The document discusses the importance of incorporating writing into college courses. It suggests that assigning writing, whether formal or informal, increases student engagement more than any other course characteristic. It provides examples of learning objectives, assignments, and ways to include informal and formal writing experiences in courses across disciplines. The goal is for students to develop content knowledge and communication skills through various writing opportunities with feedback.
This document provides an overview of disciplinary literacy and the Common Core State Standards (CCSS) for a literacy team. It defines disciplinary literacy as merging content knowledge with reading, writing, speaking, and problem solving skills. The CCSS are a set of standards to prepare students for college and careers through literacy in different subjects. The relationship between disciplinary literacy and the CCSS is that the standards require skills like thinking critically and using evidence that are important to different disciplines. The document explains how the CCSS are structured around anchor standards and progressions from kindergarten through 12th grade.
Seys 560 methods of teaching english in middle and high school (queens col...John Smith
This document provides information about an English education methods course titled "Teaching English in Diverse Sociocultural Contexts" including the course description, goals, required texts, assignments, and assessments. The course aims to explore principles of teaching, learning, assessment and community in English language arts. Students will design instructional lessons and units, and consider the role of standards and assessments in the curriculum. Key assignments include a teaching journal, formal paper, individual lesson plans, a group unit assignment, and presentations. The course emphasizes modeling critical and transformative teaching practices through discussion and activities.
The document provides a curriculum pacing guide for 6th grade English at NNPS. It outlines the topics, standards, and assessments covered over 3 marking periods. In the first marking period, students will focus on establishing classroom expectations, baseline writing assessments, vocabulary development, and an introduction to reading and analyzing both fiction and nonfiction texts. The second marking period focuses on close reading of short passages, narrative writing, grammar instruction, and vocabulary development. The third marking period covers the study of poetry, narrative writing, and continued grammar and vocabulary instruction. The goal is for students to understand various text structures and genres, communicate effectively, and continue developing language skills.
This document provides a description and rationale for a multi-part writing assignment for a 7th grade history class on the Middle Ages. The assignment requires students to research a topic and compose a 5-7 page document integrating written content with at least one map and illustrations. It is designed to develop students' research, writing, and textual analysis skills while extending their knowledge of the Middle Ages. The document outlines the objectives, materials, prerequisites, timeline, procedures, inputs, and assessments for guiding students through the project.
This document discusses critical reading strategies and how to teach critical reading skills to students. It begins by defining critical reading as an active process of constructing knowledge from a text rather than just reading receptively for information. It then discusses how critical reading involves questioning a text, considering the author's assumptions and intentions, and engaging with difficulties in a text rather than giving up. The document provides concrete strategies for teaching critical reading, such as close reading exercises, asking questions of the text, making inferences and interpretations, and discussing readings in class. It uses the example of analyzing an early Irish tale to illustrate these strategies in practice.
This document provides guidance for unpacking and aligning writing instruction to the Common Core State Standards anchor writing standards. Participants are instructed to unpack writing anchor standards 1 and 2 using a protocol. They then review writing samples from the CCSS appendix and discuss gaps between their current assignments and the sample work. Groups discuss how writing is currently incorporated in their disciplines and adjustments that could better align assignments to the standards. Participants are asked to consider a small adjustment they could make to a lesson, unit or assessment to strengthen alignment with the anchor writing standards.
This document provides an overview of disciplinary literacy and the Common Core State Standards (CCSS) for a literacy team. It defines disciplinary literacy as merging content knowledge with reading, writing, speaking, and problem solving skills. The CCSS are a set of standards to prepare students for college and careers through literacy in different subjects. The relationship between disciplinary literacy and the CCSS is that the standards require skills like thinking critically and using evidence that are important to different disciplines. The document explains how the CCSS are structured around anchor standards and progressions from kindergarten through 12th grade.
Seys 560 methods of teaching english in middle and high school (queens col...John Smith
This document provides information about an English education methods course titled "Teaching English in Diverse Sociocultural Contexts" including the course description, goals, required texts, assignments, and assessments. The course aims to explore principles of teaching, learning, assessment and community in English language arts. Students will design instructional lessons and units, and consider the role of standards and assessments in the curriculum. Key assignments include a teaching journal, formal paper, individual lesson plans, a group unit assignment, and presentations. The course emphasizes modeling critical and transformative teaching practices through discussion and activities.
The document provides a curriculum pacing guide for 6th grade English at NNPS. It outlines the topics, standards, and assessments covered over 3 marking periods. In the first marking period, students will focus on establishing classroom expectations, baseline writing assessments, vocabulary development, and an introduction to reading and analyzing both fiction and nonfiction texts. The second marking period focuses on close reading of short passages, narrative writing, grammar instruction, and vocabulary development. The third marking period covers the study of poetry, narrative writing, and continued grammar and vocabulary instruction. The goal is for students to understand various text structures and genres, communicate effectively, and continue developing language skills.
