F O C U S Challenge? Reaction? Insight? Action Chapter Three Learning About Learning
|
|
- Arabella Cooper
- 6 years ago
- Views:
Transcription
1 F O C U S Challenge? Reaction? Insight? Action Chapter Three Learning About Learning Reading Assignments Chapter 3, pages PowerPoint Presentations Chapter 3 FOCUS on Community College Success Resource Center 1. Challenge Quiz 2. iaudio Chapter Summaries Assignments Learning Styles Assignment Exercise 3.2 Multiple Intelligences- textbook pp VARK - WebLinks Discussion Board Postings - Tammy Ko Learning how to learn is life s most important skill. Tony Buzman, memory expert Challenge Case - Tammy Ko Chapter 3 begins with the Tammy Ko s challenge case on pages Read Tammy s story then review the REACTION What Do YOU Think? questions. Does Tammy s story relate to your own experience in some way? Go to the Head of the Class: Learning and the Brain (Staley, 52) Before you begin this chapter, understand one thing clearly no one learning style is better than another learning style. No Myers Briggs code is better than another. No VARK result is better than another. No Index of Learning Style is better than another. No Multiple Intelligence profile is better than another. I am an ESTJ (Extrovert, Sensing, Thinking, Judging), AURAL, LINGUISTIC, LOGICAL/MATHEMATICAL, INTERPERSONAL Learner. What does all of that mean? By the time you get to the end of Chapter 3, you too will understand what each of those mean and be able to write a similar sentence about yourself. Before you begin this chapter, I would like for you to complete a few inventories that will help to identify your learning style. First, take the Myers Briggs Self Score that was packaged with your book. It will help you to understand your personality PREFERENCES. I stress preferences. We will use the results from the Myers Briggs to identify your learning style in this chapter, and we will also use it to reflect on your career choice. Second, take the VARK. You will find the link to the VARK assessment in Web Links. The VARK online version will automatically score your assessment. After receiving your results on the VARK site connect to the resources for your learning style. Be sure to
2 save your results. There is also a paper and pencil version of the VARK on pages in your text book. Third, on pages you will find Exercise 3.2 Multiple Intelligences Self-Assessment. Take these inventories and tally your scores. How SMART are you? (Staley, 61) Staley begins by asking have you ever noticed that people are smart in different ways? She later asks, how are you smart? Gardner formulated his theory of multiple intelligence based on observing patterns in different sets of skills. Individuals may have strengths in more than one area. Individuals can be strong in one area while weak in another. How is understanding your intelligence profile important to understanding your learning style? By understanding your natural preference to learning, you will understand the best way to choose a class, choose a major and/or choose a career. Below you will find Gardner s Multiple Intelligence broken out into layman terms. I actually found these explanations on an elementary school web site. However, after reviewing the explanations I found them to be a great summary of each intelligence profile. I have also included information from Clemson University s National Drop-out Prevention Center. Verbal-Linguistic Skills sensitivity to and appreciation of word meanings and the function of the language. (Santrock/Halonen, 91) The verbal/linguistic intelligence focuses on the ability to use both oral and written language fluently. (Pocket Guide to Multiple Intelligences, 2, Shirley) People who are strong in verbal/linguistic intelligence think in words. They love reading, writing, telling stories and playing word games. ((Pocket Guide to Multiple Intelligences, 2, Shirley) Verbal-Linguistic identifiers ( Asks a lot of questions Enjoys talking Has good vocabulary Can pick up new language easily Enjoys playing with words: word games, puns, rhymes Enjoys reading Likes to write Understands the functions of language Can talk about language skills Good at memorizing names, places, dates and trivia Verbal-Linguistic learn best ( Saying, hearing and seeing words Writing Talking Reading Verbal-Linguistic typical careers: ( Novelist
3 Actor Poet Politician Journalist Speech writer English instructor Editors Radio/TV personality (Pocket Guide to Multiple Intelligences, 2, Shirley) Attorney Teacher Logical-Mathematical Skills orderly use of reasoning, logic, and mathematics to understand and explain abstract ideas. (Santrock/Halonen, 91) The logical/mathematical intelligence is the ability to use abstract thought, precision, deductive/inductive reasoning, counting, organization and logical structure. The person strong in this intelligence is able to solve abstract problems and understands complex relationships found in mathematics and in scientific process. (Pocket Guide to Multiple Intelligences, 3, Shirley) Logical-Mathematical identifiers: (( Enjoy solving puzzles Play with numbers Want to know how things work Oriented toward rule-based activities Interested in if then logic Like to collect and classify things Analytical in approach to problems Good at math, reasoning, logic and problem solving Logical-Mathematical learn best by:( Categorizing Classifying Working with abstract patterns and relationships Logical-Mathematical typical careers: ( Mathematician Accountant Doctor Scientist Economist Computer programmer Inventor Astronomer Lawyer Detective
