This is an online lesson plan which can be an option to teach writing in ESL classroom. The use of multimedia like facebook, email, blog and Microsoft Word is expected to increase learners' motivation and proficiency in writing an essay
This document discusses using technology to enhance instructional strategies in the classroom. It provides examples of using online surveys to check background knowledge and set learning objectives collaboratively with students. Tools like Google Docs, blogs, and wikis are presented as ways to provide feedback, recognition, cooperative learning opportunities, and enhance homework. Skype, Twitter, and interactive discussion boards are presented as ways to bring outside experts into the classroom and facilitate interactive discussions. The document advocates incorporating these technologies to help achieve instructional goals like setting objectives, providing feedback, and engaging students in their learning.
This document describes methods for creating a welcoming online course environment. It discusses elements like greeting students, setting expectations, using digital tools like polls and surveys, and providing mentoring. It provides examples of welcome modules, course designs that set expectations, and ways to incorporate digital storytelling, avatars, and other tools. It also outlines a guide for student success, examples of feedback, and ideas for faculty development programs including workshops, institutes, and individual consultation.
Target Audience: College faculty
Purpose: through a series of hypothetical "advice column" letters:
-- Clarify the difference between blogs and web sites
-- Identify best ways to use blogs for classes
-- Help you decide if a blog is right for your class
-- Recommend free web site and blog builders
This document provides an overview of an EWRT 1A hybrid class. It discusses the structure of the hybrid course, which meets in-person once a week and has additional online content. It outlines the required materials, including textbooks, and assignments, such as essays. The document details policies like attendance, late work, and academic dishonesty. It also explains how to access the online course website and how to complete and submit homework.
This document provides an overview and agenda for the first session of the course EDU614 - Integrating Technology for All Students.
The session agenda includes: conducting a poll; reviewing the syllabus and course overview; a presentation on the importance of technology; an introduction to the class Ning site for collaboration; logging into accounts; and introductions from students about their teaching experience and favorite technologies.
The instructor, Kathy Favazza, then introduces herself and shares about her professional experience and classroom technology use before having students introduce themselves as well.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The main points are:
1. The course aims to develop students' analytical reading and college-level writing skills through analyzing texts, generating essay ideas, supporting theses, and practicing writing as a process.
2. Students must actively participate in class discussions, complete online coursework, write four formal papers, and contribute posts to the class website.
3. The class meets weekly with additional online content, and students are graded based on essays, website posts, activities, and participation. Academic honesty is strictly enforced.
Students are to submit all out of class essays and projects electronically through Kaizena before the due date. When submitting, students should save their file with their last name and assignment number. This will help the teacher keep work organized. Students will be given a group code to join on Kaizena, where they can upload their file to the private conversation with the teacher. The teacher will then grade the paper and leave audio and written comments, as well as helpful links, for the student to view on the highlighted sections.
This document outlines the agenda and topics for an online course creation and instructional design class. The agenda includes team presentations, a discussion of final project requirements and dates, and time for students to meet in groups to work on their final projects. The document also lists learning outcomes for the course, which are that students will be able to identify elements of online course design, demonstrate pedagogical strategies for online courses, work collaboratively online, understand technical aspects of online learning, and create a plan for an online learning unit using the ADDIE instructional design model.
This document discusses using technology to enhance instructional strategies in the classroom. It provides examples of using online surveys to check background knowledge and set learning objectives collaboratively with students. Tools like Google Docs, blogs, and wikis are presented as ways to provide feedback, recognition, cooperative learning opportunities, and enhance homework. Skype, Twitter, and interactive discussion boards are presented as ways to bring outside experts into the classroom and facilitate interactive discussions. The document advocates incorporating these technologies to help achieve instructional goals like setting objectives, providing feedback, and engaging students in their learning.
This document describes methods for creating a welcoming online course environment. It discusses elements like greeting students, setting expectations, using digital tools like polls and surveys, and providing mentoring. It provides examples of welcome modules, course designs that set expectations, and ways to incorporate digital storytelling, avatars, and other tools. It also outlines a guide for student success, examples of feedback, and ideas for faculty development programs including workshops, institutes, and individual consultation.
Target Audience: College faculty
Purpose: through a series of hypothetical "advice column" letters:
-- Clarify the difference between blogs and web sites
-- Identify best ways to use blogs for classes
-- Help you decide if a blog is right for your class
-- Recommend free web site and blog builders
This document provides an overview of an EWRT 1A hybrid class. It discusses the structure of the hybrid course, which meets in-person once a week and has additional online content. It outlines the required materials, including textbooks, and assignments, such as essays. The document details policies like attendance, late work, and academic dishonesty. It also explains how to access the online course website and how to complete and submit homework.
This document provides an overview and agenda for the first session of the course EDU614 - Integrating Technology for All Students.
The session agenda includes: conducting a poll; reviewing the syllabus and course overview; a presentation on the importance of technology; an introduction to the class Ning site for collaboration; logging into accounts; and introductions from students about their teaching experience and favorite technologies.
The instructor, Kathy Favazza, then introduces herself and shares about her professional experience and classroom technology use before having students introduce themselves as well.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The main points are:
1. The course aims to develop students' analytical reading and college-level writing skills through analyzing texts, generating essay ideas, supporting theses, and practicing writing as a process.
2. Students must actively participate in class discussions, complete online coursework, write four formal papers, and contribute posts to the class website.
3. The class meets weekly with additional online content, and students are graded based on essays, website posts, activities, and participation. Academic honesty is strictly enforced.