This document provides a description and rationale for a multi-part writing assignment for a 7th grade history class on the Middle Ages. The assignment requires students to research a topic and compose a 5-7 page document integrating written content with at least one map and illustrations. It is designed to develop students' research, writing, and textual analysis skills while extending their knowledge of the Middle Ages. The document outlines the objectives, materials, prerequisites, timeline, procedures, inputs, and assessments for guiding students through the project.
This document discusses critical reading strategies and how to teach critical reading skills to students. It begins by defining critical reading as an active process of constructing knowledge from a text rather than just reading receptively for information. It then discusses how critical reading involves questioning a text, considering the author's assumptions and intentions, and engaging with difficulties in a text rather than giving up. The document provides concrete strategies for teaching critical reading, such as close reading exercises, asking questions of the text, making inferences and interpretations, and discussing readings in class. It uses the example of analyzing an early Irish tale to illustrate these strategies in practice.
This document provides guidance for unpacking and aligning writing instruction to the Common Core State Standards anchor writing standards. Participants are instructed to unpack writing anchor standards 1 and 2 using a protocol. They then review writing samples from the CCSS appendix and discuss gaps between their current assignments and the sample work. Groups discuss how writing is currently incorporated in their disciplines and adjustments that could better align assignments to the standards. Participants are asked to consider a small adjustment they could make to a lesson, unit or assessment to strengthen alignment with the anchor writing standards.
This document provides examples of writing prompts and activities that teachers can use to incorporate writing into math and science classes. It discusses the benefits of writing in building disciplinary literacy and learning. Some key points:
- Writing makes thinking and learning in math and science visible, helps students solve problems and gain clarity. It improves retention of content.
- Prompts can start simply, asking students to reflect on their feelings about a topic, then progress to having students explain concepts or summarize group work.
- Interactive notebooks/blogs allow students to record notes on one side and reflections on the other, modeling how scientists take notes.
- Journals provide a low-stakes way for students to work through problems
D) Reading the same text multiple times to derive meaning at different levels. Close reading involves carefully and thoughtfully examining a text through repeated readings. It aims to help readers understand the text deeply rather than just at a surface level.
This document discusses rethinking approaches to teaching study skills. It presents three models: the study skills model which focuses on surface features and skills transfer; the academic socialization model which focuses on acculturating students into disciplinary discourses; and the academic literacies model which views literacy as social practices negotiated within institutions of power and identity. The academic literacies model has implications for more inclusive, emancipatory approaches interrogating dominant academic cultures and power relations. Dialogic frameworks are suggested to encourage negotiation of academic identities and practices.
The document discusses various topics related to second language writing including:
1) The importance of taking a process approach to writing that views it as discovery and allows students to take risks and focus on fluency over accuracy.
2) The relationship between writing and culture and how writers' backgrounds influence their writing.
3) Different theoretical approaches to second language writing such as New Rhetoric, English for Specific Purposes, and Systemic Functional Linguistics.
Common Core Implementation: 3 Keys for Successcatapultlearn
Implementing the Common Core State Standards successfully means more than replacing one set of curriculum maps or pacing plans with another. The standards are important, not because of the specific topics that have to be covered at one grade level or another, but because of the vertical coherence they provide from grade to grade, the clarity and focus they provide across all grade levels, and the insistence on rigor, critical thinking, and real-world problem-solving that is embedded throughout the standards.
In other words, the standards can help us paint a picture for our students and our communities of what 21st century teaching and learning should look like.
What does literacy mean in my discipline: Making meaning makersDavid Cain
Secondary teachers often encounter significant challenges as they have students grapple with text. We will explore the distinctions of content literacy and disciplinary literacy, as well as research-based practiced to help students become receptive and productive meaning makers.
The document provides information about preparing students for the open-ended response (OER) items on the Texas Assessment of Knowledge and Skills (TAKS) exam. It discusses what a successful response includes, the skills assessed in the OER items, and best practices for teaching the skills in the English/Language Arts classroom. A successful response has a clear answer, multiple pieces of textual evidence, and a connection between the answer and evidence. Teachers should model the skills, provide guided practice, and focus instruction on both individual skills and holistic response construction.
Li (Jerry) Xie Dimensions of Diversity_ Capstone Project.pptxJerryXie21
The document discusses a capstone project for a course on dimensions of diversity. It includes an instructional portfolio and reflection on concepts learned, with the goal of demonstrating mastery of course goals related to teaching English language learners, including understanding policies and cultures impacting ELL education and implementing research-based strategies.
