This document provides information about an optional orientation webinar for the course LIST 5373. The webinar will take place on June 8, 2015 from 8:00-8:45 PM CST. Students have the option to either attend the live webinar or view the recording. The document provides instructions on how to enter the webinar from a desktop or mobile device. It also provides the technical support number in case students have issues entering the webinar or viewing recordings. The webinar will review course objectives, assignments, and Blackboard. It will allow students to participate and ask questions in real-time.
This document provides an overview and agenda for an introductory training on teaching web classes using an LMS (Learning Management System) and Adobe Connect. It introduces the key technologies and tools, including how to use the various pods in Adobe Connect for sharing content, polling students, taking notes, and using breakout rooms. Tips are provided on troubleshooting issues, using the technologies, and best practices for engaging students online. Additional training is available upon request.
This document provides information about an Oral and Interpersonal Communication course. It outlines the course's focus on developing speaking, listening, and communication skills through presentations and group activities. It introduces the instructor, Tara Ptasnik, and describes assignments, grading, resources for students, and expectations for success in the course. Students will analyze communication situations, apply listening and conflict resolution skills, and give presentations on topics like the job search and communicating in different cultures. The course aims to prepare students to communicate effectively in professional contexts.
Optional Professional Development Handout Tutorial Peggy Semingson
This document provides guidance and resources for creating an optional professional development handout on an elementary literacy topic. It includes starter topic ideas, recommended literacy journals, tips for finding peer-reviewed research articles, and templates for the handout structure. Sample sections are outlined, such as 10 teacher tips drawn from research articles. Formatting and image use guidelines are also covered. The goal is to help educators translate research into practical classroom strategies through an evidence-based handout.
This document provides an overview and syllabus for an Oral and Interpersonal Communication course. It outlines the course objectives, which focus on developing speaking, listening, and nonverbal communication skills through individual presentations and group activities. The document details the responsibilities and expectations for students, including completing assignments on time and with academic integrity. It also provides contact information for the instructor and describes various resources available to help students succeed, such as the Writing Center, Computer Help Desk, and Disability Resource Services.
GRAD 5124: English Language & Literature Research Skills SyllabusRebecca Kate Miller
This document provides information about an online graduate course called GRAD 5124 English Language and Literature Research Skills taught in the fall of 2011. The course is intended to guide students in learning research strategies and tools for literary research. It will be conducted entirely online through the Scholar platform. There are no required textbooks, and readings will be provided online. The course objectives are for students to learn about the structure of literary information, identify and use research tools, create effective search strategies, evaluate information sources, and recognize technical and ethical issues in research. Students will complete weekly assignments and participate in a class blog to earn their grade on a pass/fail basis.
1) The document provides instructions for a communication inventory assignment which requires students to complete a self-assessment of their communication skills by examining their language, listening, and nonverbal communication abilities.
2) Students are asked to keep a journal of their communication experiences and interview 2-5 people who can provide feedback on their communication strengths and weaknesses.
3) The final communication inventory paper should be 3 pages long and address the student's communication strengths, areas for improvement, and skills they want to focus on developing. It should include an introduction, body paragraphs using concepts from class and interviews, and edited prose.
EFL Writing for Digital Natives: Reimagining instruction for new realities.B L
Action research was carried out to study the effects of providing opportunities for EFL digital native
students to reflect about their writing by means of scaffolded Web 2.0 activities in a wiki. Online
tools, materials, activities and student text samples will be presented. Results and
pedagogical implications will be discussed.
1) The document outlines a plan to address writing skills issues through the use of technology in a Bangladeshi English Language Teaching (ELT) course.
2) The plan identifies weak academic writing skills, such as poor paragraph structure, as an issue and proposes using Padlet and Nicenet to provide exercises and feedback opportunities to help students improve their paragraph writing.
3) Exercises and assessments will be provided through Padlet, students will write paragraphs and provide peer feedback through Nicenet, and progress will be measured by comparing paragraphs written at the start and end of the course housed in an online portfolio.
Here are a few key points from the discussion:
- Phonics instruction is an important part of reading instruction but should be balanced with other approaches like whole language. An integrated approach is best.
- Phonics is especially important for beginning readers as it helps them decode words. However, phonics alone is not sufficient for reading comprehension.
- The role and emphasis of phonics instruction may vary depending on the age and needs of the students. A differentiated approach works best.
- Both explicit and implicit phonics instruction have value. Explicit instruction is good for teaching letter-sound relationships while implicit instruction allows students to discover patterns on their own.
- Debate continues on "when" and "how much"
This document is the syllabus for an online course on creating electronic portfolios. The course is 1 credit and will be taught fully online over 5 weeks in Fall 2017. Students will learn to utilize various software and platforms to create and present digital portfolios, importing artifacts in appropriate formats. They will complete weekly forum discussions, assignments building portfolio skills, and a final project. Assessment is based on participation, assignments, and the final project. The syllabus outlines course objectives, format, requirements, policies, and a weekly schedule of topics and due dates.
This document is the online syllabus for ENGL 317: Technical Writing. It outlines the course objectives, projects, policies, and instructor contact information. The course aims to help students communicate technical information to various audiences through different media. It consists of 5 projects of increasing complexity, from analyzing writing style to conducting usability tests. Students will learn to translate technical concepts, apply visual design principles, and produce professional documents. The syllabus provides guidelines for submitting work and policies around deadlines, plagiarism, and requesting feedback.
