SUMMARY 1 Introduction
|
|
- Cecilia Philippa Bridges
- 5 years ago
- Views:
Transcription
1
2 Data Analysis and Interpretation in Physical Sciences of Next Generation Science Standards Data Analysis and Interpretation in Physical Sciences of Next Generation Science Standards MIYAMOTO, Naoki SUMMARY In this study, we focused on the Next Generation Science Standards in the United States, where viewpoints on instructions about analyzing and interpreting data are clearly shown. We have clarified the viewpoints on the stepwise development of the abilities for analyzing and interpreting data from the kindergarten to high-school levels. These viewpoints are as follows. 1 The analysis and interpretation of data are treated as basic skills for K-2 students, and are supposed to be developed in a stepwise manner, 2 The analysis and interpretation of data are associated with each other, and the abilities to analyze and interpret data are developed in a stepwise manner. 3 The analysis and interpretation of data are described by replacing the terms analysis and interpretation with expressions such as integration, evaluation, and translation. KEY WORDS: Data Analysis and Interpretation, Next Generation Science Standards 1 Introduction The study courses for science students in elementary schools focus on the development of the abilities of problem solving 1, whereas those for science students in junior high schools and high schools stipulate the development of the abilities of scientific investigation 2 3. In particular, in junior high and high schools, analysis and interpretation are emphasized among the investigation abilities4 5. In contrast, in elementary schools, although analysis and interpretation are not described, the investigation abilities for analysis and interpretation are essential in the process of problem solving and must be given importance. Despite such a situation, detailed Lecturer of the Faculty of Letters, Toyo University 361
3 descriptions for improvement described in the commentary of the science study courses in junior high schools, for example, state that we should enhance skills of problem solving that were obtained in the elementary school course, and develop abilities of scientific investigation such as to analyze and interpret results of observations and experiments 6. Furthermore, the detailed descriptions for improvement in the commentary of science study courses in junior high schools state that in observations, experiments, and investigations, we should further make much account of the learning activities such as to analyze and interpret results, to derive students own ideas, and to express them 7. From these examples, we observe that there are no viewpoints on stepwise development of the abilities of analysis and interpretation along with the progress of grades in Japan8. Therefore, teachers conducting science classes cannot have clear viewpoints to allow students to analyze and interpret experimental data9, and thus development of students abilities for analyzing and interpreting data cannot be expected. Moreover, as per our knowledge, there is no research about stepwise development of the abilities for analyzing and interpreting data from the elementary to high school levels. If we clarify the viewpoints to have students analyze and interpret data in a stepwise manner, we can obtain viewpoints to develop students abilities for analyzing and interpreting data. In a previous study on analyzing data interpretation skills for physics using an elementary science textbook Scott Foresman Science Grade1-6 in the United States, Miyamoto pointed out that they teach in a way so that students can obtain skills of interpreting data in a stepwise manner as grades are advanced 10. The study is based on an elementary level and only mentions data interpretation skills. It does not convey basic knowledge on stepwise development of the abilities for analyzing and interpreting data from the elementary to high school levels. NGSS, which In this study, we focus on the Next Generation Science Standards 11 are science standards in the United States, that clearly show viewpoints on instructions about analyzing and interpreting data. In addition, we clarify the viewpoints on stepwise development of the abilities for analyzing and interpreting data in Grades K-12 from kindergarten to high school. These NGSS were released in April 2013, and replaced the National Science Education Standards in the United States12. NGSS are based on A Framework for Science Education 13, and they are science education standards that are gaining considerable attention in the United States. Another set of standards called the Common Core State Standards CCSS are for math and language skills that 45 states in 362
4 Data Analysis and Interpretation in Physical Sciences of Next Generation Science Standards the United States choose and follow. In CCSS and NGSS, it is stated that, Literacy skills are critical to building knowledge in science. To ensure the CCSS literacy standards work in tandem with the specific content demands outlined in the NGSS, the NGSS development team worked with the CCSS writing team to identify key literacy connections to the specific content demands outlined in the NGSS. 14 ; therefore, it is expected that NGSS and CCSS are related. Threfore, we will also discuss CCSS in this study. 2 Structure of NGSS NGSS are composed of the following three elements for each grade or each Disciplinary Core Ideas, and grade group15 : Science and Engineering Practices, Crosscutting Concepts. Furthermore, NGSS are composed of four domains: physical sciences ; life sciences ; earth and space sciences ; and engineering, technology, and applications of science. The expected learning achievements for students are mentioned clearly in each. In particular, the contents of analyzing and interpreting data are clearly stated in Science and Engineering Practices ; therefore, we focus on this element and proceed with its analysis. In general, analyzing and interpreting data were expressed as elements of science processes and inquiry ; however, in NGSS, they are expressed as elements of practices 16. Furthermore, it is mentioned that We use the term practices instead of a term such as skills to emphasize that engaging in scientific investigation 17 These practices are composed of the following eight items Asking questions for science and defining problems for engineering 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations for science and designing solutions for engineering 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information As aforementioned, analyzing and interpreting data are essential in practices. In the item Analyzing and interpreting data, as it is clearly stated that Students are also expected to improve their abilities to interpret data by identifying significant features 363
