This document outlines the first stage of a learning unit which is to identify the desired results including the established goals, understandings, essential questions, and key knowledge and skills students should acquire.
This unit was designed by four educators to teach Taiwanese students about American icons in music, acting, sports, and politics. The unit will examine the characteristics that define icons and the relationship between icons and culture. Students will compare American icons to icons from Taiwan to analyze similarities and differences between the two cultures. The unit status shows it has completed templates, performance tasks, rubrics, and lists materials and accommodations for a draft that has been peer reviewed.
This document outlines the goals and understandings for a unit on national icons. The goals are for students to recognize and compare icons, understand icons' influence on culture, and determine stereotypes from a nation's icons. Students will understand that icons shape perceptions of a nation and rely on longevity, ubiquity, and distinction. Key questions consider what icons are, if they reflect or shape culture, and how icons affect views of a nation. Students will learn about American and Taiwanese icons and be able to recognize, define, discuss, research, and compare icons and their influence.
The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students should understand how icons represent and shape culture over time. They will consider questions about what makes someone an icon and how icons affect views of a nation. Students will learn about vocabulary, facts, attributes, and impacts of specific icons and be able to conduct research and communicate their findings using technology.
The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students will understand how icons represent and shape culture over time. They will also consider questions about what makes someone an icon and how icons affect views of a nation. By the end of the unit, students will be able to recognize vocabulary, research icons, and discuss how icons reflect and influence culture using technology.
This unit will teach Taiwanese students about American icons from music, acting, sports, and politics. It will examine the characteristics of each icon to identify common attributes and explore the relationship between icons and culture. Students will then compare American icons to Taiwanese icons, analyzing similarities and differences between the two cultures.
1. The document outlines learning objectives for a unit on national icons.
2. Students will learn about icons from different countries, how they represent and shape culture, and how icons affect perceptions of a nation.
3. Key skills include researching icons, communicating findings using technology, and working collaboratively.
This document outlines the first stage of a learning unit which is to identify the desired results including the established goals, key understandings, essential questions, and knowledge and skills students should acquire.
This appears to be a cover page for a unit or section. No other details are provided on the page itself. The document gives no information about the content or purpose of the unit that this cover page introduces.
This unit was designed by four educators to teach Taiwanese students about American icons in music, acting, sports, and politics. The unit will examine the characteristics that define icons and the relationship between icons and culture. Students will compare American icons to icons from Taiwan to analyze similarities and differences between the two cultures. The unit status shows it has completed templates, performance tasks, rubrics, and lists materials and accommodations for a draft that has been peer reviewed.
This document outlines the goals and understandings for a unit on national icons. The goals are for students to recognize and compare icons, understand icons' influence on culture, and determine stereotypes from a nation's icons. Students will understand that icons shape perceptions of a nation and rely on longevity, ubiquity, and distinction. Key questions consider what icons are, if they reflect or shape culture, and how icons affect views of a nation. Students will learn about American and Taiwanese icons and be able to recognize, define, discuss, research, and compare icons and their influence.
The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students should understand how icons represent and shape culture over time. They will consider questions about what makes someone an icon and how icons affect views of a nation. Students will learn about vocabulary, facts, attributes, and impacts of specific icons and be able to conduct research and communicate their findings using technology.
The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students will understand how icons represent and shape culture over time. They will also consider questions about what makes someone an icon and how icons affect views of a nation. By the end of the unit, students will be able to recognize vocabulary, research icons, and discuss how icons reflect and influence culture using technology.
This unit will teach Taiwanese students about American icons from music, acting, sports, and politics. It will examine the characteristics of each icon to identify common attributes and explore the relationship between icons and culture. Students will then compare American icons to Taiwanese icons, analyzing similarities and differences between the two cultures.
1. The document outlines learning objectives for a unit on national icons.
2. Students will learn about icons from different countries, how they represent and shape culture, and how icons affect perceptions of a nation.
3. Key skills include researching icons, communicating findings using technology, and working collaboratively.
This document outlines the first stage of a learning unit which is to identify the desired results including the established goals, key understandings, essential questions, and knowledge and skills students should acquire.
This appears to be a cover page for a unit or section. No other details are provided on the page itself. The document gives no information about the content or purpose of the unit that this cover page introduces.
This document outlines the first stage of a learning unit which is to identify the desired results including the established goals, key understandings students should have, essential questions to consider, and key knowledge and skills students will obtain.
Teachers should plan learning experiences and instruction for students by determining what students should know and be able to do, selecting appropriate activities and assessments to help students meet learning goals, and considering how to differentiate instruction for different groups of students.
