This document discusses adolescent literacy and developing definitions of literacy for different subject areas. It provides learning goals for understanding literacy more broadly, developing a subject-specific definition of literacy, and generating a list of real-world texts used in that discipline. Success criteria include considering thinking skills required by the subject, generating an authentic list beyond classroom texts, and using technology to present ideas. The document also discusses how literacy skills become more specialized in grades 7-12 while instructional support decreases.
Volcano surfing is risky for several reasons. The steep slopes of the volcano make the tough climb to the top dangerous. Once at the top, surfers are exposed to billowing ash and crater eruptions, which can burn and injure them. The degree and angle of the slopes combined with ash and lava flows create hazardous conditions for those surfing down the volcano.
This document outlines a lesson plan to teach 2nd grade students about diversity and celebrating differences. The plan uses principles of Universal Design for Learning (UDL) to engage students through choice, collaboration, and multiple means of representation, expression, and engagement. Students will read a book on diversity, discuss in groups, and have options to demonstrate understanding through writing, illustrating their own books, or using digital tools. The UDL approach aims to address all learners' needs and abilities.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
This document provides an overview of the lenses of learning framework, which examines school and classroom practices through four perspectives: meaning centered, social, language based, and human based learning. It discusses implications for instruction through each lens, such as establishing clear goals, allowing time for discussion and reflection, connecting new information to prior knowledge, and ensuring all students feel respected and able to succeed. The document suggests practices like reading and writing to build knowledge, giving students opportunities to share their thinking, and respecting all student abilities and ideas.
Common Core Implementation: Understanding "The Shifts"NAFCareerAcads
As transition to the Common Core State Standards begins across the nation, it is helpful to understand big-picture "shifts." This session presents major changes brought out by Common Core. Participants will learn how to engage in dialogue, guide implementation and communicate shifts in classroom learning.
Presenter: Marianna Goheen, Goheen Consulting
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
This document discusses using blogging to support English language learners in meeting Common Core standards. It provides an overview of how blogging allows students to share ideas and write for real purposes. When students write blog posts, they engage in the writing process of revising based on reader feedback. The document also lists standards that blogging supports and describes how two different blogging formats were used in a classroom.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.
Volcano surfing is risky for several reasons. The steep slopes of the volcano make the tough climb to the top dangerous. Once at the top, surfers are exposed to billowing ash and crater eruptions, which can burn and injure them. The degree and angle of the slopes combined with ash and lava flows create hazardous conditions for those surfing down the volcano.
This document outlines a lesson plan to teach 2nd grade students about diversity and celebrating differences. The plan uses principles of Universal Design for Learning (UDL) to engage students through choice, collaboration, and multiple means of representation, expression, and engagement. Students will read a book on diversity, discuss in groups, and have options to demonstrate understanding through writing, illustrating their own books, or using digital tools. The UDL approach aims to address all learners' needs and abilities.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
This document provides an overview of the lenses of learning framework, which examines school and classroom practices through four perspectives: meaning centered, social, language based, and human based learning. It discusses implications for instruction through each lens, such as establishing clear goals, allowing time for discussion and reflection, connecting new information to prior knowledge, and ensuring all students feel respected and able to succeed. The document suggests practices like reading and writing to build knowledge, giving students opportunities to share their thinking, and respecting all student abilities and ideas.
Common Core Implementation: Understanding "The Shifts"NAFCareerAcads
As transition to the Common Core State Standards begins across the nation, it is helpful to understand big-picture "shifts." This session presents major changes brought out by Common Core. Participants will learn how to engage in dialogue, guide implementation and communicate shifts in classroom learning.
Presenter: Marianna Goheen, Goheen Consulting
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
This document discusses using blogging to support English language learners in meeting Common Core standards. It provides an overview of how blogging allows students to share ideas and write for real purposes. When students write blog posts, they engage in the writing process of revising based on reader feedback. The document also lists standards that blogging supports and describes how two different blogging formats were used in a classroom.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.
This document provides an overview of discourse strategies and knowledge development as the sixth pillar of reading instruction. It discusses how knowledge influences comprehension and how prior knowledge helps students understand new information in texts. The Common Core State Standards emphasize knowledge development and analyzing how multiple texts address similar topics to build knowledge. Effective discourse strategies include think-pair-share, turn-and-talk, and other techniques that encourage student engagement and thinking. The document concludes with a narrative example that illustrates using discourse to develop understanding.
