All Blog Posts Tagged 'higher' - Classroom 2.02024-03-29T11:29:07Zhttps://www.classroom20.com/profiles/blog/feed?tag=higher&xn_auth=noGet your online class started in the right direction!tag:www.classroom20.com,2020-04-06:649749:BlogPost:12091832020-04-06T22:54:12.000ZThomas Stanleyhttps://www.classroom20.com/profile/ThomasStanley
<p>Get your class started in the right direction!</p>
<p> </p>
<p>When you welcome students to an online environment it is important to make them feel as though they are in a personal and friendly environment. Start by having them post in the text chat or a discussion area of a synchronous session such things as characteristics that fit them as a person and why. Most young people are good at the social posts and this will allow them to feel comfortable at the start of the class. Here is an…</p>
<p>Get your class started in the right direction!</p>
<p> </p>
<p>When you welcome students to an online environment it is important to make them feel as though they are in a personal and friendly environment. Start by having them post in the text chat or a discussion area of a synchronous session such things as characteristics that fit them as a person and why. Most young people are good at the social posts and this will allow them to feel comfortable at the start of the class. Here is an example of what you can do:</p>
<p>Post any three of the characteristics that fit you as a person and why:</p>
<p>Was born outside the USA, Likes math, loves animals, likes to try new foods, has traveled outside our stare, can name the last three Presidents of the USA with out Googling them, know the Assistant Principals name, and is afraid of spiders or snakes.</p>
<p> </p>
<p>After going over why they need to do in order to be an active learner explain the tools of your online learning program. This includes: where to find assignments or activities, discussions, presentations, synchronous tools and responsibilities, and the role of taking notes. Also put up rubrics for each of these programs so that there are no questions of what is expected of them during theses classes.</p>
<p> </p>
<p>First assignments need to be simple but using the tools available to the students such as PowerPoint, word, or other presentations tools. Then have them prepare slides about how to be an active online learner and post 1-2 questions about the class in the discussion area.</p>
<p> </p>
<p>These are only suggestions and are simple assignments.</p>
<p> </p>Collaborative online learningtag:www.classroom20.com,2020-04-06:649749:BlogPost:12089712020-04-06T15:49:02.000ZThomas Stanleyhttps://www.classroom20.com/profile/ThomasStanley
<p>Here are some basic ideas for teachers to make your online classroom a collaborative one.</p>
<p> </p>
<p>Let’s start with a basic guide to help students be successful collaborative online learners.</p>
<p> </p>
<p> Online learning depends on you, the student; it is imperative that you become an active learner. What is an active learner? It’s a person who takes full responsibility for her or his own learning. You will need to complete assignments before the deadline, turn in assignment…</p>
<p>Here are some basic ideas for teachers to make your online classroom a collaborative one.</p>
<p> </p>
<p>Let’s start with a basic guide to help students be successful collaborative online learners.</p>
<p> </p>
<p> Online learning depends on you, the student; it is imperative that you become an active learner. What is an active learner? It’s a person who takes full responsibility for her or his own learning. You will need to complete assignments before the deadline, turn in assignment that look neat, and have been spell/grammar checked. Be sure to take the time to produce a final product that looks good and reflects a pride in your work. How do you do this? There are some simple guidelines that can help you be successful: be attentive when doing your course work on the computer by not allowing many distractions. That’s right you will need to FOCUS! Turn off your phone and find a quiet place to work, especially during online testing or synchronous activities. Finally it is up you, the learner, to take full responsibility for your own learning. The teacher is your guide and mentor! It’s up to you to get the job done!</p>
<p> </p>
<p>Setting up a tutor or help sessions with your students!</p>
<p> </p>
<p>This is a time that you can give academic help in your subject areas. Pick specific dates and time to meet with your students using Hangout, Facebook, and more. You can even blog with your students or have other students reach out and help each other. This is designed to allow students to post or ask questions they have with their academic class work.</p>
<p> </p>
<p>Teacher lead sessions are designed to help each student collaborate with each other, encourage all students to be engaged, and evaluate the participation of students. A rubric should be posted that will be used as a basis for grading.</p>
<p> </p>
<p>If you are doing a student tutorial session here are some possible guidelines:</p>
<p> </p>
<ol>
<li>The student presenter is responsible for presenting a question or problem to the group, interacting with question from the group, and making an effort to pursue an answer or solution.</li>
<li>Other students in the group are responsible for listening to and understanding the presenters question/problem, asking questions that clarify and help the presenter think deeper about an answer or solution, and discussing with each other strategies to move the presenters thinking when it gets stuck.</li>
</ol>
<p> </p>
<p>Remember it is important to set up the key purpose of the discussion area? It is not a social area but an academic one. Most students have a hard time with this because of social media issues and not having used online activities for academic tools. One very cool thing to do is set up your tutor or discussion times in a virtual world setting (but more on this later).</p>
<p> </p>
<p>A key part of online learning is the collaborative environment. Here are some ideas or thoughts for a student’s role in a collaborative classroom. It is important to set the tone for a positive collaborative experience and what they should expect to experience in these type of learning groups.</p>
<p> </p>
<p>Here is a sample of what you will need to have a student do in an inquiry or collaborative classroom</p>
<ol>
<li>Students will be expected to bring questions for discussions, have read/watched/listened to the materials and to exchange responses and work with others to gain a deeper understanding of the answers to the questions raided. Their grade is not only based on academic work but also on social interaction.</li>
<li>Each pupil should be asked to demonstrate careful thinking and self-expression. Remember your goals for them are to be sure they search for answers, weigh evidence, and explore differing views. They should work close along with you, the teacher, and any leader of the group. Student’s will be asked to discover their own truth or interpretation of the material.</li>
</ol>
<p> </p>
<p>How do you make this a positive collaborative experience?</p>
<p> </p>
<p> Start by setting goals for each of your groups by developing rubrics and contracts with specific student responsibilities. This will create groups that have positive interdependence, individual accountability, a heterogeneous exchange of ideas, shared leadership and responsibility, develop the social skills needed to complete the task, tools to observe or intervene, and facilitate group effectiveness.</p>
<p> </p>
<p> Students will experience success and frustration while working with others but the benefits out weigh the negatives because they must learn to work effectively together. No one knows everything and the group will be able to analyze, synthesize, and evaluate the subject matter. They will remember more, move further faster, and have more fun by working together.</p>
<p> </p>JUST A MINUTEtag:www.classroom20.com,2020-04-05:649749:BlogPost:12087702020-04-05T09:32:29.000ZVarnika Kapoorhttps://www.classroom20.com/profile/VarnikaKapoor
Some interesting topics for Just A Minute. It is an activity that as an English teacher I have found very fascinating. The participant must start by repeating the topic, then continue speaking on it for a minute without pausing ( a minor pause for breath is allowed, the decision lies with the moderator), without repetition of words, ideas, and without stammering, or making grammatical errors. Remember, imagination is the key.<br />
<br />
1. Please hang in there.<br />
2. She walked in like a whirlwind and blew…
Some interesting topics for Just A Minute. It is an activity that as an English teacher I have found very fascinating. The participant must start by repeating the topic, then continue speaking on it for a minute without pausing ( a minor pause for breath is allowed, the decision lies with the moderator), without repetition of words, ideas, and without stammering, or making grammatical errors. Remember, imagination is the key.<br />
<br />
1. Please hang in there.<br />
2. She walked in like a whirlwind and blew my senses away.<br />
3. The bus was travelling too fast to stop.<br />
4. I saw a lamb following Mary to school.<br />
5. A cloud of dust blew off my hat, and I was left hatless.<br />
6. Honesty is the best policy.<br />
7. I saw him read the letter and then his face turned pale.<br />
8. The house was in complete darkness and I saw all the doors open.<br />
9. I had been waiting for food delivery to arrive and...<br />
10. When I saw my neighbor's house being broken into by burglars...<br />
11. I wandered about the city hall all afternoon and there wasn't a soul in sight.<br />
12. My guitar and me.<br />
13. What I do when I don't find my shoes.<br />
14. If I were a bird.<br />
15. I love my English class because...<br />
16. The best advice I was ever given.<br />
17. Advice not taken.<br />
18. Blue days, all of them gone, nothing but blue skies from now on.<br />
19. Imagine a world with no boundaries.<br />
20. Every obstacle in my life has led to stern resolve.he interactive online and blended-learning classroomtag:www.classroom20.com,2020-03-21:649749:BlogPost:12077552020-03-21T01:37:32.000ZThomas Stanleyhttps://www.classroom20.com/profile/ThomasStanley
<p></p>
<p><b>Since the possibility of moving classes into the online world here are some helpful hints for teachers to use in their online classrooms. </b></p>
<p></p>
<p><b>The interactive online and blended-learning classroom</b></p>
<p><b>By Thomas E. Stanley </b></p>
<p></p>
<p><b>Series of ideas used to help make the online classroom more interactive</b></p>
<p><b>Topics: </b></p>
<ul>
<li style="font-weight: 400;"><span style="font-weight: 400;">Subject matter…</span></li>
</ul>
<p></p>
<p><b>Since the possibility of moving classes into the online world here are some helpful hints for teachers to use in their online classrooms. </b></p>
<p></p>
<p><b>The interactive online and blended-learning classroom</b></p>
<p><b>By Thomas E. Stanley </b></p>
<p></p>
<p><b>Series of ideas used to help make the online classroom more interactive</b></p>
<p><b>Topics: </b></p>
<ul>
<li style="font-weight: 400;"><span style="font-weight: 400;">Subject matter</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Posting discussions</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Using Synchronous tools </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Creating presentations</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Guest and Experts</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Use of advanced materials </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Testing and Analyzing what you have learned and still needs to be done. </span></li>
</ul>
<p></p>
<p><b>Subject matter</b><span style="font-weight: 400;"> </span></p>
<ol>
<li style="font-weight: 400;"><span style="font-weight: 400;">Overriding themes - thematic, inquiry and project-based learning </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">The question is the answer</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Using various new technical tools as more than a wow factor</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Drawing conclusions and presenting ideas.</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Using guest experts to involve students </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Using contradictory materials</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Student forms his/her own ideas. Student use of technology to illustrate answers</span></li>
</ol>
<p></p>
<p><b>Discussions:</b></p>
<ol>
<li style="font-weight: 400;"><span style="font-weight: 400;">Key ideas from the units, themes, projects before any reading </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Students attempt to prove their ideas through readings, video’s, and audio materials </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Outcomes and conclusions presented while using synchronous/asynchronous tools to be evaluated by students </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Final Outcomes and presentations to “experts. </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Teacher role is to develop rubrics - create group roles (academic, social, and technical), Timelines and Organize groups</span></li>
</ol>
<p></p>
<p><b>Synchronous tools</b></p>
<ol>