5 and patterns, use mathematics to represent relationships between variables, and take into account sources of error. 19, we can say that NGSS aim to develop students abilities. In this study, we consider that the abilities of analyzing and interpreting data are developed when the corresponding skills are improved. Inversely, the skills of analyzing and interpreting data are part of the elements of the abilities for analyzing and interpreting data, and are a major part of the abilities. The other elements of those abilities include inference and producing graphs. The next section highlights the learning achievements for analyzing and interpreting data that are expected of students. 3 Analyzing and interpreting data in NGSS Table 1 shows the analysis and interpretation of data described through grade groups along with the learning achievements that are expected for students. First, the table presents the learning achievements based on those for the previous grade group, as described in prior experiences in Grades K-2: K-2 experiences in Grades 3 5, K-5 experiences in Grades 6 8, and K-8 experiences in Grades In particular, in Grades K-2 they are explicitly described as prior experiences. It is inferred that these are daily experiences in childhood. Therefore, there is stepwise development in the abilities for analyzing and interpreting data. Next, when we focus on analyzing data, as described in introducing quantitative approaches in Grades 3 5, quantitative data analysis is stipulated from the group. In addition, the use of basic statistics is explained in Table 1 Learning achievements expected for students about data analysis and interpretation Analyzing data in K 2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Record information observations, thoughts, and ideas. Use and share pictures, drawings, and/or writings of observations. Grades K-2 Use observations firsthand or from media to describe patterns and/or relationships in the natural and designed world s in order to answer scientific questions and solve problems. Compare predictions based on prior experiences to what occurred observable events. Analyze data from tests of an object or tool to determine if it works as intended. Analyzing data in 3 5 builds on K 2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative Grades 3-5 observations. When possible and feasible, digital tools should be used. Represent data in tables and/or various graphical displays bar graphs, pictographs and/or pie charts to reveal patterns that indicate relationships. 364
6 Data Analysis and Interpretation in Physical Sciences of Next Generation Science Standards Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. Compare and contrast data collected by different groups in order to discuss Grades 3-5 similarities and differences in their findings. Analyze data to refine a problem statement or the design of a proposed object, tool, or process. Use data to evaluate and refine design solutions. Analyzing data in 6 8 builds on K 5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Use graphical displays e.g., maps, charts, graphs, and/or tables of large data sets to identify temporal and spatial relationships. Distinguish between causal and correlational relationships in data. Grades 6-8 Analyze and interpret data to provide evidence for phenomena. Apply concepts of statistics and probability including mean, median, mode, and variability to analyze and characterize data, using digital tools when feasible. Consider limitations of data analysis e.g., measurement error, and/or seek to improve precision and accuracy of data with better technological tools and methods e.g., multiple trials. Analyze and interpret data to determine similarities and differences in findings. Analyze data to define an optimal operational range for a proposed object, tool, process or system that best meets criteria for success. Analyzing data in 9 12 builds on K 8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. Analyze data using tools, technologies, and/or models e.g., computational, mathematical in order to make valid and reliable scientific claims or determine an optimal design solution. Apply concepts of statistics and probability including determining function fits to data, slope, intercept, and correlation coefficient for linear fits to scientific and Grades 9-12 engineering questions and problems, using digital tools when feasible. Consider limitations of data analysis e.g., measurement error, sample selection when analyzing and interpreting data. Compare and contrast various types of data sets e.g., self-generated, archival to examine consistency of measurements and observations. Evaluate the impact of new data on a working explanation and/or model of a proposed process or system. Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success. [Excerpts from Next Generation Science Standards: For States, By States, Volume2: Appendixes, Washington, DC: The National Academies Press, , Practice 4, analyzing and interpreting data including four domains ] 365
7 basic statistical techniques of data and error analysis in Grades 6 8. In particular, use of statistics and probability mean, median, mode, and variability is specified. Moreover, limitations of data analysis are mentioned in Consider limitations of data analysis e.g., measurement error. These points differ from the science curriculums in Japan, in which only the following are described. For example, in the contents of the first field of science Familiar physical phenomena and subfield Force and pressure, it is stated that when measurement results are treated, it is important to instruct students so that they can understand that measurement values always contain errors, and that they can find regularity with considering errors. In addition, it is important to have students master the basics of treating measurement values, including treatment of errors and drawing graphs 20. Moreover, in the contents of the first field of science Motion and Energy, it is stated that, when measurement results obtained by observations and experiments are treated, it is important to instruct students so that they can understand that measurement values always contain errors, and to instruct them by using tables and graphs