ENGLISH 101: Composition Fall 2015 M/W/F 19 (9:00-9:50/EHFA 169) 31 (2:00-2:50/SCI 120) 75 (3:00-3:50/EHFA 169) 98 (10:00 - 10:50/EHFA 170) This syllabus is not a contract and is subject to change as the instructor deems appropriate. Instructor: Dr. Shannon C. Stewart sstewart@coastal.edu 349-2475 Office Hours: SAND 121 M/W 11:00-1:00 FRI 11:00-12:00 Graduate Teaching Assistant: Ronda Taylor Place Kimbel Library 201 rataylor@g.coastal.edu Time Tue & Thur 10:00-12:00 Course Information
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B. The Challenges C. The Youth Camp Objectives D. Important Conditions E. Practical Considerations II.THE TEAM LEADER’S GUIDE A. Youth Camp General Schedule of Activities B. Goals of the Youth Camp C. Achieving the goals of the Youth Camp through the YFC 4F’s D. Attitudes of the Youth Camp Team Leader E. Roles and Responsibilities of the Team Leader/Assistant Team Leader
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interact to construct meaning. Connectivists realize knowledge is increasing at such fast speeds that it is important for learners to know how to find pertinent information. Transformative learning theory is also grounded in communication, with reflection as a key component. Instructors must incorporate these key components when creating their online courses. Creating
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subscribed to the providers of the social networking services such as Facebook, MySpace, LinkedIn, and Friendster among many others. The main activities that go on in these sites are online discussions about the common happenings in life, discussions about various interests, organizing of various events, making friends, talking about politics or mere gossip sharing activities (Jackson, 2003). Employers are realizing that growing numbers of their employees are engaging in the use of social networking sites
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the early years in reading is an inadequate vocabulary. An insufficient vocabulary will have an adverse impact on reading comprehension. E.D.Hirsch states “It is now well accepted that the chief cause of the achievement gaps between socioeconomic groups is a language gap.” The purpose of this research is to determine how explicit instruction using interventions can help close the vocabulary deficits with children from disadvantaged backgrounds The Problem Children of lower socioeconomic
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Think Strategically This page intentionally left blank T H I N K STRATEGICALLY Xavier Gimbert Associate Professor, Business Policy Department, ESADE Business School © Xavier Gimbert 2011 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act
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Identify Appropriate Instructional Strategies After selecting the learning objectives and assessments for the course, we need to think about the various instructional activities we will use to engage students with the material and enable them to meet the objectives. Of course, the key is to align instructional strategies with the other two components. Many instructional strategies are flexible, and can be used in service of several learning objectives, but some of them are better suited for a particular
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With popular fictional films reaching more audiences, compared to their independent counterparts. With so much influence over majority of moviegoers, the filmmakers that are involved in mainstream cinema have more power than those that are fighting to reach the big screens. Though the size of the audiences may be different, it does not change the responsibilities that come with the role of being a filmmaker. Titon points out in his article that non-fiction films have a bit more complex when it comes
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occurs at the end of an instructional sequence and that is used to summarize student progress and achievement and to provide a grade”(Lefrancois,2013). This paper describes the learning including activities that occurred prior to the assessment, a preview of the assessment, along with an explanation of how data received from the test was used to develop future instruction. Differentiated instruction along with the inclusion of technology was used to promote proficiency in all students. Part I The
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students. In constructivist classroom learning is interactive; teachers have dialogue with students. Knowledge is dynamic and changing with experience in constructivist classroom. Students in constructivist classroom are active and work primarily in group. In constructivist classroom the role of the teacher are changes from “transmitter to facilitator of knowledge”. Constructivist classroom differs from the traditional classroom in the areas like teacher, student and learning situation etc. Key words:
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