<li style="font-weight: 400;"><span style="font-weight: 400;">The slide, quote, and wording is the key to creating more questions than answers.</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Use of breakout rooms for students to brainstorm and do student presentations (mix up the groups so that each student is responsible for presenting to other groups. )</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Throughout the session, teacher should go around the “room”--asking for opinions, ideas and just a what’s up</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Make sure the students understand that their opinions do not have to be all the same…that within their presentations should be a place for “alternative opinions” </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">This is the place that you can “bring it all together”....students can post and show their video’s, audio, etc. </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Teachers should develop rubrics for synchronous sessions. </span></li>
</ol>
<p><br/><br/><br/></p>
<p><b>Creating presentations</b></p>
<ol>
<li style="font-weight: 400;"><span style="font-weight: 400;">Based on the reading, videos, discussions, research….</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">When to present...synchronously and asynchronously</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Use video, audio, animation, and more</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Assigning roles so that everyone is involved </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">All present to other groups</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Final presentations or arguments: </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Presenting to other students, adults, organizations</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Rubrics, group presentation format- student/teacher graded or critiqued first then presented to outside sources. </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">The teacher creates a presentation, academic Rubrics</span></li>
</ol>
<p><br/><br/></p>
<p><b>Guests and advanced materials</b></p>
<ol>
<li style="font-weight: 400;"><span style="font-weight: 400;">Three possible audiences: World audience, national audience, local audience</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Bring in higher level reading (research studies), presentations by others to support or not support your ideas</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Students should ask, “What changes do I have to make based on these new ideas?”</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Be sure to explain the role of the questions...how to ask them, use synchronous and asynchronous tools </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Teacher developed Rubric for questions and participation </span></li>
</ol>
<p></p>
<p><b>Grading</b></p>
<ol>
<li style="font-weight: 400;"><span style="font-weight: 400;">All along the way, not just the test...set it up well before the project. Students evaluate at the end of the academic, social, and technical work of group, class, and project. </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Final student evaluation of what went well, did not, and</span> <i><span style="font-weight: 400;">unfinished business.</span></i><span style="font-weight: 400;"> </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Traditional test is just a part of the final evaluation. ...What did I learn, did not learn? </span></li>
</ol>
<p><br/><br/></p>Blog 1: Entradatag:www.classroom20.com,2020-02-03:649749:BlogPost:12044252020-02-03T01:52:04.000ZEddie Martinezhttps://www.classroom20.com/profile/EddieMartinez
<p><span>Hola,</span><span> </span></p>
<p><span>Que tal, me llamo Eddie </span><span>Martinez</span><span>. Tengo </span><span>veintiuno</span><span> años, y </span><span>nací</span><span> en </span><span>Staten</span><span> Island, Nueva York. Est</span><span>o es mi </span><span>último</span><span> semestre en CSI. Voy para un</span><span> </span><span>major</span><span> en </span><span>Comunicaciones y </span><span>minors</span><span> en español y Periodismo</span><span>. Soy alta,…</span></p>
<p><span>Hola,</span><span> </span></p>
<p><span>Que tal, me llamo Eddie </span><span>Martinez</span><span>. Tengo </span><span>veintiuno</span><span> años, y </span><span>nací</span><span> en </span><span>Staten</span><span> Island, Nueva York. Est</span><span>o es mi </span><span>último</span><span> semestre en CSI. Voy para un</span><span> </span><span>major</span><span> en </span><span>Comunicaciones y </span><span>minors</span><span> en español y Periodismo</span><span>. Soy alta, sensible, entrevista y gorda.</span><span> </span><span>También</span><span> soy una muje</span><span>r transgénero, uso </span><span>los pronombres femeninos</span><span>.</span><span> </span><span> </span></p>
<p><span>Toda mi familia vive</span><span> en Nueva York. </span><span>Consiste de mi </span><span>madre, tres hermanos y dos hermanas; soy la </span><span>más</span><span> joven.</span><span> Mi madre</span><span>, mis</span><span> </span><span>dos </span><span>hermanos y </span><span>herm</span><span>an</span><span>a mayores</span><span> vienen de Morelos, Mexico. </span><span> </span></p>
<p><span>En mi tiempo libre me gusta hacer ejercicios y comer en nuevos restaurantes a probar nuevos tipos de comida</span><span>. También, me gusta </span><span>los conciertos de </span><span>musica</span><span>.</span><span> </span></p>
<p><span>En la futura quiero ser un trabajadora social para ayudar los jóvenes LGBTQ</span><span>.</span><span> </span></p>BLOG POST #2tag:www.classroom20.com,2019-11-20:649749:BlogPost:12003862019-11-20T18:57:24.000ZNataly Casarrubiashttps://www.classroom20.com/profile/NatalyCasarrubias
<p><span style="font-weight: 400;">Un momento memorable que sucedió a lo largo de mi carrera estudiantil fue en la secundaria. En la secundaria ingresé en el programa de AFJROTC. Estuve en el programo por cuatro años y aprendí mucho en ese tiempo. El primer dia de orientación estuve muy nerviosa. No sabía qué esperar de esta escuela nueva especialment de este programa que involucró disciplina, aptitud física y compromiso. Tenía la impresión de que el primer dia de orientación sería muy duro y…</span></p>
<p><span style="font-weight: 400;">Un momento memorable que sucedió a lo largo de mi carrera estudiantil fue en la secundaria. En la secundaria ingresé en el programa de AFJROTC. Estuve en el programo por cuatro años y aprendí mucho en ese tiempo. El primer dia de orientación estuve muy nerviosa. No sabía qué esperar de esta escuela nueva especialment de este programa que involucró disciplina, aptitud física y compromiso. Tenía la impresión de que el primer dia de orientación sería muy duro y las personas a cargo serian estrictas y serias, pero en realidad fue un dia muy divertido y lleno de actividades que me emocionaron mucho de ser parte de esta nueva aventura. Es fue el dia que conoci amigos que se convirtieron en amigos de vida y familia. </span></p>blog post #2tag:www.classroom20.com,2019-11-20:649749:BlogPost:12005862019-11-20T18:30:45.000ZBeatriz Hernandezhttps://www.classroom20.com/profile/BeatrizHernandez
<p><span>Un momento memorable que sucedió a lo largo de mi carrera estudiantil es el día en que mi maestra de arte me dio un cuaderno de dibujo. Siempre me sentí como un extraña en la escuela secundaria y el arte fue lo único que me hizo feliz durante ese tiempo. Además de hacer mi trabajo de la escuela, siempre dibujada la cafetería. Llegó el momento en que tuve que despedirme de mis maestros y saludar a la vida adulta. Pero antes de hacer eso, tuve que despedirme de mi maestra de arte. Le…</span></p>
<p><span>Un momento memorable que sucedió a lo largo de mi carrera estudiantil es el día en que mi maestra de arte me dio un cuaderno de dibujo. Siempre me sentí como un extraña en la escuela secundaria y el arte fue lo único que me hizo feliz durante ese tiempo. Además de hacer mi trabajo de la escuela, siempre dibujada la cafetería. Llegó el momento en que tuve que despedirme de mis maestros y saludar a la vida adulta. Pero antes de hacer eso, tuve que despedirme de mi maestra de arte. Le dije cuánto había impactado mi vida y le agradecí por ayudarme a convertirme en la persona que soy hoy. Nos abrazamos y fue entonces cuando me entregó el cuaderno de dibujo. No pudo evitar sonreír y abrazarla una vez más. Me siento muy agradecida de haber sido su alumna y saber que ella siempre estará allí para mí.</span></p>Mi Diario #2 ¿Cuándo aprendiste a hablar español? ¿E inglés? ¿Qué recuerdos tienes de tus experiencias con los dos idiomas?tag:www.classroom20.com,2019-10-13:649749:BlogPost:11974262019-10-13T19:20:25.000ZRachel Lopezhttps://www.classroom20.com/profile/RachelLopez
<p><span style="font-weight: 400;">Mi Diario #2</span></p>
<p></p>
<p><span style="font-weight: 400;">¿Cuándo aprendiste a hablar español? ¿E inglés? ¿Qué recuerdos tienes de tus experiencias con los dos idiomas</span><span style="font-weight: 400;">?</span></p>
<p></p>
<p><span style="font-weight: 400;"> Yo nací en Humacao, Puerto Rico. Mi etnia es Puertorriqueña y Cubana. Toda mi vida yo tuve una oportunidad de hablar español. Desde el dia que naci hasta el dia que me mude a Nueva York. Este…</span></p>
<p><span style="font-weight: 400;">Mi Diario #2</span></p>
<p></p>
<p><span style="font-weight: 400;">¿Cuándo aprendiste a hablar español? ¿E inglés? ¿Qué recuerdos tienes de tus experiencias con los dos idiomas</span><span style="font-weight: 400;">?</span></p>
<p></p>
<p><span style="font-weight: 400;"> Yo nací en Humacao, Puerto Rico. Mi etnia es Puertorriqueña y Cubana. Toda mi vida yo tuve una oportunidad de hablar español. Desde el dia que naci hasta el dia que me mude a Nueva York. Este es mi primer idioma. Hablaba mucho español con mi abuela, maestros, y muchos estudiantes en la escuela. En la escuela yo aprendi devastate de español. Cuando empecé mi primer año en el jardín de infancia, nuestra maestra nos enseñó mucho. Aprendí el alfabeto, verbos, sílabas y mucho más. Desde ahí continúe a aprender mas y mas el idioma.</span></p>
<p></p>
<p><span style="font-weight: 400;"> A los nueve años yo vine a vivir con mis padres a Nueva York. Era una experiencia nueva para mi. Olvide de decirles que mi escuela en Puerto Rico enseñaba inglés. Pero yo no prestaba mucho atención. No me gustaba el lenguaje o como sonaba. Era feo para mi. Pero cuando vine aqui despues yo vi cuanto necesitaba entender ingles. Leía muchos libros de el Disney Channel, y miraba el programa tambien. Mis padres no me permitieron a ver canales en español. A veces el inglés me daba un dolor de cabeza, pero yo sabía que yo lo tenia que aprender. Muchos niños me discriminaron porque era diferente y no sabía español. Eso sí dolía, pero yo sabía si lo iba aprender nadie se podía burlar de mi. Pero eso es lo que me hizo estudiar más duro para echar adelante. </span></p>
<p></p>
<p><span style="font-weight: 400;"> Ahora que casi tengo veinte años mi experiencia con los dos idiomas son muy bueno. Pues porque puedo hablar los dos! Es la transculturación de estar experiencia viviendo en los dos países. La influencia que muchos me a dado para seguir aprender los dos idiomas. Ahora yo se cualquier me discrimina se puede desaparecer de mi vida. Porque saber los dos es lo más mejor del mundo. En esta época tienes que saber más de un idioma, y esa persona es mi que sabe y muchos más. Todavía tengo mucho más que aprender de los dos idiomas. Eso es una de la razones que sigo en la escuela. A Veces mis amigos me preguntan del español porque están en la clase. Pero no se como enseñarles porque yo se como se lee o escribe una palabra. Pero no se como decirles porque, es porque yo se que se ve aside. Eso es porque necesito estudiar más, para ayuda personas con el idioma. Esto es mi experiencia con los dos idiomas.Ya tu sabes cuando oyes me apellido so hispana! Y soy orgullosa de eso.</span></p>
<p><span style="font-weight: 400;"> </span></p>
<p></p>Blog #1tag:www.classroom20.com,2019-09-25:649749:BlogPost:11959822019-09-25T18:46:32.000ZBeatriz Hernandezhttps://www.classroom20.com/profile/BeatrizHernandez
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<dd><div class="xg_user_generated"><p>Unas de las problemas que yo tendria si yo tenia que mudarme de estado cada seis meses son, aser y mantener amistades, y tambien aceptar el hecho que me tengo que mudarme frecuentemente. La cosa mas dificil si yo estubiera en esta situación es decir adios a las personas que conosco durante viviendo en un paiz particular. Al final,…</p>
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<dd><div class="xg_user_generated"><p>Unas de las problemas que yo tendria si yo tenia que mudarme de estado cada seis meses son, aser y mantener amistades, y tambien aceptar el hecho que me tengo que mudarme frecuentemente. La cosa mas dificil si yo estubiera en esta situación es decir adios a las personas que conosco durante viviendo en un paiz particular. Al final, unas de las cosas que haria para no deprimirme cada vez que tuveria que dejar a mis amigos son pedirles sus redes sociales, hablar con ellos por Skype, y tambien por mensaje. </p>
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<p><span> </span></p>Clase de español Professor RIbottag:www.classroom20.com,2019-09-24:649749:BlogPost:11955682019-09-24T02:55:42.000ZJessica Altamiranohttps://www.classroom20.com/profile/JessicaAltamirano
<p>Si me tuviera que mudar de estado cada seis meses seria muy dificil para mi. Uno de los problemas seria acustumbrame al transporte de las differentes areas, y sobretodo el clima. Lo mas dificil seria dejar ami familia, no verlos y estar lejos de ellos. No poder pasar los dias festivos con ellos. Una de las cosas para no dipremirme es estar ocupada. Salir, ir a ver una pelicula en el cine, salir a caminar, distraerme.</p>