4 Engineer (Pocket Guide to Multiple Intelligences, 3, Shirley) Purchasing Agent Auditor Bookkeeper Musical Abilities appreciating, performing, or creating music or the elements of music, such as rhythm or pitch (Santrock/Halonen, 92) The musical intelligence is evident by sensitivity to pitch, rhythm, timbre, tone, color and the emotional power and complex organization of music and the sounds in one s environment. (Pocket Guide to Multiple Intelligences, 4j, Shirley) Musical identifiers: ( Sensitivity to sound patterns Hum tunes Tap or sway in rhythm Discriminate among sounds Have good sense of pitch Move rhythmically Capture the essence of a beat and adjust movement patterns according to changes Remember tunes and sound patterns See and enjoy musical experiences Play with sounds Good at picking up sounds, remembering melodies, noticing pitches/rhymes and keeping time Musical learn best ( Rhythm Music Inventing songs/tunes Melody Playing instruments Musical typical careers ( Sound recorder Musician Instrument maker Entertainer Composer Band director/member Conductor Critic Morse code operator Music teacher Disc Jockey (Pocket Guide to Multiple Intelligences, 4, Shirley) Sound engineer
5 Bodily-Kinesthetic Awareness coordinated and skilled use of objects in the environment, involving both gross and fine motor skills. (Santrock/Halonen, 92) The bodily/kinesthetic intelligence relies on the whole body to express ideas and feelings and the hands to produce or transform things. (Pocket Guide to Multiple Intelligences, 6, Shirley) Bodily-Kinesthetic identifiers:( Good sense of balance Good sense of rhythm Graceful in movement Read body language Good hand-eye coordination Can solve problems through doing Can communicate ideas through gesture Have ease in manipulating objects Good at physical activities Bodily-Kinesthetic learn best ( Touching Moving Interacting with space Processing knowledge through bodily sensations Bodily-Kinesthetic typical careers ( Artist Professional athlete Gymnast Surgeon Sculptor Carpenter Choreographer Massage therapist Physical trainer Auto mechanic (Pocket Guide to Multiple Intelligences, 6, Shirley) Recreational worker Physical therapist Spatial Skills accurate perception and reproduction of spatial images, including strong navigation and artistic skills. (Santrock/Halonen, 92) The visual/spatial intelligence is the capacity to perceive the world in mental images the ability to see form, color, shape and texture in the mind s eye. (Pocket Guide to Multiple Intelligences, 5, Shirley) Spatial identifiers: ( Like to draw Like to take things apart
6 Like to build things Enjoy puzzles Like to doodle Have a keen eye for detail Have a good sense of parts to whole Mechanically adept Remember places by description or image Can interpret maps Enjoy orienteering Spatial learn best: ( Visualizing Using the mind s eye Dreaming Working with colors/pictures Spatial typical careers: ( Artist Urban planner Surveyor Mechanic Interior designer Photographer Florist Web designer Architect Explorer Navigator Fashion designer Graphic designer Lay-out editor (Pocket Guide to Multiple Intelligences, 5, Shirley) Art teacher Pilot Interpersonal Abilities meaningful discrimination and interpretation of the behavior and moods of others. (Santrock/Halonen, 92) The interpersonal intelligence involves the ability to perceive and discriminate the feelings, moods, intentions, and motivations of other people. People who are strong in this intelligence seem to be able to easily read other people s facial expressions, voice, and gestures and then interpret those actions with appropriate responses. (Pocket Guide to Multiple Intelligences, 7, Shirley) Interpersonal identifiers: ( Demonstrate empathy toward others Admired by peers Relate well to others
7 Display skills of leadership Work cooperatively with others Sensitive to the feeling of others Act as a mediator or counselor Good at understanding people Good at organizing, communicating and sometimes manipulating people Interpersonal learn best: ( Sharing Relating Interviewing Comparing Cooperating Interpersonal careers ( Teacher Receptionist Entrepreneur Politician Counselor Priest/minister/rabbi Tour guide Social worker Salesperson Nurse Manager Anthropologist Intrapersonal Abilities accurate self-perception, including a refined capacity to identify and represent complex personal emotions and motives. (Santrock/Halonen, 92) The ability to know oneself and to act adaptively is the mark of the person who has strong intrapersonal intelligence. This intelligence allows one to accurately assess personal strengths and weaknesses; perceive inner moods, motivations, temperaments and desires; and practice self-discipline. (Pocket Guide to Multiple Intelligences, 8, Shirley) Intrapersonal identifiers: ( Can express strong like or dislike on particular activities Can communicate feelings Aware of strengths and weaknesses Confident of my own abilities Set appropriate goals Work toward ambition Good at understanding myself and focusing inward on feelings and dreams Good at following instincts Good at pursuing interests and goals
8 Like being original Intrapersonal learn: ( Working alone Self-paced instruction Individualized projects Having own space Intrapersonal careers: ( Poet Writer Counselor Spiritualist Diarist Autobiographer Artist Psychologist Philosopher Naturalist Abilities understanding, relating to, classifying, and explaining aspects of the natural world. (Santrock/Halonen,92) The naturalist intelligence refers to the ability to recognize and classify plants, animals, and minerals. A person strong in this intelligence is also good at identification of cultural artifacts. (Pocket Guide to Multiple Intelligences, 9, Shirley) Naturalist identifiers: (Pocket Guide to Multiple Intelligences, 9, Shirley) Good at identifying, sorting and classifying natural things Understand differences in species Recognize patterns in nature Sensitive to features of the natural world (clouds and rock configurations) Naturalist learn: (Pocket Guide to Multiple Intelligences, 9, Shirley) Best in outdoor environment Field trips to nature areas Naturalist careers: (Pocket Guide to Multiple Intelligences, 9, Shirley) Botanist Chef Farmer Biologist Zookeeper Park Ranger Refer to page 64 to the Intelligence-Oriented Study Techniques for the Gardner s Multiple Intelligences.
