This document provides information about the Education 8P20 Junior/Intermediate Language course for the 2013-2014 year. It includes the course description, objectives, instructors, topics, assignments and schedule. The course is designed to have teacher candidates examine principles of language learning and teaching across different contexts, purposes and audiences. Key assignments include participating in weekly professional learning conversations, developing artifacts that explore reading and writing processes, creating an infographic on language program goals, and collaborating on an inquiry unit plan. The schedule outlines weekly topics such as writing, reading, literature circles and collaborative planning sessions.
REFLESS Project - MA Linguistics Programme InformationREFLESS Project
TEMPUS project "Reforming Foreign Language Studies in Serbia", Working visit to University of Southampton, MA Applied Linguistics for Language Teaching, MA English Language Teaching, MA Applied Linguistics Research Methodology
Level 5 diploma in education and training mbuyu ilunga wa mulsimba35
This document provides evidence for a Level 5 Diploma in Education and Training. It includes a teaching log of 100 hours covering subjects like ICT, English, social studies, and math. It also includes schemes of work, lesson plans, lesson observations and feedback, and qualifications of the supervising teacher. The lesson plans show an emphasis on developing students' reading, writing, critical thinking, and social skills over the 100 hour period through group activities, debates, and project-based learning.
This document summarizes efforts at East Carolina University to support teacher candidates in completing the edTPA assessment. It provides context on the increasing number of ECU programs implementing edTPA and shows data on elementary education candidates' edTPA scores improving over time. It then describes ECU's system for providing clinical support to candidates, which involves support from clinical teachers, university supervisors, and instructional coaches. It discusses challenges faced such as helping candidates see edTPA's relevance and gaining faculty buy-in, and solutions such as connecting edTPA to prior coursework. It also examines providing guidance and local evaluation of edTPA while maintaining score validity. The document aims to help others in unpacking edTPA tasks
Grant proposal assignment and presentation purpose objectivetsimba35
This document outlines the requirements for a grant proposal assignment in a biotechnology course. Students must research an area of biotechnology and propose new experiments targeting a hypothesis. They will write a 1.5-2 page grant proposal with a background section, specific aims, and bibliography. Students will also present their proposal in a 15 minute presentation covering the background, hypothesis, specific aims, and expected outcomes. The assignment aims to help students develop skills in analyzing research, integrating information, summarizing writing, and presenting to peers.
Incivility and healthful environments no unread replies.no repliesimba35
This document outlines the requirements and grading rubric for a teaching plan assignment in a nursing course. Students are asked to develop a teaching plan for an individual client based on a comprehensive client assessment. The plan must include: the client's diagnosis and learning needs; objectives for the teaching; handouts or materials; and an evaluation and reflection. It provides detailed criteria in several categories for evaluating the plan, including assessment, objectives, teaching materials, delivery of teaching, and reflection. Students must demonstrate skills in client teaching, learning assessment, and using evidence-based teaching strategies tailored for the client.
Presentation materials design created by Shama Kalam Siddiqui Shama Siddiqui
This presentation helps to understand the types of materials for ESL and presents a framework from Brown on Adopting, Developing and Adapting Materials for the language teaching context. Educators would also get a framework for the production of new materials and the 6 stages towards creating materials for learners:
1. Identification of need for materials
2. Exploration of need
3. Contextual realization of materials
4. Pedagogical realization of materials
5. Production of materials
* Student use of materials
6. Evaluation of materials against agreed objectives
References:
Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers.
Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. En Richards, J.C. and W.A. Renandya (Eds.) Methodology in language teaching. An anthology of current practice (pp. 80-91). Cambridge: Cambridge University Press.
Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
British Council: ELT Textbooks and materials: Problems in Evaluation and Development
This document discusses various language teaching methods and their requirements for optimal learner input, including comprehensibility, interest, sequencing, quantity, affective filters, and tools for conversation. It analyzes grammar translation, audio-lingualism, cognitive-code learning, the direct method, the natural approach, total physical response, and suggestopedia. It also discusses applied linguistics research on comparing methods, alternatives to methods like using subject matter and conversation, comments on achievement testing, gaps in materials, and problems in language acquisition versus learning.
This document outlines a research project that aims to compare English language teaching methods and results in primary schools in Spain and Poland. The project has several key objectives: 1) Understanding the current English education systems in both countries; 2) Comparing the education systems; 3) Discovering the most effective teaching methodology; 4) Finding reasons for differences in English proficiency levels.
To achieve these objectives, the project will involve questionnaires for English teachers and students, as well as interviews with company managers. It will analyze teaching methods, materials, and student/teacher preferences in Spain and Poland.
REFLESS Project - MA Linguistics Programme InformationREFLESS Project
TEMPUS project "Reforming Foreign Language Studies in Serbia", Working visit to University of Southampton, MA Applied Linguistics for Language Teaching, MA English Language Teaching, MA Applied Linguistics Research Methodology
Level 5 diploma in education and training mbuyu ilunga wa mulsimba35
This document provides evidence for a Level 5 Diploma in Education and Training. It includes a teaching log of 100 hours covering subjects like ICT, English, social studies, and math. It also includes schemes of work, lesson plans, lesson observations and feedback, and qualifications of the supervising teacher. The lesson plans show an emphasis on developing students' reading, writing, critical thinking, and social skills over the 100 hour period through group activities, debates, and project-based learning.
This document summarizes efforts at East Carolina University to support teacher candidates in completing the edTPA assessment. It provides context on the increasing number of ECU programs implementing edTPA and shows data on elementary education candidates' edTPA scores improving over time. It then describes ECU's system for providing clinical support to candidates, which involves support from clinical teachers, university supervisors, and instructional coaches. It discusses challenges faced such as helping candidates see edTPA's relevance and gaining faculty buy-in, and solutions such as connecting edTPA to prior coursework. It also examines providing guidance and local evaluation of edTPA while maintaining score validity. The document aims to help others in unpacking edTPA tasks
Grant proposal assignment and presentation purpose objectivetsimba35
This document outlines the requirements for a grant proposal assignment in a biotechnology course. Students must research an area of biotechnology and propose new experiments targeting a hypothesis. They will write a 1.5-2 page grant proposal with a background section, specific aims, and bibliography. Students will also present their proposal in a 15 minute presentation covering the background, hypothesis, specific aims, and expected outcomes. The assignment aims to help students develop skills in analyzing research, integrating information, summarizing writing, and presenting to peers.
Incivility and healthful environments no unread replies.no repliesimba35
This document outlines the requirements and grading rubric for a teaching plan assignment in a nursing course. Students are asked to develop a teaching plan for an individual client based on a comprehensive client assessment. The plan must include: the client's diagnosis and learning needs; objectives for the teaching; handouts or materials; and an evaluation and reflection. It provides detailed criteria in several categories for evaluating the plan, including assessment, objectives, teaching materials, delivery of teaching, and reflection. Students must demonstrate skills in client teaching, learning assessment, and using evidence-based teaching strategies tailored for the client.