<p>Si me tuviera que mudar de estado cada seis meses seria muy dificil para mi. Uno de los problemas seria acustumbrame al transporte de las differentes areas, y sobretodo el clima. Lo mas dificil seria dejar ami familia, no verlos y estar lejos de ellos. No poder pasar los dias festivos con ellos. Una de las cosas para no dipremirme es estar ocupada. Salir, ir a ver una pelicula en el cine, salir a caminar, distraerme.</p>Blog CSI Espanol 219 Prof. Ribottag:www.classroom20.com,2019-09-22:649749:BlogPost:11957052019-09-22T21:16:52.000ZNataly Casarrubiashttps://www.classroom20.com/profile/NatalyCasarrubias
<p><span style="font-weight: 400;">Me escuela primaria era P.S 60. La escuela está ubicada en Staten Island en 55 Merrill Avenue. Mi familia y yo no vivíamos cerca de esta escuela y no era la escuela que me correspondía asistir, según el barrio en el que vivía. La razón que pude asistir esta escuela, fue por la buenas calificaciones que tenía durante mis años en la escuela. Mi madre pudo pedir una transferencia y me la aceptaron. Mi madre quería lo mejor para nosotros y se quería asegurar que…</span></p>
<p><span style="font-weight: 400;">Me escuela primaria era P.S 60. La escuela está ubicada en Staten Island en 55 Merrill Avenue. Mi familia y yo no vivíamos cerca de esta escuela y no era la escuela que me correspondía asistir, según el barrio en el que vivía. La razón que pude asistir esta escuela, fue por la buenas calificaciones que tenía durante mis años en la escuela. Mi madre pudo pedir una transferencia y me la aceptaron. Mi madre quería lo mejor para nosotros y se quería asegurar que fuéramos a una escuela buena y en una zona mejor.</span></p>
<p><span style="font-weight: 400;">Yo creo que hay mas desventajas que ventajas de este sistema. Una gran desventaja es que niños que son pobres y alomejor viven en zonas malas no puedan asistir una buena escuela. Estos niños comienzan con una desventaja a una edad temprana que podría afectarlos negativamente en el futuro. Cuando fui transferida a mi nueva escuela primaria, estaba muy feliz porque tenía que tomar un autobús escolar y mi clase tenía menos estudiantes que mi escuela anterior. Estoy muy agradecida de que mi madre haya podido transladarme a esta nueva escuela primaria porque creo que realmente pude tener éxito y me preparo bien para los años siguientes de mis estudios.</span></p>Chico Y Rita:Mi Perspectivatag:www.classroom20.com,2019-09-19:649749:BlogPost:11954892019-09-19T03:30:00.000ZLaura Bellohttps://www.classroom20.com/profile/LauraBello926
<p>Yo tengo mucho apreciacion por los dibujos animados,porque estoy un grande geek. El animacion en la pelicula fue suave y mucho estilizado. Yo deseo ver mas de las artistas. Yo aprendí mucho sobre Cuba durante los años 40's y 50's,como la violencia y clima politico. </p>
<p>Fue mucho intersado en los morales diferencias en Los Estados Unidos y Latinoamerica y Sudamerica. En Los Estados Unidos,animación por audiencias viejas generalmente se queda en telivisión y es vulgar y superficial.…</p>
<p>Yo tengo mucho apreciacion por los dibujos animados,porque estoy un grande geek. El animacion en la pelicula fue suave y mucho estilizado. Yo deseo ver mas de las artistas. Yo aprendí mucho sobre Cuba durante los años 40's y 50's,como la violencia y clima politico. </p>
<p>Fue mucho intersado en los morales diferencias en Los Estados Unidos y Latinoamerica y Sudamerica. En Los Estados Unidos,animación por audiencias viejas generalmente se queda en telivisión y es vulgar y superficial. Peliculas animados son vistos como por jovenes,o al menos,audiencias general. Las escenas de desnudez y violencia seria visto como polemico y clasificado por un R aqui. Más de,el medio de 2D animacion ha sido visto como obsoleto en Los Estados Unidos ya que peliculas como "Toy Story" (1995) y "Shrek" (2001). Otras paises tienen marvillosos animación en 2D (Japan famosomente),y eso murio aqui,que pena. </p>
<p></p>
<p>Yo encontro Chico segiendo Rita acabo un poco siniestro,pero eso tipo de romanza es muy comun en peliculas y telivision. </p>
<p></p>
<p>En general,yo disfrute la pelicula y la culutura presentado.</p>Engaging Students in the Social Studies Classroom.tag:www.classroom20.com,2019-05-15:649749:BlogPost:11891612019-05-15T21:21:55.000ZThomas Stanleyhttps://www.classroom20.com/profile/ThomasStanley
<p></p>
<p>One of the greatest activities of a teacher’s life is to see students engaged in the subject matter. Watching your students focus on the key concepts of social studies and having to use the facts to justify their ideas is just an amazing experience. Recently, one of my former students thanked me for getting him turned on to learning social studies, I told him my job is to light the fire, yours is to make it happen. By the way he has, a state senator, U.S. Ambassador, and more. That…</p>
<p></p>
<p>One of the greatest activities of a teacher’s life is to see students engaged in the subject matter. Watching your students focus on the key concepts of social studies and having to use the facts to justify their ideas is just an amazing experience. Recently, one of my former students thanked me for getting him turned on to learning social studies, I told him my job is to light the fire, yours is to make it happen. By the way he has, a state senator, U.S. Ambassador, and more. That is just one example of the impact we can have as teachers on some students (not all…lol). In a nine part series of articles I will address the following topics and give examples of suggestions on how to make your social studies class an interactive experience for students and the teacher. I hope you enjoy it! </p>
<p>A nine part series</p>
<ol>
<li>Developing a critical thinking mentality – using the controversy of key decisions.</li>
<li>Making the connection to current events</li>
<li>Thematic – project based units</li>
<li>Debates and Discussions</li>
<li>Using technology as a tool for learning</li>
<li>The role of international connections</li>
<li>Real world based units- the case for Global Studies</li>
<li>Using classroom simulations and activities</li>
<li>How to approach the online teaching of social studies – discussions, content, connections, and project based learning</li>
</ol>
<p>Each of these topics are designed to give a new or experienced teacher some ideas that they can possibly incorporate into their classroom.</p>Developing a critical thinking mentality – using the controversy of key decisions.tag:www.classroom20.com,2019-05-15:649749:BlogPost:11891602019-05-15T21:19:23.000ZThomas Stanleyhttps://www.classroom20.com/profile/ThomasStanley
<p> Have you ever asked your kids or grandkids the question, “How was school today?” There answer is almost always, “BORING!” Here’s an idea that just might change that answer. A lot has been written recently about the importance of getting your students to do critical thinking. Whether you are reading TeachThought, Edutopia, or We are Teachers it all calls for students to take the next step in learning. The goal of this article is to help teachers understand the process of critical…</p>
<p> Have you ever asked your kids or grandkids the question, “How was school today?” There answer is almost always, “BORING!” Here’s an idea that just might change that answer. A lot has been written recently about the importance of getting your students to do critical thinking. Whether you are reading TeachThought, Edutopia, or We are Teachers it all calls for students to take the next step in learning. The goal of this article is to help teachers understand the process of critical thinking with some very practical suggestions. It was early in my social studies teaching career that I realized that it was important to get students to see that every major decision in history was done through this process. That nothing they were studying is really set in stone and can still be changed or debated today. In order to do this my feeling was to introduce them to these very controversial topics, which are found in every subject, and allow them to discuss and decide who why what when and where and what were the reasons for these decisions at that time. How did these decisions impact societies and how are they still impacting them today.</p>
<p> In order to do these it is important to find controversial subjects that do not have a right answer. With today’s tools to help find the information students can find almost any answer to use in the discussion. These critical tools will help them understand and learn the ideas of: fake news, how to argue or disagree, how to come to a decision, long/short term effects, and how to compromise to get at least part of what your community needs at the time.</p>
<p> Here are some simple example of these controversial topics for social studies: the revolutionary war, the creation of the constitution, the decision on what type of country we should have agricultural or industrial, immigration, manifest destiny, slavery, the civil war, reconstruction, states’ rights, industrialization, the movement westward, rise of corporate powers, world power, world war, depression politics, social security, cold war, birth control, microchips, robotics, virtual worlds and more. These are just a few of the topics that are available to any teacher in any class that can be incorporated into a simple curriculum. In world history and government there are such a plethora of materials it is hard to imagine.</p>
<p> The important thing is that students understand that their responses have to be centered on fact as well as opinion. Supplying them with 2 or more points of view and then setting the table to allow them to present their ideas and change their minds is critical. One of the most important lessons is for them to understand that there are not two sides to every argument but many sides to it. That in the end they have come to a final vote and make a decisions to what should have been done or can be done about it. Their arguments need to determine the long and short term effects of their ideas on society or their community.</p>
<p> Of course there are all ways to do this, from role play, simulation, to presenting it to other classes or creating podcasts and tv shows, a what if series of lessons and ideas for kids….So when you ask your kids….”How was school today?”…well certainly it’s not boring!</p>Making Current Events a Critical Thinking Activitytag:www.classroom20.com,2019-05-15:649749:BlogPost:11892302019-05-15T13:24:52.000ZThomas Stanleyhttps://www.classroom20.com/profile/ThomasStanley
<p>Making Current Events a Critical Thinking Activity</p>
<p> </p>
<p>We have all done it as social studies teachers on Fridays’ in a current events article….a” bring newspaper article or magazine article about our town, state, national or international events. Be sure to read it over and then discuss it with the class or in a small group. It was a dry assignment and the kids did not like it or really learn from it. So how do you change this to make it a fun experience. Over the last few years…</p>
<p>Making Current Events a Critical Thinking Activity</p>
<p> </p>
<p>We have all done it as social studies teachers on Fridays’ in a current events article….a” bring newspaper article or magazine article about our town, state, national or international events. Be sure to read it over and then discuss it with the class or in a small group. It was a dry assignment and the kids did not like it or really learn from it. So how do you change this to make it a fun experience. Over the last few years of my teaching I decided to have the students do a full year propjet on Friday’s …the first quarter was about finding a topic and seeing what are the real world problems of our community that are also state, national or international problems ( depending on the class). Quarter one was about finding and discussing the problems, were these really issues, quarter 3 was about what is being done about these problems and by whom, quarter 3 was about what can we do about the problems and who can we work with to make it happen, and quarter four was about executing the plan.</p>
<p>Quarter one the students brought in articles or video’s or worked on the computers and explained the Problems. They eventually were divided up into groups to talk about the issues lead the class in the discussion and decide if they wanted as a class to pursue these issues. For example, in world history one year they discussed landmines, refugees, and child soldiers. Remember this was only done on Friday and we opened the discussion for 1 Friday, researched and prepared their presentations for 4 Fridays, took another three Fridays’ give their presentations and then decided on which one they wanted to do detailed research on the last Friday of the quarter. The students choose refugees for their topic one year.</p>
<p>Quarter two was spent looking at how big a problems it was and what ws being done about by whom. In this case they looked at the refugee problem and reviewed sites like the UN Refugee site, US state department site, what countries were doing about it, Doctors without borders, International Red Cross, as well as what countries who had refugees were up against by looking into refugee sites around the world. They even set up a video conference with one of the refugee sites through the US State Department and we had some unintended consequences. Right before the video conference with the US State Department the refugee camp was overrun by raiders. The kids were shocked and realized how serious this issue was it motivated them to take on this issue with some concern.</p>
