This document outlines a thematic unit on technology and communication that uses the short story "From Email to Bill Gates" by John Seabrook. Over the course of 12 days, students will explore the story, learn about key figures like Bill Gates and Steve Jobs, discuss different forms of social media, and compare/contrast the work and impact of Gates and Jobs. Assessment includes sending an email to Gates, answering text questions, debating topics, and a final exam on the story content and themes. The goal is for students to understand how technology facilitates communication while developing skills like critical thinking.
Validation of Dunbar's number in Twitter conversationsaugustodefranco .
Bruno Goncalves1;2, Nicola Perra1;3, and Alessandro Vespignani1;2;4
1Center for Complex Networks and Systems Research,
School of Informatics and Computing, Indiana University, IN 47408, USA
2Pervasive Technology Institute, Indiana University, IN 47404, USA
3Linkalab, Complex Systems Computational Lab. - 09100 Cagliari Italy and
4Institute for Scientic Interchange, Turin 10133, Italy
Maio 2011
Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Cre...ilkyen
Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Creative Thinking @
The 20th International Conference on Computers in Education
(ICCE 2012)
This document provides a 3-part lesson on digital citizenship. Students will first research an assigned topic related to digital citizenship such as cyberbullying or internet safety. They will then discuss their topic in an online forum, responding to other students. Finally, students will work in groups to create an online poster about their topic to teach their peers. The goal is for students to understand what it means to be a responsible digital citizen.
This activity book aims to introduce concepts of modern technology to children aged 4 to 8 in a fun way through 30 pages of games and activities. While entertaining children, it also helps develop language, math, social and cultural skills. The book encourages discussion between children and parents/teachers on topics like privacy and responsible technology use from a young age.
This document discusses creating spaces that allow people freedom and permission to be themselves. It advocates setting people free through creating physical and mental spaces where they can explore their interests and talents without restrictions. The document argues this will unleash people's brilliant minds and art. It notes that soul peace comes from being able to freely express oneself. The overall message is that by giving people freedom and permission, it can revolutionize learning and unleash creativity.
This lesson plan aims to teach 12th grade students about the main idea and summary of the main idea in an essay. Students will read a presentation distinguishing the main idea from the summary of the main idea. They will then identify examples of each from the presentation. To assess understanding, students will answer questions about the location and difference between the main idea and summary. The goal is for students to synthesize the key concepts and value writing structure.
1. The lesson plan is for a 12th grade music appreciation class.
2. Students will discuss homework questions and vocabulary about music genres.
3. They will then listen to different types of music and discuss concepts about the genre.
Michael J. Sosa Cardona conducted a case study on a 17-year old student named Anibal Miranda Ortiz who attends Jose Campeche Community School. Anibal lives with his mother in Caguas and has average grades, but struggles in Spanish and English. He enjoys sports and cars and wants to study criminology and law. Anibal has some behavioral issues in class that distract him and others, but seems to do well in physical education and sports. The case study aims to understand the root causes of Anibal's behaviors and how to help him achieve his potential.
Validation of Dunbar's number in Twitter conversationsaugustodefranco .
Bruno Goncalves1;2, Nicola Perra1;3, and Alessandro Vespignani1;2;4
1Center for Complex Networks and Systems Research,
School of Informatics and Computing, Indiana University, IN 47408, USA
2Pervasive Technology Institute, Indiana University, IN 47404, USA
3Linkalab, Complex Systems Computational Lab. - 09100 Cagliari Italy and
4Institute for Scientic Interchange, Turin 10133, Italy
Maio 2011
Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Cre...ilkyen
Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Creative Thinking @
The 20th International Conference on Computers in Education
(ICCE 2012)
This document provides a 3-part lesson on digital citizenship. Students will first research an assigned topic related to digital citizenship such as cyberbullying or internet safety. They will then discuss their topic in an online forum, responding to other students. Finally, students will work in groups to create an online poster about their topic to teach their peers. The goal is for students to understand what it means to be a responsible digital citizen.
This activity book aims to introduce concepts of modern technology to children aged 4 to 8 in a fun way through 30 pages of games and activities. While entertaining children, it also helps develop language, math, social and cultural skills. The book encourages discussion between children and parents/teachers on topics like privacy and responsible technology use from a young age.