Students are to submit all out of class essays and projects electronically through Kaizena before the due date. When submitting, students should save their file with their last name and assignment number. This will help the teacher keep work organized. Students will be given a group code to join on Kaizena, where they can upload their file to the private conversation with the teacher. The teacher will then grade the paper and leave audio and written comments, as well as helpful links, for the student to view on the highlighted sections.
This document outlines the agenda and topics for an online course creation and instructional design class. The agenda includes team presentations, a discussion of final project requirements and dates, and time for students to meet in groups to work on their final projects. The document also lists learning outcomes for the course, which are that students will be able to identify elements of online course design, demonstrate pedagogical strategies for online courses, work collaboratively online, understand technical aspects of online learning, and create a plan for an online learning unit using the ADDIE instructional design model.
The document discusses using blogs to promote independent learning for students at Hwa Chong Institution. It implemented a 1-year blogging program where each student had their own blog as part of the Language Arts Programme. The blogging program aimed to improve students' writing skills, engage critical thinking, and shift learning from teacher-centered to student-centered. Teachers took on a facilitating role by initiating blog prompts and providing feedback and supervision. Overall, the blogging program was found to actively engage students in writing, tracking books, and making connections beyond the classroom.
This document contains a student's e-portfolio highlighting their learning philosophy around using technology. It includes sections on word clouds, blogs, websites for teaching resources, and impressions on using technologies beyond computers. The student reflects on areas of confidence and growth in English learning, what they learned about using technology in TESOL, remaining questions, and goals after completing the course.
This document outlines the course requirements for EDUC 640 Creating an Effective Learning Environment. The instructor is Robin B. Buchanan and contact information is provided. There are two required textbooks and selected readings from peer-reviewed journals. Assignments must follow APA format and be submitted on time through the Sakai course site. Course requirements include participation in weekly online forums, completing Sakai assignments by the due dates, two tests over readings and discussions, differentiated lesson plans, and a final paper. The course is designed to take the same time commitment as a 3 credit hour face-to-face class including readings, assignments, and 3 hours of weekly online class participation.
Icyte is a bookmarking site that allows students to save, annotate, and collaborate on research from any device. SAS Curriculum Pathways provides online lessons, activities, and resources across core subjects integrated with 21st century skills. Wordle creates graphic representations of the most frequently used words in a text, allowing students to analyze texts and speeches.
Final Presentation for Building Online Learning Environments April 2011nancyreimers
The document discusses tools and challenges for building online learning environments. It summarizes two helpful tools: Lessonwriter for automatically generating lessons and Rubistar for creating rubrics. It also outlines challenges faced, such as overcoming apprehension about technology and dealing with technical issues. Successes included using various tools and realizing the value of online learning. The document shares links to examples of the educator's online classroom resources and lessons.
This document provides information about various online tools that can be used for teaching and learning, including SAS Curriculum Pathways, Wordle, Prezi, Discovery Education, Bubbl.us, podcasting tools like Audacity and Podomatic, Icyte, and Dropbox. It describes what each tool is used for, how to access or create accounts for the tools, and potential ways they could be used in lessons to engage students and foster creativity and collaboration.
1) The author designed an online course with classmates using the CourseSites platform and an evaluation rubric. They incorporated design elements like modules and assignments to guide students through topics over eight weeks.
2) The course was designed in three days and included seven modules covering topics, assignments, and opportunities for student-teacher and peer interaction through discussions and introductions.
3) While most elements worked well, the readings could be improved by ensuring they are closely aligned to module topics and assignments. The author would organize resources by topic and age groups to make them more useful.
Sarah D. Tolson completed the M.Ed. in Educational Technology Degree Program at the University of South Carolina. Through her coursework, she gained knowledge about research in distance education and evaluating examples of distance education implementation. She learned to construct effective online courses using content management system tools. Tolson developed her own online course through CourseSite which helped improve her web design skills. She plans to take the skills and knowledge gained to implement more technology into her new classroom in Florida, such as establishing a class set of Chromebooks, providing teacher professional development, and starting a technology club for students.
OPEN INVITATION LETTER TO ALL ALL HUMANITIES FROM ALL WALKS OF LIFEefegbere1234567
The document is a letter of invitation from Cashville Multipurpose Cooperative Society Limited to attend their inaugural international conference on May 25, 2015 in partnership with Global Community Health Foundation. The conference will consist of pre-conference free medical services from 8am-2pm costing 3.55 million Naira, and conference events from 3pm-6pm costing 10.42 million Naira, for a total budget of 13.97 million Naira. The conference events will include swearing in new executive members, presentations on anti-fraud measures and partnership documents, and discussions on prospective organizations and building agricultural villages in Nigeria.
The Philippine Association of Academic/Research Librarians (PAARL) will hold its Annual General Assembly on January 25, 2013 at Technological Institute of the Philippines in Quezon City. The agenda includes calling the meeting to order, determining quorum, approving minutes, and reports from the president, treasurer, and board of directors. Members are asked to renew their membership but no registration fee will be charged. A proxy form is included for members unable to attend.
The document summarizes a panel discussion on forests and drinking water in Arkansas. It introduces the panelists which include representatives from the American Forest Foundation, Beaver Water District, U.S. Endowment for Forests and Communities, and Arkansas State Forester. It then discusses key topics around the importance of forested watersheds for water quality and quantity, how healthy forests benefit drinking water, and the benefits of well-managed forests. The document outlines the goals and actions of the Southeastern Partnership for Forests and Water, including focus areas and partnerships in various states. It provides examples of collaborative partnerships in Arkansas and next steps to enhance education and incentive programs for forest landowners.
