
intelligences and fostering reading comprehension is suggested and some ini
tial data are provided regarding possible success of this strategy.
Judith C. Roberts
Hanover College
Keith A. Roberts
Hanover College
Reading is a complex process to which
sociologists have paid little attention, de
spite the fact that we do a great deal of it
and expect our students to do it before com
ing to classes. Although children learn the
mechanics of reading in the early elemen
tary grades, reading with understanding and
meaning is a skill that needs to be nurtured
over many years. The emphasis on "reading
to l.
Edll 5341 edll 5344 may 5%2c 2014 learning module 16cswstyle
This document discusses disciplinary literacies and content area literacy. It begins by defining disciplinary literacies as a form of academic literacy that involves learning the conventions and language used within a particular discipline. It discusses how students' understanding in a discipline, called "envisionments", develop over time through experiences like reading texts and discussions. The document provides examples of how envisionments are built in classrooms through inquiry-based learning and engaging with the practices of a discipline. It concludes by emphasizing the importance of teaching literacy through critical thinking and inquiry within discipline-focused instruction.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills needed for reading comprehension: general language skills and word reading ability. The goal of reading instruction should be to help children develop these skills to a level consistent with their language ability so they can understand text. The article recommends allocating resources to early identification of struggling readers and preventive instruction, as delays in reading skill development can negatively impact students. It is organized into sections on facts about reading, effective instructional practices, and identifying students needing extra support.
This course is designed to introduce both traditional and innovative approaches/strategies in teaching science for Master students engaging in the field of teaching developing a scientific literacy through learning the strategies in reading and writing as one of the component for students in learning science as they organized each thoughts in a scientific ways, communicate ideas, and share information with fidelity and clarity, to read and listen with understanding. Integration of STEM – infusing through teaching approach as a model integrating all content areas in the way that provides rich meaningful experience for students. Explore the practical implications of cognitive science for classroom assessments, motivating student effort and designing learner – centered circular units.
A Theoretical Framework For Developing Reading Materials For Information Scie...Dawn Cook
The document discusses developing reading materials for information science students based on theoretical frameworks. It explores perspectives from behaviorism, cognitive theory, and information processing that have shaped understandings of the reading process. Behaviorism views reading as decoding words, while cognitive theory emphasizes the reader's role and background knowledge. Information processing models see reading as an interactive process using both bottom-up and top-down processes. Developing effective materials requires accounting for theories of reading comprehension, learner characteristics, and contextual factors of the educational setting. Theories can provide guidance but instructors must make final decisions based on principles informed by research.
The document discusses Response to Intervention (RtI) and perspectives on its use for prevention of learning disabilities and identification of students with learning disabilities. It emphasizes that RtI focuses on ensuring appropriate, evidence-based instruction is provided to all students to prevent the need to classify students as learning disabled. Formative assessment within RtI is aimed at improving both student and teacher learning by focusing on instructional quality and student-teacher interactions. Effective interventions are interactive, engage students in meaningful literacy activities, and support students in developing independence.
This document provides an overview of reading comprehension and its importance. It discusses reading comprehension as an interactive process between the reader and text, and identifies several key reading comprehension skills that develop as children age, including understanding main characters, sequence of events, inferences, and applying what is learned. It then identifies three main causes of poor reading comprehension: language problems, lack of automatic foundational reading skills, and inability to decode written words. The document concludes by emphasizing the importance of reading comprehension for learning, performing well, and success in school and careers.
This document discusses the importance of early intervention for students with exceptionalities and the need for middle school teachers to assess for potential disabilities. It recommends that teachers observe for "fixed mindsets" that may indicate a student has not received appropriate accommodations. The document also provides guidance for administering a "Names Test" to evaluate students' phonological skills and determine whether they require specialized instruction. Teachers are advised to communicate results to special education practitioners but not diagnose disabilities themselves.
The document summarizes a professional development session for teachers on dyslexia. It discusses beliefs around dyslexia including that each student is unique, teachers are knowledgeable, and instruction should be systematic, structured, and multi-sensory. It outlines norms for the session and learning outcomes which include understanding developmental reading skills continuums and experts' recommendations. The problem-solving cycle of assess, research, decide, teach, monitor, feedback is presented. Teachers complete learner profiles and hypothesize next instructional steps. Effective reading programs and approaches are discussed.
