The document discusses the note-taking application Evernote. It explains that Evernote allows users to capture information from a variety of sources and find it later when needed. The document encourages readers to try taking notes using Evernote during the presentation, which will cover how Evernote makes tasks easier, allows new capabilities, and demonstrates advanced features like sharing notes. The presentation aims to help users get started with Evernote and maximize its potential.
DRMS High School Registration Presentation 2012 Paul Cancellieri
油
The slides presented by Durant Road Middle School's Guidance Department as part of an evening High School Registration Information Session for parents.
The document summarizes mapping results from October 2008 of organizations in the Elephant and Castle area of London. A total of 241 organizations were identified from various sources including databases, directories, stakeholders, and desk research. The organizations were then categorized using an existing framework. A comparison was also made to previous mapping results from Camberwell in December 2007.
Paul Cancellieri documents his experience as a Kenan Fellow completing an externship with Cisco. Over the course of a month, he reflects daily on activities like meetings, trainings, and project planning. He works to develop a project using Cisco collaboration tools to connect his students with an international partner classroom on the topic of water issues. After initial difficulties finding partners, he eventually connects with a school in India to collaborate asynchronously.
The document provides an overview of Illinois' adoption of Common Core Standards for math and English language arts. It explains that the goal is to better prepare students for college and careers. While other standards remain, new literacy standards were added to history, science, and technical subjects. The Common Core Standards were created by educators from states including Illinois to ensure students are prepared globally. New assessments will be implemented between 2014-2015 to measure the standards. The standards are designed to promote cross-disciplinary literacy and are not prescriptive on how to teach. They incorporate broad standards and focus on end-of-year expectations.
Part I of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, well explore the reading standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. Youll get the most out of the seminar if youve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Reading Standards for Literacy in Science and Technical Subjects 6-12.
The document provides information about science fairs, including their purpose and benefits. It discusses how science fairs can promote student interest in science, cognitive development, and hands-on learning. Guidelines and skills for science fair projects are outlined, such as formulating hypotheses, conducting research, and analyzing data. The relationship between science fairs and common core standards is also described.
Whats New In Kindergarten Science And Engineering10 15schneidja
油
The document discusses upgrades to the Integrated Kindergarten Curriculum in Maryland, including bringing science and engineering together. It provides an overview of the curriculum's STEM vision and literacy goals. Key aspects include sequencing science concepts to build on students' background knowledge, providing inquiry-based learning tasks and resources, and integrating instruction across subjects. Teachers have flexibility in choosing tasks and can access materials through kits and online platforms.
Six Shifts in Our Thinking Required by the Common CoreKaren Hartle
油
The document discusses the six instructional shifts in English Language Arts (ELA) required by the Common Core State Standards (CCSS). The shifts are: 1) an increased focus on nonfiction texts from 50-70% to 30-50%; 2) integrating literacy standards across content areas; 3) increasing the complexity of texts students read over the K-12 years; 4) focusing questions on what the text says rather than personal opinions; 5) emphasizing writing arguments supported by evidence from texts; and 6) focusing on academic vocabulary important across disciplines. The CCSS provide a framework to ensure students are ready for college and careers by the time they graduate high school.
The document discusses connections between the Next Generation Science Standards (NGSS) and the Common Core State Standards for literacy. It notes that literacy skills are critical for building science knowledge. The NGSS development team worked with the Common Core writing team to identify key literacy connections to support the science concepts in NGSS. Tables show how specific NGSS science and engineering practices align with Common Core literacy anchor standards and relevant portions of standards for literacy in science and technical subjects. The connections emphasize skills like analyzing data presented in different formats, evaluating evidence and arguments, planning and carrying out investigations, and asking questions.
Part II of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, well explore the writing standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. Youll get the most out of the seminar if youve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12.
The document provides information about the Common Core State Standards (CCSS). It begins with questions to gauge familiarity with the CCSS. It then directs participants to tweet questions or concerns about the CCSS using specific hashtags. The rest of the document outlines the development and goals of the CCSS, including consistency across states and preparing students for college and careers. It compares the CCSS to previous state standards and notes shifts required in instruction, including an increased focus on informational texts, knowledge in disciplines, and text-based answers.
