1. The document provides strategies for supporting striving secondary readers through a literacy leadership network called R.E.SC.U.E., which stands for Relate, Expect, Scaffold, Uplift, and Engage.
2. It describes ways to build community and relationships with students, maintain high expectations, scaffold reading assignments, boost students' confidence, and actively engage students with choice, collaboration, and digital tools.
3. Educators are encouraged to implement these strategies to help striving readers feel more included and empowered in their learning.
The Six Skills of Interest are based on two decades of research into when learning is fun for people and target helping students develop motivation and personal purpose for learning.
The Six Skills of Interest are based on two decades of research into when learning is fun for people and target helping students develop motivation and personal purpose for learning.
Veterans are recognized for their service, but the caregivers of veterans are rarely thought of as needing help. Fortunately, the United States Department of Veteran Affairs has programs to assist caregivers of veterans monetarily, emotionally, and physically.
Common Core State Standards -Reading & WritingRLagana
This slide show was used as part of an early step toward preparing middle school educators for the Common Core.
The opening slides can be easily skipped. I wanted to convey to my colleagues that through heavy focus on writing and reading (and less on specific content) we could help our students become better thinkers, readers, and writers.
You're more than welcome to email me with questions, though I do not purport to be any kind of expert.(lagana2@glastonburyus.org)
You're also welcome to follow my babbling and raving at http://readingteacherct.blogspot.com/
Ralph Lagana, 2013
Education Readings Golden Lines,” Reflection, ConnectionDue .docxgidmanmary
Education Readings: “Golden Lines,” Reflection, Connection
Due: Monday, October 7, 2019
1. Before reading the assigned pieces, please do a 8-10 minute free-write in which you reflect upon your time as a student within whatever educational system (or systems) you have experienced thus far. Some questions that might prompt your thinking:
· Do you enjoy being in school? What do you like about school? What do you dislike? Was there a shift in your attitude toward school at some point in your educational career? If so, what caused this shift?
· Have you had teachers or classes that stand out in your mind as particularly inspiring, challenging, or relevant? Have you had classes or teachers who stand out as particularly dull, easy, or irrelevant?
· Did you feel like you’ve been encouraged to think creatively and take risks during your time as a student? Do you feel like your education has helped to prepare you to successfully navigate life outside of school?
· Do you think the public education system serves all students equally? Why or why not?
· Having gone through at least twelve years of schooling thus far, what are your feelings about the educational system? Are there specific things you would like to see changed? Are there specific things that you believe work well?
Again, these questions are simply meant to prompt your thinking. Don’t feel you have to address all of them. Pick the one that sparks a response and use that as your springboard. Please write for at least 8 minutes without stopping. This can be handwritten or typed, whichever you prefer.
2. Please read and annotate the following readings:
· “The Joy of Learning.” This is the preface to a book by Edward B. Burger called, Making Up Your Mind: Thinking Effectively through Creative Puzzle-Solving. You will be reading the preface and the first two chapters of his book. They’re very short, so don’t worry!
· “Claiming an Education,” Adrienne Rich. It’s important to consider that this essay was originally a speech given to students at Douglass College, an all-female institution, in 1977. Look over the questions in the “What Do You Think” section at the end of the essay. You don’t have to answer them in writing, but think about them because they might offer an interesting point of entry into our class discussion on Monday.
· “Only Connect…,” William Cronon. This is an essay that was published in an academic journal in 1998.
When I say “read and annotate,” I mean that I want you to actively engage with the text. Highlight or underline sentences or passages that stand out to you – the “golden lines,” I like to call them. These are the bits of text that strike a chord with you for one reason or another – sometimes it’s because you can relate on a personal level, or because the writing is particularly good or the idea is particularly well stated, or because you don’t fully understand or agree with what the author is saying, or because you feel like that line perfe ...
This powerpoint is for a post-convention institute at TESOL 2010, Boston. The four-hour session was very interactive, so the ppt will give only a limited sense of what was included.
This is the powerpoint for a post-convention institute at TESOL 2010 in Boston. It was a very experiential four-hour session, so the ppt conveys a limited portion of the content.
Submit one well-developed, thorough paragraph synopsis of Chapter 4 .docxjames891
Submit one well-developed, thorough paragraph synopsis of Chapter 4 no later than 11 pm Tuesday. Consider the relevance of the chapter's headings as you prepare your summary.
essays submitted in this course MUST conform to the following standards in order to be graded: MUST BE IN MLA FORMAT
CHAPTER 4
ELLEN MACNAMARA ARRIVED AT COLLEGE excited but also anxious. She had grown up in a small town far from the college, had not taken calculus, and had never written more than a five-paragraph essay. So when she got her first college writing assignment—in a political science class, to write a ten-page essay on how the relationship among the three branches of the US government has evolved—she felt a little panic. She had read all her assignments and done some research, and she had even met with her instructor during office hours. She had quite a bit of material. But her first attempts at writing just didn’t sound right. She wasn’t sure what college writing sounded like, but this wasn’t it. Following her instructor’s advice, MacNamara studied several of the political science articles on her course reading list. Compared to her usual writing, they were much more formal, full of complicated sentences. What she eventually came up with wasn’t a particularly good essay (and she knew it), but it served its purpose: it had gotten her thinking about college-level writing. Looking back at the work she had done to get this far, she thought, “Wow, this is almost like learning a new language.” MacNamara had a point. Many students have experiences similar to hers, especially multilingual students who’ve grown up in other cultures. One Romanian student we know put it this way: In my country we care very much about the beauty of what we write. Even with academic and business writing, we try to make our texts poetic in some way. When I got to the U.S.A., I discovered that writing that I thought was beautiful struck my teachers as wordy and off-task. I was surprised about this. This student, like Ellen MacNamara, needed to set about learning a new language—in this case, the language of US academic writing. Habits of Mind for Academic Success Learning the language of US academic writing is key to succeeding in college. Luckily, you don’t need to guess at what strategies will lead to success. In Framework for Success in Postsecondary Writing, researchers and scholars have identified several key habits characteristic of students who do well in college—and beyond. Practice these habits in your coursework and you’ll be “approaching learning from an active stance.” In other words, you’ll be on the path to succeed as an active, engaged writer and thinker. Be curious. Inquire, investigate, poke and pry until you find answers to questions you have or until you discover or create something new. Without curiosity, you’ll miss much of what is really going on around you—in the courses you take and the sources you read. You can practice curiosity by asking questions: Why ar.
Educaiton lets lecture less. steve mc creaSteve McCrea
Steve tells us how to lecture less.
Examples of how to lecture and how to avoid lecturing include exposure to the work of Richard Clark and the use of quotes in the classroom. Abraham Fischler, founder of Nova University's distance education program, is discussed
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
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.
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.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
19. Mindset “After seven experiments with hundreds of children, we had some of the clearest findings I’ve ever seen: Praising children’s intelligence harms their motivation and it harms their performance.” by Carol Dweck
27. The polls you downloaded are embedded on the next slide. You may view them by running the slideshow. Feel free to copy the poll slides to another presentation or build up your presentation starting from this one. - The Poll Everywhere Team Poll Everywhere
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Editor's Notes
Quick vocab lesson. . .
Handout—place to jot down things you’ve done this summer. . .
Include Jessie’s what do you know. . .trivia activity
Ex interactive reading guide for handouts.
Ex: Literacy Awards Banquet “ Books and BBQ
Partner activity from Buehl for group
Press F5 or enter presentation mode to view the poll
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