Nikhil Goyal is a successful high school student who, like many stud.docxmigdalialyle
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience his presentation
Why Kids Hate School?: Nikhil Goyal at
[email protected]
(Links to an external site.)Links to an external site.
. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995; summarized in the Instructor Guidance) resource and Chapters 4 and 8 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your paper to meet the content and written communication expectations stated below.
In your paper, include the following: (3 points)
Address the following three guiding statements:
Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video. According to Nick, “I was denied the right to exist normally. My school had wasted my time until there was no time left.”
Discuss the cultural competencies and learning experiences that would be most applicable and interesting to Nick using his interest in computers as a form of his cultural identity (think about the way that he described his life at home and at computer camp).
Determine which of the 4C skills (i.e.,creativity and innovation, critical thinking and problem solving, communication, and collaboration that are presented in
The 4Cs Research Series (Links to an external site.)Links to an external site.
) Break down which you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today.
Summarize how the acquisition of learning and innovation skills through culturally relevant learning opportunities can lead to greater student success in the classroom and in the real world.
(1.5 points):
Summarizes cultural competencies in your response to the Video Analysis guiding statements. Include examples using at least one of the following four characteristics:
Awareness of one’s own cultural worldview (including biases)
Knowledge of different cultural practices and worldviews
Positive attitudes and open-mindedness toward cultural differences
Ability to work successfully with others from different cultures
...
Shaping the Way We Teach English at the Lebanese UniversityRita Abdelnour
A Training Workshop given to Lebanese University undergraduates based on the Shaping We Teach English material during the months of November-December, 2010
Culturally Relevant InspirationA number of important resourc.docxdorishigh
Culturally Relevant Inspiration
A number of important resources supporting the design, development, implementation, and evaluation of culturally relevant instructional experiences are available online. Throughout this course, you have had many opportunities to view a number of such resources. This assignment encourages you to reflect on the key concepts presented in the course through the creation of a presentation that you can use in the future to support your teaching efforts. The goal is to showcase schools or programs representing what you have learned thus far regarding culturally relevant practices, creativity, and innovation. A plethora of options exists as you search for a model school or program. While the K-12 public school setting may be on the forefront of your mind, remember there are a variety of learning environments available, such as charter and private schools, technical programs, post-secondary education and training programs, schools and programs pertaining to the military, Sunday schools and other religious schools, and more. Therefore, expand your search efforts to gain a well-rounded perspective to share in your presentation. The resource you create can also be shared with colleagues (as well as the public in general) to advocate for implementing a more culturally-relevant instructional approach to professional practice.
A listing of free tools you might choose to use as you develop a website or presentation is presented in the Instructor Guidance. Each tool includes its own collection of help files and tutorials to support your creative endeavor. Similarly, there are numerous web-based tools that could be utilized to create an interactive presentation, such as Animoto, Knovio, Prezi, or PowToon. Use your creativity and try something new!
Review the Week Four Instructor Guidance for detailed assistance about preparing for and completing this assignment. Next, construct your assignment to meet the content and written communication expectations below. You will submit this assignment to two places in our course. First, submit the Assignment to Waypoint, as usual. Second, submit the Assignment to Doc Sharing. To access the Doc Sharing tool, select "Modules" in your left navigation menu. In the "Tools" module, you will find the Doc Sharing page.
Create a Presentation that includes each of the following items: (7 points)
A separate page/slide for each bullet point:
Name and location of the school with a link to the school or program
General demographic information about the students
A summary of why the school or program is innovative and/or unique
A description of the 21st century skills supported by the school or program.
Examination of how the learning experiences reflect culturally relevant pedagogy
Explanation of how the school and/or program promotes creativity in the classroom for both teachers and students
The presentation is well organized, formatted with.
This week youve learned about various facets of sexual identity aTakishaPeck109
This week you've learned about various facets of sexual identity and the ways sexualties are informed by social institutions, cultural norms, and other forms of identity (e.g., gender norms, race/ethnicity, social class, religion, etc.) The film Moonlight provides us an opportunity to explore these connections as we watch the main character, Chiron, navigate his childhood and adolescence. (Before you begin, please make sure you have completed the readings, especially Kameron Copeland's film review.)