Society of HR Management in Ethiopia invitation letter to participate in the JF 2009 that will be held at Addis Ababa Exibition Center on May 15 & 16 2009
The document announces a National Youth Development Summit in Sierra Leone from March 19-21, 2013 with the theme of "Putting Young people at the Heart of Sustainable Development." Several organizations are partnering to organize the summit to raise awareness of the UN Millennium Development Goals and encourage continued development efforts beyond 2015. The summit aims to raise a new generation of youth leaders who will educate their peers and encourage involvement in national development initiatives. Attendees are invited to participate and find more details on the partner websites.
This document discusses collection letters and provides guidance on drafting letters at different stages of the collection process. It outlines three stages: the reminder stage, the inquiry-appealing stage, and the warning-threat stage. For each stage, it provides hints on what to include in letters, such as referring to past reminders, inquiring about payment issues, and setting payment deadlines. Sample letters are also included for each stage. The document concludes with guidance on a debtor's response letter requesting an extension for payment.
1) Fourth year Bachelor of Secondary Education students at the Bulacan Agricultural State College are requesting permission to hold a seminar titled "Addressing Learning gaps through the three-pronged method" in the Rene Cayetano hall on October 4, 2012 from 1:00 PM to 5:00 PM.
2) The students also request permission to use sound systems, three microphones, and additional chairs that are necessary for the event.
3) The seminar is a major requirement for the students' Special Topics 3 subject to address learning gaps.
The document announces an Event Organisers Seminar hosted by World Archery from June 10-14, 2010 in Antalya, Turkey. The seminar will provide technical training, facilitation, and hands-on experience to help delegates improve their skills in organizing international archery events. Attendance at all sessions, completion of an onsite evaluation, and a post-seminar online assessment are required for certification. The seminar will launch the new World Archery Event Organisers Manual. Organizers of future World Cup, World Championship, and World Ranking events must have at least one certified member. The seminar will include classroom and practical sessions covering all aspects of event organization.
The Mindanao Microfinance Council thanked the recipient for speaking at their Microfinance Best Practices Forum. Their talk on an unspecified topic was one of the most interesting sessions. The Council believes the knowledge shared will help develop the microfinance sector and improve programs to help more low-income rural households. They appreciate the recipient sharing their time and hope to work together on future events.
The ILS/Khrunichev partnership for commercial launch services represents the most successful post-Cold War economic cooperation between the United States and Russia outside of oil and gas exploration.
This partnership has been instrumental in growing strong businesses both in Russia and throughout the U.S., creating jobs and advancing economic cooperation between these two nations.
An invitation letter for those companies, NGOs and other interested parties to take part in Innovation Forum's and CottonConnect's first annual ethical and sustainable cotton forum on March 16-17 2015 in London.
The document is a letter from a student group leader to an associate editor inviting them to speak at a seminar on addressing learning gaps through a three-pronged method. The seminar is a major requirement for the students' Special Topics 3 class and will take place on October 4th. The student requests the editor's participation as a guest speaker to share their knowledge with education participants. The letter is signed by the student group leader and noted by the assistant professor of the class.
The document discusses using blogs to promote independent learning for students at Hwa Chong Institution. It implemented a 1-year blogging program where each student had their own blog as part of the Language Arts Programme. The blogging program aimed to improve students' writing skills, engage critical thinking, and shift learning from teacher-centered to student-centered. Teachers took on a facilitating role by initiating blog prompts and providing feedback and supervision. Overall, the blogging program was found to actively engage students in writing, tracking books, and making connections beyond the classroom.
This document contains a student's e-portfolio highlighting their learning philosophy around using technology. It includes sections on word clouds, blogs, websites for teaching resources, and impressions on using technologies beyond computers. The student reflects on areas of confidence and growth in English learning, what they learned about using technology in TESOL, remaining questions, and goals after completing the course.
This document outlines the course requirements for EDUC 640 Creating an Effective Learning Environment. The instructor is Robin B. Buchanan and contact information is provided. There are two required textbooks and selected readings from peer-reviewed journals. Assignments must follow APA format and be submitted on time through the Sakai course site. Course requirements include participation in weekly online forums, completing Sakai assignments by the due dates, two tests over readings and discussions, differentiated lesson plans, and a final paper. The course is designed to take the same time commitment as a 3 credit hour face-to-face class including readings, assignments, and 3 hours of weekly online class participation.
Icyte is a bookmarking site that allows students to save, annotate, and collaborate on research from any device. SAS Curriculum Pathways provides online lessons, activities, and resources across core subjects integrated with 21st century skills. Wordle creates graphic representations of the most frequently used words in a text, allowing students to analyze texts and speeches.
Final Presentation for Building Online Learning Environments April 2011nancyreimers
The document discusses tools and challenges for building online learning environments. It summarizes two helpful tools: Lessonwriter for automatically generating lessons and Rubistar for creating rubrics. It also outlines challenges faced, such as overcoming apprehension about technology and dealing with technical issues. Successes included using various tools and realizing the value of online learning. The document shares links to examples of the educator's online classroom resources and lessons.
This document provides information about various online tools that can be used for teaching and learning, including SAS Curriculum Pathways, Wordle, Prezi, Discovery Education, Bubbl.us, podcasting tools like Audacity and Podomatic, Icyte, and Dropbox. It describes what each tool is used for, how to access or create accounts for the tools, and potential ways they could be used in lessons to engage students and foster creativity and collaboration.
1) The author designed an online course with classmates using the CourseSites platform and an evaluation rubric. They incorporated design elements like modules and assignments to guide students through topics over eight weeks.
2) The course was designed in three days and included seven modules covering topics, assignments, and opportunities for student-teacher and peer interaction through discussions and introductions.
3) While most elements worked well, the readings could be improved by ensuring they are closely aligned to module topics and assignments. The author would organize resources by topic and age groups to make them more useful.
