Success with informational texts.pptx
•Download as PPT, PDF•
0 likes•437 views
This document discusses strategies used by proficient readers when reading informational texts. It identifies strategies such as activating prior knowledge, determining important ideas, asking questions, creating sensory connections, drawing inferences, retelling or synthesizing information, and using fix-up strategies when comprehension breaks down. The document also discusses ineffective reading strategies like ping-pong reading and mindless reading. Finally, it outlines an approach to integrating effective reading strategies with three phases: pre-reading to prepare to learn, during reading to process new learning, and after reading to consolidate and apply new learning.
Report
Share
Report
Share
Recommended
Think Alouds
The document discusses reading strategies called "think-alouds" where readers verbalize their thought processes while reading. It defines think-alouds as creating a record of strategic decision making and interpretation by reporting everything noticed, done, seen, felt, asked and understood. It lists strategies used in think-alouds like making pictures, stopping to clarify, making connections, asking questions and studying text structure. A self-assessment checklist is provided to track use of think-aloud strategies like prediction, clarification and visualization. The document also compares strategies of good and poor readers and lists features to look for in informational texts.
Asking and Answering Questions
The document discusses techniques for asking and answering questions during instruction. It provides examples of different types of questions like developmental, leading, and check questions. It also offers tips for encouraging learners to ask questions, such as telling them questions are welcome, acknowledging good questions, and being patient. Learners should not be made to feel questions are discouraged through comments or behaviors from the instructor.
Teaching reading 2015
This document discusses techniques for teaching reading skills lessons. It outlines different types of texts that students may read, such as stories, articles, notes, recipes and more. It also describes key reading subskills like skimming, scanning, making inferences and close reading. The document then discusses principles of encouraging reading, engagement and responding to content. It provides examples of stages in a reading lesson involving prereading, while reading and post reading activities. Finally, it offers tips for teachers in preparing and structuring effective reading lessons.
Reading strategies ca1 hannah_angeline
Before reading, students use skimming, scanning, and analyzing first lines to preview the text and make predictions. During reading, vocabulary strategies like the Vocabulary Knowledge Rating Scale help students understand new words in context. After reading, students reflect on the text through activities like semantic gradients and story pyramids to deepen their comprehension. The document provides strategies to support reading at each stage.
Reading Strategies 01
The document provides reading strategies for comprehension including predicting or inferring what will happen next based on clues, monitoring understanding by asking questions and rereading unclear parts, and evaluating a text by thinking about characters, plot, and one's reaction to it. It suggests using strategies like predicting, questioning, clarifying, and summarizing to improve comprehension.
Reading Strategies
This will give you key strategies you could use for before, during, and after your reading in the classroom!
Questioning
This document discusses how questioning can promote learning and effective teaching. It notes that good questions stimulate thinking, generate more questions to clarify understanding, reveal student misconceptions and push both students and teachers to the limits of their understanding. Questioning works best when all students get a chance to answer, think about responses, discuss answers, and when questions stimulate more questions and thinking rather than having clear-cut answers. The document also outlines techniques teachers can use called "Pose, Pause, Pounce, Bounce" to effectively structure questioning in the classroom.
Mod 6 reading comprehension (1)
The document discusses two reading comprehension strategies: SQ3R and ERRQ. SQ3R is a 5-step method of Survey, Question, Read, Recite, and Review to actively read textbooks. ERRQ is a 4-step method of Estimate, Read, Respond, and Question where students estimate how much they can read with understanding, read, respond by forming questions or reactions, and generate questions about the text. Both methods aim to improve comprehension, retention, and preparation for exams.
Recommended
Think Alouds
The document discusses reading strategies called "think-alouds" where readers verbalize their thought processes while reading. It defines think-alouds as creating a record of strategic decision making and interpretation by reporting everything noticed, done, seen, felt, asked and understood. It lists strategies used in think-alouds like making pictures, stopping to clarify, making connections, asking questions and studying text structure. A self-assessment checklist is provided to track use of think-aloud strategies like prediction, clarification and visualization. The document also compares strategies of good and poor readers and lists features to look for in informational texts.
Asking and Answering Questions
The document discusses techniques for asking and answering questions during instruction. It provides examples of different types of questions like developmental, leading, and check questions. It also offers tips for encouraging learners to ask questions, such as telling them questions are welcome, acknowledging good questions, and being patient. Learners should not be made to feel questions are discouraged through comments or behaviors from the instructor.
Teaching reading 2015
This document discusses techniques for teaching reading skills lessons. It outlines different types of texts that students may read, such as stories, articles, notes, recipes and more. It also describes key reading subskills like skimming, scanning, making inferences and close reading. The document then discusses principles of encouraging reading, engagement and responding to content. It provides examples of stages in a reading lesson involving prereading, while reading and post reading activities. Finally, it offers tips for teachers in preparing and structuring effective reading lessons.
Reading strategies ca1 hannah_angeline
Before reading, students use skimming, scanning, and analyzing first lines to preview the text and make predictions. During reading, vocabulary strategies like the Vocabulary Knowledge Rating Scale help students understand new words in context. After reading, students reflect on the text through activities like semantic gradients and story pyramids to deepen their comprehension. The document provides strategies to support reading at each stage.
