We cover an introductions to WordPress, Wordpress dashboards, themes, how to post, and how to add media to your WordPress site. We also have set time aside each day for students to work on their typing skills.
These are minute-by-minute guides on teaching the youth. If you want to start your own Youth-Led Tech program, this is the place to start. At Smart Chicago, we are dedicated to sharing all of our methods. Not just code published to Github (though we do that, too), but whole swaths of templates, resources, and guides that help spread the practice of community technology.
“Youth-led Tech | Summer 2015” is a technology mentoring program in five Chicago neighborhoods: Austin, Englewood, Humboldt Park, North Lawndale, and Roseland. As part of this program, we’re teaching various classes on digital skills. We’ve open sourced our curriculum through a series of blog posts.
We cover an introductions to WordPress, Wordpress dashboards, themes, how to post, and how to add media to your WordPress site. We also have set time aside each day for students to work on their typing skills.
These are minute-by-minute guides on teaching the youth. If you want to start your own Youth-Led Tech program, this is the place to start. At Smart Chicago, we are dedicated to sharing all of our methods. Not just code published to Github (though we do that, too), but whole swaths of templates, resources, and guides that help spread the practice of community technology.
The document is the budget for City Colleges of Chicago for fiscal year 2014. Some key points from the budget include:
- Academic affairs funding is increased by 8% to support completion and retention initiatives.
- Funding continues for the College to Careers program and occupational programs.
- $37 million is budgeted for pre-college programs like adult education and remedial courses.
- Tuition is not increased for FY2014 despite rising costs.
- $147 million is budgeted for capital projects, including construction of new facilities at Malcolm X and Olive-Harvey Colleges.
This document outlines a 5-day technology mentoring program for youth ages 13-18 located in three Chicago neighborhoods and a juvenile detention center. The program is designed to teach technology skills while considering the needs and priorities of young people. Over the 5 days, youth will be introduced to WordPress, learn about themes, norms, careers, and have guest speakers. Activities include icebreakers, team-building games, reflection, and discussions around assets/deficits and vision/goals.
One portion of a presentation organized by the BroadbandUSA Office, National Telecommunications and Information Administration, U.S. Department of Commerce, under this description:
"Whether your focus is economic self-sufficiency, community change, health, or education, the Internet is changing the way you achieve your goals. As more information and services move online, people who are “digitally isolated” grow more excluded from opportunity and less connected to their communities. Although most American households are now online, a large minority – about 30 percent, including many whose members are poorer, less educated, and older – are not. Since 2010, investments in community-based Internet education and training, including $450 million from a federal grant program (the Broadband Technology Opportunities Program, or BTOP) and $210 million in matching funds, have demonstrated the power of the Internet to change lives, improving educational outcomes, job readiness, social isolation, and health care. As a result of these investments, there is substantial new capacity available to bring families and communities online – including comprehensive models and resources for program planning, implementation, and evaluation.
This session will describe ways to leverage this untapped intellectual and social capital."
“Youth-led Tech | Summer 2015” is a technology mentoring program in five Chicago neighborhoods: Austin, Englewood, Humboldt Park, North Lawndale, and Roseland. As part of this program, we’re teaching various classes on digital skills. We’ve open sourced our curriculum through a series of blog posts.
We cover an introductions to WordPress, Wordpress dashboards, themes, how to post, and how to add media to your WordPress site. We also have set time aside each day for students to work on their typing skills.
These are minute-by-minute guides on teaching the youth. If you want to start your own Youth-Led Tech program, this is the place to start. At Smart Chicago, we are dedicated to sharing all of our methods. Not just code published to Github (though we do that, too), but whole swaths of templates, resources, and guides that help spread the practice of community technology.
Chicago has a thriving economy and business climate supported by its large, diverse workforce and central location within the United States. It has one of the largest metropolitan economies in the world, with over $500 billion in annual economic output. Chicago is a global hub for business with over 1,500 foreign companies and $40 billion in foreign investment. It has a highly educated workforce and low costs of living and doing business compared to other major cities.
The document outlines the daily schedule and activities for a youth tech curriculum program. The schedule includes icebreakers and team building exercises in the morning to build collaboration skills. In the afternoon, participants learn how to add media like images and hyperlinks to their WordPress sites by watching tutorial videos and then creating practice blog posts of their own. The day concludes with a reflection period for feedback and affirmations.
The document outlines the daily activities and goals for a youth technology curriculum program. It includes icebreakers, team-building exercises, an introduction to WordPress themes, and activities where youth explore themes for their blogs and collaborate on designing themes. The goals are to build leadership skills through collaboration, introduce youth to using their voice online, and teach basic WordPress theme functionality and customization.
“Youth-led Tech | Summer 2015” is a technology mentoring program in five Chicago neighborhoods: Austin, Englewood, Humboldt Park, North Lawndale, and Roseland. As part of this program, we’re teaching various classes on digital skills. We’ve open sourced our curriculum through a series of blog posts.
We cover an introductions to WordPress, Wordpress dashboards, themes, how to post, and how to add media to your WordPress site. We also have set time aside each day for students to work on their typing skills.
These are minute-by-minute guides on teaching the youth. If you want to start your own Youth-Led Tech program, this is the place to start. At Smart Chicago, we are dedicated to sharing all of our methods. Not just code published to Github (though we do that, too), but whole swaths of templates, resources, and guides that help spread the practice of community technology.