This document discusses creating spaces that allow people freedom and permission to be themselves. It advocates setting people free through creating physical and mental spaces where they can explore their interests and talents without restrictions. The document argues this will unleash people's brilliant minds and art. It notes that soul peace comes from being able to freely express oneself. The overall message is that by giving people freedom and permission, it can revolutionize learning and unleash creativity.
This lesson plan aims to teach 12th grade students about the main idea and summary of the main idea in an essay. Students will read a presentation distinguishing the main idea from the summary of the main idea. They will then identify examples of each from the presentation. To assess understanding, students will answer questions about the location and difference between the main idea and summary. The goal is for students to synthesize the key concepts and value writing structure.
1. The lesson plan is for a 12th grade music appreciation class.
2. Students will discuss homework questions and vocabulary about music genres.
3. They will then listen to different types of music and discuss concepts about the genre.
Michael J. Sosa Cardona conducted a case study on a 17-year old student named Anibal Miranda Ortiz who attends Jose Campeche Community School. Anibal lives with his mother in Caguas and has average grades, but struggles in Spanish and English. He enjoys sports and cars and wants to study criminology and law. Anibal has some behavioral issues in class that distract him and others, but seems to do well in physical education and sports. The case study aims to understand the root causes of Anibal's behaviors and how to help him achieve his potential.
Nike's consolidated financial statements from 1/12/2011 to 29/2/2012 show that revenues increased 15% to $5.845 billion while net income grew 7% to $560 million. Earnings per share increased 11% to $1.20 per share and the stock price rose 24% to $107.92. The presentation analyzes Nike's income statement, division incomes, product groups, and notes pros like growth in China and innovation, and cons such as increased competition from Adidas.
The lesson plan is for a 12th grade class reading and discussing the short story "The Tell-Tale Heart" by Edgar Allan Poe. Students will make predictions about the story as they read, checking for comprehension. They will summarize the story after finishing. The teacher will ask guiding questions to engage students in anticipating events and interpreting the man's feelings and actions in the story. The goal is for students to appreciate literature and analyze character development, plot, and themes through class discussion.
1. The lesson plan is for a 12th grade writing workshop class.
2. Students will play rock, paper, scissors to choose vocabulary words to define from flashcards. This will review words for an upcoming quiz.
3. The objectives are for students to classify and arrange vocabulary words and definitions orally, demonstrating an appreciation for the writing process.
4. Materials include textbooks, flashcards with words and definitions, a board, and marker. Students will participate in group activities to review and reinforce the vocabulary.
This lesson plan focuses on introducing students to writing introductions for essays. Students will review what an introduction is by reading pages 28-29 of their textbook. They will then evaluate what constitutes a good introduction based on their reading and understanding. The goal is for students to appreciate introductions at a deeper level. To assess learning, students will provide a summary of the key points about introductions and participate in group discussions. For homework, students are asked to choose potential essay topics and react to them, and begin drafting an introduction for one of the topics.
1. The lesson plan is for a 12th grade music appreciation class.
2. Students will discuss their homework assignments of bringing in a favorite song, music artist, or instrument to present to the class.
3. The goal is for students to gain a new understanding and evaluation of how music makes them feel.
This thematic unit focuses on reading comprehension using Edgar Allan Poe's short story "The Tell-Tale Heart." Over the course of 9-11 days, students will explore the suspense genre, learn about Poe as the author, identify vocabulary words, summarize and analyze the plot, characters, and setting. They will relate the story's themes to real life situations and debates. Assessment includes exams, reflections, discussions, and a pre-test and post-test to measure comprehension of the story. The goal is to develop skills in communication, creativity, leadership, diversity, and social transformation.
This lesson plan is for an English class to watch the movie "Freedom Writers" over three days. On the second day, the students will watch the movie to sharpen their English skills and express ideas about how the English language inspires dreams, shapes lives, and gives hope. After watching, the students will review and discuss what they saw in the movie. The teacher reflects that they are unsure how to effectively structure objectives and activities for having students watch a movie in class.
This lesson plan reviews the parts of an essay with 12th grade students. The teacher will present on the key parts of an essay, including the introduction, thesis statement, topic sentences, supporting ideas, conclusion, and restating the thesis. Students will then participate by selecting vocabulary words from the presentation and answering related questions to check their understanding. The goal is for students to summarize and classify the essay components in preparation for an upcoming test on writing workshop concepts.
