This WebQuest guides students in analyzing different interpretations of Hamlet's famous "To be or not to be" soliloquy. Students watch clips from different Hamlet productions and discuss how each interpretation emphasizes different aspects of the speech. They then re-read the soliloquy themselves and consider which interpretation they find most insightful. The goal is for students to understand that words can be interpreted differently while still being correct, and to develop their own perspective on the soliloquy.
1) This document describes a webquest where students will learn about constellations by creating a visual representation of one.
2) It involves students observing the night sky, drawing what they see, researching a assigned constellation, and creating a labeled visual aid and summary.
3) By completing this activity, students will gain familiarity with constellations, understand their origins, and improve teamwork, spatial reasoning, and metacognitive skills.
The document provides instructions for students to complete a scientific method lab experiment in groups. It outlines 10 steps for the scientific method process, including making observations, forming a hypothesis, testing through experimentation, analyzing results, and determining if the hypothesis was correct or not. It also includes links to additional resources on the scientific method and an evaluation rubric.
This document provides a template for a WebQuest lesson plan with sections for the student page and teacher page. The student page sections include an introduction to set up the activity, a description of the task for students to complete, the steps of the process, an evaluation rubric, and a conclusion. The teacher page provides parallel sections for the introduction, learners/standards, process, resources, evaluation, a teacher script, and credits. The template is designed to guide educators in developing a WebQuest lesson with all necessary information for both students and teachers.
This document provides instructions for a student webquest on the water cycle. Students will work in groups to brainstorm ways humans use water and research the water cycle online. They will create a presentation explaining the water cycle process and addressing questions about water treatment, pollution reduction, and acid rain effects. The teacher page outlines an evaluation rubric to score presentations on objective achievement and performance level.
This WebQuest provides an overview of the culture of Spain for 11th grade students. Students will learn about Spain's history and culture from its earliest civilizations to the 21st century. They will explore the various groups that invaded Spain and the cultural influences each left behind. Students will work in groups to create a chronological chart and conduct research using provided books and websites. Upon completion, students will have an understanding of the different groups that make up modern Spain and how they influenced other parts of the world.
This document provides a webquest on digital citizenship. It introduces the topic and defines digital citizenship. The task is for students to understand general areas of digital citizenship behavior. The process describes assigning students to groups to research different digital citizenship topics. The conclusion restates the purpose of learning about digital citizenship and provides a link for further information.
This rubric template contains 4 levels (Beginning, Developing, Accomplished, Exemplary) to evaluate a stated objective or performance. Each level includes a description of identifiable performance characteristics reflecting the degree of mastery, from a beginning level through development and movement toward mastery, up to the highest level of performance.
This document provides the background and instructions for a webquest activity where students work in groups to develop rescue plans to save The Three Little Pigs, who have been kidnapped and dropped in an abandoned field before the butcher arrives. Students must create two plans, one that is cost efficient and one that is time efficient, and then combine the plans into the most efficient rescue that considers both time and cost. Students will be evaluated on their individual participation and ability to catch the pigs and meet the stated objectives.
1) This document describes a webquest where students will learn about constellations by creating a visual representation of one.
2) It involves students observing the night sky, drawing what they see, researching a assigned constellation, and creating a labeled visual aid and summary.
3) By completing this activity, students will gain familiarity with constellations, understand their origins, and improve teamwork, spatial reasoning, and metacognitive skills.
The document provides instructions for students to complete a scientific method lab experiment in groups. It outlines 10 steps for the scientific method process, including making observations, forming a hypothesis, testing through experimentation, analyzing results, and determining if the hypothesis was correct or not. It also includes links to additional resources on the scientific method and an evaluation rubric.
This document provides a template for a WebQuest lesson plan with sections for the student page and teacher page. The student page sections include an introduction to set up the activity, a description of the task for students to complete, the steps of the process, an evaluation rubric, and a conclusion. The teacher page provides parallel sections for the introduction, learners/standards, process, resources, evaluation, a teacher script, and credits. The template is designed to guide educators in developing a WebQuest lesson with all necessary information for both students and teachers.
This document provides instructions for a student webquest on the water cycle. Students will work in groups to brainstorm ways humans use water and research the water cycle online. They will create a presentation explaining the water cycle process and addressing questions about water treatment, pollution reduction, and acid rain effects. The teacher page outlines an evaluation rubric to score presentations on objective achievement and performance level.
This WebQuest provides an overview of the culture of Spain for 11th grade students. Students will learn about Spain's history and culture from its earliest civilizations to the 21st century. They will explore the various groups that invaded Spain and the cultural influences each left behind. Students will work in groups to create a chronological chart and conduct research using provided books and websites. Upon completion, students will have an understanding of the different groups that make up modern Spain and how they influenced other parts of the world.
This document provides a webquest on digital citizenship. It introduces the topic and defines digital citizenship. The task is for students to understand general areas of digital citizenship behavior. The process describes assigning students to groups to research different digital citizenship topics. The conclusion restates the purpose of learning about digital citizenship and provides a link for further information.
