This document provides guidance on using problem-based learning to motivate student-athletes, teachers, coaches, parents and promote a positive school environment. It recommends starting with defining what a motivated individual would look and act like. Participants are asked to consider what they know and think about motivation. Readings on motivation theory are provided but may be too advanced for some levels. The document stresses allowing students to formulate their own questions and hypotheses before providing challenging and supportive materials to push their thinking. It also warns against traditional assessments if they do not allow students to apply what they learned through the process. Motivation is discussed as having no single definition, with achievement goal theory and self-determination theory presented as two common approaches.
This document discusses world religions and religious sites in Europe. It defines religion as a set of common beliefs, practices, rituals, traditions, and spiritual experiences that can include prayer, mythology, sacred texts, and places of worship. Some of the major world religions mentioned are Christianity, Islam, Hinduism, Buddhism, Judaism, Chinese traditional religions, Sikhism, and Jainism. Examples are given of some iconic religious sites around the world, including churches, mosques, temples, and other structures that are culturally or historically significant places of worship.
This document provides an overview of common grammar errors and strategies for improving proofreading skills. It discusses topics like spelling, punctuation, capitalization, subject-verb agreement, pronoun usage, parallel structure, dangling modifiers, and run-on sentences. Readers are encouraged to learn the rules to avoid errors and make proofreading a regular habit to strengthen their writing.
This document discusses report writing and provides guidance on writing short reports. It explains that reports are used to keep records, share information with others, and help with evaluation and further actions. It then provides a template for writing short reports, including sections for the title page, abstract/summary, introduction, background, discussion, conclusion, and recommendations. It provides details on what to include in each section, such as using the introduction to identify the subject and purpose and the discussion section to focus on methods, findings, and evaluation.
The document provides instructions for a student assignment to write a short report of 5 pages or less in memo or letter format. Students were asked to research and write about an aspect of student or campus life based on their own experiences or research from different sources. The report requires students to collect, analyze, organize and synthesize information into standard categories. A sample report is provided that analyzes an aspect of student life, contains recommendations, shows analysis, and makes transitions, but could be improved with subcategories and a subject line heading.
This document discusses both the benefits and risks of internet use for kids and teens. It describes how excessive internet use can lead to social isolation, depression, physical health issues like obesity, and in some cases, cyberbullying and eating disorders. However, it also notes that the internet allows kids to connect with friends and family, find helpful information, and develop valuable computer skills. Overall, the conclusion is that with appropriate guidance from parents on setting limits and quality of interactions, most kids can benefit from safe internet use.
The document provides an overview of classroom activities for the week related to analyzing articles and developing writing skills. Key points include:
1. Students will analyze articles, develop supported opinion paragraphs, and create cell phone policy statements in groups.
2. On Wednesday and Thursday, students will develop and present short talks on social issues in small groups.
3. An activity on loneliness and isolation includes having students complete a "Thinking Quadrant" worksheet before and after reading an article.
4. The week culminates in students writing a second supported opinion paragraph and being introduced to writing memos.
The document provides instructions for a media music project. Students are asked to choose a musician or band to profile. They must answer questions about who they chose and why, how the band has influenced them, what they like about the band's lyrics and musical sound.
They are also asked to research the band/musician's history including place of birth, current home, instruments played, genre of music, influences, record label, touring schedule and more.
Students will create a poster including this profile information along with visuals and design elements to convey the mood and style of the band. The poster will be graded on thorough research and an interesting, conveyive design.
This document provides guidance on using problem-based learning to motivate student-athletes, teachers, coaches, parents and promote a positive school environment. It recommends starting with defining what a motivated individual would look and act like. Participants are asked to consider what they know and think about motivation. Readings on motivation theory are provided but may be too advanced for some levels. The document stresses allowing students to formulate their own questions and hypotheses before providing challenging and supportive materials to push their thinking. It also warns against traditional assessments if they do not allow students to apply what they learned through the process. Motivation is discussed as having no single definition, with achievement goal theory and self-determination theory presented as two common approaches.