so that students can find regularity with considering errors 21. Further, to express bar graphs, pictographs, and pie charts, the use of computers is stipulated from Grades 3 5, as observed in Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation in Grades 3 5. It is inferred that this is related to the introduction of the domain engineering, technology, and applications of science, which is explained later. In Grades 6 8, seek to improve precision and accuracy of data shows that data precision and accuracy are required. For interpreting data, Grades 3 5 provide a clear description of quantitative data analysis. In addition, as described in Grades 3 5; Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings ; comparisons of similarities and differences are emphasized for data interpretation. Further, Represent data in tables and/or various graphical displays bar graphs, pictographs and/or pie charts to reveal patterns that indicate relationships in Grades 3 5 and Use graphical displays e.g., maps, charts, graphs, and/or tables of large data sets to identify temporal and spatial relationships in Grades 6 8, clearly state that students use graphic displays maps, charts, graphs, and/or tables to interpret data. Thus, the analysis and interpretation of data are related, and there is stepwise development in the abilities of analyzing and interpreting data. Therefore, we focus on Science and Engineering Practices of two domains of NGSS: physical sciences and engineering, technology, and applications of science, which are deeply related to physics domains. Note that physical 366
8 Data Analysis and Interpretation in Physical Sciences of Next Generation Science Standards sciences contains chemistry domains. 4 Analyzing and interpreting data in Science and Engineering Practices in physical sciences and engineering, technology, and applications of science Table 2 Data analysis and interpretation for each grade in Science and Engineering Practices in physical sciences Grade K Description contents Analyzing data in K 2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Analyze data from tests of an object or tool to determine if it works as intended. Motion and Stability: Forces and Interactions No description Analyzing data in K 2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Analyze data from tests of an object or tool to determine if it works as intended. Matter and Its Interactions No description No description No description Analyzing data in 6 8 builds on K 5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze and interpret data to determine similarities and differences in findings. Matter and Its Interactions Middle School Analyzing data in 6 8 builds on K 5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Construct and interpret graphical displays of data to identify linear and nonlinear relationships. Energy Analyzing data in 9 12 builds on K 8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models High to generate and analyze data. School Analyze data using tools, technologies, and/or models e.g., computational, mathematical in order to make valid and reliable scientific claims or determine an optimal design solution. Motion and Stability: Forces and Interactions [Excerpts from Next Generation Science Standards: For States, By States, Volume1: The Standards-Arranged by Disciplinary Core Ideas and by Topics, Washington, DC: The National Academies Press, , 16, 57, 62, 95. The brackets show the contents of each domain.] 367
9 In K-5, that is, middle and high school physical sciences, analyzing and interpreting data is listed as one of the activities expected for students. Table 2 lists the content descriptions of data analysis and interpretation for each grade in Science and Engineering Practices in physical sciences. In Science and Engineering Practices in physical sciences, the contents that concretely describe data analysis and interpretation expected of students are only found as Motion and Stability: Forces and Interactions in Grade K and high school, Matter and Its Interactions in Grade 2, and Matter and Its Interactions, Energy in middle school. Other grade groups do not comprise any descriptions. However, each grade group describes learning achievements for analyzing and interpreting data expected of students, as shown in Table 1. Therefore, we can infer that it does not mean that data analysis and interpretation are not expected for those students. Table 3 shows the content descriptions of data analysis and interpretation for each grade in Science and Engineering Practices in engineering, technology, and applications of science. Table 3 Data analysis and interpretation for each grade in Science and Engineering Practices in engineering, technology, and applications of science Grade Description contents Analyzing data in K 2 builds on prior experiences and progresses to collecting, recording, K-2 and sharing observations. Analyze data from tests of an object or tool to determine if it works as intended. Engineering Design 3-5 No description Analyzing data in 6 8 builds on K 5 experiences and progresses to extending quantitative Middle School analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze and interpret data to determine similarities and differences in findings. Engineering Design High School No description [Excerpts from Next Generation Science Standards: For States, By States, Volume1: The Standards-Arranged by Disciplinary Core Ideas and by Topics, Washington, DC: The National Academies Press, , 86. The brackets show the contents of each domain.] 368
10 Data Analysis and Interpretation in Physical Sciences of Next Generation Science Standards In Science and Engineering Practices in engineering, technology, and applications of science, the contents that concretely describe data analysis and interpretation expected of students are only found as Engineering Design in K-2 grade groups and middle school, and are not described in other grade groups. However, each grade group describes the learning achievements of analyzing and interpreting data expected for students, as shown in Table 1. Therefore, similar to Science and Engineering Practices in physical sciences, we can infer that the aforementioned does not indicate that data analysis and interpretation are not expected for those students. Furthermore, the contents of data analysis and interpretation in Table 2 clearly state that Analyze data using tools, technologies, and/or models e.g., computational, mathematical in order to make valid and reliable scientific claims or determine an optimal design solution, and in Table 3, the contents of domains such as Engineering Design are shown. 