<p>Quarter three was about what we can do about this issue. The students took a careful look at who they wanted to work with, how they were going to make it happen and began their preparations. After much discussion the students felt they would like to let other students in the school know about the issue, work to make money for Doctors without borders, International Red Cross and the local refugee group within our community. They planed an all school presentation and to organize a “Rock for Refugees” concert.</p>
<p>Quarter four was about initiating the plan and making it happen. Much discussion was made about what to do foir the student body, types of presentations that could be done and how to setup the concert. The students brainstormed the ideas and in the end got our librarian to open their doors, had a 3 hour time set aside for other classes to visit and set up displays/presentations for students during lunch hours. When we were done with this part of the activity I was amazed that the students came back to class and were jumping up and down cheering. The rock for refugee’s conference was just as successful, the school had a number of rock groups and we set up a time with another school organization that helped us make it happen. Oh my, it was a big success, in fact, another we invited a new student refugee over to speak during the concert and the kids gave their presentations to the students in between band numbers. The student who spoke brought the place to tears and it was an amazing experience. After the concert ;the students decided how much money went to each organization and as exhausted as we all were there evaluations of the project were right on the money. </p>
<p>In our program Other projects also included nuclear waste and energy (Yucca Mountain Nevada), Save Walker Lake, Landmines, Food for the homeless, and Child Soldiers to name a few. I can see in Science, English, math, or any other subject it is possible to bring a classroom to life by using the principles of their classes using project based learning or thematic learning to life.</p>Five Points of the Star--a complete guide to online and blended learning.tag:www.classroom20.com,2019-05-15:649749:BlogPost:11893342019-05-15T13:21:44.000ZThomas Stanleyhttps://www.classroom20.com/profile/ThomasStanley
<p> Both the online and the face-to-face classroom need to be places where students experience a wide range of learning. A process called the 5 Points of the Star was created to do just this. While I was helping to build the Clark County School District's Virtual High School and working extensively in the blended learning classroom, I believed that students needed a wide range of learning as a part of an online experience. Because of the new developments in educational technology it is an…</p>
<p> Both the online and the face-to-face classroom need to be places where students experience a wide range of learning. A process called the 5 Points of the Star was created to do just this. While I was helping to build the Clark County School District's Virtual High School and working extensively in the blended learning classroom, I believed that students needed a wide range of learning as a part of an online experience. Because of the new developments in educational technology it is an exciting time to develop and teach the 5 Points of the Star as a part of the online global project-based learning classroom. 41 years of teaching and being able to partner with the Clark County School District in Nevada, the Buck Institute of Education, and TechKnow and Associates has helped me develop this concept and create quality professional development on how to use the Points of the Star program in an online and blended learning classroom.</p>
<p> There are several ways that online programs can focus on to help further a student’s education. Some programs are credit retrieval, others are expanded correspondence courses, and still others ask the student to do some sort of thematic activities. Another very exciting way to teach is to have teachers and students do highly interactive online/real-world learning experiences. This type of teaching allows an educator to do more than teach using just the minimal learning experiences for our students. It gives a classroom the opportunity to challenge students to learn the material by touching all levels of learning. This type of learning environment is called the 5 Points of the Star and it expects more from our students.</p>
<p> The star learning model is based on the idea of using each of the following concepts: inquiry-based, project-based, and/or problem-based learning to enhance the students experience. These types of learning are not isolated classroom experiences, but cross-curricular ones, whether they are online or face-to-face. For example, the work might be developed using a thematic structure that is organized and developed by the teaching staff and allows students to work toward their own projects or activities. It’s designed to use real-world resources, activities and high-level online experiences that are giving valuable lessons for students. High-to-low level students can master these key interactive fundamentals if given the chance. In fact, even for younger students, it is not a bad idea to have cross-curricular themes for them to work through on a project.</p>
<p>So how does the 5 Star process make this happen?</p>
<p> The following are ideas on how to deliver this exciting type of learning and an overview of what some of the possibilities are in using the 5 STAR blended and online learning environment. In order for a student to become highly engaged in their own learning and take the time to become better students, it is necessary to shift into a different paradigm of learning that creates an educational setting which allows the student to explore and engage in multiple levels of learning. To create this type of student engagement, especially in the online world, a student should have five very highly interactive experiences: student-to-peer, student-to-teacher, student-to-material, student-to-community, and student-to-technology. If an online or blended program/class can build this type of learning experience, the student will have one of the most exciting and memorable educational encounters of their career.</p>
<p><span> </span></p>
<p><strong><span> </span></strong></p>
<p><strong><span>Online Learning’s 5 Points of the Star Relationships</span></strong></p>
<p><span> </span></p>
<table>
<tbody><tr><td width="93"></td>
</tr>
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</tbody>
</table>
<p><span> </span></p>
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<p><span> </span></p>
<p><span> </span></p>
<p><span> </span></p>
<p><span> </span></p>
<p> </p>
<p></p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p><strong><u><span> </span></u></strong></p>
<p><strong><u><span> </span></u></strong></p>
<ol>
<li><strong><u><span>Student-to-Peer Interaction</span></u></strong></li>
</ol>
<p><span> </span></p>
<p><span>One of the most important interactions is the chance for students to exchange ideas with their classmates.</span></p>
<p><span> </span></p>
<p><span>How can the student-to-peer exchange be a critical part of the online experience and used to enhance a student’s online education and learning? There are three critical questions to answer about this important interaction: What is the value of student-to-peer relationships in the online world? What expectations should a school or program have about the depth and breadth of student interaction? How do synchronous and asynchronous tools add to the interactive online student experience?</span></p>
<p><span> </span></p>
<p><span>Teaching a student to be a functioning member of a collaborative learning group at a distance is a key 21<sup>st</sup> Century skill. For students to go online and meet with others, post their ideas, defend and challenge others’ viewpoints, find outside experts to support their ideas, build on others’ ideas, and present/defend their own opinions in a logical and timely manner is a real-world skill that should not be overlooked by online educators. To create this very interactive learning environment the students should have a balance of asynchronous and synchronous lessons. The ability to accomplish these academic and technical skills are as important as learning to read.</span></p>
<p><span> </span></p>
<p><span>Asynchronous tools have always served as a valuable part of a virtual learner’s educational experience. These tools give the pupil a chance to express ideas in a flexible learning situation. If done correctly, the student can think about what they want to say, how they want to say it, and who supports their ideas. They can do traditional online discussions, meet and discuss ideas with experts, do projects and activities together, and post an array of multimedia materials to support what they do. If these projects are done in a timely manner, with the depth and quality that it takes to learn, it is worth everyone’s time to participate in these forums.</span></p>
<p><span> </span></p>
<p><span>Teachers can help students interact with each other by making available a collection of activities, lessons, and multimedia presentations, that lead them to work in discussion forums and use Web resources. In the asynchronous world, students can be challenged to do an array of academic tasks that includes so much more than “just a discussion.”</span></p>
<p><span> </span></p>
<p><span>Synchronous instruction is also a valuable part of the online experience if the tool is used in an interactive manner. It is a place where the students’ ideas and opinions should be used in conjunction with the asynchronous lessons. This tool can and should be used to encourage collaborative inquiry activities that bring in experts from around the world. It allows students to participate or do real-time activities that are interactive. It also gives students a chance to work in a real-time environment that includes the following: a chance to share applications, to get immediate feedback to questions, to follow-up on that “teaching moment” opportunity, and either begin or end the inquiry process in conjunction with the lessons of the asynchronous tools. Other uses of the synchronous tool would be to allow students to be tutored, bringing in district, state or world resources to help/evaluate different types of students’ (such as English Language Learners, special needs students) needs, and can give parents a chance to meet with teachers/counselors/administrators without having to physically “come in to the school.”</span></p>
<p><span> </span></p>
<p>By creating this type of interactive learning environment among classmates it will provide an amazing educational experience that allows students to express their ideas on academic subjects in a meaningful manner. The proper blending of synchronous and asynchronous tools will help create a very rich academic environment.</p>
<ol start="2">
<li><strong><u><span>Student-to-Material Interaction</span></u></strong></li>
</ol>
<p><span> </span></p>
<p><span>Taking an inquiry-based approach is the key to a great online learning experience!</span></p>
<p><span> </span></p>
<p><span>What is the most effective way to get the students to grapple with the subject matter? How can the students be held accountable for their work? How can the synchronous and asynchronous technologies best be used to help students understand the different levels of learning? What does it take to make the students accountable for their ideas and the information they are required to learn too? One of the best methods of teaching using online learning is for <strike>a</strike> student to do inquiry based or project-based learning that empowers them to come up with their own conclusions, facts, and ideas. By making the classroom a high level curricular experience or cross-curricular event the student learns many of the practical skills they will need to have in education or business.</span></p>
<p><span> </span></p>
<p><span>When you combine the material, the use of experts, the ability of the students to post/defend/expand on their ideas, to present these ideas in a real-world context, and then go back and reevaluate their efforts, that is one of the most powerful learning adventures in any classroom. The online world gives the students an opportunity they have never had before to do this. Think of taking the material students must learn and asking them to apply it by using technology to critically think and then apply that thinking to a real-world situation.</span></p>
<p><span> </span></p>
<p><span>To develop inquiry-based online lessons, you may create a theme or allow the students to choose a topic. There are several wonderful tools that are great guides for online, inquiry or problem-based lessons. The dilemma in creating these activities/lessons is knowing how to design them so that you end up with a quality product you help facilitate a high-quality project, make sure the students know the essentials of critical thinking, techniques to research a topic, and what the grading rubric will be before undertaking the task.</span></p>
<p><span> </span></p>
<p><span>Here is one example of a set of steps to use to integrate synchronous and asynchronous activities in an online lesson. The program I like to use is called the 10 Steps to Action: (<a href="http://www.tolovechildren.org/children/ten_steps.htm">http://www.tolovechildren.org/children/ten_steps.htm</a>)</span></p>
<ol>
<li><span>Define the problem & identify the information needed.</span></li>
<li><span>Information Seeking Strategies find the most appropriate source(s).</span></li>
<li><span>Locate and access information</span></li>
<li><span>Extract the relevant information.</span></li>
<li><span>Synthesis of all information.</span></li>
<li><span>Evaluate the results of research.</span></li>
<li><span>Communicate the information.</span></li>
<li><span>Take appropriate action.</span></li>