The document is the budget for City Colleges of Chicago for fiscal year 2014. Some key points from the budget include:
- Academic affairs funding is increased by 8% to support completion and retention initiatives.
- Funding continues for the College to Careers program and occupational programs.
- $37 million is budgeted for pre-college programs like adult education and remedial courses.
- Tuition is not increased for FY2014 despite rising costs.
- $147 million is budgeted for capital projects, including construction of new facilities at Malcolm X and Olive-Harvey Colleges.
This document outlines a 5-day technology mentoring program for youth ages 13-18 located in three Chicago neighborhoods and a juvenile detention center. The program is designed to teach technology skills while considering the needs and priorities of young people. Over the 5 days, youth will be introduced to WordPress, learn about themes, norms, careers, and have guest speakers. Activities include icebreakers, team-building games, reflection, and discussions around assets/deficits and vision/goals.
One portion of a presentation organized by the BroadbandUSA Office, National Telecommunications and Information Administration, U.S. Department of Commerce, under this description:
"Whether your focus is economic self-sufficiency, community change, health, or education, the Internet is changing the way you achieve your goals. As more information and services move online, people who are “digitally isolated” grow more excluded from opportunity and less connected to their communities. Although most American households are now online, a large minority – about 30 percent, including many whose members are poorer, less educated, and older – are not. Since 2010, investments in community-based Internet education and training, including $450 million from a federal grant program (the Broadband Technology Opportunities Program, or BTOP) and $210 million in matching funds, have demonstrated the power of the Internet to change lives, improving educational outcomes, job readiness, social isolation, and health care. As a result of these investments, there is substantial new capacity available to bring families and communities online – including comprehensive models and resources for program planning, implementation, and evaluation.
This session will describe ways to leverage this untapped intellectual and social capital."
“Youth-led Tech | Summer 2015” is a technology mentoring program in five Chicago neighborhoods: Austin, Englewood, Humboldt Park, North Lawndale, and Roseland. As part of this program, we’re teaching various classes on digital skills. We’ve open sourced our curriculum through a series of blog posts.
We cover an introductions to WordPress, Wordpress dashboards, themes, how to post, and how to add media to your WordPress site. We also have set time aside each day for students to work on their typing skills.
These are minute-by-minute guides on teaching the youth. If you want to start your own Youth-Led Tech program, this is the place to start. At Smart Chicago, we are dedicated to sharing all of our methods. Not just code published to Github (though we do that, too), but whole swaths of templates, resources, and guides that help spread the practice of community technology.
Chicago has a thriving economy and business climate supported by its large, diverse workforce and central location within the United States. It has one of the largest metropolitan economies in the world, with over $500 billion in annual economic output. Chicago is a global hub for business with over 1,500 foreign companies and $40 billion in foreign investment. It has a highly educated workforce and low costs of living and doing business compared to other major cities.
The document outlines the daily schedule and activities for a youth tech curriculum program. The schedule includes icebreakers and team building exercises in the morning to build collaboration skills. In the afternoon, participants learn how to add media like images and hyperlinks to their WordPress sites by watching tutorial videos and then creating practice blog posts of their own. The day concludes with a reflection period for feedback and affirmations.
The document outlines the daily activities and goals for a youth technology curriculum program. It includes icebreakers, team-building exercises, an introduction to WordPress themes, and activities where youth explore themes for their blogs and collaborate on designing themes. The goals are to build leadership skills through collaboration, introduce youth to using their voice online, and teach basic WordPress theme functionality and customization.
“Youth-led Tech | Summer 2015” is a technology mentoring program in five Chicago neighborhoods: Austin, Englewood, Humboldt Park, North Lawndale, and Roseland. As part of this program, we’re teaching various classes on digital skills. We’ve open sourced our curriculum through a series of blog posts.
This is the Word Version of the file
The document summarizes the CUTGroup (Civic User Testing Group), which pays Chicago residents to test civic apps. It discusses the origins of CUTGroup in helping make apps more usable. CUTGroup provides UX testing, develops digital skills in testers, and fosters community engagement. Tests involve recruiting diverse residents, collecting feedback, and sharing results to help developers improve apps. Examples provided include tests of the Foodborne Chicago illness reporting app and OpenStreetMap editor.
This document discusses measuring digital citizenship and broadband adoption, comparing home broadband use to mobile-only access. A 2011 Chicago survey found that more Black residents use mobile phones for internet than white residents, and those relying on smartphones were more likely to use the internet for job searches than home broadband users. However, home broadband remains important for digital citizenship activities. Multilevel models show inequality in internet access and economic/political online activities across Chicago neighborhoods, indicating technology disparities patterned by place impact opportunity and equity at local levels.
This document discusses experimental modes of civic engagement in civic tech projects. It introduces five modes or strategies for building civic tech in a community-driven way: 1) Utilize existing social infrastructure, 2) Utilize existing tech skills and infrastructure, 3) Create two-way educational environments, 4) Lead from shared spaces, and 5) Distribute power. For each mode, common tactics are provided that have been used successfully in various civic tech projects that prioritize community needs and involvement. The document aims to provide guidance and best practices for developing civic technology in a way that engages the community throughout the entire process.