This rubric template contains 4 levels (Beginning, Developing, Accomplished, Exemplary) to evaluate a stated objective or performance. Each level includes a description of identifiable performance characteristics reflecting the degree of mastery, from a beginning level through development and movement toward mastery, up to the highest level of performance.
This document provides the background and instructions for a webquest activity where students work in groups to develop rescue plans to save The Three Little Pigs, who have been kidnapped and dropped in an abandoned field before the butcher arrives. Students must create two plans, one that is cost efficient and one that is time efficient, and then combine the plans into the most efficient rescue that considers both time and cost. Students will be evaluated on their individual participation and ability to catch the pigs and meet the stated objectives.
ARQUIACABADOS CONSTRUCCIONES E.U. es una empresa colombiana de construcción y acabados arquitectónicos fundada en 2004. Ofrece una variedad de servicios para los sectores de la construcción e industria, incluyendo diseños, obras civiles, acabados, mantenimiento industrial y electromecánicas. La empresa busca brindar productos y servicios de alta calidad a precios razonables dentro de los plazos acordados.
This document provides guidance on building an effective tag strategy for AWS resources. It discusses key aspects of tagging like resource tags for organization vs cost allocation tags. It recommends following a process-driven approach including defining requirements, identifying key reports, mapping tags, piloting the strategy, and automating tagging. Automation, monitoring, and using tags for triggers are also covered as important aspects of tag strategy and maintenance.
Eukaryotes have a more complex cell structure than prokaryotes, with compartmentalization into membrane-bound organelles. An electron micrograph shows the organelles of a plant cell, including the nucleus, mitochondria, chloroplasts, and large central vacuole. Electron microscopes have much higher resolution than light microscopes due to the shorter wavelength of electrons. This allows observation of ultrastructure and viruses. Prokaryotes lack compartmentalization, while eukaryotes have organelles that perform specialized functions.
Honeybees play an important role in pollination and food production. They pollinate over 90 crops worldwide. Honeybees have various roles within the hive including workers that do tasks, a queen that lays eggs, and drones that mate with queens. However, honeybee populations are declining due to threats like parasites, diseases, and pesticides which could disrupt global food supply if not addressed. Loss of honeybees would have significant economic and environmental impacts.
This document outlines the requirements and overview for the Cooking Merit Badge. It discusses the basics of cooking including safety, nutrition, planning, and preparation. Some key points include:
- Cooking involves 9 meals prepared by the scout, including breakfast, lunch, dinner, and dessert. Several must be prepared outdoors.
- Safety is the top priority and preventing injuries from cuts, burns, allergic reactions, and foodborne illness is discussed in detail. Proper handwashing, food temperatures, and allergen awareness are emphasized.
- Nutrition covers MyPlate guidelines, carbohydrates, proteins, fats, sugars, electrolytes, calories, and reading food labels.
- Planning involves
1. Early psychological explanations of criminal behavior included demonic possession, physical abnormalities, and mental retardation. Rational choice theory proposed that criminal acts result from weighing rewards against risks and deterrence of punishment.
2. Major modern theories include psychodynamic perspectives focusing on childhood experiences and personality development, behaviorism which posits that aggression is learned through modeling, and cognitive theories examining faulty information processing and moral development.
3. Biological factors like biochemical imbalances, genetics, neurological defects, and evolutionary influences on aggression are also considered, as are trait theories related to antisocial personality and intelligence. Dominant views today recognize the interaction between psychological and sociological influences in contributing to criminal behavior.
The document discusses the causes and impacts of the Sugar Revolution in the British West Indies between 1645 and 1748. It first examines the causes, including the decline of the tobacco industry, rising demand for sugar in Europe, and expertise provided by the Dutch in sugar production. It then analyzes the revolution's economic, political and social impacts. Economically, it transformed agriculture and increased wealth. Politically, it centralized colonial governance. Socially, it established a slave society and racially stratified population. The Sugar Revolution completely restructured society, agriculture and the economy in the British West Indies.
1) O documento fornece orientações sobre como elaborar projetos socioambientais, descrevendo as etapas do processo, desde a definição do projeto até o planejamento e avaliação.
2) Inclui noções gerais sobre projetos, ressaltando a importância da participação de todos os envolvidos desde o início do processo.
3) Detalha os principais itens que devem compor um projeto, como a identificação, o proponente, a experiência da instituição e o plano de trabalho.
Honeybee castes include the queen bee, drones, and worker bees. The queen bee is the only fertile member of the hive and lays all the eggs. Her genetic traits can be passed on to offspring. Drones exist solely to mate with the queen in a sometimes fatal act. Worker bees perform all the activities to maintain the hive, such as building comb, foraging, and caring for the queen and larvae. A honeybee's diet determines whether it develops into a queen or worker, as queen larvae are fed exclusively royal jelly.
