Socratic Seminar Intro
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This is an introduction to the why and how of a Socratic Seminar for high school students preparing for International Bacchalaureate's Language B Interactive Oral Activity.
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writing process
The writing process provides structure for children and involves several steps. It begins with prewriting where children brainstorm ideas and organize their thoughts. They then write a rough draft without worrying about mechanics. Next, children edit their writing by sharing with classmates and getting feedback to clarify ideas. In revising, children improve their draft based on this input. Finally, they produce a final copy and publish their work. The process helps children learn writing skills sequentially like reading.
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The document provides guidance for students to complete a scrapbook project on one of four topics. It outlines three parts to the task: selecting a topic and collecting materials; developing the scrapbook with an introduction, content, and conclusion sections; and presenting the scrapbook orally. Students will be assessed on their investigation, scrapbook, and oral presentation based on criteria including understanding, use of sources, writing ability, and presentation skills. Scores range from excellent to weak.
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Pre writing strategies
Prewriting is the first step in the traditional writing process and involves activities done before the first draft to generate and organize ideas. Some common prewriting techniques include listing, free writing, clustering, and cubing. Listing involves jotting down every idea about the topic without censoring. Free writing has the writer continuously write about the subject for 10-15 minutes without worrying about mechanics. Clustering maps out ideas that relate to the central topic through drawings of lines and circles. Cubing looks at a topic from six angles: describing, comparing, associating, analyzing, applying, and arguing. Prewriting helps writers explore different perspectives on their topic before beginning the first draft.
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3. Elimination - Undigested wastes are passed through the large intestine, rectum and anus and excreted from the body.
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Learning to teach, teaching to learn - Schmillen, Saines, Wochner, Intrator
Learning to teach, teaching to learn - Schmillen, Saines, Wochner, IntratorIL Group (CILIP Information Literacy Group)
The document describes the development of a microteaching program for librarians at Ohio University Libraries. It details how the program began with discussions around establishing a learning-centered teaching community. This led to a workshop called "Learning to Teach, Teaching to Learn" which provided training in course design and delivering library sessions. The workshop included opportunities for participants to present lesson segments to peers and receive feedback. The program has continued with regular microteaching sessions where librarians practice teaching and reflect on their experiences.Tame Chaos of Classroom Research (IIM Update 2015-full vers.)
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Demystifying Teaching and Learning Research process
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Flip your classroom tech in elt-challenges and remedies
Flip your classroom tech in elt-challenges and remedies
Learning to teach, teaching to learn - Schmillen, Saines, Wochner, Intrator
Learning to teach, teaching to learn - Schmillen, Saines, Wochner, Intrator
Tame Chaos of Classroom Research (IIM Update 2015-full vers.)
Tame Chaos of Classroom Research (IIM Update 2015-full vers.)
E moderation resource pack group d rounding up a course - copy
E moderation resource pack group d rounding up a course - copy
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
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● Types of event processing models in Mule 4
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
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Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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#فهم_ماكو_درخ
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Socratic Seminar Intro
- 1. Content Learning Objective By the end of the lesson you will understand • The purpose of a socratic seminar • The format of a socratic seminar • How to prepare for a socratic seminar Learning Behavior Objective By the end of the lesson you will have • Asked at least 2 questions • Discussed your understanding with peers Day 5, Monday Cornell Notes
- 2. • Make Cornell Notes Topic: Socratic Practice a. What is Socratic Practice? b. What is the VALUE of Socratic Practice? TED TALK: http://goo.gl/XMNbKe Watch and Listen
- 3. • It is a learning strategy that applies to any subject. • It develops metacognitive reading skills. • It develops critical thinking skills. • It engages us in learning re: Bloom’s Taxonomy. • It develops reading and listening skills – RECEPTIVE • It develops skills in citing evidence from a text. • It prepares you for the IOs. Why?
- 4. PRE-SEMINAR ACTIVITIES 1. Read and examine (MCRS) a text (photo for IOs) 2. Annotate ON the text. 3. Write Curiosity and Level 3-4 questions. How?
- 6. • Discuss the text by a. Open with an open-ended question b. Open by reading a section/passage and posing a question c. Responding to questions d. Referring to evidence to support response/argument e. Evaluating the validity of the evidence INNER CIRCLE
- 7. • Collaborate a. Demonstrate respect for different thoughts, values or ideas. b. Challenge assumptions • Responsible for a. Leading the discussion b. Keeping the topic focused c. Coaxing reluctant participants into the discussion d. Allowing equal time for all participants e. Forcing each other to elaborate and clarify, How do you know? f. Participating in a persuasive manner, Show me the evidence! INNER CIRCLE
- 8. • Engage in INTERACTIVE LISTENING a. Make notes in shared google doc b. Notes contain questions about content/evidence presented c. Notes contain questions asked by inner circle d. Notes contain tallies of responses and questions • Offer FEEDBACK at the end of the discussion OUTER CIRCLE
- 9. • Debrief by outer circle • Feedback based on assessment criteria • Reflect on productive, receptive and interactive skills • Set SMART goals for next Socratic Seminar and IOA POST -SEMINAR
- 10. • What’s next – what do I need for tomorrow? Submit to the group or Think for yourself?