The document summarizes the results of user testing for the mRelief website, which helps users check eligibility for social services. 11 participants tested the website's usability and language in person and via text message. Most found the eligibility questions easy to understand both online and by text, though some text messages arrived out of order. Participants wanted a way to correct mistakes in text responses. Most said they would use mRelief in the future and that knowing eligibility requirements is very important. The test provided feedback on improving language clarity and the texting experience.
For our seventeenth Civic User Testing Group (CUTGroup) session, we tested the Ventra Chicago mobile transit app. The Ventra app allows riders to manage their Ventra account, buy mobile tickets for use on Metra, get notifications about their account, and other features.
For our twenty-fourth Civic User Testing Group (CUTGroup) session, we tested OpenGrid– an open-source interface developed by the City of Chicago that allows residents to search for, interact with and visualize City of Chicago’s datasets.
This document provides an overview of the key features and functions of LibreOffice Writer, including how to create, edit, format, and save documents. It describes how to insert and format text, add images and tables, check spelling, print and email documents. It also summarizes how to use styles, templates, and find/replace functions. Navigation and help tools are briefly outlined. File formats and password protection options for saving documents are also mentioned.
The document summarizes the civic engagement process for the Array of Things project in Chicago. It describes how public feedback was gathered through an online policy co-creation platform called MyMadison.io, online forms, and public meetings. The engagement methods aimed to build awareness of the project, address community needs, and gather input on draft governance and privacy policies. Lessons learned included the challenges of informing and engaging communities at the same time, balancing technical transparency with accessibility, and using multiple feedback collection tools to accommodate different participation preferences.
“Youth-led Tech | Summer 2015” is a technology mentoring program in five Chicago neighborhoods: Austin, Englewood, Humboldt Park, North Lawndale, and Roseland. As part of this program, we’re teaching various classes on digital skills. We’ve open sourced our curriculum through a series of blog posts.
We cover an introductions to WordPress, Wordpress dashboards, themes, how to post, and how to add media to your WordPress site. We also have set time aside each day for students to work on their typing skills.
These are minute-by-minute guides on teaching the youth. If you want to start your own Youth-Led Tech program, this is the place to start. At Smart Chicago, we are dedicated to sharing all of our methods. Not just code published to Github (though we do that, too), but whole swaths of templates, resources, and guides that help spread the practice of community technology.
Youth-Led Tech Curriculum is a 6-day program that teaches youth digital skills like blogging. Day 6 focuses on posting blogs to WordPress and how the Internet works. Activities include an icebreaker, learning about the history and infrastructure of the Internet, creating "About" pages, and publishing first blog posts. The goal is to build both technical skills and soft skills through team exercises that improve communication and collaboration.
This document discusses using iChat in the classroom to facilitate student collaboration and communication with the teacher during guided reading sessions. It provides examples of how iChat allows the teacher to send students reading predictions and receive their responses digitally. While iChat can be distracting if students use it to play games, the teacher finds it useful when properly monitored and after initially allowing students time to learn the interface. Potential issues include students helping each other instead of working independently or communicating off-task. The teacher offers strategies like changing their iChat profile to catch students misusing the tool.
The document outlines the daily activities and goals for a youth tech curriculum program on day 4. The day includes icebreakers and team-building activities to develop leadership and collaboration skills, such as listening exercises, problem-solving challenges, and name games. Key concepts covered are defining traits of leaders, the power of hashtags and social media, and working together towards a common goal. The schedule provides overviews of each activity, set-up instructions, step-by-step procedures, processing questions, and estimated timing.
This document provides an outline for a day of activities in a youth technology curriculum. The day includes icebreakers, team building exercises, discussions on social media policies and entrepreneurship, and time for developing typing skills. Key topics covered are adding media to WordPress sites, social media professionalism, examples of young entrepreneurs, and generating ideas for addressing social issues through apps. The day culminates in having the youth give props to each other on Twitter for their app ideas.
This unit focuses on transportation and commuting. It includes conversations about different commutes, such as by train, bus, car, bicycle, and walking. Students practice complaining about common commutes and responses. They discuss dislikes about commuting, school, housework, and weather. The unit emphasizes stressing words for emphasis and using transportation time for English study.
This document provides an outline for a youth technology curriculum session focused on interviewing skills. The session includes icebreaker activities to practice open-ended questions, partner interviews to gain empathy and gather information for designing websites, creating interview questions, and practicing interviews in the community. The day concludes with a reflection activity where students give props to peers' app ideas on Twitter. The goal is for youth to start thinking about what information they need from the public to design websites that meet community needs.
The document outlines the schedule and activities for Day 5 of a youth tech curriculum. It includes team-building exercises like a "Where the wind blows" icebreaker to help students get to know each other, and a "Minefield" activity where students guide blindfolded partners across the room to develop trust and communication. The day also includes guest speakers for the students and time for reflection on the sessions.
AMATYC 39th Annual Conference Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
The document discusses six common patterns of text structure: chronological, cause and effect, compare and contrast, problem and solution, sequence/process, and spatial/descriptive. It provides examples and descriptions of each pattern to help readers identify how a text is organized. Tips are given to analyze a passage and determine which pattern of text structure has been used. Several short passages are presented and the reader is asked to identify the pattern of organization for each one.