This document provides guidelines for early writing instruction. It emphasizes using meaningful contexts to teach writing mechanics like handwriting and spelling. It recommends using students' oral compositions to give insights into writing and keeping the benefits of writing clearly in mind. Teachers should read to students and discuss genres to serve as models. Developing natural curiosity and thinking skills is also important. The document outlines proper handwriting formation, slant, size, alignment and spacing. It suggests using worksheets and fun, non-mechanical copying activities to practice handwriting.
Stephanie is a 14-year-old girl with cortical vision impairment, cerebral palsy, scoliosis, and epilepsy who communicates using a dynamic display communication book. Over the past year, she has made progress in emergent literacy skills such as concepts about print, letter identification, phonological awareness, and writing through participation in shared reading, independent reading with adapted books, activities focusing on letters and sounds, and various writing activities including predictable chart writing. Her communication has also improved through consistent use of her communication book. The document provides examples of literacy and communication activities and interventions that have supported Stephanie's learning.
Connect2Literacy: Communication Supports for Guided ReadingJane Farrall
This document discusses guided reading strategies and supports for students with complex communication needs (CCN). It recommends setting a purpose for reading and using aided language displays and comprehensive communication systems like PODD to support participation. Short-term customized supports and generic displays are suggested initially, with a long term goal of providing each student with their own comprehensive AAC system for full participation and language development.
Emergent Writing In The Kindergarten Classroom[1]dawnrenae
The document discusses emergent writing and "kid writing" in kindergarten classrooms. It describes kid writing as a daily social activity where children help each other use phonemic skills and invented spelling. The goals of the study were to build confidence in writing instruction and students' independence and skills in phonemic awareness, sight words, and using a daily writing routine with pictures, dates, and kid writing. Benefits included stronger relationships, independence, confidence, and a community of learners.
Who is a heritage speaker?
Student who is a native speaker.
Is fluent speaking but not literate (does not know how to read and write in the target language).
Confused about cultural inheritance.
Defensive mechanism: wants to show he knows more language than the teacher.
Usually has a negative attitude towards class.
The document summarizes a presentation on school-wide literacy at North View Junior High. It defines school-wide literacy as using reading and writing to help students master content in all subject areas. It identifies three focus areas for enhancing school-wide literacy: metacognition, content area vocabulary instruction, and write to learn. Metacognition involves teaching students to reflect on their own thinking. Content area vocabulary instruction emphasizes explicitly teaching discipline-specific terms. Write to learn uses writing as a tool for exploring and developing ideas.
Full day session, K-7, on differentiation in Language Arts. Focus on engaging ALL students in meaningful, purposeful reading, writing, speaking and listening, in such a way as to support their learning and their joy in learning.
The document discusses literacy across the curriculum and its importance. It provides perspectives from several teachers and researchers. Literacy across the curriculum means teaching literacy skills through various subject areas like math, science, social studies, etc. This is important because it reinforces learning in all areas and helps students learn to read and write for different purposes. Effective literacy programs incorporate reading and writing strategies across the curriculum and are student-centered. The document outlines several teacher projects focused on improving literacy skills through various subjects and strategies.
Presentation used for literacy across the curriculum training September 2014. Created by Lindsay Maughan, Intervention Lead at The Aacdemy at Shotton Hall.
Model Digital Professional Development Presentation for Professor Aguilera's LTED 607: Reading in the Secondary School, Spring 2014. For educational purposes only.
This document summarizes a staff development session on implementing school-wide literacy at North View Junior High. It defines school-wide literacy as all staff intentionally working to improve students' literacy skills to boost content learning. It identifies three literacy techniques for teachers to focus on: metacognition, content area vocabulary instruction, and writing to learn. Each technique is defined and examples are given of how teachers can incorporate them into their classrooms to enhance student learning.
This document summarizes research on upgrading reading skills among students. It finds that students lack reading skills due to a lack of motivation from parents and teachers, reading without purpose, and an inability to comprehend texts fully. It suggests that parents and teachers should encourage purposeful reading beyond textbooks to develop vocabulary and critical thinking. Frequent comprehension exercises on graded texts from different genres can help improve complex reading and writing skills while offering remedial help on language elements.
