RHAM Digital Resources
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This document discusses resources for redesigning a classroom, including open educational resources and organizing structures. It asks questions about the purpose and focus of the classroom, what types of resources and organizing frameworks would be most helpful, and what quality measures should be used. It then provides some starting points for open educational websites and tools that could be useful resources.
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Academic Writing Guidelines Resource
Description
Guidelines and Examples
Organization and
Structure
Organization is the internal structure of a piece of writing, the thread of central meaning that ties the piece together from beginning to ending.
A piece of solid academic writing:
· Begins with an introduction regarding the piece’s primary purpose or theme, which prepares the reader for what is to come (i.e., thesis statement).
· Ends with a conclusion that summarizes the key points of the piece, draws conclusions, and generally provides closure for the reader.
The body of a piece of academic writing can be organized around a variety of structures.
Examples of organizing structures:
· Main idea/thesis, with supporting details/evidence
· Comparison-contrast
· Deductive logic
· Point-by-point analysis
· Development of central theme
· Chronology or history (e.g., of an event, process, era)
Solid academic writing uses transitional words and phrases to provide logical connections and sequencing.
Examples of transitional words:
· Addition: also, again, as well as, besides
· Consequence: accordingly, as a result, consequently, for this reason.
· Generalizing: as a rule, as usual, generally
· Illustration: for example, for instance, for one thing.
· Emphasis: above all, chiefly, with attention to, especially, particularly
· Similarity: comparatively, coupled with, correspondingly
· Exception: aside from, barring, besides, except, excluding
· Restatement: in essence, in other words, namely
· Comparison: in contrast, by the same token, conversely, instead, likewise
· Summarizing: after all, all in all, briefly, in any case, in any event, in conclusion, in short, in summary, finally
Conventions and
Mechanics
Description
Guidelines and Examples
Solid academic writing is characterized by the proper use of conventions and mechanics, including: spelling, grammar, paragraphing, capitalization, and punctuation.
Examples of conventions and mechanics in academic writing:
· Proper use of capitalization, punctuation, and quotation marks.
· Subject/verb agreement.
· Proper use of pronouns.
· Technical abbreviations, acronyms, and units of measurement.
· Paragraphs that are indented; consisting of three or more sentences.
· Use of title page, headers, and footers.
· Avoid the use of: contractions, incomplete and run-on sentences.
Word Choice and Usage
In solid academic writing, the use of language is precise, with correct word usage and appropriate word choice.
Guidelines for language use:
· In good descriptive writing, strong word choice clarifies and expands ideas.
· In persuasive writing, careful word choice moves the reader to a new vision of possibilities.
· Effective word choice depends less on an exceptional vocabulary and more on the skill to use everyday words well.
· Use a thesaurus for new words with more specific meaning: For example, “pronounce” for “say,” or “embarkation” for “start.” In academic writing, “it” as the subject of a sentenc.
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The document outlines a plan for the New England Association of Schools and Colleges (NEASC) accreditation process. It discusses the need to explicitly connect foundational systems like mission, leadership, goals, and measures to create strategic coherence. Four high-leverage goals for student learning are identified: critical and creative problem solving, meaningful communication and collaboration, digital literacy and information fluency, and analyzing and constructing arguments based on evidence. The document provides examples of assessing these goals and aligning instructional practices, professional development, and organizational systems to support student achievement of the identified goals.
Coherence improvement model
The document outlines a framework for setting goals, measures, and practices at the district, school, and teacher levels to improve student skills. At the district level, the community selects high-leverage student skills and agrees on standardized and non-standardized metrics to measure success. Similarly, at the school level, the community selects goals and measures. Professional learning opportunities are created at the school level aligned with needed instructional strategies. At the teacher level, goals are set aligned with the school's focus, and teachers identify standardized and non-standardized measures. Teachers engage in school-based professional learning and can add personalized learning to their plans.
Sacred heart 2015 share
This document outlines a framework for ensuring strategic coherence in education. It emphasizes aligning goals, measures of success, and practices at the district, school, and teacher levels to support student learning. The district identifies high-leverage student skills and measures of success. Schools then set goals aligned with the district's, and teachers create student learning objectives and professional goals tied to the school's. Measures and practices at each level are also aligned upward from teachers to schools to the district to ensure coherence across the system.
BOCES intro to Coherence Summer 15 Share
This document discusses creating strategic coherence in education systems by focusing efforts and connecting goals, measures, and practices. It emphasizes aligning goals for student learning across universal, building/department, and classroom levels. Student learning should focus on critical skills like problem solving, communication, and using evidence to construct arguments. Assessment practices should value what is being measured and reliably measure student progress towards goals. The document provides examples of aligning goals and assessments for a history teacher and discusses balancing formative and summative assessments. It presents coherence as connecting mission, leadership, focus, goals, measures and practices through data-driven improvement cycles to prepare students for the future.
Costa BOCES Summer Content Companion
This document outlines a strategic planning process focused on coherence. It discusses aligning efforts to focus on the most important skills, using data to assess student performance on those skills, and adjusting instruction and professional development accordingly. The document suggests pathways like realigning, reframing or redesigning systems and emphasizes strengths in focus and connections. Supporting resources are provided on topics like ongoing improvement, school effectiveness, and moving from textbooks to digital content.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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- 1. Name What is your purpose? Retrofit - Reengineer - Rethink http://newclassrooms.org/reimagine.html http://www.teachingquality.org/ What kind of classroom orientation will you have – access to technology? What is the subject or course focus? What types of resources would be helpful? What kinds of organizing structures would be most helpful in organizing these materials (Chronology, topic, theme, standard) and what are the major milestones within them that would work as a storage and access framework? What is your priority? Given those answers, what kind of quality measures will you use as sorting/search criteria? What is your priority?
- 2. Here are some starting points – http://www.ck12.org/flexbook/ http://www.khanacademy.org/ http://www.moodleshare.org/ http://www.opensourcetext.org/ http://en.wikibooks.org/wiki/Main_Page http://ed.ted.com/about#flipThisVideo http://openlectures.sg/ http://www.google.com/insidesearch/searcheducation/index.html