Li (Jerry) Xie Dimensions of Diversity Capstone ProjectKelseyShroyer
The document discusses strategies for teaching English language learners, referencing theories like Krashen's comprehensible input hypothesis. It proposes teaching language through content by providing scaffolded instruction and language objectives. Examples are given for teaching vocabulary through preview, explanation, and review in a reading class while integrating traditional Chinese learning strategies.
The document discusses writing across the curriculum and how all teachers can help develop students' writing skills. It recommends that teachers in all subjects establish purposes for writing, find real audiences beyond just the teacher, and model the writing process for students. Writing should be used to communicate ideas in every subject to fully prepare students for university and careers. The document provides examples of how to incorporate writing using the six traits of writing - ideas, organization, voice, word choice, sentence fluency, and conventions - into literature, math, science, and social studies classes.
This document discusses strategies for integrating English standards across other content areas to effectively support literacy. It emphasizes teaching vocabulary in context, designing writing instruction that is integrated into other subjects rather than just assigned, and using local topics to support interdisciplinary learning. For example, students could investigate the history in their local area to better understand national events, develop vocabulary through content-specific study, or devise engineering challenges related to their community. The goal is to move beyond isolated literacy assignments and instead embed strong writing, reading, and analysis skills into other subjects. Contact information is provided for state specialists who can offer additional resources.
This document discusses critical reading strategies and how to teach critical reading skills to students. It begins by defining critical reading as an active process of constructing knowledge from a text rather than just reading receptively for information. It then discusses how critical reading involves questioning a text, considering the author's assumptions and intentions, and engaging with difficulties in a text rather than giving up. The document provides concrete strategies for teaching critical reading, such as close reading exercises, asking questions of the text, making inferences and interpretations, and discussing readings in class. It uses an early Irish tale as an example and outlines a three-day process for teaching students to critically analyze the tale.
The document argues that academic literacy skills should not be taught as isolated or "bolted on" courses, but rather should be embedded within individual disciplines as the skills are discipline specific. It asserts that this paradigm shift is needed as teaching skills separately encourages surface learning and does not help students understand why these skills are important. By teaching academic literacy skills within disciplines, students will view the skills as more relevant and it will better prepare them for university-level work.
This document outlines an agenda for a workshop on scaffolding topic selection using Reading Apprenticeship techniques. The workshop introduces Reading Apprenticeship, which uses metacognitive strategies to improve students' reading abilities. It discusses how Reading Apprenticeship intersects with information literacy in developing problem-solving and reflection. The agenda then demonstrates practices like think-alouds, annotations, and discussion protocols to model reading processes and help students identify topics. The goal is to make reading, writing, and research feel less intimidating for students through collaborative knowledge-building.
This document outlines English Language Arts look-fors and best practices for teachers. It describes tasks that should engage and challenge students through interesting, cognitively demanding work relevant to real world. Both students and teachers have roles in reading, writing, speaking, listening and language development. Tasks should balance informational and literary texts and relate to grade-level standards while building understanding.
The document discusses several teaching strategies that can be used in an instruction session, including:
1) Having students "drive" the computer to lead parts of the session, engaging them as peers teach.
2) Using a "mindwalk" activity where students brainstorm different aspects of a concept in writing.
3) Implementing problem-based learning through case studies for students to research and propose solutions.
4) Adopting a constructivist approach through inquiry-based methods that build on students' existing knowledge.
This syllabus outlines the structure and expectations for a course on British literature from the Middle Ages to the 18th century. The course will provide a cultural, historical, and critical framework to explore literary texts through close reading, analysis, and interpretation. Students will develop skills in active participation, discussion, and exploratory writing. Assessment will include discussion starters, exams, a group mini-lesson, literary analyses, and a final project with presentation. Students are expected to come to class prepared to engage thoughtfully and respectfully. University policies on civility, plagiarism, and disability accommodation are also covered.
The document discusses the importance of writing skills across academic disciplines and the workplace. It notes that while employers value writing and critical thinking, many new hires lack excellent written communication skills. Writing Across the Curriculum (WAC) aims to incorporate writing instruction across all subjects to develop these skills. WAC involves techniques like Writing to Learn, where writing is used to develop complex thoughts, and Writing in the Discipline (WID), where writing adheres to conventions of specific fields. The document emphasizes that academic disciplines each have distinct methods of inquiry and communication standards that students should observe.