Presentation materials design created by Shama Kalam Siddiqui Shama Siddiqui
This presentation helps to understand the types of materials for ESL and presents a framework from Brown on Adopting, Developing and Adapting Materials for the language teaching context. Educators would also get a framework for the production of new materials and the 6 stages towards creating materials for learners:
1. Identification of need for materials
2. Exploration of need
3. Contextual realization of materials
4. Pedagogical realization of materials
5. Production of materials
* Student use of materials
6. Evaluation of materials against agreed objectives
References:
Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers.
Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. En Richards, J.C. and W.A. Renandya (Eds.) Methodology in language teaching. An anthology of current practice (pp. 80-91). Cambridge: Cambridge University Press.
Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
British Council: ELT Textbooks and materials: Problems in Evaluation and Development
This document discusses various language teaching methods and their requirements for optimal learner input, including comprehensibility, interest, sequencing, quantity, affective filters, and tools for conversation. It analyzes grammar translation, audio-lingualism, cognitive-code learning, the direct method, the natural approach, total physical response, and suggestopedia. It also discusses applied linguistics research on comparing methods, alternatives to methods like using subject matter and conversation, comments on achievement testing, gaps in materials, and problems in language acquisition versus learning.
This document outlines a research project that aims to compare English language teaching methods and results in primary schools in Spain and Poland. The project has several key objectives: 1) Understanding the current English education systems in both countries; 2) Comparing the education systems; 3) Discovering the most effective teaching methodology; 4) Finding reasons for differences in English proficiency levels.
To achieve these objectives, the project will involve questionnaires for English teachers and students, as well as interviews with company managers. It will analyze teaching methods, materials, and student/teacher preferences in Spain and Poland.
This document provides background information and context for a study on improving students' writing skills in descriptive paragraphs through the use of the PPP (Presentation, Practice, Production) technique. It notes that students at SMPN 3 Bangli have struggled with writing skills such as grammar, vocabulary, and generating ideas. The study aims to determine if the PPP technique can help enhance students' writing abilities when applied in the classroom over the course of an academic year. It defines key terms and concepts related to writing skills, descriptive paragraphs, and the PPP technique that will be used in the research.
EdTPA Online Module 2. Orientation to the Handbook and Rubricslhbaecher
This document provides an overview of Module 2 which aims to orient students to the structure and logic of the edTPA handbook and rubrics. The objectives are to familiarize students with how the handbooks and rubrics are organized, the components of each of the three edTPA tasks, what students need to think about, do, and write for each task, and how evidence will be assessed. It also discusses examining the rubrics and levels, and reviewing the other sections of the handbook such as templates before beginning to plan the edTPA learning segment.
This three-paragraph document describes the development of a tool by the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government. It states that the tool was developed through the RCTQ and with support from the Australian Government in all three paragraphs.
The document provides details about designing an English language curriculum for business students at the National University of Management Sciences in Lahore, Pakistan. It begins with an overview of curriculum design principles and then analyzes the needs and environment for the existing curriculum. The analysis found weaknesses in reading and listening skills. The proposed new curriculum would add a reading course, incorporate more reading and listening strategies, and integrate information technology. It provides learning outcomes, content, and assessments for reading, listening, and other skills. Examples of teaching strategies, resources, and a peer evaluation form for presentations are also included.
Ellevation webinar focused on helping ESL / ELL educators author goals for English Language Learners. Key topics include crafting SMART goals aligned to language proficiency standards, supporting access to the content of the Common Core, and using technology to track student progress against key language objectives.
English reading strategic instructions effectiveness on reading comprehensionAhmad Mashhood
The document summarizes research on the effect of English reading strategic instructions on Pakistani ESL learners' reading comprehension. It finds that Pakistani ESL learners have weak English reading abilities and lack of proper reading strategies hinders their comprehension. The document reviews literature on reading strategies, comprehension, and strategic instructions. It identifies gaps such as a lack of research on implementing effective instructions in Pakistan. The conclusion is that teaching reading strategies through strategic instructions can improve Pakistani ESL learners' comprehension, but more research is needed on applying proven approaches in the Pakistani context.
Course design-English for Specific PurposesRonglin Yao
The document describes an "English for Business Managers" course. It discusses the background and targeted learners, which are new business managers aged 22-23 from English and business departments. A needs analysis found the English graduates lacked business skills and the business graduates lacked language skills. The course aims to develop communication skills in key business contexts through 7 modules. It uses a multi-syllabus approach including topic, skill, task, and text-based syllabuses to meet learner and employer needs. Assessment includes learner and employer feedback and self/peer evaluation during tasks.
This document outlines the aims, goals, and objectives for an English as a Second Language (ESL) curriculum being developed at a post-graduate college in Mansehra, Pakistan. The course aims to improve students' reading comprehension, fluency, motivation, vocabulary, and independence as readers. Goals include learning reading strategies, becoming fluent readers, boosting comprehension, and enjoying reading. Objectives are for students to use strategies, develop receptive skills, excel academically, comprehend various texts, read extensively, and acquire vocabulary. The curriculum is designed based on an analysis of students' needs and the teaching situation.
This course introduces students to techniques for applied research and career planning. Students write a research proposal, conduct primary and secondary research, and produce a findings report interpreting the results in written and oral formats. Students also learn job search and interview skills, including creating resumes and cover letters, finding job opportunities, and demonstrating professional behaviors. The course aims to help students understand the UAE labor market and identify their own skills for career planning and employment success.
The document discusses introducing task-based language teaching (TBL) and compares it to the more traditional PPP approach. Some key points:
- TBL focuses on providing learners with a holistic language experience through tasks, planning, and reporting rather than isolating language points. This leads to more natural language use.
- Learners enjoy TBL and gain confidence in speaking quicker. They can better understand natural speech.
- Teachers report that TBL works better than PPP for mixed-level classes and allows learners to bring their own experiences.
- For learners to adapt to TBL, teachers should explain the learning process and rationale behind classroom activities to prepare them for a different
This document provides a course syllabus for an English for Business Studies course. The syllabus outlines 15 units that will be covered over 15 class sessions held twice per week. Students will be assessed based on attendance, assignments, midterm exam, and final exam. The course aims to develop students' business English comprehension, listening skills, and ability to discuss and analyze business concepts. Teaching methods will include group discussions, presentations, and online activities.
Implementing a goal setting process can help educators make informed decisions about instruction and intervention for their English Language Learners. These slides cover how to: establish targets for improvement to accelerate student achievement, track student progress to ensure timely intervention, and create a culture of collaboration so that all teachers contribute to success.
