WTT How-tos: Commenting on a blog
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Commenting on a blog post involves clicking the "leave a comment" link below the post title. A form then appears where you enter a name, email, optional website, and your comment. Click submit and your comment will be displayed, though some blogs require moderation first. Once visible, others can read, reply to, or quote your comment.
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Blog Setup
The document provides instructions for setting up a blog on the Trinity School website, including logging in, changing the blog title and tagline, configuring comment settings, deleting the default posts and pages, managing blogroll links, and adding new links. It reminds the user not to change the theme or header, use only their first name, and not share login credentials.
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To create a blog on WordPress.com, visit their website and sign up by providing a blog address, username, password, and email address. Then activate the blog by clicking a link in an email from WordPress. From there, you can add new posts by typing a title, content, and tags before publishing it to go live on your new blog.
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8 12 08 Creating A Blog Power Point Part2
The document provides step-by-step instructions for creating a blog using WordPress, including how to sign up for an account, name the blog, choose a template, write posts, add media like videos and images to posts, create pages and a blogroll, change the template and customize widgets. It also provides some additional ideas for including audio podcasts, slideshows, and PowerPoint presentations in the blog.
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Add or Edit as well as View Comments in a Blog - EPC Group - SharePoint 2010
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Kin 3 DigiTopia: Explanation of Our World
The document discusses creating a utopian society by sending people back in time to the dinosaur era to start civilization over in a world untouched by humans. It then provides examples of what could be included in this utopia, such as renewable energy sources, local and healthy food, equality, and psychological well-being for citizens. The goal is to establish a perfect world without issues like poverty, obesity, and war by learning from past mistakes and shaping a society based on healthy, sustainable living.
Digitopia kin 5 summary
The document outlines several key things that are needed to achieve utopia and live in harmony, including basic requirements like food, water, shelter, and respecting cultural identities. It notes that food and water are not distributed equally globally and many lack reliable access. International cooperation and respecting differences in beliefs are also important to avoid conflict. Overall, the document argues that utopia requires meeting basic needs for all, treating all people equally, respecting other cultures, and mindfulness of those less fortunate through support and cooperation.
11 eng semester 2 intro 2012
This document outlines the expectations and timeline for an English class in Semester 2. It discusses the topics that will be covered in each term, including Context Writing and Macbeth. Students will complete SACs and other tasks for assessment. The document emphasizes developing independent learning skills and using technology and digital resources to enhance the learning experience.
Leveraging technology in our classroom
This is a PPT presentation developed as the basis for a class introduction and discussion about integrating technology and Web 2.0 into our classroom more.
I've had some reluctant students in past semesters who have not taken to some of the tools I've introduced because either:
a) they weren't confident with technology and sought to avoid using it
b) perceived that these sorts of tools and approaches didn't belong in the classroom (a view I think we teachers are guilty partly to blame for).
So I created this as an intro for the new semester to provoke discussion and hopefully get all students on board, even those from the above two categories. :)
Exploring the use of web 2 2012
This document discusses using Web 2.0 technologies to enhance learning in the classroom. It provides an overview of Web 2.0, why it should be used in education, and details a project where teachers explored using Web 2.0 tools like Edmodo. The project involved setting up an online classroom space using Edmodo, introducing students to it, and using it to extend classroom activities. Teachers found it enhanced communication and engagement while reinforcing effective pedagogy.
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This is a slightly modified version of the PPT on the Edmodo District and School Admin Help Site, to reflect my school context. Thanks to the team at Edmodo and/or the specific author of the original presentation. It's fantastic!
12Transition - My Class Intro
This document outlines expectations and guidelines for students in Mr Vanderkley's class. It emphasizes showing respect for others, coming to class prepared, doing one's best work, taking responsibility for learning, and working as a community. Mr. Vanderkley promises to respect students, get to know them individually, help them achieve their best, and challenge them to grow. Independent learning is defined as being able to plan study effectively while still asking for help.
how to give persuasive oral presentation
This document provides guidance on how to effectively plan and deliver an oral presentation. It emphasizes the importance of understanding the purpose and audience, structuring the presentation clearly with an introduction, body, and conclusion, and using techniques like persuasive language, engaging body language, visual aids, and rehearsal. The document also stresses evaluating one's own performance after delivering the presentation.
AGQTP Leveraging Web 2 Workshop 2
This document provides an overview and instructions for a workshop on leveraging Web 2.0 tools like Edmodo for teaching. It outlines a project for teachers to design a lesson plan using Edmodo and other tools to enhance a unit of study. The document reviews setting up an Edmodo class, including getting parent permission and establishing guidelines. It also provides tips on using Edmodo's features and embedding content from other sites into lessons. Teachers will receive support and feedback dates as they design and implement their projects using Web 2.0 tools to engage students.
