The document describes a research experience program for teachers. It discusses:
1. Placing teachers in a cutting-edge research laboratory to reinvigorate their passion for science through hands-on research experience.
2. Developing inquiry-based lesson plans using the research that can be applied in the classroom.
3. Applying the lessons learned from the research experience to enhance science teaching in the classroom.
The document discusses using reflection to learn from experiences. It outlines a process of reflection with four stages: acting, applying lessons, conceptualizing findings, and reflecting on feelings. Reflection involves examining experiences rather than just living in the moment. Effective reflection can be practiced individually or collectively and involves asking questions, sharing stories and engaging in dialogue to gain insight from problems and improve future performance.
The document describes the E5 instructional model, which provides a framework for purposeful teaching through five phases: Engage, Explore, Explain, Elaborate, and Evaluate. It evolved from previous instructional models developed in the 1930s-1980s and was released by the Department of Education and Early Childhood Development in Victoria, Australia in 2009 to support lesson and unit planning. The phases involve accessing prior knowledge, hands-on exploration, direct instruction, extending understanding, and assessing learning.
DiscoverE Leading Kids Through A Successful Engineering ExperienceDiscoverE
This self-guide tutorial is full of tips and advice on leading a group of kids through a hands-on engineering experience. This step-by-step guide is full of helpful tips like “Don’t hand out the materials until you want the kids to start touching them” to important messages to share with students about engineering. Whether you are a new volunteer or a seasoned veteran, a review of this workshop will help to increase your effectiveness.
This document discusses writing a paper for a professional journal about teaching using an action research approach. It explains that action research involves teachers studying their own practice to understand and improve their actions from the inside. The action research process is driven by a dialogue between action/intentions and practice/values. It follows a cycle of planning, acting, observing, and reflecting. The document provides examples of how to structure the paper using PowerPoint by creating a slide for each key idea and supporting sub-ideas, with each slide containing one or two paragraphs of text. References are also included.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how each approach works, including step-by-step explanations of implementing the jigsaw technique and the four steps of circle learning (reflection, learning, planning, action). It also discusses the purposes and uses of concept mapping and think-pair-share techniques. The document concludes that organizing students into heterogeneous groups for particular learning experiences has been shown to be an effective technique that allows for varying degrees of student success through interaction and teacher-planned activities.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how to implement the jigsaw technique in 10 easy steps and describes the four steps of the circle learning approach: reflection, learning, planning, and action. It explains that these techniques aim to encourage listening, engagement, empathy and ensure all students contribute to completing a common goal.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how to implement the jigsaw technique in 10 easy steps and describes the four steps of the circle learning approach: reflection, learning, planning, and action. It explains that these techniques aim to encourage listening, engagement, empathy and ensure all students contribute to completing a common goal.
The AssignmentReview what each of these age groups seeks develop.docxssuser454af01
The document provides instructions for an assignment to design outdoor learning activities for different age groups of children. Students are asked to come up with 10 ideas for outdoor opportunities that are developmentally appropriate for non-mobile infants, mobile infants, toddlers, and two-year-olds. For each age group, students must provide one example activity in a chart, justify how it is developmentally appropriate, and cite sources to support the activity. The completed chart and activity summaries should then be submitted in a Word document using a specific naming and submission format.
The document discusses using reflection to learn from experiences. It outlines a process of reflection with four stages: acting, applying lessons, conceptualizing findings, and reflecting on feelings. Reflection involves examining experiences rather than just living in the moment. Effective reflection can be practiced individually or collectively and involves asking questions, sharing stories and engaging in dialogue to gain insight from problems and improve future performance.
The document describes the E5 instructional model, which provides a framework for purposeful teaching through five phases: Engage, Explore, Explain, Elaborate, and Evaluate. It evolved from previous instructional models developed in the 1930s-1980s and was released by the Department of Education and Early Childhood Development in Victoria, Australia in 2009 to support lesson and unit planning. The phases involve accessing prior knowledge, hands-on exploration, direct instruction, extending understanding, and assessing learning.
