Week 15 8 p20
•Download as PPTX, PDF•
0 likes•122 views
The agenda includes a PBLP presentation by Natalie and Sarah, reviewing four learning environment modules, and conducting a monograph peer review.
Report
Share
Report
Share
Recommended
Poverty, intersectionality & youth success case studies to eradicate sy...
The document discusses poverty and its intersectionality with various factors that impact youth success and access to education. It presents research showing that poverty negatively influences academic achievement through various mechanisms like limiting access to resources and opportunities, perpetuating stereotypes, and impacting mental health and well-being. The document proposes a 3R narrative framework and a 3-pillar framework of opportunity to help educators address inequities, overcome deficit perspectives, and collectively support all students and community members.
Week 2 creating insight (1)
Narrative inquiry is an approach to understanding experiences through stories. It views experiences as lived and told, and examines them through three common lenses: temporality, sociality, and place. Temporality provides context by considering the past, present, and future of events. Sociality explores the influence of relationships and norms. Place examines the impact of physical location. Together, these lenses offer a rich framework for analyzing experiences narratively.
Narratives of systemic barriers & accessibility summary of article 1
The document discusses narratives from educators on systemic barriers faced by vulnerable students during the pandemic. Key findings include: 1) The pandemic highlighted longstanding issues like lack of technology access and inflexible scheduling; 2) Educators broke rules to support students' mental health and connection; 3) Relationships between teachers and students are important for a caring "lived curriculum"; 4) Streaming practices often disadvantage marginalized students and their voices are needed for reform; 5) Resilience is linked to identity and breaking down barriers, not just lessons, for student success. Recommendations focus on enhancing equity training, building a culture of care, and developing community partnerships.
Narratives of systemic barriers & accessibility summary of article 1
The document discusses narratives from educators on systemic barriers faced by vulnerable students during the COVID-19 pandemic. Key findings include: 1) The pandemic highlighted longstanding issues like lack of access to technology and inflexible scheduling; 2) Relationships between teachers and students are important for resilience but undermined by streaming and biases; 3) Students and educators called for reforming streaming practices and increasing student voice in academic pathways. Recommendations focus on enhancing teacher training, building a culture of care, and developing community partnerships.
Fall 2020 week 1 8 p15
This document provides an overview of the 8P15 Teaching and Learning: Schools and Communities course at Brock University. It outlines the course topics, expectations, assignments, and evaluations. The main assignments are oral chronicle presentations, weekly literacy narratives posted to an online forum, and a final narrative of education paper. Students are expected to actively participate in class discussions, submit assignments on time, and demonstrate professionalism. The course aims to help students develop a practical and collaborative knowledge of teaching through exploring personal experiences and relating theory to virtual field observations.
2020 bc session 6
This document contains the agenda and notes from an education class. The agenda includes topics like the relationship between living experiences and storytelling, biases that can be uncovered through re-telling stories, and a discussion of Summerhill School which takes a democratic approach. The notes provide more context on these topics, such as how re-telling experiences can help uncover biases and influence future retellings. They also discuss Dewey's views on freedom in education and the importance of reflection for teachers. The document aims to prepare students for upcoming observations by suggesting ways to structure them and what to focus on regarding the teacher, learners, curriculum and environment.
Week 11 2020
This document provides an agenda for Week 11 activities which includes watching a movie called "Freedom Writers" and writing a comment about an aspect of the movie that spoke to the reader. It asks readers to complete their bio poem and comment about the movie by April 2nd, 2020. It also reminds readers to finish any outstanding assignments and letters of recommendation by the deadline.
Week 10 2020
This document provides an agenda for a session that includes: an overview of upcoming weeks, discussions of short stories and poems about identity and bias, presentations on oral histories, and group work time. The session will explore how others define our identities, consider whose opinions shape our self-perceptions, and discuss the influence of groups on individual actions. Presentations will be given on "The Bear that Wasn't" about labels and identity, a biography poem, and "The Sneetches" about social hierarchies and exclusion.