El documento describe el proceso de diagnóstico social, incluyendo sus funciones, requisitos y pasos clave. Un diagnóstico social implica conocer los problemas, necesidades, recursos y factores contextuales de una situación, para establecer prioridades estrategias de intervención. Los pasos incluyen explorar la situación, recopilar datos, analizar factores, identificar problemas y necesidades, y determinar soluciones factibles considerando los puntos de vista de los afectados. El objetivo final es comprender profundamente una situación para diseñar estrategias de acc
Honey bees are crucial pollinators for many fruits and vegetables. They pollinate about 30% of the food consumed in the US. However, honey bee populations have declined by 30-50% over the last 20 years due to various factors like pesticides, malnutrition, mites, and viruses. If honey bee populations continue to decline, it could significantly impact food prices and availability. There are steps people can take to help honey bees, such as planting bee-friendly gardens and donating to research on solving colony collapse disorder.
Programa de manejo de agua potable terminadoSergio Posada
Este documento presenta un programa de manejo de agua potable para una planta de producción. Describe los objetivos de verificar la calidad del agua consumida y usada en la planta. Incluye la localización de los tanques de agua, los análisis fisicoquímicos y microbiológicos realizados, el mantenimiento de los tanques y la verificación periódica de la calidad del agua según la normativa legal colombiana.
Influence of social media on the academic performance of the undergraduate st...Alexander Decker
1) The document examines the influence of social media on the academic performance of undergraduate students at Kogi State University in Nigeria. It finds that students have high levels of access to social media, especially Facebook.
2) The study also finds that exposure to social media has a negative effect on students' academic performance. Students spend more time on social media than studying, and rely on social media instead of course materials.
3) Based on these findings, the document concludes that social media exposure negatively impacts academic performance for undergraduates at Kogi State University. It recommends that students minimize social media use and focus more on academic activities.
El documento describe los procesos y condiciones involucrados en la fabricación de pellets de alimentos para animales. Estos incluyen acondicionamiento, peletizado, enfriamiento y secado. El acondicionamiento involucra la adición de vapor y agua para cambiar las propiedades físicas y químicas de la mezcla y facilitar la compactación. El peletizado comprime la mezcla a través de un molde. El enfriamiento y secado retiran el exceso de humedad y bajan la temperatura del pellet terminado. La
This document provides a template for a webquest with sections for an introduction, task, process, evaluation, and conclusion. The introduction should set the stage and provide an essential question. The task section describes the end goal of the activities. The process section lists the steps students will take to complete the task and access online resources. The evaluation section rates student work on a scale. And the conclusion summarizes what students will learn.
This document provides information about an upcoming assessment for a class on Anglophonic communities. It outlines the goals of assessing students' verbal and written expression skills in English, their knowledge of English-speaking countries, and their ability to research, plan and present on a topic. It describes the resources students will need, including research skills, PowerPoint skills, and choice of English-speaking country to focus on. Workshops will help with analyzing dialects, cultural songs and styles of speaking to different audiences. The document explains that rubrics will be used to grade students and provides an example rubric template. It indicates that the specific grading criteria will come from an appendix and match the goals and skills of the assessment. Students are instructed to post
This document provides guidance on designing assessments and rubrics aligned to learning outcomes. It discusses criteria for high quality common assessments and effective scoring guides. It also outlines steps to take in collaborative planning sessions to create assessments and matched learning tasks. Sample assessment questions, a scoring guide example, and key elements of effective scoring are also included.
Analytic scoring involves scoring separate parts or criteria of a performance or product individually and then summing the scores to obtain a total score. The document provides an example of an analytic rubric for rating composition tasks. The rubric contains five criteria: organization, logical development of ideas, grammar, punctuation/mechanics, and style/quality of expression. Each criterion is scored on a scale from 1 to 4, with descriptors provided for each level.
This document provides an introduction to object-oriented concepts and the Unified Modeling Language (UML). It discusses the basic principles of object orientation including abstraction, encapsulation, modularity, and hierarchy. It then defines key object-oriented terms like class, object, attribute, operation, interface, component, and relationships. It provides examples of how these concepts are represented using UML notation.
The document discusses the history and evolution of grading systems in education. It begins by describing how student progress was orally reported to parents in the 1800s. As student populations increased in the late 19th century, numeric percentages began to be used for assessment. Research in the early 1900s found inconsistencies in teacher grading, leading to the standardized letter grade scale. The document then introduces rubrics as an alternative assessment method developed in the 1960s that provides detailed criteria and feedback for students. Both traditional grading and rubric assessment methods are outlined, including their pros and cons.
This document discusses instructional design and how it can help improve learning. It describes the ADDIE model of instructional design, which includes analysis, design, development, implementation, and evaluation phases. It also outlines several instructional design principles and models, including Chickering and Gamson's seven principles of good practice in undergraduate education.
ARQUIACABADOS CONSTRUCCIONES E.U. es una empresa colombiana de construcción y acabados arquitectónicos fundada en 2004. Ofrece una variedad de servicios para los sectores de la construcción e industria, incluyendo diseños, obras civiles, acabados, mantenimiento industrial y electromecánicas. La empresa busca brindar productos y servicios de alta calidad a precios razonables dentro de los plazos acordados.
