...the spring of 2013, I developed my science fair project about the correlations in sportsmanship between middle school boys that participate in sports and their parents. The judges at my school science fair conveyed to me that my project was not a science project. I did not complain about this, and my teacher still allowed me to attend the annual Greater New Orleans Science and Engineering Fair (GNOSEF) hosted by Tulane University. I placed first in that competition and ended up winning the Behavioral Science division at the Louisiana Science and Engineering Fair (LSEF), which took place at the campus of Louisiana State University. I learned through this experience that my maintaining...
Words: 515 - Pages: 3
... 2.1 Assess effective oral communication skills. The readings from week one had many good points about oral communication skills. That is important to keep a clear concise wording to attract the audience and deliver good results (D’O Brian 1994). This is in tune with the college of education. Many presentations must be made. Skill pertaining to speaking is necessary to have an effective relationship with colleagues, students, parents and professors devoid of misunderstandings. Of course this is not achieved overnight; practice makes perfect (Charles, 2002). The readings also emphasized body language to keep the audience interested. For example eye contact and good form of posture can suggest confidence and control which are key to successful presentation (Woolf, 2001). Effective oral communication in classroom setting determines how much students will understand and succeed. 2.2 Plan and implement strategies for managing Learning Team dynamics. In COM/516 we ended up forming learning teams that are going to be with us until we complete the program. 30 % of the student’s grade comes from team work. And it is important to be team player because future education career requires that we would be able to work with other employees and especially students. In learning team B we set certain ground rules such as deadlines that must be met. How many meetings will be held per week, who will be in charge of projects, essay or presentations. We all understood that if...
Words: 690 - Pages: 3
...The Challenge of studying abroad With the development of globalization, people are seeking useful ways to become more internationalize to adapt to the future world. As a result, parents support their children to study abroad for further studies and adapt to different cultures. The numbers of students studying abroad have been increased largely in the twenty years. Undoubtedly, students can widen their horizons, get more life experiences and become more independent through studying abroad. However, every coin has two sides and studying abroad is not an exception. Studying abroad has a lot of fun, but certainly not easy. As a student, I personally think that the most challenge thing is the academic study. The challenge of academic language study consists in following classes, reading textbooks in timely period (Lin, Yi), understanding professors' words, taking lecture notes, and giving oral presentations (Ziyan, Hong), asking professors questions and interacting in seminar discussions and so on. I, personally, think the reading and oral speech are very hard to international students especially to Chinese students in Saint Louis University because all my Chinese friends are struggling in reading English texts and communicating clearly in class. In colleges, students have many resources to read before and after classes. The challenges in reading reflect in two aspects. First, the number of reading assignments are more than that you excepted. My friends me all struggle to...
Words: 1332 - Pages: 6
...6th grade English syllabus Guidelines/ Procedures 1. Enter the class room quietly 2. Turn on tablet 3. Raise your hand to speak 4. Write each night’s homework in your planner Sixth grade rules: 1. Gum chewing is not allowed! 2. No food or drink in the classroom. 3. Keep desks free of pen/pencil marks. 4. Cell phones must remain in lockers. 5. Backpacks should remain in lockers when possible, otherwise, they need to be UNDER the desk. Required materials: Charged tablet, charged back-up battery, tablet pen, red pens, pencils, blue or black pens, binder Homework expectations: You will have a variety of different homework assignments. It is imperative that you check RenWeb on a consistent basis, as well as write down the homework from the board every day. Most of the assignments will be completed on your tablet. Many assignments will be graded together in class, and then uploaded to Moodle. Late policy: Daily homework will not be accepted late. If homework is not turned in on the day it is due it will receive a zero. The first zero will result in an email sent to your parents. The second zero will result in a referral to a dean. For projects, book reports, and for the research paper the late policy is a little different than the daily homework policy. The first day that it is late it will get 10% taken off of its overall grade earned. For the second day that it is late it will get 20% taken off of the overall grade earned. On the third...
Words: 2409 - Pages: 10
...English through drama for oral skills development Laura Miccoli This paper presents the results of an investigation into the value of using drama in a Brazilian university classroom. Drawing on Di Pietro (1987) and Via (1976) on the advantages of using drama in language learning, from Mezirow (1990) and Schön (1991) on the importance of reflection for promoting meaningful learning, and from Donato and McCormick (1994) and Lukinsky (1990) on the e¤ectiveness of portfolios as a tool to promote reflection, the paper presents a case study of the use of drama in an oral skill class, describing the course structure and classroom procedures. It includes learners’ voices as taken from their portfolios, and evaluates results, presenting setbacks and possible solutions. Finally, it encourages the use of drama and portfolios for transformative and emancipatory learning. Introduction As teachers we are always looking for ways to improve our classes and motivate our students. Yet, teaching conditions may not be as ideal as we would like them to be. Sometimes we get too many students; often they have di¤erent proficiency levels; sometimes both problems arise in the same class. This was my situation: I had to teach a conversation class where the level of proficiency of the 37 students ranged from basic to advanced. Knowing that a traditional format would not work, the experiences of interactionists like Di Pietro (1987) and the actor/teacher Via (1976) helped me decide to bring drama and...