5 Relationship between CCSS and data analysis and interpretation The relationship between CCSS and Science and Engineering Practices is clearly described in Grades Table 4 lists these relationships to understand viewpoints for analyzing and interpreting data, in particular to focus on data analysis and interpretation in CCSS and Science and Engineering Practices23. Table 4 Relationship between CCSS and Science and Engineering Practices regarding data analysis and interpretation Supporting CCSS Literacy Anchor Standards and Relevant C o n n e c t i o n t o S c i e n c e a n d Portions of the Corresponding Standards for Science and Engineering Practice Technical Subjects CCR Reading Anchor #7: Integrate and evaluate content Scientists and engineers present presented in diverse formats and media, including visually and data in a myriad of visual formats in order to reveal meaningful patterns quantitatively, as well as in words. RST.6-8.7: Integrate quantitative or technical information and trends. Reading Standard 7 expressed in words in a text with a version of that speaks directly to the importance information expressed visually (e.g., in a flowchart, diagram, of understanding and presenting information that has been gathered model, graph, or table). RST : Translate quantitative or technical information in various formats to reveal patterns expressed in words in a text into visual form (e.g., a table and relationships and allow for or chart) and translate information expressed visually or deeper explanations and analyses. mathematically (e.g., in an equation) into words. RST :...evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. 369
11 CCR Reading Anchor #9: Analyze how two or more texts S c i e n t i s t s a n d e n g i n e e r s u s e address similar themes or topics in order to build knowledge or technology to allow them to draw on multiple sources of information to compare the approaches the authors take. RST.6-8.9: Compare and contrast the information gained in order to create data sets. Reading from experiments, simulations, video, or multimedia sources Standard 9 identifies the importance with that gained from reading a text on the same topic. of analyzing multiple sources in RST : Compare and contrast findings presented in order to inform design decisions and a text to those from other sources (including their own create a coherent understanding of a experiments), noting when the findings support or contradict process or concept. previous explanations or accounts. RST : Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CCR Speaking and Listening #2: Integrate and evaluate Central to the practice of scientists information presented in diverse media and formats, including and engineers is integrating data drawn from multiple sources in visually, quantitatively, and orally. SL.8.2: Analyze the purpose of information presented in order to create a cohesive vision diverse media and formats (e.g., visually, quantitatively, of what the data means. Speaking and Listening Standard 2 addresses orally)... SL : Integrate multiple sources of information the importance of such synthesizing presented in diverse media or formats (e.g., visually, activities to building knowledge and quantitatively, orally) evaluating the credibility and accuracy defining and clarifying problems. This includes evaluating the of each source. SL :...evaluating the credibility and accuracy of each credibility and accuracy of data and source and noting any discrepancies among the data. identifying possible sources of error. CCR Speaking and Listening #5: Make strategic use of digital Presenting data for the purposes media and visual displays of data to express information and of cross- comparison is essential for identifying the best design solution enhance understanding of presentations. SL.8.5: Integrate multimedia and visual displays into or scientific explanation. Speaking presentations to clarify information, strengthen claims and and Listening Standard 5 stresses the importance of visual displays of evidence... SL : Make strategic use of digital media (e.g., data within presentations in order textual, graphical, audio, visual, and interactive elements) to enhance understanding of the in presentations to enhance understanding of findings, relevance of the evidence. That way others can make critical decisions reasoning, and evidence... regarding what is being claimed based on the data. [Excerpts from Next Generation Science Standards: For States, By States, Volume2: Appendixes, Washington, DC: The National Academies Press, ] For example, in Table 4, Reading Anchor #9 as a viewpoint to interpret data, in which it is written, Compare and contrast the information gained from experiments, 370
12 Data Analysis and Interpretation in Physical Sciences of Next Generation Science Standards simulations, video, or multimedia sources with that gained from reading a text on the same topic, clearly emphasizes comparison and contrast. In other words, data analysis and interpretation are performed visually, and are considered processes of practice in which knowledge is created using charts, models, graphs, and tables, which show quantitative relationships, and by comparing and contrasting data obtained through experiments and information from multimedia. In addition, in Speaking and Listening anchors, data analysis and interpretation are comprehensively judged according to claims and evidence on the credibility and accuracy. On the other hand, data analysis and interpretation are concretely described using expressions such as integration, evaluation, and translation. Thus, in CCSS, data analysis and interpretation are considered from viewpoints of comparison and contrast ; comprehensive judgment based on claims and evidence with the credibility and accuracy ; and integration, evaluation, and translation. 6 Conclusion In this study, we focused on NGSS, which clearly describes viewpoints on analyzing and interpreting data, and clarified viewpoints on stepwise development of abilities for analyzing and interpreting data in Grades K-12 from kindergarten to high school. The following points have been identified: data analysis and interpretation are treated as basic skills because they are described in Grades K-2 and are supposed to be developed in a stepwise manner ; data analysis and interpretation are associated with each other and are developed in a stepwise manner ; and data analysis and interpretation are concretely written by replacing the terms with expressions such as integration, evaluation, and translation. In conclusion, although the development of abilities for interpreting data is not highlighted in the study courses for kindergarten, elementary schools, junior high schools, and high schools in Japan, the explanation of the aforementioned viewpoints and development of the abilities for analyzing and interpreting data in a stepwise manner will be necessary in Japan. 371