Solving the Case of the Disengaged LearnerKarl Kapp
Grabbing and holding the attention of learners is getting harder and harder. In fact, the average person sends or receives more than 150 text messages a day. This means your learner's attention is not always focused on the content you have designed or are delivering to them. How do you design instruction that engages and motivates the learner? How do you make learning exciting, interesting, and memorable? The answer is to use evidence-based techniques to engage and motivate. This presentation will use an audience response system and a case study to demonstrate the key elements required to make learning engaging. You will learn five techniques for creating engaging and memorable learning events all while playing a game. Don't miss this energetic and fun presentation.
“Youth-led Tech | Summer 2015” is a technology mentoring program in five Chicago neighborhoods: Austin, Englewood, Humboldt Park, North Lawndale, and Roseland. As part of this program, we’re teaching various classes on digital skills. We’ve open sourced our curriculum through a series of blog posts.
This is the Word Version of the file
The document summarizes the CUTGroup (Civic User Testing Group), which pays Chicago residents to test civic apps. It discusses the origins of CUTGroup in helping make apps more usable. CUTGroup provides UX testing, develops digital skills in testers, and fosters community engagement. Tests involve recruiting diverse residents, collecting feedback, and sharing results to help developers improve apps. Examples provided include tests of the Foodborne Chicago illness reporting app and OpenStreetMap editor.
This document discusses measuring digital citizenship and broadband adoption, comparing home broadband use to mobile-only access. A 2011 Chicago survey found that more Black residents use mobile phones for internet than white residents, and those relying on smartphones were more likely to use the internet for job searches than home broadband users. However, home broadband remains important for digital citizenship activities. Multilevel models show inequality in internet access and economic/political online activities across Chicago neighborhoods, indicating technology disparities patterned by place impact opportunity and equity at local levels.
This document discusses experimental modes of civic engagement in civic tech projects. It introduces five modes or strategies for building civic tech in a community-driven way: 1) Utilize existing social infrastructure, 2) Utilize existing tech skills and infrastructure, 3) Create two-way educational environments, 4) Lead from shared spaces, and 5) Distribute power. For each mode, common tactics are provided that have been used successfully in various civic tech projects that prioritize community needs and involvement. The document aims to provide guidance and best practices for developing civic technology in a way that engages the community throughout the entire process.
The document summarizes the results of user testing for the mRelief website, which helps users check eligibility for social services. 11 participants tested the website's usability and language in person and via text message. Most found the eligibility questions easy to understand both online and by text, though some text messages arrived out of order. Participants wanted a way to correct mistakes in text responses. Most said they would use mRelief in the future and that knowing eligibility requirements is very important. The test provided feedback on improving language clarity and the texting experience.
For our seventeenth Civic User Testing Group (CUTGroup) session, we tested the Ventra Chicago mobile transit app. The Ventra app allows riders to manage their Ventra account, buy mobile tickets for use on Metra, get notifications about their account, and other features.
For our twenty-fourth Civic User Testing Group (CUTGroup) session, we tested OpenGrid– an open-source interface developed by the City of Chicago that allows residents to search for, interact with and visualize City of Chicago’s datasets.
This document provides an overview of the key features and functions of LibreOffice Writer, including how to create, edit, format, and save documents. It describes how to insert and format text, add images and tables, check spelling, print and email documents. It also summarizes how to use styles, templates, and find/replace functions. Navigation and help tools are briefly outlined. File formats and password protection options for saving documents are also mentioned.
The document summarizes the civic engagement process for the Array of Things project in Chicago. It describes how public feedback was gathered through an online policy co-creation platform called MyMadison.io, online forms, and public meetings. The engagement methods aimed to build awareness of the project, address community needs, and gather input on draft governance and privacy policies. Lessons learned included the challenges of informing and engaging communities at the same time, balancing technical transparency with accessibility, and using multiple feedback collection tools to accommodate different participation preferences.
“Youth-led Tech | Summer 2015” is a technology mentoring program in five Chicago neighborhoods: Austin, Englewood, Humboldt Park, North Lawndale, and Roseland. As part of this program, we’re teaching various classes on digital skills. We’ve open sourced our curriculum through a series of blog posts.
We cover an introductions to WordPress, Wordpress dashboards, themes, how to post, and how to add media to your WordPress site. We also have set time aside each day for students to work on their typing skills.
These are minute-by-minute guides on teaching the youth. If you want to start your own Youth-Led Tech program, this is the place to start. At Smart Chicago, we are dedicated to sharing all of our methods. Not just code published to Github (though we do that, too), but whole swaths of templates, resources, and guides that help spread the practice of community technology.
Youth-Led Tech Curriculum is a 6-day program that teaches youth digital skills like blogging. Day 6 focuses on posting blogs to WordPress and how the Internet works. Activities include an icebreaker, learning about the history and infrastructure of the Internet, creating "About" pages, and publishing first blog posts. The goal is to build both technical skills and soft skills through team exercises that improve communication and collaboration.
This document discusses using iChat in the classroom to facilitate student collaboration and communication with the teacher during guided reading sessions. It provides examples of how iChat allows the teacher to send students reading predictions and receive their responses digitally. While iChat can be distracting if students use it to play games, the teacher finds it useful when properly monitored and after initially allowing students time to learn the interface. Potential issues include students helping each other instead of working independently or communicating off-task. The teacher offers strategies like changing their iChat profile to catch students misusing the tool.