Note: The film is accessible from the library; just do a title search and follow the link to Swank digital media if the following link doesn't work:
https://digitalcampus.swankmp.net/udenver333780/watch/E83C519A1FB4E618?referrer=direct
In this four page paper, please answer the following question:
Writing Prompt:
· What does an intersectional analysis of Moonlight teach us about how gender, race and class shape Chiron's sexual identity (and his life in general?)
Note, your paper should include a clear, well-defined thesis statement (or argument) that answers this question. Your thesis should provide the organizing framework for your paper and be supported throughout with the readings, key terms, and thoughtful examples from the film.
Other questions that might help you create your argument/thesis/analysis: (Note, these are suggestions. You are not required to answer them!).
· What does this film tell us about the relationship between hegemonic masculinity and violence?
· What role does "family" (and its many iterations) play in Chiron's life?
· What does Chiron's life teach us about the ability (or lack thereof) for queer men of color to be "out"?
· This film received widespread critical acclaim and won the Oscar for "Best Picture of the Year" in 2017 for its thoughtful (yet arguably heartbreaking at times) portrayal of black queer masculinity. However, some argue that Hollywood needs more positive portrayals of LGBTQ+ stories that celebrate diverse queer and LGBGTQ+ people. Where do you think Moonlight fits in this debate?
Grading Requirements:
· Minimum of four (4) pages, double spaced
· Includes a thoughtful thesis that poses an argument; frames the paper; and is supported with the readings and examples from the film
· Engages with at least two (2) readings from Week 3 and at least one (1) reading from Week 2. (Remember to use parenthetical citations or footnotes...no works cited required)
· Avoids overusing direct citations and instead articulates the readings arguments by paraphrasing (and citing!)
· Thoughtfully answers above questions using evidence from film and texts to support insights/opinions/reflections Reflects college level writing standards (e.g., grammar, syntax, voice, spelling, etc).
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 se ...
Nikhil Goyal is a successful high school student who, like many stud.docxmigdalialyle
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience his presentation
Why Kids Hate School?: Nikhil Goyal at
[email protected]
(Links to an external site.)Links to an external site.
. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995; summarized in the Instructor Guidance) resource and Chapters 4 and 8 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your paper to meet the content and written communication expectations stated below.
In your paper, include the following: (3 points)
Address the following three guiding statements:
Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video. According to Nick, “I was denied the right to exist normally. My school had wasted my time until there was no time left.”
Discuss the cultural competencies and learning experiences that would be most applicable and interesting to Nick using his interest in computers as a form of his cultural identity (think about the way that he described his life at home and at computer camp).
Determine which of the 4C skills (i.e.,creativity and innovation, critical thinking and problem solving, communication, and collaboration that are presented in
The 4Cs Research Series (Links to an external site.)Links to an external site.
) Break down which you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today.
Summarize how the acquisition of learning and innovation skills through culturally relevant learning opportunities can lead to greater student success in the classroom and in the real world.
(1.5 points):
Summarizes cultural competencies in your response to the Video Analysis guiding statements. Include examples using at least one of the following four characteristics:
Awareness of one’s own cultural worldview (including biases)
Knowledge of different cultural practices and worldviews
Positive attitudes and open-mindedness toward cultural differences
Ability to work successfully with others from different cultures
...