This document provides guidance on building an effective tag strategy for AWS resources. It discusses key aspects of tagging like resource tags for organization vs cost allocation tags. It recommends following a process-driven approach including defining requirements, identifying key reports, mapping tags, piloting the strategy, and automating tagging. Automation, monitoring, and using tags for triggers are also covered as important aspects of tag strategy and maintenance.
Eukaryotes have a more complex cell structure than prokaryotes, with compartmentalization into membrane-bound organelles. An electron micrograph shows the organelles of a plant cell, including the nucleus, mitochondria, chloroplasts, and large central vacuole. Electron microscopes have much higher resolution than light microscopes due to the shorter wavelength of electrons. This allows observation of ultrastructure and viruses. Prokaryotes lack compartmentalization, while eukaryotes have organelles that perform specialized functions.
Honeybees play an important role in pollination and food production. They pollinate over 90 crops worldwide. Honeybees have various roles within the hive including workers that do tasks, a queen that lays eggs, and drones that mate with queens. However, honeybee populations are declining due to threats like parasites, diseases, and pesticides which could disrupt global food supply if not addressed. Loss of honeybees would have significant economic and environmental impacts.
This document outlines the requirements and overview for the Cooking Merit Badge. It discusses the basics of cooking including safety, nutrition, planning, and preparation. Some key points include:
- Cooking involves 9 meals prepared by the scout, including breakfast, lunch, dinner, and dessert. Several must be prepared outdoors.
- Safety is the top priority and preventing injuries from cuts, burns, allergic reactions, and foodborne illness is discussed in detail. Proper handwashing, food temperatures, and allergen awareness are emphasized.
- Nutrition covers MyPlate guidelines, carbohydrates, proteins, fats, sugars, electrolytes, calories, and reading food labels.
- Planning involves
1. Early psychological explanations of criminal behavior included demonic possession, physical abnormalities, and mental retardation. Rational choice theory proposed that criminal acts result from weighing rewards against risks and deterrence of punishment.
2. Major modern theories include psychodynamic perspectives focusing on childhood experiences and personality development, behaviorism which posits that aggression is learned through modeling, and cognitive theories examining faulty information processing and moral development.
3. Biological factors like biochemical imbalances, genetics, neurological defects, and evolutionary influences on aggression are also considered, as are trait theories related to antisocial personality and intelligence. Dominant views today recognize the interaction between psychological and sociological influences in contributing to criminal behavior.
The document discusses the causes and impacts of the Sugar Revolution in the British West Indies between 1645 and 1748. It first examines the causes, including the decline of the tobacco industry, rising demand for sugar in Europe, and expertise provided by the Dutch in sugar production. It then analyzes the revolution's economic, political and social impacts. Economically, it transformed agriculture and increased wealth. Politically, it centralized colonial governance. Socially, it established a slave society and racially stratified population. The Sugar Revolution completely restructured society, agriculture and the economy in the British West Indies.
1) O documento fornece orientações sobre como elaborar projetos socioambientais, descrevendo as etapas do processo, desde a definição do projeto até o planejamento e avaliação.
2) Inclui noções gerais sobre projetos, ressaltando a importância da participação de todos os envolvidos desde o início do processo.
3) Detalha os principais itens que devem compor um projeto, como a identificação, o proponente, a experiência da instituição e o plano de trabalho.
Honeybee castes include the queen bee, drones, and worker bees. The queen bee is the only fertile member of the hive and lays all the eggs. Her genetic traits can be passed on to offspring. Drones exist solely to mate with the queen in a sometimes fatal act. Worker bees perform all the activities to maintain the hive, such as building comb, foraging, and caring for the queen and larvae. A honeybee's diet determines whether it develops into a queen or worker, as queen larvae are fed exclusively royal jelly.
El documento describe el proceso de diagnóstico social, incluyendo sus funciones, requisitos y pasos clave. Un diagnóstico social implica conocer los problemas, necesidades, recursos y factores contextuales de una situación, para establecer prioridades estrategias de intervención. Los pasos incluyen explorar la situación, recopilar datos, analizar factores, identificar problemas y necesidades, y determinar soluciones factibles considerando los puntos de vista de los afectados. El objetivo final es comprender profundamente una situación para diseñar estrategias de acc
Honey bees are crucial pollinators for many fruits and vegetables. They pollinate about 30% of the food consumed in the US. However, honey bee populations have declined by 30-50% over the last 20 years due to various factors like pesticides, malnutrition, mites, and viruses. If honey bee populations continue to decline, it could significantly impact food prices and availability. There are steps people can take to help honey bees, such as planting bee-friendly gardens and donating to research on solving colony collapse disorder.
Programa de manejo de agua potable terminadoSergio Posada
Este documento presenta un programa de manejo de agua potable para una planta de producción. Describe los objetivos de verificar la calidad del agua consumida y usada en la planta. Incluye la localización de los tanques de agua, los análisis fisicoquímicos y microbiológicos realizados, el mantenimiento de los tanques y la verificación periódica de la calidad del agua según la normativa legal colombiana.