The document outlines the daily activities and goals for a youth tech curriculum program on day 4. The day includes icebreakers and team-building activities to develop leadership and collaboration skills, such as listening exercises, problem-solving challenges, and name games. Key concepts covered are defining traits of leaders, the power of hashtags and social media, and working together towards a common goal. The schedule provides overviews of each activity, set-up instructions, step-by-step procedures, processing questions, and estimated timing.
This document provides an outline for a day of activities in a youth technology curriculum. The day includes icebreakers, team building exercises, discussions on social media policies and entrepreneurship, and time for developing typing skills. Key topics covered are adding media to WordPress sites, social media professionalism, examples of young entrepreneurs, and generating ideas for addressing social issues through apps. The day culminates in having the youth give props to each other on Twitter for their app ideas.
This unit focuses on transportation and commuting. It includes conversations about different commutes, such as by train, bus, car, bicycle, and walking. Students practice complaining about common commutes and responses. They discuss dislikes about commuting, school, housework, and weather. The unit emphasizes stressing words for emphasis and using transportation time for English study.
This document provides an outline for a youth technology curriculum session focused on interviewing skills. The session includes icebreaker activities to practice open-ended questions, partner interviews to gain empathy and gather information for designing websites, creating interview questions, and practicing interviews in the community. The day concludes with a reflection activity where students give props to peers' app ideas on Twitter. The goal is for youth to start thinking about what information they need from the public to design websites that meet community needs.
The document outlines the schedule and activities for Day 5 of a youth tech curriculum. It includes team-building exercises like a "Where the wind blows" icebreaker to help students get to know each other, and a "Minefield" activity where students guide blindfolded partners across the room to develop trust and communication. The day also includes guest speakers for the students and time for reflection on the sessions.
AMATYC 39th Annual Conference Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
The document discusses six common patterns of text structure: chronological, cause and effect, compare and contrast, problem and solution, sequence/process, and spatial/descriptive. It provides examples and descriptions of each pattern to help readers identify how a text is organized. Tips are given to analyze a passage and determine which pattern of text structure has been used. Several short passages are presented and the reader is asked to identify the pattern of organization for each one.
Solving the Case of the Disengaged LearnerKarl Kapp
Grabbing and holding the attention of learners is getting harder and harder. In fact, the average person sends or receives more than 150 text messages a day. This means your learner's attention is not always focused on the content you have designed or are delivering to them. How do you design instruction that engages and motivates the learner? How do you make learning exciting, interesting, and memorable? The answer is to use evidence-based techniques to engage and motivate. This presentation will use an audience response system and a case study to demonstrate the key elements required to make learning engaging. You will learn five techniques for creating engaging and memorable learning events all while playing a game. Don't miss this energetic and fun presentation.
This document summarizes a training course on using the body as a voice that took place in France from May 2-10, 2017. The training included workshops on theater, dance, singing, and group dynamic games. Participants performed the results of their creative work at local festivals. The objectives were to promote access to culture, develop creativity and intercultural understanding. The document provides descriptions of exercises and activities from the training to allow others to reuse them in future workshops.
C:\fakepath\preventing conflict through better communication[1]jbarlow3783
The document describes a training exercise that involves multiple activities designed to demonstrate how effective and ineffective communication can impact teamwork and goal achievement. Participants are split into groups and complete tasks like moving a ring along a human chain, assembling puzzles with limited sharing of pieces, guiding blindfolded partners through an obstacle course, and building a collaborative story one picture at a time. The purpose is to show how communication helps or hinders efforts and can prevent or cause conflicts from arising in workplace settings.
Preventing conflict through better communication[1]jbarlow3783
The document describes a training exercise that involves multiple activities designed to demonstrate how effective and ineffective communication can impact teamwork and goal achievement. Participants are split into groups and complete tasks like moving a ring along a human chain, assembling puzzles with limited sharing of pieces, guiding blindfolded partners through an obstacle course, and building a collaborative story one picture at a time. The purpose is to show how communication helps or hinders efforts and can prevent or cause conflicts from arising in workplace settings.
Presented by students from the Blue Valley Center for Advanced Professional Studies (CAPS) Teacher Education Program.
Technology has had a positive place in education with its resources for learning and communication, but it also has received negative press considering addictions to devices, time on task, and isolation of students. Students, however, feel that they are not connected to devices but rather connected to a network and community in which they live. Educators could feel more comfortable with this concept if technology could be viewed as an asset rather than a distraction. Join us to hear from students on how teachers can leverage technology to not only build better relationships with students and each other, but also as a way to promote mental health, confidence, positivity, and acceptance into a lifelong community of learners.
This session is created by and presented by eleventh and twelfth grade high school students who are a part of a Teacher Education program at the Blue Valley Center for Advanced Professional Studies. They work with practicing teachers and their students and also research and study innovations in learning.
This document provides a lesson plan for an English class focusing on the use of "should" and "shouldn't" to give advice. The plan includes the aims of developing reading, listening, speaking and writing skills. Activities include revising sports equipment, reading a dialogue about skateboarding safety, watching a video to generate discussion, and working in groups on posters and a short story. The plan aims to motivate students and develop their language skills through a communicative approach using various materials and technologies.