Sarah D. Tolson completed the M.Ed. in Educational Technology Degree Program at the University of South Carolina. Through her coursework, she gained knowledge about research in distance education and evaluating examples of distance education implementation. She learned to construct effective online courses using content management system tools. Tolson developed her own online course through CourseSite which helped improve her web design skills. She plans to take the skills and knowledge gained to implement more technology into her new classroom in Florida, such as establishing a class set of Chromebooks, providing teacher professional development, and starting a technology club for students.
OPEN INVITATION LETTER TO ALL ALL HUMANITIES FROM ALL WALKS OF LIFEefegbere1234567
The document is a letter of invitation from Cashville Multipurpose Cooperative Society Limited to attend their inaugural international conference on May 25, 2015 in partnership with Global Community Health Foundation. The conference will consist of pre-conference free medical services from 8am-2pm costing 3.55 million Naira, and conference events from 3pm-6pm costing 10.42 million Naira, for a total budget of 13.97 million Naira. The conference events will include swearing in new executive members, presentations on anti-fraud measures and partnership documents, and discussions on prospective organizations and building agricultural villages in Nigeria.
The Philippine Association of Academic/Research Librarians (PAARL) will hold its Annual General Assembly on January 25, 2013 at Technological Institute of the Philippines in Quezon City. The agenda includes calling the meeting to order, determining quorum, approving minutes, and reports from the president, treasurer, and board of directors. Members are asked to renew their membership but no registration fee will be charged. A proxy form is included for members unable to attend.
The document summarizes a panel discussion on forests and drinking water in Arkansas. It introduces the panelists which include representatives from the American Forest Foundation, Beaver Water District, U.S. Endowment for Forests and Communities, and Arkansas State Forester. It then discusses key topics around the importance of forested watersheds for water quality and quantity, how healthy forests benefit drinking water, and the benefits of well-managed forests. The document outlines the goals and actions of the Southeastern Partnership for Forests and Water, including focus areas and partnerships in various states. It provides examples of collaborative partnerships in Arkansas and next steps to enhance education and incentive programs for forest landowners.
Society of HR Management in Ethiopia invitation letter to participate in the JF 2009 that will be held at Addis Ababa Exibition Center on May 15 & 16 2009
The document announces a National Youth Development Summit in Sierra Leone from March 19-21, 2013 with the theme of "Putting Young people at the Heart of Sustainable Development." Several organizations are partnering to organize the summit to raise awareness of the UN Millennium Development Goals and encourage continued development efforts beyond 2015. The summit aims to raise a new generation of youth leaders who will educate their peers and encourage involvement in national development initiatives. Attendees are invited to participate and find more details on the partner websites.
This document discusses collection letters and provides guidance on drafting letters at different stages of the collection process. It outlines three stages: the reminder stage, the inquiry-appealing stage, and the warning-threat stage. For each stage, it provides hints on what to include in letters, such as referring to past reminders, inquiring about payment issues, and setting payment deadlines. Sample letters are also included for each stage. The document concludes with guidance on a debtor's response letter requesting an extension for payment.
1) Fourth year Bachelor of Secondary Education students at the Bulacan Agricultural State College are requesting permission to hold a seminar titled "Addressing Learning gaps through the three-pronged method" in the Rene Cayetano hall on October 4, 2012 from 1:00 PM to 5:00 PM.
2) The students also request permission to use sound systems, three microphones, and additional chairs that are necessary for the event.
3) The seminar is a major requirement for the students' Special Topics 3 subject to address learning gaps.
The document announces an Event Organisers Seminar hosted by World Archery from June 10-14, 2010 in Antalya, Turkey. The seminar will provide technical training, facilitation, and hands-on experience to help delegates improve their skills in organizing international archery events. Attendance at all sessions, completion of an onsite evaluation, and a post-seminar online assessment are required for certification. The seminar will launch the new World Archery Event Organisers Manual. Organizers of future World Cup, World Championship, and World Ranking events must have at least one certified member. The seminar will include classroom and practical sessions covering all aspects of event organization.
The Mindanao Microfinance Council thanked the recipient for speaking at their Microfinance Best Practices Forum. Their talk on an unspecified topic was one of the most interesting sessions. The Council believes the knowledge shared will help develop the microfinance sector and improve programs to help more low-income rural households. They appreciate the recipient sharing their time and hope to work together on future events.
The ILS/Khrunichev partnership for commercial launch services represents the most successful post-Cold War economic cooperation between the United States and Russia outside of oil and gas exploration.
This partnership has been instrumental in growing strong businesses both in Russia and throughout the U.S., creating jobs and advancing economic cooperation between these two nations.
An invitation letter for those companies, NGOs and other interested parties to take part in Innovation Forum's and CottonConnect's first annual ethical and sustainable cotton forum on March 16-17 2015 in London.
The document is a letter from a student group leader to an associate editor inviting them to speak at a seminar on addressing learning gaps through a three-pronged method. The seminar is a major requirement for the students' Special Topics 3 class and will take place on October 4th. The student requests the editor's participation as a guest speaker to share their knowledge with education participants. The letter is signed by the student group leader and noted by the assistant professor of the class.
Invitation to a consultative workshop to be held on July 5, 2013 from 8:00 a.m. to 3:00 p.m. at the National Library of the Philippines, T.M. Kalaw St., Manila. The output of the consultative workshop will be a Board Resolution Adopting/Prescribing a National Competency-Based Standards for Librarians.
Jordan Adeyemi wrote a letter to Ms. Hewitt requesting permission to use the photographic facility room on March 2, 2010 from 9-10am for a school media studies coursework project with three other group members. The room would be helpful for Jordan's group project.