The document discusses creating a literate environment for students and analyzing different perspectives on literacy learning. It addresses getting to know students' learning styles and needs, aspects of literacy development, using various assessments, selecting appropriate texts, incorporating informational texts and writing, and analyzing interactive, critical and response perspectives. The analysis reflects on how considering students' interests and needs, exposing them to different types of texts, and engaging them in interactive lessons helped create a literate environment.
This document discusses the importance of teaching reading and the need to improve teacher preparation programs. It makes three key points:
1. Teaching reading is complex and requires expert knowledge, yet many teacher preparation programs do not adequately prepare teachers in this area. Too many students struggle to read due to insufficient classroom instruction.
2. Effective reading instruction must be based on scientific research findings. A comprehensive redesign of teacher preparation and professional development is needed to ensure teachers have the necessary knowledge and skills.
3. This includes understanding reading development, language structure, best practices for teaching reading, and using valid assessments to inform instruction. Improving teacher knowledge can help minimize unnecessary reading failure for most students.
This document discusses creating a literate environment for early literacy learners. It emphasizes that literacy programs should be based on students' interests and abilities. The classroom should foster a safe, respectful community where the teacher and students work as a team to support each other's learning. Getting to know individual students involves assessments, observations, conferences and understanding their backgrounds. Text selection is also important and should expose students to a variety of genres from narrative to informational. Interactive reading helps develop comprehension and critical thinking skills that students will continue to build upon.
The document discusses educational theory and the relationship between theory and practice. It defines educational theory as concepts, frameworks, ideas, and principles used to interpret and explain educational settings. Theory with a capital T refers to conceptual knowledge generalized over situations, while theory with a small t is personally relevant knowledge linked to concrete contexts. The concept of practice is best translated as a "professional situation," meaning a learning environment where a profession is practiced. The document then discusses domains of teacher knowledge and theories of how children learn, including behaviorism, cognitivism, and sociocultural theories.
LF Energy Webinar: Carbon Data Specifications: Mechanisms to Improve Data Acc...DanBrown980551
This LF Energy webinar took place June 20, 2024. It featured:
-Alex Thornton, LF Energy
-Hallie Cramer, Google
-Daniel Roesler, UtilityAPI
-Henry Richardson, WattTime
In response to the urgency and scale required to effectively address climate change, open source solutions offer significant potential for driving innovation and progress. Currently, there is a growing demand for standardization and interoperability in energy data and modeling. Open source standards and specifications within the energy sector can also alleviate challenges associated with data fragmentation, transparency, and accessibility. At the same time, it is crucial to consider privacy and security concerns throughout the development of open source platforms.
This webinar will delve into the motivations behind establishing LF Energy’s Carbon Data Specification Consortium. It will provide an overview of the draft specifications and the ongoing progress made by the respective working groups.
Three primary specifications will be discussed:
-Discovery and client registration, emphasizing transparent processes and secure and private access
-Customer data, centering around customer tariffs, bills, energy usage, and full consumption disclosure
-Power systems data, focusing on grid data, inclusive of transmission and distribution networks, generation, intergrid power flows, and market settlement data
[OReilly Superstream] Occupy the Space: A grassroots guide to engineering (an...Jason Yip
The typical problem in product engineering is not bad strategy, so much as “no strategy”. This leads to confusion, lack of motivation, and incoherent action. The next time you look for a strategy and find an empty space, instead of waiting for it to be filled, I will show you how to fill it in yourself. If you’re wrong, it forces a correction. If you’re right, it helps create focus. I’ll share how I’ve approached this in the past, both what works and lessons for what didn’t work so well.
How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
Connector Corner: Seamlessly power UiPath Apps, GenAI with prebuilt connectorsDianaGray10
Join us to learn how UiPath Apps can directly and easily interact with prebuilt connectors via Integration Service--including Salesforce, ServiceNow, Open GenAI, and more.
The best part is you can achieve this without building a custom workflow! Say goodbye to the hassle of using separate automations to call APIs. By seamlessly integrating within App Studio, you can now easily streamline your workflow, while gaining direct access to our Connector Catalog of popular applications.
We’ll discuss and demo the benefits of UiPath Apps and connectors including:
Creating a compelling user experience for any software, without the limitations of APIs.
Accelerating the app creation process, saving time and effort
Enjoying high-performance CRUD (create, read, update, delete) operations, for
seamless data management.