Reading Strategies 01
The document provides reading strategies for comprehension including predicting or inferring what will happen next based on clues, monitoring understanding by asking questions and rereading unclear parts, and evaluating a text by thinking about characters, plot, and one's reaction to it. It suggests using strategies like predicting, questioning, clarifying, and summarizing to improve comprehension.
Reading Strategies
This will give you key strategies you could use for before, during, and after your reading in the classroom!
Questioning
This document discusses how questioning can promote learning and effective teaching. It notes that good questions stimulate thinking, generate more questions to clarify understanding, reveal student misconceptions and push both students and teachers to the limits of their understanding. Questioning works best when all students get a chance to answer, think about responses, discuss answers, and when questions stimulate more questions and thinking rather than having clear-cut answers. The document also outlines techniques teachers can use called "Pose, Pause, Pounce, Bounce" to effectively structure questioning in the classroom.
Mod 6 reading comprehension (1)
The document discusses two reading comprehension strategies: SQ3R and ERRQ. SQ3R is a 5-step method of Survey, Question, Read, Recite, and Review to actively read textbooks. ERRQ is a 4-step method of Estimate, Read, Respond, and Question where students estimate how much they can read with understanding, read, respond by forming questions or reactions, and generate questions about the text. Both methods aim to improve comprehension, retention, and preparation for exams.
Kimball guided reading day 1
This document provides information about guided reading lessons. It begins with definitions of guided reading and explains why it is used. Examples of guided reading lessons for different grade levels are then described. Key aspects of effective guided reading lessons are outlined, including introducing texts before reading, supporting reading during, and discussing and extending understanding after. Characteristics of different types of readers are also detailed to show how lessons should be tailored to readers' abilities.
Journaling in Mathematics
1) Math journals help students make sense of math problems by having them examine, express, and track their reasoning.
2) Writing about math allows students to reflect on what they know and don't know, connect prior knowledge to new concepts, and construct their own understanding of mathematics.
3) When starting math journals, teachers should begin with open-ended writing prompts to get students comfortable expressing their thinking and use strategies like think-pair-share to scaffold the writing process.
First day of school project
This document discusses how to create effective assignments for students. It notes that ineffective assignments do not clearly explain what students are supposed to learn or accomplish. Effective assignments have clear standards, objectives, and activities with specified purposes. Teachers should determine what they want students to learn and accomplish, write each assignment as a single sentence objective, give students a copy of the objectives, and post the objectives for reference. This helps students understand what is expected and ensures mastery learning rather than "mystery learning" where students are lost.
Smart reading part 2 sq3 r
This document provides an overview of the SQ3R active reading strategy. SQ3R is an acronym that stands for Survey, Question, Read, Recite, Review. It guides readers to first survey the text to understand its structure and key points. Readers then turn headings into questions to answer while reading. As they read, readers aim to answer the questions they posed. Upon finishing each section, readers recite answers to their questions without looking at the text. Finally, readers review by re-asking all their questions and ensuring they can answer them. The document encourages active engagement with texts using these SQ3R steps to improve comprehension and retention.
Coaching in education
This document discusses coaching and mentoring programs for teachers of foreign languages. It provides objectives for a master's program that aims to promote critical reflection on coaching and mentoring practices. It seeks to develop understanding of different research approaches and identify similarities and differences between coaching and mentoring. The introduction explores how mentoring and coaching can support effective professional learning and development for teachers through collaborative processes and practitioner inquiry. Key aspects of constructivism, coaching cycles, and the roles and benefits of mentoring and dimensions of coaching discourse are also summarized.
Study Tips
- Take detailed notes in class and rewrite them soon after to fill in details and correct mistakes. Ask questions if you don't understand concepts as instructors expect you to understand examples worked in class.
- Study examples in your notes and then do corresponding exercises to reinforce concepts. Refer back to examples as needed. Rework any problems you missed on tests to better understand the material.
- Start studying for tests several days in advance and get a good night's sleep before the test. Keep up with homework to avoid cramming. Ask questions in class to check your understanding and engage with the material.
Before, During, and After reading strategies
This document discusses various reading strategies that can be used before, during, and after reading. Before reading strategies activate background knowledge and prepare students for the text, such as using anticipation guides, KWL charts, word splashes, and previewing vocabulary. During reading strategies support comprehension, like double entry journals, marking the text, think alouds, and reading guides. After reading strategies assess understanding and have students reflect on what they learned, including exit slips, graphic organizers, summarizing, QAR, and whip.
Reading comprehension strategies97
The document provides strategies to improve reading comprehension. It discusses using strategies like underlining key words, numbering main ideas, and not adding personal interpretations when reading standardized tests. For textbooks, it recommends understanding the typical organization with titles, introductions, chapter headings, illustrations, summaries, and objectives. Creative mapping and RAP strategies help recognize how information is organized and linked. Staying focused, eliminating distractions, and taking breaks can also improve reading comprehension.
ACTIVITIES AND STRATEGIES FOR READING COMPERHENSION
This document discusses strategies for improving reading comprehension, including using prior knowledge, predicting, identifying the main idea and summarizing, questioning, making inferences, and visualizing. It also provides examples of reading comprehension activities that can be used in the classroom, such as reading comprehension games, book discussions, independent learning stations, and interactive activities like "Roll & Retell," tossing a story ball, making a shutter book, and creating a story cheeseburger. The purpose is to explore different strategies and activities that help students engage with and understand texts.