9 How Do You Perceive and Process Information? (Staley, 65-) It is important to understand that we all learn in different ways. Create your own learning plan based from your learning style to increase your success. Think which classes in high school you seemed to learn the easiest or liked the best. It could have easily had something to do with your sensory preference to a particular instructor s teaching style. You will have instructors that lecture in a variety of ways from the instructor who never moves from behind the podium to the instructor who adds PowerPoint to the lecture to the instructor who includes tactile learning in the instruction. First understand the instructor will not change their lecture style to accommodate your sensory preference. However, understanding your sensory preference will let you know what you need to do to accommodate your learning style to the instructor s lecture. VARK (Staley, 65) Let s look at how you perceive and process information from the perspective of the VARK instrument. Each chapter in the text will end with a VARK activity. These exercises will help you strengthen how to apply your learning style. Visual Some prefer to see the information and learn best through symbolic representations that explain what could have been said in normal text format. Prefer to see information such as pictures, diagrams, cartoons, demonstrations Picture words and concepts they hear as images Easily distracted in lecture with no visual aids Overwhelmed with intense visuals accompanied by lecture Benefit from using charts, maps, notes, and flash cards when studying Aural - Some prefer to hear the information and learn best through sounds by listening. Prefer to hear information spoken Can absorb a lecture with little effort May not need careful notes to learn Often avoid eye contact in order to concentrate Read/Write - Some prefer to read/write the information and learn through words by reading and writing. Kinesthetic - Some prefer to do something with information and learn best through experience when all senses are activated. Prefer touch as their primary mode for taking in information In traditional auditory learning situations, they should write out important facts Create study sheets connected to vivid examples Role-playing can help them learn and remember important ideas Refer to Figure 3.1 Visual, Aural, Read/Write, and Kinesthetic Learning Strategies to find General Strategies, Study Strategies, and Exam Strategies. Please review more information on Visual, Verbal and Tactile learning on DVC Online: and
10 How to Study.Com Learning Styles Myers Briggs (Staley, 71) The Myers Briggs (MBTI) is the most well-known personality assessment instrument in the world. As mentioned earlier, refer to the PowerPoint for the Myers Briggs found in the Chapter 3 Learning Module. The MBTI shows your preferences in four areas: 1. What energizes you and where do you direct energy? Do you get energy from other people (Extravert - E) or do you go within yourself to find strength? (Introvert - I) 2. How do you gather information and what kind of information do you trust? Do you trust your senses and faculty-based information (Sensor S) or do you trust your gut feelings?(intuition N) 3. How do make decisions, arrive at conclusions, and make judgments? Do you think things through logically (Thinker - T) or do you care about how others react and feel? (Feeler F) 4. How do you relate to the outer world? Do you prefer organization and structure (Judging - J) or do you like spontaneity and going with the flow? (Perceiver - P) Refer to page 72 for ways you may need to adjust to the teaching style of your instructor Translate for maximum comfort Make strategic choices Take full advantage
g to onsultant t Learners rkshop o W tional C ces.net I Appealin eren Nancy Mikhail esour Educa Diff Curriculum Resources CurriculumR
Curriculum Resources www.curriculumresources.net 714.406.3522 Follow Us for FREE resources, current educational topics, tips, and more! Appealing to Different Learners Workshop Nancy Mikhail Educational
More informationAre You a Left- or Right-Brain Thinker?