DiscoverE Leading Kids Through A Successful Engineering ExperienceDiscoverE
This self-guide tutorial is full of tips and advice on leading a group of kids through a hands-on engineering experience. This step-by-step guide is full of helpful tips like “Don’t hand out the materials until you want the kids to start touching them” to important messages to share with students about engineering. Whether you are a new volunteer or a seasoned veteran, a review of this workshop will help to increase your effectiveness.
This document discusses writing a paper for a professional journal about teaching using an action research approach. It explains that action research involves teachers studying their own practice to understand and improve their actions from the inside. The action research process is driven by a dialogue between action/intentions and practice/values. It follows a cycle of planning, acting, observing, and reflecting. The document provides examples of how to structure the paper using PowerPoint by creating a slide for each key idea and supporting sub-ideas, with each slide containing one or two paragraphs of text. References are also included.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how each approach works, including step-by-step explanations of implementing the jigsaw technique and the four steps of circle learning (reflection, learning, planning, action). It also discusses the purposes and uses of concept mapping and think-pair-share techniques. The document concludes that organizing students into heterogeneous groups for particular learning experiences has been shown to be an effective technique that allows for varying degrees of student success through interaction and teacher-planned activities.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how to implement the jigsaw technique in 10 easy steps and describes the four steps of the circle learning approach: reflection, learning, planning, and action. It explains that these techniques aim to encourage listening, engagement, empathy and ensure all students contribute to completing a common goal.
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how to implement the jigsaw technique in 10 easy steps and describes the four steps of the circle learning approach: reflection, learning, planning, and action. It explains that these techniques aim to encourage listening, engagement, empathy and ensure all students contribute to completing a common goal.
The AssignmentReview what each of these age groups seeks develop.docxssuser454af01
The document provides instructions for an assignment to design outdoor learning activities for different age groups of children. Students are asked to come up with 10 ideas for outdoor opportunities that are developmentally appropriate for non-mobile infants, mobile infants, toddlers, and two-year-olds. For each age group, students must provide one example activity in a chart, justify how it is developmentally appropriate, and cite sources to support the activity. The completed chart and activity summaries should then be submitted in a Word document using a specific naming and submission format.
This document provides definitions for several words in 3 sentences or less. It defines words like "coeducational" as educating both sexes jointly, "consensus" as a general agreement, and "repertoire" as a set of techniques or strategies used in a field. It also defines words like "entitled," "criticize," "mandate," and "rationale." The document serves as a reference for understanding various vocabulary terms.
The document discusses effective vocabulary instruction strategies that can help students think deeply, learn purposefully, and write well. It recommends teaching vocabulary in a contextual and frequent manner through activities like using words in different explanations, creating word grids and lists, and discussing words. Just-in-time vocabulary instruction is also suggested where teachers provide explanations of relevant words during a lesson. Providing feedback on vocabulary use and having students apply feedback through revision is also presented as an effective approach.
Dcla13 discourse, computation and context – sociocultural dclaSimon Knight
My DCLA13 talk at LAK13 in Leuven. The images should all be CC licensed with links provided in the speaker notes on the slides.
I'd recommend looking at the other slides from this session (see http://www.solaresearch.org/events/lak/lak13/dcla13/ ) particularly those on context - this presentation provides a theoretical perspective on context, which some of the other presentations were showing really interesting examples of in empirical (and well theorised) work.
Module 5 Engaging Students in Learning – Promoting Reflective InquiryMELINDA TOMPKINS
- The document discusses developing social studies inquiry skills through activities that engage students in investigating the social world and developing their knowledge of social studies concepts.
- It outlines developmental stages of inquiry skills from K-12, including asking questions, planning investigations, gathering and analyzing data, and communicating findings.
- Effective instruction allows students to interact, model skills, and transfer skills between contexts with practice over time.
The document discusses developing social studies inquiry skills through concept attainment strategies. It describes inquiry skills like classifying, predicting, observing, and measuring that help students develop explanations and understand concepts. Concept attainment involves identifying attributes of concepts, examples and non-examples, and relationships between concepts to build generalizations. The strategy scaffolds student understanding by having them uncover patterns in information.