Devotions - Micah 6_8 God Our Leader
God is presented as the ideal leader who wants people to be kind, gentle, helpful and let love be their guiding principle. As the ultimate leader, God is all-powerful, all-knowing, loving, merciful, compassionate and just. He knows humanity better than people know themselves and always wants what is good for them. The passage encourages taking God as a loving father and leader through prayer.
2010 year 9 10 english transition ppt
This document provides course information for an English subject that focuses on three key areas: Creating and Presenting, Reading and Responding, and Using Language to Persuade. Students will investigate different writing styles, study major texts in depth, and analyze persuasive language techniques. Assessment includes portfolios, essays, and SACs (School Assessed Coursework). Students must complete all set work, including practice tasks and SACs, to achieve a satisfactory grade. They must also maintain an organized reading and writing journal. The course aims to develop students' writing, reading, oral communication, and language skills.
Transition year 12 context writing
This document outlines the context, focus texts, learning outcomes, and assessment tasks for a Unit 3 English subject on creating and presenting. Students will analyze the short film "One Night the Moon" and collection of short stories "Island". The key assessment is a 1,500 word sustained piece of writing responding to a prompt, with a written explanation of choices. Sample writing prompts are provided in expository, imaginative, and persuasive styles relating to the texts and theme of the imaginative landscape.
Transition year 12 english - 2010
The document outlines the assessment requirements for Units 3 and 4 of the English subject. It discusses the outcomes, assessment tasks or SACs, and weightings for each unit. In Unit 3 there are three outcomes related to reading and responding, creating and presenting, and using language to persuade. Students complete SACs such as essays and oral presentations. 50% of their study score comes from SAC performance, 25% from the exam, and 25% from Unit 4. Unit 4 has two outcomes and SACs involving analyzing texts and creating written pieces. Performance on Unit 4 SACs and the exam determine students' final English study score.
Transition 9 10
The document provides an outline for a Year 10 psychology course run over one semester. It will include 4 periods per week covering the history of psychology, areas of psychology like psychoanalysis and behaviorism, adolescent behavior, human relationships, dreams, intelligence and personality testing, body image, happiness, goal setting and motivation, forensic psychology, psychopaths and the brain. Assessment tasks will be completed throughout the semester in order to achieve a satisfactory grade.
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Brendan Vanderkley has created an interactive slideshow to provide students with a hands-on introduction to using the social learning site Edmodo.com. The slideshow gives a quick tour of the student home screen and main features, such as the spotlight, filters, groups, profiles, library, calendar, settings and creating posts. It also provides interactive steps for students to familiarize themselves with these features. The document aims to help students get started using Edmodo in a basic way through a "quick start guide".
VCE English
Landscapes are not neutral spaces and can influence those who inhabit them - a harsh landscape may lead to a hardened outlook, while a traditional family landscape can be both supportive and confining. Changes to a familiar landscape can be difficult to accept as landscapes are transformed in our minds beyond their physical form.
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This document provides a suggested approach for analyzing a single text article by identifying the content, tone, and intended effect. It recommends establishing the article context, identifying key content and arguments, analyzing persuasive words and techniques used, and planning and writing a response analyzing the author's message and effectiveness. The approach involves carefully reading the article, annotating it, and linking arguments to persuasive techniques used to influence readers.
2009 English Overview Year 11 CCG
This document outlines the course information and orientation activities for Year 11 English in 2009. It discusses the four outcomes covered in the course: reading and responding to texts, creating and presenting writing, using language to persuade, and holiday homework. Specific texts that will be studied include Night by Elie Wiesel, stories by Edgar Allan Poe, and Macbeth. Graded assessments include essays, writing portfolios, and timed in-class assignments. Orientation activities introduce students to the Holocaust and include watching an interview with Elie Wiesel and conducting independent research online.
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WTT How-tos: Commenting on a blog
- 1. Commenting on a Blog A guided how-to for people new to blogs
- 2. Add a comment to any post by clicking the “leave a comment” link just below the post’s title. Click this link.
- 3. The post will reload with a form below it allowing you to leave your comment. First provide a name (first name, nickname or initials are ideal as a unique identifier without revealing private information).Next type in an email address (this is not published publicly with your comment).Website is optional if you have one.Write your comment, click “submit comment” and you’re done! Click to submit your comment.
- 4. The page will reload with your comment displayed, although on some blogs it needs to be moderated by the blog author before it will be displayed publicly. On other blogs, people can see your comment straight away.
- 5. Once displayed publicly, your comment can be read by others, replied to or even quoted in another comment. Click here to reply to or quote a comment.