The document discusses using media as levers to optimize CALL (computer-assisted language learning) tasks. It proposes developing a pattern language for describing CALL task design that incorporates media leverage. Examples are provided of how incorporating audio files or varying task sequences can increase learner motivation by foregrounding different cognitive processes. The goal is to design tasks that place learners in an executive role using media levers below their conscious awareness to optimize involvement.
English 317 Technical Writing Summer 2020 Online Kirchmeiercoop3674
This document is the online syllabus for ENGL 317: Technical Writing. It outlines the course objectives, projects, policies, and instructor contact information. The course aims to help students communicate technical information to various audiences through different media formats. It consists of 5 projects of increasing complexity, from analyzing writing styles to usability testing. Projects involve both written and multimedia deliverables such as podcasts, slidecasts, and screencasts. The syllabus provides guidelines for submitting work and policies around deadlines, plagiarism, disabilities, and contacting the instructor.
The document provides information on various assistive technologies for high school students including Kurzweil 3000 and WordQ for reading and writing support, Dragon Naturally Speaking for dictation, and resources from the Alternative Education Resources for Ontario (AERO) library for audiobooks and textbooks. Details are given on the features and effectiveness of each tool as well as links for further information.
Using Asynchronous Tools Cengage Phoenix 3 10Drexel
The document discusses using asynchronous tools like message boards, blogs and wikis in writing classrooms. It outlines the pedagogical advantages of these tools, including allowing more time for students to think and write, facilitating written dialogue, and developing student authority. The document also provides examples of how to structure asynchronous discussions, with prompts and different types of discussion threads. It discusses evaluating student writing in these online environments without adding significant grading burdens.
This document outlines best practices for effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are provided. Effective online learning incorporates various styles, balanced assessments, and universal design principles.
The document provides instructions for students to observe a classroom lesson, research online resources that could support teaching that topic, evaluate 5 relevant websites and interactive programs, and reflect on how technology could enhance their teaching skills and the lesson they observed. Students are asked to fill out templates to document the class observation, electronic resources found, and their reflections on using technology in education.
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
Babst Calland Bulletin on Proposed PHMSA Change in Pipeline Regulations for N...Marcellus Drilling News
A Pipeline Safety Alert bulletin from law firm Babst Calland outlining the proposed changes and impacts from new regulations proposed by the U.S. Department of Transportation’s Pipeline and Hazardous Materials Safety Administration (PHMSA). The new rules would regulate local gathering pipelines which have not previously been regulated by the federal government. It is a breathtaking federal government power grab by the overbearing Obama Administration.
El documento enumera diferentes temas relacionados con la vida, la tecnología y las emociones. La vida incluye vivir, crear, amar y salud, mientras que la tecnología lista varios dispositivos como iPads, iPods, PSPs, MP3s, DVDs, tabletas, robots y cámaras. Las emociones discutidas son dinero, enfermedad, trabajo, felicidad, familia y tristeza.
The document summarizes a presentation about how Macy's uses Heroku and full stack JavaScript to architect a highly scalable ecommerce mobile web experience. It discusses how Macy's uses APIs to fuel innovation, the technical background of their mobile web development, and how Heroku helped improve performance and scalability. Key points included how the technology stack improved average page load times by 52% and average on-load times by 90%, how Heroku allows for easy deployment, scaling, configuration and use of add-ons. Over 200 apps have been deployed to drive further innovation at Macy's.
The Tanzimat era in the Ottoman Empire lasted from 1839 to 1871 and marked a period of major political and administrative reforms. The reforms were a response to the empire's deepening crisis in the early 19th century due to internal contradictions and European powers seeking to increase their influence in the Balkans. Key reforms during this period included establishing a more centralized administrative system modeled after France, military reforms, reorganizing the bureaucracy and provincial administration, implementing secular laws and education, and increasing economic integration. The Crimean War from 1853 to 1856 further highlighted the need for reforms as it resulted in restrictions on Russian influence in the Balkans. Sultan Abdulhamid II later came to power from 1876 to 1909 and tried to preserve
El Buen Trato en las relaciones, y particularmente con niños y niñas pequeños (as), no es sólo la ausencia de situaciones de maltrato. Es una buena señal que estos hechos no ocurran, sin embargo, hablar de Buen Trato, invita a una reflexión mucho más profunda respecto a cómo los adultos nos relacionamos con ellos/as cotidianamente en nuestras familias, y fuera de ellas, en nuestras comunidades, e inclusive en espacios públicos.
El Buen Trato, antes que todo, es una forma particular de relación entre las personas, que se basa en un profundo sentimiento de respeto y valoración hacia la dignidad del otro (a). El Buen Trato se caracteriza por el uso de la empatía para entender y dar sentido a las necesidades de los demás, la comunicación efectiva entre las personas a fin de compartir genuinamente las necesidades, la resolución no violenta de conflictos, y un adecuado ejercicio de la jerarquía y del poder en las relaciones.
El Buen Trato se desarrolla, se aprende y es un proceso que debe iniciarse en la primera infancia. Y uno de los caminos claves para que los adultos cuidadores puedan desarrollar comportamientos de buen trato es el adecuado ejercicio de la autoridad en la crianza de niños y niñas.