Speakers:
Russell Alfeche, Technology Leader, RPA at qBotic and UiPath MVP
Charlie Greenberg, host
"$10 thousand per minute of downtime: architecture, queues, streaming and fin...Fwdays
Direct losses from downtime in 1 minute = $5-$10 thousand dollars. Reputation is priceless.
As part of the talk, we will consider the architectural strategies necessary for the development of highly loaded fintech solutions. We will focus on using queues and streaming to efficiently work and manage large amounts of data in real-time and to minimize latency.
We will focus special attention on the architectural patterns used in the design of the fintech system, microservices and event-driven architecture, which ensure scalability, fault tolerance, and consistency of the entire system.
Northern Engraving | Nameplate Manufacturing Process - 2024Northern Engraving
Manufacturing custom quality metal nameplates and badges involves several standard operations. Processes include sheet prep, lithography, screening, coating, punch press and inspection. All decoration is completed in the flat sheet with adhesive and tooling operations following. The possibilities for creating unique durable nameplates are endless. How will you create your brand identity? We can help!
inQuba Webinar Mastering Customer Journey Management with Dr Graham HillLizaNolte
HERE IS YOUR WEBINAR CONTENT! 'Mastering Customer Journey Management with Dr. Graham Hill'. We hope you find the webinar recording both insightful and enjoyable.
In this webinar, we explored essential aspects of Customer Journey Management and personalization. Here’s a summary of the key insights and topics discussed:
Key Takeaways:
Understanding the Customer Journey: Dr. Hill emphasized the importance of mapping and understanding the complete customer journey to identify touchpoints and opportunities for improvement.
Personalization Strategies: We discussed how to leverage data and insights to create personalized experiences that resonate with customers.
Technology Integration: Insights were shared on how inQuba’s advanced technology can streamline customer interactions and drive operational efficiency.
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...Alex Pruden
Folding is a recent technique for building efficient recursive SNARKs. Several elegant folding protocols have been proposed, such as Nova, Supernova, Hypernova, Protostar, and others. However, all of them rely on an additively homomorphic commitment scheme based on discrete log, and are therefore not post-quantum secure. In this work we present LatticeFold, the first lattice-based folding protocol based on the Module SIS problem. This folding protocol naturally leads to an efficient recursive lattice-based SNARK and an efficient PCD scheme. LatticeFold supports folding low-degree relations, such as R1CS, as well as high-degree relations, such as CCS. The key challenge is to construct a secure folding protocol that works with the Ajtai commitment scheme. The difficulty, is ensuring that extracted witnesses are low norm through many rounds of folding. We present a novel technique using the sumcheck protocol to ensure that extracted witnesses are always low norm no matter how many rounds of folding are used. Our evaluation of the final proof system suggests that it is as performant as Hypernova, while providing post-quantum security.
Paper Link: https://eprint.iacr.org/2024/257
Session 1 - Intro to Robotic Process Automation.pdfUiPathCommunity
👉 Check out our full 'Africa Series - Automation Student Developers (EN)' page to register for the full program:
https://bit.ly/Automation_Student_Kickstart
In this session, we shall introduce you to the world of automation, the UiPath Platform, and guide you on how to install and setup UiPath Studio on your Windows PC.
📕 Detailed agenda:
What is RPA? Benefits of RPA?
RPA Applications
The UiPath End-to-End Automation Platform
UiPath Studio CE Installation and Setup
💻 Extra training through UiPath Academy:
Introduction to Automation
UiPath Business Automation Platform
Explore automation development with UiPath Studio
👉 Register here for our upcoming Session 2 on June 20: Introduction to UiPath Studio Fundamentals: https://community.uipath.com/events/details/uipath-lagos-presents-session-2-introduction-to-uipath-studio-fundamentals/
What is an RPA CoE? Session 1 – CoE VisionDianaGray10
In the first session, we will review the organization's vision and how this has an impact on the COE Structure.
Topics covered:
• The role of a steering committee
• How do the organization’s priorities determine CoE Structure?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/temporal-event-neural-networks-a-more-efficient-alternative-to-the-transformer-a-presentation-from-brainchip/
Chris Jones, Director of Product Management at BrainChip , presents the “Temporal Event Neural Networks: A More Efficient Alternative to the Transformer” tutorial at the May 2024 Embedded Vision Summit.