Recommended
Poverty, intersectionality & youth success case studies to eradicate sy...
The document discusses poverty and its intersectionality with various factors that impact youth success and access to education. It presents research showing that poverty negatively influences academic achievement through various mechanisms like limiting access to resources and opportunities, perpetuating stereotypes, and impacting mental health and well-being. The document proposes a 3R narrative framework and a 3-pillar framework of opportunity to help educators address inequities, overcome deficit perspectives, and collectively support all students and community members.
Week 2 creating insight (1)
Narrative inquiry is an approach to understanding experiences through stories. It views experiences as lived and told, and examines them through three common lenses: temporality, sociality, and place. Temporality provides context by considering the past, present, and future of events. Sociality explores the influence of relationships and norms. Place examines the impact of physical location. Together, these lenses offer a rich framework for analyzing experiences narratively.
Narratives of systemic barriers & accessibility summary of article 1
The document discusses narratives from educators on systemic barriers faced by vulnerable students during the pandemic. Key findings include: 1) The pandemic highlighted longstanding issues like lack of technology access and inflexible scheduling; 2) Educators broke rules to support students' mental health and connection; 3) Relationships between teachers and students are important for a caring "lived curriculum"; 4) Streaming practices often disadvantage marginalized students and their voices are needed for reform; 5) Resilience is linked to identity and breaking down barriers, not just lessons, for student success. Recommendations focus on enhancing equity training, building a culture of care, and developing community partnerships.
Narratives of systemic barriers & accessibility summary of article 1
The document discusses narratives from educators on systemic barriers faced by vulnerable students during the COVID-19 pandemic. Key findings include: 1) The pandemic highlighted longstanding issues like lack of access to technology and inflexible scheduling; 2) Relationships between teachers and students are important for resilience but undermined by streaming and biases; 3) Students and educators called for reforming streaming practices and increasing student voice in academic pathways. Recommendations focus on enhancing teacher training, building a culture of care, and developing community partnerships.
Fall 2020 week 1 8 p15
This document provides an overview of the 8P15 Teaching and Learning: Schools and Communities course at Brock University. It outlines the course topics, expectations, assignments, and evaluations. The main assignments are oral chronicle presentations, weekly literacy narratives posted to an online forum, and a final narrative of education paper. Students are expected to actively participate in class discussions, submit assignments on time, and demonstrate professionalism. The course aims to help students develop a practical and collaborative knowledge of teaching through exploring personal experiences and relating theory to virtual field observations.
2020 bc session 6
This document contains the agenda and notes from an education class. The agenda includes topics like the relationship between living experiences and storytelling, biases that can be uncovered through re-telling stories, and a discussion of Summerhill School which takes a democratic approach. The notes provide more context on these topics, such as how re-telling experiences can help uncover biases and influence future retellings. They also discuss Dewey's views on freedom in education and the importance of reflection for teachers. The document aims to prepare students for upcoming observations by suggesting ways to structure them and what to focus on regarding the teacher, learners, curriculum and environment.
Week 11 2020
This document provides an agenda for Week 11 activities which includes watching a movie called "Freedom Writers" and writing a comment about an aspect of the movie that spoke to the reader. It asks readers to complete their bio poem and comment about the movie by April 2nd, 2020. It also reminds readers to finish any outstanding assignments and letters of recommendation by the deadline.
Week 10 2020
This document provides an agenda for a session that includes: an overview of upcoming weeks, discussions of short stories and poems about identity and bias, presentations on oral histories, and group work time. The session will explore how others define our identities, consider whose opinions shape our self-perceptions, and discuss the influence of groups on individual actions. Presentations will be given on "The Bear that Wasn't" about labels and identity, a biography poem, and "The Sneetches" about social hierarchies and exclusion.