13 References, and Notes 1 Ministry of Education, Culture, Sports, Science and Technology: Courses of Study for Elementary Schools, Ministry of Education, Culture, Sports, Science and Technology: Courses of Study for Junior High Schools, Higashiyama Shobo, Ministry of Education, Culture, Sports, Science and Technology: Courses of Study for High Schools, Higashiyama Shobo, Ministry of Education, Culture, Sports, Science and Technology: Commentary to the Courses of Study for Junior High Schools: Science, Dainippon Tosho, Ministry of Education, Culture, Sports, Science and Technology: Commentary to the Courses of Study for High Schools: Science, Science and Mathematics, Dainippon Tosho, Ministry of Education, Culture, Sports, Science and Technology: Courses of Study for Junior High Schools, Higashiyama Shobo, Ministry of Education, Culture, Sports, Science and Technology: Courses of Study for High Schools, Higashiyama Shobo, In Courses of Study for Elementary Schools: Science ; Commentary to the Courses of Study for Junior High Schools: Science ; and Commentary to the Courses of Study for High Schools: Science, Science and Mathematics, no viewpoints are described about stepwise development of the abilities for data analysis and interpretation. 9 Analyzing and interpreting data describes analysis and interpretation of data that have qualitative and quantitative aspects. In contrast, analysis and interpretation is an expression used in the Courses of Study for junior high schools and high schools for science, which includes analyzing and interpreting data that do not have qualitative and quantitative aspects. 10 MIYAMOTO Naoki The Skill to Understand Data of Physics Unit in a Textbook on Science for American Elementary Schools, Journal of the Physics Education Society of Japan, 61 4, Next Generation Science Standards: For States, By States, Volume1: The Standards-Arranged by Disciplinary Core Ideas and by Topics, Volume2: Appendixes, Washington, DC: The National Academies Press, Namio Nagasu eds. : National Science Education Standards, Azusa Syuppan, 2001, National Research Council: A Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core Ideas, The National Academies Press, Next Generation Science Standards: op. cit. 11, Volume2,
14 Data Analysis and Interpretation in Physical Sciences of Next Generation Science Standards 15 Grades and groups of grades in NGSS, which are expressed as K-12, for example, correspond to grades from kindergarten to high school in Japan. 16 Next Generation Science Standards: op. cit.11, Volume2, Ibid. 18 Ibid. 19 Next Generation Science Standards: op. cit. 11, Volume2, Ministry of Education, Culture, Sports, Science and Technology: Courses of Study for Junior High Schools, Higashiyama Shobo, Ibid., Next Generation Science Standards: op. cit. 11, Volume2, Ibid.,
15 Next Generation Science Standards の Physical Science におけるデータ分析 解釈 文学部教育学科講師 宮本 直樹 本研究では データ分析 解釈に関する指導の視点が明確に示されている米国のNext Generation Science Standardsを中心に 幼稚園から高等学校までのデータ分析 解釈する 能力育成の視点を明らかにした その結果 以下に示すことが主に明らかとなった 1 データ分析 解釈は K-2学年に記述されていることから 基礎的スキルとしての扱い があり 段階的に育成するようになっている 2 データ分析とデータ解釈を関連させ 段階的にデータ分析 解釈を育成している 3 統合 評価 変換 といった表現に置き換えて データ分析 解釈を明示している 374
Japanese Language Course 2017/18
Japanese Language Course 2017/18 The Faculty of Philosophy, University of Sarajevo is pleased to announce that a Japanese language course, taught by a native Japanese speaker, will be offered to the citizens
More informationTeaching intellectual property (IP) English creatively
JALT2010 Conference Proceedings 619 Teaching intellectual property (IP) English creatively Kevin Knight Kanda University of International Studies Reference data: Knight, K. (2011). Teaching intellectual
More informationChallenging Assumptions
JALT2007 Challenging Assumptions Looking In, Looking Out Learner voices: Reflections on secondary education Joseph Falout Nihon University Tim Murphey Kanda University of International Studies James Elwood
More informationWhat is the status of task repetition in English oral communication
32 The Language Teacher FEATURE ARTICLE A case for iterative practice: Learner voices Harumi Kimura Miyagi Gakuin Women s University What is the status of task repetition in English oral communication
More informationThe Interplay of Text Cohesion and L2 Reading Proficiency in Different Levels of Text Comprehension Among EFL Readers
The Interplay of Text Cohesion and L2 Reading Proficiency in Different Levels of Text Comprehension Among EFL Readers Masaya HOSODA Graduate School, University of Tsukuba / The Japan Society for the Promotion
More informationFluency is a largely ignored area of study in the years leading up to university entrance
JALT2009 Conference Proceedings 662 Timed reading: Increasing reading speed and fluency Reference data: Atkins, A. (2010) Timed reading: Increasing reading speed and fluency. In A. M. Stoke (Ed.), JALT2009
More informationJAPELAS: Supporting Japanese Polite Expressions Learning Using PDA(s) Towards Ubiquitous Learning
Original paper JAPELAS: Supporting Japanese Polite Expressions Learning Using PDA(s) Towards Ubiquitous Learning Chengjiu Yin, Hiroaki Ogata, Yoneo Yano, Yasuko Oishi Summary It is very difficult for overseas
More information<September 2017 and April 2018 Admission>
Waseda University Graduate School of Environment and Energy Engineering Special Admission Guide for International Students Master s and Doctoral Programs for Applicants from Overseas Partner Universities
More informationEmphasizing Informality: Usage of tte Form on Japanese Conversation Sentences
DOI:10.217716/ub.icon_laterals.2016.001.1.42 Emphasizing Informality: Usage of tte Form on Japanese Conversation Sentences Risma Rismelati Universitas Padjadjaran Jatinangor, Faculty of Humanities Sumedang,
More informationArizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationMy Japanese Coach: Lesson I, Basic Words
My Japanese Coach: Lesson I, Basic Words Lesson One: Basic Words Hi! I m Haruka! It s nice to meet you. I m here to teach you Japanese. So let s get right into it! Here is a list of words in Japanese.