Reading Strategies: Before, During, and After
This document outlines reading strategies that teachers can use before, during, and after reading with students. Some strategies mentioned include setting a purpose for reading, activating background knowledge, making predictions, think-pair-share, vocabulary preparation, think-alouds, graphic organizers, partner reading, word hunts, choral reading, 3-2-1 summaries, exit slips, summarizing, story sequencing, and reflection. The strategies are meant to engage students, build comprehension and critical thinking skills, and allow students to monitor their understanding of texts.
Guided reading in the Elementary
The document provides information on implementing small group guided reading instruction and literacy centers at Garth Elementary School to improve reading scores. It outlines steps to be taken which include aligning instruction with state standards, using a guided reading framework and literacy centers for independent practice, and providing professional development for teachers. Assessment data shows a decline in reading scores from 2012 to 2013. The document discusses essential components of guided reading including forming small, flexible groups based on data, selecting appropriate texts, and teaching reading strategies before, during and after reading.
Ask Questions - PowerPoint
The document discusses strategies for teaching questioning skills to students. It explains that many students lack the language skills to formulate formal questions when they enter school. The ability to ask questions is crucial for building conceptual frameworks and accessing information. The strategies presented include teacher modeling of thinking aloud, guided practice using charts and reciprocal teaching, and independent practice with tools and graphic organizers to apply questioning skills independently.
Critical assignment 1
This document provides strategies for helping students engage with texts before, during, and after reading. Some suggested pre-reading strategies include having students look at pictures and vocabulary, use graphic organizers, think aloud, and make predictions. During reading, ideas are partner reading, choral reading, turn and talk, and annotating text. Post-reading strategies include exit slips, think-pair-share, summarizing, and activities like four corners and tweeting the text to assess comprehension. The document emphasizes strategies that get students actively involved in reading to improve understanding.
Janet
I am Janet Steward, the Autism Spectrum Support Tutor. My role is to help create personalized learning plans, solve problems between students and lecturers, and help both parties understand expectations. To be successful, we must work together, communicate effectively, share ideas, and develop coping strategies when plans change. Students should understand that I cannot always solve issues immediately, may need help from others at times, and they can request another contact if unhappy with my assistance.
Flip chart
This document provides strategies to help readers at various stages of the reading process - before, during, and after reading. Some key strategies include using KWL charts, skimming texts for bold/italicized words, discussing topics with peers, taking notes, using graphic organizers, and writing summaries. The goal is to equip students with techniques that will help them comprehend texts and become "super readers."
Things To Need To Know To Help A Struggling Reader
Here are some applied theories educators use in helping pupils who struggle in reading. As future teachers, education students learn them. Further, parents and guardians as well as private tutors who have no formal training in education can learn and use them in their roles in the education of future of the society.
Guided Reading
Guided reading involves small, flexible groups of students grouped by reading level. During a 15-20 minute lesson, the teacher provides support as students read a common text. A guided reading lesson includes an introduction, reading time with the teacher listening and providing guidance, strategy instruction relating to a teaching point, and a response where students share and confirm their understanding. While the teacher works with one group, other students engage in meaningful literacy activities like revisiting the text or independent reading.
Questioning mat
The document discusses questioning techniques used in classrooms. It notes that the majority of questions asked by teachers are closed questions, are answered by the teacher, and are used to assess understanding rather than challenge thinking. On average, teachers ask 1-2 questions per minute, over 70,000 questions per year. In primary schools, 57% of questions are managerial and 35% are lower-order recall questions. In secondary schools, only 4% of questions are higher-order. The document advocates using open-ended questions that require more thought, as well as wait time to allow students to think before answering. It provides Bloom's Taxonomy as a framework for questioning at different levels of thinking.
Math Journals
Math journals can help students better understand math concepts. Writing about problems allows students to examine and express their reasoning. Teachers can use journals to evaluate student progress and identify strengths and needs. Journals are useful for problem solving, reflecting on processes, and discussing activities with the class. Teachers should respond to journal entries by focusing on the math and showing interest in student thinking.
Modal verbs
The modal verbs are can, could, may, might, must, should, and ought to. They are used to express ability, permission, possibility, necessity, prohibition, advice, and obligation. They have special grammatical rules - they do not have past tense forms or "to" before the infinitive form of other verbs. Examples are given of how each modal verb is used, including common expressions and negatives. Key differences between must and have to as well as must and mustn't are explained. Practice exercises follow for using the modal verbs correctly.
Using pinterest for Real Estate and Design Business
Learn what Pinterest can do for your real estate or design business. Since "home" is the number one category on Pinterest, there is a huge market for what you're selling.
We'll show you how to get started, what to pin, and even who to follow for great ideas you can use for your
Getting foothold in politics 20 2-2010
Getting Foothold in Politics….Women in Political Decision Making Process
Dr. Vibhuti Patel, Director, PGSR
Professor and Head, Post Graduate Department of Economics
SNDT Women’s University, 1 Nathibai Thakersey Road, Churchgate, Mumbai-400020 Mobile-9321040048 Telephone-26770227 ® and 22052970
E mail: vibhuti.np@gmail.com
“……..Let us enter politics,
Continue our struggle
And take leadership.
