This document discusses the importance of teaching children's literature and the benefits of collaboration between teachers, librarians, and the community. It notes that children's literature can be subversive by expressing new perspectives. Effective teaching requires interpreting texts and understanding different experiences. School libraries can significantly increase student achievement when teachers partner with librarians. A collaborative model between schools and public libraries enhanced student skills. Media specialists are valuable instructional partners who empower learners. Research shows clear benefits from school/library partnerships on reading scores. Teaching children's literature works best as a team effort involving the entire community.
Placement assessments are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course.
For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs.
Diagnostic Assessment Is An Essential Device In A Teacher's "Tool Kit", Which Can Be Used To Diagnose Strengths And Area Of Need In All Students.
▪ Diagnostic Assessment Involves The Gathering And Careful Evaluation Of Detailed Data Using Student’s Knowledge And Skills In A Given Learning Area.
Placement assessments are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course.
For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs.
Diagnostic Assessment Is An Essential Device In A Teacher's "Tool Kit", Which Can Be Used To Diagnose Strengths And Area Of Need In All Students.
▪ Diagnostic Assessment Involves The Gathering And Careful Evaluation Of Detailed Data Using Student’s Knowledge And Skills In A Given Learning Area.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
This class is a very basic internet class. In this class you will learn terms such as browser, URL, search engines, links, etc. After this class you will be able to open a browser, navigate to a website, and navigate within a website.
this pdf file description
what is the Internet Basics topics likes ;
what is the internet
What is the World Wide Web?
Exploring the Internet using Microsoft Internet Explorer
What is a URL?
What are Domains? and so on.
Reading 21st century literacyChapter 1 Examining literacy in t.docxcatheryncouper
Reading: 21st century literacy
Chapter 1: Examining literacy in the twenty-first century, pp. 2-26, of your eText provides a useful discussion of literacy practices, with particular attention given to the contemporary context.
CHAPTER 1
Examining literacy in the twenty-first century
Discovering what makes a good reader and a good teacher of readers
Jason was six and had already suffered a number of setbacks with heart surgery as a baby. He came to school aggressive and disinterested in everything school had to offer. On his first day of Year 1, he did not see the point in reading quietly, writing freely or working together with his peers. I thought ‘how do I turn a student like Jason into someone who values reading?’ As the bell rang to dismiss the class for the day, a very large man appeared at my classroom door. ‘If you have any problems with Jason, let me know and I will sort him out when he gets home.’ This parent reaffirmed for me that force is never the solution. Jason may not go home to a home of readers; he may not have access to books that he just can’t put down, and he may not be tucked into bed at night and go to sleep with thoughts of the BFG, Dirty Bertie or Superfudge. As his teacher, I believed that I could provide the impetus for reading by tapping into his interests and bridging the gap between his limited literacy experiences outside of school and the rich, meaningful literacy experiences of the classroom. Many Jasons enter our classrooms and far too many fall through an ever-widening gap. The barriers to literacy success become more and more impenetrable as readers like Jason progress through the year levels. So, what can we do to address the reading needs of our students? This book is packed with ideas, strategies and information about creating the best opportunities for literacy learners.
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It also examines the theoretical underpinnings that drive the choices teachers make about literacy instruction.
The one-size-fits-all curriculum does not cater for the diversity of learners sitting in our classrooms. There is no teachers’ manual that guides what we do on a daily basis and no prescriptive set of lesson plans or set of blackline masters can identify the needs of your students. Literacy instruction starts with understanding your students and making available authentic literature, providing opportunities for students to work collaboratively with others, encouraging students to inquire and ask questions, and creating a classroom that accommodates a diversity of perspectives. Literacy teaching is not a one-size-fits-all task to be carried out in a one-size-fits-all classroom.
I have had the privilege of observing many outstanding literacy teachers. Their in-depth understanding of literacy learning, their passion for teaching and their willingness to know and trust their students have been critical to their classroom success. Literacy research has come a long way in the past thirty years and the benefits of children workin ...