Es importante saber que es posible ejercer un estilo de disciplina basado en el uso de normas y límites que ayude a niños y niñas a vivir en sociedad y, al mismo tiempo, respete su integridad psicológica y emocional. Es necesario comprender por fin, que para educar no se requiere un uso desmedido de la autoridad, sino un adecuado equilibrio entre la firmeza para poder normar, y sobre todo el cariño de los padres, madres y/o adultos para educar y criar desde el amor y el respeto.
How to test with children (Polish IA Summit 2012)WITFLOW
How to test with children - based on a few catastrophes and many (sweet) monsters - our team shared their experience in testing usability and playability with kids 3-12 years old for numerous projects (speach at Polish IA Summit 2012)
Benefícios do ISO na Gestão de Escritórios de Advocaciaguest22b26
O documento discute as vantagens da aplicação da norma ISO 9001 para a gestão da qualidade nos processos de escritórios de advocacia. Ele explica como a ISO 9001 pode melhorar o controle interno dos processos, auditorias e reuniões de análise crítica, além de promover uma gestão participativa através do engajamento de todos os envolvidos. A norma também ajuda a satisfazer os clientes e melhorar continuamente os serviços por meio do ciclo PDCA de planejamento, execução, verificação e ação.
La pandemia de COVID-19 ha tenido un impacto significativo en la economía mundial y las vidas de las personas. Muchos países han impuesto medidas de confinamiento que han cerrado negocios y escuelas. Aunque estas medidas han ayudado a reducir la propagación del virus, también han causado un aumento en el desempleo y problemas económicos. Se espera que la recuperación económica lleve tiempo a medida que los países reabran gradualmente y las personas se sientan seguras para volver a trabajar y gastar.
This document discusses continents and countries around the world. It provides information on the 7 commonly recognized continents: Africa, Antarctica, Asia, Australia, Europe, North America, and South America. Details are given for several countries, including their official names, nationalities, languages, currencies, and capital cities. The document outlines an educational project where students will form groups based on continents and research 3-4 countries within their assigned continent. They will prepare presentations and posters to share what they learn about the countries' cultures and histories.
Este documento ofrece recomendaciones sobre cómo aplicarse maquillaje de manera apropiada para resaltar las mejores características personales. Sugiere encontrar maquillaje del color de la piel para lucir natural, aplicar polvo ligeramente con o sin base, y usar maquillaje de ojos de la misma tonalidad de la piel. Además, recomienda poner el rubor en la parte alta de las mejillas y elegir lápiz labial que complemente la ropa.
Orientation Webinar LIST 5373 Summer 2016 May 24 6 pm, CSTPeggy Semingson
This document provides information about an optional orientation webinar for an online course. The webinar will take place on May 24, 2016 from 6:00-6:45 PM CST. Students have the option to either attend the live webinar or view the recording. The document provides instructions for accessing the webinar through a desktop, laptop, or mobile device. It also lists the objectives and agenda for the webinar, which will include reviewing assignments, discussing library databases, and interacting with peers. Contact information is provided for any technical support issues.
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
The document discusses ways to develop the use of information and communication technology (ICT) in modern foreign language teaching. It outlines 7 top tools to use with students, such as PowerPoint, Audacity and YouTube. It also discusses 7 tools for sharing good practice, including blogs, Diigo and Twitter. The document provides advice on promoting creativity in the classroom with ICT and strategies for bringing the world into the classroom using multimedia resources. The overall aim is to find ways to inspire teachers, create engaging lessons and share resources using ICT.
Here are the key aspects of perceiving and processing according to the 4-MAT system:
Perceiving:
- Sensing/Feeling: Taking in information directly through the senses and feelings
- Thinking: Thinking about and conceptualizing experiences in a more abstract, logical way
Processing:
- Reflecting: Reflecting on and integrating new information or experiences
- Acting: Taking action and applying new learning in practical, hands-on ways
The 4-MAT system proposes that all learners cycle through these four stages - sensing/feeling, thinking, reflecting, and acting - to fully learn and internalize new information. By addressing each of the four stages, instruction can be designed to engage all
The document discusses using information and communication technology (ICT) to enhance language learning and raise standards. It provides examples of tools like PowerPoint, Audacity, YouTube, and social media that can be used for lessons, developing students' skills, and sharing best practices. Barriers to using ICT like facilities, staff confidence, and time are also addressed, along with strategies for assessing ICT use and promoting creativity.
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should also ensure participants leave with immediately applicable takeaways. The document offers tips for preparing, such as framing the session around problem-centered adult learning and developing thought-provoking discussion questions. It also provides guidance on structuring the class flow and leveraging online tools to maximize participation and interaction.
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should prepare thought-provoking questions, ensure participants have distinct takeaways they can apply, and structure classes to include both content presentation and interactive discussions. A variety of tools are suggested to promote interaction, such as using the chat feature, whiteboard, and polls.
This document provides an overview of a workshop on sponsoring online learning. The workshop covers the purposes and best practices of online learning, how to develop online content that reaches different learning styles, examples of online courses, and how to build an online course using Blackboard Coursesites. It also discusses asynchronous and synchronous tools like surveys, Google Hangouts, and Adobe Connect Pro. Principles of effective online learning include clear communication, structured activities, feedback, and promoting engagement and community. The 4-MAT learning theory is presented as a cycle that addresses different learning styles through sensing, thinking, reflecting, and acting.
This document provides guidance for facilitating a workshop on writing research papers. It outlines the learning outcomes and agenda, including introducing key steps and resources to support students' research papers. The facilitator is encouraged to engage students through polls to understand their experience levels and topics. Key topics covered include understanding assignments, developing a thesis statement, designing a research strategy, and using citation management tools. The overall aim is to equip students with best practices for writing successful research papers.