Are You a Left- or Right-Brain Thinker? Take this quiz to learn how your mind influences your learning style and techniques for strengthening both hemispheres of your brain! 1B 2B 2A 1A 3B 4B 4A 3A 5B
More informationHoward Gardner s: Multiple Intelligences. Presented to you by the: Jr. Gifted and Talented Class
Howard Gardner s: Multiple Intelligences Presented to you by the: Jr. Gifted and Talented Class 2003-2004 Title Page and Table of Contents..1-2 Introduction..3-6 Verbal/Linguistic Intelligence..7-11 Logical/Mathematical
More informationWhite Paper. The Art of Learning
The Art of Learning Based upon years of observation of adult learners in both our face-to-face classroom courses and using our Mentored Email 1 distance learning methodology, it is fascinating to see how
More informationTHE HEAD START CHILD OUTCOMES FRAMEWORK
THE HEAD START CHILD OUTCOMES FRAMEWORK Released in 2000, the Head Start Child Outcomes Framework is intended to guide Head Start programs in their curriculum planning and ongoing assessment of the progress
More informationTeacher Action Research Multiple Intelligence Theory in the Foreign Language Classroom. By Melissa S. Ferro George Mason University
Teacher Action Research Multiple Intelligence Theory in the Foreign Language Classroom By Melissa S. Ferro George Mason University mferro@gmu.edu Melissa S. Ferro mferro@gmu.edu I am a doctoral student
More informationMultiple Intelligences 1
Multiple Intelligences 1 Reflections on an ASCD Multiple Intelligences Online Course Bo Green Plymouth State University ED 5500 Multiple Intelligences: Strengthening Your Teaching July 2010 Multiple Intelligences
More informationSlam Poetry-Theater Lesson. 4/19/2012 dfghjklzxcvbnmqwertyuiopasdfghjklzx. Lindsay Jag Jagodowski
qwertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfgh jklzxcvbnmqwertyuiopasdfghjklzxcvb nmqwertyuiopasdfghjklzxcvbnmqwer tyuiopasdfghjklzxcvbnmqwertyuiopas Slam Poetry-Theater Lesson 4/19/2012
More informationGifted/Challenge Program Descriptions Summer 2016
Gifted/Challenge Program Descriptions Summer 2016 (Please note: Select courses that have your child s current grade for the 2015/2016 school year, please do NOT select courses for any other grade level.)
More informationAGENDA LEARNING THEORIES LEARNING THEORIES. Advanced Learning Theories 2/22/2016
AGENDA Advanced Learning Theories Alejandra J. Magana, Ph.D. admagana@purdue.edu Introduction to Learning Theories Role of Learning Theories and Frameworks Learning Design Research Design Dual Coding Theory
More informationSNAP, CRACKLE AND POP! INFUSING MULTI-SENSORY ACTIVITIES INTO THE EARLY CHILDHOOD CLASSROOM SUE SCHNARS, M.ED. AND ELISHA GROSSENBACHER JUNE 27,2014
SNAP, CRACKLE AND POP! INFUSING MULTI-SENSORY ACTIVITIES INTO THE EARLY CHILDHOOD CLASSROOM SUE SCHNARS, M.ED. AND ELISHA GROSSENBACHER JUNE 27,2014 THE MULTISENSORY APPROACH Studies show that a child
More informationCognitive Thinking Style Sample Report
Cognitive Thinking Style Sample Report Goldisc Limited Authorised Agent for IML, PeopleKeys & StudentKeys DISC Profiles Online Reports Training Courses Consultations sales@goldisc.co.uk Telephone: +44
More informationThe Introvert s Guide to Building Rapport With Anyone, Anywhere
The Introvert s Guide to Building Rapport With Anyone, Anywhere Presented by Robert Tracz SkillPath. All rights reserved. Introverts Extroverts Emotional Intelligence 10 Strengths of an Introvert 10. Works
More informationIntroduction 1 MBTI Basics 2 Decision-Making Applications 44 How to Get the Most out of This Booklet 6
Contents Introduction 1 Using Type to Make Better Decisions 1 Objectives 1 MBTI Basics 2 Preferences and Type 2 Moving from Preferences to Type: Understanding the Type Table 2 Moving from Type to Type
More informationUnderstanding and Supporting Dyslexia Godstone Village School. January 2017
Understanding and Supporting Dyslexia Godstone Village School January 2017 By then end of the session I will: Have a greater understanding of Dyslexia and the ways in which children can be affected by
More informationGOLD Objectives for Development & Learning: Birth Through Third Grade
Assessment Alignment of GOLD Objectives for Development & Learning: Birth Through Third Grade WITH , Birth Through Third Grade aligned to Arizona Early Learning Standards Grade: Ages 3-5 - Adopted: 2013
More informationTHE EFFECTS OF TEACHING THE 7 KEYS OF COMPREHENSION ON COMPREHENSION DEBRA HENGGELER. Submitted to. The Educational Leadership Faculty
7 Keys to Comprehension 1 RUNNING HEAD: 7 Keys to Comprehension THE EFFECTS OF TEACHING THE 7 KEYS OF COMPREHENSION ON COMPREHENSION By DEBRA HENGGELER Submitted to The Educational Leadership Faculty Northwest
More informationSOFTWARE EVALUATION TOOL
SOFTWARE EVALUATION TOOL Kyle Higgins Randall Boone University of Nevada Las Vegas rboone@unlv.nevada.edu Higgins@unlv.nevada.edu N.B. This form has not been fully validated and is still in development.