The expansion of AI services necessitates enhanced computational capabilities on edge devices. Temporal Event Neural Networks (TENNs), developed by BrainChip, represent a novel and highly efficient state-space network. TENNs demonstrate exceptional proficiency in handling multi-dimensional streaming data, facilitating advancements in object detection, action recognition, speech enhancement and language model/sequence generation. Through the utilization of polynomial-based continuous convolutions, TENNs streamline models, expedite training processes and significantly diminish memory requirements, achieving notable reductions of up to 50x in parameters and 5,000x in energy consumption compared to prevailing methodologies like transformers.
Integration with BrainChip’s Akida neuromorphic hardware IP further enhances TENNs’ capabilities, enabling the realization of highly capable, portable and passively cooled edge devices. This presentation delves into the technical innovations underlying TENNs, presents real-world benchmarks, and elucidates how this cutting-edge approach is positioned to revolutionize edge AI across diverse applications.
Your One-Stop Shop for Python Success: Top 10 US Python Development Providersakankshawande
Simplify your search for a reliable Python development partner! This list presents the top 10 trusted US providers offering comprehensive Python development services, ensuring your project's success from conception to completion.
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
5th LF Energy Power Grid Model Meet-up SlidesDanBrown980551
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
Freshworks Rethinks NoSQL for Rapid Scaling & Cost-EfficiencyScyllaDB
Freshworks creates AI-boosted business software that helps employees work more efficiently and effectively. Managing data across multiple RDBMS and NoSQL databases was already a challenge at their current scale. To prepare for 10X growth, they knew it was time to rethink their database strategy. Learn how they architected a solution that would simplify scaling while keeping costs under control.
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
4. Reading Is Rocket Science
In medicine, if research found new ways to save lives, health care
professionals would adopt these methods as quickly as possible,
and would change practices, procedures, and systems. Educational
research has found new ways to save young minds by helping them
to become proficient readers; it is up to us to promote these new
methods throughout the education system. Young lives depend on
it. (P.5)
6. Reading Is Rocket Science
Scientists now estimate that fully 95 percent of all children can be
taught to read...Yet, in spite of all our knowledge, statistics reveal
an alarming prevalence of struggling and poor readers...[the] risk of
reading difficulties could still be prevented and ameliorated by
literacy instruction that includes a range of research-based
components and practices. But, as the statistics testify, this type of
instruction clearly has not made its way into every classroom (P.7)
7. Reading Is Rocket Science
Perhaps the dubious quality of past educational research
has justified the prevalent cynicism among educators,
who are often told that research exists to support any
point of view. However, reading is actually one of the
most studied aspects of human behavior, and a large
body of work based on sound principles of objective
inquiry exists that could be informing the field. (p.26)
8. Reading Is Rocket Science
The tragedy here is that most reading failure is unnecessary. We
now know that classroom teaching itself, when it includes a range
of research-based components and practices, can prevent and
ameliorate reading difficulty... while parents, tutors, and the
community can contribute to reading success, classroom
instruction must be viewed as the critical factor in preventing
reading problems and must be the primary focus for change. (p.
9-10)
10. Reading Is Rocket Science
In the words of Keith Stanovich (Adams, 1990, pp. 59-60):
Slow reading acquisition has cognitive, behavioral, and motivational
consequences that slow the development of other cognitive skills and
inhibit performance on many academic tasks. In short, as reading
develops, other cognitive processes linked to it track the level of
reading skill. Knowledge bases that are in reciprocal relationships with
reading are also inhibited from further development. The longer this
developmental sequence is allowed to continue, the more generalized
the deficits will become, seeping into more and more areas of cognition
and behavior. Or to put it more simply -- and sadly -- in the words of a
tearful nine-year-old, already falling frustratingly behind his peers in
reading progress, "Reading affects everything you do"
11.
12. Children who can crack the code, read more words, learn
more vocabulary, comprehend more, are motivated to read,
and enjoy reading
Children without adequate word recognition skills read less,
read slowly, have slower development of vocabulary, and are
less motivated to read
13.
