RWCString is a class that uses a Copy-on-Write technique to implement strings. It contains the letters "a", "b", and "c" with the value "Good" for letter a and ends with the letters "Bye".
La clase visitó una pulpería en el Instituto Bernasconi y trabajó en armar su propia pulpería. Celebraron el 25 de mayo con una visita de Agustín López, un tradicionalista local de la carnicería "El Resero", y otros visitantes como un guitarrista, canillita del barrio y dos payadores del vecindario, un actor y un cantante. También presentaron una exhibición de arte con paisajes de campo que representaban Molina Campos.
Peer revision involves students providing feedback on each other's writing drafts to help improve their work. The document discusses how teacher modeling and establishing clear guidelines are important for successful peer revision. Students are more engaged when they work in small groups using worksheets to note what is good in the writing and areas needing improvement. Having students reflect on how peer feedback impacted their revisions helps ensure they are applying the feedback to strengthen their writing.
RWCString is a class that uses a Copy-on-Write technique to implement strings. It contains the letters "a", "b", and "c" with the value "Good" for letter a and ends with the letters "Bye".
La clase visitó una pulpería en el Instituto Bernasconi y trabajó en armar su propia pulpería. Celebraron el 25 de mayo con una visita de Agustín López, un tradicionalista local de la carnicería "El Resero", y otros visitantes como un guitarrista, canillita del barrio y dos payadores del vecindario, un actor y un cantante. También presentaron una exhibición de arte con paisajes de campo que representaban Molina Campos.
Peer revision involves students providing feedback on each other's writing drafts to help improve their work. The document discusses how teacher modeling and establishing clear guidelines are important for successful peer revision. Students are more engaged when they work in small groups using worksheets to note what is good in the writing and areas needing improvement. Having students reflect on how peer feedback impacted their revisions helps ensure they are applying the feedback to strengthen their writing.
Este documento resume la evolución del enfoque AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) desde las décadas de 1960 y 1970 hasta el nuevo milenio. Explica que AICLE implica el uso de una lengua extranjera como herramienta para aprender contenidos curriculares no lingüísticos, donde tanto la lengua como el contenido juegan un papel importante. También define AICLE y describe algunas de sus características y dimensiones/enfoques en programas europeos.
O documento discute a simplificação de processos administrativos no governo português. Resume três iniciativas principais: 1) o programa SIMPLEX que implementou medidas de simplificação preventiva e corretiva, 2) o exemplo do "Empresa na Hora" que permite a criação de empresas em uma única visita a um balcão único, e 3) a estratégia de criar um balcão único e melhorar o acesso eletrônico à informação e serviços para promover a inclusão eletrônica.
Modeling writing for students is an old idea that remains effective. Some key points about modeling include:
- Modeling is one of the top factors associated with effective writing instruction according to research. It is especially important for non-mainstream students from urban, bilingual, ethnic, or rural backgrounds.
- When teachers do not provide models, students spend too much time trying to figure out conventions on their own rather than focusing on the writing.
- For students to truly learn, they need models to apprentice from, according to research.
- In summary, modeling writing for students may be an old idea, but it remains one of the "good old ideas" for developing strong student writers.
This document discusses effective classroom management strategies for encouraging respectful behavior in urban classrooms. It notes that disrespect hurts both teachers and students, and can be caused by feelings of powerlessness, low self-esteem, inconsistent rules, boredom, lack of motivation, and inability to deal with emotions. The document recommends explaining clear rules and consequences, disciplining privately when possible, avoiding confrontation, getting to know students, building their confidence, providing models of respect, keeping parents involved, and making the curriculum feel relevant.