Can’t put up with patriarchal power any more,
O, Venubai, why do you remain repressed?
Come out and join our rally.”
This is how the song sung for the first time by women members of Toiling Women’s Liberation Movement” in the late seventies ended. It represented the gusto of a newly formed mass organization of tribal women of Dhulia district (Vibhuti Patel, 1987). It became popular among the women’s groups not only in Maharashtra but also all over India. This song represented the new understanding of ‘politics’. Politics as not only electoral politics or membership of political parties, but as collective action of women against oppressive patriarchal power with a long term goal of social transformation that ensured women’s liberation from exploitation, degradation, injustice, subjugation and superstition, casteism and communalism.
More Related Content
What's hot
Kimball guided reading day 1
This document provides information about guided reading lessons. It begins with definitions of guided reading and explains why it is used. Examples of guided reading lessons for different grade levels are then described. Key aspects of effective guided reading lessons are outlined, including introducing texts before reading, supporting reading during, and discussing and extending understanding after. Characteristics of different types of readers are also detailed to show how lessons should be tailored to readers' abilities.
Journaling in Mathematics
1) Math journals help students make sense of math problems by having them examine, express, and track their reasoning.
2) Writing about math allows students to reflect on what they know and don't know, connect prior knowledge to new concepts, and construct their own understanding of mathematics.
3) When starting math journals, teachers should begin with open-ended writing prompts to get students comfortable expressing their thinking and use strategies like think-pair-share to scaffold the writing process.
First day of school project
This document discusses how to create effective assignments for students. It notes that ineffective assignments do not clearly explain what students are supposed to learn or accomplish. Effective assignments have clear standards, objectives, and activities with specified purposes. Teachers should determine what they want students to learn and accomplish, write each assignment as a single sentence objective, give students a copy of the objectives, and post the objectives for reference. This helps students understand what is expected and ensures mastery learning rather than "mystery learning" where students are lost.
Smart reading part 2 sq3 r
This document provides an overview of the SQ3R active reading strategy. SQ3R is an acronym that stands for Survey, Question, Read, Recite, Review. It guides readers to first survey the text to understand its structure and key points. Readers then turn headings into questions to answer while reading. As they read, readers aim to answer the questions they posed. Upon finishing each section, readers recite answers to their questions without looking at the text. Finally, readers review by re-asking all their questions and ensuring they can answer them. The document encourages active engagement with texts using these SQ3R steps to improve comprehension and retention.
Coaching in education
This document discusses coaching and mentoring programs for teachers of foreign languages. It provides objectives for a master's program that aims to promote critical reflection on coaching and mentoring practices. It seeks to develop understanding of different research approaches and identify similarities and differences between coaching and mentoring. The introduction explores how mentoring and coaching can support effective professional learning and development for teachers through collaborative processes and practitioner inquiry. Key aspects of constructivism, coaching cycles, and the roles and benefits of mentoring and dimensions of coaching discourse are also summarized.
Study Tips
- Take detailed notes in class and rewrite them soon after to fill in details and correct mistakes. Ask questions if you don't understand concepts as instructors expect you to understand examples worked in class.
- Study examples in your notes and then do corresponding exercises to reinforce concepts. Refer back to examples as needed. Rework any problems you missed on tests to better understand the material.
- Start studying for tests several days in advance and get a good night's sleep before the test. Keep up with homework to avoid cramming. Ask questions in class to check your understanding and engage with the material.
Before, During, and After reading strategies
This document discusses various reading strategies that can be used before, during, and after reading. Before reading strategies activate background knowledge and prepare students for the text, such as using anticipation guides, KWL charts, word splashes, and previewing vocabulary. During reading strategies support comprehension, like double entry journals, marking the text, think alouds, and reading guides. After reading strategies assess understanding and have students reflect on what they learned, including exit slips, graphic organizers, summarizing, QAR, and whip.
Reading comprehension strategies97
The document provides strategies to improve reading comprehension. It discusses using strategies like underlining key words, numbering main ideas, and not adding personal interpretations when reading standardized tests. For textbooks, it recommends understanding the typical organization with titles, introductions, chapter headings, illustrations, summaries, and objectives. Creative mapping and RAP strategies help recognize how information is organized and linked. Staying focused, eliminating distractions, and taking breaks can also improve reading comprehension.
ACTIVITIES AND STRATEGIES FOR READING COMPERHENSION
This document discusses strategies for improving reading comprehension, including using prior knowledge, predicting, identifying the main idea and summarizing, questioning, making inferences, and visualizing. It also provides examples of reading comprehension activities that can be used in the classroom, such as reading comprehension games, book discussions, independent learning stations, and interactive activities like "Roll & Retell," tossing a story ball, making a shutter book, and creating a story cheeseburger. The purpose is to explore different strategies and activities that help students engage with and understand texts.
Reading Strategies: Before, During, and After
This document outlines reading strategies that teachers can use before, during, and after reading with students. Some strategies mentioned include setting a purpose for reading, activating background knowledge, making predictions, think-pair-share, vocabulary preparation, think-alouds, graphic organizers, partner reading, word hunts, choral reading, 3-2-1 summaries, exit slips, summarizing, story sequencing, and reflection. The strategies are meant to engage students, build comprehension and critical thinking skills, and allow students to monitor their understanding of texts.
