What are we teaching and learning when we analyze films? Who's missing from the story? This resource is offered for teachers across the humanities who use film and incorporate opportunities for students to develop media analysis skills.
This chart presents historical thinking questions, historical thinking skills, and Common Core reading and writing skills that teachers should consider when planning activities and tasks for students in grades 11 and 12.
This chart presents historical thinking questions, historical thinking skills, and Common Core reading and writing skills that teachers should consider when planning activities and tasks for students in grades 9 and 10.
This chart presents historical thinking questions, historical thinking skills, and Common Core reading and writing skills that teachers should consider when planning activities and tasks for students in grades 6, 7, and 8.
The purpose of this textbook is to provide resourses about teaching low brass instruments to music educators and future music educators. The book was developed by the author as part of the open/alternative textbook initiative at Kansas State University. It Is the textbook used for the Kansas State University course Music 239-Low Brass Techniques and Materials.
Teaching Mathematics is nothing less than a mathematical manifesto. Arising in response to a limited National Curriculum, and engaged with secondary schooling for those aged 11 ̶ 14 (Key Stage 3) in particular, this handbook for teachers will help them broaden and enrich their students’ mathematical education. It avoids specifying how to teach, and focuses instead on the central principles and concepts that need to be borne in mind by all teachers and textbook authors—but which are little appreciated in the UK at present.
This study is aimed at anyone who would like to think more deeply about the discipline of ‘elementary mathematics’, in England and Wales and anywhere else. By analysing and supplementing the current curriculum, Teaching Mathematics provides food for thought for all those involved in school mathematics, whether as aspiring teachers or as experienced professionals. It challenges us all to reflect upon what it is that makes secondary school mathematics educationally, culturally, and socially important.
The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success.
The Team Project has the goals of (1) developing teamwork and leadership skills and (2) learning from the analysis of a change initiative in a real-world company using concepts from other core courses. This class has no regular class schedule or weekly readings. Almost everything is oriented around your team and your project, with only a few deadlines. Each team is responsible for analyzing a recent, ongoing, or anticipated initiative at a real company. Examples might be a strategic reorientation, organizational restructuring, introduction of a new technology, or worker participation program. From the course home page: This course is closely integrated with other MBA core classes: readings are assigned through Organizational Processes (15.311) and oral presentations are given in Communication for Managers (15.280).
Students explore the physical and psychological effect of stress and tension on human beings. They develop their observing, thinking, writing and teamwork skills by working on a group art project and reporting about it. They learn about the stages of group formation, group dynamics and team member roles that make for effective teams. In the process, they discover how collective action can foster a sense of community support, which can alleviate personal feelings of stress and tension. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.
The goal of this activity is for students to develop visual literacy. They learn how images are manipulated for a powerful effect and how a photograph can make the invisible (pollutants that form acid rain) visible (through the damage they cause). The specific objective is to write captions for photographs.
Looks at special structural and artistic challenges of theatrical scenery, effects, and construction needs. Explores the technical design process from initial meetings to realization on stage. Emphasizes safety, budgeting, and problem solving. Work includes actual production assignments and paper design projects. Final project required to explore each student's specific interests.
Technical Project Management in Living and Geometric Order demonstrates that even the best-laid project plans can be undone by new technologies, financial upheavals, or resource scarcity, to name just a few disruptors. It encourages project managers to focus on learning throughout a project, with the understanding that what they learn could necessitate major changes in midstream. This adaptive, flexible, living-order approach is inspired by Lean in construction projects and Agile in software development. Technical Project Management in Living and Geometric Order explains how today’s projects unfold in dynamic environments in response to unexpected events. With its practical tips, detailed graphics, links to additional resources, and interviews with engineering professionals, it’s an accessible introduction to the living order for aspiring project managers.
A focus on the organization, development, and refinement of technical communications. Internal and external communications, including letters, memos, reports, and presentations are included.
Discussions and assignments in this class reveal methods for developing the writing skills and techniques needed to communicate effectively and efficiently in professional and technical industries. The course explores techniques for gathering, organizing, and presenting technical information in written reports for technical and non-technical readers. By studying the purpose and design of reports commonly used in business and technical industries, students will gain practical writing experience and stronger persuasive skills, which will also be useful in academic writing. Students work will focus on writing reports, memorandums, and other business and technical documents with an emphasis on layout, tone, clarity, and conciseness. Course includes instruction in research technique, research paper formatting, and academic documentation, culminating in a formal report on a technical topic. Login: guest_oclPassword: ocl
Companies and governments have to decide upon technological strategies, i.e. which products are to be developed and which processes and infrastructures are required for the future. Several tools to consider technological strategies are dealt with in this course.
Introduces analysis techniques for complex structures and the role of material properties in structural design, failure, and longevity. Energy principles in structural analysis and applications to statically-indeterminate structures and solid continua. Matrix and finite-element methods of structured analysis including bars, beams, and two-dimensional plane stress elements. Structural materials and their properties; metals and composites. Modes of structural failure. Criteria for yielding and fracture. Crack formation and fracture mechanics. Fatigue and design for longevity. Other failure modes. Structural design project.
A graduate-level introduction to artificial intelligence. Topics include: representation and inference in first-order logic; modern deterministic and decision-theoretic planning techniques; basic supervised learning methods; and Bayesian network inference and learning.
This course explores the potential impact of modern technologies on the school reforms debate. The first part of the course provides an overview of the current state of the school reform debate and reviews the ideas in the progressive school reform movement, as well as examining the new public charter school in Cambridge as a case study. The second part of the course requires critical study of research projects that hold promise as inspirations and guidelines for concrete multidisciplinary activities and curriculum for progressive charter schools. The course concludes with a discussion of the challenges in scaling the successful innovations in school reform to new contexts.
This course explores the design of innovative educational technologies and creative learning environments, drawing on specific case studies such as the LEGOĺ¨ Programmable Brick, Scratch software and Computer Clubhouse after-school learning centers. Includes activities with new educational technologies, reflections on learning experiences, and discussion of strategies and principles underlying the design of new tools and activities.
Studies the relations between literature (primarily of the Renaissance and Early Modern periods) and the technologies associated with its production and dissemination. Instruction and practice in oral and written communication. Topic for Spring: Hypertexts and Hyperrealities. This course explores the properties of non-sequential, multi-linear, and interactive forms of narratives as they have evolved from print to digital media. Works covered in this course range from the Talmud, classics of non-linear novels, experimental literature, early sound and film experiments to recent multi-linear and interactive films and games. The study of the structural properties of narratives that experiment with digression, multiple points of view, disruptions of time, space, and of storyline is complemented by theoretical texts about authorship/readership, plot/story, properties of digital media and hypertext. Questions that will be addressed in this course include: How can we define "non-sequentiality/multi-linearity", "interactivity", "narrative". To what extend are these aspects determined by the text, the reader, the digital format? What are the roles of the reader and the author? What kinds of narratives are especially suited for a non-linear/interactive format? Are there stories that can only be told in a digital format? What can we learn from early non-digital examples of non-linear and interactive story telling?