A group of fourth year Bachelor of Secondary Education students at the Bulacan Agricultural State College are requesting permission to borrow equipment from the Administrative & Support Services office for a seminar they are required to conduct. The seminar titled "Addressing Learning gaps through the three-pronged method" will take place on October 4th from 1-5 PM at the BASC Gymnasium. They are requesting to borrow sound systems, three microphones, and chairs for the event. The request is signed by the group leader and assistant professor and awaits approval from the director of the Administrative & Support Services office.
- The document is the principal's speech at Choithram International's Annual Day on December 9, 2007.
- Choithram International is the newest member of the Choithram family of schools, being the only school in Madhya Pradesh and Chhattisgarh affiliated with international education organizations like the IB and Cambridge International Examinations.
- In its brief four years of existence, Choithram International has established itself as a premier institution providing international quality education. The principal reports on the school's academic and extracurricular achievements over the past year.
The document summarizes an action song competition held between several schools. It provides an introduction to the event and judges, outlines the competition rules, and announces the performances from each participating school. It then announces a break before resuming with the results, giving prizes to the top three placing schools. The event concludes with thanks to participants, organizers, and an apology for any mistakes.
Master of Ceremony Script- Informal StyleBella Meraki
Yamistha 2012 Management fest- Cultural Night MC Script is written in informal style as the function was also informal. All the events are planned and rehearsed.
Get students certified in Microsoft Office or Adobe software quickly and easily. Microsoft certified in only 1 week. Adobe certified in only 2 weeks. Quick and easy lessons walk you through the standards. Motivate students and remediate quickly using project based learning.
Cep 816 final project instructional dream ii nevineNevine Elgazzar
The document outlines a 5-week instructional unit on global warming for ESL students. [1] It incorporates various technologies including blogging, podcasting, videocasting, Edmodo, Google Sites, YouTube and VoiceThread. [2] Over 5 tasks, students research global warming causes and solutions, summarize documentaries, comment on each other's work, and create presentations on fossil fuels. [3] The goal is to improve students' writing skills while developing technology and collaboration skills.
This document outlines a lesson plan for teaching 6th grade English language arts concepts using the ADDIE instructional design model. The lesson focuses on identifying subjects and predicates in sentences. It will be conducted as a blended learning lesson using an online blog and PowerPoint presentation. Students will work independently on computers to learn about sentence structure, complete an exercise identifying subjects and predicates, and submit their work via email to be assessed. The lesson plan walks through each step of the ADDIE model - analyze, design, develop, implement, and evaluate - providing details about standards, objectives, content, assessment, and evaluating the effectiveness of the lesson.
This document outlines a webquest assignment where students work in pairs to create a presentation on convincing other students to [blank]. It provides the introduction, task, process, and evaluation sections of a typical webquest. The task involves students finding answers to questions, analyzing information, and collaboratively creating a presentation. They are assigned to view websites and complete worksheets. They then use the information to create their presentation, with defined partner roles of visuals and information. Their presentation will be evaluated using a rubric.
This document outlines a webquest that asks students to work collaboratively to create a presentation convincing other students to pursue a particular topic. It provides instructions on researching the topic by completing worksheets and visiting websites. It then guides students through creating the presentation, with partner roles assigned for visuals and information. Finally, it notes rubrics that can be used to evaluate the completed presentations.
Technology Skills for the 21st Century ESL TeacherEdu Nile
Technology Skills for the 21st Century ESL Teacher. A presentation at Qatar TESOL 11th annual conference (Feb. 20-21, 2015).
*Co-presenters: Ismail Fayed & Islam Mohamed
Manoucheca Desruisseaux is proposing a senior project where she will observe and assist in a preschool classroom. She will create lesson plans and teach the preschool class for a month. Her product will be a scrapbook of projects created by the students during her lessons. This project will connect to a career in early childhood education and be a learning stretch for Manoucheca as she has not created her own lesson plans before. She estimates the project will cost $50 which she and her parents will fund. Her facilitator will be Courtney Norris who has over a year of experience working at the preschool.
This document outlines a project using blogs and wikis to support student writing. It found that students who wrote essays as blogs were more likely to meet deadlines, act on feedback, and read each other's work. Students liked getting quick feedback and building an online portfolio. The document provides advice on setting up blogs and wikis, including having the framework ready, teaching feedback skills, and using sites that alert teachers to new posts. Benefits included lighter paperwork, quicker assessment, and resources that can be reused. Wikis and blogs could also be used for extension activities, practice essays, and reflective blogs.
This document outlines a project using blogs and wikis to support student writing. It found that students who wrote essays as blogs were more likely to meet deadlines, act on feedback, and read each other's work. Students liked getting quick feedback and building an online portfolio. The document provides advice on setting up blogs and wikis, including having the framework ready, teaching feedback skills, and using sites that alert teachers to new posts. Benefits included lighter paperwork, quicker assessment, and resources that can be reused. Wikis and blogs could also be used for extension activities, practice essays, and reflective blogs.
This document provides information about certification preparation courses for Microsoft Office and Adobe software. It outlines a process for preparing students for certification exams over the course of 1-2 weeks. The preparation involves using courseware to learn the skills, reviewing with questions from guides or practice tests, taking a certification exam, analyzing exam results to identify weaknesses, conducting project-based learning activities to strengthen skills, and allowing for exam retakes as needed. It emphasizes teaching the skills through hands-on activities rather than just teaching to the test. The document also discusses implementing this certification preparation process in a classroom and motivating students.