Week 9 8 p15 2020
This document provides an agenda for a diversity training session focusing on diversity in schools and communities. The session includes:
- A review of key issues related to diversity such as culture, language, religion, gender, mental health, social capital, and economy.
- Interactive games and videos to explore LGBTQ2 inclusion and Indigenous culture.
- A gallery walk where participants explore Anishinaabe art representing ethical standards of care, respect, trust, and integrity.
- Presentations from participants and work in triads.
- An overview of the next session which will focus on revelation, reformation, curriculum, and equity issues.
Week 8 2020 bc
This document provides an agenda and notes for a teaching and learning session focused on assumptions, poverty, and challenging biases. The session includes an activity where participants choose who they would sit next to on a plane based on descriptions of different people, followed by a discussion about assumptions. The notes then discuss narratives of poverty, deficit-based language, identifying biases, collective responsibility, and using science as a guide for growth in judgment. The agenda includes presentations by students, triad discussions, and a look ahead to the next session.
Week 8 2020
The document summarizes the key topics and activities from a class on assumptions of teaching and learning, and poverty seen through narratives. It included an activity where students chose who they would sit beside on a plane based on brief descriptors of other passengers, which revealed unconscious biases. The class discussed challenging assumptions, experiences that shape views of poverty, and reframing deficit-based language. Presentations were given on oral chronicles, and the class discussed using science and problem-solving to organize knowledge and foster understanding.
Session 7 bc
This document outlines an agenda for a teaching and learning session that focuses on assumptions of teaching and learning as well as mental health in the classroom. The agenda includes sharing experiences, reviewing theories of teaching and narrative inquiry, examining a classroom situation through different perspectives, and presenting on a topic of narrative inquiry. The session aims to help educators learn from each other's experiences and consider classroom situations in light of educational theories.
2020 bc session 6
This document contains the agenda and notes from an education class. The agenda includes topics like the relationship between living experiences and storytelling, biases that can be uncovered through re-telling stories, and a discussion of Summerhill School which takes a democratic approach. The notes provide more context on these topics, such as how re-telling experiences can help uncover biases and influence future retellings. They also discuss Dewey's views on freedom in education and the importance of reflection for teachers. The document aims to prepare students for upcoming observations by suggesting ideas for organizing their notes and reflecting on readings.
Week 5 2015 2020 1
This document summarizes a class on narrative inquiry and commonplaces. It discusses Dewey's view of social control in learning communities, the Ontario College of Teachers' ethical standards of trust, respect, integrity and care. It reviews the 3 commonplaces of narrative inquiry according to Connelly and Clandinin: temporality, sociality and place. Schwab's 4 commonplaces of the teacher, learner, subject matter and milieu are also examined. The objectives of the next class are to further discuss the ethical standards and examine educational theories in relation to personal philosophy of education.
Session 4 2020
This document outlines the agenda for a teacher training session. It includes reviewing educational frameworks, introducing teaching standards, connecting the frameworks to the standards, and group activities. Key topics covered are the four commonplaces of learning according to Schwab, the Standards of Practice from the Ontario College of Teachers, and how to cultivate an inclusive classroom environment.
Bceduc8 p15 session 3 (1)
This document provides an agenda and notes for an education course. The agenda includes topics like constructivism, narrative inquiry, classroom management, and field placements. Notes cover ideas from various theorists and provide examples and activities to understand concepts like the four commonplaces of curriculum (teacher, learner, subject matter, milieu). It emphasizes using experiences and stories to make meaning and create broader understandings.
Copy of week 2 lesson notes creating insight (1)
This document outlines the agenda and content for a teacher education course on narrative inquiry. It discusses John Dewey's views on experience and education, and how those influence narrative inquiry. It also introduces the three commonplaces of narrative inquiry according to Connelly and Clandinin: temporality, sociality, and place. Temporality refers to the past, present and future context. Sociality considers relationships and norms. Place examines the impact of physical location. The document provides examples and activities to help understand applying these concepts.