More informationVIEW: An Assessment of Problem Solving Style
1 VIEW: An Assessment of Problem Solving Style Edwin C. Selby, Donald J. Treffinger, Scott G. Isaksen, and Kenneth Lauer This document is a working paper, the purposes of which are to describe the three
More informationTEACHING Simple Tools Set II
TEACHING GUIDE TEACHING Simple Tools Set II Kindergarten Reading Level ISBN-10: 0-8225-6880-2 Green ISBN-13: 978-0-8225-6880-3 2 TEACHING SIMPLE TOOLS SET II Standards Science Mathematics Language Arts
More informationPUBLIC SPEAKING: Some Thoughts
PUBLIC SPEAKING: Some Thoughts - A concise and direct approach to verbally communicating information - Does not come naturally to most - It did not for me - Presentation must be well thought out and well
More informationKelli Allen. Vicki Nieter. Jeanna Scheve. Foreword by Gregory J. Kaiser
Kelli Allen Jeanna Scheve Vicki Nieter Foreword by Gregory J. Kaiser Table of Contents Foreword........................................... 7 Introduction........................................ 9 Learning
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More informationOhio s New Learning Standards: K-12 World Languages
COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the
More information2017 P-16 Statewide Professional Development Conference What You Don t Know Can Limit You!
Texas Workforce Commission 2017 P-16 Statewide Professional Development Conference What You Don t Know Can Limit You! Students can Learn THAT about Jobs?! TWC Resources and Data Our Goals for Today: Discuss
More informationEmpowering Students Learning Achievement Through Project-Based Learning As Perceived By Electrical Instructors And Students
Edith Cowan University Research Online EDU-COM International Conference Conferences, Symposia and Campus Events 2006 Empowering Students Learning Achievement Through Project-Based Learning As Perceived
More informationPART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS
PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to
More informationSoaring With Strengths
chapter3 Soaring With Strengths I like being the way I am, being more reserved and quiet than most. I feel like I can think more clearly than many of my friends. Blake, Age 17 The last two chapters outlined
More informationInnovative Methods for Teaching Engineering Courses
Innovative Methods for Teaching Engineering Courses KR Chowdhary Former Professor & Head Department of Computer Science and Engineering MBM Engineering College, Jodhpur Present: Director, JIETSETG Email:
More informationWelcome to The National Training Institute for Child Care Health Consultants
Welcome to The National Training Institute for Child Care Health Consultants. 1 Introductions/Icebreaker: Acknowledging Trainers Expertise Front of Card First and last name State Back of Card Agency #
More informationThe Ontario Curriculum
The Ontario Curriculum GRADE 1 checklist format compiled by: The Canadian Homeschooler using the current Ontario Curriculum Content Introduction... Page 3 Mathematics... Page 4 Language Arts... Page 9
More informationM55205-Mastering Microsoft Project 2016
M55205-Mastering Microsoft Project 2016 Course Number: M55205 Category: Desktop Applications Duration: 3 days Certification: Exam 70-343 Overview This three-day, instructor-led course is intended for individuals
More informationPRESENTED BY EDLY: FOR THE LOVE OF ABILITY
HOW TO BE YOUR CHILD S BEST IEP ADVOCATE PRESENTED BY EDLY: FOR THE LOVE OF ABILITY 888-EDLYOWL (888-335-9695) info@edlyeducation.com Nothing presented either orally or written in this seminar should be
More informationMATH Study Skills Workshop
MATH Study Skills Workshop Become an expert math student through understanding your personal learning style, by incorporating practical memory skills, and by becoming proficient in test taking. 11/30/15
More informationBon Travail 2 Ecoutez Bien 2
French at CBS, Midleton If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart. (Nelson Mandela) French department Teachers
More informationProcedia - Social and Behavioral Sciences 146 ( 2014 )
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 146 ( 2014 ) 456 460 Third Annual International Conference «Early Childhood Care and Education» Different
More informationNo Parent Left Behind
No Parent Left Behind Navigating the Special Education Universe SUSAN M. BREFACH, Ed.D. Page i Introduction How To Know If This Book Is For You Parents have become so convinced that educators know what
More informationSCHOOL. Wake Forest '93. Count
Count ID 43 256 VALID N 256 Q.1A ACTIVITIES YEAR FOLLOWING GRADUATION? Primary Employed full-time 157 61.6% Employed part-time 12 4.7% Unemployed, by choice 3 1.2% Unemployed, seeking employment 7 2.7%
More informationCreate A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.
Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods
More informationPrimary Years Programme. Arts scope and sequence
Primary Years Programme Arts scope and sequence Primary Years Programme Arts scope and sequence Primary Years Programme Arts scope and sequence Published November 2009 International Baccalaureate Peterson
More informationWingara Mura Bunga Barrabugu. Summer Program January sydney.edu.au/compass. Contact us. The University of Sydney sydney.edu.