The lesson plan is for a 12th grade class that will debate the topic of capital punishment. Students will first express their opinions on whether they support or oppose the death penalty. They will then be divided into two groups based on their views. After reading a handout on capital punishment, the groups will debate the topic using discussion questions provided by the teacher. At the end of class, students will reflect on what they learned through the debate. The teacher will assess student understanding through a group discussion and graphic organizer where students evaluate arguments for and against capital punishment.
This case study examines Anibal Miranda Ortiz's behavior over several weeks. [1] Anibal initially seemed to be making progress but then his grades dropped significantly and he began disrespecting teachers. [2] Meetings were scheduled with Anibal's mother to address his behavior, but she did not attend. [3] The teachers want to help Anibal succeed due to his intelligence, but his behavioral issues are a major concern and risk of suspension or failing to graduate.
This document is a Teacher Work Sample from a student teacher, Michael J. Sosa Cardona, completed during his practice teaching placement at Jose Campeche Community School in San Lorenzo, Puerto Rico. It provides background context on the school, including that it serves a lower-income population and struggles with behavioral issues and standardized test scores. It also describes the school's English program, the needs of the practice teaching group, and sets learning goals to improve student writing skills through engaging instructional activities and strategies.
The lesson plan outlines a 12th grade English class where students will watch a short film adaptation of Edgar Allan Poe's short story "The Tell-Tale Heart" and then answer questions and discuss the film. The objectives are for students to relate to the story by watching the film, recount the events by answering open-ended questions, and balance the film with their reading of the short story.
The lesson plan is for a 12th grade class and focuses on analyzing the short story "The Tell-Tale Heart" through character and setting description. Students will argue how the characters felt, thought, and acted using evidence from the text. They will also classify the characters based on these traits. Finally, students will critique the characters and setting at a deeper level. The lesson incorporates creativity, critical thinking, and discussion to enhance analysis of the short story. Students will describe characters, classify how they felt/thought/acted, and analyze the setting.
This document provides a thematic unit plan for teaching a short story by Edgar Allan Poe called "The Tell-Tale Heart". The unit spans 9-11 days and incorporates standards in literature, reading comprehension, and arts integration. It includes objectives, activities, assessments, and a methodology. The plan aims to develop skills in diversity, creativity, leadership, and social transformation through close analysis of the suspense genre and characters in the short story.
Thematic unit 5 the essay revision in progressmichael_uprh
The thematic unit focuses on teaching writing skills over 15-16 days. Students will explore essay structure by analyzing sample essays. They will define essay parts, develop topics, and write drafts. Lessons include identifying thesis statements, outlining paragraphs, and using vocabulary words. Formative assessments include quizzes, homework, and student presentations on essay components. The final assessment is an outline and draft of an original student essay to be completed at home. The unit aims to develop skills like critical thinking, creativity, leadership, and social transformation through the writing process.
1. The document outlines a 14-day thematic unit on music for an English listening and speaking class. It includes objectives, standards, activities, assessments, and a daily schedule.
2. Key activities include exploring different music genres, analyzing songs, discussing artists, and creating their own song. Assessments include reading comprehension questions, debates, reactions, and special homework assignments.
3. The unit aims to develop students' understanding of music vocabulary and concepts while practicing English listening and speaking skills through a variety of engaging activities centered around music.
This document outlines a thematic unit on writing workshops that focuses on developing students' essay writing skills. The unit spans 9-11 days and includes activities for students to explore sample essays, develop thesis statements, outline and draft paragraphs, and write a final essay. Key objectives are for students to recognize essay structure, arrange their own essays, and review and improve their writing. Students work through exploration, conceptualization, and application phases to synthesize lessons on essay components into a new work.
The document outlines a thematic unit on English literature with the objectives of having students recall and share experiences with the English language, process the movie "Freedom Writers" to conceptualize its themes, and apply strategic thinking in analyzing, critiquing and interpreting the movie through assessment activities over the course of approximately 5-6 days. The unit is aligned with standards and emphasizes four core values: diversity, creativity, leadership, and social transformation.
The Myth of the Digital Native: Why Generational Stereotyping Won’t Improve S...Fred Mindlin
This document summarizes and critiques the concept of "digital natives" put forward by Marc Prensky. It argues that while today's students are adept digital consumers, mastery requires a deeper understanding and critical thinking skills to evaluate online information. Simply using technology does not make one an expert. Students need guidance to develop skills like judgment, evaluating sources, and understanding context. Technology integration should allow for student creativity and not just consumption. Overall generational stereotypes do not reflect the diversity of skills among students and all can benefit from developing critical digital literacy.