This document outlines three shifts in English Language Arts instruction: 1) Building knowledge through content-rich nonfiction and informational texts, 2) Reading and writing grounded in evidence from the text, and 3) Regular practice with complex text and its academic vocabulary. For each shift, the document describes what students will do and what teachers will do to implement the shift in the classroom. It also discusses the principal's role in supporting teachers through professional development, planning time, and ensuring access to complex, grade-appropriate texts. Potential challenges to preparing for these shifts include transitioning to more informational texts, developing skills in close reading and evidence-based writing, and helping students cope with frustration from complex texts.
The document summarizes evidence-based strategies for effective teaching of reading. It discusses how struggling readers need to read more text to close gaps, and how interrupting students to correct mistakes during oral reading is not effective. It also outlines key instructional and infrastructural improvements from the Reading Next report, including direct comprehension instruction, instruction embedded in content areas, and extended time for literacy. Overall, the document promotes strategies to help all students read with meaning, joy, and increased volume.
This document discusses the Reading Apprenticeship framework and strategies. It focuses on making reading processes visible through modeling, think alouds, and metacognitive conversation to help students develop comprehension and reading skills. Key goals are to help students read like experts in a subject area and overcome teachers' "expert blind spot" about student learning needs.
The document discusses designing inclusive lessons to meet the needs of all students. It explains that some students underachieve due to difficulties like language skills, understanding teachers, or lacking role models. Teachers should concentrate on key concepts, literacy and numeracy, and relate lessons to students' lives. Interactive teaching with clear presentations and questioning works best. Developing students' literacy and numeracy benefits learning across subjects. Teachers should increase the pace, breadth and depth of learning for gifted students.
(1) Providing opportunities for interaction is important for effective learning as it allows students to discuss ideas, practice speaking skills, and solidify their own understanding. (2) Teachers should vary grouping configurations, such as whole class, partners, and small groups, to maintain student interest and involve more students. (3) Cooperative learning activities like jigsaw readings and information gap activities promote collaboration and language practice.
This document provides an overview of discourse strategies and knowledge development as the sixth pillar of reading instruction. It discusses how knowledge influences comprehension and how prior knowledge helps students understand new information in texts. The Common Core State Standards emphasize knowledge development and analyzing how multiple texts address similar topics to build knowledge. Effective discourse strategies include think-pair-share, turn-and-talk, and other techniques that encourage student engagement and thinking. The document concludes with a narrative example that illustrates using discourse to develop understanding.
This document provides guidelines for early writing instruction. It emphasizes using meaningful contexts to teach writing mechanics like handwriting and spelling. It recommends using students' oral compositions to give insights into writing and keeping the benefits of writing clearly in mind. Teachers should read to students and discuss genres to serve as models. Developing natural curiosity and thinking skills is also important. The document outlines proper handwriting formation, slant, size, alignment and spacing. It suggests using worksheets and fun, non-mechanical copying activities to practice handwriting.
Stephanie is a 14-year-old girl with cortical vision impairment, cerebral palsy, scoliosis, and epilepsy who communicates using a dynamic display communication book. Over the past year, she has made progress in emergent literacy skills such as concepts about print, letter identification, phonological awareness, and writing through participation in shared reading, independent reading with adapted books, activities focusing on letters and sounds, and various writing activities including predictable chart writing. Her communication has also improved through consistent use of her communication book. The document provides examples of literacy and communication activities and interventions that have supported Stephanie's learning.
Connect2Literacy: Communication Supports for Guided ReadingJane Farrall
This document discusses guided reading strategies and supports for students with complex communication needs (CCN). It recommends setting a purpose for reading and using aided language displays and comprehensive communication systems like PODD to support participation. Short-term customized supports and generic displays are suggested initially, with a long term goal of providing each student with their own comprehensive AAC system for full participation and language development.
Emergent Writing In The Kindergarten Classroom[1]dawnrenae
The document discusses emergent writing and "kid writing" in kindergarten classrooms. It describes kid writing as a daily social activity where children help each other use phonemic skills and invented spelling. The goals of the study were to build confidence in writing instruction and students' independence and skills in phonemic awareness, sight words, and using a daily writing routine with pictures, dates, and kid writing. Benefits included stronger relationships, independence, confidence, and a community of learners.