This document provides an overview and lesson plan for a week-long unit on descriptive writing. The goal is for 4th grade students to use descriptive details and imagery to create a visual experience for readers. The first lesson introduces descriptive writing by having students analyze phrases from a story for the visuals and feelings they convey. Students then practice generating their own descriptive phrases and writing a short story using vivid details. The teacher assesses students' developing descriptive writing skills through observation and anecdotal notes during independent practice.
This document provides the syllabus for WRIT 1120: Seminar in Research Writing at BGSU for Spring 2020. The course focuses on inquiry-based writing through a series of writing projects involving personal research, an annotated bibliography, research proposal, research paper, and autoethnography. Students will develop research, writing, and critical thinking skills. The course utilizes workshops, conferences, and peer reviews. Grades will be based on the writing projects, participation, and final ePortfolio.
This document provides instructions for an assignment on effective oral communication in English for a course at the Open University of Malaysia. Students must write a paper between 2,500-3,000 words addressing oral communication in interpersonal, small group, and public speaking contexts. They must also prepare a 10-12 slide PowerPoint presentation summarizing the paper's content. The assignment is worth 30% of the course grade and will be assessed based on criteria for content, organization, language use, and presentation delivery. Plagiarized assignments will receive score deductions.
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. – 2016.
Este documento describe las metodologías y objetivos de las profesoras de educación infantil. Se enfocan en el desarrollo integral de los niños a través del juego, actividades prácticas y aprendizaje basado en experiencias, mientras también enseñan inglés de forma divertida. Colaboran con familias y organizaciones para fomentar valores como el respeto y la salud.
IJRET : International Journal of Research in Engineering and Technology is an international peer reviewed, online journal published by eSAT Publishing House for the enhancement of research in various disciplines of Engineering and Technology. The aim and scope of the journal is to provide an academic medium and an important reference for the advancement and dissemination of research results that support high-level learning, teaching and research in the fields of Engineering and Technology. We bring together Scientists, Academician, Field Engineers, Scholars and Students of related fields of Engineering and Technology.
Celebrating the European day of languages 2th September 2014. We sent greetings cards to schools all over Europe
eTwinning project - European day of languages 2014 -
This document provides background information and context for a study on improving students' writing skills in descriptive paragraphs through the use of the PPP (Presentation, Practice, Production) technique. It notes that students at SMPN 3 Bangli have struggled with writing skills such as grammar, vocabulary, and generating ideas. The study aims to determine if the PPP technique can help enhance students' writing abilities when applied in the classroom over the course of an academic year. It defines key terms and concepts related to writing skills, descriptive paragraphs, and the PPP technique that will be used in the research.
EdTPA Online Module 2. Orientation to the Handbook and Rubricslhbaecher
This document provides an overview of Module 2 which aims to orient students to the structure and logic of the edTPA handbook and rubrics. The objectives are to familiarize students with how the handbooks and rubrics are organized, the components of each of the three edTPA tasks, what students need to think about, do, and write for each task, and how evidence will be assessed. It also discusses examining the rubrics and levels, and reviewing the other sections of the handbook such as templates before beginning to plan the edTPA learning segment.
This three-paragraph document describes the development of a tool by the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government. It states that the tool was developed through the RCTQ and with support from the Australian Government in all three paragraphs.
The document provides details about designing an English language curriculum for business students at the National University of Management Sciences in Lahore, Pakistan. It begins with an overview of curriculum design principles and then analyzes the needs and environment for the existing curriculum. The analysis found weaknesses in reading and listening skills. The proposed new curriculum would add a reading course, incorporate more reading and listening strategies, and integrate information technology. It provides learning outcomes, content, and assessments for reading, listening, and other skills. Examples of teaching strategies, resources, and a peer evaluation form for presentations are also included.
Ellevation webinar focused on helping ESL / ELL educators author goals for English Language Learners. Key topics include crafting SMART goals aligned to language proficiency standards, supporting access to the content of the Common Core, and using technology to track student progress against key language objectives.
English reading strategic instructions effectiveness on reading comprehensionAhmad Mashhood
The document summarizes research on the effect of English reading strategic instructions on Pakistani ESL learners' reading comprehension. It finds that Pakistani ESL learners have weak English reading abilities and lack of proper reading strategies hinders their comprehension. The document reviews literature on reading strategies, comprehension, and strategic instructions. It identifies gaps such as a lack of research on implementing effective instructions in Pakistan. The conclusion is that teaching reading strategies through strategic instructions can improve Pakistani ESL learners' comprehension, but more research is needed on applying proven approaches in the Pakistani context.
Course design-English for Specific PurposesRonglin Yao
The document describes an "English for Business Managers" course. It discusses the background and targeted learners, which are new business managers aged 22-23 from English and business departments. A needs analysis found the English graduates lacked business skills and the business graduates lacked language skills. The course aims to develop communication skills in key business contexts through 7 modules. It uses a multi-syllabus approach including topic, skill, task, and text-based syllabuses to meet learner and employer needs. Assessment includes learner and employer feedback and self/peer evaluation during tasks.
This document outlines the aims, goals, and objectives for an English as a Second Language (ESL) curriculum being developed at a post-graduate college in Mansehra, Pakistan. The course aims to improve students' reading comprehension, fluency, motivation, vocabulary, and independence as readers. Goals include learning reading strategies, becoming fluent readers, boosting comprehension, and enjoying reading. Objectives are for students to use strategies, develop receptive skills, excel academically, comprehend various texts, read extensively, and acquire vocabulary. The curriculum is designed based on an analysis of students' needs and the teaching situation.
This course introduces students to techniques for applied research and career planning. Students write a research proposal, conduct primary and secondary research, and produce a findings report interpreting the results in written and oral formats. Students also learn job search and interview skills, including creating resumes and cover letters, finding job opportunities, and demonstrating professional behaviors. The course aims to help students understand the UAE labor market and identify their own skills for career planning and employment success.
The document discusses introducing task-based language teaching (TBL) and compares it to the more traditional PPP approach. Some key points:
- TBL focuses on providing learners with a holistic language experience through tasks, planning, and reporting rather than isolating language points. This leads to more natural language use.
- Learners enjoy TBL and gain confidence in speaking quicker. They can better understand natural speech.
- Teachers report that TBL works better than PPP for mixed-level classes and allows learners to bring their own experiences.
- For learners to adapt to TBL, teachers should explain the learning process and rationale behind classroom activities to prepare them for a different
This document provides a course syllabus for an English for Business Studies course. The syllabus outlines 15 units that will be covered over 15 class sessions held twice per week. Students will be assessed based on attendance, assignments, midterm exam, and final exam. The course aims to develop students' business English comprehension, listening skills, and ability to discuss and analyze business concepts. Teaching methods will include group discussions, presentations, and online activities.