Influence of social media on the academic performance of the undergraduate st...Alexander Decker
1) The document examines the influence of social media on the academic performance of undergraduate students at Kogi State University in Nigeria. It finds that students have high levels of access to social media, especially Facebook.
2) The study also finds that exposure to social media has a negative effect on students' academic performance. Students spend more time on social media than studying, and rely on social media instead of course materials.
3) Based on these findings, the document concludes that social media exposure negatively impacts academic performance for undergraduates at Kogi State University. It recommends that students minimize social media use and focus more on academic activities.
El documento describe los procesos y condiciones involucrados en la fabricación de pellets de alimentos para animales. Estos incluyen acondicionamiento, peletizado, enfriamiento y secado. El acondicionamiento involucra la adición de vapor y agua para cambiar las propiedades físicas y químicas de la mezcla y facilitar la compactación. El peletizado comprime la mezcla a través de un molde. El enfriamiento y secado retiran el exceso de humedad y bajan la temperatura del pellet terminado. La
This document provides a template for a webquest with sections for an introduction, task, process, evaluation, and conclusion. The introduction should set the stage and provide an essential question. The task section describes the end goal of the activities. The process section lists the steps students will take to complete the task and access online resources. The evaluation section rates student work on a scale. And the conclusion summarizes what students will learn.
This document provides information about an upcoming assessment for a class on Anglophonic communities. It outlines the goals of assessing students' verbal and written expression skills in English, their knowledge of English-speaking countries, and their ability to research, plan and present on a topic. It describes the resources students will need, including research skills, PowerPoint skills, and choice of English-speaking country to focus on. Workshops will help with analyzing dialects, cultural songs and styles of speaking to different audiences. The document explains that rubrics will be used to grade students and provides an example rubric template. It indicates that the specific grading criteria will come from an appendix and match the goals and skills of the assessment. Students are instructed to post
This document provides guidance on designing assessments and rubrics aligned to learning outcomes. It discusses criteria for high quality common assessments and effective scoring guides. It also outlines steps to take in collaborative planning sessions to create assessments and matched learning tasks. Sample assessment questions, a scoring guide example, and key elements of effective scoring are also included.
Analytic scoring involves scoring separate parts or criteria of a performance or product individually and then summing the scores to obtain a total score. The document provides an example of an analytic rubric for rating composition tasks. The rubric contains five criteria: organization, logical development of ideas, grammar, punctuation/mechanics, and style/quality of expression. Each criterion is scored on a scale from 1 to 4, with descriptors provided for each level.
This document provides an introduction to object-oriented concepts and the Unified Modeling Language (UML). It discusses the basic principles of object orientation including abstraction, encapsulation, modularity, and hierarchy. It then defines key object-oriented terms like class, object, attribute, operation, interface, component, and relationships. It provides examples of how these concepts are represented using UML notation.
The document discusses the history and evolution of grading systems in education. It begins by describing how student progress was orally reported to parents in the 1800s. As student populations increased in the late 19th century, numeric percentages began to be used for assessment. Research in the early 1900s found inconsistencies in teacher grading, leading to the standardized letter grade scale. The document then introduces rubrics as an alternative assessment method developed in the 1960s that provides detailed criteria and feedback for students. Both traditional grading and rubric assessment methods are outlined, including their pros and cons.
This document discusses instructional design and how it can help improve learning. It describes the ADDIE model of instructional design, which includes analysis, design, development, implementation, and evaluation phases. It also outlines several instructional design principles and models, including Chickering and Gamson's seven principles of good practice in undergraduate education.
Core competencies and workforce competencies are what differentiates an organization from its competitors and enables it to deliver superior products and services.
Rajesh will cover the essentials of a competency framework and how it aligns processes like recruitment, career development, workforce planning, training, performance management and compensation to deliver short term and long term goals of an organization.
Basic Instructional Design Principles - A PrimerMike Kunkle
Training involves planned instructional techniques to achieve learning objectives and transfer knowledge, skills, and attitudes. It is developed through a systematic instructional design process that analyzes learning needs and develops instruction to meet those needs. Models typically specify a method that, if followed, will facilitate knowledge, skill, and attitude transfer. Key figures in the field include Robert Mager, Robert Gagne, and Benjamin Bloom.
This rubric evaluates reflection papers for a graduation project on career research and exploration. Students must write a reflection paper on one of the following activities: a career fair, goal setting, or exploring two careers through interest surveys, employer interviews, job shadows, or electronic career searches. The rubric assesses the papers on focus, content, organization, and conventions. Exceptional papers will clearly state the purpose, include a thorough reflective analysis with summary and conclusions. Proficient papers imply the purpose and include a reflective analysis with summary and conclusions. Papers that receive no credit do not state the purpose and lack development and reflection.
This document discusses teacher professional development and defines key concepts. It identifies three areas of teacher knowledge: content knowledge, pedagogical knowledge, and technological knowledge. It also discusses the role of the Teacher Education Division (BPG) in Malaysia and the PKPG model for teacher development, which takes an approach to developing teachers professionally through activities.