Open practice across sectors. Presented by Anna Gruszczynska (C-SAP), Suzanne Hardy (Academy Subject Centre for Medicine, Dentistry & Veterinary Medicine) and Helen Richardson (FusedWorks). Facilitated by Terry McAndrew (Techdis).
Jisc conference 2011
The document provides definitions for several words including coeducational, consensus, deprived, repertoire, and exert. It also includes sample sentences demonstrating the use of each word. Overall, the document concisely defines and provides context for a variety of vocabulary terms.
This document discusses developing social studies inquiry skills through concept attainment strategies. It provides examples of concepts taught in social studies like historical eras and core democratic values. Concept attainment engages students in developing concepts through identifying attributes, examples, comparisons, and generalizations. The strategy helps students organize facts and understand relationships between concepts in a way that facilitates deeper learning and ability to apply knowledge in new contexts.
This document provides an agenda for a class on culture and communication. The agenda includes:
1) Defining culture and discussing how culture is learned and transmitted.
2) Exploring the concept of organizational culture through examples like Google.
3) Introducing an assignment where students will analyze an example of course concepts from everyday life in 250-300 words.
The document summarizes different types of program media that can be used in social group work practice. It discusses activities like play, music/arts/crafts, talk, movement, work, camps, actual experiences, brainstorming, buzz groups, case studies, and demonstrations. These program media provide opportunities for meaningful interaction, involvement in social tasks, and development of interpersonal skills among group members. The social group worker's role is to help plan programs and select appropriate media to meet the needs and interests of the group.
This document describes an online role-playing simulation called "Save Wallaby Forest" that aims to give students insight into public relations and community activism. In the role-play, students are assigned to the developer or activist group regarding a proposed housing development in Wallaby Forest. Both groups must prepare a submission and present at a public meeting to convince the council to accept or reject the development plans. After participating, students reflect on how the role-play relates to theories of pluralism, Marxism, and framing issues in traditional and new media. The role-play is designed to develop students' understanding of public communication, citizenship, and theoretical perspectives.
The document discusses the purpose and goals of schooling. It aims to support children's growth, encourage questioning and discovery of interests, and help children develop strategies for responding positively to life's challenges. The curriculum should deliver basic skills like reading, writing, and math, as well as social/cultural understanding. It explores what makes students want to learn, such as connecting with others, feeling capable, and discovering abilities. It also discusses balancing teaching methods and assessing student progress.
Bctela oct 19 Building inquiry and engagementJeff Hutton
The document discusses creating a classroom environment of inquiry rather than habit. It notes that teachers can identify what a great learning environment looks like but often struggle to create one in their own classrooms. It asks questions about what a classroom of inquiry would look and feel like and what the stumbling blocks are to achieving this type of classroom.
soft robotics with kings and craft councilLes Bicknell
a presentation given to Norwich University of the Arts Students about a project I undertook with Kings College and the Crafts Council. The focus was soft robotics - deform and reform http://de-reform.blogspot.co.uk/
A workshop given to elementary school teachers about using creative and critical thinking in the elementary school classroom. Strategies, definitions, and tools are provided.
This document provides definitions for several words in 3 sentences or less. It defines words like "coeducational" as educating both sexes jointly, "consensus" as a general agreement, and "repertoire" as a set of techniques or strategies used by teachers. It also defines words like "mandate" as authorization given by voters, "tendency" as a general inclination, and "remedial" as intended to remedy learning difficulties.
Fall 2009 Enlightened Philosophers Activity MenuGreg Lehr
This document provides guidance for a student activity on applying the ideas of Enlightenment philosophers and scientific revolutionaries. Students can choose one philosopher from a list and complete an activity such as writing a commercial, children's book, or Facebook profile to demonstrate how the philosopher's ideas can be applied to modern life. The rubric evaluates students on their ability to explain how the knowledge can be used and how their thinking should change based on different situations. Students are also asked to outline what they will do to ensure quality work and reflect on what they did well and could improve.