14. Reading Is Rocket Science
Research should guide the profession
Teachers must be educated to identify, read, respect, and apply
the findings of scientific research to their practice. (p.25)
If research guides their profession teachers will be in a better position
to countermand the proliferation of appealing but unsupported ideas
that have been harmful influences for more than a decade. (p.25)
15. Reading Is Rocket Science
Examples of popular misconceptions include:
Reading instruction is only needed until third grade
Competent teachers do not use published reading programs
Avoiding published reading programs empowers teachers and enhances
the professional status of teaching
Teaching phonics, word attack, and spelling skills directly to children is
harmful
Those who favor good code instruction are opposed to literature and
comprehension instruction
Reading a lot is the best way to overcome a reading problem
Children should be taught to guess words on the basis of meaning and
syntax
Skills must always be taught in the context of literature
16. Reading Is Rocket Science
Outcomes of Retention
The idea of giving a child another year to "catch-up" and develop needed
skills sounds like a positive alternative. However, research shows that
outcomes for kids who are retained generally are not positive. In its 2003
"Position Statement on Student Grade Retention," the National
Association of School Psychologists (NASP) reports:
Academic achievement of kids who are retained is poorer than that of
peers who are promoted.
Achievement gains associated with retention fade within two to three
years after the grade repeated.
Kids who are identified as most behind are the ones "most likely
harmed by retention."
Retention often is associated with increased behavior problems.
17. Reading Is Rocket Science
Outcomes of Retention (con.)
Grade retention has a negative impact on all areas of a child's
achievement (reading, math, and language) and socio-emotional
adjustment (peer relationships, self-esteem, problem behaviors and
attendance).
Students who are retained are more likely to drop out of school
compared to students who were never retained. In fact, grade retention
is one of the most powerful predictors of high school dropout.
Retained students are more likely to have poorer educational and
employment outcomes during late adolescence and early adulthood.
Retention is more likely to have benign or positive impact when
students are not simply held back, but receive specific remediation to
address skill and/or behavioral problems and promote achievement and
social skills.
18. Reading Is Rocket Science
Teaching reading is a job for an expert...[because] learning to read
is a complex linguistic achievement. For many children, it
requires effort and incremental skill development...For best
results, the teacher must instruct most students directly,
systematically, and explicitly to decipher words in print (p.11)
19. Reading Is Rocket Science
Some children learn language concepts and their application very
easily in spite of incidental teaching, but others never learn unless
they are taught in an organized, systematic, efficient way by a
knowledgeable teacher using a well-designed instructional approach.
Children of average ability might learn enough about reading to get
by, but may not develop the appreciation for language structure that
supports learning words from context, organization of the mental
dictionary, comparing words, or precise use of language (p.12)
20. Reading Is Rocket Science
...to understand printed language well enough to teach it
explicitly requires disciplined study of its systems and forms,
both spoken and written. (p.12)
21. Reading Is Rocket Science
Expert teaching of reading requires knowledge of language structure
at all levels. Without such knowledge, teachers are not able to
respond insightfully to student errors, choose examples for concepts,
explain and contrast words and their parts, or judge what focus is
needed in a lesson. (p.20)
27. Reading Is Rocket Science
Reading vs. Literacy
Reading = “getting meaning from print”
VS.
Literacy = “a variety of outcomes--
dispositions toward learning, interests
in reading and writing, and knowledge
of subject-matter domains--that go
beyond reading”
Rayner, et al, “How Psychological Science Informs the Teaching of Reading”
28. Reading Is Rocket Science
Literacy
...dimensions of literacy entail the achievement of a broad
range of skills embedded in cultural and technological contexts.
An extended functional definition is useful in helping to make
clear the wide range of literacy tasks a society must present to
its members (e.g., computer literacy, historical literacy,
scientific literacy, etc.).
Rayner, et al, “How Psychological Science Informs the Teaching of Reading”
29. Reading Is Rocket Science
The starting point for literacy is
reading skill.
Rayner, et al, “How Psychological Science Informs the Teaching of Reading”
30. Reading Is Rocket Science
Learning to read builds on cognitive,
linguistic, and social skills that have
developed from the earliest age. The most
important among these is the child’s
competence in language, which provides
the basic foundation for reading.
Rayner, et al, “How Psychological Science Informs the Teaching of Reading”
31. Reading Is Rocket Science
Children are routinely subjected to teaching
practices that have not been tested or proven
effective...Experts agree that children who
initially are at risk for failure are saved, in
most cases, by instruction that teaches
directly the specific language skills on which
proficient reading depends. (p.21)
32. Reading Is Rocket Science
Effective teachers of reading raise awareness
and proficiency with every level of language
organization including sounds, syllables,
meaningful parts (morphemes), phrases,
sentences, paragraphs, and various genres of
text. (p.21)
33. Reading Is Rocket Science
Only recently has basic research allowed the community of
reading scientists and educators to agree on what needs to be
done (p.12)
34.