Week 1 8 p15
This document provides an overview and agenda for an education course. It introduces the instructor and course coordinator and acknowledges the traditional lands where the university is located. The agenda includes welcoming remarks, introductions, and an outline of course expectations, assignments, and topics to be covered. Assignments include an oral chronicle, narrative of education paper, literacy narratives, and field placement reflection. Students are expected to attend regularly, participate actively, submit assignments on time, and respect others' views. The course aims to understand teaching through a narrative inquiry approach and explore what it means to be a teacher through sharing life experiences.
Bc session 2 8 p15
This document contains the agenda and notes for an education class. The agenda includes attendance, a lecture, student presentations, group work, and looking ahead. The notes cover topics like narrative inquiry, Dewey's views on experience and education, Connelly and Clandinin's three commonplaces of narrative inquiry (temporality, sociality, place), and constructivism. Readings discussed include works by Ciuffetelli Parker, Connelly, Clandinin, and Dewey. Students will present oral chronicles and work in literacy groups. The class aims to help students learn about creating insight through narrative inquiry.
Week 1 8 p15
This document provides an overview and outline for an education course called "Teaching and Learning: Schools and Communities". It introduces the course coordinator, instructor, and agenda. It outlines expectations for attendance, participation, assignments including an oral chronicle, narrative of education, literacy narratives, and field placement paper. Evaluation criteria and due dates are provided for assignments worth 100% of the grade. The document discusses narrative inquiry as a way to understand experiences through stories and shares ideas about what it means to be a teacher.
B cweek 12 slides
The document provides details for a lesson plan focused on creating blackout poems using a veteran's affairs newspaper. The objective is for students to use their word choice skills to develop creative visual poetry expressing their understanding of veteran experiences as part of a Remembrance Day unit. Expectations include reading comprehension, creative writing, and using word choice, sentence fluency and publishing skills. Students will read articles from provided mentor texts, select words to create poems or short narratives, and design visually appealing blackout poems. The teacher models the process before students work independently.
Carey week 11 visual literacy
This document provides an agenda and resources for a week-long professional learning community (PLC) focusing on visual literacy. The agenda includes discussions on using visual resources in the classroom, visual perception, discovering visual literacy resources, and an integrated strands scavenger hunt involving visual representation. It also presents examples of optical illusions and the power of captions to change how images are perceived. Resources on visual literacy from the National Film Board and Brock University library are shared. The document concludes with details on next week, which will not include PLCs or Sakai posts.
Carey week 11 visual literacy
This document provides an agenda and resources for a week-long professional learning community meeting focused on visual literacy. The agenda includes discussions on using visual resources in the classroom, visual perception, discovering visual literacy resources, a visual scavenger hunt activity, and a grammar lesson planning discussion. Participants will explore articles and websites on using video and infographics in the classroom. They will also participate in activities to examine how visual perception can influence meaning-making and the power of adding captions to images. The document shares several online resources for visual literacy and films.
Grammar
The document provides a history of the English language from its Proto-Indo-European roots to its current form. It traces the various influences on English, including the Celtic languages originally spoken in Britain, Latin introduced by the Roman conquest, Old English brought by Anglo-Saxon invaders, and Norman French imposed after the Norman conquest in 1066. Key events that shaped English over time include the Viking invasions, the introduction of the printing press, and works by authors like Chaucer and Shakespeare that helped standardize the language. The document emphasizes the importance of grammar and provides additional resources for teaching it effectively.
Bc week 10 oral communication, part 2
This document outlines the agenda and content covered in a class about oral communication skills. The agenda includes discussing teaching indigenous history through stories, assessing listening and speaking skills, participating in a debate activity, and learning about the power of storytelling to convey indigenous history. It provides expectations and rubrics for evaluating oral communication skills. Students are asked to reflect on strengths and areas for growth as listeners and speakers. The role of educators in reconciliation efforts is also discussed.