Fall 2009 Enlightened Philosophers Activity MenuGreg Lehr
This document provides guidance for a student activity on applying the ideas of Enlightenment philosophers and scientific revolutionaries. Students can choose one philosopher from a list and complete an activity such as writing a commercial, children's book, or Facebook profile to demonstrate how the philosopher's ideas can be applied to one's own life. The rubric evaluates students on their ability to explain how and where the philosopher's knowledge can be used and how their thinking should change based on the situation. Students are also asked to outline what they will do to ensure quality work and reflect on what they did well and could improve.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This document provides definitions for several words in 3 sentences or less. It defines words like "coeducational" as educating both sexes jointly, "consensus" as a general agreement, and "repertoire" as a set of techniques or strategies used in a field. It also defines words like "entitled," "criticize," "mandate," and "rationale." The document serves as a reference for understanding various vocabulary terms.
The document discusses effective vocabulary instruction strategies that can help students think deeply, learn purposefully, and write well. It recommends teaching vocabulary in a contextual and frequent manner through activities like using words in different explanations, creating word grids and lists, and discussing words. Just-in-time vocabulary instruction is also suggested where teachers provide explanations of relevant words during a lesson. Providing feedback on vocabulary use and having students apply feedback through revision is also presented as an effective approach.
Dcla13 discourse, computation and context – sociocultural dclaSimon Knight
My DCLA13 talk at LAK13 in Leuven. The images should all be CC licensed with links provided in the speaker notes on the slides.
I'd recommend looking at the other slides from this session (see http://www.solaresearch.org/events/lak/lak13/dcla13/ ) particularly those on context - this presentation provides a theoretical perspective on context, which some of the other presentations were showing really interesting examples of in empirical (and well theorised) work.
Module 5 Engaging Students in Learning – Promoting Reflective InquiryMELINDA TOMPKINS
- The document discusses developing social studies inquiry skills through activities that engage students in investigating the social world and developing their knowledge of social studies concepts.
- It outlines developmental stages of inquiry skills from K-12, including asking questions, planning investigations, gathering and analyzing data, and communicating findings.
- Effective instruction allows students to interact, model skills, and transfer skills between contexts with practice over time.
The document discusses developing social studies inquiry skills through concept attainment strategies. It describes inquiry skills like classifying, predicting, observing, and measuring that help students develop explanations and understand concepts. Concept attainment involves identifying attributes of concepts, examples and non-examples, and relationships between concepts to build generalizations. The strategy scaffolds student understanding by having them uncover patterns in information.
Open practice across sectors. Presented by Anna Gruszczynska (C-SAP), Suzanne Hardy (Academy Subject Centre for Medicine, Dentistry & Veterinary Medicine) and Helen Richardson (FusedWorks). Facilitated by Terry McAndrew (Techdis).
Jisc conference 2011
The document provides definitions for several words including coeducational, consensus, deprived, repertoire, and exert. It also includes sample sentences demonstrating the use of each word. Overall, the document concisely defines and provides context for a variety of vocabulary terms.
This document discusses developing social studies inquiry skills through concept attainment strategies. It provides examples of concepts taught in social studies like historical eras and core democratic values. Concept attainment engages students in developing concepts through identifying attributes, examples, comparisons, and generalizations. The strategy helps students organize facts and understand relationships between concepts in a way that facilitates deeper learning and ability to apply knowledge in new contexts.
This document provides an agenda for a class on culture and communication. The agenda includes:
1) Defining culture and discussing how culture is learned and transmitted.
2) Exploring the concept of organizational culture through examples like Google.
3) Introducing an assignment where students will analyze an example of course concepts from everyday life in 250-300 words.
The document summarizes different types of program media that can be used in social group work practice. It discusses activities like play, music/arts/crafts, talk, movement, work, camps, actual experiences, brainstorming, buzz groups, case studies, and demonstrations. These program media provide opportunities for meaningful interaction, involvement in social tasks, and development of interpersonal skills among group members. The social group worker's role is to help plan programs and select appropriate media to meet the needs and interests of the group.