The learner voice: students' use and experience of technologiesgrainne
This document discusses learners' use and experience of technologies based on research from various projects. It finds that technologies are becoming integrated into the student-institutional relationship, with most services now provided online. Students report using tools like email, word processing, and the internet as core tools for learning and communication. Research also shows students engaging with a variety of online resources and using technologies to support activities like creating documents, searching for information, and communicating with others. However, tensions can arise between student control over personal tools and institutional control over integrated systems, with implications for teaching strategies, staff skills, and university policies.
Nike's consolidated financial statements from 1/12/2011 to 29/2/2012 show that revenues increased 15% to $5.845 billion while net income grew 7% to $560 million. Earnings per share increased 11% to $1.20 per share and the stock price rose 24% to $107.92. The presentation analyzes Nike's income statement, division incomes, product groups, and notes pros like growth in China and innovation, and cons such as increased competition from Adidas.
The lesson plan is for a 12th grade class reading and discussing the short story "The Tell-Tale Heart" by Edgar Allan Poe. Students will make predictions about the story as they read, checking for comprehension. They will summarize the story after finishing. The teacher will ask guiding questions to engage students in anticipating events and interpreting the man's feelings and actions in the story. The goal is for students to appreciate literature and analyze character development, plot, and themes through class discussion.
1. The lesson plan is for a 12th grade writing workshop class.
2. Students will play rock, paper, scissors to choose vocabulary words to define from flashcards. This will review words for an upcoming quiz.
3. The objectives are for students to classify and arrange vocabulary words and definitions orally, demonstrating an appreciation for the writing process.
4. Materials include textbooks, flashcards with words and definitions, a board, and marker. Students will participate in group activities to review and reinforce the vocabulary.
This lesson plan focuses on introducing students to writing introductions for essays. Students will review what an introduction is by reading pages 28-29 of their textbook. They will then evaluate what constitutes a good introduction based on their reading and understanding. The goal is for students to appreciate introductions at a deeper level. To assess learning, students will provide a summary of the key points about introductions and participate in group discussions. For homework, students are asked to choose potential essay topics and react to them, and begin drafting an introduction for one of the topics.
1. The lesson plan is for a 12th grade music appreciation class.
2. Students will discuss their homework assignments of bringing in a favorite song, music artist, or instrument to present to the class.
3. The goal is for students to gain a new understanding and evaluation of how music makes them feel.
This thematic unit focuses on reading comprehension using Edgar Allan Poe's short story "The Tell-Tale Heart." Over the course of 9-11 days, students will explore the suspense genre, learn about Poe as the author, identify vocabulary words, summarize and analyze the plot, characters, and setting. They will relate the story's themes to real life situations and debates. Assessment includes exams, reflections, discussions, and a pre-test and post-test to measure comprehension of the story. The goal is to develop skills in communication, creativity, leadership, diversity, and social transformation.
This lesson plan is for an English class to watch the movie "Freedom Writers" over three days. On the second day, the students will watch the movie to sharpen their English skills and express ideas about how the English language inspires dreams, shapes lives, and gives hope. After watching, the students will review and discuss what they saw in the movie. The teacher reflects that they are unsure how to effectively structure objectives and activities for having students watch a movie in class.
This lesson plan reviews the parts of an essay with 12th grade students. The teacher will present on the key parts of an essay, including the introduction, thesis statement, topic sentences, supporting ideas, conclusion, and restating the thesis. Students will then participate by selecting vocabulary words from the presentation and answering related questions to check their understanding. The goal is for students to summarize and classify the essay components in preparation for an upcoming test on writing workshop concepts.
The lesson plan is for a 12th grade class that will debate the topic of capital punishment. Students will first express their opinions on whether they support or oppose the death penalty. They will then be divided into two groups based on their views. After reading a handout on capital punishment, the groups will debate the topic using discussion questions provided by the teacher. At the end of class, students will reflect on what they learned through the debate. The teacher will assess student understanding through a group discussion and graphic organizer where students evaluate arguments for and against capital punishment.
This case study examines Anibal Miranda Ortiz's behavior over several weeks. [1] Anibal initially seemed to be making progress but then his grades dropped significantly and he began disrespecting teachers. [2] Meetings were scheduled with Anibal's mother to address his behavior, but she did not attend. [3] The teachers want to help Anibal succeed due to his intelligence, but his behavioral issues are a major concern and risk of suspension or failing to graduate.