Words: 3790 - Pages: 16
...American University of Science & Technology English & Translation Department Course Syllabus Fall 2012-2013 Course Title: ENG 205 – English Communication Skills Chairperson: Mr. Fadi EL-Hakim Textbook * Public Speaking An Audience-Centered Approach By Steven A. Beebe –Susan J. Beebe, 8th edition * Writing Research Papers By James Lester, 11th edition Course Description Most careers require some level of public speaking ability, whether it involves making a proposal to your group or management at work, making a sales presentation, teaching people how to use a product or system, or making a presentation to your employees as a manager. Sometimes we face other public speaking situations; including teaching young people how to do something, making our opinion known at a public meeting, or commemorating special events. Course Objective: The aim of this course is to help students become a more effective and responsible speaker and listener. It will encourage them to communicate more openly in different settings (speeches, group discussion, interviews, etc.). This course will also enhance effective public speaking skills, and research methodology techniques. Learning Outcomes: Upon completion of this course, the student will be able to: * differentiate between the basic forms of speeches: informative and persuasive. * become articulate in speech making * increase your confidence in your public speaking ability. * learn principles of...
Words: 2104 - Pages: 9
...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
Words: 100005 - Pages: 401
...Division of Fine Arts, Speech and Commercial Music Northwest College ARTS 1303 – Art History I CRN 42838 – Spring 2015 SPBR Campus - Room 602 / 8:00-9:30am / T,R Credit:3 / 3 hour lecture course / 48 hours per semester Course length : 16 weeks/ Type of Instruction Traditional (Face-to-Face) Instructor: David Swaim Instructor Contact Information: Email: david.swaim@hccs.edu Phone: (713) 718-5674 Due to changes in the state core curriculum this syllabus is subject to change!!!! Office location and hours SPBR room AD4 hours: 7:15-8:00 am and as per class discussion Please feel free to contact me concerning any problems that you are experiencing in this course. You do not need to wait until you have difficulties or have received a poor grade before asking for my assistance. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics. Feel free to come by my office anytime during these hours. Course Description This course is a global investigation of the styles and methods of artistic production covering Prehistoric through Gothic periods. Media studied include: drawing, painting, sculpture, architecture, printmaking, textiles, ceramics, and metal arts. Using this framework, universal themes are studied within their historical, political, economic, theological, sociological, and ethnic contexts. Prerequisites Must be placed into college-level reading and college-level writing Academic...
Words: 5954 - Pages: 24
...A Memoir by Bill Bryson: The Life and Times of the Thunderbolt Kid is about his childhood life in the eastern reign of America 1950’s era. He channels his experiences through his eyes in Des Moines, Iowa about his imagination with superpowers, friendships with new people throughout the years and family trials. In the book he talks about events that changed history and all types of new inventions that come out during his adulthood, more in the fourteenth chapter of the book, but he shines the problems of America as thou it’s just a small nuisance in Iowa. During his childhood, Bryson soon discovered that his parents can’t be his biological family and that he’s not from earth but a distant planet called planet electro because of what he found in his house. It was a sweater with a golden thunderbolt and no one in the family knew about it and assumed he was sent to earth by king Volton. Now with this new discovery he spent all his time zapping morons and shooting his thunder vision at people, mostly women’s clothing, that he’s been perfecting for years with his very...
Words: 491 - Pages: 2
...the teaching and learning plan and provide evidence of student learning for reporting to parents and stakeholders. Evidence for reporting to parents can be obtained from most assessments and LEs in the unit, for example, written evidence of students’ progress from the diagnostic assessment at LE1 to the mid–unit assessment at LE5 can be provided during parent–teacher interviews. Video recordings, photos and text messages can also be used as evidence of learning for parents through the use of online ePortfolios, such as https://www.storypark.com/. The final summative assessment at LE10 and LE11 is a showcase of students’ learning and achievement throughout the unit and reported to parents at an open classrooms...
Words: 1544 - Pages: 7
...an opportunity to develop your analytical and decision making skills. The class requires you Case to integrate the various areas of finance into a Procedures decision framework. As such it is expected that you will be a very active partner in the educaCalendar tional process. Lectures as a vehicle will be minimal. Instead student presentations, student Presentation Days discussion sessions, and group work will make up the majority of your experience. Writing Reports The course also requires you to grapple with the difficulty of decision making under conditions of uncertainty. It is expected that you How Am I Graded ? will be faced with ambiguous situations which will require you to make numerous judgements. Enrichment Assignments These situations will require a combination of financial theory and practice. It is unlikely that these assignments will result in clear and unambiguous solutions. You will be required to draw on your previous experiences from a variety of areas in order to successfully complete the class requirements. A particularly important goal in this class is to obtain an understanding and appreciation of the valuation process in markets, under conditions of risk or uncertainty. The essence of finance, in the final sense, is an understanding of how various decisions influence firm value. Course Prerequisite For most of you this class represents the The specific prerequisite for this class is terminal experience in corporate finance (If the Finance 325. Since the...