Implementing a goal setting process can help educators make informed decisions about instruction and intervention for their English Language Learners. These slides cover how to: establish targets for improvement to accelerate student achievement, track student progress to ensure timely intervention, and create a culture of collaboration so that all teachers contribute to success.
This document provides an overview and lesson plan for a week-long unit on descriptive writing. The goal is for 4th grade students to use descriptive details and imagery to create a visual experience for readers. The first lesson introduces descriptive writing by having students analyze phrases from a story for the visuals and feelings they convey. Students then practice generating their own descriptive phrases and writing a short story using vivid details. The teacher assesses students' developing descriptive writing skills through observation and anecdotal notes during independent practice.
This document provides the syllabus for WRIT 1120: Seminar in Research Writing at BGSU for Spring 2020. The course focuses on inquiry-based writing through a series of writing projects involving personal research, an annotated bibliography, research proposal, research paper, and autoethnography. Students will develop research, writing, and critical thinking skills. The course utilizes workshops, conferences, and peer reviews. Grades will be based on the writing projects, participation, and final ePortfolio.
This document provides instructions for an assignment on effective oral communication in English for a course at the Open University of Malaysia. Students must write a paper between 2,500-3,000 words addressing oral communication in interpersonal, small group, and public speaking contexts. They must also prepare a 10-12 slide PowerPoint presentation summarizing the paper's content. The assignment is worth 30% of the course grade and will be assessed based on criteria for content, organization, language use, and presentation delivery. Plagiarized assignments will receive score deductions.
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. – 2016.
Este documento describe las metodologías y objetivos de las profesoras de educación infantil. Se enfocan en el desarrollo integral de los niños a través del juego, actividades prácticas y aprendizaje basado en experiencias, mientras también enseñan inglés de forma divertida. Colaboran con familias y organizaciones para fomentar valores como el respeto y la salud.
IJRET : International Journal of Research in Engineering and Technology is an international peer reviewed, online journal published by eSAT Publishing House for the enhancement of research in various disciplines of Engineering and Technology. The aim and scope of the journal is to provide an academic medium and an important reference for the advancement and dissemination of research results that support high-level learning, teaching and research in the fields of Engineering and Technology. We bring together Scientists, Academician, Field Engineers, Scholars and Students of related fields of Engineering and Technology.
Celebrating the European day of languages 2th September 2014. We sent greetings cards to schools all over Europe
eTwinning project - European day of languages 2014 -
Este documento presenta el sílabo de la asignatura Análisis Estructural II impartida en la Escuela Profesional de Ingeniería Civil de la Universidad Alas Peruanas. El curso dura 17 semanas y media y cubre temas como los métodos de análisis de estructuras hiperestáticas, análisis de reticulados, pórticos y elementos de sección variable, así como técnicas para el análisis sísmico y la introducción a métodos como los elementos finitos y el análisis no lineal. El objetivo es
JUST SOLD SINGLE-STORY HORSE PROPERTY IN CHINO HILLS FOR $675,000! CONTACT ME TO HELP YOU SELL YOUR PROPERTY! THIS HOUSE HAD MORE THAN AN ACRE LOT, 3 CAR GARAGE AND RV PARKING.
Dos cafés de Honduras fueron seleccionados entre los 10 mejores del mundo en la competencia Cafés del Año de la Asociación de Cafés Especiales de Estados Unidos. Un café de Santa Bárbara obtuvo el octavo lugar con una puntuación de 89.58, mientras que un café de Santiago de Puringla obtuvo el noveno lugar con una puntuación de 86.68. Ambos cafés fueron premiados por su alta calidad y representan el éxito continuo de Honduras en esta importante competencia internacional de café.
Ilmu Kesehatan Masyarakat bertujuan untuk mencegah penyakit, memperpanjang masa hidup, dan memelihara kesehatan fisik dan mental melalui upaya komunitas yang terorganisir untuk meningkatkan lingkungan, mencegah penyakit menular, dan mendidik setiap orang tentang prinsip-prinsip kesehatan pribadi. Prinsip utamanya adalah menekankan pencegahan daripada pengobatan, menggunakan cara-cara yang ring
ambon Syarifudin, outline dakwah dan komunikasi 2012Syarifudin Amq
Dokumen tersebut merupakan desain pembelajaran mata kuliah Dakwah dan Komunikasi yang mencakup tujuan, kompetensi, strategi pembelajaran, konten materi, referensi, penilaian dosen, desain perkuliahan, dan tugas lepas.
This document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance as part of the K to 12 Technology and Livelihood Education (TLE) curriculum. It outlines the overall goal of developing 21st century skills in students. TLE aims to develop technological proficiency through knowledge, entrepreneurship concepts, and work values. The exploratory courses introduce students to basic competencies across 24 course options. Each course has learning modules divided into lessons focusing on these competencies. The new TLE curriculum is based on Technical Education and Skills Development Authority (TESDA) training regulations to help students earn industry-recognized certifications.
The course is divided into two sections: A) Strategic Management (60%) covering topics like business strategy, forecasting, model building, and applying management accounting to strategy; and B) Risk Management (40%) including risk measurement, insurance, and corporate risk management. The objective is to understand strategic analysis tools and risks, and develop risk management capabilities.
El documento habla sobre los desafíos que enfrentan las pequeñas empresas en la actualidad. Menciona que la pandemia ha afectado negativamente a muchas pequeñas empresas y que necesitan apoyo gubernamental para sobrevivir y seguir creando puestos de trabajo. También señala que las pequeñas empresas son un componente vital de la economía y merecen más ayuda para superar las dificultades actuales.
Este documento presenta los datos del diámetro de producción de "varillas de No. 4" de dos máquinas durante 30 días. Incluye histogramas de los datos agrupados por operario y máquina. Los histogramas muestran que mientras la Máquina 1 produce dentro de las tolerancias especificadas, la Máquina 2 está descentrada y produce un porcentaje fuera de las especificaciones mínimas. Por lo tanto, el origen del problema detectado recientemente son las diferencias entre las dos máquinas y no los operarios.
Huthwaite's Winning Sales Strategies program teaches participants how to shorten sales cycles, identify and influence customer decision criteria, and differentiate offerings. The program provides proven tools for analyzing competitive positions and frameworks for handling difficult situations. Participants will learn to recognize customer buying cycles, develop sales strategies aligned with each phase, and influence decisions to win deals. The program aims to increase confidence, skills, productivity and help participants close more business.
Vulnerabilidad en Symantec Endpoint Protection ManagerCSI Consulting
Presentación sobre las vulnerabilidades publicadas por Symantec en SEPM el pasado 13 de febrero. Vectores de ataque, escenarios de explotación y medidas de mitigación de riesgo.