This document is a Teacher Work Sample from a student teacher, Michael J. Sosa Cardona, completed during his practice teaching placement at Jose Campeche Community School in San Lorenzo, Puerto Rico. It provides background context on the school, including that it serves a lower-income population and struggles with behavioral issues and standardized test scores. It also describes the school's English program, the needs of the practice teaching group, and sets learning goals to improve student writing skills through engaging instructional activities and strategies.
The lesson plan outlines a 12th grade English class where students will watch a short film adaptation of Edgar Allan Poe's short story "The Tell-Tale Heart" and then answer questions and discuss the film. The objectives are for students to relate to the story by watching the film, recount the events by answering open-ended questions, and balance the film with their reading of the short story.
The lesson plan is for a 12th grade class and focuses on analyzing the short story "The Tell-Tale Heart" through character and setting description. Students will argue how the characters felt, thought, and acted using evidence from the text. They will also classify the characters based on these traits. Finally, students will critique the characters and setting at a deeper level. The lesson incorporates creativity, critical thinking, and discussion to enhance analysis of the short story. Students will describe characters, classify how they felt/thought/acted, and analyze the setting.
This document provides a thematic unit plan for teaching a short story by Edgar Allan Poe called "The Tell-Tale Heart". The unit spans 9-11 days and incorporates standards in literature, reading comprehension, and arts integration. It includes objectives, activities, assessments, and a methodology. The plan aims to develop skills in diversity, creativity, leadership, and social transformation through close analysis of the suspense genre and characters in the short story.
Thematic unit 5 the essay revision in progressmichael_uprh
The thematic unit focuses on teaching writing skills over 15-16 days. Students will explore essay structure by analyzing sample essays. They will define essay parts, develop topics, and write drafts. Lessons include identifying thesis statements, outlining paragraphs, and using vocabulary words. Formative assessments include quizzes, homework, and student presentations on essay components. The final assessment is an outline and draft of an original student essay to be completed at home. The unit aims to develop skills like critical thinking, creativity, leadership, and social transformation through the writing process.
1. The document outlines a 14-day thematic unit on music for an English listening and speaking class. It includes objectives, standards, activities, assessments, and a daily schedule.
2. Key activities include exploring different music genres, analyzing songs, discussing artists, and creating their own song. Assessments include reading comprehension questions, debates, reactions, and special homework assignments.
3. The unit aims to develop students' understanding of music vocabulary and concepts while practicing English listening and speaking skills through a variety of engaging activities centered around music.
This document outlines a thematic unit on writing workshops that focuses on developing students' essay writing skills. The unit spans 9-11 days and includes activities for students to explore sample essays, develop thesis statements, outline and draft paragraphs, and write a final essay. Key objectives are for students to recognize essay structure, arrange their own essays, and review and improve their writing. Students work through exploration, conceptualization, and application phases to synthesize lessons on essay components into a new work.
The document outlines a thematic unit on English literature with the objectives of having students recall and share experiences with the English language, process the movie "Freedom Writers" to conceptualize its themes, and apply strategic thinking in analyzing, critiquing and interpreting the movie through assessment activities over the course of approximately 5-6 days. The unit is aligned with standards and emphasizes four core values: diversity, creativity, leadership, and social transformation.
The Myth of the Digital Native: Why Generational Stereotyping Won’t Improve S...Fred Mindlin
This document summarizes and critiques the concept of "digital natives" put forward by Marc Prensky. It argues that while today's students are adept digital consumers, mastery requires a deeper understanding and critical thinking skills to evaluate online information. Simply using technology does not make one an expert. Students need guidance to develop skills like judgment, evaluating sources, and understanding context. Technology integration should allow for student creativity and not just consumption. Overall generational stereotypes do not reflect the diversity of skills among students and all can benefit from developing critical digital literacy.
The learner voice: students' use and experience of technologiesgrainne
This document discusses learners' use and experience of technologies based on research from various projects. It finds that technologies are becoming integrated into the student-institutional relationship, with most services now provided online. Students report using tools like email, word processing, and the internet as core tools for learning and communication. Research also shows students engaging with a variety of online resources and using technologies to support activities like creating documents, searching for information, and communicating with others. However, tensions can arise between student control over personal tools and institutional control over integrated systems, with implications for teaching strategies, staff skills, and university policies.