This document provides an overview of a school's plan to implement the Common Core State Standards. It discusses adopting the math standards in 2013/14 and emphasizing professional development for teachers. It also covers updating curriculum maps, aligning report cards with the standards, and the reasons for adopting the Common Core. The presentation explains how the standards are organized, how they should be taught, the major shifts required, and what students should know upon completing kindergarten and 8th grade. It also discusses the math and ELA domains, anchor standards, and anticipated challenges of implementation.
This document outlines a presentation on planning for NEASC accreditation with a focus on 21st century skills. It discusses the evolution of educational reform over time from a focus on inputs/outputs to universal proficiency. It emphasizes developing skills like critical thinking, problem solving, collaboration and digital literacy. Charts are included that align student learning goals, assessments, instructional practices and data use to support coherence across these areas. Developing strong measures and using data to connect student learning, adult learning and systems/organizational improvement is highlighted.
The document summarizes a training on implementing the Common Core State Standards. It discusses the goals of building collaboration among teachers and focusing on 21st century skills. Key points covered include an overview of the Common Core, its goals of establishing consistent standards across states, and how it represents a shift toward preparing students for college and careers through higher-order thinking.
EAPP Quarter 1 Module 1 Academic Text and Text Structure.pdfLeah Condina
油
The passage discusses the language used in an academic text versus a non-academic text. It notes that academic texts use stricter formats and yield toward the academe by creating new bodies of knowledge, while non-academic texts use more formal language but are not as strict in format and yield toward personal means of communicating. It also provides examples of characteristics of academic texts, such as having a purpose, theoretical frameworks, and citing references, compared to non-academic texts.
This document provides an overview of connecting special education with the Common Core State Standards. The objectives covered include connecting special education to Common Core, factors to consider when developing a multi-year strategic plan, and sharing tools and resources. It discusses how Common Core will change classroom practices in mathematics and English-language arts. It also covers writing standards-based IEP goals using Common Core, providing access to the general education curriculum through various supports and services, and ensuring student participation in state assessments.
The document summarizes a training workshop on implementing the Common Core State Standards. It discusses the organization of the ELA standards, including strands, anchor standards, and grade-specific standards. It also covers differences from the previous standards, text complexity, and challenges in changing instructional practices to align with the new standards.
The document discusses key differences between the ICT General Capability and Digital Technologies subject in the Australian Curriculum. It explains that the ICT General Capability focuses on knowledge, skills and attitudes about ICT itself, while Digital Technologies takes responsibility for ensuring students systematically develop comprehensive ICT capabilities. The document also outlines questions for evaluating how well the Technologies learning area in the Australian Curriculum will meet needs.
The document provides an overview of a lesson plan about the PARCC exam. It discusses the purpose of PARCC in assessing Common Core standards, controversies around the exam, and accommodations for special education students. The lesson plan includes comparing PARCC and other standardized exam questions, reflecting on which better measures necessary skills, and discussing instruction time spent on test preparation.
The document discusses the note-taking app Evernote. It explains that Evernote allows users to capture information from a variety of sources like text, photos, documents and audio recordings and organize it using features like tags and notebooks. The document encourages attendees of a presentation about Evernote to download the app and take notes during the session. It then provides examples of how Evernote can make tasks like to-do lists, saving photos and backing up documents easier. Advanced features like sharing notes and notebooks, reminders and premium subscriptions are also briefly mentioned.
際際滷s from a seminar session at NCCAT about what blogging is, why teachers should consider doing it (and doing it with their students), and how to go about doing it well.
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The document provides an overview of Illinois' adoption of Common Core Standards for math and English language arts. It explains that the goal is to better prepare students for college and careers. While other standards remain, new literacy standards were added to history, science, and technical subjects. The Common Core Standards were created by educators from states including Illinois to ensure students are prepared globally. New assessments will be implemented between 2014-2015 to measure the standards. The standards are designed to promote cross-disciplinary literacy and are not prescriptive on how to teach. They incorporate broad standards and focus on end-of-year expectations.