This document provides an overview of the English 2 module. The module aims to equip students with sufficient English language skills to demonstrate proficiency at both pre-university and tertiary levels. It focuses on developing academic reading, writing, listening and speaking skills. Students will learn to communicate according to situations and purposes, demonstrate accuracy and fluency in language skills, and show critical understanding of language contexts. The module uses student-centered learning approaches and assessments include portfolios, presentations, and exams.
Limina in collaboration with the Western Cape Education Department developed an open education resource as an online course for teachers: Language Across the Curriculum (LAC). The slides can be used to present the course. It is licensed under the Creative Commons with Attribution, Not for Commercial Use, and Share Alike. This course was developed as an Open Educational Resource (OER) for UNESCO as part of the Josef Stefan Institute's OER programme. For more information visit:
https://www.eduvationnet.co.za/courses/education/
https://limina.co.za
http://oe4bw.ijs.si/project/language-across-curriculum/
https://wcedonline.westerncape.gov.za/
This document provides the course syllabus for an English communication skills course at Science University. The course will meet for two hours each week and focus on developing students' basic communication skills through lessons, group discussions, presentations and assignments. Students will be assessed based on attendance, assignments, a midterm exam, and a final exam. The course aims to help students improve their ability to communicate effectively in English.
This course syllabus outlines a bridging course on reading and vocabulary skills taught over 15 weeks. The course will introduce students to vocabulary and background information on various animals through readings and group activities. Students will practice reading techniques, build vocabulary, and describe animal information. Assessment includes attendance, assignments, a midterm exam, and a final exam. The course aims to improve students' reading, vocabulary, and ability to discuss lessons. Learning methods include group discussions, presentations, and individual and teamwork assignments.
The document describes the process of redesigning the Provincial Instructor Diploma Program (PIDP) using an outcomes-based curriculum mapping approach. In February 2009, program faculty participated in a mapping exercise to define program outcomes and determine how existing courses aligned with these outcomes. However, the limited time for the exercise prevented completing the full mapping. In subsequent revisions, the faculty focused on aligning topics and content to outcomes, facing challenges in moving away from the original mapping. Lessons indicated that while outcomes mapping was useful, the process required more time and training for faculty accustomed to traditional curriculum development.
This document provides information about an English 2 module offered at Taylor's University. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will learn to communicate effectively for different situations and purposes, and demonstrate accuracy in the four language skills. Upon completing the module, students should be able to analyze texts critically, write well-organized essays, identify elements of speech, and develop public speaking and interviewing skills. The module employs student-centered learning and assesses students throughout the semester.
This document provides information about an English language module called English 2 at a university. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking, to a pre-university and tertiary level. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will be assessed through assignments, a portfolio, and a final exam. The module uses a student-centered learning approach and aims to develop students' communication skills and lifelong learning abilities.
This document provides information about an English 2 module offered at Taylor's University. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will learn to communicate effectively for different situations and purposes, and demonstrate accuracy in the four language skills. Upon completing the module, students should be able to analyze texts critically, write well-organized essays, identify speakers' attitudes, and develop public speaking and interviewing skills. The module employs student-centered learning and assesses students continuously through projects and a final exam.
This document discusses productivity software applications that can be used for language teaching and learning. It identifies several uses of applications like MS Word, presentation software, and spreadsheets. It provides examples of how these applications can be used to create learning plans, assessments, templates and graphic organizers. It also discusses how presentation software can help develop language macro skills like reading, writing, speaking and listening. Specific productivity applications are identified for creating and sharing documents, presentations and spreadsheets for language learning. Basic instructional design for preparing presentations is also outlined.
This document provides an overview of the English 2 module offered at Taylor's University. The module aims to develop students' English proficiency skills, including listening, speaking, reading and writing. It will focus on academic reading and writing skills, as well as techniques for listening and speaking assessments. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language contexts. Assessment will include assignments, presentations, and a final exam evaluating students' language abilities. The module uses a student-centered learning approach to develop lifelong learning and problem solving skills.
This document provides an overview of the English 2 module. It summarizes the module objectives, learning outcomes, structure, and policies. The module aims to develop students' English proficiency across four skills - listening, speaking, reading and writing. It is a 5-credit, 18-week module that meets once a week for lectures and tutorials. Students will learn academic reading and writing techniques, develop oral communication skills, and demonstrate English language mastery at pre-university and tertiary levels. The document outlines assessment components, attendance requirements, plagiarism policies, and a student-centered learning approach.
This document provides an overview of the English 2 module offered between January and December 2014. The module aims to equip students with sufficient English language skills to demonstrate proficiency at both the pre-university and tertiary levels. It focuses on developing academic reading, writing, listening and speaking skills. The module is delivered over 18 weeks through weekly 4-hour lectures and tutorials. Students will learn to analyze texts, write essays and research papers, develop listening comprehension, and improve public speaking and interview skills. Assessment includes portfolios, presentations and exams. Students must attend at least 80% of classes and complete all assessments to pass.
This document provides information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. Students must maintain 80% attendance and complete all assessments to pass the module.
This document provides information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. Students must maintain 80% attendance and complete all assessments to pass the module.
This document provides information on the English 2 module offered at Taylor's University, including the module synopsis, teaching objectives, learning outcomes, assessment components, and grading system. The 5-credit module aims to develop students' English proficiency skills, particularly in academic reading, writing, listening, and speaking. Assessment includes two assignments, an online portfolio, and a final exam. Students must achieve a minimum of 80% attendance and complete all assessments to pass the module.
This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will complete assignments, a portfolio and a final exam to assess their language skills development. The module uses student-centered learning approaches and aims to help students achieve various learning outcomes and graduate capabilities.
This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include assignments, a portfolio, and a final exam evaluating students' language proficiency. The module uses student-centered learning and aims to achieve several learning outcomes and graduate capabilities.
This document provides information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. The module uses student-centered learning and Moodle for communication.
This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include assignments, a portfolio, and a final exam evaluating students' language proficiency. The module uses student-centered learning and aims to achieve several learning outcomes and graduate capabilities.
This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include assignments, a portfolio, and a final exam evaluating students' language proficiency. The module uses student-centered learning and aims to achieve several learning outcomes and graduate capabilities.
This document outlines the steps of a collaborative teacher inquiry process where teachers come together to systematically examine their own educational practices using research techniques. The process involves identifying an issue to investigate, forming an inquiry group, researching the question, writing findings, developing lesson plans and digital objects, sharing with colleagues, reflecting on strengths and needs, and setting goals to improve educational practices.
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- The "Matthew Effect" where poor reading and vocabulary skills can become cumulative and restrict further learning.