Bc week 9 oral communication i (8-p24)
This document provides an agenda for a week 9 oral communication course. It includes discussions on podcasting in education, using podcasts in the classroom, getting students to produce podcasts, oral communication skills, and listening skills. It outlines learning goals, provides podcasting resources, discusses teachers as listeners, and previews the topics for week 10. The document gives direction for in-class activities and assignments related to exploring educational podcasts, analyzing a TED talk on listening, selecting and analyzing a podcast for students, and continuing work on oral communication blogs.
8 p24 week 8 writing part 2
This document provides an agenda and notes for a professional learning community meeting focused on collaborative writing and lesson planning. Key points include:
- The group will discuss collaborative writing strategies and explore online resources for shared writing activities.
- Participants will engage in a collaborative writing activity where they take turns adding to a story. They will then reflect on benefits and challenges of this approach.
- The PLC will participate in a mini-lesson on lesson planning where they focus on writing social justice lesson plans. Exemplars are provided and discussed.
- Participants practice developing lesson plan components like learning goals and success criteria aligned with curriculum expectations.
- The focus is on creating meaningful lessons incorporating best practices like memorable hooks
Bc copy of class 7 writing 101
This document provides an agenda for a class on guided reading and writing. The agenda includes: checking in, discussing components of a balanced 21st century writing program, stages of writing and graphic organizers, powerful writing to promote social justice, poetry writing activities, blogging and peer assessment, and working on a social justice lesson plan. Learning goals focus on using social media to implement a balanced writing program, understanding stages of writing and using graphic organizers, teaching writing with a social justice theme, creating blogs, and using feedback to improve learning. The class involves exploring resources, reviewing components of a balanced literacy program, and dividing into groups to analyze sections of a reading on teaching writing in the 21st century.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
More Related Content
More from Beth Carey
Week 9 8 p15 2020
This document provides an agenda for a diversity training session focusing on diversity in schools and communities. The session includes:
- A review of key issues related to diversity such as culture, language, religion, gender, mental health, social capital, and economy.
- Interactive games and videos to explore LGBTQ2 inclusion and Indigenous culture.
- A gallery walk where participants explore Anishinaabe art representing ethical standards of care, respect, trust, and integrity.
- Presentations from participants and work in triads.
- An overview of the next session which will focus on revelation, reformation, curriculum, and equity issues.
Week 8 2020 bc
This document provides an agenda and notes for a teaching and learning session focused on assumptions, poverty, and challenging biases. The session includes an activity where participants choose who they would sit next to on a plane based on descriptions of different people, followed by a discussion about assumptions. The notes then discuss narratives of poverty, deficit-based language, identifying biases, collective responsibility, and using science as a guide for growth in judgment. The agenda includes presentations by students, triad discussions, and a look ahead to the next session.
Week 8 2020
The document summarizes the key topics and activities from a class on assumptions of teaching and learning, and poverty seen through narratives. It included an activity where students chose who they would sit beside on a plane based on brief descriptors of other passengers, which revealed unconscious biases. The class discussed challenging assumptions, experiences that shape views of poverty, and reframing deficit-based language. Presentations were given on oral chronicles, and the class discussed using science and problem-solving to organize knowledge and foster understanding.
Session 7 bc
This document outlines an agenda for a teaching and learning session that focuses on assumptions of teaching and learning as well as mental health in the classroom. The agenda includes sharing experiences, reviewing theories of teaching and narrative inquiry, examining a classroom situation through different perspectives, and presenting on a topic of narrative inquiry. The session aims to help educators learn from each other's experiences and consider classroom situations in light of educational theories.
2020 bc session 6
This document contains the agenda and notes from an education class. The agenda includes topics like the relationship between living experiences and storytelling, biases that can be uncovered through re-telling stories, and a discussion of Summerhill School which takes a democratic approach. The notes provide more context on these topics, such as how re-telling experiences can help uncover biases and influence future retellings. They also discuss Dewey's views on freedom in education and the importance of reflection for teachers. The document aims to prepare students for upcoming observations by suggesting ideas for organizing their notes and reflecting on readings.