The document discusses strategies for teaching critical reading skills to students. It notes that many students are not taught to read critically and actively in high school and assume texts at a surface level only. College instructors often expect students to be able to critically read texts from their discipline, but research shows these skills must be explicitly taught. The document provides concrete examples of activities instructors can use to teach critical reading, such as close reading exercises, asking questions of the text, looking up unknown terms, making inferences and connections, challenging assumptions, and negotiating different interpretations among students. It emphasizes reading as an active process that takes time and practice to develop.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides examples of writing prompts and activities that teachers can use to incorporate writing into math and science classes. It discusses the benefits of writing in building disciplinary literacy and learning. Some key points:
- Writing makes thinking and learning in math and science visible, helps students solve problems and gain clarity. It improves retention of content.
- Prompts can start simply, asking students to reflect on their feelings about a topic, then progress to having students explain concepts or summarize group work.
- Interactive notebooks/blogs allow students to record notes on one side and reflections on the other, modeling how scientists take notes.
- Journals provide a low-stakes way for students to work through problems
D) Reading the same text multiple times to derive meaning at different levels. Close reading involves carefully and thoughtfully examining a text through repeated readings. It aims to help readers understand the text deeply rather than just at a surface level.
This document discusses rethinking approaches to teaching study skills. It presents three models: the study skills model which focuses on surface features and skills transfer; the academic socialization model which focuses on acculturating students into disciplinary discourses; and the academic literacies model which views literacy as social practices negotiated within institutions of power and identity. The academic literacies model has implications for more inclusive, emancipatory approaches interrogating dominant academic cultures and power relations. Dialogic frameworks are suggested to encourage negotiation of academic identities and practices.
The document discusses various topics related to second language writing including:
1) The importance of taking a process approach to writing that views it as discovery and allows students to take risks and focus on fluency over accuracy.
2) The relationship between writing and culture and how writers' backgrounds influence their writing.
3) Different theoretical approaches to second language writing such as New Rhetoric, English for Specific Purposes, and Systemic Functional Linguistics.
Common Core Implementation: 3 Keys for Successcatapultlearn
Implementing the Common Core State Standards successfully means more than replacing one set of curriculum maps or pacing plans with another. The standards are important, not because of the specific topics that have to be covered at one grade level or another, but because of the vertical coherence they provide from grade to grade, the clarity and focus they provide across all grade levels, and the insistence on rigor, critical thinking, and real-world problem-solving that is embedded throughout the standards.
In other words, the standards can help us paint a picture for our students and our communities of what 21st century teaching and learning should look like.
What does literacy mean in my discipline: Making meaning makersDavid Cain
Secondary teachers often encounter significant challenges as they have students grapple with text. We will explore the distinctions of content literacy and disciplinary literacy, as well as research-based practiced to help students become receptive and productive meaning makers.
The document provides information about preparing students for the open-ended response (OER) items on the Texas Assessment of Knowledge and Skills (TAKS) exam. It discusses what a successful response includes, the skills assessed in the OER items, and best practices for teaching the skills in the English/Language Arts classroom. A successful response has a clear answer, multiple pieces of textual evidence, and a connection between the answer and evidence. Teachers should model the skills, provide guided practice, and focus instruction on both individual skills and holistic response construction.
Li (Jerry) Xie Dimensions of Diversity_ Capstone Project.pptxJerryXie21
The document discusses a capstone project for a course on dimensions of diversity. It includes an instructional portfolio and reflection on concepts learned, with the goal of demonstrating mastery of course goals related to teaching English language learners, including understanding policies and cultures impacting ELL education and implementing research-based strategies.
Li (Jerry) Xie Dimensions of Diversity Capstone ProjectKelseyShroyer
The document discusses strategies for teaching English language learners, referencing theories like Krashen's comprehensible input hypothesis. It proposes teaching language through content by providing scaffolded instruction and language objectives. Examples are given for teaching vocabulary through preview, explanation, and review in a reading class while integrating traditional Chinese learning strategies.
The document discusses writing across the curriculum and how all teachers can help develop students' writing skills. It recommends that teachers in all subjects establish purposes for writing, find real audiences beyond just the teacher, and model the writing process for students. Writing should be used to communicate ideas in every subject to fully prepare students for university and careers. The document provides examples of how to incorporate writing using the six traits of writing - ideas, organization, voice, word choice, sentence fluency, and conventions - into literature, math, science, and social studies classes.
This document discusses strategies for integrating English standards across other content areas to effectively support literacy. It emphasizes teaching vocabulary in context, designing writing instruction that is integrated into other subjects rather than just assigned, and using local topics to support interdisciplinary learning. For example, students could investigate the history in their local area to better understand national events, develop vocabulary through content-specific study, or devise engineering challenges related to their community. The goal is to move beyond isolated literacy assignments and instead embed strong writing, reading, and analysis skills into other subjects. Contact information is provided for state specialists who can offer additional resources.