Presentation for the Special Libraries Association Annual Conference, Panel on "Optimal Learning through Collaboration: How, Why, Who, and Where?", June 11, 2013, San Diego, CA.
"From Open Data to Open Pedagogy: An Introduction to Integrating Open Practices into the Classroom" is a hands-on workshop offered by UTA Libraries during Open Education Week 2017.
Looks at School Library Month and other related celebrations (Naional Library Month and Library Workers Day) and discusses advocacy and advocacy plans.
Looks at different inquiry process models, including Kuhlthau's Information Search Process and Guided Inquiry derived from it, Big 6 Skills, plus a number of others.
What are School Libraries and School Librarians?Johan Koren
Looks at definitions and roles of the school library and the school librarian and follows the development of standards and guidelines for school libraries from 1845-2009. Considers also the radical new definition set out by R. David Lankes.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. ELE 616 Readings and Research in Children’s Literature Spring 2011 Teaching Children’s Literature A Team Effort
2. Teaching Children’s Literature A subversive activity? . . . I think we should . . . take children’s literature seriously because it is sometimes subversive The great subversive works of children’s literature suggest that there are other views of human life besides those of the shopping mall and the corporation. They mock current assumptions and express the imaginative, unconventional, noncommercial view of the world in its simplest and purest form. They appeal to the imaginative, questioning, rebellious child within all of us, renew our instinctive energy and act as a force for change. Alison Lurie. A Child’s Garden of Subversion. New York Times Books section. February 25, 1990. (May require free registration in order to read).
3. Why Teach Children’s Literature? “Our purposes for teaching literature to students . . . are . . . tied to our notions of the role of schooling” We have left behind models of literature teaching that result in simply interpreting the texts themselves to interpreting and re-interpreting ourselves and our worlds through reading. To turn to literature teaching as a means toward understanding difference, perhaps even to change attitudes toward others and to work toward social justice, is to reach toward transformative models of reading and schooling. Theresa Rogers, Literary theory and children's literature: interpreting ourselves and our worlds Theory into Practice, v. 38 no3 (Summer 1999) p. 138-46
4. The Challenge Theresa Rogers: A final challenge in negotiating children’s responses to literature will be to capture the complexity of their lived experiences, their private and social performances, and their play with and resistance to the demands of particular ways of reading and particular kinds of stories. What kinds of classroom communities will we create in order to provide dialogic spaces in the institution of schooling, in which, drawing on literature as an art, we help children to know in new ways, read the world in new ways, and negotiate their responses in a postmodern world? Literary theory and children’s literature: interpreting ourselves and our worldsTheory into Practice, v. 38 no3 (Summer 1999) p. 138-46
5. Importance of free reading Stephen D Krashen: There is now overwhelming research showing that free voluntary reading is the primary source of our reading ability, our writing style, much of our vocabulary and spelling knowledge, and our ability to handle complex grammatical constructions. It has also been confirmed that those who read more know more: They know more about history, literature, and even have more “practical knowledge” . . . Children’s Literature: Very Good News and Very Bad News
6. Pedagogical approaches 1 Teacher-centered approach The function of this curriculum is to transmit facts, skills, and values through mastering knowledge. . . . The teacher determines all teaching content and children are just the receivers of the knowledge. The underlying concept of the teacher-centered approach is based on traditional pedagogy wherein knowledge is passed from teacher to children.