Who is a heritage speaker?
Student who is a native speaker.
Is fluent speaking but not literate (does not know how to read and write in the target language).
Confused about cultural inheritance.
Defensive mechanism: wants to show he knows more language than the teacher.
Usually has a negative attitude towards class.
The document summarizes a presentation on school-wide literacy at North View Junior High. It defines school-wide literacy as using reading and writing to help students master content in all subject areas. It identifies three focus areas for enhancing school-wide literacy: metacognition, content area vocabulary instruction, and write to learn. Metacognition involves teaching students to reflect on their own thinking. Content area vocabulary instruction emphasizes explicitly teaching discipline-specific terms. Write to learn uses writing as a tool for exploring and developing ideas.
Full day session, K-7, on differentiation in Language Arts. Focus on engaging ALL students in meaningful, purposeful reading, writing, speaking and listening, in such a way as to support their learning and their joy in learning.
The document discusses literacy across the curriculum and its importance. It provides perspectives from several teachers and researchers. Literacy across the curriculum means teaching literacy skills through various subject areas like math, science, social studies, etc. This is important because it reinforces learning in all areas and helps students learn to read and write for different purposes. Effective literacy programs incorporate reading and writing strategies across the curriculum and are student-centered. The document outlines several teacher projects focused on improving literacy skills through various subjects and strategies.
Presentation used for literacy across the curriculum training September 2014. Created by Lindsay Maughan, Intervention Lead at The Aacdemy at Shotton Hall.
Model Digital Professional Development Presentation for Professor Aguilera's LTED 607: Reading in the Secondary School, Spring 2014. For educational purposes only.
This document summarizes a staff development session on implementing school-wide literacy at North View Junior High. It defines school-wide literacy as all staff intentionally working to improve students' literacy skills to boost content learning. It identifies three literacy techniques for teachers to focus on: metacognition, content area vocabulary instruction, and writing to learn. Each technique is defined and examples are given of how teachers can incorporate them into their classrooms to enhance student learning.
This document summarizes research on upgrading reading skills among students. It finds that students lack reading skills due to a lack of motivation from parents and teachers, reading without purpose, and an inability to comprehend texts fully. It suggests that parents and teachers should encourage purposeful reading beyond textbooks to develop vocabulary and critical thinking. Frequent comprehension exercises on graded texts from different genres can help improve complex reading and writing skills while offering remedial help on language elements.
This document outlines three shifts in English Language Arts instruction: 1) Building knowledge through content-rich nonfiction and informational texts, 2) Reading and writing grounded in evidence from the text, and 3) Regular practice with complex text and its academic vocabulary. For each shift, the document describes what students will do and what teachers will do to implement the shift in the classroom. It also discusses the principal's role in supporting teachers through professional development, planning time, and ensuring access to complex, grade-appropriate texts. Potential challenges to preparing for these shifts include transitioning to more informational texts, developing skills in close reading and evidence-based writing, and helping students cope with frustration from complex texts.
The document summarizes evidence-based strategies for effective teaching of reading. It discusses how struggling readers need to read more text to close gaps, and how interrupting students to correct mistakes during oral reading is not effective. It also outlines key instructional and infrastructural improvements from the Reading Next report, including direct comprehension instruction, instruction embedded in content areas, and extended time for literacy. Overall, the document promotes strategies to help all students read with meaning, joy, and increased volume.
This document discusses the Reading Apprenticeship framework and strategies. It focuses on making reading processes visible through modeling, think alouds, and metacognitive conversation to help students develop comprehension and reading skills. Key goals are to help students read like experts in a subject area and overcome teachers' "expert blind spot" about student learning needs.
The document discusses designing inclusive lessons to meet the needs of all students. It explains that some students underachieve due to difficulties like language skills, understanding teachers, or lacking role models. Teachers should concentrate on key concepts, literacy and numeracy, and relate lessons to students' lives. Interactive teaching with clear presentations and questioning works best. Developing students' literacy and numeracy benefits learning across subjects. Teachers should increase the pace, breadth and depth of learning for gifted students.
