Le slide presentate da Giaime Ginesu (Affari Generali Regione Sardegna) durante l'incontro dei comunicatori pubblici sardi "Piovono Dati. irrighiamo il territorio".
Le slide presentate da Elena Catte (Centro Regionale di Programmazione Regione Sardegna) durante l'incontro dei comunicatori pubblici sardi "Piovono Dati. irrighiamo il territorio".
Pubblicazione dello stato dell'arte della piattaforma I-Rig, l'innovativo concetto di Internet delle cose che utilizza tecnologia NFC, Mobile e Cloud per far interagire oggetti con il web e il social network.
Le slide presentate da Giaime Ginesu (Affari Generali Regione Sardegna) durante l'incontro dei comunicatori pubblici sardi "Piovono Dati. irrighiamo il territorio".
Le slide presentate da Elena Catte (Centro Regionale di Programmazione Regione Sardegna) durante l'incontro dei comunicatori pubblici sardi "Piovono Dati. irrighiamo il territorio".
Pubblicazione dello stato dell'arte della piattaforma I-Rig, l'innovativo concetto di Internet delle cose che utilizza tecnologia NFC, Mobile e Cloud per far interagire oggetti con il web e il social network.
In this week’s lecture, we focused on the discipline of primatolog.docxjaggernaoma
In this week’s lecture, we focused on the discipline of primatology. Your text situated this discussion within the broader discourse of anthropology.
In this video, we continue this conversation. The great apes—which include chimps, orang-utans, gorillas, and bonobos—seem to have rich emotional lives similar to our own. But just how smart are these animals?
Keep the following questions in mind while watching the video. Answer each question as fully as you can; answer freely, this is your opportunity to explore the class material; you are not graded on specific content, merely on addressing the question.
1. All apes are clearly intelligent, but do non-human apes have culture?
2. What can study of our nearest non-human ancestors tell us about ourselves?
3. What does a chimpanzee tool kit look like?
4. What conceptual steps need to be taken to create even a simple tool?
5. Can we learn other things about ourselves? Social organization, language, emotion, etc.?
6. We are similar in many ways to other apes, but we are also different, what (if anything) demonstrated/discussed in the video did you find surprising?
Assignment : Assessing Your Interventions
An explanation of disruptive behaviors from your selected student in grade.
Using Figure 10.2 in the text:
Briefly, respond to the following questions below.
1. Explain the interventions you have tried and why they have or have not worked.
2. Explain 3–5 interventions you might try with your selected student that you found in the Learning Resources or within your own research. Be sure to explain how each intervention is, designed to meet the diverse needs of your student and how you will implement each with respect to your specialization area.
3. Explain at least one intervention listed which you would choose not to implement with your student and why.
Reference or helpful references
Mouzakitis, A., Codding, R. S., & Tryon, G. (2015). The effects of self-monitoring and performance feedback on the treatment integrity of behavior intervention plan implementation and generalization. Journal of Positive Behavior Interventions, 17(4), 223–234
Carter, D. R., Carter, G. M., Johnson, E. S., & Pool, J. L. (2013). Systematic implementation of a tier 2 behavior intervention. Intervention in School and Clinic, 48(4), 223–231.
Figure 10.2 Observation and Assessment in the Learning Environment
Source: Schaumburg School District 54, Schaumburg, IL. Reprinted with permission.
STUDENT: I.D.#: BIRTH DATE:
Circle Specific Interventions Used
Person Responsible
Specific Interventions and Date Initiated
Outcome and Specify Duration
1. Classroom Environment
1. Provide preferred seating (i.e., carrel, dividers, move with peer model/tutor).
2. Alter location of school supplies for easy access or to minimize distractions.
3. Assign to quiet area in classroom for short periods.
4. Post and explain rules and consequences for inappropriate classroom behavior.
5. Increased teacher p.
This slide is designed for college faculty who needs to prepare their syllabus. This presentation emphasizes the alignment of objectives with assessment.