This document provides many suggestions for incorporating technology into the classroom to enhance student learning. It recommends using tools like YouTube, SmartBoards, Google Docs, blogs, podcasts and more to give students opportunities for collaboration, producing and sharing writing, and developing technology skills. Specific strategies include having students find online resources on authors, create digital stories and timelines, and use interactive tools for activities like comparing and contrasting. The goal is to leverage technology to improve communication, engage digital natives, and strengthen language arts skills.
This document provides a summary of a webquest activity for students to learn about brainstorming techniques. Students work in groups to research different brainstorming tools online, create a concept map and outline using information from a novel. They then write a magazine article explaining one brainstorming tool. The webquest guides students through each step and evaluates their paragraph construction, quality of information, organization, and mechanics in their final article.
This document provides an overview of WikiWebQuests and how they can be used to challenge students with inquiry-oriented lessons. It defines what a WebQuest is, including that it uses online information, promotes critical thinking, and provides a framework. It also outlines the typical pieces of a WebQuest, such as the introduction, task, process, evaluation, and conclusion. Teachers are encouraged to design their own WebQuests by modifying existing ones or using common design patterns. The document demonstrates how to post a WebQuest online using a wiki for easy editing and sharing.
This syllabus provides an overview of an online course titled "Online Teaching for Adult Learners". The course explores theories and practices of online teaching and learning for adult students. Students will learn about online tools, engaging online learners, collaborative learning, and gain experience teaching online. Assignments include weekly discussions, designing tutorials, creating lessons for partners, and collaborating on a final wiki project. The course is graded based on participation, assignments, and the final project. Expectations include completing weekly assignments by deadlines and communicating through online tools.
This document provides information about a coding course taught by Mr. Joslin at New Hampton School during the 2016-2017 school year. The course is an introductory semester-long class focused on fundamental computational practices and programming concepts. It aims to introduce students to computer science through engaging topics rather than focusing on specific languages. The course will assess students on their content knowledge, programming techniques, skills, and communication. Students will complete various assignments, exercises, and projects throughout the semester at their own pace. They will also complete an independent final project in which they choose a topic to further develop their skills in areas like web development, Arduino, or game development.
This document summarizes several educational technology tools that can be used in an elementary classroom setting. It provides brief descriptions and examples of uses for KidBlog, Kahoot, Socrative, Quizlet, Educreations, Padlet, ABCYa Word Clouds, PicMonkey, PicCollage, Big Huge Labs, ThingLink, QR codes, and developing a personal learning network on Twitter. The tools can be used for activities like blogging, interactive games/quizzes, flashcards, student presentations, collaborations, word studies, and more. Platforms include websites, apps for iPad/desktop, or both.
Syllabus for Photoshop 10 week course at the University of the Arts.
Explore Photoshop through hands-on web-design exercises. The course starts with an introduction to the Photoshop interface and tools and the types of files that are used for web graphics. The course continues as you learn how to use layers, effects, text, filters and image optimization tools for the web. Once you gain familiarity with the tools of Photoshop, you will be able to use those skills to create website templates, rich graphics and web page elements such as content boxes and buttons.
This document summarizes a lesson plan for evaluating website design that was implemented in a college freshman composition class. The lesson had students: 1) Evaluate the college homepage in groups, discussing likes/dislikes; 2) Learn five elements of effective web design; 3) Re-evaluate the college homepage using those elements; 4) Evaluate another website of their choosing in the same way. The benefits were active learning through hands-on website analysis and collaboration. The main challenge was a technology issue that disrupted guidance between groups. In the future, the teacher will choose the second website and assign personal analysis as homework.
Implementing an Online Learning InitiativeAndy Petroski
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
Ed 533 syllabus applications and content integration ii polizzi dominican col...Christopher Polizzi
This document outlines the details of an education course at Dominican College. The course, ED 533 Applications and Content Integration II, focuses on integrating mathematics and science content using various media. It is taught by Professor Christopher Polizzi and meets on five dates in the spring semester. The course aims to help students develop skills in creating media-rich teaching materials, conducting professional development workshops, and collaborating with teachers. Students complete a variety of assessments involving lesson plans, websites, and technology-integrated resources to demonstrate their skills.
Similar to WebQuest: Using multimedia to teach argumentative essays (20)
This e-book contains a collection of thoughts and feelings of the writer. It is written in its simplicity to visual the reality of life from the writer's lens
Writing a research proposal is quite challenging especially for those undertaking English Language Education. This article attempts to provide insight concerning proposal writing.
One of writing issues is how to get an idea. This might not be an issue anymore if we try to apply the concept of photography into the work of writing.
This is an example of Writing IV syllabi. Students in English language education are required to have passed Writing OneTwo and Three prior to attending this subject
This document outlines a research study that investigates using short English movie and TV clips from YouTube to enhance the listening skills of 78 third-year business students in Thailand. Clips were chosen based on the curriculum and uploaded to the learning management system for students to watch weekly and complete comprehension exercises. Students completed questionnaires after each clip and at the end to assess their attitudes towards using the clips. Quantitative data from the questionnaires would be analyzed using descriptive statistics like percentages and means to determine if the clips helped improve listening skills.
This document discusses students' difficulties in speaking English as a foreign language. Two studies are reviewed. The first study identified four common problems English learners face: inhibition, having nothing to say, low participation, and using their mother tongue. The second study found that both Finnish and Japanese adult learners saw speaking English as difficult due to their education focusing too much on grammar rather than speaking. They also struggled with listening comprehension and accents, which impacted their speech. In total, the two studies identified four and three major issues, respectively, that English learners encounter when trying to speak.