Building Serious Games for Medical Intervention and TrainingBrock Dubbels
This document provides an overview of the G-ScalE game development lab at McMaster University led by Brock R. Dubbels. It discusses using games to improve reading comprehension, sustained engagement, cooperative learning and more. It also touches on applying games to math, science, dance and other subjects. The document outlines elements of game design like roles, rules and imagery/visualization. It emphasizes the need for serious games to provide quantifiable evidence that they are achieving desired outcomes.
Career Development In a Box GDC Online 2011Joshua Howard
An introduction to a freely available Career Development toolkit for video game development studios, called The THUD. Find more information at http://thethud.wordpress.com.
Presented at GDC Online 2011 by Joshua Howard.
This document presents a Job Description for the role of an Instructional Designer followed by a Job Element Analysis and identifies the competencies required for this role. This document also records the BARS.
This document provides guidance on teaching hurdling skills to students. It includes level descriptions and learning objectives focused on leg action and maintaining form over hurdles. Key processes involve evaluating performances to improve technique. Students should learn constant stride patterns, balance, and clearing hurdles with their lead leg rather than jumping. The summary focuses on biomechanics, self-evaluation, and setting individual performance goals.
The document discusses using business capability analysis to provide a lean-agile approach to enterprise analysis. It describes modeling business capabilities to present a graphical view of the business value stream and specify value through a relative assessment of capabilities. The value of capability analysis is that it can provide business context, facilitate discovery of good answers quickly, and promote feedback to focus on business value.
This document discusses competency mapping and its importance for organizations. It defines competency as any underlying characteristic required for successful job performance, including knowledge, attitudes, skills, and other personal traits. Competency mapping is the process of identifying the competencies needed to effectively perform the tasks and activities associated with a particular job or role. It involves breaking down job descriptions and conducting interviews to determine the technical, managerial, and behavioral competencies that differentiate superior from average performers. Competency maps provide a framework for human resource functions like recruitment, training, performance evaluation, and succession planning.
A rubric is a scoring tool that provides clear evaluation criteria in the form of levels of achievement. It allows for standardized assessment of student work like papers, projects, and essays according to learning objectives. Rubrics provide transparency by detailing what is required to receive a particular score. They benefit both students by communicating expectations, and teachers by facilitating grading. Rubrics can be tailored to different subject areas and can assess a variety of skills and competencies.
This document outlines the curriculum objectives, standards, essential questions, assessments, and learning plans for Drafting II. The first grading period focuses on visual drawing and developing personal entrepreneurial competencies. The second grading period covers cartooning and animation and understanding marketing mix for small industries. Key topics include developing skills in various drawing techniques, strengthening personal attributes, and analyzing how marketing strategies influence profitability for small businesses.
The document outlines the objectives, standards, and assessment criteria for a Drafting III Blue Print Reading course. The first unit focuses on personal entrepreneurial competencies (PECs). Students will 1) assess their personal characteristics compared to a junior draftsman's PECs and 2) strengthen areas of weakness through role playing exercises. The second unit teaches demand and supply analysis. Students will 1) analyze community data to determine the needs and wants of the target market and 2) present findings in tables, graphs and analyses to identify business opportunities. The overall goals are for students to understand PECs and use market research to fulfill consumer demand.
1. Student Page
[Teacher Page]
Webquest to Create Webquests
Title For Educators
Introduction Designed by
Task Natalie Holland
Process nmh37@zips.uakron.edu
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page
2. Student Page
[Teacher Page]
Introduction
Title Search for the word "WebQuest" in any search engine, and you soon
discover thousands of online lessons created by teachers around the
Introduction world.
Task
What is a WebQuest?
Process
Evaluation A WebQuest is an inquiry-oriented online tool for learning, says
Conclusion workshop expert Bernie Dodge 1. This means it is a classroom-based
lesson in which most or all of the information that students explore
and evaluate comes from the World Wide Web.
Beyond that, WebQuests:
can be as short as a single class period or as long as a month-long
unit;
usually (though not always) involve group work, with division of
labor among students who take on specific roles or perspectives;
are built around resources that are preselected by the teacher.
Students spend their time USING information, not LOOKING for it.
Credits
3. Student Page
[Teacher Page]
The Task
Title
Introduction
Your task will be to analyze the different interpretations of Hamlet’s soliloquy, “To
Task be or not to be” from Act 3 scene 1 of clips from other Hamlet productions.
Process After each performance, describe the different aspects of the speech that each
Evaluation interpretation emphasizes.
Conclusion This will be a discussion-based project. Everyone should record what is discussed
and who will present your views at the end of class.
Credits
4. Student Page
[Teacher Page]
The Process
Title Once assemble d into groups, follow the steps to complete the
assignment.
Introduction 1.) Watch the first clip. First clip
Task 2.) Discuss how the filming emphasizes the meaning of the soliloquy.
Which elements of the clip creates the emphasis? Each person should
Process write their notes/thoughts and discuss them with the rest of the group.
Evaluation See what conclusions can be made as a whole of the clip.
3.) Watch the second clip. second clip.