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2. Information on visual approaches to differentiated instruction including a link to Flickr photos and guided reading cards.
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4. A direction to examine differentiated instruction resources posted online and add any to a curation tool.
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1. Instructions for an upcoming social justice picture book presentation and independent work time.
2. Links to resources on writing assessment strategies like revising, editing, and peer editing.
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This document provides an overview of lesson plans and resources for a social justice picture book assignment. It includes curriculum links for a picture book lesson plan, social justice approaches, reading skills like guided reading and expository text, and research skills modules. It outlines a collaborative inquiry project involving group work assessments, personality types, and developing collaboration skills. Time is provided for independent work on the social justice picture book and for group inquiry work, with reminders to upload meeting logs.
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Class 1 collaborative teacher inquiry 2020rmcquirter
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
The document discusses poetry and different poetry activities for a week 12 class. It includes summaries of haiku poems, instructions for students to write and illustrate their own haiku poem, and activities where students share and discuss poems in pairs and groups. Examples of slam poetry, spoken word poetry, and youth poets are provided as additional resources. Students are also instructed to fill in the blanks of a poem about being alive with descriptive phrases.
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This document discusses the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It addresses stages of writing like prewriting, drafting, revising, and publishing. Learners are asked to select a Chris Hadfield tweet from space, research it, and rewrite it as a haiku poem in a PicCollage with relevant images. The activity connects to expectations in the Ontario language curriculum around media studies, writing, and reading. Additional supports may be needed for a similar activity in a junior classroom.
A large chicken wandered into traffic, causing delays for drivers. Police responded and tweeted about the "turkey or large chicken" that was causing issues. They later tweeted that the chicken had been arrested for "fowl play" and was now in custody, allowing traffic to resume its regular flow.
1. 8P20 2013-2014
1
Faculty of Education
Teacher Education Program
Education 8P20
Junior/Intermediate Language
2013-2014
2. 8P20 2013-2014
2
Education 8P20
Junior/Intermediate Language
2013-2014
Instructors: St. Catharines Campus Ruth McQuirter Scott ruth.scott@brocku.ca
Darlene Ciuffetelli Parker dciuffetellipar@brocku.ca
Dean Pilkington fpilkington@brocku.ca
Hamilton Campus Ruth McQuirter Scott rmcquirter@brocku.ca
Andrea Bishop abishop2@brocku.ca
Course Description
This course and its assignments are designed to have Teacher Candidates examine and apply
basic principles of language learning to the teaching of listening, speaking, reading and writing
and interrelated abilities. Emphasis is on using language in a variety of contexts for different
purposes and audiences, and on the developmental nature of language learning. Teaching
strategies encourage language use across the curriculum and the world outside of school.
Course Objectives
Teacher Candidates will:
1. Understand the goals and instructional framework of the Junior / Intermediate Language
program
2. Explore how to use the reading and writing processes in a comprehensive Language
program
3. Understand the value of the learning environment and instructional practices in the
Junior/Intermediate program.
4. Collaboratively develop a blended learning unit to demonstrate understanding of how to
plan and implement a comprehensive Language program.
Attendance andParticipation
In line with the attendance policy of the Teacher Education Department, if missed classes are
greater than 10% of the total number of classes (in this case, more than 2 classes missed), a
make-up assignment may be required. Documentation of the reason for an absence may also
be requested by the instructor if the total number of missed classes is more than 20% of the
total course. If satisfactory documentation is not submitted, a grade reduction or failing grade
may be given. Chronic tardiness is disrespectful to other students, to the instructor and the
intent of the program. Marks may be deducted for habitual tardiness.
As part of Brock University’s commitment to a respectful work and learning environment, the
University will make every reasonable effort to accommodate all members of the University
community with disabilities. If you require accommodations related to a permanent disability to
3. 8P20 2013-2014
3
participate in this course, you are encouraged to contact the Student Development Centre
Services for Students with Disabilities (4th Floor Schmon Tower ext. 3240) and also discuss these
accommodation(s) with the professor/instructor.
Note: 8P20 will incorporate a blended learning environment that encourages BYOD (Bring Your
Own Device). Students bringing their own devices to class will be monitored to ensure that their
use of technology supports the 8P20 learning goals.
Course Resources
8P20 Course Pack
Assignments
Note: Final grade will be awarded only upon the satisfactory completion of all assignments. Full
credit will depend upon submission of assignments on the date specified. Late submissions may
not be accepted unless prearranged with the instructor and marks may be deducted.
Assignments Learning Goals* Success Criteria*
Professional Learning
Conversations
Understand thevalueof the
learning environmentand
instructionalpracticesin the
Junior/Intermediateprogram
Due Date:
Weekly:September11 –
February19
Grading:20%
Self-Assessment:10%
DiscussionFacilitator:10%
see PLCAssessment
Demonstrate understanding
of speakingandlisteningas
central to the oral
communicationprocess
Participate in professional
learningconversationsusing
accountable talk
Identifyassessmenttools
and strategiesthatprovide
studentswithopportunities
to demonstrate their
learning
Understandthe importance
of collaborationand
professionaldialogue
Readand reflect onthe
contentof course readings
Self-Assessment
I supported colleagues by being
punctual and ready to begin on
time
I prepared by havingread all
required material for richer
conversation and reflection
usingthese questions:
- What did I learn from this
reading?
- How did this reading/discussion
challengemy thinking?
- What questions or concerns do
I still have?
I respected others’ opinions
and voices through active
listening
I engaged in focused
conversation leadingto
increased understanding of the
weekly content
DiscussionFacilitator
I prepared 3 relevant questions
with supportingkey
ideas/concepts to guide
discussion
I led team conversation about
the readingusing3 prepared
questions and appropriate
strategies to promote
accountabletalk
4. 8P20 2013-2014
4
Artifacts
Explorehowto use thereading
and writing processesin a
comprehensiveLanguage
program
1. Literature Circle
Due Date:
October23, 2013 novel read
October30, 2013 Lit Circle 1
November6,2013 Lit Circle 2
Grading:5%
Complete /Incomplete
see Literature Circle Checklist
see Literature Circle Reflection
2. Writer’s Notebook &
Writing Folio
Due Date: October9, 2013
Grading:5%
Complete /Incomplete
see Writer’s Notebook/Writing
Folio Checklist
Demonstrate understanding
of readingandviewingas
central to the reading
process
Become familiarwith
readingcomprehension
strategies
Developan understandingof
critical literacy
Identifyassessmenttools
and strategiesthatprovide
studentswithopportunities
to demonstrate their
learning
Understandthe purpose of
the Literature Circle asan
instructional strategy
Examine the keyfeaturesof
Literature Circles
Planfor personal
participationinLiterature
Circles
Novel
I read one novel usingthe
readingstrategy: Codingthe
Text*
Literature Circle
I prepared for 2 Literature
Circleroles
I actively participated in
Literature Circlediscussions
I completed the Literature
CircleReflection
* A readingstrategy used to help
students keep track of their thinking
whilethey are reading (monitoring
comprehension). Students use a
codingsystem to mark the text
either in the margins or on post-it-
notes as they make connections,
respond to the text, self-question.