The University of Sydney sydney.edu.au Contact us 02 8627 8515 Wingara Mura Bunga Barrabugu Summer Program 11 15 January 2016 Forest Stewardship Council (FSC ) is a globally recognised certification overseeing
More informationPresidential Leadership: Understanding the influence of academic disciplines
Presidential Leadership: Understanding the influence of academic disciplines By Peggy Ann Brown I t s easy to forget, amidst the perceived ivory tower of administrative offices, that top university administrators
More informationMyers-Briggs Type Indicator Team Report
Myers-Briggs Type Indicator Team Report Developed by Allen L. Hammer Sample Team 9112 Report prepared for JOHN SAMPLE October 9, 212 CPP, Inc. 8-624-1765 www.cpp.com Myers-Briggs Type Indicator Team Report
More informationOn Human Computer Interaction, HCI. Dr. Saif al Zahir Electrical and Computer Engineering Department UBC
On Human Computer Interaction, HCI Dr. Saif al Zahir Electrical and Computer Engineering Department UBC Human Computer Interaction HCI HCI is the study of people, computer technology, and the ways these
More informationYMCA SCHOOL AGE CHILD CARE PROGRAM PLAN
YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN (normal view is landscape, not portrait) SCHOOL AGE DOMAIN SKILLS ARE SOCIAL: COMMUNICATION, LANGUAGE AND LITERACY: EMOTIONAL: COGNITIVE: PHYSICAL: DEVELOPMENTAL
More informationLesson Plan. Preparation
General Housekeeping: Forms Practicum in Fashion Design Lesson Plan Performance Objective Upon completion of this lesson, each student will demonstrate the characteristics necessary to be a successful
More informationThe Learning Tree Workshop: Organizing Actions and Ideas, Pt I
The Learning Tree Workshop: Organizing Actions and Ideas, Pt I Series on Learning Differences, Learning Challenges, and Learning Strengths Challenges with Sequencing Ideas Executive functioning problems
More informationPresented by The Solutions Group
Presented by The Solutions Group Email communication Non-verbal messages Listening skills The art of asking questions Checking for understanding Is email the appropriate communication method for your message?
More informationGENERAL COMPETITION INFORMATION
GENERAL COMPETITION INFORMATION All students wishing to compete at the Educators Rising National Conference must complete 3 required steps: 1 Be a member of Educators Rising with an active profile in the
More informationWhat is Thinking (Cognition)?
What is Thinking (Cognition)? Edward De Bono says that thinking is... the deliberate exploration of experience for a purpose. The action of thinking is an exploration, so when one thinks one investigates,
More informationCDA Renewal 1: Professionalism-Beliefs, Knowledge, Action
CDA Renewal 1: Professionalism-Beliefs, Knowledge, Action Slide #1: This module is designed as one part in a series of eight different modules for completing the necessary educational requirements for
More informationSafe & Civil Schools Series Overview
Safe & Civil Schools Series Overview The Safe & Civil School series is a collection of practical materials designed to help school staff improve safety and civility across all school settings. By so doing,
More informationWingara Mura Bunga Barrabugu Summer Program
Wingara Mura Bunga Barrabugu Summer Program Message to students Message to parents and guardians Thank you for considering the Wingara Mura Bunga Barrabugu Summer Program for your child. The Wingara Mura
More informationTeachers Guide Chair Study
Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln
More informationThe Teenage Brain and Making Responsible Decisions About Sex
Rvsd 2/1/12 Lesson Goals Review What We Know About the Teenage Brain Review the Decision Making Model Discuss the Role that Values play in Supporting Good Decision Making Understand How Emotions Can Interfere
More informationBehavior List. Ref. No. Behavior. Grade. Std. Domain/Category. Social/ Emotional will notify the teacher when angry (words, signal)
1 4455 will notify the teacher when angry (words, signal) 2 4456 will use appropriate language to ask for help when frustrated 3 4457 will use appropriate language to tell a peer why he/she is angry 4
More informationRobot manipulations and development of spatial imagery
Robot manipulations and development of spatial imagery Author: Igor M. Verner, Technion Israel Institute of Technology, Haifa, 32000, ISRAEL ttrigor@tx.technion.ac.il Abstract This paper considers spatial
More informationPhysical Features of Humans
Grade 1 Science, Quarter 1, Unit 1.1 Physical Features of Humans Overview Number of instructional days: 11 (1 day = 20 30 minutes) Content to be learned Observe, identify, and record the external features
More informationExplorer Promoter. Controller Inspector. The Margerison-McCann Team Management Wheel. Andre Anonymous
Explorer Promoter Creator Innovator Assessor Developer Reporter Adviser Thruster Organizer Upholder Maintainer Concluder Producer Controller Inspector Ä The Margerison-McCann Team Management Wheel Andre
More informationSubject: Opening the American West. What are you teaching? Explorations of Lewis and Clark
Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that
More informationPiano Safari Sight Reading & Rhythm Cards for Book 1
Piano Safari Sight Reading & Rhythm Cards for Book 1 Teacher Guide Table of Contents Sight Reading Cards Corresponding Repertoire Bk. 1 Unit Concepts Teacher Guide Page Number Introduction 1 Level A Unit
More informationBiome I Can Statements
Biome I Can Statements I can recognize the meanings of abbreviations. I can use dictionaries, thesauruses, glossaries, textual features (footnotes, sidebars, etc.) and technology to define and pronounce
More informationThe EDI contains five core domains which are described in Table 1. These domains are further divided into sub-domains.