<li><span>Find collaborative partners.</span></li>
<li><span>Assessment of action taken.</span></li>
</ol>
<p><span> </span></p>
<p><span>To use each of these steps in the online world, students must be evaluated by the instructor, other students, and subject area experts each step of the way.</span></p>
<p><span> </span></p>
<p><span>In these type of projects, start by introducing the information in the synchronous world and/or recording something for students to listen to (i.e. podcast) before they start the project. Post the information in advance in your asynchronous content manager (i.e. WebCT, Blackboard.) I prefer to use the synchronous world to introduce the topic so that the students can ask questions. Each of the following steps are worth different points and have a due date:</span></p>
<p> </p>
<p>Step 1</p>
<p>Define the problem & identify the information needed. (Choosing a topic and subtopic)</p>
<ul>
<li>Student Question: What is the topic I have chosen? (Find a topic that interest you personally) </li>
<li>Required action: Email Instructor, discussion in synchronous tool</li>
</ul>
<p>Step 2</p>
<p>Information Seeking Strategies</p>
<ul>
<li>Student Question(s):<ul>
<li>What is my hypothesis? (Set up a hypothesis, chose a topic, and develop some resources.)</li>
<li>What steps do I see as a part of my investigation? (Personally, gain background information on your topic through independent research.)</li>
<li>Keep a careful log of your research? (Dates, observations, results)</li>
<li>What outside resources do I need to use? Which ones have I added during the investigation? (Choose at least 3 legitimate outside sources.) </li>
</ul>
</li>
<li>Required Action: Post results in asynchronous Discussion Area, breakout evaluations from teacher in synchronous tool</li>
</ul>
<p>Step 3</p>
<p>Locate and access information</p>
<ul>
<li>Student Question (s):<ul>
<li>Identify and meet with experts on your topic.</li>
<li>Write your analysis of the topic<ul>
<li>What effects and impact do I see as a result of this investigation or activity? (Choose a few subtopics, questions about your topic and its effects, and use that as a framework of what to research.) </li>
</ul>
</li>
<li>Required Action:<ul>
<li>asynchronous Discussion Area, email and synchronous</li>
</ul>
</li>
</ul>
</li>
</ul>
<p>Step 4</p>
<p>Extract Relevant information</p>
<ul>
<li>Student Question(s):</li>
</ul>
<ul>
<li>Write a 3-4-paragraph summary off your work for the Project-Based learning newsletter.</li>
<li>Prepare the general information for a web-based newsletter – techno-summary, video, audio, web-file, or PowerPoint.</li>
</ul>
<p> </p>
<ul>
<li>Required Action:<ul>
<li>Email your instructor- to be posted on the website.</li>
<li>Prepare the general information for a web, podcast, or PowerPoint presentation</li>
<li>Web page or PowerPoint-Email to Instructor- synchronous Presentation</li>
</ul>
</li>
</ul>
<p> </p>
<p>Step 5</p>
<p>Synthesis of information</p>
<ul>
<li>Student Question(s):</li>
</ul>
<ul>
<li>Determine what course of action you need to take based on your research. (Seek out {through this class} and contact a professional in your field of study.)</li>
<li>For example:</li>
<li>What laws/legislation impact your work?</li>
<li>What laws/legislation is needed to support my findings?</li>
<li>What is the appropriate public information/awareness campaign I need to take on my topic?</li>
<li>Are there any agencies, organizations or businesses that you need to contact for information or action on your topic?</li>
<li>Contact and meet with these organizations</li>
</ul>
<ul>
<li>Required Action:<ul>
<li>Asynchronous Discussion Area</li>
</ul>
</li>
</ul>
<p> </p>
<p>Step 6</p>
<p>Evaluate the results of research</p>
<ul>
<li>Student Question(s):</li>
</ul>
<ul>
<li>Finish the organization of your information/research so that you can finalize your presentation/activity</li>
</ul>
<ul>
<li>Required Action:<ul>
<li>Asynchronous Discussion Area</li>
</ul>
</li>
</ul>
<p> </p>
<p>Step 7</p>
<p>Communicate the information.</p>
<ul>
<li>Student Question(s):</li>
</ul>
<ul>
<li>Present your program to your peers for initial review</li>
</ul>
<ul>
<li>Required Action:<ul>
<li>Synchronous tool</li>
</ul>
</li>
</ul>
<p> </p>
<p>Step 8</p>
<p>Take appropriate action</p>
<ul>
<li>Student Question(s):</li>
</ul>
<ul>
<li>Create an action plan that includes a timeline for executing your action plan.</li>
</ul>
<ul>
<li>Required Action:<ul>
<li>Asynchronous Discussion Area</li>
</ul>
</li>
</ul>
<p> </p>
<p>Step 9</p>
<ul>
<li>Student Question(s):</li>
</ul>
<ul>
<li>Finalize your information/presentation for the final presentation with your teacher</li>
</ul>
<ul>
<li>Required Action:<ul>
<li>Email</li>
</ul>
</li>
</ul>
<p>Step 10</p>
<ul>
<li>Student Question(s):</li>
</ul>
<ul>
<li>Present your final program/activity to the class. </li>
</ul>
<ul>
<li>Required Action:<ul>
<li>Face-to-face or synchronous presentation</li>
</ul>
</li>
</ul>
<p> </p>
<p>Step 11</p>
<ul>
<li>Student Question(s):</li>
</ul>
<ul>
<li>Assess your course of action, presentation, and the need for possible further action on your topic.</li>
</ul>
<ul>
<li>Required Action:<ul>
<li>Online in asynchronous - Survey</li>
</ul>
</li>
</ul>
<p><span> </span></p>
<p><span>This type of project can take from two to five weeks to do in the online world. However, they are well worth the time and energy that they require of the student and the teacher.</span></p>
<p><span> </span></p>
<p><span>A friend of mine once said to me that online education should be down and dirty, give the students the essentials, make sure they understand it, and then move on to the next bit of information. It is not a bad way to teach and learn, and most students in high level classes appreciate you not “wasting their time.” But is this “down and dirty” academic atmosphere the best way to train students for the skills that they will need in the 21<sup>st</sup> Century?</span></p>
<p> </p>
<ol start="3">
<li><strong><u><span>Student-to-Teacher Interaction</span></u></strong></li>
</ol>
<p><span>Teachers need to become “a guide on the side.”</span></p>
<p><span> </span></p>
<p><span>What role should the teacher assume in the online world that will engage the student, effectively using the tools of technology? How direct should that instruction be or should the teacher just be a “guide on the side”? In an inquiry-based environment there is no doubt that the teacher should become a “guide on the side.” That does not mean that the teacher has abdicated his/her responsibility. In fact, it means that the teacher has even more responsibility to work with each student throughout the lesson.</span></p>
<p><span> </span></p>
<p><span>In an environment that includes the availability of both synchronous and asynchronous tools, there are several things a teacher can do to guide the students to success. The key responsibility for an instructor is to set-up the online learning environment so that the students understand the project or theme, how to approach the activity, what resources they will need, the timelines, how to use the various technologies, and how they will be evaluated. Establishing these tasks takes a considerable amount of effort on the part of the instructor; they need to be communicated to the learner by blending the real-time and any-time tools. The lesson itself has to have a flow to it that intertwines the real-time activities with the any-time class collaborations (content/discussion/chat/project areas).</span></p>
<p><span> </span></p>
<p><span>While the lesson is in progress the teacher will have to work individually with each student or student group to guide them toward their goals. “Guide” does not mean “tell” them, guide means to evaluate their work by suggesting resources and setting standards that allow the students to formulate their own well documented ideas of what is needed and appropriate regarding their goals. If they are “wrong” then the student(s) must go back and re-do the work and answer <strike>the</strike> questions that were asked based on an evaluation by their peers, the teacher, and/or experts from the chosen field.</span></p>
<p><span> </span></p>
<p><span>Another important role of the teacher during the lesson is to suggest information (sites, experts, etc.) that a student can use when analyzing and presenting his/her findings to the class. This is particularly important if the work is inaccurate or minimally explored. The student should be required to go back and re-do the research or restructure the resources and find more appropriate responses to the questions.</span></p>
<p><span> </span></p>
<p><span>Remember, it is not that every student should come up with the same “answer” to a question; the student should not only learn the material but learn about the process he/she will need to do to support and execute an answer. As a teacher in this environment it is necessary to help the students learn the proper process to support an accurate measure of their findings. Using the array of technology to do this, again, requires a tremendous amount of time and effort on an instructor’s part.</span></p>
<p><span> </span></p>
<p><span>At the end of the lesson students will have to do a quality presentation to real world experts, defend their ideas, and then re-analyze what they have learned about the subject. Using multimedia, online, traditional and other resources to publish, post, or expose their work is an essential part of the lesson. As groups work on a project it is possible that other students will come up with different answers by using other experts. No matter what their results are it forces the young scholar to do quality academic work.</span></p>
<p><span> </span></p>
<p><span>An important part of the teacher’s role is to: help students find the people and/or resources to explore their topics, evaluate the process of critical thinking, and determine the accuracy of their work. The teacher and students will evaluate the students’ work to assure a quality end project.</span></p>
<p><span> </span></p>
<p><span>The fantastic resources found in the online environment aid students in accomplishing this awesome task. Whether the student is a minimalist or one who goes above and beyond basic requirements (maximalists) the individual student is responsible for the work and, in the end, his/her own education. The depth of learning will be greater no matter what level the student is currently operating on. By using the variety of instructional tools that are available (real-time and any time) the online world can be a rich experience for all students.</span></p>
<ol start="4">
<li><strong><u><span>Student-to-Community Interaction</span></u></strong></li>
</ol>
<p><strike> </strike></p>
<p><span>Breakdown the digital walls of the online classroom!</span></p>
<p><span> </span></p>
<p><span>Why take the time to create student-to-community relationships as an important part of an online classroom experience? After all, most of the students just want to get the information and get out of the class. The question that should be considered is how rich an educational experience can the online classrooms create for a student?</span></p>
<p><span> </span></p>
<p><span>If students are going to be provided with an educational experience that enables them to become a part of the globalized world, then the ability to organize online experiences and lessons for students to communicate with experts or peers outside the digital classroom is an invaluable encounter in learning. International, national, and local educational events will enhance an online learning experience. All subject matters can be included in these projects and most of the lessons should be cross-curricular in nature. With the proper training It is not too difficult to coordinate these lessons, they are fun to do, and not too time consuming.</span></p>
<p><span> </span></p>
<p><span>Think of your lessons as an extension of what people do in their communities. These lessons can be used by Social Studies, English, Science, Math or any departmentalized class or as a cross-curricular program. By using outside resources to spark your students’ imagination, it will become a unique and an important part of a child’s educational experience.</span></p>
<p><span> </span></p>
<p><span>There are several international, national, and local activities or groups that you can work with to do exciting academic work. International projects can require a great deal of effort but are well worth the time. There are many resources and three political organizations that have wonderful projects are the U.S. State Department (<a href="https://eca.state.gov/">https://eca.state.gov/</a> ), the United Nations ( <a href="http://www.un.org/en/sections/resources-different-audiences/students/index.html">http://www.un.org/en/sections/resources-different-audiences/students/index.html</a> ), and the European Union (<a href="https://www.eursc.eu/en/European-Schools/locations">https://www.eursc.eu/en/European-Schools/locations</a> ) We have done projects with each of these groups and the students have always been impressed by the excellent work of the people who are a part of these organizations. These institutions like to use video conferencing, which presents some special issues, although now with the desktop video conferencing available, the process much easier than it used to be. Some private associations or groups that have also been very useful, and exciting to use. These include the following: Project Harmony (<a href="http://www.projectharmony.com/">http://www.projectharmony.com/</a>) , I-earn (<a href="http://www.iearn.org/">http://www.iearn.org/</a> ), Flat Connections (<a href="http://www.flatconnections.com/">http://www.flatconnections.com/</a> ) and the Global Connections and Exchange program (<a href="http://www.connect-bangladesh.org/component/option,com_frontpage/Itemid,1/">http://www.connect-bangladesh.org/component/option,com_frontpage/Itemid,1/</a> ) that is sponsored by IREX (<a href="http://www.irex.org/programs/gce/index.asp">http://www.irex.org/programs/gce/index.asp</a> ). These are all excellent resources for online cultural exchanges. South Australia’s online schools are also a rich resource. This program uses synchronous tools for mobile devices and they helped organized a worldwide Oceans Acidification online conference that included schools from the United States of America, Australia, Europe, and Asia. We were able to enlist some of the world's top ocean acidification experts to work with our students during this conference and project.</span></p>