Guided reading in the Elementary
The document provides information on implementing small group guided reading instruction and literacy centers at Garth Elementary School to improve reading scores. It outlines steps to be taken which include aligning instruction with state standards, using a guided reading framework and literacy centers for independent practice, and providing professional development for teachers. Assessment data shows a decline in reading scores from 2012 to 2013. The document discusses essential components of guided reading including forming small, flexible groups based on data, selecting appropriate texts, and teaching reading strategies before, during and after reading.
Ask Questions - PowerPoint
The document discusses strategies for teaching questioning skills to students. It explains that many students lack the language skills to formulate formal questions when they enter school. The ability to ask questions is crucial for building conceptual frameworks and accessing information. The strategies presented include teacher modeling of thinking aloud, guided practice using charts and reciprocal teaching, and independent practice with tools and graphic organizers to apply questioning skills independently.
Critical assignment 1
This document provides strategies for helping students engage with texts before, during, and after reading. Some suggested pre-reading strategies include having students look at pictures and vocabulary, use graphic organizers, think aloud, and make predictions. During reading, ideas are partner reading, choral reading, turn and talk, and annotating text. Post-reading strategies include exit slips, think-pair-share, summarizing, and activities like four corners and tweeting the text to assess comprehension. The document emphasizes strategies that get students actively involved in reading to improve understanding.
Janet
I am Janet Steward, the Autism Spectrum Support Tutor. My role is to help create personalized learning plans, solve problems between students and lecturers, and help both parties understand expectations. To be successful, we must work together, communicate effectively, share ideas, and develop coping strategies when plans change. Students should understand that I cannot always solve issues immediately, may need help from others at times, and they can request another contact if unhappy with my assistance.
Flip chart
This document provides strategies to help readers at various stages of the reading process - before, during, and after reading. Some key strategies include using KWL charts, skimming texts for bold/italicized words, discussing topics with peers, taking notes, using graphic organizers, and writing summaries. The goal is to equip students with techniques that will help them comprehend texts and become "super readers."
Things To Need To Know To Help A Struggling Reader
Here are some applied theories educators use in helping pupils who struggle in reading. As future teachers, education students learn them. Further, parents and guardians as well as private tutors who have no formal training in education can learn and use them in their roles in the education of future of the society.
Guided Reading
Guided reading involves small, flexible groups of students grouped by reading level. During a 15-20 minute lesson, the teacher provides support as students read a common text. A guided reading lesson includes an introduction, reading time with the teacher listening and providing guidance, strategy instruction relating to a teaching point, and a response where students share and confirm their understanding. While the teacher works with one group, other students engage in meaningful literacy activities like revisiting the text or independent reading.
Questioning mat
The document discusses questioning techniques used in classrooms. It notes that the majority of questions asked by teachers are closed questions, are answered by the teacher, and are used to assess understanding rather than challenge thinking. On average, teachers ask 1-2 questions per minute, over 70,000 questions per year. In primary schools, 57% of questions are managerial and 35% are lower-order recall questions. In secondary schools, only 4% of questions are higher-order. The document advocates using open-ended questions that require more thought, as well as wait time to allow students to think before answering. It provides Bloom's Taxonomy as a framework for questioning at different levels of thinking.
Math Journals
Math journals can help students better understand math concepts. Writing about problems allows students to examine and express their reasoning. Teachers can use journals to evaluate student progress and identify strengths and needs. Journals are useful for problem solving, reflecting on processes, and discussing activities with the class. Teachers should respond to journal entries by focusing on the math and showing interest in student thinking.
What's hot (19)
ACTIVITIES AND STRATEGIES FOR READING COMPERHENSION
ACTIVITIES AND STRATEGIES FOR READING COMPERHENSION
Things To Need To Know To Help A Struggling Reader
Things To Need To Know To Help A Struggling Reader
Viewers also liked
Modal verbs
The modal verbs are can, could, may, might, must, should, and ought to. They are used to express ability, permission, possibility, necessity, prohibition, advice, and obligation. They have special grammatical rules - they do not have past tense forms or "to" before the infinitive form of other verbs. Examples are given of how each modal verb is used, including common expressions and negatives. Key differences between must and have to as well as must and mustn't are explained. Practice exercises follow for using the modal verbs correctly.
Using pinterest for Real Estate and Design Business
Learn what Pinterest can do for your real estate or design business. Since "home" is the number one category on Pinterest, there is a huge market for what you're selling.
We'll show you how to get started, what to pin, and even who to follow for great ideas you can use for your
Getting foothold in politics 20 2-2010
Getting Foothold in Politics….Women in Political Decision Making Process
Dr. Vibhuti Patel, Director, PGSR
Professor and Head, Post Graduate Department of Economics
SNDT Women’s University, 1 Nathibai Thakersey Road, Churchgate, Mumbai-400020 Mobile-9321040048 Telephone-26770227 ® and 22052970
E mail: vibhuti.np@gmail.com
“……..Let us enter politics,
Continue our struggle
And take leadership.
Can’t put up with patriarchal power any more,
O, Venubai, why do you remain repressed?