(1) Providing opportunities for interaction is important for effective learning as it allows students to discuss ideas, practice speaking skills, and solidify their own understanding. (2) Teachers should vary grouping configurations, such as whole class, partners, and small groups, to maintain student interest and involve more students. (3) Cooperative learning activities like jigsaw readings and information gap activities promote collaboration and language practice.
Creating a Literate Environment Analysis PresentationSCastiglia1121
This document provides an analysis of creating a literate environment for early readers from Pre-K to 3rd grade. It discusses emergent literacy, assessing literacy learners through cognitive and non-cognitive methods, selecting appropriate texts using the Literacy Matrix tool, teaching literacy through interactive and critical/response perspectives, and the importance of feedback to enhance instruction. The document contains references and examples to support literacy development for young learners.
Here are two CCR Anchor Standards that support each shift:
Shift 1: Building knowledge through content-rich nonfiction and informational texts
1. CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
1. CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Shift 2: Reading and writing grounded in evidence from the text
2. CCSS.ELA-Literacy.C
This document outlines key components of a leadership model for improving adolescent literacy. It discusses the importance of whole-school literacy efforts and defines adolescent literacy. It presents a literacy leadership model with three goal areas and five action points for taking action on adolescent literacy. It emphasizes integrating literacy instruction across content areas and providing strategic interventions for struggling readers.
Putting wow in the classroom with common coreKeith Pruitt
This document discusses strategies for teaching literacy skills aligned with the Common Core State Standards. It emphasizes developing close reading skills through analyzing text complexity, academic vocabulary, and critical thinking. It also stresses the importance of writing instruction and process writing. The key ideas are that the CCSS focus on learning how to learn through in-depth comprehension and placing equal emphasis on both reading and writing skills.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
This document summarizes key points from a two-day professional development session on evidence-guided literacy instruction. The session focused on using student assessment data to identify strengths and gaps in literacy skills, and develop targeted instructional plans. Teachers learned about assessing reading through performance tasks, writing samples, and conferences. The document provides examples of instructional approaches like guided reading, literacy centers, and standard reading assessments. It emphasizes using a range of assessment methods to understand students and align instruction to support all learners in developing literacy.
Facilitation Training For Subject Chairs Kim Crawford
In the spring of 2012 I gave a one-hour session to teachers selected to chair their subject council meetings. We worked on some basics for facilitating meetings. The group had mixed levels of experience when leading meetings. This session was part of a larger board training day.
On June 8, 2012, I led a session to network our collaborative inquiry teams and collaborative learning partners. We shared best practices for networking in the opening and minds on. The teams then shared in a way that underscored these best practices. Most team members were already on Edmodo, so we used Edmodo for sharing next steps. For those who were not on Edmodo, we got them set up with accounts, so they could participate fully. We had 30 iPads and 7 laptops available for people who did not bring their own devices. All of the iPads were utilized.
The document provides an overview of protocols for collaboration in 6 minutes. It discusses stopping blurring between speaking and listening, exploring ideas without judging, and proposing feedback. The steps involve seeing the big picture, describing instead of judging, and following 7 norms including pausing, paraphrasing, and presuming positive intentions. The protocols aim to assist teachers in trusting, valuing, and legitimizing shared expertise.
The document outlines an agenda for a literacy meeting that includes: discussing OSSLT intervention and remediation strategies; what to expect on the OSSLT; how the test relates to IEP students; connecting the OSSLT to the OCA; promoting literacy in all subjects; and sharing resources and planning. Attendees will break into groups to analyze OSSLT materials and expectations, compare the OSSLT to the OCA, and discuss how to help all teachers see themselves as literacy instructors across subjects.
After two years of teacher inquiry projects and literacy focus groups, several perspectives on subject-specific literacy emerged. Teachers found that students struggled with tasks like summarization and note-making. Different subjects require different types of background knowledge, evidence, and questions. Defining literacy within each subject helps students, and making subject-specific skills explicit benefits students. Focus groups also began exploring differences between classroom and authentic texts in some subjects.
Shared Learning from Ed Leadership ReadingsKim Crawford
On June 3rd, 2010, Avon Maitland teachers read articles from Educational Leadership while participating in a reciprocal teaching activity. They later shared what they had learned from the content of the articles by creating slides in google presentations. Here is the result of their work.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
5. Learning Goals
I will have a broader understanding of
literacy.