This document describes an online role-playing simulation called "Save Wallaby Forest" that aims to give students insight into public relations and community activism. In the role-play, students are assigned to the developer or activist group regarding a proposed housing development in Wallaby Forest. Both groups must prepare a submission and present at a public meeting to convince the council to accept or reject the development plans. After participating, students reflect on how the role-play relates to theories of pluralism, Marxism, and framing issues in traditional and new media. The role-play is designed to develop students' understanding of public communication, citizenship, and theoretical perspectives.
The document discusses the purpose and goals of schooling. It aims to support children's growth, encourage questioning and discovery of interests, and help children develop strategies for responding positively to life's challenges. The curriculum should deliver basic skills like reading, writing, and math, as well as social/cultural understanding. It explores what makes students want to learn, such as connecting with others, feeling capable, and discovering abilities. It also discusses balancing teaching methods and assessing student progress.
Bctela oct 19 Building inquiry and engagementJeff Hutton
The document discusses creating a classroom environment of inquiry rather than habit. It notes that teachers can identify what a great learning environment looks like but often struggle to create one in their own classrooms. It asks questions about what a classroom of inquiry would look and feel like and what the stumbling blocks are to achieving this type of classroom.
soft robotics with kings and craft councilLes Bicknell
a presentation given to Norwich University of the Arts Students about a project I undertook with Kings College and the Crafts Council. The focus was soft robotics - deform and reform http://de-reform.blogspot.co.uk/
A workshop given to elementary school teachers about using creative and critical thinking in the elementary school classroom. Strategies, definitions, and tools are provided.
This document provides definitions for several words in 3 sentences or less. It defines words like "coeducational" as educating both sexes jointly, "consensus" as a general agreement, and "repertoire" as a set of techniques or strategies used by teachers. It also defines words like "mandate" as authorization given by voters, "tendency" as a general inclination, and "remedial" as intended to remedy learning difficulties.
Fall 2009 Enlightened Philosophers Activity MenuGreg Lehr
This document provides guidance for a student activity on applying the ideas of Enlightenment philosophers and scientific revolutionaries. Students can choose one philosopher from a list and complete an activity such as writing a commercial, children's book, or Facebook profile to demonstrate how the philosopher's ideas can be applied to modern life. The rubric evaluates students on their ability to explain how the knowledge can be used and how their thinking should change based on different situations. Students are also asked to outline what they will do to ensure quality work and reflect on what they did well and could improve.
Fall 2009 Enlightened Philosophers Activity MenuGreg Lehr
This document provides guidance for a student activity on applying the ideas of Enlightenment philosophers and scientific revolutionaries. Students can choose one philosopher from a list and complete an activity such as writing a commercial, children's book, or Facebook profile to demonstrate how the philosopher's ideas can be applied to one's own life. The rubric evaluates students on their ability to explain how and where the philosopher's knowledge can be used and how their thinking should change based on the situation. Students are also asked to outline what they will do to ensure quality work and reflect on what they did well and could improve.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
3. 1 Research Experience for Teachers at Rice
University: the RET program reinvigorates the
teacher’s passion for science.
4. 1
2
Research Experience for Teachers at Rice
University: the RET program reinvigorates the
teacher’s passion for science.
The Houston Advanced Research Center:
a cutting-edge research organization that provides
energy solutions for the future.
5. 1
2
Research Experience for Teachers at Rice
University: the RET program reinvigorates the
teacher’s passion for science.
3
The Houston Advanced Research Center:
a cutting-edge research organization that provides
energy solutions for the future.
Curriculum Development: how research
contributes to effective teaching and shapes the
science classroom.
6. 1
2
Research Experience for Teachers at Rice
University: the RET program reinvigorates the
teacher’s passion for science.
3
The Houston Advanced Research Center:
a cutting-edge research organization that provides
energy solutions for the future.
4
Curriculum Development: how research
contributes to effective teaching and shapes the
science classroom.
My Lesson Plan: how I used my research
experience to develop an inquiry-based curriculum.
7. Research Experience for Teachers
Places teachers in a cutting edge laboratory environment.