Conclusion 4) Discuss again the difference in this clip to the previous one. What
direction did this clip take the meaning of the soliloquy. What elements
were different? What did those differences create in the meaning? Think
of the different scenery in each, what did that change or add to the
meaning.
5.)Reread the soliloquy in your book. Think for yourself how you would
imagine the soliloquy be played out, emphasizing the way you see the
meaning of the words.
6.) This question must be answered by all. Write your response on your
own paper and must be half a page and handed in at the end of class.
Which interpretation is better? What insight and meaning does each
interpretation bring to the scene?
Credits
5. Student Page
[Teacher Page]
Evaluation
Beginning Developing Accomplished Exemplary Score
Title 1 2 3 4
Stated Description of Description of Description of Description of
Introduction objective or identifiable performance identifiable performance identifiable performance identifiable
Performance characteristics reflecting characteristics reflecting characteristics reflecting performance
a beginning level of development and mastery of performance. characteristics
Task performance. movement toward reflecting the highest
mastery of performance. level of performance.
Process Stated Description of Description of Description of Description of
objective or identifiable performance identifiable performance identifiable performance identifiable
Evaluation Performance characteristics reflecting
a beginning level of
characteristics reflecting
development and
characteristics reflecting
mastery of performance.
performance
characteristics
performance. movement toward reflecting the highest
Conclusion mastery of performance. level of performance.
Stated Description of Description of Description of Description of
objective or identifiable performance identifiable performance identifiable performance identifiable
Performance characteristics reflecting characteristics reflecting characteristics reflecting performance
a beginning level of development and mastery of performance. characteristics
performance. movement toward reflecting the highest
mastery of performance. level of performance.
Stated Description of Description of Description of Description of
objective or identifiable performance identifiable performance identifiable performance identifiable
Performance characteristics reflecting characteristics reflecting characteristics reflecting performance
a beginning level of development and mastery of performance. characteristics
performance. movement toward reflecting the highest
mastery of performance. level of performance.
Stated Description of Description of Description of Description of
objective or identifiable performance identifiable performance identifiable performance identifiable
Performance characteristics reflecting characteristics reflecting characteristics reflecting performance
a beginning level of development and mastery of performance. characteristics
performance. movement toward reflecting the highest
mastery of performance. level of performance.
Credits
6. Student Page
[Teacher Page]
Conclusion
There are many ways to interpret Hamlet and Shakespeare’s word. There is
Title
no real correct way. Each person can see this speech in a different light. I
Introduction hope you understand Hamlet’s most famous soliloquy better this way. Seeing
different interpretations helps to understand and create your own
Task interpretation of Hamlet, and value the complexity of Shakespeare’s words.
Process
Evaluation
Conclusion
Credits
7. Student Page
[Teacher Page]
Credits & References
Thank you to the creative people on YouTube.
Title
Introduction Hamlet (1990) directed by Franco Zeffirelli . preformed by Mel Gibson
http://youtu.be/jdp6dpiK8Ko
Task
Process Hamlet (2010) RSC directed by Gregory Doran. Preformed by David Tennant.
http://youtu.be/RzuEKkPVeBQ
Evaluation
Conclusion
The WebQuest Page
The WebQuest Slideshare Group
Credits
8. [Student Page] Hamlet’s Soliloquy Interpretations
Teacher Page (Teacher)
Title A WebQuest for 9-12th Grade English Literature or Shakespeare
Introduction Designed by
Learners Natalie Holland
Standards nmh37@zips.uakron.edu
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page
9. [Student Page]
Teacher Page Introduction (Teacher)
Title
The idea for this activity came about when I was thinking of the
Introduction numerous film productions of Shakespeare’s Hamlet. The soliloquy
of Act 3 scene 1 is the most famous. Each production adds it’s
Learners
interpretation of how it should be spoken and acted out. There is
Standards no ‘only one meaning’ to the speech and the play of Hamlet. What
better way to show the students you can interpret a speech and
Process
words differently then showing the many ways professionals have
Resources preformed the most famous soliloquy of Hamlet.
Evaluation
This lesson allows students to watch professionals preform
Teacher Script Hamlet’s soliloquy and see the different angles other productions
Conclusion takes. Each has a different setting and is spoken in a different
tone. Those elements add a certain perspective of the speech and
the meaning the director wishes to portray for their version of
Shakespeare’s Hamlet. Then, have your students read the
soliloquy again themselves and see the difference in their
understanding of the words and their new perspective of the
speech.
Credits
10. [Student Page]
Teacher Page Learners (Teacher)
Title This lesson is for which ever high school level student who is going
Introduction over Shakespeare’s Hamlet. Students could a freshmen in high school
or seniors. It is designated to cover English Literature and/or
Learners Shakespeare.
Standards
Students will have to be reading Shakespeare’s Hamlet . They should
Process be up- to-date on the reading of the third act. Students must know what
is happening at the point of Hamlet’s soliloquy.