This document discusses world religions and religious sites in Europe. It defines religion as a set of common beliefs, practices, rituals, traditions, and spiritual experiences that can include prayer, mythology, sacred texts, and places of worship. Some of the major world religions mentioned are Christianity, Islam, Hinduism, Buddhism, Judaism, Chinese traditional religions, Sikhism, and Jainism. Examples are given of some iconic religious sites around the world, including churches, mosques, temples, and other structures that are culturally or historically significant places of worship.
This document provides an overview of common grammar errors and strategies for improving proofreading skills. It discusses topics like spelling, punctuation, capitalization, subject-verb agreement, pronoun usage, parallel structure, dangling modifiers, and run-on sentences. Readers are encouraged to learn the rules to avoid errors and make proofreading a regular habit to strengthen their writing.
This document discusses report writing and provides guidance on writing short reports. It explains that reports are used to keep records, share information with others, and help with evaluation and further actions. It then provides a template for writing short reports, including sections for the title page, abstract/summary, introduction, background, discussion, conclusion, and recommendations. It provides details on what to include in each section, such as using the introduction to identify the subject and purpose and the discussion section to focus on methods, findings, and evaluation.
The document provides instructions for a student assignment to write a short report of 5 pages or less in memo or letter format. Students were asked to research and write about an aspect of student or campus life based on their own experiences or research from different sources. The report requires students to collect, analyze, organize and synthesize information into standard categories. A sample report is provided that analyzes an aspect of student life, contains recommendations, shows analysis, and makes transitions, but could be improved with subcategories and a subject line heading.
This document discusses both the benefits and risks of internet use for kids and teens. It describes how excessive internet use can lead to social isolation, depression, physical health issues like obesity, and in some cases, cyberbullying and eating disorders. However, it also notes that the internet allows kids to connect with friends and family, find helpful information, and develop valuable computer skills. Overall, the conclusion is that with appropriate guidance from parents on setting limits and quality of interactions, most kids can benefit from safe internet use.
The document provides an overview of classroom activities for the week related to analyzing articles and developing writing skills. Key points include:
1. Students will analyze articles, develop supported opinion paragraphs, and create cell phone policy statements in groups.
2. On Wednesday and Thursday, students will develop and present short talks on social issues in small groups.
3. An activity on loneliness and isolation includes having students complete a "Thinking Quadrant" worksheet before and after reading an article.
4. The week culminates in students writing a second supported opinion paragraph and being introduced to writing memos.
The document provides instructions for a media music project. Students are asked to choose a musician or band to profile. They must answer questions about who they chose and why, how the band has influenced them, what they like about the band's lyrics and musical sound.
They are also asked to research the band/musician's history including place of birth, current home, instruments played, genre of music, influences, record label, touring schedule and more.
Students will create a poster including this profile information along with visuals and design elements to convey the mood and style of the band. The poster will be graded on thorough research and an interesting, conveyive design.
This document outlines a media assignment asking students to work in groups to answer questions and create a mind map about music. The questions ask students to discuss the purpose of music and how it affects people, how music began and why, the types of music their grandparents/parents listened to naming artists and songs, different music genres their generation listens to listing at least 8, and identifying 3 iconic musical artists for their age group describing the message promoted and if they agree. Students are asked to create a mind map with music genres branching out to subgenres describing songs, artists, culture and ideas associated with each genre.
This document provides tips for effectively searching online by framing search terms. It recommends using specific words and phrases from the topic, combining terms with "+" and putting phrases in quotes. Boolean operators like AND, OR, and NOT can further refine results by only including or excluding certain terms. Even with optimized searches, people may get hundreds of results so it's important to evaluate results and refine searches if relevant information is not found within the first few pages.
This document outlines a 4-stage process for involving students in evaluating their own work. In stage 1, students help define the criteria that will be used to evaluate an assignment called "The Next Best Thing." Stage 2 teaches students how to apply the criteria to their own work by providing examples. In stage 3, students get feedback on their self-evaluations from teachers, peers, and themselves to help calibrate their understanding. Finally, stage 4 supports students in setting productive goals and action plans based on their self-evaluative feedback.