Description of the EDI The EDI Community Profile uses the Early Development Instrument (EDI) developed by Dan Offord Magdalena Janus at the Offord Centre for Child Studies at McMaster University in Canada.
More informationTEACH 3: Engage Students at All Levels in Rigorous Work
TEACH 3: Engage Students at All Levels in Rigorous Work 825 North Capitol Street, NE Washington, DC 20002 T 202.442.5885 F 202.442.5026 www.k12.dc.us Essential Question How will engaging students at all
More informationTOPIC TWO: BASIC HELPING SKILLS
TOPIC TWO: BASIC HELPING SKILLS The aims and objectives of this topic are to: Explore the ways that individuals process information Demonstrate some useful basic client centred helping techniques Discuss
More informationFull text of O L O W Science As Inquiry conference. Science as Inquiry
Page 1 of 5 Full text of O L O W Science As Inquiry conference Reception Meeting Room Resources Oceanside Unifying Concepts and Processes Science As Inquiry Physical Science Life Science Earth & Space
More informationCourse Law Enforcement II. Unit I Careers in Law Enforcement
Course Law Enforcement II Unit I Careers in Law Enforcement Essential Question How does communication affect the role of the public safety professional? TEKS 130.294(c) (1)(A)(B)(C) Prior Student Learning
More informationUDL AND LANGUAGE ARTS LESSON OVERVIEW
UDL AND LANGUAGE ARTS LESSON OVERVIEW Title: Reading Comprehension Author: Carol Sue Englert Subject: Language Arts Grade Level 3 rd grade Duration 60 minutes Unit Description Focusing on the students
More informationMultiple Intelligence Teaching Strategy Response Groups
Multiple Intelligence Teaching Strategy Response Groups Steps at a Glance 1 2 3 4 5 Create and move students into Response Groups. Give students resources that inspire critical thinking. Ask provocative
More informationStrategy Study on Primary School English Game Teaching
6th International Conference on Electronic, Mechanical, Information and Management (EMIM 2016) Strategy Study on Primary School English Game Teaching Feng He Primary Education College, Linyi University
More informationBehaviors: team learns more about its assigned task and each other; individual roles are not known; guidelines and ground rules are established
Stages of Team Development Each team will experience all four stages of development. Not all teams will choose a leader. In that situation, the team must establish a collaborative process for getting through
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationNotes on The Sciences of the Artificial Adapted from a shorter document written for course (Deciding What to Design) 1
Notes on The Sciences of the Artificial Adapted from a shorter document written for course 17-652 (Deciding What to Design) 1 Ali Almossawi December 29, 2005 1 Introduction The Sciences of the Artificial
More informationThe Common European Framework of Reference for Languages p. 58 to p. 82
The Common European Framework of Reference for Languages p. 58 to p. 82 -- Chapter 4 Language use and language user/learner in 4.1 «Communicative language activities and strategies» -- Oral Production
More informationASSESSMENT OF LEARNING STYLES FOR MEDICAL STUDENTS USING VARK QUESTIONNAIRE
ASSESSMENT OF LEARNING STYLES FOR MEDICAL STUDENTS USING VARK QUESTIONNAIRE 1 MARWA. M. EL SAYED, 2 DALIA. M.MOHSEN, 3 RAWHEIH.S.DOGHEIM, 4 HAFSA.H.ZAIN, 5 DALIA.AHMED. 1,2,4 Inaya Medical College, Riyadh,
More informationCAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping
CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11
More informationContent. Take control of your project. Manage your ressources. Learning goals. Project. Project management
Take control of your project Content PV October 5th 0 Medialogy Conflict management, presentation from groups Tools for resource management: Traditional timetables, resource plans, milestone schedules
More informationPREVIEW LEADER S GUIDE IT S ABOUT RESPECT CONTENTS. Recognizing Harassment in a Diverse Workplace
1 IT S ABOUT RESPECT LEADER S GUIDE CONTENTS About This Program Training Materials A Brief Synopsis Preparation Presentation Tips Training Session Overview PreTest Pre-Test Key Exercises 1 Harassment in
More informationIntroduction to the Common European Framework (CEF)
Introduction to the Common European Framework (CEF) The Common European Framework is a common reference for describing language learning, teaching, and assessment. In order to facilitate both teaching
More informationCreating Travel Advice
Creating Travel Advice Classroom at a Glance Teacher: Language: Grade: 11 School: Fran Pettigrew Spanish III Lesson Date: March 20 Class Size: 30 Schedule: McLean High School, McLean, Virginia Block schedule,
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More information! "! " #!!! # #! " #! " " $ # # $! #! $!!! #! " #! " " $ #! "! " #!!! #
! "! " #!!! # #! " #! " " $ # # $! #! $!!! #! " #! " " $ #! "! " #!!! # 1 Copyright 2011 by Erica Warren. All rights reserved. Printed in the United States of America. No part of this publication may be
More informationSpanish IV Textbook Correlation Matrices Level IV Standards of Learning Publisher: Pearson Prentice Hall
Person-to-Person Communication SIV.1 The student will exchange a wide variety of information orally and in writing in Spanish on various topics related to contemporary and historical events and issues.