Part I of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, well explore the reading standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. Youll get the most out of the seminar if youve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Reading Standards for Literacy in Science and Technical Subjects 6-12.
The document provides information about science fairs, including their purpose and benefits. It discusses how science fairs can promote student interest in science, cognitive development, and hands-on learning. Guidelines and skills for science fair projects are outlined, such as formulating hypotheses, conducting research, and analyzing data. The relationship between science fairs and common core standards is also described.
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油
The document discusses upgrades to the Integrated Kindergarten Curriculum in Maryland, including bringing science and engineering together. It provides an overview of the curriculum's STEM vision and literacy goals. Key aspects include sequencing science concepts to build on students' background knowledge, providing inquiry-based learning tasks and resources, and integrating instruction across subjects. Teachers have flexibility in choosing tasks and can access materials through kits and online platforms.
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The document discusses the six instructional shifts in English Language Arts (ELA) required by the Common Core State Standards (CCSS). The shifts are: 1) an increased focus on nonfiction texts from 50-70% to 30-50%; 2) integrating literacy standards across content areas; 3) increasing the complexity of texts students read over the K-12 years; 4) focusing questions on what the text says rather than personal opinions; 5) emphasizing writing arguments supported by evidence from texts; and 6) focusing on academic vocabulary important across disciplines. The CCSS provide a framework to ensure students are ready for college and careers by the time they graduate high school.
The document discusses connections between the Next Generation Science Standards (NGSS) and the Common Core State Standards for literacy. It notes that literacy skills are critical for building science knowledge. The NGSS development team worked with the Common Core writing team to identify key literacy connections to support the science concepts in NGSS. Tables show how specific NGSS science and engineering practices align with Common Core literacy anchor standards and relevant portions of standards for literacy in science and technical subjects. The connections emphasize skills like analyzing data presented in different formats, evaluating evidence and arguments, planning and carrying out investigations, and asking questions.
Part II of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, well explore the writing standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. Youll get the most out of the seminar if youve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12.
The document provides information about the Common Core State Standards (CCSS). It begins with questions to gauge familiarity with the CCSS. It then directs participants to tweet questions or concerns about the CCSS using specific hashtags. The rest of the document outlines the development and goals of the CCSS, including consistency across states and preparing students for college and careers. It compares the CCSS to previous state standards and notes shifts required in instruction, including an increased focus on informational texts, knowledge in disciplines, and text-based answers.
This document provides an overview of a school's plan to implement the Common Core State Standards. It discusses adopting the math standards in 2013/14 and emphasizing professional development for teachers. It also covers updating curriculum maps, aligning report cards with the standards, and the reasons for adopting the Common Core. The presentation explains how the standards are organized, how they should be taught, the major shifts required, and what students should know upon completing kindergarten and 8th grade. It also discusses the math and ELA domains, anchor standards, and anticipated challenges of implementation.
This document outlines a presentation on planning for NEASC accreditation with a focus on 21st century skills. It discusses the evolution of educational reform over time from a focus on inputs/outputs to universal proficiency. It emphasizes developing skills like critical thinking, problem solving, collaboration and digital literacy. Charts are included that align student learning goals, assessments, instructional practices and data use to support coherence across these areas. Developing strong measures and using data to connect student learning, adult learning and systems/organizational improvement is highlighted.
The document summarizes a training on implementing the Common Core State Standards. It discusses the goals of building collaboration among teachers and focusing on 21st century skills. Key points covered include an overview of the Common Core, its goals of establishing consistent standards across states, and how it represents a shift toward preparing students for college and careers through higher-order thinking.
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The passage discusses the language used in an academic text versus a non-academic text. It notes that academic texts use stricter formats and yield toward the academe by creating new bodies of knowledge, while non-academic texts use more formal language but are not as strict in format and yield toward personal means of communicating. It also provides examples of characteristics of academic texts, such as having a purpose, theoretical frameworks, and citing references, compared to non-academic texts.
This document provides an overview of connecting special education with the Common Core State Standards. The objectives covered include connecting special education to Common Core, factors to consider when developing a multi-year strategic plan, and sharing tools and resources. It discusses how Common Core will change classroom practices in mathematics and English-language arts. It also covers writing standards-based IEP goals using Common Core, providing access to the general education curriculum through various supports and services, and ensuring student participation in state assessments.