First hand experience in current laboratory processes
Reinforce teacher’s appreciation of science and research.
Develop inquiry-based lesson plans applicable to CBEN research.
Apply lessons learned from the research to in-class setting.
8. Houston Advanced Research Center is a not-for-profit
organization that uses scientific research to provide
environmental solutions.
Programs that focus on air quality and climate, clean
energy, land, water, and people.
9. Did you know that in one hour, more sunlight falls on the
earth than what the entire population uses in one year...
10. If America could just harvest 2.5 percent of the solar radiation that impacts the
250,000 square miles of suitable solar power land in the country, it would be almost
enough to provide energy for every man, woman and child in the U.S. for one year.
-Robert Morley, 2008, Can Solar Energy Save Humanity? The Trumpet.com
11. HARC’s Energy Solution
Saving on the electric bill
It's installed a $2 million solar "lab" on the rooftops and
awnings of two high schools, an array that will serve the dual
purpose of educating students and saving the district about
$15,000 a year on its electric bill.
Tying learning into real-life solutions
To make the project a true learning experience, Ignite Solar installed the
panels at slightly different angles and with minor variations at each school so
that the students would be able to compare and contrast the data,
concluding what is most efficient and possibly even coming up with real-life
solutions for other businesses and places.
Three Education applications
Now, sitting atop Sam Rayburn and South Houston High Schools are three
different solar technologies manufactured by Houston-based Ignite Solar that
create energy while providing students with raw data that is being integrated
throughout the curriculum. Science teachers are using it to teach about solar
power. In computer class, the students are plugging the data about how much
energy is generated into Excel and PowerPoint as they master those programs.
And social studies teachers are using the experiment as a way to educate
about the history of energy.
Solution for the future
In the first seven days of the project’s implementation, the panels
generated enough electricity to power the average home for two months.
- Ramit Plushnick-Masti. Associated Press. “Pasadena ISD bets on new energy”
12. HARC’s Energy Solution
Saving on the electric bill
It's installed a $2 million solar "lab" on the rooftops and
awnings of two high schools, an array that will serve the dual
purpose of educating students and saving the district about
$15,000 a year on its electric bill.
Tying learning into real-life solutions
To make the project a true learning experience, Ignite Solar installed the
panels at slightly different angles and with minor variations at each school so
that the students would be able to compare and contrast the data,
concluding what is most efficient and possibly even coming up with real-life
solutions for other businesses and places.
Three Education applications
Now, sitting atop Sam Rayburn and South Houston High Schools are three
different solar technologies manufactured by Houston-based Ignite Solar that
create energy while providing students with raw data that is being integrated
throughout the curriculum. Science teachers are using it to teach about solar
power. In computer class, the students are plugging the data about how much
energy is generated into Excel and PowerPoint as they master those programs.
And social studies teachers are using the experiment as a way to educate
about the history of energy.
Solution for the future
In the first seven days of the project’s implementation, the panels
generated enough electricity to power the average home for two months.
- Ramit Plushnick-Masti. Associated Press. “Pasadena ISD bets on new energy”
17. Engage
Explore
Explain
Elaborate
Evaluate
engage |enˈgāj| 2 [ intrans. ] ( engage with) establish a
verb base of gage 1 . The word originally
meaningful contact or connection with : the
1 [ trans. ] occupy, attract, or involve (someone's meant [to pawn or pledge something,]
teams needed to engage with local
interest or attention) : he plowed on, trying to later [pledge oneself (to do something),]
communities.
outline his plans and engage Sutton's attention. hence [enter into a contract] (mid 16th
• (of a part of a machine or engine) move
• ( engage someone in) cause someone to cent.), [involve oneself in an activity,]
into position so as to come into operation :
become involved in (a conversation or discussion). [enter into combat]
the clutch will not engage.