7. Pedagogical approaches 2 Child-Centered Approach In comparison to the teacher-centered approach, [the child-centered approach] claim[s] that the importance of the curriculum is to develop children’s capacities and intelligence rather than transmitting knowledge and facts. The child-centered approach is based on Dewey’s (1916, 1938, 1940) theories . . . this approach emphasizes nurturing children’s original thinking, connecting the learning to children’s individual needs, and giving children diverse experiences. Each approach has strengths and weaknesses . . . Katsuko Hara
8. Reader Response in Teaching Literature Reader Response In classroom practice, reader response builds upon the transaction between reader and text to encourage students to identify explanations, form their own opinions, and create meanings based on their own individual experiences. As such, in a true reader-centered classroom, these explanations, opinions, and meanings constructed by students are invited, promoted, valued, and seen as beneficial. This personal connection between the reader and the text is the primary focus of reader response theory. “A Horizon of Possibilities”: A Critical Framework for Transforming Multiethnic Literature Instructionby Arlette Ingram Willis Julia L. Johnson
10. Multicultural literature Suggested teaching methods Reader response groups Response journals From Judith Y. Singer and Sally A. Smith (2003). “The Potential of Multicultural Literature: Changing Understanding of Self and Others.” Multicultural Perspectives 5 (2), 17-23.
11. A Collaborative Model (now no longer in operation) What was Tall Tree? The Reader’s Digest Foundation Tall Tree Initiative has created an exciting new model for children’s library services in Westchester County, New York. That model is based on an unprecedented level of cooperation between local schools and the community’s public library.
12. What were the benefits? More effectiveness! By working together, librarians and teachers can more effectively enhance student skills, and offer youngsters a world of reading and information experiences far richer than any institution could individually provide. -- in just the second full year of Tall Tree learning activities, New Rochelle educators and librarians already credit Tall Tree with improving students' information skills, increasing library use and causing parental involvement. What is Tall Tree?
13. Where are the media specialists? They should not be left out! In a similar partnership to Tall Tree in Oregon, “perceiving the public library as a threat to their own jobs, [the local media specialists] are reluctant to advertise services they consider to be duplicating or overriding their roles. This creates a dilemma for the public library-how can we provide students with necessary services without appearing to substitute, replicate or duplicate the teacher-librarian’s role?” Public/School Library Planning Project, Fourth Quarterly Report (no longer available)
14. Are media specialists useful? Libraries Called Key (2004, February/March). Reading Today, 21(4), 1, 4.
15. English teachers think so, too! Resolution on Supporting School and Community Libraries 2005 Educational research demonstrates that the services of professional school librarians, well-funded collections, and rich digital resources enhance student achievement. These research studies show that, when classroom teachers collaborate with full-time, credentialed school librarians to design, implement, and assess instruction, student achievement increases significantly (see the Library Research Service Web site at http://www.lrs.org/impact.php).
16. They got power! Information Power (1998) Roles and Responsibilities of the School Library Media Specialist As teacher As instructional partner As information specialist As program administrator
17. They empower learners Empowering Learners: Guidelines for School Library Media Programs Empowering Learners advances school library media programs to meet the needs of the changing school library environment and is guided by the Standards for the 21st-Century Learner and Standards for the 21st-Century Learner in Action. 17
18. 18 18 From: Listen to the Voices:Student Learning through Ohio School Libraries Dr Ross J ToddPresentation at KLA 2006
19. Are there definite results from school/library partnerships? The answer . . . is a resoundingyes! Students in schools with well-planned library media programs and well documented collection development policies, and whose relationships with public libraries include book talks and summer reading programs averaged reading scores up to 15 points higher than those without such LM programs. October 7, 1998
22. You can prove it for yourself! Evidence-based practice
23. School Libraries Leading Learning:from Ross Todd’s Kentucky Address Fall 2006School Libraries Work! Learning to Read Transformational Role of School Libraries Reading to Learn
24. A current California campaign What is a Strong School Library? As school libraries close, children of poverty lose access and the achievement gap grows larger. The easy solution, and one backed up by over 20 state and international studies confirms that access to books allows children to read more. Reading more creates better readers. The school library provides access to books, plus access to the professional who can lead our children into their digital future safely and thinking critically about their world - both virtual and real. See also Library Advocate 24
25. The Challenge! Being a team player It Takes a Village We smother learning when we sequester it from the community. We strengthen it when we bring students and adults together -- in whatever ways fit the situation best -- to keep company with each other, ask each other questions, and witness each other's hands and minds at work.