35. 5 Big Ideas of Reading
What did the National Reading Panel do?
Specifically, congress asked the panel to:
• Review all the research available (more than
100,000 reading studies) on how children learn to
read.
• Determine the most effective evidence-based
methods for teaching children to read
• Describe which methods of reading instruction
are ready for use in the classroom and recommend
ways of getting this information into schools.
• Suggest a plan for additional research in reading
development and instruction.
36. 5 Big Ideas of Reading
Big Ideas in Beginning Reading (BIBR) focuses on
the five BIG IDEAS of early literacy:
Phonemic Awareness: The ability to hear and
manipulate sounds in words.
Alphabetic Principle: The ability to associate sounds
with letters and use these sounds to form words.
Fluency with Text: The effortless, automatic ability to
read words in connected text.
Vocabulary: The ability to understand (receptive) and
use (expressive) words to acquire and convey
meaning.
Comprehension: The complex cognitive process
involving the intentional interaction between reader
and text to convey meaning.
37. 5 Big Ideas of Reading
What makes a Big Idea a Big Idea?
38. 5 Big Ideas of Reading
What is Phonemic Awareness?
An understanding that a single-syllable word such as
"cat" can be subdivided into beginning, middle, and
ending sounds (segmentation)
An understanding that individual segments of sound at
the phonemic level can be combined to form words
(blending or synthesis)
Knowledge or awareness of the distinctive features of
individual phonemes
University of Indiana
41. 5 Big Ideas of Reading
Examples of Phonemic Awareness Skills:
Blending: What word am I trying to say? Mmmm...ooooo...p.
Segmentation (first sound isolation): What is the first sound in mop?
Segmentation (last sound isolation): What is the last sound in mop?
Segmentation (complete): What are all the sounds you hear in mop?
44. 5 Big Ideas of Reading
Research indicates that, without direct instructional support,
phonemic awareness eludes roughly 25% of middle-class first graders
and substantially more of those who come from less literacy-rich
backgrounds (p.1)
Measures of schoolchildren’s ability to attend to and manipulate
phonemes strongly correlate with their reading success through the
twelfth grade (p.2)
Lack of PA means poor spelling and comprehension
Adams, et al, Phonemic Awareness in Young Children
45. 5 Big Ideas of Reading
What is Alphabetic Principle?
The alphabetic principle is composed
of two parts:
Part 1: Alphabetic Understanding: Words are
composed of letters that represent sounds
Part 2: Phonological Recoding (blending): Letter sounds can
be blended together and knowledge of letter-sound
associations can be used to read/decode words.
Dynamic Measurement Group
46. 5 Big Ideas of Reading
Why Alphabetic Principle?
Letter-sound knowledge is prerequisite to word
identification
A primary difference between good and poor readers is
the ability to use word-sound correspondences to
decode words
Letter-sound knowledge can be taught
Teaching the alphabetic principle leads to gains in
reading acquisition/achievement
Dynamic Measurement Group
47. Alphabetic Principle skills
Examples of alphabetic principle skills:
Letter-sound associations: What is the sound of this
letter?
Soundblending: Blend the sounds of these letters to
make a word “m-a-n”
Segmenting: What sounds do you hear in this word?
Manipulating letter-sound correspondences in
words: What word would you have if you changed the /n/
in /nap/ to /l/?
Reading pseudowords: What is this word, mip?
Word identification: What is this word, map?
48. 5 Big Ideas of Reading
Critical Features of Alphabetic Principle Instruction
49. 5 Big Ideas of Reading
What is Fluency ?
A child who performs a task fluently, that is, both accurately and
quickly, has learned the skill to mastery, is automatic in performing
the underlying skills and is much more able to remember, maintain,
and apply the skill than a child who has not achieved mastery. (p.2)
Truth About Dibels
50. 5 Big Ideas of Reading
Teaching Strategies and Examples of Fluency:
Letter-Sound Fluency
Example: Given a set of letters, the student can produce the
associated sound within one second
Irregular Word Fluency
Example: Given a set of irregular words in a set or a passage, can
identify words in one second or less
Oral Reading Fluency
Example: By the end of Grade 2, students should read 90-100
words per minute fluently
51. 5 Big Ideas of Reading
Critical Features of Fluency Instruction:
52. 5 Big Ideas of Reading
What is Vocabulary?