Come out and join our rally.”
This is how the song sung for the first time by women members of Toiling Women’s Liberation Movement” in the late seventies ended. It represented the gusto of a newly formed mass organization of tribal women of Dhulia district (Vibhuti Patel, 1987). It became popular among the women’s groups not only in Maharashtra but also all over India. This song represented the new understanding of ‘politics’. Politics as not only electoral politics or membership of political parties, but as collective action of women against oppressive patriarchal power with a long term goal of social transformation that ensured women’s liberation from exploitation, degradation, injustice, subjugation and superstition, casteism and communalism.
Gee reception
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise stimulates the production of endorphins in the brain which elevate mood and reduce stress levels.
Microsoft X
Chris Griswold and Rick Gipson of Credera presented on Microsoft's xRM Development Framework. They discussed xRM and Microsoft Dynamics CRM, the business challenges of siloed applications, and the key components of the xRM framework, including easy data and UI creation, standard functionality, and web services. They demonstrated how the xRM framework allows organizations to build customized applications on top of Dynamics CRM to meet their specific needs.
Vibhuti patel on gender audit of budgets in india, Nivedini, 2010
Budget is an important tool in the hands of state for affirmative action for improvement of gender relations through reduction of gender gap in the development process. It can help to reduce economic inequalities, between men and women as well as between the rich and the poor Hence, the budgetary policies need to keep into considerations the gender dynamics operating in the economy and in the civil society. There is a need to highlight participatory approaches bottom up budget, child budget, green budgeting, local and global implications of pro-poor and pro-women budgeting and inter-linkages between gender-sensitive budgeting and women’s empowerment. Understanding the relationship between macroeconomic policies and the Union Budget, state budgets and the local self government institutions in the context of economic reforms and globalisation is a MUST as it has influenced women’s lives in several ways. It is good economic sense to make national budgets gender-sensitive, as this will enable more effective targeting of government expenditure to women specific activities and reduce inequitable consequences of previous fiscal policies. The Gender Budget Initiative is a policy framework, methodology and set of tools to assist governments to integrate a gender perspective into the budget as the main national plan of public expenditure. It also aims to facilitate attention to gender analysis in review of macroeconomic performance, ministerial budget preparations, parliamentary debate and mainstream media coverage. Budget impacts women’s lives in several ways. It directly promotes women’s development through allocation of budgetary funds for women’s programmes or reduces opportunities for empowerment of women through budgetary cuts.
Investment Projects & Opportunities In Construction
The document discusses investment projects and opportunities in Turkey's construction sector. It notes that factors like globalization, population growth, and technological advances are creating new investment opportunities. Contractors have begun investing in new areas like housing development, manufacturing construction materials, renewable energy, and public-private partnerships in transportation and healthcare infrastructure. However, the construction sector still relies heavily on public policy support and incentives to fully capitalize on emerging opportunities.
WPC newsletter january march 2014
It is once again time to reflect on WomenPowerConnect’s work and achievements over the last three months. WPC has continued to develop and expand its advocacy agenda and targeted concern for women on child marriage supported by Ford Foundation, Women’s land rights and property supported by Oxfam India, and Enhancing access of the Mobile population to HIV & AIDS services’ information & support in collaboration with Care India. The projects in hand are progressing well along with other activities. Many achievements have been made in advocacy and networking while many new highs have to be touched in the coming months. Apart from the ongoing projects WPC has been involved in various advocacy and campaign related activities demanding the passage of the Women Reservation Bill, awareness on The Hindu Succession Amendment Act 2006, For close to 6 months, the organization and its network partners across the country are making efforts to get gender concerns reflected in the manifestos of different political parties for the 16thLokSabha Election. As
Viewers also liked (8)
Using pinterest for Real Estate and Design Business
Using pinterest for Real Estate and Design Business
Vibhuti patel on gender audit of budgets in india, Nivedini, 2010
Vibhuti patel on gender audit of budgets in india, Nivedini, 2010
Investment Projects & Opportunities In Construction
Investment Projects & Opportunities In Construction
Similar to Success with informational texts.pptx
Chapter 3
This document discusses learning styles, intelligence, and keys to success. It describes the main learning styles - visual, auditory, and kinesthetic - and provides techniques that work best for each style. It also discusses multiple intelligences and personality types, noting how understanding your own strengths can help you learn more effectively. Throughout, it emphasizes taking responsibility for your own learning and success rather than blaming external factors outside your control.
Learning styles 66
Learning styles refer to the different ways people absorb and process information. The three main learning styles are visual, auditory, and tactile/kinesthetic. Visual learners prefer visual aids, auditory learners learn best through listening, and tactile learners learn through physical engagement and manipulation. Understanding one's own preferred learning style can help maximize learning and academic success in college.
Learning styles
Learning styles refer to the different ways people absorb and process information. The three main learning styles are visual, auditory, and tactile/kinesthetic. Visual learners prefer seeing information through pictures and diagrams. Auditory learners prefer hearing information spoken. Tactile/kinesthetic learners prefer learning through physical experience and interaction. Understanding your own learning style can help you study more effectively and get the most out of your educational experiences.