This document discusses critical reading strategies and how to teach critical reading skills to students. It begins by defining critical reading as an active process of constructing knowledge from a text rather than just reading receptively for information. It then discusses how critical reading involves questioning a text, considering the author's assumptions and intentions, and engaging with difficulties in a text rather than giving up. The document provides concrete strategies for teaching critical reading, such as close reading exercises, asking questions of the text, making inferences and interpretations, and discussing readings in class. It uses an early Irish tale as an example and outlines a three-day process for teaching students to critically analyze the tale.
The document argues that academic literacy skills should not be taught as isolated or "bolted on" courses, but rather should be embedded within individual disciplines as the skills are discipline specific. It asserts that this paradigm shift is needed as teaching skills separately encourages surface learning and does not help students understand why these skills are important. By teaching academic literacy skills within disciplines, students will view the skills as more relevant and it will better prepare them for university-level work.
This document outlines an agenda for a workshop on scaffolding topic selection using Reading Apprenticeship techniques. The workshop introduces Reading Apprenticeship, which uses metacognitive strategies to improve students' reading abilities. It discusses how Reading Apprenticeship intersects with information literacy in developing problem-solving and reflection. The agenda then demonstrates practices like think-alouds, annotations, and discussion protocols to model reading processes and help students identify topics. The goal is to make reading, writing, and research feel less intimidating for students through collaborative knowledge-building.
This document outlines English Language Arts look-fors and best practices for teachers. It describes tasks that should engage and challenge students through interesting, cognitively demanding work relevant to real world. Both students and teachers have roles in reading, writing, speaking, listening and language development. Tasks should balance informational and literary texts and relate to grade-level standards while building understanding.
The document discusses several teaching strategies that can be used in an instruction session, including:
1) Having students "drive" the computer to lead parts of the session, engaging them as peers teach.
2) Using a "mindwalk" activity where students brainstorm different aspects of a concept in writing.
3) Implementing problem-based learning through case studies for students to research and propose solutions.
4) Adopting a constructivist approach through inquiry-based methods that build on students' existing knowledge.
This syllabus outlines the structure and expectations for a course on British literature from the Middle Ages to the 18th century. The course will provide a cultural, historical, and critical framework to explore literary texts through close reading, analysis, and interpretation. Students will develop skills in active participation, discussion, and exploratory writing. Assessment will include discussion starters, exams, a group mini-lesson, literary analyses, and a final project with presentation. Students are expected to come to class prepared to engage thoughtfully and respectfully. University policies on civility, plagiarism, and disability accommodation are also covered.
The document discusses the importance of writing skills across academic disciplines and the workplace. It notes that while employers value writing and critical thinking, many new hires lack excellent written communication skills. Writing Across the Curriculum (WAC) aims to incorporate writing instruction across all subjects to develop these skills. WAC involves techniques like Writing to Learn, where writing is used to develop complex thoughts, and Writing in the Discipline (WID), where writing adheres to conventions of specific fields. The document emphasizes that academic disciplines each have distinct methods of inquiry and communication standards that students should observe.
The document discusses strategies for teaching critical reading skills to students. It notes that many students are not taught to read critically and actively in high school and assume texts at a surface level only. College instructors often expect students to be able to critically read texts from their discipline, but research shows these skills must be explicitly taught. The document provides concrete examples of activities instructors can use to teach critical reading, such as close reading exercises, asking questions of the text, looking up unknown terms, making inferences and connections, challenging assumptions, and negotiating different interpretations among students. It emphasizes reading as an active process that takes time and practice to develop.
Similar to Writing-Intensive Teaching & Learning (20)
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses the requirements and goals of an application synthesis evaluation course. The course is required for professional certification and aims to develop core knowledge in using multiple methods to generate and distill large amounts of data while challenging students with unfamiliar concepts. Problem solving and communication skills are assessed outcomes. The document also notes that taking risks in courses can lead to greater rewards, and encourages students to just try the evaluation.
Most term papers produced by students are of poor quality. However, having students create Wikipedia pages can be an engaging alternative that teaches important research and writing skills. Through workshops and feedback, the Wikipedia Education Program helps students learn how to properly cite sources, write in an encyclopedic style, and structure their work on important topics like plate tectonics. Creating Wikipedia pages requires careful planning and guidance to teach technological communication skills and turn Wikipedia from an adversary into an ally for research.