This document outlines the syllabus for a political science course on American political thought. The course will explore contemporary issues like intellectual property, copyright, and sharing through themes such as the history of intellectual property and the politics of peer production. Students will complete a working journal, participate in class, and conduct a research project with an augmented reality component. The syllabus provides details on course requirements, policies, readings and assignments. Students are expected to actively engage with the material and contribute to discussions both in and outside of class.
Engagement in Online and Blended Learning EnvironmentsLesley Reilly
This presentation highlights tools and techniques that can be used by course facilitators and course developers to provide learners with more effective and engaging learning experiences.]
This document provides information about an optional webinar for a course taking place on May 3, 2016 from 6:00-6:45 PM CST. It outlines the objectives and agenda for the webinar, which will focus on guided reading, word study plans, and applications of course readings. Participants are encouraged to login early and participate through the chat function. Technical support is provided for any issues accessing the webinar. The webinar will include demonstrations, discussions, and interactive polls related to balanced literacy instructional methods and guided reading best practices. Resources and examples will be shared to support participants' understanding of literacy lessons and plans.
This document summarizes a workshop on preparing to teach online. It discusses various topics covered in the workshop including pre-workshop preparation, the background of one of the instructors, questions to ask participants, moving course content online, creating an online syllabus, communication policies, making lectures interactive, assessments, and providing feedback. It also provides examples of creating interactive content using tools like Twitter, Prezi, and Poll Everywhere. The document discusses facilitating online discussions, building rapport, developing discussion prompts and feedback routines. Finally, it covers synchronous vs asynchronous learning and examples of active learning techniques for synchronous sessions.
This document provides information about an upcoming webinar on LIST 4373 being held on February 8th and 9th. It includes the login information for the webinar, an agenda of topics to be covered during the webinar such as introductions and an overview of course assignments, as well as instructions for participants on using the chat function and expectations during the webinar. The goals and objectives of the webinar are also outlined, focusing on building confidence with webinar tools and discussing key literacy concepts.
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
Course developed by Dr. Joan E. Hughes at The University of Texas at Austin
The purpose of this class is to introduce you to the theories, assumptions, and practices underlying the use of qualitative research in education. In the tradition of survey courses, this class examines the broad history, concepts, and themes that distinguish multiple methods of qualitative research, specifically as they relate to education research. Students will study, practice, and reflect on different qualitative research methodologies and consider the components and challenges faced when engaging in qualitative research methods. Each student will design and conduct his/her own qualitative study. Issues related to data collection, negotiating access to the field, ethics, and representation will be of particular importance. While it is not assumed that you will gain a comprehensive, rich understanding of any one particular qualitative research tradition over the trajectory of the course, it is expected that upon completion you will acquire the foundational knowledge and experience to begin evaluating, selecting, and defending appropriate qualitative methods for use in your own future research projects.
Goals:
1. Understand historical background and fundamental tenets of qualitative research.
2. Understand ethical issues within qualitative research.
3. Develop a researchable question.
4. Identify the limits and affordances of qualitative research designs.
5. Develop a beginning awareness of qualitative inquiry approaches, including ethnography, case studies, narrative, postmodern, critical, and basic interpretive.
6. Engage in qualitative research activities, including: field observations, interview, coding, analysis, and report writing.
Group 2 internet based work, email, chatQurrot Ainy
This document discusses using internet-based projects, email, and chat in language learning. It provides guidance on setting up internet projects, the benefits of using email for communication, and how to structure chat lessons. Key points include choosing clear topics and outcomes for projects, using email to facilitate collaboration and communication outside of class, and ensuring chat lessons have a warmup, main task, and closing activity with a focus on language practice.
That thing we don't talk about - Facilitating and assessing student collabora...Peter Levrai
This was the Community Open Session we delivered at the 2023 BALEAP conference in Warwick University, sharing some emergent concepts from our research into collaborative assessments.
Similar to Orientation Webinar LIST 5373 Summer 2016 (20)
Using Free & Open Digital Texts with K-12 Readers: Curating Quality Resources...Peggy Semingson
During the global Covid-19 pandemic of 2020, issues of access to educational resources became a prominent issue and challenge in K-12 settings. Even with the right technology hardware, access to digital resources and texts became another challenge. As some public library systems and/or school libraries were not open or nearby, access to digital texts became necessary and vital to maintaining student's reading skills and providing equity in reading. Prior to the pandemic, digital e-texts have provided ways for readers to use mobile devices, tablets, and other versatile resources to engage with reading.
https://sched.co/fCpk
This document summarizes a presentation about designing and delivering engaging online classes. It discusses establishing an instructor presence through various technologies like YouTube, podcasting, and microlectures. It also covers establishing a community through activities like discussion boards and building a professional learning network. Several frameworks for online pedagogy are presented, like communities of inquiry and transactional distance theory. The document emphasizes principles like aligning assessments to objectives, providing clear communication, and creating flexible content using tools like Adobe Spark.
Nursing Professional Development on Mobile Learning and MicrolearningPeggy Semingson
Peggy Semingson discussed mobile learning and microlearning strategies for student engagement. Mobile learning uses portable devices and wireless networks to allow teaching and learning to extend beyond the classroom. Microlearning involves short bursts of information followed by opportunities for interaction. Semingson provided examples of creating short podcasts, videos, and other mobile-friendly content to supplement traditional lectures. She also discussed tools for creating and assessing microlearning content and solicited ideas from participants on how to apply these strategies in their own teaching.