Spotlight on learning styles modovia webinar 2015
The document discusses learning styles and different models for conceptualizing them. It describes the VAK (visual, auditory, kinesthetic) model, as well as models based on cognitive processing styles and behavioral organization. Examples are given of different learning style types, along with implications for teachers. The second half of the document outlines specific classroom activities aimed at engaging different learning styles, and encourages teachers to use variety in their teaching to reach all students. It emphasizes that understanding learning styles can help both students and teachers develop successful learning strategies.
Think alouds
The think-aloud strategy involves teachers modeling their thinking process aloud while reading to demonstrate how skilled readers comprehend text. When using think-alouds, teachers verbalize their thoughts, questions, predictions, mental images, connections to prior knowledge, and strategies for overcoming obstacles. This allows students to learn how to monitor their own comprehension. Think-alouds are an effective way for teachers to diagnose students' strengths and weaknesses and for students to gradually internalize self-monitoring of their thinking.
Teaching to Different Learner Types
The document discusses learning styles and presents different models for conceptualizing how individuals process and organize information. It describes the VAK (visual, auditory, kinesthetic) model, global/analytic processing model, and mind organization model. A variety of classroom activities are provided that aim to engage different learning styles by appealing to different sensory channels, cognitive processes, and forms of organization. The document emphasizes that understanding learning styles can help teachers design lessons to reach more learners and encourage students to develop new strategies.
Learning Styles (1) (1).pptx
The document discusses different learning styles - visual, auditory, and tactile. Visual learners learn best through pictures and diagrams. Auditory learners prefer hearing information spoken. Tactile learners like using touch to take in information. The document provides tips for different learners on how to study effectively based on their preferred learning style. It emphasizes the importance of understanding one's own learning style and being flexible to use different styles.
Learning Styles.pdf
The document discusses different learning styles including visual, auditory, and tactile learners. Visual learners learn best through pictures and diagrams while auditory learners prefer hearing information. Tactile learners learn through touch and kinesthetic activities. The document also discusses surface versus deep learning and provides tips for students to identify their own learning styles and build relationships with instructors.
Learning Styles.pdf
The document discusses different learning styles including visual, auditory, and tactile learners. Visual learners learn best through pictures and diagrams while auditory learners prefer hearing information. Tactile learners learn through touch and kinesthetic activities. The document also discusses surface versus deep learning and provides tips for students to identify their own learning styles and build relationships with instructors.
English (Improving Listening Efficency)
This document discusses strategies for improving listening skills, which are important for success as a student and beyond. It identifies different types of listening, such as active listening which allows interaction, and passive listening which does not. It provides tips for being a better listener, such as maintaining eye contact, focusing on content rather than delivery, and avoiding distractions. Common problems with listening like daydreaming are also discussed, along with steps one can take to improve listening like preparing to listen and watching the speaker. The importance of listening in college is emphasized.
Chapter Seven: Memory and Studying
The document discusses various strategies for effective studying and retaining information, including finding a quiet study space, turning off distractions, visualizing materials, using mnemonic devices, and self-testing with flashcards. It emphasizes focusing on understanding the material rather than just memorization. Short, frequent study sessions are recommended, along with getting proper rest. The importance of choosing a suitable career and classes is also discussed. Overall, the document stresses putting in diligent study efforts, finding what works best for the individual, and not giving up in the face of failure.
Learning to learn
This document discusses learning styles and how understanding your own learning style can enhance your development. It outlines several common learning styles such as visual, auditory, reading/writing preference, kinesthetic, sequential, global, sensing, intuitive, active, and reflective. The key messages are that people often have a blend of different learning styles, understanding your own style can help you focus on what works best for you, and being aware of your style is the first step to unlocking your mind's potential.
teachers handout 4elt conference how learners learn better.pdf
My abstract : 4th elt conference
Learning preferences : How learners learn better?
Learning preferences are all about how your learners study and learn in better ways that reflect their interests and likes. Learners learn in different ways and have a style or a preference to help them acquire new skills , knowledge and remember things.
Some teachers prefer the concept preference to learning styles so as not to classify a learner and impose a particular learning style. What suits one learner might not suit another? For example, if a group of people are learning videos, some like listening and dramatization the teacher acts. Others want to stand up and move performing the movements at the same time as watching the teacher perform them.
Talking about the best learners learn respecting their preferences and needs is like someone in real life situation where he or she may buy a laptop or smart TV , do you get straight in and start using it, do you read the instructions first, or do you call or ask for competent person to show you what to do (or do you use the internet to watch a video on YouTube)?
That is a real life example of someone’s learning style or preference for learning.
Teachers first primary concern is how to make things easier for their learners and audience – The may opt for a particular methodology that they see it suit them or for a specific diversity while delivering their content, but this might not suit their learners.
For example, if teachers prefer to listening to a lecture they certainly feel more comfortable lecturing their learners.
That’s why teachers have to find out what their learners’ preferences are, then they can adapt the delivery content that to suits them.
There are so many different ways of ascertaining preferences, some systems might contradict others or even be misunderstood. Some people are in favour of them, whereas others aren't. The current thinking is that there is no valid research to justify their use. However, you need to make your own decision on whether using the results of learning styles' tests for differentiation will work for your learners. You will also need to check whether the organisation you work for advocates their use or not.