The document discusses a class assignment where students compare the climate of Baton Rouge to four other cities and present their results on one sheet of paper. The goal is to attract industry and residents to Baton Rouge. The class includes around 10-20 geography, geology, and environmental studies students. Students must understand, analyze, and evaluate existing climate visualizations before designing their own to communicate their findings to non-scientific audiences on a single page.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document outlines the course requirements and assignments for Professor Julia Chan's chemistry classes, including an inorganic chemistry literature review and proposal. It details the grading breakdown, with exams accounting for 60% and other assignments like homework, quizzes, and the literature review making up the remaining 40%. For the literature review assignment, students must write an 8-page double-spaced review of a recent inorganic chemistry research article and get approval for their topic by September 27th. Graduate students must also include a 2-page research proposal. The document provides guidelines for the literature review, including formatting and citation requirements. It describes how students will participate in a peer review process to evaluate each other's papers and gain experience with the publication process.
The document discusses using sparklines to improve student learning outcomes, course delivery, and student narrative development in presentations. It proposes an instructional model using sparklines for student reflection, self-evaluation, and receiving feedback through multiple iterations. Sparklines are small, simple graphics that can analyze speeches like Steve Jobs' 2007 iPhone launch and Martin Luther King Jr.'s 1963 speech. The outcomes for students include an assessment tool for reflection and improvement of future presentations, while instructors can improve course delivery and presentation skills instruction.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health.
This document discusses myths and methods related to teaching writing in quantitative disciplines. It debunks myths that writing has no place in fields like mathematics, physics, and engineering. The document advocates that writing can be integrated into any course to help students communicate effectively in their discipline. It presents several low-stakes writing techniques, such as freewriting and microgenres, that can help students generate and develop ideas without pressure. The document also outlines a process for learning to write, including prewriting, organizing, drafting, and revising with feedback. It provides examples of writing assignments that integrate discipline-specific content. Overall, the document argues that writing instruction benefits critical thinking and learning, and that faculty are best equipped to integrate it
This document discusses LSU's Communication across the Curriculum (CxC) program. The CxC program aims to enhance student learning and communication skills through discipline-specific communication instruction. It provides faculty resources and support to integrate communication into courses across all disciplines. The goal is to help students develop 21st century transferable communication skills and prepare them to effectively communicate complex ideas through various modes of communication.
Jessica Bergeron dropped out of high school at age 16 to work full-time but struggled with addiction, crime, and instability. After multiple arrests and jail time, she turned her life around at age 22 but lacked a high school education. At 23, she passed her GED exam on the first try, feeling empowered with new opportunities and career goals of attending community college and transferring to a four-year university. Her story shows how earning a GED can provide a second chance at success for high school dropouts.
The document describes ScienceDemo, a program that allows LSU science students to earn extra credit by sharing science demonstrations with K-12 students. Students can choose from various demos, coordinate with a school, practice their presentation, and check out a demo kit. The 12-step process provides tips for effective demonstrations, including preparing thoroughly, practicing safety, engaging students, and getting feedback. The goal is for LSU students to improve their skills while inspiring younger students about science.
The document provides advice for teaching a writing-intensive capstone course in nutritional sciences. It discusses key requirements for the curriculum to include research methodology, interpreting research, and evidence-based practice. Students must develop communication skills for professional practice, including demonstrating effective written and oral communication. The capstone course involves a research project and teaches skills like critically reading literature, technical writing, and giving oral presentations. The document offers tips for instructors, such as clearly stating expectations for assignments, providing grading rubrics, using examples of past student work, and providing feedback on drafts with lead time for revisions.
This document outlines the requirements for certifying a course as Communication Intensive (CI) which includes using informal communication for learning and formal communication for sharing knowledge, emphasizing two of four communication modes, having a student to faculty ratio of 35:1 or less, focusing on discipline-appropriate genres and audiences, teaching proper communication techniques through a draft-feedback-revisions process, basing 40% of the course grade on communication-intensive work, and upholding students to ethical and professional standards for all class work.
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 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
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
9. The relationship between the amount of writing for
a course and the student’s level of engagement—
whether engagement is measured by time spent
on the course, or the intellectual challenge it
presents, or students’ level of interest in it—is
stronger than the relationship between students’
engagement and any other course characteristic.
- Richard Light, “Making the Most of College”
cxc.lsu.edu
12. LEARNING OBJECTIVES
By the end of the
course, students should
know…
and be able to do…
cxc.lsu.edu
13. Students will learn to examine
problems in the interpretation of
literature through historical contexts
with a focus on 20th century America.
Intended for students with backgrounds
in History and Literature, the students
will teach each other about their own
disciplinary training and assumptions.
Students will develop critical
reading, oral and visual
arguments, discussion skills, and
critical thinking in order to write
about literary art and its role in
14. ASSIGNMENT:
In a team with 2 “history” experts and 2
“literature” experts,
• explore a set time period and at least
two pieces of literature related to it.