This document provides information about an upcoming webinar for a course. It includes the date, time, presenter and links for joining the webinar. The agenda lists topics to be covered such as guided reading techniques, comprehension strategies and assigning discussion posts. Reminders are given about upcoming assignments including an initial discussion post, response posts to classmates and including a multimedia artifact. Tips are provided for the webinar experience and using tools like speech to text. Students are encouraged to work ahead and take breaks when needed.
The webinar will cover optional phonics review on July 6, 2016 from 7:00-8:00 pm CST. Participants are encouraged to login 10 minutes early and can access the webinar or recording through the provided link. The chat window before the webinar starts invites participants to share their beliefs about teaching phonics. Audio and video should be turned off unless raising a hand to speak. Technical support is available by phone for any login issues.
Optional Webinar: June 14 Week 4 LIST 5373 Summer 2016Peggy Semingson
This document summarizes an optional webinar for a course on literacy instruction. The webinar will take place on June 14 from 6:00-6:30 PM and cover topics like guided reading methods, lesson planning, and a balanced literacy framework. Participants are encouraged to login early and turn off audio/video unless speaking. The webinar will include a review of assignments, a professional development handout, information on guided reading and word study, and a demonstration of introducing texts. Participants will have an opportunity to discuss their work and share as readers/writers from their childhood. Resources on reading levels and running records will also be provided.
This document provides information about an optional orientation webinar for a literacy learning course. The webinar will be held on Wednesday, June 8, 2016 from 7:00-7:45 pm and the recording will be available on Blackboard. The agenda includes an overview of the syllabus, textbooks, assignments, introductions, and a discussion of balanced literacy frameworks and major assignments. Students are encouraged to ask questions and reminded to purchase the TK20 assessment system.
This document provides information about an optional webinar for a LIST 5373 summer course. It includes:
1) Details about joining the webinar on May 31st from 6-6:45pm CST through a link provided.
2) An overview of the planned webinar content which will include reminders about assignments, checking in on student progress, mini-lectures and commentary from the instructor, and a word of encouragement.
3) Reminders about key assignments for weeks 2-5 such as reading responses, quizzes, and handouts related to professional development and word study lesson planning that are due.
This document provides information about an optional webinar for a class on literacy instruction. It includes:
- Details about joining the webinar online or via app
- An outline of discussion topics including assignments, reading progress, and key ideas from weeks 1-2
- Questions that will be asked of students about their professional development handout and how their studies are going
- Advice and quotes on topics like emergent literacy, reading development theories, and the role of modeling
This document provides information about an upcoming webinar on writing instruction for the course LIST 4373 at the University of Texas at Arlington. It includes details about the date and times for a live webinar as well as a recorded session. Students are instructed to log in 10 minutes early and technical support contact information is provided. An outline of topics to be covered includes writing instruction, mentor texts, behavior management, guided reading lesson plans, and reflection requirements. Links are also provided to join the live webinar session.
This document provides an overview of guided reading. It discusses key aspects such as identifying the structure and planning of guided reading, examining lesson plans, and analyzing the central components. It also provides resources on leveled texts, assessment, comprehension strategies, and sample lesson plans. The objectives are to help educators better understand guided reading, feel confident in planning lessons, and access digital resources for instruction. Modeling comprehension strategies using an "I do, we do, you do" approach and creating anchor charts to support student learning are emphasized.
This document provides information about an optional webinar for students in LIST 4373 on literacy instruction. The webinar will take place on Monday, March 7 from 6:00-7:15 PM or Tuesday, March 8 from 2:00-3:15 PM, or students can watch a recorded session. The link and login information for the live webinar is provided. Technical support contact information is also included if students have trouble logging in.
This document provides instructions for a vocabulary development tutorial assignment. Students are asked to select 5-8 tier 2 vocabulary words from a book and design before, during, and after reading activities. They must create a visual display of the words and consider using digital tools. The purpose is to help students develop rigorous and interactive vocabulary instruction that can be applied to lesson planning. Students are encouraged to apply ideas from the required Bringing Words to Life textbook and focus on authentic learning.
The document summarizes an optional orientation webinar for a literacy learning course. It provides details about the webinar such as the date, time, and how to access the recording. It also lists the course textbooks and gives an overview of the major topics and assignments which include exams, quizzes, lesson plans, book clubs, and discussion boards. The webinar agenda outlines introducing the syllabus, textbooks, course expectations, and encouragement for students.
This tutorial provides an overview of the three levels of questioning, drawing on the concept of the three-level study guide. *The “Three level question guide” is a technique developed by Herber in 1978.
Source: Herber, H. (1978). Teaching reading in the content
areas. New Jersey: Prentice Hall. The aim of the tutorial is future and current elementary teachers.
This document provides an overview and agenda for an online webinar on literacy instruction. The webinar will include introductions, an overview of course materials and assignments, and a discussion of balanced literacy and key concepts like phonemic awareness, phonics, fluency, vocabulary and comprehension. It will also cover topics like guided reading lessons, the role of writing, and integrating digital literacies. Participants are encouraged to discuss these topics in the webinar chat and ask questions. The goals are for students to gain confidence with online tools and learn about best practices in teaching early literacy.