Week 5 2015 2020 1
This document summarizes a class on narrative inquiry and commonplaces. It discusses Dewey's view of social control in learning communities, the Ontario College of Teachers' ethical standards of trust, respect, integrity and care. It reviews the 3 commonplaces of narrative inquiry according to Connelly and Clandinin: temporality, sociality and place. Schwab's 4 commonplaces of the teacher, learner, subject matter and milieu are also examined. The objectives of the next class are to further discuss the ethical standards and examine educational theories in relation to personal philosophy of education.
Session 4 2020
This document outlines the agenda for a teacher training session. It includes reviewing educational frameworks, introducing teaching standards, connecting the frameworks to the standards, and group activities. Key topics covered are the four commonplaces of learning according to Schwab, the Standards of Practice from the Ontario College of Teachers, and how to cultivate an inclusive classroom environment.
Bceduc8 p15 session 3 (1)
This document provides an agenda and notes for an education course. The agenda includes topics like constructivism, narrative inquiry, classroom management, and field placements. Notes cover ideas from various theorists and provide examples and activities to understand concepts like the four commonplaces of curriculum (teacher, learner, subject matter, milieu). It emphasizes using experiences and stories to make meaning and create broader understandings.
Copy of week 2 lesson notes creating insight (1)
This document outlines the agenda and content for a teacher education course on narrative inquiry. It discusses John Dewey's views on experience and education, and how those influence narrative inquiry. It also introduces the three commonplaces of narrative inquiry according to Connelly and Clandinin: temporality, sociality, and place. Temporality refers to the past, present and future context. Sociality considers relationships and norms. Place examines the impact of physical location. The document provides examples and activities to help understand applying these concepts.
Week 1 8 p15
This document provides an overview and agenda for an education course. It introduces the instructor and course coordinator and acknowledges the traditional lands where the university is located. The agenda includes welcoming remarks, introductions, and an outline of course expectations, assignments, and topics to be covered. Assignments include an oral chronicle, narrative of education paper, literacy narratives, and field placement reflection. Students are expected to attend regularly, participate actively, submit assignments on time, and respect others' views. The course aims to understand teaching through a narrative inquiry approach and explore what it means to be a teacher through sharing life experiences.
Bc session 2 8 p15
This document contains the agenda and notes for an education class. The agenda includes attendance, a lecture, student presentations, group work, and looking ahead. The notes cover topics like narrative inquiry, Dewey's views on experience and education, Connelly and Clandinin's three commonplaces of narrative inquiry (temporality, sociality, place), and constructivism. Readings discussed include works by Ciuffetelli Parker, Connelly, Clandinin, and Dewey. Students will present oral chronicles and work in literacy groups. The class aims to help students learn about creating insight through narrative inquiry.
Week 1 8 p15
This document provides an overview and outline for an education course called "Teaching and Learning: Schools and Communities". It introduces the course coordinator, instructor, and agenda. It outlines expectations for attendance, participation, assignments including an oral chronicle, narrative of education, literacy narratives, and field placement paper. Evaluation criteria and due dates are provided for assignments worth 100% of the grade. The document discusses narrative inquiry as a way to understand experiences through stories and shares ideas about what it means to be a teacher.
B cweek 12 slides
The document provides details for a lesson plan focused on creating blackout poems using a veteran's affairs newspaper. The objective is for students to use their word choice skills to develop creative visual poetry expressing their understanding of veteran experiences as part of a Remembrance Day unit. Expectations include reading comprehension, creative writing, and using word choice, sentence fluency and publishing skills. Students will read articles from provided mentor texts, select words to create poems or short narratives, and design visually appealing blackout poems. The teacher models the process before students work independently.