• individually, prepare a 10-15 page
research paper explaining how
knowledge of the historical period
enriches interpretation of the
literature and vise versa.
• as a team, prepare a 10-minute video
documentary to teach classmates
about your project, both the history
15. Course Objectives:
1. Develop quantitative skills
necessary for ecological data
analysis.
2. Learn field and laboratory
techniques commonly used in
ecological studies.
3. Develop an appreciation of a
current ecological problem.
4. Prepare a scientific poster and
18. WRITING TO LEARN (informal)
Motivates students to prep for class
Increases academic rigor
Helps students learn, retain knowledge
Checks comprehension before exam
Encourages active, authentic, meaningful
learning
cxc.lsu.edu
20. RESPONDING TO INFORMAL WRITING
+, , – and reader response notes
scan for common misconceptions
have peers respond
praise new insights & clear thoughts
cxc.lsu.edu
21. If we limit student writing to the
amount we can read and respond to in
detail, they will not get enough
practice writing to improve their
communication skills.
cxc.lsu.edu
23. INFORMAL WRITING PROMPTS
reflect on readings / lectures
explain concepts or processes
compare understanding (before &
after)
summarize content
apply to real-world problem
cxc.lsu.edu
24. Write 1 paragraph...
summarize what was covered
in the previous class
identify the most interesting
thing in today’s reading
explain what you didn’t
understand in today’s class
explaining how the concepts
apply in real-world situations
25. Every morning, when Prof.
Felina opens a bag of cat
food, her cats run into the
kitchen meowing and rubbing
against her legs.
What examples, if any, of
classical conditioning, operant
conditioning, and social
learning are at work in this
scene? NOTE: both the cats and
the professor may be exhibiting
conditioned behavior here.
26. Study this table. What
percentages surprises you?
Explain why you thought the
statistics would be different.
% of
Contents of US Landfills
volume
Plastic 18%
Paper 47%
Metal 8%
Organic materials 20%
Other (glass, rubber) 7%
28. LEARNING TO WRITE (formal)
Students demonstrate knowledge
of disciplinary content in
appropriate style and genre
requires feedback that
generates multiple drafts
graded with significant weight
cxc.lsu.edu
29. ASSIGNMENT DESIGN HEURISTIC (Lindemann)
What do I want students to do? Why?
How do I want them to do the
assignment?
To whom are my students writing?
When & how will they do the
assignment?
What will students do with the
assignment? cxc.lsu.edu
31. ASSIGNMENT #1
Write an 8-10 research paper on
therapeutic touch in which you
argue for or against the treatment.
Use at least 5 sources, following
APA style.
32. ASSIGNMENT #2
You are a staff nurse at an urban
hospital which recently attracted
public attention when three nurses were
discovered to be using TT on patients
without permission. The hospital
governing board reprimanded the
nurses and has forbidden the “non-
scientific quackery” of TT. Research the
literature on TT, especially for
evidence-based studies. Then write a 4-5
page paper to the governing
board, supporting or challenging their
33. ASSIGNMENT #3
Do a literature search to find several
empirical studies of TT. Chose one
study and write a critical review (2-3
pages) of the article. Summarize the
purpose, method, and results of the
study in your own words and analyze
whether the article provides or
doesn’t provide a scientific bases for
regarding TT as evidence-based
medicine.
35. FEEDBACK ON DRAFTS HELPS
STUDENTS –
“decenter”
identify missing information
reorganize content
eliminate unnecessary material
understand genre conventions
learn when it still matters
cxc.lsu.edu
37. Marybeth Lima, ENGR
Terri Buchanan, EDUC
Lake Douglas, LA
cxc.lsu.edu
Editor's Notes
When my office was in the basement of Coates, I walked in one day to find a rat scurrying up and down my blinds. Not this rat, but this one...
At least that’s how it appeared to me. I hate rats. I slammed my door, walked down to the Writing Center and called facility services. This was not my job. I wanted no part of solving my rat problem. Later that day, it hit me that some people at the university, walk into their offices or labs every day and handle rats. Not me. If I’d wanted to work with rats, I would have gone into the sciences, not the humanities, not English. But I didn’t. I deal with student texts, not rats.Why do I tell you this story. Because I realize that for some of you, walking into you office and realizing that you have a stack of essays to read it like encountering a nasty rat.
Teaching writing may be as scary to you as working with rats is to me. But it doesn’t need to be.
Why is it important to teach writing across the disciplines?
And this relationship is not just relevant to English courses. Writing is both a process and a product of critical thought. Writing requires thinking and writing is evidence of thinking. So let’s think about what it means to teach a writing-intensive course and how it can affect student learning.