see Coding The Text Options
Demonstrate understanding
of writingandrepresenting
as central to the writing
process
Demonstrate understanding
of the traitsof writing
Identifywriters’crafts,
structuresand features
associatedwithvarious
formsof text
Identifythe role of mentor
texts insupportingliteracy
learningthroughthe
reciprocal nature of literacy
processes
Identifyassessmenttools
and strategiesthatprovide
studentswithopportunities
to demonstrate their
learning
UnderstandVygotsky’s
gradual release of
responsibilitymodel
Create and maintaina
I submittedmyWritingFolio to
show evidence that:
Knowledge
I understand the features of 4
writingforms
Thinking
I organized and developed
ideas
Communication
I identified a sense of audience,
purpose, intention
I used appropriategrammar,
spelling,usage,punctuation
I attended to creativevisual
presentation (image, colour,
format)
Application
I completed a firstdraftfor 4
writingforms
I participated in a peer
conference for one writing form
I applied the writingprocess to
one writingform
(drafts,revisions, peer editing,
polishing)
5. 8P20 2013-2014
5
writingfolio I used writer’s crafts strategies
(application of 6 traits and
experimentation with various
drafts and revisions) to one
writingform
Infographic
Understand thegoalsand
instructionalframeworkof the
Junior/ IntermediateLanguage
program
Due Date: November13,2013
Grading:30%
see InfographicRubric
Task
Create an infographicthat
documentsyourreflectionand
understanding of the goalsand
frameworkof the Junior
/Intermediate Language program
infographic. A graphic visual
representation of information
and/or data. It is usually a
combination of an image and
accompanyinginformation or data.
Reflectonweekly course
topics, readings,reference
materials,links and
conversations
Thinkabouthow to make
thisinformation tell astory
aboutJ/I Language
instruction. Howcan you show
colleagues whatJ/I Language is
about? Can you find something
to compare itto? How can you
make this information createa
picturein someone’s mind?
I illustratedthe infographic
usingmeaningfulimages
e.g.;timeline, poster,chart,
graph,or some combination.
I includedreferencestoat
least4 sources
I attachedone paragraph
explainingmyinfographic
I presentedmy infographic
In-Class Culminating
Assignment:
Collaborative Inquiry Unit
Demonstrateunderstanding of
the key conceptsaddressed in
8P20 by participating in a
collaborativeinquiry processto
develop a Junior/Intermediate
blended learning unit that
addressesan identified student
need.
Due Date: February??
Grading:40%
see CollaborativeLanguageUnit
Task
Participate ina collaborative
inquiry with4course
members
Developaninquiryquestion
basedon the group’s
commonunderstandingof a
Junior/Intermediate
student(s) Language need
Create the unitoutline
Independently planone
lessonforthe unit that
addressesthe sequencingof
lessonsforthe unit
Demonstrate an
Process
I contributed to identifying an
appropriateproblemor inquiry
topic for the unit
I contributed to identifying
appropriate curriculum
expectations, learninggoals and
success criteria
I contributed to identifying the
sequencing of lessons
I contributed to identifying
appropriateassessmentof
learningstrategies and tools
I contributed to the
presentation and posting the
unit on Sakai
6. 8P20 2013-2014
6
Rubric understandingof Vygotsky’s
gradual release of
responsibilitymodel
Collaborativelypresentthe
unitto the class forfeedback
Collaborativelyprepare the
unitfor postingonSakai
Product
I completed one lesson plan for
the unit
I identified appropriate
curriculumexpectations,
learninggoals and success
criteria for the lesson
I set a sequence of instruction
I identified appropriate
assessmentstrategies and tools
I planned for the organization
of time, spaceand materials
for the lesson
I used the gradual releaseof
responsibility process
Learning Goals*
Brief statements that describe, for students, what they should know, understand, and be able to do by the end of a
period of instruction. They represent a subset or cluster of knowledge and skills that students must master in order
to achieve the course outcomes.
Success Criteria*
Describe, in specific terms and in languagemeaningful to students, what successful attainment of the learning
goals looks like. Criteria help students understand what to look for during the learning and what it looks like once
they have learned. Quality success criteria make the learning explicit and transparent for students and teachers
alike. They identify the significant aspects of student performance that are assessed and/or evaluated (i.e., the
“look-fors”) in relation to the course outcomes.
7. 8P20 2013-2014
7
Topics & Schedule
Session Topic & Big Ideas Reminders
SessionOne:
September3/4
Topic: Course Introduction
Big Ideas:
Course Overview
Definitions:Language,literacy,critical
literacy
The 4 Rolesof the Literate Learner
Gradual Release of Responsibility
The OntarioCurriculum
WritingStimulus/Prompt1:
Expressive
SessionTwo:
September10/11
Topic:Writing1
Special Topic:Infographics
Big Ideas:
Content:Overall Expectations
The WritingProcess
TextFormsand Formats
PLC: Writing to Learn
WritingStimulus/Prompt2:
Expository
Choose Novel
SessionThree:
September17/18
Topic:Writing2
Big Idea:
Instructional Strategies
PLC: ConversationsWith
Leaders:Principles of
EffectiveWriting Instruction –
SharonZumbrunn,Keegan
Krause
WritingStimulus/Prompt3:
Narrative
SessionFour:
September24/25
Topic:Writing3
Big Ideas:
Assessment
o Classroom
o Large Scale
PLC: Monograph:Diagnostic
Assessmentin Supportof
StudentLearning
WritingStimulus/Prompt 4:
Persuasive
SessionFive:
October1/2
Topic:Writing4
Big Ideas:
The LearningEnvironment
Planning
o Short Term
o Long Term
PLC: Monograph:TheThird
Teacher
PeerConference
SessionSix:
October8/9
Topic:Reading1
Big Ideas:
Content:Overall Expectations
The ReadingProcess
ComprehensionStrategies
Fluency
PLC: New Horizonsin
Comprehension –EllinOliver
Keene
Due:Writer’sNotebook&
WritingFolio
SessionSeven:
October22/23
Topic:Reading2
Big Ideas:
Instructional Strategies
PLC: The Challengeof
Challenging Text– Timothy
Shanahan,DouglasFisher,
NancyFrey
8. 8P20 2013-2014
8
o Literature Circles
TrilliumList
Due:Novel readusingCoding
the TextStrategy
SessionEight:
October29/30
Topic:Reading3
Special Topic:Literature Circles:Plot
Big Ideas:
The LearningEnvironment
Planning
o Short Term
o Long Term
PLC: Talking in Class –
JohnsonThe ReadingTeacher
vol.65 issue 4 p.232-237
Due:Literature Circle 1
SessionNine:
November5/6
Topic:Reading4
Special Topic:Literature Circles:Theme
Big Ideas:
Assessment
o Classroom
o Large Scale
Monograph:Teaching
Learning Critical Pathways
Due:Literature Circle 2
SessionTen:
November12/13
Topic:PreparingforBlock1
Big Ideas:
The Associate TeacherandTeacher
Candidate Relationship
J/ILanguage Planning
PLC: Reading Remixed – ASCD
March 2012
Due:InfographicPresentation
SessionEleven:
January 7/8
Topic:Collaborative Language Unit
Special Topic:BlendedLearning
Big Ideas:
PracticumDebrief
CollaborativeInquiry
BlendedLearning
PLC: So whatif kids are
reading less these days?