I will develop and share a definition of
literacy for my subject.
I will develop a list of real world texts
used by people who work in my
discipline.
13. Discourse Community
• speak the same language
• share interest and body of knowledge about
topics
• share a common vocabulary for discussing
the topics
• context of the discourse community
changes the way language is used
• sport, hobby, passion, family, religion,
ethnicity, political affiliation,
• school is a discourse community made up
of smaller discourse communities for
14. Teach me about a discourse community we do not
share. The discourse community can be a club,
15.
16.
17. Teach me about a discourse community we do not
share. The discourse community can be a club,
18. To be a member of my subject’s
discourse
community, I must know, think, do, etc.
19.
20. Learning Goals
I will have a broader understanding of
literacy.
I will develop and share a definition of
literacy for my subject.
I will develop a list of real world texts
used by people who work in my
discipline.
21. Success Criteria
• Definition of literacy in my subject
area considers more than reading and
writing, but also the thinking skills
developed and required by my subject.
• The generated list of texts are
authentic and go beyond classroom
texts.
• Technology used to present and share
my thinking.
22. Develop a definition for
literacy in your subject area.
•What ideas are at the heart of the
discipline?
• What ‘habits of mind’ are at the heart of
the discipline?
• What text does your discipline – use –
read – create?
25. Develop a definition for
literacy in your subject area.
What are the differences? What are the
similarities?
What impact might these differences and
similarities have on student learning?
How do/can we work together to help
students develop the literacy skills required
of them in high school?
27. Literacy Development
In grades 7 – 12 literacy
skills become
increasingly specialized,
yet instructional support
for literacy skills
decreases.
28. Literacy Development
In grades 7 – 12 literacy
skills become
increasingly specialized,
yet instructional support
for literacy skills
decreases.
Students read more
sophisticated texts
and provide more
sophisticated
responses.
29. Literacy Development
In grades 7 – 12 literacy
skills become
increasingly specialized,
yet instructional support
for literacy skills
decreases.
Students read more
sophisticated texts
and provide more
sophisticated
responses.
Students develop basic
literacy skills like
recognizing words and
responding to
punctuation.
31. Learning Goals
I will have a broader understanding of
literacy.
I will develop and share a definition of
literacy for my subject.
I will develop a list of real world texts
used by people who work in my
discipline.
32. Success Criteria
• Definition of literacy in my subject
area considers more than reading and
writing, but also the thinking skills
developed and required by my subject.
• The generated list of texts are
authentic and go beyond classroom
texts.
• Technology used to present and share
my thinking.
33. Exit Card
• What new understandings have you
acquired?
• How did you acquire new understandings?
• What questions do you have?
• What are your next steps?
Editor's Notes
9 am\n\nIntro to the day by?\n
9 – 9:20\n\nFacilitate small group discussions based on participants’ choice of one of the six metaphors (Marian has signs). \nclean sweep – lost in the woods –cozy campfire– getting your feet wet – ready to take a big bite – team synergy \nLead the large group in sharing what was said at each station. \nDebrief metaphor and ‘six’ corners activity. \n
Any reminders that Marian needs to provide to participants.\n
Need to know where we are going. Learning goals help both the learner and the teacher understand direction and expectations.\n
Explain a bit. Segue into real world texts you see in Toronto\n
9:30 \n\nIntro to me… and launch into the idea of change and gaps in literacy. . . Ask people to record what they think of when they think of literacy instruction and literacy in high school.\n\nSecondary Curriculum Co-ordinator with responsibilities for literacy and pedagogy connected to technology\nThird year participating in teacher inquiry projects connected to adolescent literacy and subject-specific literacy\nChair of regional literacy council for London Region\nOrganize and co-plan various events – part of the planning committee, along with Marian for literacy gains summer camp. One of the organizers for TEDx Ontario Ed help last spring, giving a workshop at the ECCO conference in Richmond Hill in November. Active Online life. Change for me. I wasn’t always like that. \nAnd as I started to change how I communicated, where I did my reading and writing and therefore thinking, I started to realize that there was a lot more to literacy than I was teaching in my classes. There were gaps between what was happening in my class and the real world. Now there have always been gaps between what the school calls literacy activities and what people actually do outside of school (elaborate)\n\nAlso gap in meaning of literacy versus literacies (traditional and new\n