This document outlines the agenda and goals for an online webinar on literacy instruction. The webinar will include discussions on key literacy topics like guided reading lessons and building background knowledge. Participants will analyze lesson planning examples and share ideas. The goals are for students to gain confidence using webinar tools and to discuss literacy concepts. They will also define guided reading and explore ways to activate prior knowledge in students.
Dr. Peggy Semingson hosted an extra credit webinar for the LIST 4373 class on either Thursday, October 8th from 7:00-7:45 PM or Friday, October 9th from 7:00-7:45 PM. Students could also watch a recorded session. The webinar goals were to discuss major topics from recent class sessions, review balanced literacy and writing workshop instruction, and evaluate interactive writing techniques. Technical support was available for any students having trouble accessing the live webinar sessions.
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"Dr. Nasir Mustafa
CERTIFICATE OF APPRECIATION
"NEUROANATOMY"
DURING THE JOINT ONLINE LECTURE SERIES HELD BY
KUTAISI UNIVERSITY (GEORGIA) AND ISTANBUL GELISIM UNIVERSITY (TURKEY)
FROM JUNE 10TH TO JUNE 14TH, 2024
PRESS RELEASE - UNIVERSITY OF GHANA, JULY 16, 2024.pdfnservice241
The University of Ghana has launched a new vision and strategic plan, which will focus on transforming lives and societies through unparalleled scholarship, innovation, and result-oriented discoveries.
Open Source and AI - ByWater Closing Keynote Presentation.pdfJessica Zairo
ByWater Solutions, a leader in open-source library software, will discuss the future of open-source AI Models and Retrieval-Augmented Generation (RAGs). Discover how these cutting-edge technologies can transform information access and management in special libraries. Dive into the open-source world, where transparency and collaboration drive innovation, and learn how these can enhance the precision and efficiency of information retrieval.
This session will highlight practical applications and showcase how open-source solutions can empower your library's growth.
Postal Advocate manages the mailing and shipping spends for some of the largest organizations in North America. At this session, we discussed the USPS® July 2024 rate change. Postal Advocate shared all the important information you need to know for this coming rate change that goes into effect on Sunday, July 14, 2024.
We Covered:
-What rates are changing
-How this impacts you
-What you need to do
-Savings tips
View Inheritance in Odoo 17 - Odoo 17 SlidesCeline George
Odoo is a customizable ERP software. In odoo we can do different customizations on functionalities or appearance. There are different view types in odoo like form, tree, kanban and search. It is also possible to change an existing view in odoo; it is called view inheritance. This slide will show how to inherit an existing view in Odoo 17.
Odoo 17 Events - Attendees List ScanningCeline George
Use the attendee list QR codes to register attendees quickly. Each attendee will have a QR code, which we can easily scan to register for an event. You will get the attendee list from the “Attendees” menu under “Reporting” menu.
Lecture Notes Unit4 Chapter13 users , roles and privilegesMurugan146644
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : USERS, Roles and Privileges
In Oracle databases, users are individuals or applications that interact with the database. Each user is assigned specific roles, which are collections of privileges that define their access levels and capabilities. Privileges are permissions granted to users or roles, allowing actions like creating tables, executing procedures, or querying data. Properly managing users, roles, and privileges is essential for maintaining security and ensuring that users have appropriate access to database resources, thus supporting effective data management and integrity within the Oracle environment.
Sub-Topic :
Definition of User, User Creation Commands, Grant Command, Deleting a user, Privileges, System privileges and object privileges, Grant Object Privileges, Viewing a users, Revoke Object Privileges, Creation of Role, Granting privileges and roles to role, View the roles of a user , Deleting a role
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
URL for previous slides
chapter 8,9 and 10 : https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
Chapter 11 Sequence: https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
Chapter 12 View : https://www.slideshare.net/slideshow/rdbms-lecture-notes-unit4-chapter12-view/270199683
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
How to Empty a One2Many Field in Odoo 17Celine George
This slide discusses how to delete or clear records in an Odoo 17 one2many field. We'll achieve this by adding a button named "Delete Records." Clicking this button will delete all associated one2many records.
How to Manage Shipping Connectors & Shipping Methods in Odoo 17Celine George
Odoo 17 ERP system enables management and storage of various delivery methods for different customers. Timely, undamaged delivery at fair shipping rates leaves a positive impression on clients.
11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx
Orientation Webinar LIST 5373 Summer 2016
1. OPTIONAL ORIENTATION WEBINAR
LIST 5373
8:00-8:45 PM CST
JUNE 8, 2015
OR VIEW THE RECORDING
Chat window: before the
conference
Starts-
Type your topic for the PD
Handout into the chat window
No names will be recorded in
the webinar session.
Please be sure your audio and
video are turned off during the
session unless you raise your
hand to speak.
Note: Please login 10
minutes early to the
webinar.
Tech support (24/7) for
the videoconference
if you are having trouble
logging in to the
sessions
1 (877) 382-2293
2. Entering the webinar (read this prior to the
webinar)
To enter the webinar, you can access it either
through a desktop or laptop or through your mobile
device:
1) Desktop/laptop. Be sure you have Java installed.
Then, click "Enter the webinars" on the left side of
the course menu to access the webinar.