<p><span> </span></p>
<p><span>Next, there are many well-established national groups who are willing to help students with their projects</span></p>
<p><span>Here is a list of just a few of the organizations I was able to recruit to work with my students:</span></p>
<ul>
<li><span>The “Where the Water Goes” project from JDL Technologies,</span></li>
<li><span>I-Earns resources,</span></li>
<li><span>Clark County School District’s “Forever Earth Project” (which has live synchronous broadcasts from Lake Mead as a part of the program and was used by students from Virginia, Canada, and Nevada.</span></li>
<li><span>The Center for Disease control</span></li>
<li><span>NASA</span></li>
</ul>
<p><span>These last two include outstanding resources that have interesting projects to enrich the classroom. Also, all the US Senators have access to desktop video conferencing.</span></p>
<p><span> </span></p>
<p><span>Locally, our students are engaged with the Southern Nevada Water and Air Quality Authorities, the Desert Research Institute, University of Nevada-Las Vegas, the National Park Service, Las Vegas Wash committee, and the Bureau of Land Management. We have also worked with the Nevada Bar Association, the Nevada Highway Patrol, and the Metropolitan police departments on street crime issues. The activities with these groups will include real-time as well as online work for students. It is a win-win situation, the community gets excited about these projects and it engages the student in becoming a better citizen.</span></p>
<p><span> </span></p>
<p><span>No matter what the project, it is so important to create <strike>a</strike> solid lesson plans that enable the student to be accountable for all the work they do. These projects either drive the unit or are integrated as a major resource within the lesson of study. When the student is finished with the unit, they are responsible to present their ideas to “experts” or publish their findings on the Web and then reflect on what the response to their ideas has been by community “experts.”</span></p>
<p><span> </span></p>
<p><span>When doing these projects there are technical, academic, and time issues that need to be considered. The technical support from your <strike>IT</strike> technology staff is critical for success. Academic discussions with the teachers interested in doing the projects is a vital factor too. The ability to create flexible time slots for interaction can be a significant challenge and may require collaboration with other teachers and the school administration. It is all worth it, the student feedback from these projects makes it well worth the effort it takes to overcome these challenges and problems.</span></p>
<p><span> </span></p>
<p><span>Next year we will be engaged in several new and exciting academic adventures. If you break down the walls of the online classroom there will be a much richer academic environment for all students and teachers in your program.</span></p>
<p> </p>
<p><strong><u><span> </span></u></strong></p>
<p><strong><u><span> </span></u></strong></p>
<p><strong><u><span> </span></u></strong></p>
<p><strong><u><span> </span></u></strong></p>
<ol start="5">
<li><strong><u><span>Student-to-Technology Interaction</span></u></strong></li>
</ol>
<p><span>Student-to-Technology is not as easy as it seems!</span></p>
<p><span> </span></p>
<p><span>A common statement by adults concerning online education is that students understand how to use technology better than adults; after all, they have been brought up with it. After years of working with online students, I have noticed that many of my students know how to play games, to blog, and to download music, but, generally, do not know how to use technology as a learning tool.</span></p>
<p><span> </span></p>
<p><span>The question for educators is,” How do you determine the right learning tool to use?” In general, the type of programs that you want to use are ones that will help make the student be more interactive with the academic material? The lessons and programs that the student is asked to use should create a work group experience that allows them to post key ideas for others to see, do real world activities, productively use multimedia tools, work closely with world-wide experts, and effectively use original research materials. Properly created lessons use online programs that will increase the students’ understanding of the material and increase their commitment to learning.</span></p>
<p><span> </span></p>
<p><span>In order to help students, achieve a higher level of technology use within their work, it is necessary to have short tutorials (printed and/or video) available for student access as needed. Initially, it is important to supply the students with a model of this type of work. Next, the students should be given the academic resources or information (such as pictures or audio) and allowed to learn the proper use of the various software programs available. And finally, the pupils should be given a significant assignment that uses these programs to explain or present their academic and intellectual viewpoints or findings to others. It is also imperative that they defend their ideas within a discussion group. Many times, it is best to do short 2–3 minute presentations for students to do as a final project.</span></p>
<p><span> </span></p>
<p><span>There is a multitude of programs that are available for students to use and it is essential to determine which programs best fit the academic requirements of any given project. Multimedia programs such as Audacity, CamStudio, and PhotoStory can produce simple but effective lessons. The proper use of interactive programs such as; virtual reality, virtual worlds, augmented reality, wiki’s, blogs, TeacherTube, Teen Second Life, 3D printing, and podcasting are all current Internet technologies that might be used to teach the students how to use 21<sup>st</sup> Century learning tools.</span></p>
<p><span> </span></p>
<p><span>Student evaluation should be based on how each student accomplishes his/her specifically assigned technological, academic, social, and presentation tasks, as well as group tasks used during a project. A portion of their final grade is how well they use the technology to present their materials. At the beginning of the assignment, all students should be given a grading rubric for each of their assigned tasks. Each area of the project, such as the research, the technological portion, the presentation, etc., should be addressed in the rubric. Each component is one part of their grade. A student’s final grade is based on both their own individually given responsibilities and their efforts as part of their group.</span></p>
<p><span> </span></p>
<p><span>By incorporating technology as a part of the online learning environment a student will develop the skills necessary to be successful academically. These types of assignments or activities also help prepare the student for the workplace of the 21<sup>st</sup> Century.</span></p>
<p><span> </span></p>
<p><span>The changing face of online education and learning is already here, and it is important that education stay up with the current and future needs of learners. Learning to use the following tools can add to the excitement of a successful online educational experience: artificial intelligence, virtual reality, augmented reality, holograms, and virtual worlds. A teacher’s and/or student’s first collaborative online class could be a pilot for how to develop online classes in the future using this multi-technology approach. These lessons should require a very interactive style of learning for students and teachers They should be based on both content and critical thinking activities. These classes should include student interaction with all of the following: other students, the technology, the teacher, the community, and the content.</span></p>
<p><span> </span></p>
<p><span>Students should even have the opportunity to use gaming and highly interactive learning software for their learning. They would be able to create and demonstrate their ideas in a virtual world to interact with international, regional, and local students while doing these learning activities. The lessons would be presented in a virtual manner and assessed based on formative and summative assessment techniques using an AI (artificial intelligence) environment.</span></p>
<p><span> </span></p>
<p><span> </span></p>
<p><strong>Final Thoughts</strong></p>
<p> </p>
<p>In order to create an enriched online educational environment, I’d like to propose the formation of an international development team that includes the following: teachers (subject matter experts), software engineers, curriculum specialists, and students. </p>
<p>The whole system requires a definite plan or process that includes the following:</p>
<ol>
<li>Organization of a team to find grant funding</li>
<li>Formation of development teams</li>
<li>Research of available software and technological apps or programs. </li>
<li>Development of model class or classes</li>
<li>Rollout of class or classes in selected international classrooms</li>
<li>Evaluation and next step discussion among educators, business professionals and software engineers.</li>
</ol>
<p> </p>
<p>It is an important part of interactive distance learning to ask students to actually master the content and do these real-world activities. When students must mentally, emotionally, and physically touch the material, they learn the skills that they will be able to use as a member of their academic and real-world future. If students must use all the academic disciplines to do their work and produce a product that has to be viewed, reviewed, and restructured, this type of learning gives students the major academic skills that they will use later in their lives.</p>
<p>If a school is built on the sound educational principles of the Points of the star it will have one of the most robust learning communities in the online world. It is a type of learning that many students, teachers, and administrators are not accustomed to and it does challenge our drill-and-kill mentality of education.</p>
<p> </p>blog post #2 MARXISM LBS 740tag:www.classroom20.com,2019-02-25:649749:BlogPost:11854472019-02-25T01:30:26.000ZIqra Shamashttps://www.classroom20.com/profile/IqraShamas
<p><a href="https://storage.ning.com/topology/rest/1.0/file/get/1196558079?profile=original" target="_blank" rel="noopener">LBS%20740%20%20blog%20%232.docx</a></p>
<p><a href="https://storage.ning.com/topology/rest/1.0/file/get/1196558079?profile=original" target="_blank" rel="noopener">LBS%20740%20%20blog%20%232.docx</a></p>Environmental Justicetag:www.classroom20.com,2018-12-06:649749:BlogPost:11819122018-12-06T03:17:47.000ZDanielle Doeringhttps://www.classroom20.com/profile/DanielleDoering
<p><strong><em>Interested in teaching your students about the environment? Do you want to simulate deeper thinking about social justice issues? Do you want to learn how to actively engage a wider range of people in group reflections? This is the exercise for you!</em></strong></p>
<p></p>
<p><strong><em>Rubbertown</em></strong> <strong>Documentary Group Reflection Guidelines</strong></p>
<p><strong>Instructions:</strong></p>
<p>Watch the documentary <em>Rubbertown</em> directed by Remington…</p>
<p><strong><em>Interested in teaching your students about the environment? Do you want to simulate deeper thinking about social justice issues? Do you want to learn how to actively engage a wider range of people in group reflections? This is the exercise for you!</em></strong></p>
<p></p>
<p><strong><em>Rubbertown</em></strong> <strong>Documentary Group Reflection Guidelines</strong></p>
<p><strong>Instructions:</strong></p>
<p>Watch the documentary <em>Rubbertown</em> directed by Remington Smith. This is free to watch with Amazon Prime. The film is 55 minutes long and is rated PG, so it is most appropriate for high school students and older. After the film, review expectations for a reflection with your group. Below are commonly used rules for productive discussion.</p>
<p><strong>General Rules for Reflection:</strong></p>
<ol>
<li><strong>Step Up, Step Back.</strong> Be aware of how much you’re speaking. If you notice you are speaking more than others, take a step back and let others sleep. If you find yourself not talking, take a step up and contribute your own comments, ideas, or suggestions.</li>
<li><strong>Lean into discomfort.</strong> Some topics are challenging to talk about. Be willing to experience some discomfort in discussions, and learn from it. Why is it an uncomfortable topic?</li>
<li><strong>Don’t “yuck my yum.”</strong> Diverse groups have lots to offer, including different opinions and tastes. When group members share their likes and dislikes, <u>respect</u> their personal opinions and preferences.</li>