Words: 3841 - Pages: 16
...Ke Kaulike He Ha’awina Kīwila Lesson #1: Layers of Culture LESSON PURPOSE Understanding culture and the various layers or groupings that can describe this concept may help students discover how each and every one of them, with their individual and diverse home cultures, impact where we live. Especially important is for students to know the strengths, beauty, and gifts of the indigenous people of Hawai‘i, appreciating all that Hawaiian culture has to offer. The traditional historical concept of the ahupua‘a (traditional native Hawaiian land division stretching from the high mountain watershed downward to the shoreline and out to the deep sea beyond the reef) provided not only a philosophical basis for managing and sustaining Hawai‘i in the days of old, but remains relevant in our present and future with regard to preserving and sustaining resources for survival. Students need to understand their relationship and responsibilities congruent with shifting patterns, policies and practices that will influence how local culture continues to develop into the future. Facilitating civic dialogue is crucial to nurturing students’ realization and understanding that they have a voice that can impact change, and that it does matter whether or not they use it. As students explore the myriad of issues impacting both our local and global communities, they have the opportunity to identify areas of personal interest and importance. This personal connection can empower and influence...
Words: 2527 - Pages: 11
... saying it doesn’t make sense. What would you do?3. How do you help students experience success?4. How would you individualize instruction for students?5. What procedures do you use to evaluate student progress besides using tests?6. How would you challenge the slow learner and the advanced learner within the same class?7. What would your students say about you?Teacher Relationships With Colleagues1. What kind of teachers would you prefer to work with? Why?2. What activities would you like to work with in our school?3. What quality or qualities do you have that would enhance our teaching staff?4. What are some personality characteristics you find undesirable in people?5. Who should be responsible for discipline in a school? Why?6. What needs and/or expectations do you have of the school administration?7. How do you collaborate with your colleagues?Teacher Relationships With Parents1. What do you feel is the most effective way to communicate with parents? Describe how you have used this/these technique(s).2. Describe the reasons why you would contact parents.3. What would you include in your Open House presentations to parents?4. What community activities would you like to be associated with? Why?Instructional Techniques1. Describe any school experience you have had, particularly in student teaching (or in another teaching position) that has prepared you for a full-time position at our school.2. How would you integrate technology into the curriculum...
Words: 1672 - Pages: 7
... Save this file in your Biology folder in your Documents as a reference. If you are in this class you: Enjoy and/or are good in science classes, Are probably college bound and/or going to take advanced science classes. Because of this, I have higher expectations of you than in a more general class. As a Biology student: You have maturity, self-control and work well independently. The amount of effort you put into Biology will be equal to the amount of success that you have. I will try to treat you like a young adult with respect, and I expect the same from you in return. I have one simple rule that everyone will follow: BEHAVE SO THAT BOTH YOU AND YOUR CLASSMATES CAN LEARN There are 3 things that I do not believe in: Fairness, Failure and Homework! Do not expect any of these in this class. I will grade on the following scale: 90 – 100%….A 80 – 89%…...B 70 – 79% ......C 60 – 69%.......D Mastery Learning I don’t want to take work below the 80% level, which I consider Mastery. This means that everyone should make an A or B in this class. Mastery Learning practitioners understand that people work and learn at different rates. This is normal and perfectly acceptable. You must repeat work that isn’t at the 80% level until it is. Repeated work must be done on your own time before or after school before the next class period. Retests must be scheduled with me, within one week, and you must attend the appointment...
Words: 1972 - Pages: 8
...they need to work for themselves. Being a working student is kind of tough for us ordinary students. Value of Study? So when we say the value of study, it is the importance of studying for us student. Why studying is acquire? Because without it we can’t communicate with others, we can’t land a better job. Studying is simply a key for success. That’s why we are entering school because all of us believe that through knowledge we can achieve everything in life. Overview at Working Student The Researchers topic The Academic Performance of Working Students in Colegio De Dagupan tells about the conduct of those students who are working at the same studying. We choose this matter for us to better understand on how they manage their time and what its effects to their studies. The Researchers have chosen the topic to satisfy their curiosity. As for us student whose only supported by their parents can't encounter these way of life. So we settle this issue to be familiarize with their community. As a matter of fact they're highly regarded since they supervise their time in working and studying. We the researchers know how life hard is. Because of poor economy the youth supported themselves to be able to attend school. That is...
Words: 658 - Pages: 3