More informationThis Performance Standards include four major components. They are
Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
More informationRendezvous with Comet Halley Next Generation of Science Standards
Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationCJS was honored to have Izukura share his innovative techniques with the larger UHM community, where he showcased indoor and outdoor
ʻ As the biggest program of the academic year, the Center for Japanese Studies hosted Mr. Akihiko Izukura, an internationally renown textile artist from Kyoto, Japan. From January 15 to February 15, Izukura
More information3 Character-based KJ Translation
NICT at WAT 2015 Chenchen Ding, Masao Utiyama, Eiichiro Sumita Multilingual Translation Laboratory National Institute of Information and Communications Technology 3-5 Hikaridai, Seikacho, Sorakugun, Kyoto,
More informationProbability and Statistics Curriculum Pacing Guide
Unit 1 Terms PS.SPMJ.3 PS.SPMJ.5 Plan and conduct a survey to answer a statistical question. Recognize how the plan addresses sampling technique, randomization, measurement of experimental error and methods
More informationStudent Name: OSIS#: DOB: / / School: Grade:
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
More informationStatewide Framework Document for:
Statewide Framework Document for: 270301 Standards may be added to this document prior to submission, but may not be removed from the framework to meet state credit equivalency requirements. Performance
More informationLivermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor
Livermore Valley Joint Unified School District DRAFT Course Title: AP Macroeconomics Grade Level(s) 11-12 Length of Course: Credit: Prerequisite: One semester or equivalent term 5 units B or better in
More informationDisciplinary Literacy in Science
Disciplinary Literacy in Science 18 th UCF Literacy Symposium 4/1/2016 Vicky Zygouris-Coe, Ph.D. UCF, CEDHP vzygouri@ucf.edu April 1, 2016 Objectives Examine the benefits of disciplinary literacy for science
More informationEGRHS Course Fair. Science & Math AP & IB Courses
EGRHS Course Fair Science & Math AP & IB Courses Science Courses: AP Physics IB Physics SL IB Physics HL AP Biology IB Biology HL AP Physics Course Description Course Description AP Physics C (Mechanics)
More informationCommon Core State Standards for English Language Arts
Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.
More informationAdding Japanese language synthesis support to the espeak system
Adding Japanese language synthesis support to the espeak system Richard Pronk 10121897 Bachelor thesis Credits: 18 EC Bachelor Opleiding Kunstmatige Intelligentie University of Amsterdam Faculty of Science
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 informationAlgebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview
Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best
More informationFrequencies of the Spatial Prepositions AT, ON and IN in Native and Non-native Corpora
Bull. Grad. School Educ. Hiroshima Univ., Part Ⅱ, No. 61, 2012, 219-228 Frequencies of the Spatial Prepositions AT, ON and IN in Native and Non-native Corpora Warren Tang (Received. October 2, 2012) Abstract:
More informationMYP Language A Course Outline Year 3
Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,
More informationEnglish Language Arts Missouri Learning Standards Grade-Level Expectations
A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition
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 informationMathematics Program Assessment Plan
Mathematics Program Assessment Plan Introduction This assessment plan is tentative and will continue to be refined as needed to best fit the requirements of the Board of Regent s and UAS Program Review
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationRadius STEM Readiness TM
Curriculum Guide Radius STEM Readiness TM While today s teens are surrounded by technology, we face a stark and imminent shortage of graduates pursuing careers in Science, Technology, Engineering, and
More informationHighlighting and Annotation Tips Foundation Lesson
English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader
More informationAchievement Level Descriptors for American Literature and Composition
Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation
More informationSTA 225: Introductory Statistics (CT)
Marshall University College of Science Mathematics Department STA 225: Introductory Statistics (CT) Course catalog description A critical thinking course in applied statistical reasoning covering basic
More informationPearson Longman Keystone Book D 2013
A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationPearson Longman Keystone Book F 2013
A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationFIGURE IT OUT! MIDDLE SCHOOL TASKS. Texas Performance Standards Project
FIGURE IT OUT! MIDDLE SCHOOL TASKS π 3 cot(πx) a + b = c sinθ MATHEMATICS 8 GRADE 8 This guide links the Figure It Out! unit to the Texas Essential Knowledge and Skills (TEKS) for eighth graders. Figure
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationImplementing the English Language Arts Common Core State Standards
1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationSURVIVING ON MARS WITH GEOGEBRA
SURVIVING ON MARS WITH GEOGEBRA Lindsey States and Jenna Odom Miami University, OH Abstract: In this paper, the authors describe an interdisciplinary lesson focused on determining how long an astronaut