Cara Termudah Agar Seseorang Bisa Memiliki Kehidupan Yang Berkualitas Adalah Dengan Menjadi Pribadi Yang Bermanfaat. Namun, Seseorang Hanya bisa bermanfaat jika ia mengetahui caranya (memiliki Ilmu) yang bisa diperoleh melalui proses belajar. Semoga bermanfaat
This short document promotes creating Haiku Deck presentations on SlideShare and encourages the reader to get started making their own presentation. It provides a call to action to inspire readers to try making a Haiku Deck presentation.
Tulisan ini membahas mengenai aktivitas menulis yang merupakan bagian dari kehidupan sehari-hari manusia. Motivasi menulis setiap orang berbeda-beda, mulai dari kebutuhan pekerjaan, hobi, hingga untuk mengekspresikan perasaan. Menulis juga dapat memberikan manfaat bagi penulis, seperti kepuasan batin, pengetahuan yang lebih luas, serta kesempatan mendapatkan royalti dari k
Korupsi adalah penyakit akut, dan memberantasnya bukanlah hal yang mudah. Oleh karena itu, Pendidikan Anti Korupsi diharapkan menjadi salah satu cara untuk mengurangi penyebaran penyakit yang tergolong extra ordinary crime tersebut. Selamat berjuang
Jumlah sekolah menengah bertambah setiap tahun akibat pendirian sekolah baru oleh masyarakat. Peningkatan jumlah sekolah menyebabkan persaingan untuk mendapatkan murid baru. Beberapa sekolah bersaing dengan menawarkan pendidikan gratis, yang berhasil menarik banyak murid dan guru meski menimbulkan masalah baru seperti gaji guru yang tidak sesuai.
Teks tersebut membahas bahwa manusia adalah sumber pengetahuan. Hal ini dibuktikan dengan beberapa contoh seperti dokter yang mengandalkan informasi dari pasien untuk diagnosis, ilmu sosial yang mengkaji perilaku manusia, serta teknologi yang mengambil inspirasi dari bentuk tubuh manusia.
Tulisan ini membahas proses menulis dan menemukan ide tulisan. Penulis berpendapat bahwa menulis adalah proses dan bukan hasil. Ia menulis apa saja yang terpikirkan tanpa memikirkan kebenaran, lalu membaca ulang dan memperbaiki tulisan. Untuk menemukan ide, penulis menggunakan pengalaman pribadi, pengalaman orang lain, membaca cerita, dan mengamati sekitar.
Masing-masing kita memiliki pemahaman yang berbeda mengenai apa itu prestasi. Jika prestasi itu bernilai kebahagiaan di dunia dan di akhirat, kenapa harus ragu untuk mengejarnya.
1. Belajar dari dosen berkualitas dari berbagai belahan dunia memberikan wawasan yang luas dan pengalaman belajar yang bermanfaat.
2. Tugas-tugas menantang dan umpan balik yang konstruktif dari dosen membantu meningkatkan kemampuan akademik mahasiswa.
3. Pembelajaran yang mengintegrasikan sumber-sumber multimedia dan praktis membuat proses belajar menjadi lebih menarik.
Semakin lama saya belajar, sepertinya saya semakin menemukan alasan kenapa saya tidak boleh berhenti belajar. Tidak hanya membantu mengenal alam ini, tetapi juga membuat saya lebih memahami pribadi saya. Bukankah kita hanya bisa mengenal Pencipta kita dengan mengenal diri terlebih dahulu?
The learner ultimate aim of learning a language through a language course is to achieve
fluent control of the sounds, spelling, vocabulary, grammar and discourse features of the language,
so that they can be used to communicate effectively (Nation & Goh, 2009). To ensure that these
goals are optimally attained, a language instructor should design a well balanced course enabling
the learners to be competent at the four language skills (listening, speaking, reading and writing)
and to be as fluent and accurate as possible in using them. Therefore, a language teacher should take
into account of balancing and integrating of the four strands, language learning opportunities, in
their language courses. These strands are called meaning-focused INPUT, meaning-focused
OUTPUT, language-focused LEARNING, and FLUENCY development
Tulisan ini membahas tentang alasan mengapa seorang ibu harus terdidik. Tidak hanya menjadi pendidik utama, tetapi ia juga berperan untuk membentuk karakter, perilaku, tutur bahasa bahkan keperibadian seorang anak. Atas segala, syorga itu ada di telapak kaki ibu? Namun pertanyanyaan adalah ibu yang bagaiamna?. Tentunya ibu yang memiliki pendidikan baik agama maupun umum
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
WebQuest: Using multimedia to teach argumentative essays
1. WebQuest Project
The learners' quest for knowledge and skills
Home
Introduction
Tasks
Process
Evaluation
Conclusion
Teachers’ note
•
Copyright@marhamjuprihadi.2013
Email : marhamjuprihadi@yahoo.co.id
https://www.facebook.com/marham.hadi
http://marhamedgt940.blogspot.com.au/
2. WebQuest Project
The learners' quest for knowledge and skills
Welcome to writing class!!!
Home
Introduction
Tasks
Process
Evaluation
…for completing your previous subject on paragraph
writing!
Conclusion
In this session, you will be learning to write an
argumentative essay.
Teachers’ note
•
Copyright@marhamjuprihadi.2013
Email : marhamjuprihadi@yahoo.co.id
https://www.facebook.com/marham.hadi
http://marhamedgt940.blogspot.com.au/
3. WebQuest Project
The learners' quest for knowledge and skills
Home
Introduction
Imagine that you are going to be a speaker on a
TV program or you are asked to write in a
newspaper about issues in Education. What are
you going to speak or write about?
Tasks
Process
Evaluation
Conclusion
Teachers’ note
•
Copyright@marhamjuprihadi.2013
Email : marhamjuprihadi@yahoo.co.id
https://www.facebook.com/marham.hadi
http://marhamedgt940.blogspot.com.au/
4. WebQuest Project
The learners' quest for knowledge and skills
Home
Introduction
Tasks
Process
Evaluation
Conclusion
In education, there are a broad range of controversial issues
and some of theme are as the following. Your job is to
search for information regarding these issues from websites.