Raemer An Adventure in Drama: Take 1 – Improvisation in the EFL Classroom ETAI 2010
Theatre games can be used in the EFL classroom to practice skills like group cooperation, improvisation, awareness of others, and having a sense of humor. Some suggested theatre games include Zip Zap Zop where students pass a word around a circle, Anything Fabric where students imagine what a piece of fabric could be, and storytelling games where students take turns adding one word to a story. The document provides descriptions of sample warm-up games and theatre games that develop skills through movement, dialogue, and scene work.
Ezpeleta lp5- 25-10 (2nd part of the lp) - passpaulaezpeleta
The lesson plan aims to teach students about dystopian and utopian societies through reading summaries and activities. Students will practice making predictions using modal verbs like will, may and might. They will read summaries of famous dystopian novels, complete comprehension activities, and speculate on possible utopian futures. The lesson incorporates a warm-up quiz, group work, class discussions, and a spin roulette game to keep students engaged.
Games, Interactivity and Gamification for LearningKarl Kapp
This session introduces, defines, and describes the concept of gamification, games for learning and interactivity. Kapp will dissect critical elements of games and describe how they can be applied to the design and development of interactive learning. The presentation is based on solid research including peer-reviewed results from dozens of studies that offer insights into why game-based thinking and mechanics makes for vigorous learning tools. You’ll learn how to create engaging learning using game-based thinking by matching instructional content with the right game mechanics and game thinking; how to move beyond the theoretical considerations; and three methods for designing interactive learning based on concepts from games
The book summarizes the Chicago School of Data project which included a scan of our local data ecosystem from 2013 - 2014 and a convening we built on top of that scan. Typical with other Smart Chicago projects like CUTGroup and the Array of Things Civic Engagement Project, we also included “meta” sections in the Chicago School of Data book — specific details about how we executed our projects, what tools we used, and the logic or guiding principles behind our program design decisions.
http://www.chicagoschoolofdata.com/
You're invited to a presentation + community conversation about putting urban sensors to use for the public good. Join the operators of the Array of Things project to learn more about their urban sensors, how they can be used, and how they can be put to use to help measure or solve neighborhood challenges like air quality, noise pollution, etc. Learn more about Array of Things at arrayofthings.org
This curriculum, tailored to senior learners and set up for turn-key use for digital trainers, is an introduction to online safety and security. The curriculum overviews information about scams and give tips for how to avoid them.
This document layouts out an introduction to Microsoft's DigiSeniors Curriculum and gives information to prospective instructors/trainers for how to leverage it in their classrooms.
You’re Invited to a Community Technology Forum at the Windsor Park Lutheran Church!
When: Saturday, May 20, 2017 from 1pm – 4pm
Where: 2619 E 76th St.
What: Join community members and local advocates for a civic conversation about the technology in South Shore. What do you love about your community and what is working well? ¿Qué te gusta de tu comunidad? What technology resources do you use a lot and appreciate? ¿Qué recursos tecnológicos utiliza mucho y aprecia? You’re invited to share your ideas and help design solutions that leverage what works to improve what doesn't. This Community Technology Forum is hosted at the Windsor Park Lutheran Church in partnership with DePaul University, the Smart Chicago Collaborative & Connect Chicago. Lunch & refreshments will be provided! Sign up for more information and RSVP at bit.ly/chitechforum2.
The Juvenile Expungement Help Desk provides assistance expunging (erasing) juvenile arrest and delinquency records from law enforcement and court records. To receive help, individuals should visit the Cook County Juvenile Court Center Monday through Friday between 9 AM and 4 PM with their juvenile arrest record and a photo ID. Staff will assist with obtaining arrest records and filling out forms to waive any fees. Without fee waivers, there is a $64 filing fee per petition and a $60 expungement fee. Applicants must be at least 18 years old and have no open juvenile cases to be eligible for expungement.
For the 28th Civic User Testing Group (CUTGroup) test, Smart Chicago Collaborative tested the redesigned homepage of the City of Chicago’s Open Data Portal. The Open Data Portal allows users to find resources and various datasets regarding the city of Chicago. The City of Chicago Department of Innovation and Technology is working with Socrata to redesign the Open Data Portal, focused currently on the homepage, to be more user-friendly while representing multiple data and technology initiatives and applications created with open data.
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On Monday, November 7, 2016, Smart Chicago Collaborative held the first CUTGroup Collective Community call. The goal of the CUTGroup Collective is to convene organizations and institutions in cities to help others establish new CUTGroups, create a new community, and share and learn from one another. For our first community call, we want to highlight CUTGroup Detroit’s story. Over the last few months, a collaboration across multiple entities invested in Detroit– the City of Detroit, Data Driven Detroit, and Microsoft– recruited for and conducted their first CUTGroup test. On our first call, the team involved will talk about their successes and challenges in building CUTGroup Detroit.
Slides were created by the CUTGroup Detroit team, which includes the City of Detroit, Data Driven Detroit, and Microsoft.
Presentation and meeting guide for the first Connect Chicago Digital Skills Road Map Working Group hosted at the Chicago Community Trust on September 9, 2016. This working group formed out of conversations from the Connect Chicago Meetup events. Find out more about the Meetup at http://meetup.com/connectchicago
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This document provides instructions and space for a student to write down goals for their adult life, by the end of high school, and by the end of the current school year. For each goal, the student is asked to identify 3 steps they can take to achieve that goal. Filling out this organizer is meant to help the student with goal setting and planning steps to work towards different goals over different time periods.