This document provides a thematic unit plan on listening and speaking through music. The theme is appreciation for music. Key objectives are for students to explore concepts of music, define related vocabulary, and express themselves through music. Activities include exploration of music topics, answering questions, playing music for expression, and designing an oral report on a favorite music element. Assessment includes group discussions, oral reports, and total unit time is estimated at 5 to 7 days.
This document contains a scheme of work for an English Form One class in 2013. It is divided into 10 weeks with themes, topics, learning outcomes, and pedagogical strategies outlined for each week. The document focuses on developing students' language skills including interpersonal, informational, and aesthetic uses of English through listening, speaking, reading, and writing activities. It aims to improve students' ability to communicate, obtain and process information, and understand and appreciate literature. The scheme of work provides guidance for teachers to help students progress in their English proficiency level by level.
This newsletter provides information to Maryland literacy leaders on issues related to the Common Core State Standards. It discusses the demands of college, career, and life that require strong literacy skills. While reading complexity has increased in these areas, K-12 texts have declined in sophistication. The newsletter aims to keep leaders informed of best practices to ensure students are prepared. It also promotes participation in Digital Learning Day on February 6th to highlight innovative uses of technology in education.
This document discusses using social technology and digital communities to promote learning. It provides advice from students on overcoming barriers to digital engagement, such as sharing inspiration rather than personal details. Digital networks can be open communities or closed groups. Both culture change and technology implementation are important, as is developing digital literacy skills. As learning professionals, it is important to recognize healthy networks, know when and how to participate through roles like connectors and moderators, and analyze networks using both data and personal stories. The top three takeaways are that organizational culture, community management and content design, and the technology platform all significantly impact success.
Handout 1: Inovation Generation Broadband Policy SummitDouglas K. Hartman
This pdf file is handout 1 from Douglas K. Hartman's presentation on 'Revolutionizing Our Minds With Digital Education' at the Innovation Generation Broadband Policy Summit in Washington, DC, Wednesday, April 29, 2009.
B k standards-cognition_knowledge 5-11-2012 finalJean Smith
This document provides standards and examples for the domains of cognition and general knowledge in mathematics, social studies, science, and processes and skills for infants through pre-kindergarten age groups. The standards cover topics such as number sense, geometry, social identity, science inquiry, and memory. Examples are given to illustrate how children may demonstrate understanding of concepts through their behaviors, play, and interactions with adults and peers at each age level.
This document provides information about developing a digital writers' workshop. It discusses balancing traditional workshop models with incorporating digital experiences and tools. This includes introducing authors through digital means like YouTube videos, using blogs as mentors for craft and structure, and having students capture and share their writing process. The document emphasizes that teaching digital writing requires explicit instruction in choosing the right tools for different writing purposes and audiences, as well as developing digital literacy and networking skills. The goal is to help students see writing as a social practice and publication as the midpoint of the process.
This document discusses the "perfect storm" in literacy education created by the convergence of three fronts: 1) The internet has become the defining technology for literacy and learning for this generation. 2) Online new literacies require additional reading, writing, and problem solving skills beyond offline literacy. 3) The workplace has dramatically changed and now requires online reading comprehension, communication, and problem solving skills. It provides examples of how literacy instruction needs to evolve to meet these new demands and discusses efforts by the New Literacies Research Lab to better understand online reading comprehension and inform literacy education.
The document discusses the need for new literacies in education due to changes in technology and the workplace. It describes a "perfect storm" converging from three fronts: the internet has become central to literacy and learning, online reading requires additional skills beyond offline reading, and workplaces now demand online problem solving abilities. It argues that current assessments, policies, and instruction are misaligned with these realities. The Common Core State Standards seek to provide safe harbor by integrating new literacies. Research is needed to inform transitions to new literacies in the classroom.
1. The document discusses how online reading comprehension differs from offline reading comprehension.
2. It provides a preliminary model of online reading comprehension as a problem-based process involving defining problems, locating information, evaluating information, synthesizing information, and communicating answers.
3. Evidence is presented that online and offline reading comprehension skills are not the same, as correlations between performance on offline and online reading assessments are low.
This document provides a new analysis of a student named Anibal Miranda Ortiz based on observations and interactions by the case worker Michael J. Sosa Cardona. Key issues identified for Anibal include losing interest in class, irresponsibility, and a lack of study skills, which stem from focusing too much on his social life outside of school. A work plan is outlined with activities aimed at improving Anibal's English speaking skills and interest in reading, but progress is limited by absences and lack of engagement. It is determined that Anibal's problems extend beyond school and that he needs more support from his family at home.