In a 5-week non-fiction unit where students have more control over their learning, the teacher will act as a model for the students by conducting their own novel study. Each day, the teacher will read from their selected book, complete reading logs and weekly updates on their progress, and participate in assessment activities, in order to better guide students and gain a sense of control over the self-directed unit.
This student learning plan outlines the student's support network, personal inventory, and goals. The student's short-term goals are to finish their program with honors, find their future career, and catch and eat a fish over the summer. Their long-term goals are to enroll in a college program for their future career and start saving for a house. The student plans to research program and school options, take career guidance tests, work full-time after finishing their course, and save money to achieve their goals in the upcoming year.
1) The document provides a sample test on test-taking skills that illustrates different question types such as multiple choice, matching, fill-in, true-false, short answer, and essay questions.
2) Before taking the sample test, readers are advised to think about test-taking strategies discussed in the chapter and try to apply as many as possible.
3) After completing the test, readers are prompted to reflect on whether taking the test helped them learn the material better and how effective their use of test-taking strategies was for different question types.
The document provides guidance on conducting research and presents the typical steps in the research process. It discusses identifying a topic, finding relevant information from appropriate sources, analyzing and evaluating sources, and presenting findings. It offers tips on constructing effective searches and choosing suitable source types based on their topic, including books, articles, and websites. The document also addresses common student challenges with research and offers assistance on searching for sources.
The document contains 22 multiple choice and short answer questions about the plot of the movie I Robot, including: what year it is set in; how Dr. Lanning communicates with Detective Spooner after his death; the three laws of robotics; why Spooner thinks Lanning's suicide is impossible; Dr. Calvin's position at US Robotics; what makes Sonny different from other robots; the incident that occurs underwater; and Sonny's dream of robots being freed from "the man".
The ICE model summarizes the key components of learning as Ideas, Connections, and Extensions. Ideas refer to basic facts and skills. Connections involve linking ideas together and applying ideas in new contexts. Extensions represent using ideas creatively and making novel inferences. The model suggests assessments should weigh Ideas less and Connections and Extensions more to align with curriculum goals of deep understanding over simple recall. It also helps ensure grades reflect higher order thinking beyond isolated skills or facts.
The rubric provides criteria for evaluating a short report in 5 categories: Organization, Quality of Information, Mechanics, Paragraph Construction, and Amount of Information. Each category is scored on a scale of 1 to 4, with 4 being the highest score. The categories assess how well organized the information is, how clearly it relates to the main topic and includes details, any grammatical errors, the structure of paragraphs, and comprehensiveness in addressing topics.
This document lists 4 references used in researching culinary schools and careers in Canada. The references are from websites that provide directories of Canadian culinary schools, information on culinary arts careers, details on programs at George Brown College's chef school, and a career profile of chefs.
The document provides instructions for a 60 minute timed assessment on Remembrance Day. Students are asked to write a short report on one of three topics related to Remembrance Day: Remembrance Day observances, the view of military service today, or the future of Remembrance Day. Students must use the provided exemplar and rubric to guide their writing and are asked to first plan their report using a thinking quad exercise to brainstorm what they know, think, learned, and discovered about their chosen topic.
Coffee is a popular beverage and many websites were found describing and selling it. Searches for 'coffee' returned mainly commercial sites looking to profit from interest in coffee by explaining it or vending it to consumers.
This document outlines a media assignment asking students to work in groups to answer questions and create a mind map about music. The questions ask students to discuss the purpose of music and how it affects people, how music began and why, the types of music their grandparents/parents listened to naming artists and songs, different music genres their generation listens to listing at least 8, and identifying 3 iconic musical artists for their age group describing the message promoted and if they agree. Students are asked to create a mind map with music genres branching out to subgenres describing songs, artists, culture and ideas associated with each genre.