Resources
Evaluation
Teacher Script
Conclusion
Credits
11. [Student Page]
Curriculum Standards
Teacher Page
(Teacher)
Title
Introduction Students will learn that words can be interpreted differently and still be
correct. Seeing a new perspective of a performance enhances a
Learners student’s understanding of the soliloquy, then in turn are able to
understand Shakespeare more clearly.
Standards
Process When discussing in groups, students will accept the opinions of their
peers, even if they are different or do not agree with it. Having
Resources acceptance for another person’s belief or opinion that differs from
Evaluation yours, is a skill very much needed in society today. Working in groups
with those different opinions begins that acceptance and understanding.
Teacher Script They also may turn their opinions into a compromise, using both
Their ideas and create a split between the two.
Conclusion
After watching others preform the soliloquy and their perspectives,
students are then given the chance to create their own perspective of
the soliloquy. This starts creative thinking that a student can use
throughout all reading.
Credits
12. [Student Page]
Teacher Page The Process (Teacher)
You can paste in the process description given to students in the “student”
Title process slide and then interleave the additional details that a teacher might need.
Introduction Describe briefly how the lesson is organized. Does it involve more than one class?
Learners Is it all taught in one period per day, or is it part of several periods? How many days
or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or
Standards what?
Process If students are divided into groups, provide guidelines on how you might do that.
If there are misconceptions or stumbling blocks that you anticipate, describe them
Resources here and suggest ways to get around them.
Evaluation What skills does a teacher need in order to pull this lesson off? Is it easy enough for
a novice teacher? Does it require some experience with directing debates or role
Teacher Script plays, for example?
Conclusion If you're designing for a one-computer classroom or for pre-readers and are
creating a facilitated WebQuest in which the teacher or an aide controls the
computer and guides discussion, you can link from here to the Teacher Script page
which would contain a printable script for the facilitator to follow.
Variations
If you can think of ways to vary the way the lesson might be carried out in different
situations (lab vs. in-class, for example), describe them here.
Credits
13. [Student Page]
Teacher Page Resources (Teacher)
Title
What is needed:
Introduction • Everyone to have their set class book.
•Paper and a pen or pencil.
Learners •A computer for each group and internet that allows students to
Standards YouTube.
•The basic audio and visual materials on a computer should be
Process available.
Resources
Only one teacher is needed for this assignment. It is a small group
Evaluation activity that should only take one class period. If a student has an aid,
their usual job would be required and to make sure students stay on
Teacher Script
task. No extra material or field trips are needed for this assignment.
Conclusion
Credits
14. [Student Page]
Teacher Page Evaluation (Teacher)
At the end of class, students will hand in their recordings of their discussions with
Title the group, answers of the questions about the video clips, and their half page
response of how they view Hamlet’s soliloquy on their own and their new
Introduction perspective. Also as the activity goes on, I will evaluate how each student is
Learners responding with other students in their group.
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits
15. [Student Page]
Teacher Page Teacher Script (Teacher)
The WebQuest model is best suited for learners who can navigate the Web on their
Title own and can read the kinds of material commonly found on the Web. We can
stretch the format to reach primary-aged learners, developmental English Language
Introduction Learners and special populations by creating a facilitated WebQuest, one that
Learners requires an adult or older peer to drive things.
Standards •At first describe the activity the students will be participating in.
•Count them off into the appropriate groups determined by the number of students
Process in your class.
•Give them their computers and have it set straight to your Webquest.
Resources •Keep students on track as the period goes on. Don’t let them wonder to other sites
so keep an eye out for what is on their screens.
Evaluation •When the class period is almost over or coming to a close, announce what step
they should be at.
Teacher Script •When most of the class seems to be at the point of reading the soliloquy on their
own, announce to others they should be coming near that point. Same for writing
Conclusion their response.
This page is linked to the Process segment off of the Teacher Page
Credits
16. [Student Page]
Teacher Page Conclusion (Teacher)
Title This lesson is a great tool to have students understand Shakespeare
Introduction and to develop their own perspective of a historical piece of work.
Through the groups, students work on communication skills very much
Learners needed in today’s society of acceptance and an open mind. This lesson
Standards not only allows the students to explore different perspectives and
interpretations of Shakespeare, but they also creative their own and
Process begin their own creative vision of Hamlet and/or any other reading. The
skills and kind of thinking taught in English class/Language arts are
Resources skills students will hold onto after school and carry them into the real
Evaluation world.
Teacher Script
Conclusion
Credits
17. [Student Page]
Teacher Page Credits & References (Teacher)
Title Opening picture is from: http://www.glogster.com/kadenmarie/hamlet-and-
shakespeare/g-6lvvqepsf3apdi2rpm7fea0
Introduction
Learners Thank you to the creative people on YouTube.
Hamlet (1990) directed by Franco Zeffirelli . preformed by Mel Gibson
Standards http://youtu.be/jdp6dpiK8Ko
Process Hamlet (2010) RSC directed by Gregory Doran. Preformed by David Tennant.
http://youtu.be/RzuEKkPVeBQ
Resources
William Shakespeare’s Hamlet, class set.
Evaluation
Teacher Script The WebQuest Page
Conclusion The WebQuest Slideshare Group
Credits