Lesson 8.3 Activity: Debate: Has the Scientific Revolution Ended?Big History Project
Do you think the Scientific Revolution is alive or dead? Pick a side, develop your argument, and debate your classmates in this activity.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Differentiated Instruction is a mandate in all schools across the country. But there is such much confusion by both teachers and administrators as to what it is and how to effectively differentiate for the different learners in your class. This presentation addresses DI and how to effectively encourage students to continue to develop their Higher Order Thinking in a differentiated classroom.
1. Lesson Plan Template Name ____________Ms. Russo__________
Level ________7__________
Lesson Title _____Organs_____ Subject ______Life Science__ Grade
Date _________________
I. SETTING THE STAGE
HCPS III STANDARDS
Benchmark SC.7.4.3 Describe the levels of organization in an organism
INSTRUCTIONAL OBJECTIVES
Condition
Performance
(begin w/action verb)
Criterion
In order to understand the impact of scientific advances on the levels of organization of an organism, SWBAT identify the ethical implications of
harvesting stem cells and manipulating their function to produce desired cells, tissues, and organs
ANTICIPATORY SET (Warm-Up or Bell Work)
(Time ______5 mins _________)
Students will answer following journal prompt - > Remember the inner
cell mass in our demonstration? Scientists can extract the inner cell mass
in a growing embryo for Scientific advances in medicine. The inner cell
mass represents one step in the process towards becoming a living person.
Do you think that this is a good or bad idea and why?
II. ACQUISITION
1. SAY (Explanation) (Time ______15 mins______)
AGENDA ITEMS POSTED ON FRONT BOARD
1. Ready, Set, Go!
2. Guess What!
3. View Video
4. Partner up
5. Present arguments
6. Journal Close
SEE (Modeling)
DO (Structured Practice)
SEE (Modeling)
DO (Structured Practice)
Guess What:
Today’s activity requires that we consider two sides of an ethical
dilemma. As we consider the ethical implications of this topic, I would
like you to record arguments for and against stem cell research in a T
Chart. We will talk about what Stem Cell Research is and about the
similarities and differences between embryonic and adult stem cells as
related to research. Finally, we will talk about the ethical dilemma of
Stem Cell Research.
2. SAY (Explanation) (Time ______20 mins______)
2. View Video:
Record arguments from the individuals in the video on either side of the
Remind students of note taking
debate (in your T Chart). You will need to take careful notes because after tips and of expected behavior
the video, you will be assigned to argue either for Stem Cell Research or
during video viewing.
against Stem Cell Research. You need to enough information written
down to reflect on so you can develop a strong argument.
3. SAY (Explanation) (Time ______35 mins______)
Partner Up and Debate
Teacher will number students off from 1-4 to form groups of 4. When
everyone is divided into groups, teacher will assign 2 students to argue in
favor of Stem Cell Research and to students to argue against Stem Cell
Research. Partners will split off to develop their debate strategy. Return to
your group and take turns presenting your argument to other team. Here
are some rules for a successful debate:
1. Practice active listening when it is not your turn
2. Challenge ideas, not persons
3. Try your best to understand the other position
4. Share the floor: each person in a pair MUST have an opportunity
to speak
Each team will take turns presenting argument. Then, each team will take
turns seeing the other side of the issue.
Observe students.
SEE (Modeling)
DO (Structured Practice)
Show students an example of an
effective argument and active
listening as well as seeing the
other side of an issue.
Observe students
III. CONSOLIDATION
GUIDED PRACTICE if applicable (Time _____________)
Instructor helps students with argument development and debate techniques.
FORMATIVE ASSESSMENT (Assessment of Learning) if applicable (Time _____________)
T-Chart, debate, journal close
SUMMATIVE ASSESSMENT (Assessment of Learning) if applicable (Time _____________)
3. N/A
CLOSURE if applicable (Time ______5_______)
Student will answer journal close questions which is their entrance slip for following class.
Students must at least write questions down so they can answer for homework. If time
permits, students can work on at end of class and/or class can discuss.
1. After experiencing both sides of the Stem Cell Research debate, do you still agree
with your initial response regarding Stem Cell Research being a good/bad idea? How
had your position on the issue been strengthened or changed?
MATERIALS: Article 1, Video, PPT
INDEPENDENT PRACTICE if applicable