2) For webinar 1, Click on "Scheduled Sessions"
and click the following link:
3. Tech support for webinars and viewing of
recordings
If you have issues entering the webinar or viewing
the recording, tech support for Blackboard
Collaborate is here: North America, Toll Free: 1
(877) 382-2293
An overview of the tutorial for entering the session
is here:
http://www.uta.edu/blackboard/students/collaborate-
web-conferencing.php
Recordings will be posted immediately following the
webinars. They can be accessed by clicking the
recordings tab shown above or by clicking on
"Recordings of Webinars". I will also post the most
updated PowerPoint that accompanies the webinar!
4. You can resize your chat window and put on
bottom of screen!
5. Main tips
Take notes!
No one can see you unless you press “Video”
You have to press “Talk” to speak.
Use chat window throughout.; using the chat window
is optional.
I will check the chat window throughout and respond
in “real time”
Feel free to step away as needed but the webinar
will only be an hour.
6. VIDEOCONFERENCE PLAN
Review due dates and assignments.
Professional Development Handout
Library Databases & E-Journals
Applications and Dialogue Interaction @ Routman
text
Word Study Plan (overview)
Mobile Tools
7. Quick Interactive Poll- please vote!
The polling area is next to the hand tool in the
Participants window.
This is my first time doing a webinar for school/online
courses.
Yes
No
Feel free to add any other information in the chat window!
8. Hello!
Thanks for joining us! Please use the marker tool to mark
below where you are at. Please also type it in the chat
window! If you are international, please type it in the chat
window!:
9. Objectives for the webinar
Students in LIST 5373 will be able to …..
Better understand the course objectives,
assignments, and Blackboard.
Feel more confident about online learning.
Participate in the webinar process using chat
features and polling.
Dialogue and discuss your progress on
assignments so far in a real-time chat session with
peers.
Learn more about how videoconference tools can
facilitate interactive learning about literacy methods.
10. Assignments: LIST 5373
Videoconference during weeks 3-6
Phonics Quiz--30 minutes (can retake during test week
window); Study guide on Blackboard.
Word Study Plan
Professional Development Handout
Discussion Boards on Readings
Quizzes
11. More on Reader Response
Click on “Groups”
Then find your Discussion Forum
Click “Create New Thread”
Cut and paste your response into the window
Post early
Formal replies vs informal replies
12. Formal replies-responding to other’s initial
posts
Part B (Replies):– Following response posting,
candidates will return to the discussion board to read
and reply to at least three peer’s responses. Label
replies as Reply 1A and Reply 1B, etc. The format
for the reply part of this assignment is as follows.
Personal Connections: Why did you choose this
posting to respond to?
Discussion: What questions or comments do you
have for the author of the response posting?
Extension: How can you extend the conversation
on this posting? (Share specific resources,
experiences, etc.)
13. Include a multi-media artifact, found or created.
Example:
Popplet http://popplet.com/
Dr. S’s example: http://popplet.com/app/#/601777
14. PD Handout
Check-in…Type a response to either questions in in
the chat window. Typing is optional. Read what others
post.
What are your current thoughts for your PD handout
plan?
What resources and assistance would be helpful to you
in working on your PD Handout?
On your own: look at examples on desktop sharing.
Preview the examples before the webinar. Bring
questions!
15. Starter list of possible topics
Starter List/Example Topics: for the PD
Handout. You are not limited to these
topics. This is just a starter list of suggested
topics:
Critical Literacy and Elementary Literacy
Instruction
Using “Text Talk” with Read-Aloud for the
Primary Grades
Preparing for Achievement Tests with
Authentic Literature
The Role of Phonemic Awareness in
Learning to Read
Using Phonics in Context for Beginning
Readers
Research-based Methods for Fluency
Development
Vocabulary Strategies for Helping
Overcome the Fourth Grade Slump
Think-Aloud Strategies for
Comprehending Text
Managing Guided Reading Effectively
Effectively
Comprehension Strategy Instruction
Using New Literacies and Technologies
in Elementary Reading
Implementing Book Club/Literature
Circles
Reading Methods for Elementary-Aged
English Language Learners
Conferring 1-on-1 with students during
reading workshop
Conferring 1-on-1 with Students during
Writing Workshop
Writing Workshop with Elementary
Students
Using Multi-Modal Literacies with
Elementary Reading Instruction
Using Expository Text to Teach
Elementary Language Arts
Digital Reading and Writing with
Elementary Students
16. Literacy Journals
Note: Some of these journals are on Facebook!
1. Language Arts (NCTE journal; mainly elementary) *Be sure it is a
research article. Some of their articles are “how-to” articles.
2. The Reading Teacher (elementary literacy; International Reading
Association) *Be sure it is a research article. Some of their articles
are “how-to” articles.
3. Journal of Adolescent and Adult Literacy (grades 6-12 and
adult; International Reading Association)
4. Literacy Research and Instruction
5. Reading Research Quarterly (exclusively rigorous research;
geared more for research; International Reading Association).
6. Journal of Literacy Research
7. Reading and Writing Quarterly
8. Journal of Early Childhood Literacy
9. Bilingual Research Journal
17. Locating three research articles
You need articles that have been published
within the last 10-12 years.
You are translating empirical research into practice for
busy teachers.
• In selecting your three articles you will be reading as you
work on your Professional Development handout, here is
the link to the E-journals through UTA library.
• Use your NetID and password to logon if you are off
campus. You can also talk to one of the reference
librarians on campus if you need more assistance.
•
• http://ns6rl9th2k.search.serialssolutions.com/
18. What is considered a research article?
Results of an empirical study, e.g.,. Case study,
qualitative research, survey, etc. Data was
collected and results were reported.