Dynamic Measurement Group
53. What is Oral Language?
Knowledge and use of words in spoken
language
Sounds in words (phonology)
Meaning (semantics)
Order of words and relationship of
words in sentences (syntax)
Knowledge of word parts (morphology)
Purpose/function (pragmatics)
Dynamic Measurement Group
54. 5 Big Ideas of Reading
Why Vocabulary and Oral Language?
Dynamic Measurement Group
55. 5 Big Ideas of Reading
Why should Vocabulary and Oral
Language be taught?
Vocabulary is not a developmental skill
or one that can ever be fully mastered.
The expansion and elaboration of
vocabulary extends across a lifetime
(Kamil & Herbert, 2005)
Dynamic Measurement Group
56. 5 Big Ideas of Reading
Three Goals for Vocabulary Instruction
1) Provide students with skills/opportunities to
learn words independently
2) Teach students the meaning of specific words
3) Nurture a love and appreciation of words and
their use
57. 5 Big Ideas of Reading
Critical Features of Vocabulary Instruction
58. 5 Big Ideas of Reading
What is Comprehension?
Comprehension is about getting meaning
Dynamic Measurement Group
59. 5 Big Ideas of Reading
Why Comprehension?
Dynamic Measurement Group
60. 5 Big Ideas of Reading
Comprehension Skills
Dynamic Measurement Group
61. 5 Big Ideas of Reading
Seven Evidence-Based Strategies for Improving Comprehension
Comprehension monitoring
Cooperative learning
Multiple strategies
Mental imagery/mnemonics
Graphic organizers
Summarization
Semantic organizers including:
story maps
question answering
question generation
62. 5 Big Ideas of Reading
Critical Features of Comprehension Instruction
Comprehension strategies for proficient readers
63. 5 Big Ideas of Reading
Teaching Strategies and Examples for Comprehension
Before Reading
1) Set comprehension objectives
2) Pre-teach difficult to read words
3) Preview text and prime background
knowledge
4) Chunk text into manageable segments
During Reading
1) Identify text structure elements After Reading
2) Answer literal, inferential, and 1) Strategic integration
evaluative questions 2) Judicious review
3) Retell stories or main ideas of 3) Formal and informal assessment
informational text
64.
65.
66. Each DIBLES indicator represents a broader sequence of skills and
concepts to be taught (truth about dibels 1)
67. What is the purpose of DIBELS?
Outcome--Assessments that provide a bottom-line evaluation of the effectiveness of the
reading program
Screening--Assessments that identify which children are at risk for reading difficulty and
need additional intervention
Progress Monitoring--Assessments that determine if students are making adequate
progress or need more intervention to achieve grade level reading outcomes
(I’ve DIBEL Now What?, pp.32-33)
’d,
NOT
Diagnosis--Assessments that help teachers plan instruction by providing in-depth
information about students’ skills and instructional needs. Some instruments may also
help determine the presence of a developmental disorder that requires specialized
treatments and interventions
68.
69. DIBELS are criterion-referenced because each measure has an
empirically established goal (or benchmark) that changes across
time to ensure students' skills are developing in a manner
predictive of continued progress. The goals/benchmarks were
developed following a large group of students in a longitudinal
manner to see where students who were "readers" in later grades
were performing on these critical early literacy skills when they
were in Kindergarten and First grade so that we can make
predictions about which students are progressing adequately
and which students may need additional instructional support.
This approach is in contrast with normative measures which
simply demonstrate where a student is performing in relation to
the normative sample, regardless of whether that performance is
predictive of future success. (uoregon FAQ)
70.
71. "Benchmark is where we want our lowest
performing readers to be. It's the minimum of
where we want our kids to be." (module 1)
The DIBELS benchmark goals are the minimal level students need to
achieve to be confident they are on track for literacy outcomes. The
ultimate goal is for 100% of children within a school to achieve each
benchmark (myths and facts 10)
"Benchmark is the bottom of 'okay'." (module 1)
93. The fact that teachers need better training to carry out
deliberate instruction in reading, spelling, and writing should
prompt action rather than criticism. It should highlight the
existing gap between what teachers need and what they have
been give. (p.8)