Shaping the Way We Teach English at the Lebanese UniversityRita Abdelnour
A Training Workshop given to Lebanese University undergraduates based on the Shaping We Teach English material during the months of November-December, 2010
Culturally Relevant InspirationA number of important resourc.docxdorishigh
Culturally Relevant Inspiration
A number of important resources supporting the design, development, implementation, and evaluation of culturally relevant instructional experiences are available online. Throughout this course, you have had many opportunities to view a number of such resources. This assignment encourages you to reflect on the key concepts presented in the course through the creation of a presentation that you can use in the future to support your teaching efforts. The goal is to showcase schools or programs representing what you have learned thus far regarding culturally relevant practices, creativity, and innovation. A plethora of options exists as you search for a model school or program. While the K-12 public school setting may be on the forefront of your mind, remember there are a variety of learning environments available, such as charter and private schools, technical programs, post-secondary education and training programs, schools and programs pertaining to the military, Sunday schools and other religious schools, and more. Therefore, expand your search efforts to gain a well-rounded perspective to share in your presentation. The resource you create can also be shared with colleagues (as well as the public in general) to advocate for implementing a more culturally-relevant instructional approach to professional practice.
A listing of free tools you might choose to use as you develop a website or presentation is presented in the Instructor Guidance. Each tool includes its own collection of help files and tutorials to support your creative endeavor. Similarly, there are numerous web-based tools that could be utilized to create an interactive presentation, such as Animoto, Knovio, Prezi, or PowToon. Use your creativity and try something new!
Review the Week Four Instructor Guidance for detailed assistance about preparing for and completing this assignment. Next, construct your assignment to meet the content and written communication expectations below. You will submit this assignment to two places in our course. First, submit the Assignment to Waypoint, as usual. Second, submit the Assignment to Doc Sharing. To access the Doc Sharing tool, select "Modules" in your left navigation menu. In the "Tools" module, you will find the Doc Sharing page.
Create a Presentation that includes each of the following items: (7 points)
A separate page/slide for each bullet point:
Name and location of the school with a link to the school or program
General demographic information about the students
A summary of why the school or program is innovative and/or unique
A description of the 21st century skills supported by the school or program.
Examination of how the learning experiences reflect culturally relevant pedagogy
Explanation of how the school and/or program promotes creativity in the classroom for both teachers and students
The presentation is well organized, formatted with.
This week youve learned about various facets of sexual identity aTakishaPeck109
This week you've learned about various facets of sexual identity and the ways sexualties are informed by social institutions, cultural norms, and other forms of identity (e.g., gender norms, race/ethnicity, social class, religion, etc.) The film Moonlight provides us an opportunity to explore these connections as we watch the main character, Chiron, navigate his childhood and adolescence. (Before you begin, please make sure you have completed the readings, especially Kameron Copeland's film review.)
Note: The film is accessible from the library; just do a title search and follow the link to Swank digital media if the following link doesn't work:
https://digitalcampus.swankmp.net/udenver333780/watch/E83C519A1FB4E618?referrer=direct
In this four page paper, please answer the following question:
Writing Prompt:
· What does an intersectional analysis of Moonlight teach us about how gender, race and class shape Chiron's sexual identity (and his life in general?)
Note, your paper should include a clear, well-defined thesis statement (or argument) that answers this question. Your thesis should provide the organizing framework for your paper and be supported throughout with the readings, key terms, and thoughtful examples from the film.
Other questions that might help you create your argument/thesis/analysis: (Note, these are suggestions. You are not required to answer them!).
· What does this film tell us about the relationship between hegemonic masculinity and violence?
· What role does "family" (and its many iterations) play in Chiron's life?
· What does Chiron's life teach us about the ability (or lack thereof) for queer men of color to be "out"?
· This film received widespread critical acclaim and won the Oscar for "Best Picture of the Year" in 2017 for its thoughtful (yet arguably heartbreaking at times) portrayal of black queer masculinity. However, some argue that Hollywood needs more positive portrayals of LGBTQ+ stories that celebrate diverse queer and LGBGTQ+ people. Where do you think Moonlight fits in this debate?
Grading Requirements:
· Minimum of four (4) pages, double spaced
· Includes a thoughtful thesis that poses an argument; frames the paper; and is supported with the readings and examples from the film
· Engages with at least two (2) readings from Week 3 and at least one (1) reading from Week 2. (Remember to use parenthetical citations or footnotes...no works cited required)
· Avoids overusing direct citations and instead articulates the readings arguments by paraphrasing (and citing!)