More informationTHE PERCEPTIONS OF THE JAPANESE IMPERFECTIVE ASPECT MARKER TEIRU AMONG NATIVE SPEAKERS AND L2 LEARNERS OF JAPANESE
THE PERCEPTIONS OF THE JAPANESE IMPERFECTIVE ASPECT MARKER TEIRU AMONG NATIVE SPEAKERS AND L2 LEARNERS OF JAPANESE by YOSHIYUKI HARA A THESIS Presented to the Department of East Asian Languages and Literatures
More informationCalifornia Department of Education English Language Development Standards for Grade 8
Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language
More informationTeaching Literacy Through Videos
Teaching Literacy Through Videos Elizabeth Stavis Reading Intervention Specialist RR Teacher Santa Clara Unified Jenny Maehara Elementary Literacy Specialist RR Teacher Santa Clara Unified February 9,
More informationMathematics subject curriculum
Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June
More informationHow to Read the Next Generation Science Standards (NGSS)
How to Read the Next Generation Science Standards (NGSS) The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 1) Performance. Prior standards
More informationPrentice Hall Literature Common Core Edition Grade 10, 2012
A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates
More informationDegree Qualification Profiles Intellectual Skills
Degree Qualification Profiles Intellectual Skills Intellectual Skills: These are cross-cutting skills that should transcend disciplinary boundaries. Students need all of these Intellectual Skills to acquire
More informationMissouri Mathematics Grade-Level Expectations
A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the
More informationEdexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE
Edexcel GCSE Statistics 1389 Paper 1H June 2007 Mark Scheme Edexcel GCSE Statistics 1389 NOTES ON MARKING PRINCIPLES 1 Types of mark M marks: method marks A marks: accuracy marks B marks: unconditional
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
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 informationAdd -reru to the negative base, that is to the "-a" syllable of any Godan Verb. e.g. becomes becomes
The "Passive." Formation i) Ichidan Verbs: Add -rareru to the negative base, e.g. remove from, add inflection to thus, ii. Godan Verbs: Add -reru to the negative base, that is to the "-a" syllable of any
More informationTimeline. Recommendations
Introduction Advanced Placement Course Credit Alignment Recommendations In 2007, the State of Ohio Legislature passed legislation mandating the Board of Regents to recommend and the Chancellor to adopt
More informationCAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011
CAAP Content Analysis Report Institution Code: 911 Institution Type: 4-Year Normative Group: 4-year Colleges Introduction This report provides information intended to help postsecondary institutions better
More information1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists
Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons
More informationIntegrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes
Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Linda Taylor, CASAS ltaylor@casas.or Susana van Bezooijen, CASAS svanb@casas.org CASAS and
More informationA Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy
A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the
More informationDeveloping an Assessment Plan to Learn About Student Learning
Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that
More informationand secondary sources, attending to such features as the date and origin of the information.
RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.1. Cite specific textual evidence
More informationPractical Research. Planning and Design. Paul D. Leedy. Jeanne Ellis Ormrod. Upper Saddle River, New Jersey Columbus, Ohio
SUB Gfittingen 213 789 981 2001 B 865 Practical Research Planning and Design Paul D. Leedy The American University, Emeritus Jeanne Ellis Ormrod University of New Hampshire Upper Saddle River, New Jersey
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 information5.1 Sound & Light Unit Overview
5.1 Sound & Light Unit Overview Enduring Understanding: Sound and light are forms of energy that travel and interact with objects in various ways. Essential Question: How is sound energy transmitted, absorbed,
More informationGreeley/Evans School District 6
Content Area English Language Arts Grade Level 6 Course Name/Course Code English 6 Purpose Priority Standards Reading Literature (RL) Reading Informational (RI) Language (L) Writing (W) Common Core State
More informationDublin City Schools Broadcast Video I Graded Course of Study GRADES 9-12
Philosophy The Broadcast and Video Production Satellite Program in the Dublin City School District is dedicated to developing students media production skills in an atmosphere that includes stateof-the-art
More informationCal s Dinner Card Deals
Cal s Dinner Card Deals Overview: In this lesson students compare three linear functions in the context of Dinner Card Deals. Students are required to interpret a graph for each Dinner Card Deal to help
More informationWriting for the AP U.S. History Exam
Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing
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 informationTeaching NGSS in Elementary School Third Grade
LIVE INTERACTIVE LEARNING @ YOUR DESKTOP Teaching NGSS in Elementary School Third Grade Presented by: Ted Willard, Carla Zembal-Saul, Mary Starr, and Kathy Renfrew December 17, 2014 6:30 p.m. ET / 5:30
More informationUnit: Human Impact Differentiated (Tiered) Task How Does Human Activity Impact Soil Erosion?