Most people don't fit into one style or preference, I recommend using a variety of teaching and learning approaches to help learning to take place. Your learners might instinctively know what works best for them rather than having it determined for them. For example, they might prefer practical activities rather than reading or writing. This might have been developed from previous courses they have attended. Rather than this being their learning preference, you could think of it as their teaching preference. You could ask your learners which teaching preference they prefer and then adapt your sessions accordingly.
Teaching Reading: Session 1 September 2013:
How to facilitate changing a fixed mindset to a growth mindset, and learning how to do a running record and other non-standardized reading assessments
classroom management: learning styles.pdf
You probably know if it’s hard for your learners to learn by listening,
But if they get their bodied up and moving around, things click instantly.
Or maybe they love listening to audiobooks,
But nothing seems to make sense to them when they sit down to read a paper book.
What you are describing when you talk about your learners in this way is their learning style.
Read Aloud- Think Aloud
The document discusses strategies for conducting interactive read alouds with students. It defines read alouds as oral readings by the teacher of texts above students' independent reading level. The teacher should choose high-interest selections and scaffold support for all readers. During read alouds, the teacher models thinking aloud to demonstrate comprehension monitoring strategies like predicting, visualizing, and making connections. Semantic differential scales can also be used after read alouds to help students analyze characters.
Learning Styles
The document discusses learning styles and provides information on visual, auditory, and tactile learners. It notes that visual learners prefer using visual aids like pictures and diagrams, auditory learners prefer listening to lectures, and tactile learners prefer hands-on learning. The document also discusses other aspects that may influence learning styles, such as personality traits and multiple intelligences. It provides tips on identifying one's own learning style and adapting study strategies accordingly.
Lecture 3 - Learning Styles.ppt
This document discusses various learning styles and theories. It begins by describing visual, auditory and tactile learning styles. It then discusses Kolb's learning styles model which categorizes learning into four types based on grasping and transforming experiences. Next, it covers Howard Gardner's theory of multiple intelligences and the Myers-Briggs Type Indicator personality assessment. It concludes by contrasting surface and deep learning and providing tips for discovering one's own learning style and using it effectively.
Learningstyles
There are different learning styles that people have for taking in and processing information. The main learning styles are activist, reflector, theorist, and pragmatist. It is important to understand your own learning style so you can learn more effectively by applying that style. The document provides descriptions of each learning style and suggestions for how people with those styles learn most and least effectively. It encourages taking a learning style questionnaire to determine your preferred style.
Introduction to education By Hina Kaynat
There are three main cognitive learning styles - visual, auditory, and kinesthetic. Each style has different characteristics about how information is processed and learned. Visual learners prefer using images and seeing information, auditory learners retain information through hearing and speaking, and kinesthetic learners like using hands-on approaches. Understanding your preferred learning style can help maximize studying by using techniques tailored to each individual.
Similar to Success with informational texts.pptx (20)
teachers handout 4elt conference how learners learn better.pdf
teachers handout 4elt conference how learners learn better.pdf
Recently uploaded
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Recently uploaded (20)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Success with informational texts.pptx
- 1. Success with Informational Texts Bertie County Schools August 19, 2013
- 2. Strategies of Proficient Readers Strategy Why Useful Demonstrating Use of Strategy Activate prior knowledge Help recall That reminds me of … It made me think of … I read another book where … This is different from … Determine the most important idea Help focus The most important ideas are … So far, I have learned that … Based on my knowledge of … Ask questions of themselves, the authors, and the texts they read Help clarify I wonder … I was confused when … Why … Create visual, auditory, or other sensory connections Help deepen understanding I visualized … I could see (small, hear, taste) … I could picture …
- 3. Strategies of Proficient Readers Strategy Why Useful Demonstrating Use of Strategy Draw inferences Help make critical judgments and make unique interpretations I’m guessing that … I predict … It would be better if … I really liked how … If I were the main character … What I didn’t like was … Retell or synthesize Help understand clearly Now I understand that … I have learned that … This gives me an idea … Use fix-up strategies when comprehension breaks down Help to be an independent reader I tried these fix-up strategies … I reread that because … A part I had difficulty with …
- 4. Ineffective Use of Literacy Strategies O Ping-pong reading (texts that overemphasize reading for details) O Glance at a question → skim for the answer → check the next question → move back to the text for more skimming O Read to “get done” rather than to learn O Claim to be poor test takers even when successfully completing homework
- 5. Ineffective Use of Literacy Strategies O Mindless reading (seeing the words without comprehension) O Missing the strategies of proficient readers O Teachers lose confidence in students’ ability to read independently → teacher resorts to lecture or class presentation to share the important information → students learn reading not necessary O Students remain dependent on the teacher
- 6. Ineffective Use of Literacy Strategies O Forgetful reading (superficial reading) O Not connecting to personal knowledge, posing questions as they read, predicting, inferring, and synthesizing O Knowledge never proceeds beyond “working memory”
- 7. Integrating Effective Reading Strategies Phases of Reading and Learning Pre-Reading – Preparing to Learn • Activate prior knowledge • Focus attention on what’s important During Reading – Processing New Learning • Select what’s most important • Organize new learning for understanding After Reading – Consolidating New Learning • Integrate new learning into memory • Apply new learning to meaningful situations