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With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
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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
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5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
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واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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How to Download & Install Module From the Odoo App Store in Odoo 17
Youth-Led Tech Curriculum Day 9
1. Youth-Led Tech Curriculum
Day 9: Is the Internet Down?
Content Goals: Youth will learn how to determine if the Internet is down
Leadership Goals: Youth will participate in exercises that build team collaboration
skills.
Materials: Deck of index cards
10:00 AM Sign-in
Use the online attendance sheet to mark students as present and
note any issues.
10:05 AM Mood Check/Icebreaker Question
It’s important to start every session with an opening activity, such
as a Mood Check-in, where students state their mood on a scale of
1-10. We often pair this with an icebreaker question that each
student answers.
10:15 AM Group statues
1. Ask the group to move around the room, loosely swinging
their arms and gently relaxing their heads and necks. After
a short while, shout out a word. The group must form
themselves into statues that describe the word. For
example, the facilitator shouts “peace”. All the participants
have to instantly adopt, without talking, poses that show
what ‘peace’ means to them. Ask a couple students during
each round to explain how their statue represents the topic.
Repeat the exercise several times.
a. Peace, Kanye West, Chiraq, Family Reunion, Power,
Grocery Store, Knowledge, Equality, Lead Instructor,
Childhood, Integrity, Police
2. 2
10:30 AM Arts and Crafts to Show Inequality
Objective: Through the promotion of team building, demonstrate
how certain groups have more power and resources than others
1. Split youth into three groups
a. Group 1 receives the most resources; Group 2
receives just enough, Group 3 barely anything.
b. Estimate of Distribution of Materials:
i. Group 1: paper bag, 2.5 white paper, 4
markers, 5 different colors of construction
paper, 1 orange page, ruler, scissor, glue, tape
ii. Group 2: A piece of a paper bag, 8 paper clips,
2 markers (one that is orange), 2 pieces of
construction paper, .5 white paper
iii. Group 3: A piece of a paper bag,3 paper clips,
1 marker, 1 orange crayon, 2 pieces of
construction paper, .5 white paper, .25 white
paper
2. Pass out the different packets and the instruction sheets to
all participants and explain that the groups have 10
minutes to complete the activities. (The facilitator should
help out the groups with more resources (group 1) while
ignoring and treating groups 2 and 3 unfairly.)
a. The facilitator should tell Groups 2 and 3 to ask
group 1 to share their materials. However the
facilitator should tell Group 1 NOT to share their
materials.
3. Step 3: After the 10 minutes are up have each group
present what they have completed.
4. Step 4: After the presentations have a discussion with some
of the following questions:
a. Which group had the most resources?
b. Which group ended up having the best results/why?
c. How do the conditions created during this activity
reflect real life situations?
d. Who might Group 1 represent, who might Group 2
represent, who might Group 3 represent?
e. Why didn’t group 2 and 3 get together and share
resources?
11:30 AM Break
11:45 PM Captain’s Call
You must choose one leader to be the captain. This person is
3. 3
usually outgoing and loud. Then you must have one of the leaders
be a jailer. Have the captain explain all the rules and control the
game. Have the group form lines, one behind the other, facing
front. Then have the captain explain that this game is a lot like
Simon says. You are crew members on a ship and I am your
captain. Whatever I say to do, you do. If you disobey my orders
then you go to jail, where the jailer will make you do push ups and
jumping jacks (This is a good deterrent for the slackers to try).
When the captain says stern, the crew must run backwards. When
the captain says bow, the crew must come to the front. When the
captain says port, the crew must go left. When the captain says
starboard, the crew must go right. Make sure the crew
understands these directions before you go on. The rest of the
commands should be done when the captain says the call and they
do not stop until the captain says captain’s calling. When the
captain says this, the crew must stand back at attention. One of
these commands is captain’s ball, where 2 people get together and
dance with one another. The person who is left out is out. The
crew must dance until the captain says captain’s calling. If the
captain says stern before he says captain’s calling and some
people go backwards, they are out because they must be at
attention before they can do any other action. The other actions
are rowboat, where three people get together and row a boat. The
people left standing are out. There is also octopus, where 4 people
get together and sit back to back and kick their legs up. Then
finally there is starfish, where 6 people link arms and swing around
in a circle. The game ends when there are two people left. This
gets the retreatants up and going and excited about the retreat.
12:00 PM Lunch
1:00 PM Partner Tag
Play-by-play
1. Have all students but two stand in a circle. Each student in
the circle should link arms with one other person so that
everyone is part of a linked pair.