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More informationAGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic
More informationThe Research of Views on Video Instruction in Learning English
The Research of Views on Video Instruction in Learning English 組員 : 湯宜庭 郭姿君 羅湘婷 指導老師 : 王貴梅老師 Abstract Nowadays, English has become a global language. However, divergent views on ways of learning English
More informationlearning collegiate assessment]
[ collegiate learning assessment] INSTITUTIONAL REPORT 2005 2006 Kalamazoo College council for aid to education 215 lexington avenue floor 21 new york new york 10016-6023 p 212.217.0700 f 212.661.9766
More informationTeaching a Laboratory Section
Chapter 3 Teaching a Laboratory Section Page I. Cooperative Problem Solving Labs in Operation 57 II. Grading the Labs 75 III. Overview of Teaching a Lab Session 79 IV. Outline for Teaching a Lab Session
More informationMaster s Programme in European Studies
Programme syllabus for the Master s Programme in European Studies 120 higher education credits Second Cycle Confirmed by the Faculty Board of Social Sciences 2015-03-09 2 1. Degree Programme title and
More informationDocument number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering
Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering
More informationThe lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.
Name: Partner(s): Lab #1 The Scientific Method Due 6/25 Objective The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.
More informationDublin City Schools Mathematics Graded Course of Study GRADE 4
I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported
More informationInquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving
Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Minha R. Ha York University minhareo@yorku.ca Shinya Nagasaki McMaster University nagasas@mcmaster.ca Justin Riddoch
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 informationMOTION PICTURE ANALYSIS FIRST READING (VIEWING)
MOTION PICTURE ANALYSIS FIRST READING (VIEWING) Look at the motion picture: Describe the character, scene, setting, or element that had the biggest effect on you. Describe how your answer above made you
More informationOakland Schools Response to Critics of the Common Core Standards for English Language Arts and Literacy Are These High Quality Standards?
If we want uncommon learning for our children in a time of common standards, we must be willing to lower the voices of discontent that threaten to overpower a teaching force who is learning a precise,
More informationUMAP Exchange Program and UMAP Credit Transfer Scheme (UCTS) Users Guide
UMAP Exchange Program and UMAP Credit Transfer Scheme (UCTS) Users Guide CONTENTS INTRODUCTION 1 a. Why is a Common Educational Framework, UCTS, in Asia Needed? 1 b.who will benefit from UCTS and what
More informationThe Introduction of listening support into our English classroom - listening comprehension enhancement
The Introduction of listening support into our English classroom - listening comprehension enhancement Shih Yongting I. Introduction Listening is the most frequent communicative tasks in our daily life.
More informationFears and Phobias Unit Plan
Fears and Phobias Unit Plan A. What will students produce? Students will ultimately write an argumentative essay in which they analyze the pros and cons of fear. They will use evidence from several texts
More informationUNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE
UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE 2011-2012 CONTENTS Page INTRODUCTION 3 A. BRIEF PRESENTATION OF THE MASTER S PROGRAMME 3 A.1. OVERVIEW
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 informationMajor Milestones, Team Activities, and Individual Deliverables
Major Milestones, Team Activities, and Individual Deliverables Milestone #1: Team Semester Proposal Your team should write a proposal that describes project objectives, existing relevant technology, engineering
More informationNCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards
NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards Ricki Sabia, JD NCSC Parent Training and Technical Assistance Specialist ricki.sabia@uky.edu Background Alternate
More informationTechnical Manual Supplement
VERSION 1.0 Technical Manual Supplement The ACT Contents Preface....................................................................... iii Introduction....................................................................
More informationContent Language Objectives (CLOs) August 2012, H. Butts & G. De Anda
Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of
More informationMaximizing Learning Through Course Alignment and Experience with Different Types of Knowledge
Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February
More informationCDE: 1st Grade Reading, Writing, and Communicating Page 2 of 27
Revised: December 2010 Colorado Academic Standards in Reading, Writing, and Communicating and The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and
More informationSTEP 1: DESIRED RESULTS
GRADE 11, UNIT #1 AUTHORS: N. Battista, R. Gold, V. Larsen, M. Vacchio Revised by: S. Chan, M. Contino, P. Liebowitz, G. Milos, C. Vittiglio A.Whitney, P. Duffy, G. Changa, P. Liebowitz, H. Chan, S. Brosnihan,
More informationHonors Mathematics. Introduction and Definition of Honors Mathematics
Honors Mathematics Introduction and Definition of Honors Mathematics Honors Mathematics courses are intended to be more challenging than standard courses and provide multiple opportunities for students
More informationUniversity of Groningen. Systemen, planning, netwerken Bosman, Aart
University of Groningen Systemen, planning, netwerken Bosman, Aart IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document
More informationVision for Science Education A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas
Vision for Science Education A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Scientific Practices Developed by The Council of State Science Supervisors Presentation
More information國立臺灣師範大學 國語教學中心. Mandarin Training Center National Taiwan Normal University 2016~2017 BULLETIN. Since 1956
國立臺灣師範大學 Since 956 國語教學中心 Mandarin Training Center National Taiwan Normal University 06~07 BULLETIN CONTENTS Introduction 0 Class Levels &Teaching Materials 0 Program Dates & Fees 04 Admission & Application
More information