They’rebetter off. Globe and
Mail
SessionTwelve:
January14/15
Topic:Collaborative Language Unit
Special Topic:IntegratedCurriculum
Big Ideas:
CollaborativeInquiry
BlendedLearning
Unit PlanningCriteria
PLC: Monograph:Integrated
Curriculum
Choose UnitInquiryGroup
SessionThirteen:
January21/22
Topic:Collaborative InquiryPlanning Session1
Special Topic:DifferentiatedInstruction
Big Ideas:
DI: KeyFeatures,LearningEnvironment,
Structures,Strategies
PLC: DI Scrapbook
SessionFourteen:
January28/29
Topic:Collaborative InquiryPlanning Session2
Special Topic:ELL
Big Ideas:
ELL: Initial Assessment,Typesof Support,
ClassroomStrategies,Classroom
Assessment
PLC: Monograph:ELLVoices
in the Classroom
SessionFifteen: Topic:Collaborative InquiryPlanning Session3 PLC: Envisioning New
9. 8P20 2013-2014
9
February4/5 Special Topic:MediaLiteracy
Big Ideas:
Conventions
Techniques
MediaLiteracyTriangle
Literacies Through a Lensof
Teaching and Learning –
JenniferRowsell,Reading
Teacher,2012
ExitTicket:TopicExtensions?
BookICT for Presentations
SessionSixteen:
February11/12
Topic: CollaborativeInquiryPlanning4
Special Topic:Poetry
Big Ideas:
Formats
PLC: Monograph:Poetry:A
PowerfulMediumforLiteracy
and Technology Development
SessionSeventeen:
February21/19
Topic:Collaborative Inquiry Presentation
Special Topic:WordStudy
Big Ideas:
PeerFeedback
PLC: Flood,Fast,Focus.
Integrated Vocabulary
Instruction in the Classroom –
Blachowicz,IRA Essentials
Due:Collaborative Inquiry
Presentation
SessionEighteen:
February25/26
Topic:Collaborative Inquiry Presentation
Special Topic:Instructor’sChoice
Big Ideas:
PeerFeedback
Due:Collaborative Inquiry
Presentation
SessionNineteen:
March 4/5
Topic:Collaborative InquiryPresentation
Special Topic:Instructor’sChoice
Big Ideas:
PeerFeedback
Due:Collaborative Inquiry
Presentation
SessionTwenty:
March 18/19
Topic:End of Course
Big Ideas:
Consolidation
Evaluation
10. 8P20 2013-2014
10
8P20 PROFESSIONAL LEARNING CONVERSATIONS ASSESSMENT
PLC SELF-ASSESSMENT
Name Date Reading
Professional Learning Conversation Criteria NO YES
I supportedcolleaguesbybeingpunctual andready
to beginontime.
0 1 2
I preparedby havingreadall requiredmaterial for
richerteam conversationandreflectionusingthese
questions:
What did I learnfromthis reading?
Howdidthis reading/discussion challengemy
thinking?
What questionsorconcernsdo I still have?
0 1 2
I respectedothers’ opinionsandvoicesthrough
active listening
0 1 2
I engagedin focusedconversationleadingto
increasedunderstandingofthecontent
0 2 4
PLC DISCUSSION FACILITATOR FORM
Name Date Reading
My 3 Questions Supporting Ideas/Concepts
1.
2.
3.
NO YES
I prepared3 relevantquestionswith
supportingkeyideas/conceptsto guide
discussionandpromotecritical thinking.
0 1 2
I led team conversationaboutthereading
using3 preparedquestionsand
appropriatestrategies to promote
accountabletalk.
0 1 2
11. 8P20 2013-2014
11
8P20 LITERATURE CIRCLE CHECKLIST
LITERATURE CIRCLES Yes No Comments
Novel
I read the novel
I used the reading strategy, Coding the
Text*
Literature Circle
I prepared for 2 Literature Circle roles
I actively participated in Literature Circle
discussions
Reflection
I completed the Literature Circle
Reflection**
*CodingtheTextOptions
Symbol T-S T-T T-W V P I ?
Meaning Text-to-self
connection
Text-to-
text
connection
Text-to-
world
connection
Visualize
or make a
picture in
my head
Predict Infer
(read
between
the lines)
Question: I
wonder; I
don’t
understan
d
Symbol + X ü W
Meaning New
informatio
n (clarify)
I thought
differently
Confirms
what I
thought
A word I
don’t know
Adapted from The Collaborative forTeaching and Learning
12. 8P20 2013-2014
12
8P20 LITERATURE CIRCLE REFLECTION
Name:
Cheers
What do you especially value about literature circles?
Hurrah!
Fears
What worries you about Literature Circles?
!
Unclears
What questions do you have about Literature Circles?
?
13. 8P20 2013-2014
13
8P20 Writer’s Notebook & Writing Folio Checklist
Name: Date:
Knowledge
I understand the features of 4 writing forms
Thinking
I organized and developed ideas
Communication
I identified a sense of audience, purpose, intention
I used appropriate grammar, spelling, usage, punctuation
I attended to creative visual presentation (image, colour, format)
Application
I completed a first draft for 4 writing forms
I participated in a peer conference for one writing form
I applied the writing process to one writing form
(drafts, revisions, peer editing, polishing)
I used writer’s crafts strategies (application of 6 traits and experimentation with
various drafts and revisions) to one writing form
14. 8P20 2013-2014
14
8P20 INFOGRAPHIC RUBRIC
Name:
I. PLANNING: /10
Relevant and accurate information
Purposeful design
II. PRODUCT: /10
Use of images and accompanying information
4 sources cited
III. PRESENTATION: /10
Paragraph provides a clear explanation
Presentation
TOTAL GRADE: /30