More informationSelling To Different Styles
Selling To Different s Michael R. Perrault and Kenneth R. Brousseau Decision Dynamics LLC 1988, 2006 by Michael R. Perrault and Kenneth R. Brousseau. Published by Decision Dynamics LLC. Selling To Different
More informationESSENTIAL SKILLS PROFILE BINGO CALLER/CHECKER
ESSENTIAL SKILLS PROFILE BINGO CALLER/CHECKER WWW.GAMINGCENTREOFEXCELLENCE.CA TABLE OF CONTENTS Essential Skills are the skills people need for work, learning and life. Human Resources and Skills Development
More information- SAMPLE ONLY - PLEASE DO NOT COPY
Copyright 2015 by Center for Work Ethic Development, LLC. All rights reserved. The Center for Work Ethic Development, The A Game, and Bring Your A Game to Work are registered trademarks of Center for Work
More informationMaking Confident Decisions
Making Confident Decisions STOP SECOND GUESSING YOURSELF Kim McDevitt Power Packs Project September 2015 Americans make 70 conscious decisions a day! * *A recent study from Columbia University decision
More informationVisualizing Architecture
ARCH 5610: Architecture Representation 1 Visualizing Architecture Digital Techniques in Representation Instructor: Karen Lewis Office: KSA 232 Office Hours: Tuesdays, 11:30 1:30 and Wednesdays, 12:00 1:30
More informationPublic Speaking Rubric
Public Speaking Rubric Speaker s Name or ID: Coder ID: Competency: Uses verbal and nonverbal communication for clear expression of ideas 1. Provides clear central ideas NOTES: 2. Uses organizational patterns
More informationLanguage Acquisition Chart
Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people
More informationThe Homo Ludens gives learning the swing that is needed
The Homo Ludens gives learning the swing that is needed Man only plays when he is in the fullest sense of the word a human being, and he is only fully a human being when he plays. (Friedrich Schiller).
More information1 Copyright Texas Education Agency, All rights reserved.
Lesson Plan-Diversity at Work Course Title: Business Information Management II Session Title: Diversity at Work Performance Objective: Upon completion of this lesson, students will understand diversity
More informationWest s Paralegal Today The Legal Team at Work Third Edition
Study Guide to accompany West s Paralegal Today The Legal Team at Work Third Edition Roger LeRoy Miller Institute for University Studies Mary Meinzinger Urisko Madonna University Prepared by Bradene L.
More informationUnpacking a Standard: Making Dinner with Student Differences in Mind
Unpacking a Standard: Making Dinner with Student Differences in Mind Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Grade 7 Reading Standards
More informationIntroduction to Forensics: Preventing Fires in the First Place. A Distance Learning Program Presented by the FASNY Museum of Firefighting
Introduction to Forensics: A Distance Learning Program Presented by the FASNY Museum of Firefighting Educators Overview Introduction to Forensics This Distance Learning Program is a part of the education
More informationCourse # 1 EDCS 431 Collaborative Language and Learning (WI/OC*) "Effective use of communication in a cross-cultural setting -- Seville, Spain"
Course # 1 EDCS 431 Collaborative Language and Learning (WI/OC*) "Effective use of communication in a cross-cultural setting -- Seville, Spain" Class Meeting Times TBA Fall 2017 Paul D. Deering, Ph.D.
More informationGiven a real-life scenario, the student will identify possible choices to consider when being teased about physical appearance.
Lesson: Bullying Scenarios Length: _20-30 Age or Grade Intended: 3rd Academic Standard(s): 3.4.3 Suggest nonviolent strategies to manage conflict. Performance Objective(s): Given a real-life scenario,
More informationThere are three things that are extremely hard steel, a diamond, and to know one's self. Benjamin Franklin, Poor Richard s Almanac, 1750
There are three things that are extremely hard steel, a diamond, and to know one's self. Benjamin Franklin, Poor Richard s Almanac, 1750 Introduction Leadership Overview Strengths-Based Leadership Discussion
More informationUsing Virtual Manipulatives to Support Teaching and Learning Mathematics
Using Virtual Manipulatives to Support Teaching and Learning Mathematics Joel Duffin Abstract The National Library of Virtual Manipulatives (NLVM) is a free website containing over 110 interactive online
More informationNon-Secure Information Only
2006 California Alternate Performance Assessment (CAPA) Examiner s Manual Directions for Administration for the CAPA Test Examiner and Second Rater Responsibilities Completing the following will help ensure
More information