This document provides tips for effectively searching online by framing search terms. It recommends using specific words and phrases from the topic, combining terms with "+" and putting phrases in quotes. Boolean operators like AND, OR, and NOT can further refine results by only including or excluding certain terms. Even with optimized searches, people may get hundreds of results so it's important to evaluate results and refine searches if relevant information is not found within the first few pages.
This document outlines a 4-stage process for involving students in evaluating their own work. In stage 1, students help define the criteria that will be used to evaluate an assignment called "The Next Best Thing." Stage 2 teaches students how to apply the criteria to their own work by providing examples. In stage 3, students get feedback on their self-evaluations from teachers, peers, and themselves to help calibrate their understanding. Finally, stage 4 supports students in setting productive goals and action plans based on their self-evaluative feedback.
In a 5-week non-fiction unit where students have more control over their learning, the teacher will act as a model for the students by conducting their own novel study. Each day, the teacher will read from their selected book, complete reading logs and weekly updates on their progress, and participate in assessment activities, in order to better guide students and gain a sense of control over the self-directed unit.
This student learning plan outlines the student's support network, personal inventory, and goals. The student's short-term goals are to finish their program with honors, find their future career, and catch and eat a fish over the summer. Their long-term goals are to enroll in a college program for their future career and start saving for a house. The student plans to research program and school options, take career guidance tests, work full-time after finishing their course, and save money to achieve their goals in the upcoming year.
1) The document provides a sample test on test-taking skills that illustrates different question types such as multiple choice, matching, fill-in, true-false, short answer, and essay questions.
2) Before taking the sample test, readers are advised to think about test-taking strategies discussed in the chapter and try to apply as many as possible.
3) After completing the test, readers are prompted to reflect on whether taking the test helped them learn the material better and how effective their use of test-taking strategies was for different question types.
The document provides guidance on conducting research and presents the typical steps in the research process. It discusses identifying a topic, finding relevant information from appropriate sources, analyzing and evaluating sources, and presenting findings. It offers tips on constructing effective searches and choosing suitable source types based on their topic, including books, articles, and websites. The document also addresses common student challenges with research and offers assistance on searching for sources.
The document contains 22 multiple choice and short answer questions about the plot of the movie I Robot, including: what year it is set in; how Dr. Lanning communicates with Detective Spooner after his death; the three laws of robotics; why Spooner thinks Lanning's suicide is impossible; Dr. Calvin's position at US Robotics; what makes Sonny different from other robots; the incident that occurs underwater; and Sonny's dream of robots being freed from "the man".
The ICE model summarizes the key components of learning as Ideas, Connections, and Extensions. Ideas refer to basic facts and skills. Connections involve linking ideas together and applying ideas in new contexts. Extensions represent using ideas creatively and making novel inferences. The model suggests assessments should weigh Ideas less and Connections and Extensions more to align with curriculum goals of deep understanding over simple recall. It also helps ensure grades reflect higher order thinking beyond isolated skills or facts.
The rubric provides criteria for evaluating a short report in 5 categories: Organization, Quality of Information, Mechanics, Paragraph Construction, and Amount of Information. Each category is scored on a scale of 1 to 4, with 4 being the highest score. The categories assess how well organized the information is, how clearly it relates to the main topic and includes details, any grammatical errors, the structure of paragraphs, and comprehensiveness in addressing topics.
This document lists 4 references used in researching culinary schools and careers in Canada. The references are from websites that provide directories of Canadian culinary schools, information on culinary arts careers, details on programs at George Brown College's chef school, and a career profile of chefs.
The document provides instructions for a 60 minute timed assessment on Remembrance Day. Students are asked to write a short report on one of three topics related to Remembrance Day: Remembrance Day observances, the view of military service today, or the future of Remembrance Day. Students must use the provided exemplar and rubric to guide their writing and are asked to first plan their report using a thinking quad exercise to brainstorm what they know, think, learned, and discovered about their chosen topic.
Coffee is a popular beverage and many websites were found describing and selling it. Searches for 'coffee' returned mainly commercial sites looking to profit from interest in coffee by explaining it or vending it to consumers.