2. Of the two remaining students, one (A) starts as ‘IT’ and
begins to chase the other (B). In order to be ‘safe’ and
escape from A, B must run and link one of their arms to an
unlinked arm of another student (C) in the circle. When that
happens, the student who was already linked to C’s other
arm (D) must let go and start running away from A. If A
catches D, D becomes it and must chase A until A links
arms with another student (E), etc.
a. Note: Students being chased must move at least two
4. 4
people away from where they started before linking
arms with a new pair. (i.e. they cannot just link up
with the person immediately next to them)
3. Play can continue for as much or as little time as required!
1:15 PM Typing Club
1. Logon http://youthledtech.typingclub.com
2. Allow youth to practice/develop their typing skills
3. This could be a useful time for facilitators to catch up on
paperwork or setup for the next activity
4. Facilitators can track the students progress to make sure
that they are actually on the right site
2:10 PM Break
2:20 PM Is the internet down? (From the Humboldt Park Crew)
This came up during our initial laptop setup. We had about 14
students on, starting up their laptops and were hella complaining
about HOW SLOW the setup was going. Confused and a bit
concerned with our wifi, I thought, well let me run a quick ping test
and see the connectivity speed and sure enough I was getting a
return time of over 1000ms. One of the student’s asked me what I
was doing and it hit me, “I need to capture this moment” and
walked her through the steps and hotkeys.
Don’t ping me, bro
To run a ping test you’ll need to open up the command prompt.
There are a few ways to get to it. I’ll navigate through two.
OPTION A ( Wandering Mouse )
With your touchpad or mouse, click on the Window’s Icon “Start”
button, select the “Accessories” folder and select “Command
Prompt” option
5. 5
a black pop up window should appear. this is your command
prompt window.
6. 6
OPTION B ( HOTKEY/SHORTCUT Ninja )
On your keyboard press and hold the windows icon button (located
just to the left of the spacebar) and press the “R” button
The “run” window will appear, type cmd and press enter
7. 7
A black pop up window should appear. This is your command
prompt window:
On the command prompt window type the following:
ping google.com
press enter
Your screen should return a packet of data
Engage the youth and ask them what they think the numbers
mean or have them try to read it.
Most of the stuff may seem meaningless, and I’d agree. but
someone might notice the “time” section. encourage that line of
thought.
8. 8
A few mentioned that their numbers were lower the closer they
were to the router……..go with it. It got ours to huddle closer to the
main section of the room. Especially since we were sans projector
for most of the week.
What we are trying to determine is whether or not our device (in
this case the laptop) is currently online and can “talk” to another
device remotely. By pinging, we are sending a signal out ( in this
case google.com) and waiting for a reply back. The time it takes for
this to happen, is SUPER quick; in milliseconds. In our example,
each of those lines is a full loop or round trip from our laptop to
google.com (the server) and back to our laptop.
If your reply time is under 100. you have a pretty strong signal. If
it’s above or returns as “Timed out” it means either the server is
down (unlikely with google) or (most likely) some peeps are eating
up your bandwidth with all them !!!!WORLDSTAR!!!! videos, ONLINE
GAMES, !!!FACEBOOK!!! chatter, etc.
“But, I CAN’T LIVE WITHOUT MY INSTAGRAM!!!”
This is great time to talk about how the actions of one might/can
affect all. It can also tie back to the Group Norms - our group ended
up checking each other and asking to pause the videos (mostly
YouTube, I swear) while they were getting the new members setup
and up and running. IT WAS AWESOME!!!
Since it’s a relatively light weight program, it’s a good idea for the
instructors to have this running in the background so you can
quickly assess the network connection:
ping google.com -t
Extra
Watching star wars on ascii:
On command prompt type “ telnet towel.blinkenlights.nl “
Press enter and enjoy
9. 9
3:45 PM Listen Up!
The goal of this activity is to learn active listening skills. Participants
will be able to understand the importance of listening, not just hearing.
Set Up: Prepare a deck of index cards with simple line drawings of
familiar objects. Ex. house, tree, car, etc.
1. Ask the group to get into pairs.
2. Sit back to back.
3. Give one person in each pair a card with a drawing on it,
and the other partner a blank index card.
4. The object is for the person with the pictures to describe,
10. 10
line by line, the picture on their card without telling the
partner what the object is. For example, an instruction
might be something like this:
5. "Draw a straight line from the top of the page until it
intersects a half circle one inch up from the bottom of the
card…"
6. The listener cannot ask questions, but can only listen to
what is being said.
7. The partner has to draw the object as best they can by
following the directions of their partner.
8. After they are done, they can compare drawings and see
how close they came to the original drawing.
9. Repeat by switching roles.
Debrief
1. What made this activity difficult for the speaker? Listener?
2. Why were some of the drawings not perfectly drawn? What
implications does this have for how we communicate?
3:30 PM Thunder Tweet Reflection
1. Everyone log on to your twitter account
2. If students don’t have one, help them make one
3. Ask the students “Who’s ever done a Thunder Clap?”
4. Show what a Thunder Clap is (Count to 3 and everyone
claps at the same time)
5. That’s a powerful sound right?
6. Today we are going to hear all the voices in the
#youthledtech program to reflect on our day
7. We have created a prompt for you to fill in on your Twitter
account and on 3 we will all send our tweets at the same
time.
8. PROMPT: “The highlight of my day was ___________
#youthledtech”
9. Make sure they use the hashtag so that we can view all of
the tweets
11. 11
10.READY??
11.After you read the prompt give students 1 minute to
complete and tell them to raise their hand once they have
typed their message. Tell them “DO NOT hit send until I
say so.”
12.Once everyone has constructed their tweet then count
down 3, 2, 1, SEND!!
13.Read a few tweets from the screen and then do a live
Thunder clap.
3:55 PM Sign Out
Make sure all youth are accounted for.