All Discussions Tagged 'single' - Classroom 2.02024-03-28T23:32:18Zhttps://www.classroom20.com/forum/topic/listForTag?tag=single&feed=yes&xn_auth=noStudent Learning Portal, Examples Needed!tag:www.classroom20.com,2010-03-15:649749:Topic:4497602010-03-15T20:15:33.686ZJohn Sowashhttps://www.classroom20.com/profile/jrsowash
<span class="Apple-style-span" style="color: rgb(0, 0, 0); font-family: 'Times New Roman', serif;">I am putting together a proposal for my superintendent to convince her to let me set up a student learning portal. My idea is to set this page as the browser home page. When a student logs in to a computer they will have immediate access (via a single sign on service) to the following (tentative) list of tools …</span><br></br>
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<span class="Apple-style-span" style="color: rgb(0, 0, 0); font-family: 'Times New Roman', serif;">I am putting together a proposal for my superintendent to convince her to let me set up a student learning portal. My idea is to set this page as the browser home page. When a student logs in to a computer they will have immediate access (via a single sign on service) to the following (tentative) list of tools </span><br/>
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<li><span class="Apple-style-span" style="color: rgb(0, 0, 0); font-family: 'Times New Roman', serif;">Gmail (within Apps) </span></li>
<li><span class="Apple-style-span" style="color: rgb(0, 0, 0); font-family: 'Times New Roman', serif;">Google Docs </span></li>
<li><span class="Apple-style-span" style="color: rgb(0, 0, 0); font-family: 'Times New Roman', serif;">Edublogger </span></li>
<li><span class="Apple-style-span" style="color: rgb(0, 0, 0); font-family: 'Times New Roman', serif;">Wikispaces </span></li>
<li><span class="Apple-style-span" style="color: rgb(0, 0, 0); font-family: 'Times New Roman', serif;">Library research database </span></li>
<li><span class="Apple-style-span" style="color: rgb(0, 0, 0); font-family: 'Times New Roman', serif;">Online Grades </span></li>
</ul>
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<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; line-height:normal"><span>I am looking for examples of similar pages to help inspire me and to show my superintendent. If you have one at your school, would you take a screen shot of it and email (jsowash [at] southfieldchristian [dot] org) or tweet (@jrsowash) it to me? I did my graduate work at Liberty University and they had a pretty good learning portal. Here's what they had and an example of what I'm looking for: </span></p>
<a href="http://picasaweb.google.com/lh/photo/gpUj1Lu7DQGxeTv9Vq-C1w?authkey=Gv1sRgCN6m4sKiipTMOA&feat=embedwebsite"><img src="http://lh5.ggpht.com/_pbw4DQlb6zA/S56TwKfuomI/AAAAAAAAAno/GFQhsVlJUa8/s400/Liberty%20University.jpg"/></a>From <a href="http://picasaweb.google.com/jrsowash/BloggerPictures?authkey=Gv1sRgCN6m4sKiipTMOA&feat=embedwebsite">Blogger Pictures</a> <span class="Apple-style-span" style="color: rgb(0, 0, 0); font-family: 'Times New Roman', serif;"><br/></span><p></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; line-height:normal"><span class="Apple-style-span" style="color: rgb(0, 0, 0); font-family: 'Times New Roman', serif;"><br/></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; line-height:normal"><span class="Apple-style-span" style="color: rgb(0, 0, 0); font-family: 'Times New Roman', serif;"><br/></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; line-height:normal"><span class="Apple-style-span" style="color: rgb(0, 0, 0); font-family: 'Times New Roman', serif;">Thanks in advance for</span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto; line-height:normal"><span class="Apple-style-span" style="color: rgb(0, 0, 0); font-family: 'Times New Roman', serif;">your help! </span></p> 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>.