Carey week 11 visual literacy
This document provides an agenda and resources for a week-long professional learning community (PLC) focusing on visual literacy. The agenda includes discussions on using visual resources in the classroom, visual perception, discovering visual literacy resources, and an integrated strands scavenger hunt involving visual representation. It also presents examples of optical illusions and the power of captions to change how images are perceived. Resources on visual literacy from the National Film Board and Brock University library are shared. The document concludes with details on next week, which will not include PLCs or Sakai posts.
Carey week 11 visual literacy
This document provides an agenda and resources for a week-long professional learning community meeting focused on visual literacy. The agenda includes discussions on using visual resources in the classroom, visual perception, discovering visual literacy resources, a visual scavenger hunt activity, and a grammar lesson planning discussion. Participants will explore articles and websites on using video and infographics in the classroom. They will also participate in activities to examine how visual perception can influence meaning-making and the power of adding captions to images. The document shares several online resources for visual literacy and films.
Grammar
The document provides a history of the English language from its Proto-Indo-European roots to its current form. It traces the various influences on English, including the Celtic languages originally spoken in Britain, Latin introduced by the Roman conquest, Old English brought by Anglo-Saxon invaders, and Norman French imposed after the Norman conquest in 1066. Key events that shaped English over time include the Viking invasions, the introduction of the printing press, and works by authors like Chaucer and Shakespeare that helped standardize the language. The document emphasizes the importance of grammar and provides additional resources for teaching it effectively.
Bc week 10 oral communication, part 2
This document outlines the agenda and content covered in a class about oral communication skills. The agenda includes discussing teaching indigenous history through stories, assessing listening and speaking skills, participating in a debate activity, and learning about the power of storytelling to convey indigenous history. It provides expectations and rubrics for evaluating oral communication skills. Students are asked to reflect on strengths and areas for growth as listeners and speakers. The role of educators in reconciliation efforts is also discussed.
Bc week 9 oral communication i (8-p24)
This document provides an agenda for a week 9 oral communication course. It includes discussions on podcasting in education, using podcasts in the classroom, getting students to produce podcasts, oral communication skills, and listening skills. It outlines learning goals, provides podcasting resources, discusses teachers as listeners, and previews the topics for week 10. The document gives direction for in-class activities and assignments related to exploring educational podcasts, analyzing a TED talk on listening, selecting and analyzing a podcast for students, and continuing work on oral communication blogs.
8 p24 week 8 writing part 2
This document provides an agenda and notes for a professional learning community meeting focused on collaborative writing and lesson planning. Key points include:
- The group will discuss collaborative writing strategies and explore online resources for shared writing activities.
- Participants will engage in a collaborative writing activity where they take turns adding to a story. They will then reflect on benefits and challenges of this approach.
- The PLC will participate in a mini-lesson on lesson planning where they focus on writing social justice lesson plans. Exemplars are provided and discussed.
- Participants practice developing lesson plan components like learning goals and success criteria aligned with curriculum expectations.
- The focus is on creating meaningful lessons incorporating best practices like memorable hooks
Bc copy of class 7 writing 101
This document provides an agenda for a class on guided reading and writing. The agenda includes: checking in, discussing components of a balanced 21st century writing program, stages of writing and graphic organizers, powerful writing to promote social justice, poetry writing activities, blogging and peer assessment, and working on a social justice lesson plan. Learning goals focus on using social media to implement a balanced writing program, understanding stages of writing and using graphic organizers, teaching writing with a social justice theme, creating blogs, and using feedback to improve learning. The class involves exploring resources, reviewing components of a balanced literacy program, and dividing into groups to analyze sections of a reading on teaching writing in the 21st century.
More from Beth Carey (20)
Recently uploaded
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Predict Vendor Bill Product in Odoo 17
This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Recently uploaded (20)
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Week 15 8 p20
- 1. 8P20 Week 15 Classroom Dynamics
- 2. Agenda PBLP- Natalie Sarah Four Learning Environment Modules Monograph Peer Review