WRITING-INTENSIVE COURSESGive students ample instruction on the conventions of discipline-specific writing, including detailed directions for the assignment itself and grading descriptions or formal rubrics for assessment.
"When thinking about course design, we need to think beyond the topic to the specific content--what we want students to know--and to the specific skills--what we want students to be able to do with that knowledge" It would really be better if we could combine this slide and the next one.
Here are the sample learning objectives in a course called "Literature in History"I've highlighted the phrases that indicate the course content and the skills related to communication that students will develop in this class
Related Communication AssignmentIn this assignment we can see how the objectives have been translated into related activities.What kinds of guidance will the professor most likely need to provide if students are to do this assignment successfully?
3000-level Ecology courseIn this slide, we see the course objectives for 3000-level ecology course. Again, I've highlighted the skills and content students will learn. In these four activities, we see a kind of progression--from gathering and analyzing data, to recognizing a problem, applying the research skills, and presenting a poster. We'll talk more about this scaffolding sequence in this afternoon’s session. You saw evidence of it in the assignment sequence you read for homework.
LEARNING: Students participate in a minimum of five “informal” or “formal” writing tasks throughout the semester that engage them in good writing techniques and critical thinking to learn course content (e.g., summaries, annotated bibliographies, journals, lab observations, reflections, blog posts, discussion boards). These tasks may be done in or out of class, have no length requirement, require only minimal feedback, and may be graded or ungraded.
Keep in mind that students engage with their eyes, hands, brains, as they write to learn.
Don’t have to grade formally
So when might you have students do informal writing? ANYTIME!Before class (outside of class)At the beginning of classDuring class (middle)At the end of classAfter class (outside)
Ask students toidentify terms, concepts, or processes that are difficult to understandpose a problem that requires use of new knowledge to solve itgive a preliminary answer to a problem or issue to be discussed in class. At the end of class, have them revise their responses and explain how and why their ideas may have changed.
At the beginning of class, summarize what was covered in the previous class—where did we leave offidentify the most interesting thing in today’s reading—evidence that you’ve read!Offer a tentative solution to a problem that today’s lecture will coverDuring classShare that solution with a neighbor and see if you’re on the right trackAt the end of classexplain what you didn’t understand in today’s classexplaining how the concepts apply in real-world situations
Sample Informal Writing Prompt - Psychology courseWhat would students have to know to answer this question? It could work well as before or after the lecture response.
Sample Informal Writing Prompt - Ecology courseWhat skills would students need to answer this prompt?
Course involves formal writing assignments that result in a minimum of 10 double-spaced pages that have been through the draft-feedback-revision process (the 10-page requirement of formal writing does not have to be a single project; for example, it can be one 5-page project and several shorter projects to equal the 10 pages of revised, edited writing.) Give students ample instruction on the conventions of discipline-specific writing, including detailed directions for the assignment itself and grading descriptions or formal rubrics for assessment.
Writing teachers are well aware that poor writing is oftentimes the result of a poor assignment. Think carefully about what you ask students to write and why.What do I want students to do? Why?How do I want them to do the assignment? Assignment should address the process you want students to undertake as well as the product you want student to produceTo whom are my students writing? Issue of audience—not just the teacher; someone with more or less knowledge?When and how will students do the assignment? Build in requirements for drafts, nutshell papers; same bibliographyWhat will students do with the assignment? Can you design an assignment with an authentic purpose?How—assignment should address the process you want students to undertake as well as the product you want student to produce
To design effective formal writing assignments, think…
Context: Your are a nursing professor with two goals for a research paper: Deepen students’ thinking about controversies in alternative medicineIncrease students’ abilities to read professional literature critically. You decide to have students investigate therapeutic touch (TT), a procedure in which the healer is said to effect therapeutic changes in the patient’s energy field by moving his or her hands slightly above the patient’s body. Bean, Engaging Idea, 92Here’s a possible assignment. What do you think?
Who’s the writer, the audience, what’s the purpose. What skills will the student need to complete this assignment?
Now who is the audience, the writer, what’s the purpose? What might the teacher do with this assignment?
NSSE finding: The number of writing assignments in a course may be less important than the design of the writing assignmentsGood assignments: let students get early feedback on their drafts (guidance during the process)encourage meaning-making clearly explain the instructor’s expectations and purposeAuthentic audience.
“decenter”; writer-based prose to reader-based proseidentify missing informationrecognize problems with organization (“and then” or “dump”)eliminate unnecessary materiallearn genre conventionsformative evaluation; benefit from teacher comments when it still matters
So while I had facility services come to take away the rat…
you too have support services you can tap to help you teach writing—CxC Staff and studios