· Thoughtfully answers above questions using evidence from film and texts to support insights/opinions/reflections Reflects college level writing standards (e.g., grammar, syntax, voice, spelling, etc).
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 se ...
This is the checklist used by students to help them self-assess to identify strengths and weaknesses of their essays.
Scroll down to the third page and you'll see the rubric I used for the final, summative assessment. It has the wrong title on it - 'belonging' oops!
This is the slideshow for a presentation to Riverside Girls HS teachers interested in introducing PBL into their teaching practice. I have mostly included examples of the projects my classes have participated in.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. High School
Faculty of English
Year 12 English Extension I: Assessment Task V
Task:Composing a website and presenting it to a panel of experts
Weightings: Reading/Writing – 5%
Speaking – 5%
Representing – 10%
Issued: Tuesday, 31st July, 2012
Due:Tuesday, 28th August, 2012 (website launch, 9am)
OUTCOMES:
H1: A student distinguishes and evaluates the values expressed through texts.
H2: A student explains different ways of valuing texts.
H4: A student develops and delivers sophisticated presentations.
THE OBJECTIVES OF THIS ASSESSMENT:
Develop your skills in:
• extensive independent investigation
•theorising about texts and values based on analysis and understanding of complex ideas
•sustained composition.
Develop your ability to value and appreciate:
• the role of language in developing positive interaction and cooperation
• yourdeveloping skills as a user of English
• the pleasure and diversity of language and literature
• the role of language and literature in your life
• reflection on your own processes of learning
• appropriateness, subtlety and aesthetics in language use.
DQ: How can we make a website that helps Year 12 students ace
the EE1 elective 'Romanticism'?
Over the last twelve months we have been working together to develop an appreciation
for ways of thinking characteristic of Romanticism in the late 18th century. To showcase
this newfound critical appreciation, as a team you will be constructing a website: The Last
Romantics
Each of the assessment tasks that you have completed so far (including the exams) will
help you in the construction of this website. We are now at the culmination of our
yearlong study of Romanticism, and in the next few weeks your completed website will be
launched in front of an audience of special friends, parents and experts in Romanticism.
Bianca Hewes, Davidson High School (2012)
2. RESEARCH:
1. Research the required elements for a website that will help Year 12 students ace the
EE1 elective ‘Romanticism’.
2. Negotiate as a team what elements will definitely be included on the website and why.
3. For each ‘element’ of the website, complete a KWL table – what do you ‘know’, what do
you ‘want’ to learn and how will you ‘learn’ it? Post these to edmodo.
4. Conduct research to ensure that all of the elements of your website are accurate and
effective for your audience. NOTE: You MUST include a reference list on your website. Use
APA style referencing. I recommend http://bibme.orgto keep track of your references.
CREATE:
1. Create a website that is composed of at least 10 pages that answers the project’s
driving question: How can we make a website that helps Year 12 students ace the EE1
elective 'Romanticism'?
2. Each team-member must compose a visual representation of ONE of the texts studied
as part of the elective ‘Romanticism’, to be posted on your website. The purpose of this
representation is to illustrate how the text reflects/challenges the Romantic ways of
thinking. Your representation must also serve as an engaging introduction or overview to
your chosen text for Year 12 students. Negotiate with your team who will be responsible
for each composer/text. The representation can take any form you choose however it
MUST contain visual elements.
PRESENT:
1. As a team you will plan and run a website ‘launch’ in front of an audience of special
friends, parents and Romanticism experts. You must contact your audience and invite
them to the website launch.
2. Your team will have up to 30 minutes for the presentation of the website. This time
should be divided equally amongst team members. In your presentation you must justify
the content you have included on the website as well as elaborating upon what you have
learned about Romanticism during the last 12 months.
3. The final stage of the presentation is the ten-minute ‘defense’ of your work. You will be
asked a series of questions from your audience about your website, your learning and
your understanding of Romanticism. You must be prepared to ‘defend’ your work and
your ideas.
Bianca Hewes, Davidson High School (2012)