18. Engage
Explore
Explain
Elaborate
Evaluate
explore |ikˈsplôr|
verb [ trans. ] • [ intrans. ] ( explore for) search for explorative |-rətiv| adjective
travel in or through (an unfamiliar country or resources such as mineral deposits : the ORIGIN mid 16th cent. (in the sense
area) in order to learn about or familiarize company explored for oil. [investigate (why)] ): from French
oneself with it : the best way to explore • inquire into or discuss (a subject or issue) explorer, from Latin explorare ‘search
Iceland's northwest | figurative explore the in detail : he sets out to explore out,’ from ex- ‘out’ + plorare ‘utter a cry.’
world of science and technology. fundamental questions.
21. Engage
Explore
Explain
Elaborate
Evaluate
explain |ikˈsplān| explain oneself expand on what one has
verb [ reporting verb ]
• ( explain something away) minimize said in order to make one's meaning
make (an idea, situation, or problem) clear to
the significance of an embarrassing fact clear. • give an account of one's motives
someone by describing it in more detail or or conduct in order to excuse or justify
revealing relevant facts or ideas : [with clause ] they or action by giving an excuse or
justification : they know stories about oneself : he was too panicked to stay
explained that their lives centered on the religious
me that I can't explain away. and explain himself to the policeman.
rituals
24. Engage
Explore
Explain
Elaborate
Evaluate
elaborate
verb |iˈlabəˌrāt| ORIGIN late 16th cent. (in the sense
adjective |iˈlab(ə)rit|
1 [ trans. ] develop or present (a [produced by effort of labor,] also in
involving many carefully arranged parts or
theory, policy, or system) in detail : the sense 2 of the verb): from Latin
details; detailed and complicated in design and elaborat- ‘worked out,’ from the verb
planning : elaborate security precautions | key idea of the book is expressed in
elaborare, from e- (variant of ex-) ‘out’ +
elaborate wrought-iron gates. the title and elaborated in the text. labor ‘work.’
27. Engage
Explore
Explain
Elaborate
Evaluate
evaluate |iˈvalyoōˌāt|
verb [ trans. ]
• Mathematics find a numerical ORIGIN mid 19th cent.: back-formation
form an idea of the amount, number, or value of;
expression or equivalent for (an from evaluation, from French évaluer,
assess : when you evaluate any hammer, look for
precision machining | [with clause ] computer equation, formula, or function). from es- (from Latin ex-) ‘out, from’ +
Old French value ‘value.’
simulations evaluated how the aircraft would
perform.
In our agenda, we'll first cover the RET program and how it reinvigorates teachers' passion for science...\n
In our agenda, we'll first cover the RET program and how it reinvigorates teachers' passion for science...\n
In our agenda, we'll first cover the RET program and how it reinvigorates teachers' passion for science...\n
In our agenda, we'll first cover the RET program and how it reinvigorates teachers' passion for science...\n
In our agenda, we'll first cover the RET program and how it reinvigorates teachers' passion for science...\n
In our agenda, we'll first cover the RET program and how it reinvigorates teachers' passion for science...\n
In our agenda, we'll first cover the RET program and how it reinvigorates teachers' passion for science...\n
In our agenda, we'll first cover the RET program and how it reinvigorates teachers' passion for science...\n
In our agenda, we'll first cover the RET program and how it reinvigorates teachers' passion for science...\n
In our agenda, we'll first cover the RET program and how it reinvigorates teachers' passion for science...\n
In our agenda, we'll first cover the RET program and how it reinvigorates teachers' passion for science...\n
The RET program has many goals, including...\n
I was assigned to HARC. It is a not-for-profit organization, located in the Woodlands.\nThis research organization focuses on providing environmental solutions ranging from air quality to land services. \nThis summer, my research focused clean energy resources, primarily on solar energy solutions...\n\nTransition: There are many concerns about solar power energy...\n
Did you know...\n
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HARC works to solve these kinds of issues. For example, they established the Pasadena ISD Solar Initiative , which is responsible for installing $2 million worth of solar technologies on Sam Rayburn and South Houston High School. This saves the district approx. $15,000 annually, but more importantly, it's integrated throughout the curriculum. These installed solar technologies provide students with real-time raw data for analysis and impact their creativity and passion for alternative energy. \n\nBack at HARC, we analyze the efficiency and energy production of each type of solar technology and compare it to the estimate of the System Advisory Model (SAM) which is commonly used in the industry to estimate efficiency and energy production depending on location and other variables. HARC is currently in the process of installing solar energy in the port of Galveston.\nAlso, my mentor Liz and I have submitted a grant proposal to install variance renewable energy technologies at North Shore Senior High, my school. \n\nTransition: My research and internship experience taught me a very important and reoccurring concept regarding learning. A chinese proverb explains it best.....\n