Gap btwn in school and out of school literacies. Btween traditional definition of literacy as reading and writing/OSSLT and the idea that there are literacies. Gap between subject areas. Negotiate that gap today.\n\nTake stock of how comfortable they are moving forward at this point. How many of you like the idea of literacy being broader – would like a new word to describe. Hard time seeing that visual art can be considered literacy? A tech product can be considered literacy – a text message (not literacy) How many of you?\n10 mins\n
Who knows what this is?\n\nMessage about text? \n\nSecondary message about how some students require assistive tech in order to decode text.\n
Background knowledge needed to decode the text. Highly specialized. \n
Background knowledge and different entry points. Not easy to understand. Making connections is huge component of literacy development. Note that we all had different entry points based on when we were able to make the connection.\n
9:40 (might move)\n\nSorting Activity with ministry quotations. Which one is most important in your discipline?\n\nOur two starting places are with our current, individual knowledge and understanding of literacy and with ministry documents. Teachers should be sitting in subject groupings for this.\n\nOur work should always be rooted in the curriculum and in ministry documents. \n
\n
10:00\n\nOne way to understand the disconnect between in school and out of school literacies is to think about what is valued at home, versus what is valued at school. (explain) Students need to understand how to transition and what to do with conflicting values. Ok to have both. Good way to do this, is show them they are experts at something that has specialized vocabulary, rules and ways of being.\n\n\nIt's no wonder I don't do well in school.\nWhat goes on in this school has nothing\nin common with what I do at home. My dad\nthinks reading anything other than the \nnewspaper is a waste of time and that I should\nbe mowing the lawn or doing other chores instead\nof reading a book or using the internet.\n
\n
To be a member or the rodeo team discourse community, you need to be able to ride a horse, throw a rope, wear western clothes, use cowboy slang, drive a pickup truck with a horse trailer, saddle and bridle a horse, know and feel comfortable around cows, and be willing to spend a lot of time practicing i a hot, dusty area. In addition, a cowgirl wanna-be should wear Wrangler jeans, snap button shirts, have rough hands with short nails, and know country and western songs by heart. Cowgirls usually have long hair which they wrap in a bun or wear in a long braid down the middle of their backs. Cowgirls do not go halfway on makeup. They either wear none at all, or so much they can hardly hold their eyes open.\n
Reality television shows all seem to have a unique lingo that doesn’t quite fit in with...well...reality. To understand the discourse of reality t.v., you only have to spend some time on your couch with Paris Hilton, Flava Flav, or Jeff Probst. You may come to understand the magnitude of roses, immunity idols and backstage passes. And if you can keep up with the Kardashians, you could pick up some of the lingo of the Real World (New Orleans season 9, Key West season 17, or Cancun season 22 ). Spend some time on the Jersey shore, and you will be able to use the terms “smush”, “juiced”, and “grenade” in a casual conversation. Understand the acronym “G.T.L”, and you can tout yourself an expert. Spend long enough on your couch and you may realize the importance of “bringing it” in the final hour to stay on the tour bus/boardroom/island/catwalk/celebrity rehab unit. Whether you watch Date My Ex, Date My House, Dating in the Dark, Disaster Date or Fake-a-Date, learning the language of reality t.v. requires that you let go of the hard-and-fast rules of the English language. You must be able to suspend disbelief when Bret Micheal’s earnestly proclaims his date as “awesomer”, and to stifle an eye-twitch when Tyra Banks blinks wide-eyed at a fledgeling model and tells her that she just has to “smize” on her “go-sees”. If you cannot understand the specialized discourse of reality television, you may find that “you are the weakest link”, and that the “tribe has spoken”. As Donald Trump would say, with a toss of his hairpiece and a cobra-like strike of the palm, “You’re fired”.\n
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Illiterate in this discourse community.\n
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How did we do?\n
How did we do?\n
Develop a template – sentence starters needed.\n\nKeep it to 4 sentences.\n\n… ideas are at the heart of the discipline\n…habits of mind (kinds of thinking) are at the heart of the discipline.\n(subject area) uses, reads and creates these texts.\n\nShow example of history\n
