I introduce my students to 21 visual formats for capturing their responses to reading assignments.
The color images that follow were drawn by students in my literature and writing classes from fall 2009 through fall 2010.
They are in response to a variety of reading assignments, including MAUS, Scott McCloud’s Understanding Comics, John Gage’s The Shape of Reason, and selections from American Earth: Environmental Writing Since Thoreau and from The Oxford Book of American Short Stories.
Companion Guide for an art unit on This Bridge Will Not Be Gray by Dave Egger...ArtfulArtsyAmy
Companion Guide for an art unit on This Bridge Will Not Be Gray by Dave Eggers and Illustrations by Tucker Nichols
project, presentation, project exemplars by Amy Zschaber www.amyzschaber.com artful.artsy.amy@gmail.com
Adaptação de uma história, a partir apenas de ilustrações, tendo o aluno, Digo Serra, procedido à descrição e consequente tradução das mesmas em escrita simbólica.
Companion Guide for an art unit on This Bridge Will Not Be Gray by Dave Egger...ArtfulArtsyAmy
Companion Guide for an art unit on This Bridge Will Not Be Gray by Dave Eggers and Illustrations by Tucker Nichols
project, presentation, project exemplars by Amy Zschaber www.amyzschaber.com artful.artsy.amy@gmail.com
Adaptação de uma história, a partir apenas de ilustrações, tendo o aluno, Digo Serra, procedido à descrição e consequente tradução das mesmas em escrita simbólica.
Libro con pictogramas para el aprendizaje de la vida y parte de la obra del pintor blanqueño Pedro Cano. Se vende en la fundación que lleva su nombre al módico precio de 2 euros.
Proyecto para trabajar Picasso desde las áreas de Lengua castellana, Matemáticas, Plástica y Conocimiento del Medio con niños de 1º de Educación Primaria.
Libro con pictogramas para el aprendizaje de la vida y parte de la obra del pintor blanqueño Pedro Cano. Se vende en la fundación que lleva su nombre al módico precio de 2 euros.
Proyecto para trabajar Picasso desde las áreas de Lengua castellana, Matemáticas, Plástica y Conocimiento del Medio con niños de 1º de Educación Primaria.
Here are a few sample handmade responses from the second time students in this advanced English course on grammar have used handmade responses for drawing their responses to a reading assignment. In this case, chapter 3 of Constance Hale's Sin and Syntax on verbs.
The purpose of the handmade response is to promote reading engagement so that students will be prepared for class discussion of the assigned reading for the day.
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On the first day of USTD 1101: Strategies of Learning, an 8 week college course designed to help students on academic probation obtain successful learning habits, I asked these 19 students to write for about 5 minutes on their thoughts, feelings, and attitudes about being on probation and having to take this course.
I then asked them to draw a picture that reflected in some way what they had written.
The purpose of this presentation is to share how I often use drawing in my classes to help me and my students to review their feelings toward the course topic.
In the slides that follow, I share how my students in an advanced course on English grammar depicted their initial feelings through drawing and how I intend for them to use those drawings in future assignments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. I introduce my students to 21 visual formats for capturing their responses to reading assignments.
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4. The color images that follow were drawn by students in my literature and writing classes from fall 2009 through fall 2010.
5. They are in response to a variety of reading assignments, including MAUS, Scott McCloud’s Understanding Comics, John Gage’s The Shape of Reason, and selections from American Earth: Environmental Writing Since Thoreau and from The Oxford Book of American Short Stories.
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81. For more on handmade thinking, visit www.handmadethinking.com.
Editor's Notes
Here they are in five groups.
Portraits
From Speigelman’s MAUS I.
from SAND COUNTY ALMANAC by Aldo Leopold
Elmer Kelton’s THE TIME IT NEVER RAINED
Mary Karr’s CHERRY
Maps
From “The White Heron” by Sarah Orne Jewett
from THE END OF NATURE by Bill McKibben
Scott McCloud’s UNDERSTANDING COMICS
This a comic panel with two people in dialogue.
Scott McCloud’s UNDERSTANDING COMICS
Scott McCloud’s UNDERSTANDING COMICS
Comparison/contrast
Venn diagram
From “The White Heron” by Sarah Orne Jewett
“A Clean Well-Lighted Place” by Ernest Hemingway
“Heat” by Joyce Carol Oates
Seesaw
From “The White Heron” by Sarah Orne Jewett
Scales
“In a Far Country” by Jack London
Like a tree.
Speigelman’s MAUS I
Draft of Argument 1 in English 1302: Writing Across the Curriculum on Dan Roam’s THE BACK OF THE NAPKIN
The common web for brainstorming and mindmapping.
Bill McKibben’s Introduction to AMERICAN EARTH: ENVIRONMENTAL WRITING SINCE THOREAU
Thoreau’s JOURNALS
The organizational chart.
Which becomes a genealogical chart if you flip it.
Bar charts
from “The Population Bomb” by Paul Ehrlich
“A Clean Well-Lighted Place” by Ernest Hemingway
Pie charts
from “The Population Bomb” by Paul Ehrlich
And multivariable charts. Roam puts this in the “why?” category.
Timeline
“A Journey” by Edith Wharton
Speigelman’s MAUS I
Before and after. Also, could fit in the “pairs” category.
“Heat” by Joyce Carol Oates
Scott McCloud’s UNDERSTANDING COMICS
Speigelman’s MAUS I
The equation.
“Heat” by Joyce Carol Oates
A flow chart.
From SILENT SPRING by Rachel Carson
John Gage’s THE SHAPE OF ARGUMENT
Draft of Argument 1 in English 1302: Writing Across the Curriculum
John Gage’s THE SHAPE OF ARGUMENT
Freytag’s pyramid plot line
This is another multivariable chart or +/- plot line that shows progression up and down and left to right. I learned about this from my friend Austin Kleon who learned it from Kurt Vonnegut’s book Palm Sunday. I don’t know where Kurt Vonnegut learned it.
“A White Heron” by Sarah Orne Jewett
“A Journey” by Edith Wharton
“A Journey” by Edith Wharton
This image is sediment, layers moving from bottom to top.