This unit was designed by Torie Montgomery, Tiffany Bennington, Tina Yates, and Allison Hacker to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of American icons and compare them to Taiwanese icons to determine the similarities and differences between cultural icons. The unit template includes stages 1 through 3, performance task blueprints, rubrics, directions, materials, accommodations, and extensions. The status of the unit design is noted.
This unit is designed to teach Taiwanese adult students about several iconic Americans in the fields of music, acting, sports, and politics. The unit will examine the characteristics of different American icons to understand what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit was designed by four educators and provides information on the stages of instruction, performance tasks, rubrics, resources, accommodations, and extensions.
This appears to be a cover page for a unit or section. No other details are provided on the page itself. The document gives no information about the content or purpose of the unit that this cover page introduces.
This document discusses planning learning experiences and instruction. It prompts the reader to consider the WHERETO elements when planning: the Where, How, Engagement, Resources, Evaluation, Timing, and Objectives of the learning experience. The document focuses on Stage 3 of planning, which is designing the specific lessons and activities.
This document discusses determining acceptable evidence that students understand a topic through various assessments. It will evaluate evidence from quizzes, tests, observations, dialogues, work samples, and student self-assessments and reflections to show their comprehension.
This document outlines the key elements to consider when developing a performance task to assess student understanding. It asks what understandings and goals will be assessed, what criteria are implied by the standards regardless of the specific task, and what qualities student work must demonstrate to show mastery. It also prompts determining an authentic task for students to demonstrate understanding, what student products or performances can provide evidence of learning, and the criteria used to evaluate student work.
The document outlines a weekly schedule with days of the week listed along with corresponding numbers. It includes Monday through Friday and provides numeric codes associated with each day. The long string of numbers and codes seem to be planning details or identifiers related to organizing learning experiences and instruction over the course of a week.
This unit is designed to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of several iconic Americans to determine what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit materials include performance tasks, rubrics, directions for students and teachers, and lists of required resources.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
This document outlines the first stage of a learning unit which is to identify the desired results including the established goals, key understandings students should have, essential questions to consider, and key knowledge and skills students will obtain.
Teachers should plan learning experiences and instruction for students by determining what students should know and be able to do, selecting appropriate activities and assessments to help students meet learning goals, and considering how to differentiate instruction for different groups of students.
This unit was designed by Torie Montgomery, Tiffany Bennington, Tina Yates, and Allison Hacker to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of American icons and compare them to Taiwanese icons to determine the similarities and differences between cultural icons. The unit template includes stages 1 through 3, performance task blueprints, rubrics, directions, materials, accommodations, and extensions. The status of the unit design is noted.
This unit is designed to teach Taiwanese adult students about several iconic Americans in the fields of music, acting, sports, and politics. The unit will examine the characteristics of different American icons to understand what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit was designed by four educators and provides information on the stages of instruction, performance tasks, rubrics, resources, accommodations, and extensions.
This appears to be a cover page for a unit or section. No other details are provided on the page itself. The document gives no information about the content or purpose of the unit that this cover page introduces.
This document discusses planning learning experiences and instruction. It prompts the reader to consider the WHERETO elements when planning: the Where, How, Engagement, Resources, Evaluation, Timing, and Objectives of the learning experience. The document focuses on Stage 3 of planning, which is designing the specific lessons and activities.
This document discusses determining acceptable evidence that students understand a topic through various assessments. It will evaluate evidence from quizzes, tests, observations, dialogues, work samples, and student self-assessments and reflections to show their comprehension.
This document outlines the key elements to consider when developing a performance task to assess student understanding. It asks what understandings and goals will be assessed, what criteria are implied by the standards regardless of the specific task, and what qualities student work must demonstrate to show mastery. It also prompts determining an authentic task for students to demonstrate understanding, what student products or performances can provide evidence of learning, and the criteria used to evaluate student work.
The document outlines a weekly schedule with days of the week listed along with corresponding numbers. It includes Monday through Friday and provides numeric codes associated with each day. The long string of numbers and codes seem to be planning details or identifiers related to organizing learning experiences and instruction over the course of a week.
This unit is designed to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of several iconic Americans to determine what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit materials include performance tasks, rubrics, directions for students and teachers, and lists of required resources.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Stage 1
1. 10477547625Stage 1 – Identify Desired Results00Stage 1 – Identify Desired Results<br />10477522034500Established Goals:<br />10477520510500What understandings are desired?<br />6667523749000What essential questions will be considered?<br />10477522225000What key knowledge and skills will students acquire as a result of this unit? <br />