All Discussions Tagged 'lists' - Classroom 2.02024-03-28T17:45:47Zhttps://www.classroom20.com/forum/topic/listForTag?tag=lists&feed=yes&xn_auth=noA New Site for Students and Teachers to Manage Projects Onlinetag:www.classroom20.com,2010-10-26:649749:Topic:5221062010-10-26T21:58:01.955ZSal Phttps://www.classroom20.com/profile/SalP
I just launched a site for students to manage group projects online; <a href="http://www.enterthegroup.com">Enterthegroup.com</a>. It provides project management tools and advice so students can get organized and communicate better.<div><br></br></div>
<div>The site provides help to students who typically dislike working in groups. It gives them a way to define their objectives and goals. It also allows them to break projects down into tasks, communicate to each other, schedule meetings on a shared…</div>
I just launched a site for students to manage group projects online; <a href="http://www.enterthegroup.com">Enterthegroup.com</a>. It provides project management tools and advice so students can get organized and communicate better.<div><br/></div>
<div>The site provides help to students who typically dislike working in groups. It gives them a way to define their objectives and goals. It also allows them to break projects down into tasks, communicate to each other, schedule meetings on a shared calendar, share files and conduct polls.</div>
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<div>There is a tool for teachers to create a type of virtual classroom where they can communicate with students outside of class, share handouts, post dates to a calendar and more.</div>
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<div>I would love to know what teachers think about this, so any feedback would be much appreciated. </div>
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<div>I think this site can help teachers avoid project 'disasters' as well as teach students valuable lessons in organization.</div>
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<div>Thanks,</div>
<div>Sal</div> The Great Grammar Debatetag:www.classroom20.com,2009-10-26:649749:Topic:3969842009-10-26T16:02:15.057ZMark Penningtonhttps://www.classroom20.com/profile/MarkPennington
It seems to me that the key lines of division within grammar instruction (meaning syntax, word choice, usage, punctuation, and even spelling—a catch-all term that most English language-arts teachers use to describe the “stuff” that we “have to , but don’t want to” teach) have been drawn between those who favor <b>part to whole</b> and <b>whole to part</b> instruction. As a brief aside… isn’t this much akin to the graphophonic (phonics-based) and whole language reading debate? Anyway, here is my…
It seems to me that the key lines of division within grammar instruction (meaning syntax, word choice, usage, punctuation, and even spelling—a catch-all term that most English language-arts teachers use to describe the “stuff” that we “have to , but don’t want to” teach) have been drawn between those who favor <b>part to whole</b> and <b>whole to part</b> instruction. As a brief aside… isn’t this much akin to the graphophonic (phonics-based) and whole language reading debate? Anyway, here is my take on the assumptions of both positions:<br />
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Advocates of part to whole instruction believe that front-loading instruction in the discrete parts of language will best enable students to apply these parts to the whole process of writing. Following are the key components of this inductive approach.<br />
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1. <b>Memorization</b> of the key terminology and definitions of grammar to provide a common language of instruction.<br />
2. <b>Identification</b> of grammatical constructions leads to application.<br />
3. Familiarity with the <b>rules of grammar</b> leads to correct application.<br />
4. Teaching the <b>components of sentence construction</b> leads to application.<br />
5. <b>Distrust of one’s own oral language</b> as a grammatical filter .<br />
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Advocates of whole to part instruction believe that back-loading instruction in the discrete parts of language, as is determined by needs of the writing task, will best enable students to write fluently and meaningfully. Following are the key components of this deductive approach.<br />
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1. <b>Minimal memorization</b> of the key terminology and definitions of grammar and minimal practice in identification of grammatical constructions.<br />
2. <b>Connection to one’s oral language is essential</b> to inform fluent and effective writing.<br />
3. Reading and listening to exemplary literature and poetry provides the <b>models</b> that students need to mimic and revise as they develop their own writing style.<br />
4. <b>Minimal error analysis</b>.<br />
5. Teaching <b>writing as a process</b> with a focus on coherence will best enable students to apply the discreet parts such as subjects, predicates, parts of speech, phrases, clauses, sentences, and transitions to say something meaningful.<br />
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Of course, how teachers align themselves within the <b><a href="http://penningtonpublishing.com/blog/grammar_mechanics/the-great-grammar-debate/" target="_blank">Great Grammar Debate</a></b>is not necessarily an "either-or" decision. Most teachers apply bits and pieces of each approach to teaching grammar. I take a stab on how to integrate the inductive and deductive approaches in <b><a href="http://penningtonpublishing.com/blog/grammar_mechanics/how-to-integrate-grammar-and-writing-instruction/" target="_blank">How to Integrate Grammar and Writing Instruction</a></b>.