If you are not interested with the topics provided, you can
choose your own. These websites probably suit your interest
http://www.eslgold.com/writing/topics.html
http://idebate.org/view/top_100_debates
At the end of your online research, you will be asked to
write an argumentative essay concerning those. You can
decide whether or not to agree with the topics. Support
your stance with evidence from your reading .
Teachers’ note
•
Copyright@marhamjuprihadi.2013
Email : marhamjuprihadi@yahoo.co.id
https://www.facebook.com/marham.hadi
http://marhamedgt940.blogspot.com.au/
5. WebQuest Project
The learners' quest for knowledge and skills
Home
1. You will work in groups of three.
Introduction
2. Choose a topic, either from the given topics or choose your own
3. Start to research online to find information about their topics
4. After getting the information, you have to summarize or paraphrase it and finally
Tasks
post the information on the Facebook along with the reference. The posting of the
information should be on the topic of their choice, for instance, topic on bilingual
Process
education.
5. Copy and paste all the ideas from Facebook to a Microsoft word. Start organizing the
ideas. At this stage , you will write your draft.
6. Use sentence connectors to make your paragraph coherent and cohesive.
Evaluation
7. Try to use high level vocabulary in your essay!
8. After completing the draft, send your draft to the other group to get feedback.
9. Feedback given is focused on content, ideas organization, coherence and cohesion.
Conclusion
This done using Trackchange. When giving feedback, use the provided feedback
sheet!
Teachers’ note
•
Copyright@marhamjuprihadi.2013
Email : marhamjuprihadi@yahoo.co.id
https://www.facebook.com/marham.hadi
http://marhamedgt940.blogspot.com.au/
6. WebQuest Project
The learners' quest for knowledge and skills
Home
Introduction
10. After giving feedback, the students should resend their friends draft via email.
11. By using the feedback, the students can revise their writing.
Tasks
12. After revising their writing, the students have to send their revised draft to their
teacher to get another feedback.
13. By using teacher’s feedback, returned by teacher via email, students can revise their
Process
drafts.
14. After revising, they can edit the grammar, punctuation, spelling and perhaps the
vocabulary.
Evaluation
15. Having completed that, they have to write a summary of your essay (100 words) to
post on the Facebook.
16. The full essay with its references will be published on class blog. In the Facebook,
Conclusion
Teachers’ note
the weblog address should be attached.
Note that there is a to do list provided to help you organize your work
•
Copyright@marhamjuprihadi.2013
Email : marhamjuprihadi@yahoo.co.id
https://www.facebook.com/marham.hadi
http://marhamedgt940.blogspot.com.au/
7. WebQuest Project
The learners' quest for knowledge and skills
Home
Introduction
Tasks
Process
There are some aspects to assess in order to get the
overall mark of this writing project:
1. Your postings on Facebook
2. Your postings on Weblog
3. Your Essay
Evaluation
Your final essay will be
assessed by using the rubric.
Conclusion
Teachers’ note
•
Copyright@marhamjuprihadi.2013
Email : marhamjuprihadi@yahoo.co.id
https://www.facebook.com/marham.hadi
http://marhamedgt940.blogspot.com.au/
8. WebQuest Project
The learners' quest for knowledge and skills
Home
Introduction
Tasks
You have been the through the
whole processes of writing your
essay. Now, you are ready to submit
your article to a national
newspaper or to be a guest speaker
in a TV program…
Process
Evaluation
Conclusion
Teachers’ note
•
Copyright@marhamjuprihadi.2013
Email : marhamjuprihadi@yahoo.co.id
https://www.facebook.com/marham.hadi
http://marhamedgt940.blogspot.com.au/
9. WebQuest Project
The learners' quest for knowledge and skills
Home
Let’s improve this writing class!
Introduction
Tasks
Process
Evaluation
Conclusion
Go to this link and spend 5 minutes
to fill in evaluation sheet!
Teachers’ note
•
Copyright@marhamjuprihadi.2013
Email : marhamjuprihadi@yahoo.co.id
https://www.facebook.com/marham.hadi
http://marhamedgt940.blogspot.com.au/
10. WebQuest Project
The learners' quest for knowledge and skills
You have learnt many things throughout this project. You should have
Home
1.
2.
3.
4.
5.
6.
Introduction
been skilful to write an argumentative essay
Been able to search for information online
Been able to summarize and paraphrase text you have read
Been able to use TrackChange to give feedback
Been able to use Facebook and Email for writing project collaboratively
Been able to use weblog to publish your writing.
Tasks
Process
Evaluation
Conclusion
Hopefully, you are more motivated and confident
to do another writing project.
Teachers’ note
•
Copyright@marhamjuprihadi.2013
Email : marhamjuprihadi@yahoo.co.id
https://www.facebook.com/marham.hadi
http://marhamedgt940.blogspot.com.au/
11. WebQuest Project
The learners' quest for knowledge and skills
Home
Introduction
Tasks
Process
Evaluation
There are some variations to this teaching method:
1. Facebook alone can be used to send the draft without
having to send it via email.
2. With the essay students can be asked to prepare a
presentation by using Power Point or Microsoft Word.
3. Teachers can use this method to teacher the other type of
genre such as narrative.
Conclusion
Teachers’ note
Contacts:
•
Copyright@marhamjuprihadi.2013
Email : marhamjuprihadi@yahoo.co.id
https://www.facebook.com/marham.hadi
http://marhamedgt940.blogspot.com.au/