Has section headings and key words like data
collection, analysis, results, conclusions,
implications.
Not a “how-to” practitioner-based article.
Should be current (last 10-12 years)
20. Research Tip: Bibliography mining.
Bibliography mining--Look in the references of a
seminal article for further references to read and
locate.
What other research tips can be shared?
Use the “cite” button to choose APA formatting.
However, you must still proofread it.
OWL site for APA 6th edition formatting tips is a good
resource.
https://owl.english.purdue.edu/owl/resource/560/01/
21. Desktop Sharing: I will share my screen to do a
“think-aloud” of searching several library
databases
Academic Search Complete—casts a wide net
ERIC—not as wide a net
E-Journals
Visual display
Demo search terms:
1) “morph*” and “reading” [focus on teaching
morphemes and/or morphology to enhance
vocabulary and comprehension]. [within The
Reading Teacher]
2) “fluency” and “intervention” and “elementary”
[within Academic Search Complete]
22. What will the final handout be like?
• Evidence-Based Handout (3-4+ pages single-
spaced; include graphics and visuals).
• This section reflects how educators take the
research base and apply it in schools/classrooms.
You should construct a handout/newsletter that could
possibly be shared at a presentation that you could
use at a workshop / inservice / professional
development meeting.
• This handout should help teachers understand and
apply research-based strategies related to your
focus area (e.g., fluency building, comprehension
development, or whatever topic you chose).
23. 10+ teacher tips that connect or draw from the
research (evidence-based practice)
10 teacher tips should be presented that focus on
several key areas of a targeted grade level or grade
levels.
You should elaborate (BE SPECIFIC) on the tips so
that any teacher could take this from your
presentation and put the ideas into practice.
Create a presentation that provides well-developed
ideas that schools and teachers, in general, can use.
All points must have research support (cite source).
You must draw on the research-based journal
articles that you read. These will be listed in your
References section.
24. Webliography resources: suggested sites
Reading Rockets
Readwritethink (lesson plans)
IRA http://reading.org/General/Default.aspx
NCTE http://www.ncte.org/
Florida Center for Reading Research
Scholastic.com
Other websites….
What else? Please enter a website in the chat
window you have visited that supports your topic
related to elementary literacy instruction.
25. COPYRIGHT-FREE IMAGES
Do not use copyrighted images in the PDH.
All images used, with the exception of clip art, should
be cited underneath each image with
Source: [insert website here].
26. Creative Commons
Flickr
Other websites
Note different levels of permissions for Creative
Commons and need to cite the link/source.
27. Synthesizing our learning so far
Please type in the chat window something you’ve
gleaned from the webinar so far.
What are you thinking now?
A fact
A resource
An idea from the instructor
An idea from a colleague
Something surprising or interesting
Something you want to explore further on your own
28. Connection to balanced literacy framework and gradual
release of responsibility
Source: Austin ISD
https://www.austinisd.org/sites/default/files/dept/leadership/docs/ecm/EC_Balanced_Literacy_20111019.pdf
29. Elaboration on Reading Essentials by Dr.
Semingson
Routman text, 2003
“Tell the stories of your life.” (p. 17)
“Value children’s stories.” (p. 18)
“Read stories aloud.” (p. 18)
“Get to know your students as readers.” (p. 20)
“Learn about students’ reading lives at home.” (p. 21)
Ch. 3
-What is your own readerly life? What is your own
writerly life? How do you share this (appropriately!) with
your students? We will discuss this in the next webinar so
be thinking about this between now and Webinar 2!
30. Resources from Regie Routman
http://www.regieroutman.org/publications/articles/
Tip: Often an author or researcher will share free
articles on their website (not always) and/or they
might have a blog and/or Facebook page. I always
check these out! On occasion, a researcher will have
a YouTube channel or other social media account
where they share knowledge!
31. Word Study Lesson: Resources & Examples
Examples are in:
Smith and Read chapter
On Blackboard (already posted)
Let’s look at the blank template together (desktop
sharing).
• What are you noticing about the type of instruction in
these examples?
32. Review of basic phonics terms
Source: http://boostforreaders.com/phonicscharts.html
33. What is your phonics focus for the plan?
Pick a focus to develop and build across one mini-
lesson
Examples
Beginning readers (1st grade):
• CVC words
• Vowel digraphs
• Consonant digraphs
• Onset-rime word families
• [see pages 62-68 in Dow and Baer, 5th edition]
More advanced readers:
• Multisyllabic words
• Morphemes (e.g., prefixes, suffixes)
34. Recap of Major Assignments
Q/A?
Reminder: You need to
purchase the TK20 system
(one time purchase)
35. Synthesizing our learning so far: Closure
Please type in the chat window something you’ve
gleaned from the webinar, overall
What are you thinking now?
A fact
A resource
An idea from the instructor
An idea from a colleague
Something surprising or interesting
Something you want to explore further on your own
Something about the webinar experience itself!
36. You can do this!
Use your resources.
Contact us for help.
We will continue to discuss this
assignment (and PD Handout) in the
next videoconferences, as well.
We encourage you to attend the live
session, if your schedule permits.
37. Encouragement
Keep going!
Reward yourself
Finish assignments
early.
Resources on
Blackboard!
Contact Dr. S if
needed!
38. Dr. S. is also on BBIM (Blackboard Instant
Messenger)
39. Thanks for attending or watching the recording!
Dr. Semingson