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Close – you’ve developed these definitions. Is this the stuff in your rubrics? On you anchors? Exemplars? Feedback.\n\nIn early elementary school, we focus on general, basic literacy skills like recognizing words and their meaning, responding to punctuation when you read, stories based around a problem. As students go beyond this into upper elementary grades they are asked to read more sophisticated texts and provide more sophisticated responses that are not as widely applicable to different types of texts. They learn less common forms of punctuation, more specialized vocabulary and a larger body of vocabulary terms. In grades 7 – 12, these literacy skills aren’t enough. Literacy becomes disciplinary and a high school student who can do a reasonably good job of reading a story in an English class might not be able to make much sense of a biology or algebra book, and vice versa. Although most students master basic and intermediate literacy skills, many never gain proficiency with some of the more advanced skills that would allow them to read and communicate in science, history. Because of the specialization of literacy in higher grades, the words and uses of literacy in specialized subjects don’t usually pop up in student’s conversations. This makes them harder to learn. Something else makes these skills harder to learn. . . They are rarely taught. By the time adolescents are being challenged by disciplinary texts, the specific literacy instruction is thinning. Decline in instructional support. (make it a questions or something to consider?)\n
Close – you’ve developed these definitions. Is this the stuff in your rubrics? On you anchors? Exemplars? Feedback.\n\nIn early elementary school, we focus on general, basic literacy skills like recognizing words and their meaning, responding to punctuation when you read, stories based around a problem. As students go beyond this into upper elementary grades they are asked to read more sophisticated texts and provide more sophisticated responses that are not as widely applicable to different types of texts. They learn less common forms of punctuation, more specialized vocabulary and a larger body of vocabulary terms. In grades 7 – 12, these literacy skills aren’t enough. Literacy becomes disciplinary and a high school student who can do a reasonably good job of reading a story in an English class might not be able to make much sense of a biology or algebra book, and vice versa. Although most students master basic and intermediate literacy skills, many never gain proficiency with some of the more advanced skills that would allow them to read and communicate in science, history. Because of the specialization of literacy in higher grades, the words and uses of literacy in specialized subjects don’t usually pop up in student’s conversations. This makes them harder to learn. Something else makes these skills harder to learn. . . They are rarely taught. By the time adolescents are being challenged by disciplinary texts, the specific literacy instruction is thinning. Decline in instructional support. (make it a questions or something to consider?)\n
Close – you’ve developed these definitions. Is this the stuff in your rubrics? On you anchors? Exemplars? Feedback.\n\nIn early elementary school, we focus on general, basic literacy skills like recognizing words and their meaning, responding to punctuation when you read, stories based around a problem. As students go beyond this into upper elementary grades they are asked to read more sophisticated texts and provide more sophisticated responses that are not as widely applicable to different types of texts. They learn less common forms of punctuation, more specialized vocabulary and a larger body of vocabulary terms. In grades 7 – 12, these literacy skills aren’t enough. Literacy becomes disciplinary and a high school student who can do a reasonably good job of reading a story in an English class might not be able to make much sense of a biology or algebra book, and vice versa. Although most students master basic and intermediate literacy skills, many never gain proficiency with some of the more advanced skills that would allow them to read and communicate in science, history. Because of the specialization of literacy in higher grades, the words and uses of literacy in specialized subjects don’t usually pop up in student’s conversations. This makes them harder to learn. Something else makes these skills harder to learn. . . They are rarely taught. By the time adolescents are being challenged by disciplinary texts, the specific literacy instruction is thinning. Decline in instructional support. (make it a questions or something to consider?)\n
Whole Group – Thursday –10:30 a.m. – 11:30 a.m. Jenni \nDigest Keynote – extension of our thinking – assess where they are in their own learning. \nOn Monday evening, each participant identified one professional learning goal he/she wanted to achieve while at camp. Ask participants to reflect back on goal. \n Reflect on the professional learning goal that you set at the beginning of camp.\n Were you able to achieve your goal? \n What are your next steps?\nAlso, bring them back to their agenda for action. \n
How did we do?\n
How did we do?\n
Exit card questions could address the pyramid. Here’s what I heard from you.\n