Anibal Miranda, a student, has been showing behavioral issues including disrespecting teachers. His grades have also declined. The case worker organized meetings with Anibal's mother to address these issues, but she did not attend. Teachers observed that Anibal's behavior was problematic in multiple classes. Despite challenges, the case worker sees potential in Anibal and wants to help him improve his behavior and pass 12th grade, while the school considers suspending him.
The document contains a set of guide questions for students to answer about the short story "The Tell-Tale Heart" by Edgar Allan Poe. The questions prompt students to discuss key plot points like the narrator's growing hatred for the old man's eye, the steps taken to kill him, what sounds the narrator hears after the murder, and how the story ends with the narrator's confession.
The document provides a test on the short story "The Tell-Tale Heart" by Edgar Allan Poe. It consists of multiple choice questions about plot details and literary elements in the story, a sequence of events exercise to put steps from the story in chronological order, a character analysis of the narrator where the test-taker must describe how he feels, thinks and acts, and short answer questions about capital punishment and the story's setting.
The document is a quiz from an English class at Jose Campeche Community School. It contains 15 multiple choice questions that test understanding of key terms related to the structure and composition of essays. The terms include thesis statement, topic sentence, introduction, conclusion, paragraph, and supporting ideas. Students are asked to match the terms with their definitions in order to demonstrate their knowledge of the basic parts of an essay.
The document is an English assignment for 12th grade students that involves analyzing and outlining an essay sample. The essay sample is titled "The Hazards of Movie Going" and discusses the difficulties the author faces in going to the movies, including getting to the theater, problems with the theater itself, and troublesome behaviors of some moviegoers. Students are asked to outline the essay by identifying its introduction, body paragraphs with topic sentences and supporting details, and conclusion. They are also given multiple choice and short answer questions to test their understanding of essay structure and elements.
The document contains a worksheet for 12th grade English students at Jose Campeche Community School. It provides prompts for students to write a reaction to the movie "Freedom Writers" by answering 5 questions in 3-4 sentences each. The questions ask about the plot of the movie, identifying with the situation, feelings after viewing, agreement/disagreement, and lessons learned.
This document is a teacher work sample from Michael J. Sosa Cardona completed during his practice teaching at the University of Puerto Rico in Humacao and Jose Campeche Community School. It was completed on April 30, 2012 for his English Department practice teaching course under cooperative teacher Sonia Almeida and practice supervisor Dr. Nilsa Lugo.
From contextual factors to references (needs revision)michael_uprh
This document provides contextual information about Jose Campeche Community School in San Lorenzo, Puerto Rico and summarizes the school's strengths and challenges. It notes that 66% of students are lower-income and many students with behavioral issues attend Jose Campeche after being rejected from the more selective vocational high school. Though the school has advanced English and Spanish programs, it struggles with student behavior problems and standardized test scores. The document outlines three learning goals for a writing unit to help students learn the structure of essays and improve their writing skills. Assessments include pre-writing activities, draft essays, debates, and a final five paragraph essay to evaluate student progress.
This document provides a table of contents for a lesson plan that includes contextual factors, 3 learning goals, an assessment plan with pre and post assessments, results from a pre-assessment, an overview of instructional activities and technology used, examples of instructional decision making, analysis of student learning for the whole class and subgroups, and reflections and references. The plan outlines the context, objectives, assessments, instructional approach, and analysis of student understanding for a lesson.
This document provides background information on a student named Anibal Miranda Ortiz. It summarizes that he is 17 years old and studies at Jose Campeche Community School, but has faced behavioral issues. It describes Anibal's home life, interests in sports and cars, academic performance of average grades except for lower marks in Spanish and English, and future aspirations to study law. The school counselor indicated there may be additional undisclosed factors influencing Anibal's behavior.
Comparison with initial handling of the problemmichael_uprh
The document compares the initial handling of Anibal's problems to the realization that he needs more support from his parents. Initially, the author tried different communicative approaches to understand Anibal and help with his lack of study skills and responsibility. However, the author realized they were not Anibal's parent and he needed the long-term support that only his parents, especially his mother who lives with him, can provide. While teachers and tutors can help, Anibal spends more time with his family outside of the 5 hours he is in school each day.
