Because of pressure to teach bell-to-bell -- the pedagogical equivalent of force-feeding geese to make foie gras -- many classrooms now start with bell work, short exercises that students complete while the instructor attends to attendance and other administrative chores. Journal prompts and concept questions can focus students on nutritious academic content and initiate a positive tempo for the next 90 minutes of class. With the help of graduate student David Fictum, I collected several creative, practical and entertaining exercises that can function as bell ringers or sponge activities. Journaling Education über-blogger Vicki Davis writes 20 things she is thankful for in a joy journal, citing research studies indicating that this practice produces greater long-term happiness than winning the lottery -- serious happy. Lateral Thinking Brain Food lists number and logic puzzles. Situation: A man marries 20 women in his village but isn't charged with polygamy. Pop Culture Grammar
Church Documents - Citing Theological Sources: How to do a Bibliography - Subject Guides at University of St. ThomasThese "general guidelines' are based on MLA style. Always follow your instructor's requirements, advice, or suggestions, however. · A first citation must be complete. Subsequent references are abbreviated in standard forms. Many well known texts are then cited (in the text of your paper even using endnotes) simply by the customary Latin title (first few words) like Divino Afflante Spiritu. · A work issued by the overall Church (like the Catechism, or any Vatican II document) is cited ONLY by its title from the publication information. · In MLA style, honorific titles like "Pope," "Father" or "Cardinal" or "D.D." are not added after, or before, a name. · If a document is issued by a constituted church body or organization (rather than by an individual as ecclesiastical authority) use the title page information as far as practicable. · In theology and church writings, citing the paragraph or section number of a work is regular practice.
Grudgeball.. a Review Game Where Kids Attack!I have long been a huge fan of using games in the classroom. Much like sneaking broccoli into the pizza sauce, I have always felt that games were that perfect balance of teaching and engagement. When I first started, my consummate go to was Jeaopardy but..... I came up with the solution one night while watching Survivor. 1. (This was post game so not everyone had 10.) 2. 3. 4. ****Very worn out two and three point lines. 5. I have solved some problems along the way. This game is one of those things that has spanned my career but is still loved by alI. Do you have any go to games the kids love?
Super Teacher ToolsWatch Free Documentaries Online - DocumentaryWIREFree Technology for TeachersIntroduction to Instructional DesignIntroduction to Instructional Design This is a course about design, and more specifically, about Instructional Design. Before we begin this course let's review a few important concepts that we will eventually relate to design. Back in Module 1 you were introduced to the field of Instructional Technology and given a few relevant definitions. At that point we defined Instructional Technology as the theory and practice of the design, development, utilization, management, and evaluation of processes and resources for learning (Seals and Richey, 1994). We further stated that Instructional Technology is committed to the goal of improving the quality (effectiveness) of human learning environments. The study of how different types of media (physical elements within the environment which communicate messages) can be used for instructional purposes. Decide what is important for students to learn. Assumptions Underlying Instructional Design Here are a few more assumptions to consider:
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