</ol>
<p><strong>How to facilitate meaningful discussions at different group sizes:</strong></p>
<p><strong>Groups of 15 and under:</strong> Begin with each person introducing him/herself and sharing one initial reaction to the film. This will help you get a feel for what your group’s major take-away was from the film. Start discussion questions around what was already mentioned, and chose questions that flow naturally from there.</p>
<p><strong>Groups of 15 to 40:</strong> Begin with raising hand exercises. Ask your group to raise their hand if they had ever heard of the topic or place. Begin with surface level questions or definitions and delve into deeper discussion naturally. Allow members to raise their hands to give their opinions.</p>
<p><strong>Groups 40+:</strong> Break into smaller groups of around 15 members and designate one person to lead the reflection questions. Follow rules for groups of 15 and under.</p>
<p><strong>The Questions:</strong></p>
<ul>
<li>By a show of hands, how many of you all have heard of Rubbertown?</li>
<li>What are some initial reactions to the film?</li>
<li>$1000 waivers were signed by homeowners to keep them quiet about the environmental burdens they were facing.<ul>
<li>Do you feel as though you would do the same thing if you were offered $1000 and likely living in poverty?</li>
</ul>
</li>
<li>Do the people in this film have the choice to value their health? Or are they stuck in their situation?</li>
<li>If you could not afford to leave your house without selling it, do you think you would tell the future buyer about the environmental hazards?</li>
<li>Based on this film, do you believe that people of a lower socio-economic class are more susceptible to environmental burdens?<ul>
<li>Have you seen any other instances in your hometown, where you have traveled, or in Lexington?</li>
</ul>
</li>
<li>Environmental Justice: the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to development, implementation, and enforcement of environmental laws, regulations, and policies.<ul>
<li>Are the people in Rubbertown being served environmental justice?</li>
</ul>
</li>
<li>There was a net placed on the border between the neighborhood and the industrial site. Do you think the people who places the net there believe is prevented pollution from entering the neighborhood?<ul>
<li>Why do you think they spent money to put the net there?</li>
</ul>
</li>
<li>The first newspaper article about this issue was published in 1950. Why do you think this problem has yet to be solved?</li>
<li>The people who work at the chemical plants do not like in the same area. Do you believe this is intentional?</li>
<li>Do you believe it really is too difficult to pin one company for the entirety of pollution in the area, like the movie suggests?</li>
</ul>Frente a las drogas: fortalecer la prevención en fronteratag:www.classroom20.com,2018-11-29:649749:BlogPost:11812322018-11-29T16:16:07.000ZWillow Dovehttps://www.classroom20.com/profile/WillowDove
<p><a href="http://www.granma.cu/cuba/2018-11-27/fortalecer-la-prevencion-en-frontera-27-11-2018-21-11-06">http://www.granma.cu/cuba/2018-11-27/fortalecer-la-prevencion-en-frontera-27-11-2018-21-11-06</a></p>
<p>En Cuba, el asunto de los drogas esta emporeando. La directora de <span>Enfrentamiento de la Aduana General de la Republica, Moraima Rodríguez Nuviola, dice que hay seis puntos de frontera para el traficando de las drogas. Tambien ella dice que los traficantes estan usando maneras…</span></p>
<p><a href="http://www.granma.cu/cuba/2018-11-27/fortalecer-la-prevencion-en-frontera-27-11-2018-21-11-06">http://www.granma.cu/cuba/2018-11-27/fortalecer-la-prevencion-en-frontera-27-11-2018-21-11-06</a></p>
<p>En Cuba, el asunto de los drogas esta emporeando. La directora de <span>Enfrentamiento de la Aduana General de la Republica, Moraima Rodríguez Nuviola, dice que hay seis puntos de frontera para el traficando de las drogas. Tambien ella dice que los traficantes estan usando maneras diferentes para transportar su suministro. Entre enero a octubre de 2018, fueron 59 intentos de traficando que fueron detectando. De esos intentos, 63.136 kg de drogas fueron obtenido. Los traficantes estan usando maneras diferentes como mas de uno correo de droga de cada vuelo, mas extranjeros, y mujeres que ingirieron las drogas. </span></p>
<p></p>
<p>Pienso que la Guerra contra las drogas es un gran problemo en muchos paises pero muchas de los paises no son manejando el situacion apropiadamente. Pienso que el mejor solucion es despenalazar las drogas y usar el dinero que se guarda para ayudar los adictos. Muchas paises usan mucho dinero para poner adictos en prision, y el dinero puede ser usando para la rehabilitacion. Hay un estigma muy grande en contra de los adictos y las drogas y en estes sociedades, no es posible para adictos integrar en la sociedad despues de prision. </p>Entrada 7: "Big Data" en los recursos humanostag:www.classroom20.com,2018-11-28:649749:BlogPost:11814032018-11-28T22:49:27.000ZAllison Cardhttps://www.classroom20.com/profile/AllisonCard
<p>“Big Data” se refiere a un sistema de los datos típicamente útiles por los departamentos de marketing y tecnología. Por marketing, tiene información sobre el interés, demografías, etc sobre el mercado de un producto. Pero, este articulo dice que ‘big data’ está usado en recursos humanos por los empleados. Esta colección de los datos explica cualidades sobre los empleados incluidos las personalidades y motivación. Usa la información por la gestión de personas, predecir las respuestas y…</p>
<p>“Big Data” se refiere a un sistema de los datos típicamente útiles por los departamentos de marketing y tecnología. Por marketing, tiene información sobre el interés, demografías, etc sobre el mercado de un producto. Pero, este articulo dice que ‘big data’ está usado en recursos humanos por los empleados. Esta colección de los datos explica cualidades sobre los empleados incluidos las personalidades y motivación. Usa la información por la gestión de personas, predecir las respuestas y acciones de sus empleados. No explica el proceso, pero es una introducción de ‘big data’ a los departamentos de los recursos humanos.</p>
<p> </p>
<p>Es interesante porque recursos humanos es sobre las relaciones y satisfacción de los empleados. Uno no esperaría el uso del ese tipo de tecnología en el departamento de personas. ‘Big data’ está lentamente cambiar como los gerentes ven y entienden su compañía.</p>
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<p><a href="https://elpais.com/economia/2016/06/15/actualidad/1465985689_215000.html">https://elpais.com/economia/2016/06/15/actualidad/1465985689_215000.html</a></p>Entrada 7: Entre martes y miércoles Aerolíneas: reubicaron a 85% de los afectados por el parotag:www.classroom20.com,2018-11-27:649749:BlogPost:11812072018-11-27T20:17:03.000ZAmanda Lynn Moorehttps://www.classroom20.com/profile/AmandaLynnMoore
<p></p>
<p><span style="font-size: 12pt;">Mi artículo es sobre una huelga en las aerolíneas en Argentina. Los sindicatos aeronáuticos están en huelga contra sus empresas y esto da como resultado que el 85% de los 40.000 pasajeros no puedan viajar ayer. 5 o 6 uniones aeronáuticas fueron a la huelga que causó un gran problema en todo el aeropuerto, y resultó en los vuelos suspendidos por un día. Fue una gran inconveniencia para todos los pasajeros que no pudieron volver al trabajo después de las…</span></p>
<p></p>
<p><span style="font-size: 12pt;">Mi artículo es sobre una huelga en las aerolíneas en Argentina. Los sindicatos aeronáuticos están en huelga contra sus empresas y esto da como resultado que el 85% de los 40.000 pasajeros no puedan viajar ayer. 5 o 6 uniones aeronáuticas fueron a la huelga que causó un gran problema en todo el aeropuerto, y resultó en los vuelos suspendidos por un día. Fue una gran inconveniencia para todos los pasajeros que no pudieron volver al trabajo después de las vacaciones. Los sindicatos de transportes están planeando una conferencia de prensa en el Aeroparque.</span></p>
<p><span style="font-size: 12pt;">Encontré este artículo para ser muy interesante. Aunque creo que es importante que los empleados luchen por sus derechos y en lo que creen, creo que es tan triste que todos esos pasajeros no hayan podido regresar a sus casas debido a esta huelga. Relacioné esto con los recursos humanos porque cuando hay problemas en el lugar de trabajo, los empleados que trabajan en el departamento de recursos humanos son responsables de escuchar a los empleados y sus preocupaciones. Estoy seguro de que esta huelga hizo muy difícil la vida de los que trabajan en recursos humanos. Se espera que manejen la huelga y ayuden a cambiar lo que desean ser cambiados, pero también para asegurar que el trabajo todavía continúa y que los clientes sean mantenidos felices.<a href="https://audio1.spanishdict.com/audio?lang=es&text=los-sindicatos-de-transportes-est%C3%A1n-planeando-una-conferencia-de-prensa-en-el-aeroparque"><br/></a></span></p>
<p><span style="font-size: 12pt;"> <a href="https://www.clarin.com/economia/aerolineas-reubicaron-85-afectados-paro_0_gehQVvGER.html">https://www.clarin.com/economia/aerolineas-reubicaron-85-afectados-paro_0_gehQVvGER.html</a></span></p>Entrada 7:Estos Son los Trabajos que Hacen los Inmigrantestag:www.classroom20.com,2018-11-27:649749:BlogPost:11813822018-11-27T19:48:59.000ZBrittany Whitehttps://www.classroom20.com/profile/BrittanyWhite
<p>En el articulo se habla de el trabajo de los inmigrantes en los Estados Unidos y como afectan nuestra tasa de participacion en la fuerza laboral. PEW Research Center poner una estudio que decir que la participación de los inmigrantes en la fuerza laboral ha crecido desde los 1990. En 1995, los inmigrantes (legales y indocumentados) fueron 12% de la fuerza laboral y crecio hasta 17% en 2014. PEW Research center enuentro que los inmigrantes no son la mayoría de trabajadores en ninguna…</p>
<p>En el articulo se habla de el trabajo de los inmigrantes en los Estados Unidos y como afectan nuestra tasa de participacion en la fuerza laboral. PEW Research Center poner una estudio que decir que la participación de los inmigrantes en la fuerza laboral ha crecido desde los 1990. En 1995, los inmigrantes (legales y indocumentados) fueron 12% de la fuerza laboral y crecio hasta 17% en 2014. PEW Research center enuentro que los inmigrantes no son la mayoría de trabajadores en ninguna industria estadounidense .</p>
<p>Me gusto que PEW Reseacrh Center puede mostrar y defender los inmigrantes de los ciudanos de los Estados Unidos que dicen que los inmigrantes robar trabajos de los Americanos. Yo lei en el articulo que sin los inmigrantes la población que puede trabajar se reduciría y causa una problema serio para el país. Necesitamos el trabajo de los inmigrantes. Los E.E.U.U fue construir de la trabajo de inmigrantes.</p>
<p><a href="https://www.univision.com/noticias/citylab-trabajo/estos-son-los-trabajos-que-hacen-los-inmigrantes">https://www.univision.com/noticias/citylab-trabajo/estos-son-los-trabajos-que-hacen-los-inmigrantes</a></p>El ex Zoo de La Platatag:www.classroom20.com,2018-11-27:649749:BlogPost:11812032018-11-27T19:19:36.000ZKendall Harrisonhttps://www.classroom20.com/profile/KendallHarrison
<p><span>Dos leones que están hermanos son reunidos en “The Wildcat Sanctuary” y la reunión no estuvo fácil. El proceso consiste de un viaje de avión a Miami y otro avión a Minesota, el lugar que el santuario es ubicado. El concepto es no usa facilitadas de exhibición, pero más libre o natural hábitats. </span></p>
<p><span> Pienso que el concepto de un zoo no es mal pero más regulaciones son necesario en países. Animales en peligro de extinción pueden usar el ayuda de zoos. Este…</span></p>
<p><span>Dos leones que están hermanos son reunidos en “The Wildcat Sanctuary” y la reunión no estuvo fácil. El proceso consiste de un viaje de avión a Miami y otro avión a Minesota, el lugar que el santuario es ubicado. El concepto es no usa facilitadas de exhibición, pero más libre o natural hábitats. </span></p>
<p><span> Pienso que el concepto de un zoo no es mal pero más regulaciones son necesario en países. Animales en peligro de extinción pueden usar el ayuda de zoos. Este tópico es muy controversial y personas hablan sobre de cosas ellos no comprenden.</span></p>
<p><span><a href="https://www.clarin.com/ciudades/ex-zoo-plata-queda-leones-melena-manso-liberados-unidos_0_z_yjgS15U.html">https://www.clarin.com/ciudades/ex-zoo-plata-queda-leones-melena-manso-liberados-unidos_0_z_yjgS15U.html</a></span></p>Entrada 7: “Técnico en Recursos Humanos, higienista bucodental, beca para programador... y mucho más empleo en Las Palmas a 26 de noviembre”tag:www.classroom20.com,2018-11-27:649749:BlogPost:11812882018-11-27T18:48:59.000Znekya crowdershttps://www.classroom20.com/profile/nekyacrowders
<p><span>En las palmas situadas en España hay una gran juerga de contratación en marcha. Ellos están proporcionando puestos de trabajo para aquellos que tienen tan alto como un grado universitario, a tan bajo como alguien sin experiencia en un campo en absoluto. Hay un montón de trabajos que pueden ajustarse a lo que una persona querría hacer. Por ejemplo, ejecutivo de ventas, Hotel maintaince, programador, trabajador de recursos humanos e incluso un higienista dental. Hay varias oportunidades,…</span></p>
<p><span>En las palmas situadas en España hay una gran juerga de contratación en marcha. Ellos están proporcionando puestos de trabajo para aquellos que tienen tan alto como un grado universitario, a tan bajo como alguien sin experiencia en un campo en absoluto. Hay un montón de trabajos que pueden ajustarse a lo que una persona querría hacer. Por ejemplo, ejecutivo de ventas, Hotel maintaince, programador, trabajador de recursos humanos e incluso un higienista dental. Hay varias oportunidades, y toda la gente tiene que hacer es aplicar.</span></p>