The document summarizes a training workshop on implementing the Common Core State Standards. It discusses the organization of the ELA standards, including strands, anchor standards, and grade-specific standards. It also covers differences from the previous standards, text complexity, and challenges in changing instructional practices to align with the new standards.
The document discusses key differences between the ICT General Capability and Digital Technologies subject in the Australian Curriculum. It explains that the ICT General Capability focuses on knowledge, skills and attitudes about ICT itself, while Digital Technologies takes responsibility for ensuring students systematically develop comprehensive ICT capabilities. The document also outlines questions for evaluating how well the Technologies learning area in the Australian Curriculum will meet needs.
The document provides an overview of a lesson plan about the PARCC exam. It discusses the purpose of PARCC in assessing Common Core standards, controversies around the exam, and accommodations for special education students. The lesson plan includes comparing PARCC and other standardized exam questions, reflecting on which better measures necessary skills, and discussing instruction time spent on test preparation.
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際際滷s from a seminar session at NCCAT about what blogging is, why teachers should consider doing it (and doing it with their students), and how to go about doing it well.
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2) Formative and summative assessments are discussed as ways to evaluate student learning, with summative assessments allowed to be retaken if incomplete.
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The main objectives
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3. To provide insight about networking and basics of internet
Recall various terms of computer and its part
Understand the meaning of software, operating system, programming language and its features
Comparing Data Vs Information and its management system Understanding about various concepts of management information system
Explain about networking and elements based on internet
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2 Understand the meaning of softwares, operating system etc
3 Understanding the meaning and utility of database management system
4 Evaluate the various aspects of management information system
5 Generating more ideas regarding the use of internet for business purpose
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APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APMs Thames Valley Regional Network and also speaks to members of APMs PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMOs within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.
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Historical instances like the 1938 FD&C Act and the Generic Drug Scandals underscore how crisis-triggered reforms often fail to address the fundamental issues, perpetuating inefficiencies and hazards.
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How to use Init Hooks in Odoo 18 - Odoo 際際滷sCeline George
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Prelims of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
1. Using iPads to Improve Literacy
in the Science Classroom
Paul Cancellieri - Wake Young Mens Leadership Academy
pcancellieri@wcpss.net | @mrscienceteach
2. What to Expect
What is literacy? Why is it my
job?
How can I reinforce it in my
science classroom?
What can iPads do to make this
more effective/ef鍖cient?
Paul Cancellieri - July 15, 2013
3. Literacy:
1. The ability to read and
write.
2.Competence or knowledge
in a speci鍖ed area.
Paul Cancellieri - July 15, 2013
4. CCSS.ELA-Literacy.RST.6-8.1: Cite speci鍖c
textual evidence to support analysis of science
and technical texts.
CCSS.ELA-Literacy.RST.6-8.4: Determine the
meaning of symbols, key terms, and other
domain-speci鍖c words and phrases as they are
used in a speci鍖c scienti鍖c or technical context
relevant to grades 68 texts and topics.
CCSS.ELA-Literacy.RST.6-8.10: By the end of
grade 8, read and comprehend science/technical
texts in the grades 68 text complexity band
independently and pro鍖ciently. Paul Cancellieri - July 15, 2013
5. Skill Strategy in Science
Decoding
vocabulary
Analyzing context, de鍖ning
terms, making 鍖ashcards
Summarizing
Identifying keywords,
synthesizing meaning
Recognizing bias
Researching sources,
differentiating fact/opinion
Making
connections
Activating prior knowledge,
parallel thinking
Paul Cancellieri - July 15, 2013
6. Strategy in Science iPad App
Analyzing context, de鍖ning
terms, making 鍖ashcards
Identifying keywords,
synthesizing meaning
Researching sources,
differentiating fact/opinion
Activating prior knowledge,
parallel thinking
Paul Cancellieri - July 15, 2013
10. Using iPads to Improve Literacy
in the Science Classroom
Paul Cancellieri - Wake Young Mens Leadership Academy
pcancellieri@wcpss.net | @mrscienceteach