This document summarizes Michael J. Sosa Cardona's case study of student Anibal Miranda Ortiz. It provides a new analysis of Anibal's problems in school, comparing it to the initial handling. It finds that Anibal struggles with English and loses interest in classes, but can focus when under pressure. It also outlines Anibal's home life challenges and lack of parental involvement. The work plan chart details Michael's activities with Anibal from February to March, including progress reports and a home visit, finding Anibal absent from school and needing more family support.
1) The student, Anibal, often disrupts class but to a lesser extent recently.
2) Anibal has issues outside of school like family problems that influence his behavior and ability to focus in class. His parents do not spend quality time with him.
3) Getting to know Anibal better, the teacher discovered he has a very active social life outside of school that causes him to lose interest in school. His family issues are the root of his behavior problems.
This lesson plan aims to teach 12th grade students to appreciate music. The lesson will have students share their past experiences with music both orally and in writing. They will discuss their favorite artists and genres. The goal is for students to have a new appreciation for music by the end of the class through discussing their diverse experiences. The lesson will be assessed through a group discussion.
1) The lesson plan is for a 12th grade music appreciation class.
2) Students will give oral reports sharing their experiences with a music instrument, artist, or song.
3) The goal is for students to develop an appreciation for music through reflection and performance.
1) The lesson plan is for a 12th grade music appreciation class.
2) Students will discuss their homework assignments and listen to a Bon Jovi song.
3) After reflecting on the song, students will express how it made them feel and have a new perspective for their oral reports.
1) The lesson plan is for a 12th grade music appreciation class.
2) A music artist will visit the class to talk about their experiences and bring instruments for students to interact with.
3) Students will listen to the speaker, ask questions, and reflect on what they learned to further appreciate music.
This lesson plan is for a 12th grade music appreciation class. The objectives are for students to organize their oral reports on music in the order given as homework and to have a new level of appreciation for the music they hear. Students will discuss the homework, which involves numbers and a movie, and the teacher will use a rubric to assess oral reports. The goal is to enhance students' creativity, leadership skills, and social transformation through reflection on and performance of different music genres.
This document outlines a thematic unit on music for a 12th grade listening and speaking class. The unit focuses on exploring the concept of music, expressing oneself through music, and designing oral reports about favorite music, artists, or instruments. Key objectives are for students to recall vocabulary, express themselves musically, and apply concepts through oral reports. Activities include introducing the topic of music, playing songs for expression, and group discussions. Assessment includes oral reports. The unit aligns with state standards and is designed using communicative and suggestopedic approaches. It will take approximately 5-7 days to complete due to the class nearing completion for the school year.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
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Steve Jobs what did they The vocabulary
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debate to messenger, The students
the doings twitter, etc. will send an
of Steve Jobs email to Bill
and Bill Day 7: React or Gates asking
Gates reflect on the him something
social networks or just saying
Apply something.
concepts: Homework
Examination Bonus: Day 4: Student
on the short See the movie will discussthe
story social network email sent to Bill
and do a Gates
reflection on it
for 10 points Day 5: Students
bonus will answer
questions from
Day 8: Give the textbook to
students a check for
handout about comprehension.
the life of Steve The teacher will
Jobs. This is to discuss the
relate to the questions and
story will ask some
critical thinking
Homework: questions
Search for more
information Day 6: Students
about Steve will learn about
Jobs and Bill the different
Gates for the social networks
debate the next that roam the
day internet
Day 9: Debate Day 7: Students
on the doings of will make a
Steve Jobs and reaction about
Bill Gates. what they had
learned the day
Day 10: before. To guide
4. Compare and the students
Contrast the through the
doings of Steve reaction, some
Jobs vs. the guided
doings of Bill questions will
Gates in a table be given to
given by the them.
teacher. The
table will have Homework:
similarities and For bonus, see
differences. the movie social
network and
Day 11: The hand it the work
students will for 10 points
review the
material that Day 8, 9, and 10:
has been given The handout
about Steve
Day 12: Jobs will be to
Examination on compare and
the short Story contrast his
doings with the
ones of Bill
Gates. Later on
debate on the
same and after
write a
comparison and
contrast table
about their
similarities and
their
differences.
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the story, the
author, the
vocabulary
words, the
doings of Steve
Jobs and the
doings of Bill
5. Gates
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exam can have
true and false,
multiple choice,
two questions,
and a bonus
about a
question
regarding
technology
(what do you
think of
technology after
reading this
short story?).
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subject to
change,
depending on
the results of
the first
assessment.