<p><span>Esto es una gran cosa su haciendo porque mucha gente gradúa la Universidad con grados pero lucha para conseguir trabajos. Y muchos no son capaces de obtener una educación superior con el fin de obtener mejores oportunidades de trabajo. Pero ahora hay varios sectores abriendo las puertas a casi cualquier persona dispuesta a trabajar.</span></p>
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<p><span><a href="https://www.google.com/amp/s/amp.laprovincia.es/finanzas-personales/2018/11/26/tecnico-recursos-humanos-higienista-bucodental/1121493.html">https://www.google.com/amp/s/amp.laprovincia.es/finanzas-personales/2018/11/26/tecnico-recursos-humanos-higienista-bucodental/1121493.html</a></span></p>Los jóvenes de hoy viven peor que los mileuristas de hace una décadatag:www.classroom20.com,2018-11-27:649749:BlogPost:11813762018-11-27T17:19:04.000ZSkye Zimmerhttps://www.classroom20.com/profile/MadisonZimmer
<p><a href="https://elpais.com/economia/2018/11/23/actualidad/1542990291_009623.html">https://elpais.com/economia/2018/11/23/actualidad/1542990291_009623.html</a></p>
<p>Personas que son menor que 30 años estan ganando menos dinero que sus padres. Viven peor y ganan menos dinero pero son más preparados. Los menores sufren un descenso de 28% de sus sueldos. Más jovenes estan estudiando que estan trabajando. Pore so podemos ver que los jovenes son más educados en general. Sin embargo personas que…</p>
<p><a href="https://elpais.com/economia/2018/11/23/actualidad/1542990291_009623.html">https://elpais.com/economia/2018/11/23/actualidad/1542990291_009623.html</a></p>
<p>Personas que son menor que 30 años estan ganando menos dinero que sus padres. Viven peor y ganan menos dinero pero son más preparados. Los menores sufren un descenso de 28% de sus sueldos. Más jovenes estan estudiando que estan trabajando. Pore so podemos ver que los jovenes son más educados en general. Sin embargo personas que tienen 40-70 años ganan mucho más dinero. También es más dificil ahora encontrar un trabajo que en el pasado.</p>
<p> </p>
<p>Este es un problema en más países. No solamente en países hispanohablantes. Específicamente, es un problema para mi y mi futuro. Será más dificil para mi buscar por un trabajo. Si yo encuentro un trabajo luego va a tomar muchos años pagar por mis deudas. Este es una situación similar de personas de mi edad.</p>
<p></p>Entrada 7: La Realidad Virtual en Relacion con los Recuros Humanostag:www.classroom20.com,2018-11-27:649749:BlogPost:11812872018-11-27T16:50:20.000ZAlexandra Gregoryhttps://www.classroom20.com/profile/AlexandraGregory
<p>Hoy en dia, las empresas y empleados potencial estan buscando por nuevas maneras de escoger trabajos o empleados. Una manera nueva que esta implementando es la realidad virtual. Este manera es importante porque da a la gente una experiencia que no tenia antes. Este sistema proporciona la opotrunidad a hacer cosas del trabajo y aprender las responsibilidades del trabajo. Frederico Barcos von der Heide dice que su tecnologia esta Buena porque no solo ayuda el sector de recursos humanos pero…</p>
<p>Hoy en dia, las empresas y empleados potencial estan buscando por nuevas maneras de escoger trabajos o empleados. Una manera nueva que esta implementando es la realidad virtual. Este manera es importante porque da a la gente una experiencia que no tenia antes. Este sistema proporciona la opotrunidad a hacer cosas del trabajo y aprender las responsibilidades del trabajo. Frederico Barcos von der Heide dice que su tecnologia esta Buena porque no solo ayuda el sector de recursos humanos pero Tambien ayuda los candidatos decide que es un trabajo Bueno para su estilo de vida. La cuesta de este tecnologia es entre 13.000 y 85.000 dolares depende en su ubicacion. </p>
<p>Este idea es muy interesante y possible muy effectivo para los sectores de recursos humanos. Es necessario que los sectores usa la tecnologia si tiene acesso y el dinero. Las entrevistas cara a cara Tambien son improtantes y las empresas no deben deshacerse completamente de este proceso. Es necesario que tienen una mezcla para determiner el major candidato. </p>
<p><a href="https://www.lanacion.com.ar/2188840-mucho-mas-que-un-juego-la-realidad-virtual-copa-el-area-de-recursos-humanos">https://www.lanacion.com.ar/2188840-mucho-mas-que-un-juego-la-realidad-virtual-copa-el-area-de-recursos-humanos</a></p>Entrada 7: "Datos que revelan talento"tag:www.classroom20.com,2018-11-27:649749:BlogPost:11810712018-11-27T04:35:25.000ZHailey Isonhttps://www.classroom20.com/profile/HaileyIson
<p><a href="https://elpais.com/economia/2016/06/15/actualidad/1465985689_215000.html">https://elpais.com/economia/2016/06/15/actualidad/1465985689_215000.html</a></p>
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<p>ESPAÑA - Este artículo habla sobre el uso profesional de "big data" como una herramienta importante para los recursos humanos. En otras palabras, las empresas están explorando cualquier información que puedan encontrar y la están utilizando para saber todo lo que puedan sobre un individuo. Por ejemplo, podrían encontrar…</p>
<p><a href="https://elpais.com/economia/2016/06/15/actualidad/1465985689_215000.html">https://elpais.com/economia/2016/06/15/actualidad/1465985689_215000.html</a></p>
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<p>ESPAÑA - Este artículo habla sobre el uso profesional de "big data" como una herramienta importante para los recursos humanos. En otras palabras, las empresas están explorando cualquier información que puedan encontrar y la están utilizando para saber todo lo que puedan sobre un individuo. Por ejemplo, podrían encontrar información sobre un empleado potencial que les diría cómo la persona usa su tiempo libre, qué tipo de actitud tiene, cuáles son sus talentos y cómo manejan una determinada situación. Esto hace que algunas personas se sientan incómodas porque no les gusta creer que la compañía realmente puede saber en quiénes se basan únicamente en los datos.</p>
<p><br/>Creo que esto también me hace sentir incómodo. No puedo imaginar que alguien pudiera predecir mis acciones si no me hubieran conocido durante un tiempo. Sin embargo, es muy interesante para mí, que las empresas están empezando a hacer esto más. Creo que el crecimiento de esta creencia podría afectar la capacidad de algunas personas para conseguir un trabajo. Pero también creo que podría ayudar a algunas empresas a contratar mejores empleados.</p>Entrada 7- Toda Cuba: amor, verguenza y dignidadtag:www.classroom20.com,2018-11-27:649749:BlogPost:11812842018-11-27T03:51:53.000ZAnna Arrastiahttps://www.classroom20.com/profile/AnnaArrastia
<p>Este articulo fue sobre los recursos humanos en Cuba. Es muy interesante porque muchas personas no creen que es importante por las personas de Cuba. Pero este articulo explica que es importante por las personas que tienen poder a respetar mismos. En particular el articulo uso el ejemplo de los médicos y que muchas veces ellos trabajan por gratis. Este demuestra que los derechos de humanos son importantes por todas personas. La misión es la ayuda de otros y no es el dinero.</p>
<p>Los…</p>
<p>Este articulo fue sobre los recursos humanos en Cuba. Es muy interesante porque muchas personas no creen que es importante por las personas de Cuba. Pero este articulo explica que es importante por las personas que tienen poder a respetar mismos. En particular el articulo uso el ejemplo de los médicos y que muchas veces ellos trabajan por gratis. Este demuestra que los derechos de humanos son importantes por todas personas. La misión es la ayuda de otros y no es el dinero.</p>
<p>Los recursos humanos son muy importantes en todos países. Incluso los países como Cuba donde muchas veces no creen que los derechos y intereses son importantes. Es necesario que todas las personas tienen oportunidades y también tienen personas que pueden ayudarlas. Este es parte de los recursos humanos. El tratamiento de personas es un resulto de recursos humanos y es cierto en muchos países incluyen Cuba.</p>
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<p><a href="http://www.granma.cu/opinion/2018-11-20/toda-cuba-amor-verguenza-y-dignidad-20-11-2018-19-11-10">http://www.granma.cu/opinion/2018-11-20/toda-cuba-amor-verguenza-y-dignidad-20-11-2018-19-11-10</a></p>Entrada 7tag:www.classroom20.com,2018-11-27:649749:BlogPost:11810682018-11-27T01:12:58.000ZSophia Kimbellhttps://www.classroom20.com/profile/SophiaKimbell
<p><a href="https://www.clarin.com/tecnologia/pokemon-lets-go-videojuego-vendido-black-friday_0_6frjMM1o3.html"><span style="font-weight: 400;">https://www.clarin.com/tecnologia/pokemon-lets-go-videojuego-vendido-black-friday_0_6frjMM1o3.html</span></a></p>
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<p><span style="font-weight: 400;">En el artículo reciente que se llama “Pokemon Let's Go!, el videojuego más vendido del Black Friday,” el autor explica que el videojuego que se basa en Pokémon está ganando mucho éxito en el mercado…</span></p>
<p><a href="https://www.clarin.com/tecnologia/pokemon-lets-go-videojuego-vendido-black-friday_0_6frjMM1o3.html"><span style="font-weight: 400;">https://www.clarin.com/tecnologia/pokemon-lets-go-videojuego-vendido-black-friday_0_6frjMM1o3.html</span></a></p>
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<p><span style="font-weight: 400;">En el artículo reciente que se llama “Pokemon Let's Go!, el videojuego más vendido del Black Friday,” el autor explica que el videojuego que se basa en Pokémon está ganando mucho éxito en el mercado de juegos y tecnología. Adultos jóvenes encantan al juego porque les da mucha nostalgia y es posible que ellos pueden disfrutar algo de su infancia por una medida nueva. Es interesante porque la compañía encontró una medida para dejarnos que jugarlo de nuevo. El artículo explica, “Como en Pokémon Go, al conseguir un lanzamiento exitoso se captura a la criatura y se gana la experiencia que antes se ganaba combatiendo.” Podemos ver que tiene las mismas partes como el juego original de 1998, pero hay aspectos nuevos porque es un producto para el Nintendo Switch. Todo por todo, es una medida muy divertida para disfrutar un juego viejo en una máquina nueva, y me gustaría tratarlo.</span></p>Entrada 7: "Persiste discriminación en instituciones de justicia: ONG"tag:www.classroom20.com,2018-11-26:649749:BlogPost:11811552018-11-26T21:13:07.000ZOlivia Catherine Grasshttps://www.classroom20.com/profile/OliviaCatherineGrass
<p>El artículo que yo elegí a leer se llamaba “Persiste discriminación en instituciones de justicia: ONG”. En general, este artículo habló sobre como las instituciones de justicia en el país de México “son lugares donde persiste la discriminación, pero no solamente por género, también sin por muchos otros factores que inhiben el pleno goce y participación de todos sus integrantes”. Dijo que, en los años pasados, no ha habido muchos cambios para institucionalizar la perspectiva de género, así…</p>
<p>El artículo que yo elegí a leer se llamaba “Persiste discriminación en instituciones de justicia: ONG”. En general, este artículo habló sobre como las instituciones de justicia en el país de México “son lugares donde persiste la discriminación, pero no solamente por género, también sin por muchos otros factores que inhiben el pleno goce y participación de todos sus integrantes”. Dijo que, en los años pasados, no ha habido muchos cambios para institucionalizar la perspectiva de género, así que, entonces ha habido poca posibilidad de impulsar a este cambio tan significativo.</p>
<p>También, el articulo dijo que una falta de comunicación existe “con la ciudadanía y que afuera del Poder Judicial se sabe poco de todos los esfuerzos que se están haciendo al interior para mejorar la impartición de justicia. Entonces, lo que esto significa es que no ha habido no cambios recientemente a las instituciones sobre los roles de género, pero también otras razones. </p>
<p>Pero, también, este articulo dijo que “el reclamo de las mujeres para acceder a la justicia y que se respeten sus derechos no es nada nuevo así como la obligación del Estado trabajar y combatir la discriminación. Así que, debido a estos problemas recientes, un proyecto fue creado. Este proyecto fue llamado “Ciudadano La Justicia”. Y en general, este proyecto es un modelo que se apoya en la sociedad civil local y que busca fortalecer las capacidades de las y los juzgadores en impartir justicia con perspectiva de género, pero también a reformar el clima en la estructura organizacional al interior de los poderes judiciales.</p>
<p>Entonces, mi repuesta de este articulo era muy sorprendida, y también una poca enojada. En general, yo sabía que había desigualdad entre las mujeres y los hombres típicamente en aspectos particulares (como el trabajo), pero, yo no sabía que no ha habido ningunos cambios recientemente. Esto me molesta y me enoja un poco, pero tengo esperanzas para el futuro sobre esta situación. En general, entonces, yo creo que la idea sobre este proyecto (que se llama Ciudadano La Justicia) es una buena idea. Espero que (en general), los hombres y las mujeres eventualmente será igual a la mayoría de los aspectos de la vida con esto.</p>
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<p>Comenta lo que piensas porque yo soy curiosa. –Olivia<span> </span></p>
<p><br/> (Fue recibido de<span> <a href="https://www.jornada.com.mx/ultimas/2018/11/22/persiste-discriminacion-en-instituciones-de-justicia-ong-747.html">https://www.jornada.com.mx/ultimas/2018/11/22/persiste-discriminacion-en-instituciones-de-justicia-ong-747.html</a> )</span></p>