HARC works to solve these kinds of issues. For example, they established the Pasadena ISD Solar Initiative , which is responsible for installing $2 million worth of solar technologies on Sam Rayburn and South Houston High School. This saves the district approx. $15,000 annually, but more importantly, it's integrated throughout the curriculum. These installed solar technologies provide students with real-time raw data for analysis and impact their creativity and passion for alternative energy. \n\nBack at HARC, we analyze the efficiency and energy production of each type of solar technology and compare it to the estimate of the System Advisory Model (SAM) which is commonly used in the industry to estimate efficiency and energy production depending on location and other variables. HARC is currently in the process of installing solar energy in the port of Galveston.\nAlso, my mentor Liz and I have submitted a grant proposal to install variance renewable energy technologies at North Shore Senior High, my school. \n\nTransition: My research and internship experience taught me a very important and reoccurring concept regarding learning. A chinese proverb explains it best.....\n
HARC works to solve these kinds of issues. For example, they established the Pasadena ISD Solar Initiative , which is responsible for installing $2 million worth of solar technologies on Sam Rayburn and South Houston High School. This saves the district approx. $15,000 annually, but more importantly, it's integrated throughout the curriculum. These installed solar technologies provide students with real-time raw data for analysis and impact their creativity and passion for alternative energy. \n\nBack at HARC, we analyze the efficiency and energy production of each type of solar technology and compare it to the estimate of the System Advisory Model (SAM) which is commonly used in the industry to estimate efficiency and energy production depending on location and other variables. HARC is currently in the process of installing solar energy in the port of Galveston.\nAlso, my mentor Liz and I have submitted a grant proposal to install variance renewable energy technologies at North Shore Senior High, my school. \n\nTransition: My research and internship experience taught me a very important and reoccurring concept regarding learning. A chinese proverb explains it best.....\n
HARC works to solve these kinds of issues. For example, they established the Pasadena ISD Solar Initiative , which is responsible for installing $2 million worth of solar technologies on Sam Rayburn and South Houston High School. This saves the district approx. $15,000 annually, but more importantly, it's integrated throughout the curriculum. These installed solar technologies provide students with real-time raw data for analysis and impact their creativity and passion for alternative energy. \n\nBack at HARC, we analyze the efficiency and energy production of each type of solar technology and compare it to the estimate of the System Advisory Model (SAM) which is commonly used in the industry to estimate efficiency and energy production depending on location and other variables. HARC is currently in the process of installing solar energy in the port of Galveston.\nAlso, my mentor Liz and I have submitted a grant proposal to install variance renewable energy technologies at North Shore Senior High, my school. \n\nTransition: My research and internship experience taught me a very important and reoccurring concept regarding learning. A chinese proverb explains it best.....\n
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As educators, we can lecture, we can explain, we can demonstrate content, material, and knowledge. \nBut students want to be engaged. They want to participate, and through interaction, they gain knowledge. Through hands-on experience, they learn.\n
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It's turning away from the dated teaching methodologies where we provide the answers and expect them to regurgitate it all via memory. Today, it's important that we, as educators, ask questions. Let's be the one to ask the questions, and let students be the ones to DISCOVER the answers. Through discovery, experience, and exploration, they learn...they learn effectively. \n
It's turning away from the dated teaching methodologies where we provide the answers and expect them to regurgitate it all via memory. Today, it's important that we, as educators, ask questions. Let's be the one to ask the questions, and let students be the ones to DISCOVER the answers. Through discovery, experience, and exploration, they learn...they learn effectively. \n